All students at Ithaca College are held to academic standards governed by the School of Music, Theatre, and Dance Dean’s office and the Academic Standards as found in the college catalog.
In addition, the Center for Theatre and Dance embraces professional standards in the studio, classroom and production laboratory. Below are additional policies and guidelines for specific theatre and dance majors.
The dance faculty believe wearing specific attire for a dance class is an important part of the culture of learning dance and working as a dancer in a studio. Respecting each student’s comfort, we ask for the following:
It is important that students accepted in the B.F.A. musical theatre program understand that they must conform to requirements for the B.F.A. acting sequence. These requirements include auditioning for productions and participating in the B.F.A. review process. Additional information about students' progress in music, voice, and dance classes are considered as part of the review process for musical theatre majors, including singing reviews in the Center for Theatre and Dance and vocal juries in the School of Music.
As a component of the Center for Theatre and Dances' review process, sophomore B.F.A. musical theatre majors are required to participate in a singing review near the end of the fall semester prior to acting review. Freshman and sophomore B.F.A. musical theatre majors are required to participate in a singing review near the end of the spring semester prior to acting review. In addition to singing reviews in the Center for Theatre and Dance, all freshman and sophomore musical theatre majors are required to do vocal juries in the School of Music in the second, third, and fourth semesters. Students should follow School of Music guidelines for vocal juries. Musical theatre majors must pass their vocal jury in order to pass their private voice class and move on to the next year of musical theatre training.
Note: Musical theatre majors continue to have vocal juries in the School of Music during their junior and senior years as part of their private voice class requirements.
Singing Review Preparation and Procedures
Students should prepare two pieces that contrast in time period and style. These pieces should be chosen from the students' vocal jury repertoire and approved by each student's voice teacher. Both selections together should equal no more than three minutes of music.
Students should prepare their singing review repertoire with their voice teachers and in sessions with the Center for Theatre and Dances' staff vocal coach. The staff vocal coach may make repertoire suggestions for students, but voice teachers have the final word in all selections for singing reviews and vocal juries.
Singing reviews are open to faculty, staff, and students of the Center for Theatre and Dance and School of Music. Singing review should be thought of as an opportunity for students to share their work.
Performance area faculty and staff will share their singing review feedback with the voice teachers of each participating student. Voice teachers will then discuss this feedback with students during their lesson time.
Areas of Assessment for Singing Review
Review Process and Criteria: B.F.A. Acting / Musical Theatre Majors
The Review Process
The performance area's Review process is a comprehensive review that provides specific feedback for instructional purposes to encourage growth and artistic progress based on clearly expressed criteria for the B.F.A. programs. Reviews allow area faculty to see the work of every student each semester. Here we can provide instruction on areas of growth that are positive, as well as identify areas that need attention.
NOTE: Students in the musical theatre program have additional review criteria in the areas of music and dance that can be found here and at the end of this document.
Scene Review
During Review week each semester, typically the second-to-last week of classes, scenes are presented for evaluation by the performance faculty. These scenes (not to exceed five minutes in length) are developed in scene study class, with partners and material assigned by the scene study teacher, with the students' individual training goals in mind. In the first semester review, "open scenes" are used, which are provided by the teacher. Thereafter, scenes are most commonly drawn from contemporary or modern realist plays involving age-appropriate characters.
Scene Review Schedule
Instead of regular morning studio classes during review week, an 8:00 a.m. warmup takes place each morning. All first-year students attend warm up on each day, whether presenting or not. For sophomores, only those students whose scenes are being presented attend warmup. For both classes, scenes begin promptly at 8:30 a.m. All first year and sophomore students are expected to attend all the presentation days regardless of whether they perform on that day. The faculty observe the work in a laboratory atmosphere, and the scenes are video recorded for evaluation purposes. Special guests are welcome at review only by invitations of the chair and/or area coordinators. Non-majors, parents and/or guardians will not be granted permission to attend review.
Comprehensive Review Feedback
After viewing the scenes, the faculty meets to discuss student progress and to share feedback. The following week, in place of one scene study class, each student meets individually with their scene study teacher, receiving a written report providing specific feedback on strengths and areas for growth, identifying areas that need attention. Please also see the Review Action Steps for B.F.A Acting and Musical Theatre Programs
Review Criteria
During the student’s first four semesters in the program, progress will be assessed in terms of criteria for the student’s program level participation and the acting competencies for their year/level. Evaluation of progress is based on all facets of the student’s work: classwork, review presentations, productions, and overall professionalism. In the first year of the program, while a reasonable level of artistic and technical growth is expected, particular attention will be paid to the level of professionalism with which the student addresses their work.
