Self-Evaluation Statement
Teaching
In my two years as a graduate student, I served as a both a Teaching Assistant and Course Instructor. My experience as a Teaching Assistant in a Stage Management I course was invaluable; I was new to the program and this was an opportunity to learn more about both the students and the curriculum. I quickly learned how to interact with students as a leader and instructor, and established rubrics for grading paperwork. In my second and final year as a graduate assistant, I taught Assistant Stage Management, an introductory course for both undergraduate and graduate students, majors and non-majors. This inspired me to find teaching practices and activities that excited students and engaged them in the material. In doing so, I began to reconstruct the syllabus and create active learning activities that interested non-major students. For example, approximately half of the students enrolled in Assistant Stage Management during Spring 2013 were majoring in Technical Direction. I tailored the stage management paperwork and application to that of technical direction and scenic instruction by including activities that focused on these technical elements. As the course progressed, these students began to ask questions and articulate how stage management and technical direction worked hand-in-hand to accomplish a successful production. By the end of the course, I received emails from the students, who thanked me for making the material relevant to their discipline and expressed how much they enjoyed the course.
While teaching this course, I enrolled in a Teaching Effectiveness seminar with the Center for the Enhancement of Teaching and Learning. This course was invaluable to my teaching development because I gained an understanding of effective syllabus construction, active learning activities, unit and course-level outcomes, and assessment. I hope to incorporate more of this information to future courses. Upon graduation, my goal is to attend more teaching and learning conferences and join a theatre program as a faculty member.
Research
My graduate research is primarily focused on corporate management and how it relates to the theatrical profession. My thesis, entitled The Art of the Handoff: Steps Toward Successful Delegation, outlines the elements needed for a manager to successfully delegate to team members and assistants. Although stage management is rooted in the performing arts, it requires a level of effective management that is comparable to that of a corporate executive. I chose to research corporate practices, policies and procedures in terms of delegation and how a manager hands off tasks to others for completion. My post-graduation goal is to expand on the topic and present tips for effective delegation to other stage managers at national conferences, such as the United States Institute for Theatre Technology. I would also be interested in collaborating with other theatrical colleagues and publish articles in theatrical journals.
Service
There are two primary areas in which I have provided service while in graduate school. First, I assisted in the organization of prospective candidates and worked with the CCM Admissions Office to schedule prospective interviews and tours. I remained the primary contact for those applying to the program and managed the schedule of the Department Chair. My interpersonal and communication skills allowed me to manage upward in a way that was sensitive and unobtrusive. By planning the schedules of those in higher positions, I enhanced my organization and coordination skills.
The second form of service is more closely related to the students. As a graduate student, I spent a great deal of time mentoring the undergraduates in my discipline. This included: providing office hours to discuss productions, attending rehearsals and technical rehearsals, observing performances, taking notes, and providing constructive feedback to stage managers and assistant stage managers in the program. This form of mentoring was the most valuable aspect of my graduate education; I was able to provide my expertise and prior experience as a point of reference and made an impact on younger management students. In the future, I hope to continue mentoring undergraduate students and would enjoy founding a mentorship experience for stage managers within the department.
Professional Development
As mentioned previously, my enrollment in the Teaching Effectiveness course at the University of Cincinnati was an invaluable element of my professional development as a future faculty member. I hope to continue attending conferences and seminars relating to effective teaching and the creation of active learning environments.
As a professional stage manager, I have been a union member of Actors’ Equity Association since 2008. This has greatly enhanced my professional development because of my experience in professional theatre. Each new practical experience in the industry offers development opportunities. Theatre is a highly collaborative art form and there is always an opportunity to work with a variety of directors, designers, performers and technicians. I hope to continue professional development by engaging in practical, hands-on production experience. These experiences will allow me to remain relevant in the industry and ultimately, relevant to the students with whom I hope to share these opportunities.
In my two years as a graduate student, I served as a both a Teaching Assistant and Course Instructor. My experience as a Teaching Assistant in a Stage Management I course was invaluable; I was new to the program and this was an opportunity to learn more about both the students and the curriculum. I quickly learned how to interact with students as a leader and instructor, and established rubrics for grading paperwork. In my second and final year as a graduate assistant, I taught Assistant Stage Management, an introductory course for both undergraduate and graduate students, majors and non-majors. This inspired me to find teaching practices and activities that excited students and engaged them in the material. In doing so, I began to reconstruct the syllabus and create active learning activities that interested non-major students. For example, approximately half of the students enrolled in Assistant Stage Management during Spring 2013 were majoring in Technical Direction. I tailored the stage management paperwork and application to that of technical direction and scenic instruction by including activities that focused on these technical elements. As the course progressed, these students began to ask questions and articulate how stage management and technical direction worked hand-in-hand to accomplish a successful production. By the end of the course, I received emails from the students, who thanked me for making the material relevant to their discipline and expressed how much they enjoyed the course.
While teaching this course, I enrolled in a Teaching Effectiveness seminar with the Center for the Enhancement of Teaching and Learning. This course was invaluable to my teaching development because I gained an understanding of effective syllabus construction, active learning activities, unit and course-level outcomes, and assessment. I hope to incorporate more of this information to future courses. Upon graduation, my goal is to attend more teaching and learning conferences and join a theatre program as a faculty member.
Research
My graduate research is primarily focused on corporate management and how it relates to the theatrical profession. My thesis, entitled The Art of the Handoff: Steps Toward Successful Delegation, outlines the elements needed for a manager to successfully delegate to team members and assistants. Although stage management is rooted in the performing arts, it requires a level of effective management that is comparable to that of a corporate executive. I chose to research corporate practices, policies and procedures in terms of delegation and how a manager hands off tasks to others for completion. My post-graduation goal is to expand on the topic and present tips for effective delegation to other stage managers at national conferences, such as the United States Institute for Theatre Technology. I would also be interested in collaborating with other theatrical colleagues and publish articles in theatrical journals.
Service
There are two primary areas in which I have provided service while in graduate school. First, I assisted in the organization of prospective candidates and worked with the CCM Admissions Office to schedule prospective interviews and tours. I remained the primary contact for those applying to the program and managed the schedule of the Department Chair. My interpersonal and communication skills allowed me to manage upward in a way that was sensitive and unobtrusive. By planning the schedules of those in higher positions, I enhanced my organization and coordination skills.
The second form of service is more closely related to the students. As a graduate student, I spent a great deal of time mentoring the undergraduates in my discipline. This included: providing office hours to discuss productions, attending rehearsals and technical rehearsals, observing performances, taking notes, and providing constructive feedback to stage managers and assistant stage managers in the program. This form of mentoring was the most valuable aspect of my graduate education; I was able to provide my expertise and prior experience as a point of reference and made an impact on younger management students. In the future, I hope to continue mentoring undergraduate students and would enjoy founding a mentorship experience for stage managers within the department.
Professional Development
As mentioned previously, my enrollment in the Teaching Effectiveness course at the University of Cincinnati was an invaluable element of my professional development as a future faculty member. I hope to continue attending conferences and seminars relating to effective teaching and the creation of active learning environments.
As a professional stage manager, I have been a union member of Actors’ Equity Association since 2008. This has greatly enhanced my professional development because of my experience in professional theatre. Each new practical experience in the industry offers development opportunities. Theatre is a highly collaborative art form and there is always an opportunity to work with a variety of directors, designers, performers and technicians. I hope to continue professional development by engaging in practical, hands-on production experience. These experiences will allow me to remain relevant in the industry and ultimately, relevant to the students with whom I hope to share these opportunities.