Theatre Arts

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Department of Theatre Arts at Eastern Illinois University supports in every way possible the Mission of Eastern Illinois University and the College of Arts and Humanities. It prepares its majors for careers in the various fields of the theatrical arts and provides for the non-major and the community, as a whole, the opportunity to experience live theatre performance both as a spectator and as a participant. To that end, the Department of Theatre Arts strives to achieve the following goals:

1. major for graduate school, entry level

positions in theatre, film, television, or related professional areas (secondary  

education, management, public relations) at a level appropriate to their degree

                b. to provide the minor and non-major the opportunity to participate in theatrical

   experiences at every level of study (performance and production).

                c. to support the work of other programs and departments within the university by

   providing a varied production season, representing major works, genres, and social

   and historical perspectives.

1. campus community and the

   Charleston area.

How does the program mission align with the university mission?

The mission for the Department of Theatre Arts supports the College of Arts and Humanities mission and the University mission in multiple ways. This affirmation has also passed scrutiny by the National Association of Schools of Theatre. As per College mission, the Department is at the core of a liberal arts education. Our discipline draws upon the collaborative process among the performing, literary and visual arts, as well as the humanities and other disciplines. We seek to provide our majors and minors with intensive training in the discipline for careers in Theatre and/or the many related careers. Given our highly marketable student/faculty ratio, we provide all of our students with opportunities in both the classroom and production labs. Our discipline supports the cultivation and refinement of the mission-related skills of communication, problem-solving, and a sense of ethical responsibility which is garnered through our collaborative processes inherent to the discipline. As a College mission, we provide “cultural activities and programs” that are both “aesthetically and intellectually stimulating” for the broader EIU community. Our program directly supports the EIU mission by providing the forum for students to “learn the methods and results of free and rigorous inquiry in the arts,… and is at the forefront of programs/disciplines that is “committed to diversity and inclusion and fosters opportunities for student-faculty scholarship within a student-centered campus culture.” The institutional mission of the development of responsible citizens and leaders is the hallmark of the theatre collaborative mission. Our discipline mandates that our students learn the communication and leadership skills which guide them in a multitude of career path opportunities, in addition to the professional theatre itself. For example, a most recent recipient of the Outstanding Alumni Award has risen to a major position leading a state governor’s staff, and has credited his education as a theatre major at EIU as instrumental in his success.

Whom does the program serve?

The Department of Theatre Arts serves a wide constituency of beneficiaries and stakeholders. Though we hold our primary commitment for our majors and minors, the Department directly serves the entire campus community through our production program that offers a broad range of aesthetic and intellectual challenges and explorations for its audiences, participation opportunities for non-majors and community members to explore their artistic expression through our productions, focused production and coursework opportunities for related disciplines of English, Music, Film Studies, Women’s Studies, Art, etc., and contribution to a cultural environment that enhances the educational experience for our university and greater community. In addition, the Department provides several courses for the general education program and teacher preparation. The arts are the symbolic front door to the university, and all of its programs are evaluated accordingly based on the experiences of future faculty/staff/students, and the relationships with the local and regional community.

What are the services provided? How do these services align with the university mission and program mission?

As stated previously, the Department provides an important artistic opportunity for the entire campus community of students, faculty, and staff through its diverse, active production season. In addition, the Department serves as an important agent for outreach to the broader local and regional community. Our programs bring recognition within the impressive Doudna Fine Arts Center. As outreach, the Department serves hundreds of high school students and their teachers from around the state through its production program, children’s theatre tour, and Drama Day festival held annually in the Doudna. As a public comprehensive university, it is imperative that the institution provide artistic endeavors that serve the cultural needs for the broader community. Further, our classes, as well as production labs, provide an important dimension of education and experiences for students to develop the communication, problem-solving, and critical thinking skills called upon by the University mission, in order to explore and consider leadership, community engagement, and the personal/group responsibility of living within society.

Describe the program’s origins (e.g. year established, purpose, expectations).

The EIU Department of Theatre Arts is entering an important transitional period in its celebration of its 50th anniversary as a stand-alone academic department. Since its separation from Speech in Fall of 1964, the Department has educated and enriched the lives of hundreds of students who have worked successfully within the industry, been accepted to major graduate programs, and established fulfilling careers in related fields. Though fifty years seems to be an impressive accomplishment, in fact, by national standards, the Department could be considered to be in its infancy. Many theatre departments nationally have celebrated their century mark as a stand-alone department. As with any infant, we require special allowances and support in order to thrive. This fifty-year history could be chronicled through numerous identifiable stages: the early years, the era of the Gabbards, transitional years prior to the planning and construction of the Doudna Performing Arts Center, the relocation years in the grocery store, early occupation of the DFAC, and now, another transition period with promise and hope for a future of expansion and increased standards and reputation.

How has the unit changed or adapted over time?