Criteria for Evaluating Program Level Participation:
1. Individual artistic progress;
2. Contribution as an ensemble member to the artistic progress of their his/her classmates;
3. Compatibility with the goals and methods of the training; and
4. Potential for meeting the rigorous demands of a performance career.
Criteria for First Year Acting Competencies:
The general goals of the first year of acting training are to introduce students to the potential of their voices and bodies as expressive tools and to develop the ability to engage their imagination and intellect in both scripted and improvised work.
By the end of the first year, performance students should have made progress toward:
• making believable and logical choices regarding actions, objectives, and obstacles;
• achieving unselfconscious concentration on the dramatic situation and their partner;
• moving without distracting personal tensions or mannerisms; and
• using their voice in a healthy way, with an initial awareness of effective breath support and appropriate speech choices.
Criteria for Second Year Acting Competencies:
The general goals of the second year of acting training are to develop specific characterization skills, and to deepen acting, voice, speech, movement, and analytical skills. By the end of the second year, performance students should be able to:
• play actions and objectives that are believable, logical and emotionally compelling;
• respond to their acting partner with immediacy, flexibility and passion;
• convey the text effectively according to its logic, conventions and structure;
• speak with vocal freedom and resonance supported by breath, and speak text with clarity and precision appropriate to space and material; and
• use movement skills to create vivid physical characterizations not limited by personal habits and patterns.
Additional Review Criteria for Acting and Musical Theatre Students
Review for all performance students (acting and musical theatre) includes auditioning for each semester’s productions, participating in callbacks, and performing as cast. See Casting Policy.
At the end of the fourth semester review, all continuing performance students sign the “Showcase Agreement” confirming their understanding of the expectations of professionalism that extend through semesters five through eight. If a student’s level of professionalism or achievement in the program fails to meet the criteria and standards set by the faculty, an acting or musical theatre major may receive a Notice of Concern at any point in their career in the department. Additional steps (e.g. removal from casting for a semester, removal of participation in Showcase, etc.) may be implemented to uphold the standards of the department and to serve a pedagogical purpose, such as providing the student a chance to regain their footing in the training process (or in academic courses).
To maintain good standing throughout their time at Ithaca College, BFA performance majors are expected to attend responsibly to their work and adhere to department policies, observing such practices as:
• Maintaining passing grades in all required coursework in the department.
• Adherence to the mandatory audition, callback and “perform as cast” policies.
• Timely submission of faculty-signed Request to Participate forms BEFORE accepting a role in an outside production (please see Extra-Departmental Productions for more information and to access the form).
• Responsible and contributory work in a cast or on a crew.
• For musical theatre students, effective completions of their singing reviews and vocal juries. (see below)
• Avoidance of any behavior that would sacrifice their good standing in the School of Music, Theatre, and Dance or at Ithaca College.
Additional Competencies for B.F.A. Musical Theatre Students:
Musical Theatre students have additional competencies and criteria related to music and dance, and must be able to:
• demonstrate healthy vocal technique, increased range, competency in music theory, keyboarding, and aural skills.
• demonstrate the ability to perform a variety of musical styles and a synthesis of acting, singing, and movement/dance skills.
• able to apply fundamental dance/movement technique (rooted in ballet, modern, jazz and tap) and the principles of biomechanics to performance.
• demonstrate knowledge of dance vocabulary and dance in historical contexts in a variety of movement/dance styles.
• demonstrate the ability to organize and manage their time, communicate and collaborate with others, act with commitment, maturity and self-discipline, and reflect other attitudes and values that are essential to professionalism in theatre.
• demonstrate commitment, maturity, motivation and self-discipline consistent with the demands of the professional theatre.
• maintain a repertoire of songs including professional audition songbook.
• develop the skills needed for participating in professional dance classes, auditions, and rehearsals including appropriate etiquette and behavior.
For musical theatre students, additional information about progress in music, voice, and dance classes are considered as part of the review process, including singing reviews in the Center for Theatre and Dance and vocal juries in the Center for Music.
