Roudebush Hall
Roudebush Hall, home of Miami's administrative offices

College of Creative Arts

Unifying Goal: Promote a vibrant learning and discovery environment that produces extraordinary student and scholarly outcomes.

Objective 1: Prepare students for success at Miami and beyond through a liberal and applied education emphasizing inquiry-based experiential learning that integrates many disciplines.

Metric 1: Miami will achieve a six-year graduation rate of 85% and a four-year graduation rate of 75%.

Strategies:

  • Continue focused recruitment into the major by:
    • Increasing the number of participants at the CCA Arts Day each year;
    • Conducting follow-up communications on all recruitment events (e.g., letter from the dean to Arts Day participants, Early Hawks, and DQ students);
    • Supporting department and program recruitment.
  • Develop and enhance curricular and co-curricular opportunities focused on community building and professional practice (e.g., co-teaching an FYE course for CCA students with student affairs staff; holding an annual recognition for the Creative Arts Ambassadors Student Organization; and leading an annual arts trip for Creative Arts Scholars).
  • Collaborate with Career Services to embed career development in the CCA Arts Day, develop a divisional master plan for career services, and foster cross-disciplinary involvement in departmental career services events.
  • Enhance mentoring and advising through annual training workshops for faculty advisors.

Challenges and Opportunities:

  • Recognizing that in a small division, even a small number of students can dramatically impact graduation and retention statistics
  • Developing a reliable means of tracking students moving into and out of the major.  

Metric 2: Within one year after graduation, 90% of graduates (excluding those enrolled in graduate or professional school) will be employed.

Strategies:

  • Partner with Career Services to design enhanced career development opportunities for CCA students (e.g.,  virtual career fairs, field trips, specialized counseling, classroom visits).
  • Strengthen alumni networks in major cultural centers (NYC, LA, Chicago) by:
    • Working with the Office of Alumni and University Advancement to identify alumni;
    • Creating a Google Doc with Contact Info for CCA alumni in major US cities;
    • Inviting alumni to assist with career opportunities for students (e.g., internships, shadowing, mentoring).
  • Work with Career Services to build non-alumni networks.
  • Work with Career Services on “transferable skills” workshops.
  • Incorporate opportunities for professional practice into the curriculum where appropriate.
  • Consult SNAPP (Strategic National Arts Alumni Project) and the Office of Institutional Research to gain insights into employment trends in order to better help our students make the transition into the workforce; and disseminate key data to departments.
  • Increase the number of professional internships within the CCA.

Challenges and Opportunities:

  • Understanding the difficulty of tracking “employment” given that many artists hold non-arts-related day jobs, while pursuing their art careers on the side.

Metric 3: One year after graduation, 80% of students who apply to graduate or professional school will receive at least one offer of admission.

Strategies:

  • Improve mentorship and advising for graduate school through CCA graduate and undergraduate forums where undergraduate graduate students learn insights from graduate students.

Challenges and Opportunities:

  • Recognizing the difficulty of CCA contributing to this metric given that many students in the arts gain significant work and life experience before enrolling graduate school.

Objective 2: Immerse faculty, undergraduate, and graduate students in research and creative scholarship that forms a vital part of the learning experience.

Metric 4: Continue to increase the quality and impact of scholarship or creative performance.

Strategies:

  • Ensure that the faculty workload policy is enforced consistently throughout division, and reward research productive faculty with appropriate teaching load reductions.
  • Review departmental governance documents, and revise to advance consistency in implementation of the workload policy.
  • Strengthen the mentoring of pre-tenure faculty, and ensure that it is offered consistently across the division.
  • Work with accreditation bodies (NASA, NAAB, CIDA, NASM, and NAST) to establish best practices for high impact creative and scholarly work, and embed appropriate practices in departmental governance documents.
  • Ensure institutional membership in major arts institutions to facilitate faculty professional networking.

Challenges and Opportunities:

  • Addressing the inconsistencies in faculty workload assignments throughout the division
  • Ensuring that when assigning workloads, chairs understand the unique workload demands and constraints of CCA faculty (e.g., contact hours needed for studios, concerts, recitals, and theatre productions)
  • Engaging in a comparison of best practices across the arts to facilitate better mentorship and support for probationary faculty across the CCA
  • Addressing the challenges of our rural location and the need for faculty to work in professional theatres, galleries, orchestras, etc., for professional growth.

Metric 5: Upon graduation, all Miami students will have participated in a research (40%) or a similar experiential learning activity (100%), e.g., fieldwork, field or clinical placement, service-learning, public or private sector engagement, performances, and other applied learning activities.

Because so much of the CCA curriculum is applied (incorporating client-based projects, productions, performances, exhibitions, student teaching, practica, studios, research projects, etc.), students within our division engage frequently in research and experiential learning.

Strategies:

  • Track and assess student involvement in research and experiential learning to make improvements and ensure success.

Objective 3: Engage students with substantive co-curricular and internship opportunities that augment their learning and establish a strong foundation for lifelong success, growth, and adaptability.

