Abstract
Purdue University’s Theatre Engineering Program capstone combines the yearly production work of the College of Liberal Arts with the final senior design format used in the Colleges of Engineering. By starting their production work after gaining admission to the program, students work on progressively more involved projects throughout their time at Purdue. This poster presentation will examine the lessons learned and challenges faced by Leigh Witek, a recent Theatre Engineering graduate, as she completed each role in the program. She will share how each project informed her understanding of the design process and how a three-year immersion in production work benefitted her final project. The roles held by students as they progress through the program begins by working in the scenic shop. As carpenters, Deck Carpenters, Assistant Technical Directors, and Technical Designers, students grow from building the designs of peers to creating designs of their own.
Experiencing the design process in stages leads to an understanding of the impacts of design and prepares Theatre Engineering students for the intensity of their final project. This format also encourages students of all years to interact with each other and provide a perspective from every role. The format of this process and program encourages a community within Theatre Engineering that fosters mentorship among the student cohort. This poster will present a student’s perspective of the effectiveness of this process and provide insight for how learning objectives are received and interpreted.
The Three-Year Capstone: A Progression of Learning in Purdue University’s Theatre Engineering Program
Purdue University’s Theatre Engineering Program capstone combines the yearly production work of the College of Liberal Arts with the final senior design format used in the Colleges of Engineering. By starting their production work after gaining admission to the program, students work on progressively more involved projects throughout their time at Purdue. This poster presentation will examine the lessons learned and challenges faced by Leigh Witek, a recent Theatre Engineering graduate, as she completed each role in the program. She will share how each project informed her understanding of the design process and how a three-year immersion in production work benefitted her final project. The roles held by students as they progress through the program begins by working in the scenic shop. As carpenters, Deck Carpenters, Assistant Technical Directors, and Technical Designers, students grow from building the designs of peers to creating designs of their own.
Experiencing the design process in stages leads to an understanding of the impacts of design and prepares Theatre Engineering students for the intensity of their final project. This format also encourages students of all years to interact with each other and provide a perspective from every role. The format of this process and program encourages a community within Theatre Engineering that fosters mentorship among the student cohort. This poster will present a student’s perspective of the effectiveness of this process and provide insight for how learning objectives are received and interpreted.