Singing Reviews:
Sophomore B.F.A. musical theatre majors are required to participate in a singing review near the end of the fall semester prior to acting review. First year and sophomore B.F.A. musical theatre majors are required to participate in a singing review near the end of the spring semester prior to acting review.
Vocal Juries:
In addition to singing reviews in the Center for Theatre and Dance, all first year and sophomore musical theatre majors are required to do vocal juries in the Center for Music in the second, third, and fourth semesters. Students should follow Center for Music guidelines for vocal juries. Musical theatre majors must pass their vocal jury to pass their private voice class and move on to the next year of musical theatre training.
NOTE: Musical theatre majors continue to have vocal juries in the Center for Music during their junior and senior years as part of their private voice class requirements.
Singing Review Preparation and Procedures
Students should prepare two pieces that contrast in time period and style. These pieces should be chosen from the students' vocal jury repertoire and approved by each student's voice teacher. Both selections together should equal no more than three minutes of music.
Students should prepare their singing review repertoire with their voice teachers and in sessions with the Center for Theatre and Dance vocal coach. The Center for Theatre and Dance vocal coach may make repertoire suggestions for students, but voice teachers have the final word in all selections for singing reviews and vocal juries.
Singing reviews are open to faculty, staff, and students of the Center for Theatre and Dance and Center for Music. Singing review should be thought of as an opportunity for students to share their work. The faculty and other students observe the work in a laboratory atmosphere, and the scenes are video recorded for evaluation purposes. Special guests are welcome at review only by invitation of the chair and/or the area coordinators. Students not majoring in BFA acting, musical theatre, or music; as well as parents and/or guardians, will not be granted permission to attend review.
Performance area faculty will share their singing review feedback with the voice teachers of each participating student. Voice teachers will then discuss this feedback with students during their lesson time.
Areas of Assessment for Musical Theatre Singing Reviews
Body Integration
• Mannerisms and habitual tension patterns
• Head, neck, shoulder (release/tension issues)
• Breath and body work (release/tension issues)
• Alignment issues (head, neck, shoulders, spine, pelvis, knee, ankle)
Vocal Integration
• Working with the breath in support of the voice
• Tension (jaw, tongue, face, etc.)
• Sound/tone
• Diction
• Commitment to, investment in, and engagement with the material
• Expressive connection with the material and self
• Stage presence
• Level of confidence
• Ease
Expressivity
• Commitment to, investment in, and engagement with the material
• Expressive connection with the material and self
• Stage presence
• Level of confidence
• Ease
revised 7/27/2022
Review Action Steps: B.F.A. Acting/Musical Theatre Programs
Students in their first and second year of training present scene or monologue work, prepared in studio classes, for faculty review and feedback at the end of each semester. Students receive Review reports containing feedback about their progress toward fulfilling program and acting competencies for their year/level and individual comments from faculty about their performance work, class work, and professionalism. It is expected that each student will incorporate this feedback in the preparation and performance of subsequent class and scene work. The area faculty will provide support and help identify resources for all students throughout the review process.
Typically, students make significant observable progress throughout their experience in the program. In some cases, individual progress does not yet meet the Review Competencies for the first and/or second year, or other expressed expectations of the program. Please see Review Process and Criteria: BFA Acting/Musical Theatre Majors
Below please find descriptions of actions that may be taken in response to Review evaluation of student class and performance work:
Progressing: Continuation in the BFA program
The student is making satisfactory or better progress, meeting or exceeding the criteria for competencies for their area and program. They are engaged, collaborative, productive, and able to demonstrate their developing skills in all aspects of their work. The student is expected to focus particular attention on any identified areas for improvement in their preparation and/or performance and make observable progress to proceed on schedule.
Notice of Concern: Continuation in the BFA program
The student is not yet making satisfactory progress in meeting one or more of the area or program competencies. Persistent and/or significant problems may exist in academic and/or performance areas which may or may not include: a low grade point average in major; demonstrated unwillingness or inability to contribute to the program by failing to fulfill participation criteria for that program. A Notice of Concern will be issued, outlining areas for improvement.
Students who receive a Notice of Concern for the first time should make a detailed plan for improvement based on the written feedback. The identified areas of concern will be considered at all subsequent reviews. If the student’s previously noted areas for improvement have been strengthened, a recommendation will be made by the faculty for the student to proceed in the program.