Metric 6: 75% of Miami students will complete an internship before they graduate.

Strategies:

  • Increase the number of professional internships through the following action steps:
    • Offer faculty training on mentoring students’ internships.
    • Leverage alumni connections to establish internships in fields that have historically not provided internships, such as studio art.
    • Deepen the partnership with Career Services to broaden internship opportunities and relationships with key employers in the arts.
    • Expand partnerships with professional institutions and agencies.
    • Integrate internship credit hours into requirements of appropriate majors.
    • Designate departmental and/or divisional funds to support internships during the summer term.
    • Strengthen, support, and develop “in-house” internships at the Art Museum and with the Performing Arts Series.
    • Establish mechanism to track non-credit bearing internships.

Challenges and Opportunities:

Securing financial support for student internships, particularly in major cities

  • Marshaling the support and time faculty and staff need to assist students in finding and benefiting fully from internships
  • Identifying internships in fields that have limited opportunities, such as studio art.

Metric 7: 95% of Miami students will have two or more co-curricular experiences before they graduate.

As part of their course of study, all CCA students attend or participate in performances, exhibitions, film series, lectures, gallery talks, and symposia—just to name a few.

Strategies:

  • Track student involvement in co-curricular activities to gauge success and make improvements as necessary.
  • Strengthen collaborations among the various student organizations within the division.
  • Involve students more purposefully in the work of the division (e.g., membership on appropriate divisional committees; involvement in key decisions; engagement with guest artists).

Objective 4: Offer flexible pathways to and through the University, including interdisciplinary, E-learning, and multiple degree options, to help students achieve timely and cost-effective completion.

Metric 8: 20% of our students will graduate with multiple degrees/majors, and 5% will graduate with a combination Bachelor and Master's degree.

Because of teaching licensure and accreditation standards mandated by professional organizations (e.g., NASA, NASM, NAST, CIDA, and NAAB), many of the degree programs within the division have structured curricular and require a greater number of credit hours than undergraduate degrees in other divisions.  Consequently, comparatively fewer CCA students pursue double majors, co-majors, or combined bachelor-master’s degree programs.  Those degree programs that are conducive for double majors are:

  1. BA in Music
  2. BA in Theatre
  3. BA in Art
  4. IMS (Co-major in the College of Arts and Science).

Strategies:

  • Advertise minors in professional degree programs in architecture, interior design, graphic design, and music.
  • Increase the number of students pursuing co-majors and double majors within the CCA through the following strategies:
    • Promote co-major for studio art and art history students.
    • Develop a mechanism for reporting double majors within a department (i.e., music education and music performance).
    • Task the CCA Communications Director to work with departments to revise or design promotional materials (including website) that display curricular pathways for double majors.
    • Through a partnership among chief departmental advisers and the assistant dean, provide students with clear information on double-major opportunities within the division.
    • Identify and inform appropriate students of double-majoring opportunities early in their undergraduate career
    • Revise select curricula within the division to allow greater flexibility.

Challenges and Opportunities:

  • Recognizing that national accreditation standards for arts-related disciplines require higher credit hours and a sequential four-year curriculum make it difficult for most students to double major and graduate on time.

Metric 9: 60% of degree programs can be completed in three years or less through curriculum revision and by using different pedogogical approaches and modes of delivery.

Because of accreditation requirements, degree programs in architecture, art education, music education, interior design, graphic design, and music performance can likely not be completed in three years.  A few CCA degrees, such as the BA in music, the BA in theatre, and the BA in art and architecture history may be completed in three years, provided students enter Miami with a high number of college credits and complete coursework in the summer and winter terms. The BFA in Studio Art may also be revised to ensure more flexibility. In addition, IMS has a co-major housed in CAS.

Strategies:

  • Revise the curricular requirements for select degree programs, such as the BFA in studio art or the IMS major, to enable students to complete them in three years.
  • Design and offer online courses to enable students to complete required coursework during the summer and winter terms.

Challenges and Opportunities:

  • Recognizing that national accreditation standards for arts-related disciplines require higher credit hours and a sequential four-year curriculum make it difficult for most students to complete degrees in three years.

Metric 10: Increase the online aand hybrid credit hours to 10% of the total credit hours.

Strategies:

  • Focus on-line course development in the following non-studio areas:
    • art history;
    • architecture history;
    • musicology;
    • theatre history and dramatic literature.
  • Explore the possibility of offering low residency graduate programs within the CCA which can be possible through the following strategies:
    • Offering graduate workshops and courses during summer and winter terms.
    • Providing on-line and hybrid courses within graduate programs.
    • Offering courses during non-working hours and at convenient locations (e.g., Voice of American Learning Center).

Challenges and Opportunities:

  • Recognizing that because most of the curriculum in the CCA is studio-based and relies upon a high level of faculty-student interaction, fully on-line courses are not appropriate--and only a limited number of hybrid courses are appropriate—for most art-related degree programs.
  • Securing the faculty resources to offer low-residency MFA programs in appropriate fields or disciplines, such as the M.A. in theatre.