In the circumstance the student has not made progress, a second Notice of Concern may be issued. Advice may include a recommendation to begin concurrent study in another area (e.g. selected courses required by an alternate degree program).
If a student receives a Notice of Concern for more than one semester, the student is encouraged to consider alternate majors at Ithaca College and must meet with their academic advisor, the degree coordinator, and/or the chair of the Theatre and Dance Performance department to develop a plan for changing majors if the need arises.
Students who receive a Notice of Concern may still apply for permission from the faculty and department chair to participate in extra-departmental productions but should understand that it is unlikely that permission will be granted. It is especially important that the student’s priority be their class work.
Not Progressing: Discontinuation from the BFA Program
In cases, the student may be discontinued from the major after receiving one or more Notices of Concern, and persistently unable to meet one or more of the area or program competencies. Persistent and/or significant problems may exist in academic and/or performance areas which may or may not include: a low grade point average in major; demonstrated unwillingness or inability to contribute to the program by failing to fulfill participation criteria for that program. A change of major is therefore required.
Students discontinued from the acting and musical theatre majors may not audition for readmission into those programs.
Self-Discontinuation from the BFA Program
Students have the option to self-discontinue and change their major rather than have the departmental action move forward. A student who chooses to self-discontinue from their B.F.A. degree should inform their degree coordinator in writing. Should any student wish to reenter the B.F.A. program, they must re-audition/interview.
Appeal Process:
Students who are discontinued from a major may appeal the decision if extenuating circumstances exist that area faculty were unaware of at the time of the Review. The appeal must be sent electronically to their degree coordinator and the department chair within two days of receipt of their discontinuation letter. The appeal must be typed, double-spaced, and may not exceed two pages. Supporting documents detailing the extenuating circumstances may accompany the appeal letter. The appeal will be considered by the area faculty and the chair, whose decision shall be final.
Change of Major outside of BFA Acting or Musical Theatre Programs
A student may choose to change their major outside of the review process at any time and should inform their advisor and/or the degree coordinator of their program via email. Some new majors have specific admission requirements, and these must be followed prior to approval of the change of major. Details can be found online in student forms under Change of Major/Concentration.
IMPORTANT NOTE: For competency-based concerns and issues regarding professionalism, in most cases, students will not be discontinued from the major without receiving a Notice of Concern. For egregious behavior or unprofessionalism, in accordance with the Student Conduct Code, students may be discontinued from the major at any time.
B.F.A. Performance (Acting & Musical Theatre) Attendance Policy for All Studio Classes:
The purpose of the attendance policy is to promote professionalism and to set you up for future success. Studying theatre, voice, and dance requires discipline, consistency, and commitment to a daily practice. You are expected to engage fully in each class to strengthen these values, to demonstrate growth, and to meet the learning objectives. Class activities are created with an emphasis on collaboration; partnering, group work and shared performance depend upon each student in a course being present. As a result, most classes cannot be made up at another time. The way to grow as a performer is to show up and attend to your craft. The few unexcused absences allowed per term should be regarded as an insurance policy, something to use only under extreme situations. Your commitment to your classmates’ and professor’s time and effort is of paramount importance and signals the maturity, mindset, and respect of a student eager to excel, grow, and succeed.
Excused absences are those due to:
The student is responsible for communicating with their instructors within 24 hours of the missed class, and providing documentation (e.g. doctor’s letter, Health Center receipt, court summons, obituary) unsolicited by the instructor within 48 hours of the absence if they wish it to be considered excused. Please note that it is not the instructor’s responsibility to request this material from the student.
The student is asked to notify the instructor in advance of an absence in writing whenever possible. In the case of religious observances, students should notify faculty at least 48 hours prior to an absence.
In the case of unexcused absences:
Please note that for the 2022/23 academic year, the performance faculty has decided to increase the amount of allowable unexcused absences from one to two before grades are affected. It is hoped that this change will set more students up for success in their studio courses.
Lateness:
Tardiness in the theatre is unprofessional and seldom tolerated. Promptness means being in the room and ready to work by the start time of class or rehearsal.
Consequences of Lateness/Absences
Please see above for information on how unexcused absences and lateness affect your grade.
Although a certain number of excused absences do not lower your grade, the student will fail the course if they have incurred:
Consequence of Course Failure:
If a student fails any required course, the student may be discontinued from the major, as they will not be making satisfactory progress toward the completion of the degree.
Please Note: We believe in your ability to succeed. If you are a person for whom lateness or absence tends to be an issue, we encourage you to speak with your instructor and/or advisor, who can help you with strategies for success.
Hardship: In cases of extreme hardship, exceptions may be made at the discretion of the entire performance faculty. If a student is experiencing such hardship, or has accrued absences beyond the limit, they should consult with their teacher immediately. If hardship has resulted in accrued absences beyond the limit, the student must petition their degree coordinator in writing (see departmental handbook for information on petitions for appeal. INSERT LINK) In any case, the most important aspect regarding attendance is the student’s timely and proactive communication with the instructor.
The Department of Theatre and Dance Performance B.F.A. attendance policy falls within the guidelines set by the Ithaca College attendance policy. That policy may be found in the most recent Ithaca College Undergraduate Catalog.
All senior B.F.A. acting and musical theatre majors must audition before the performance faculty in the fall of their senior year in order to be included in the senior showcase held in New York City during the spring semester. Senior standing in either degree program DOES NOT AUTOMATICALLY IMPLY INCLUSION in the senior showcase. At the end of the sophomore year, students will be asked to sign a letter of agreement outlining their responsibilities for consideration.
TP&D REVIEW POLICY
Adopted Spring 2023
REVIEW POLICY
All TP&D TPD students are required to attend and engage in program review. Failure to do so will result in a lowering of the current production grade by one full letter.
All TP&D students are accepted into the program with the expectation that they will engage fully in all academic and production experiences. The faculty are here to support and guide students as they develop and thrive as theatre artists. Growth requires the process of effort, challenge, mistakes, and refinement. To that end – students receive constant feedback, both formally and informally, on their progress toward programmatic goals. Faculty will work with each individual student as they navigate the program to ensure they are meeting expectations.
If a student is not consistently meeting the expectations of the programmatic goals, they will be unable to advance in production assignment responsibilities. They will also be counseled to consider whether this program is the best choice to achieve their personal goals.
REVIEW FREQUENCY
First Year Students
Second Year Students
Third Year
Fourth Year
REVIEW STUDENT LEARNING OUTCOMES | PROGRAM CRITERIA
All students will receive a written report about their progress and performance against program criteria. Rating criteria are as follows:
It is expected that students are "accomplishing" or "exemplary" in all criteria to be making satisfactory progress.
FIRST YEAR PROGRAM CRITERIA
a. Craft: Student demonstrates good craft in all projects.
b. Time Management: Student demonstrates the ability to set goals, organize time, and prioritize activities.
c. Analytical Skills: Student demonstrates the ability to read a play and do appropriate research.
d. Critique: Student demonstrates the ability to take feedback and integrate it into their work.
e. Collaboration: Student contributes in crew, understands the big picture, and works well with and respects others.
f. Fundamental Knowledge: Student demonstrates fundamental knowledge of technical theatre, graphics standards, and the safe use of the tools associated with theatrical production.
g. Commitment to Breadth of Program: Student demonstrates commitment to areas outside of their primary interest.
ADDITIONAL SECOND YEAR PROGRAM CRITERIA
h. Project Management (Time): Student demonstrates the ability to assess a project and schedule appropriate time to complete it. Student demonstrates the ability to effectively manage their crew schedules and work calls.
i. Project Management (Supervisory Skills)Student demonstrates the ability to take responsibility for projects, safe practices, and the maintenance of spaces. Student demonstrates the ability to safely supervise a crew, delegate tasks appropriately, and communicate effectively throughout a project/production.
j. Research: Student engages in appropriate research in either design or technology.
k. Presentation: Student demonstrates the ability to communicate their choices (design) or technical solutions (tech), both verbally and through industry standard documentation.
l. Design Only - Story: Student demonstrates the ability to articulate story and point of view.
m. Design Only - Choices: Student demonstrates the ability to make choices that support script analysis and position their work in the historical context of the society of the time.
n. Technical Only - Advanced Skills: Student demonstrates advanced technical skills.
ADDITIONAL THIRD YEAR PROGRAM CRITERIA
o. Initiative: Student demonstrates the ability to assess and initiate the implementation of creative ideas, advanced skills, and problem-solving techniques.
p. Production (Overall): Student demonstrates the ability to successfully design/engineer/manage a theatrical production through completion.
q. Production (Documentation): Student demonstrates the ability to document their work for a theatrical production according to professional standards.
r. Technical Only – Application: Student demonstrates the ability to apply advanced technical skills in practical (lab) applications.
s. Technical Only – Problem Solving: Student demonstrates an understanding of the design, and can effectively execute appropriate technical research and/or problem solving in its realization.
ADDITIONAL FOURTH YEAR PROGRAM CRITERIA
t. Portfolio Presentation: Student demonstrates the ability to present their work in a professional and compelling way.
u. Advanced Production Project: Student demonstrates the ability to successfully manage the scope and scale of mounting a production in their discipline.
The review process provides students with regular feedback from the faculty about their progress in the program and how they are performing in relationship to program criteria.
FALL SEMESTER PORTFOLIO PRESENTATION
On the last Friday of classes in the fall semester all B.F.A Theatrical Production And Design majors will display their work at a public portfolio viewing. This viewing is open to the college community and invited guests from the profession. The design and technical faculty will view students’ work in order to gauge their progress in the program. Time is very limited: a signal will indicate that it’s time for the faculty to rotate to another student. The specifics for this showing (time, table assignments, etc.) will be made available during the last week of classes in fall semesters. During this viewing it is expected that all first-, second-, and third-year students will remain at their tables to respond to questions. Fourth-years are asked to view and comment on the work of their peers. Students should have 10 copies of their resumes on their table. Requirements for student work should follow the end of semester reviews, below.
END OF SEMESTER REVIEWS
All first- and second-year students will have an individual review with the area faculty at the end of each semester. Third-year students will have one review at the end of the academic year (unless studying abroad, when their review will be at their semester on the home campus). Fourth-year students will have a review at the end of the fall semester.
Process: Reviews are 15 minutes each. Students must be ready at least 10 minutes prior to their review in case the reviews are running ahead of schedule. There will be a cart outside of the room where students will load their work so that they can enter the room quickly when called. During the review, faculty will have their laptops open in order to access students’ academic records, production evaluations and to fill out review reports. Students should not be offended when faculty are working on their laptops. Following the review students will receive a summary of the review detailing how they are progressing regarding program criteria. Students should review this report carefully and meet with their advisor to discuss items raised and plan for any necessary corrections.
FIRST-YEAR STUDENTS:
First-year students should not include any high school/previous work. They should bring ALL work (including roughs and prelims) from departmental studio classes, organized in a coherent manner (by show, by class, in a binder etc.). The goal is having all current work accessible. Photos from production assignments and previous work should also be available. Students should bring 12 copies of their resume to the review and begin the review by distributing resumes to the faculty. First-year students should NOT make any investment in a portfolio case at this point.
SECOND-YEAR STUDENTS:
Second-year students should bring in an edited selection of work from both their first- (which may be electronic in format) and second-years, including representative projects from EVERY studio class (including design classes, advanced technology courses, as well as Software for the Theatre, CAD, Vectorworks, art studio courses, etc.). All work should be organized and accessible. The student should be prepared to talk about the work in an organized manner and design students should present one design from a studio class, taking no more than 2-3 minutes to present their ideas. Photos from production assignments and previous work should also be available. Students should bring 12 copies of their resume to the review. Second-year students should NOT make any investment in a portfolio case at this point.
THIRD-YEAR STUDENTS:
Third-year students should bring an edited version of their body of work (both class and production) in preparation for the design and technical seminars which will be taken in the senior year, including multiple projects from their chosen discipline(s). Students should choose one or two realized productions to present to the faculty. It is not necessary for artifacts from every class to be presented. Students should bring 12 copies of their resume to the review. Third-year students should NOT make any investment in a portfolio case at this point.
FOURTH-YEAR STUDENTS:
Fourth-year students should present their portfolios in a professional manner. Well-formatted portfolios with rehearsed presentations are expected. Students will have 10 minutes to present their portfolios. Portfolio content will be determined in Design and Technical Seminar courses.
REVIEW OF STUDENTS – Theatre Administration
Theatre Administration may conduct one review of students each academic year. The student prepares a written self-assessment of their achievement based on the program’s student learning outcomes and faculty provides feedback. Instructions for preparing review self-assessment are located on the B.S. TA SharePoint. Due dates for review self-assessment submission are located on the B.S. TA Outlook calendar.