Inconsistency is certainly an adjective that can be applied throughout the above-described periods in the history of Theatre Arts at EIU. Data and records attest to fluctuations in SCH production, size and range of faculty FTE, success of graduates and alumni, perceived artistic achievement in production season, campus involvement, etc. Each of these periods within the history of our Department could also be considered reflective of broader issues of the discipline within academe, EIU student enrollment, EIU faculty FTE variations, faculty changes due to new hires and loss through attrition, changing demographic of theatre students within the state, changes in theatre programs at other Illinois institutions, etc. Available data from 1998 reflects numerous stages of the department and fluctuating enrollments not atypical of theatre programs nationally. Our largest number of BA in Theatre majors were a high of 44 students in the Fall of 1998, mirrored the Fall of 2008, when the Department first occupied Doudna. Though the Fall of 2000 served slightly more (47) students, the six-year period where the Department was relocated and operating in a grocery store off-campus and faculty office spaces were relocated on campus, contributed dramatically to a decline in student enrollment. Though the years since moving into the new space have continued to decline, they appear stable at current numbers for the BA in Theatre. The BA in Theatre Teacher Certification has significantly decreased in numbers in recent years, as expected. The overall EIU decline in Education majors, as well as our own, is likely reflective of a decline in employment opportunities in the teaching field. It does not appear likely that this degree program, though important to retain, will produce considerable growth in the near future. Faculty FTE ranged from a high of 10 faculty in 2002, to a low of 5 in 2012; staff positions have also been reduced. Not surprisingly, SCH have also declined relative to the decline of faculty FTE. Clearly, the Department finds itself at a crossroads. With the hire of the new Chair from an external search, the current faculty FTE, including the Chair, is 6. Since we are conducting a national search for an additional faculty line, in Fall of 2014, we expect to rise to an overall faculty count of 7 FTE. The curriculum has remained stable since the 2008 revision, though the enrollments have not. The Department will work towards curricular revision, as expected by National Association of Schools of Theatre, which should draw upon the strengths of the changing faculty and student and discipline demands. Ironically, the Department had increased the number of productions presented in its season, while reducing the number of general education offerings. This, too, will be reconsidered immediately.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

The Department has suffered from the relocation during the construction of the Doudna Fine Arts Center, and has endured considerable adjustment strains since moving into its current, state-of-the-art facilities. NAST has noted these difficulties and the Department is actively addressing the concerns. It is unfortunate that the Department did not realize or retain the immediate regional awareness and benefit of the significant facility investment when the building officially opened. However, at the same time of this investment, the University decreased faculty FTE. This coupled with stagnant curriculum, inadequate recruiting efforts, and faculty conflict contributed to a stifled program. At this point, the Department is poised for expansion given the expectation for increased investment in faculty and support for departmental activities.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

Several of our dramatic literature/theatre history courses and seminars serve as elective options in English, as well as Africana Studies and Women's Studies.  We contribute to Honors Program with a general education Introduction to Theatre course.  Further, the potential for building interdisciplinary bridges within our curriculum shall be explored.  Examples include costume design as 3-D art, our recently approved courses, Voices of Diversity and Dramaturgy, shall serve English (Creative Writing) and Women's Studies, Africana Studies, etc.  We are in the process of curriculum revision both this year and next Fall semester.  We intend to promote our Children's Theatre/Creative Dramatics courses as an elective for Education majors. This will increase our SCH and serve other curricula across campus.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Though the number of first declared majors in Theatre has declined and must be addressed, the data also offers some encouragement. Despite the difficulties the Department has faced in recent years, the number of majors remains fairly constant. Further, we serve many minors which are not reflected in the data. In fact, Theatre is poised to grow in number of minors due to a recently approved faculty change in the minor curriculum requirements. Given the dynamics of the discipline, it is not surprising that our minor boasts a supportive academic option for a wide range of other majors and student interests. We hope to have the change in the Theatre minor implemented Fall 2014. It offers considerably more options and flexibility to adapt and support students in a multitude of academic majors. The data reflects, as expected, that the bulk of our BA in Theatre majors choose Performance as their concentration within the major. This is typical nationally within academe. Given the difficult recent challenges in this area, and the loss of a Unit A professor devoted to this focus area among our faculty, the Department is optimistic that given the current national search to replace this key faculty line, that these numbers will improve. Given the current Chair’s emphasis on the use of guest artists, which appeal to current and potential theatre students – especially for performance majors – there is additional optimism for increased student enrollments. With this new line, the Chair intends to increase the performance curriculum offerings, expand the professional training and network for students, and build this important concentration within the major. Further, Theatre serves the entire campus community, not only through its general education program, but through its contribution to the life and culture of the campus by its production season. Many faculty from non-related disciplines require attendance to our plays as curricular support of their classes, the Department has just expanded its dramaturgy component by providing a liberal arts panel, as well as recently approving the development of a course in Dramaturgy. Several of our classes are used as elective options within degree programs outside our department (English, Music, etc.) We serve other programs such as EIU Dancers, Legacy Event, Opera Program in Music, EIU Library Greek Symposium, by offering artistic involvements by our faculty and students, as well as providing our crafts and inventory we maintain. In addition, we provide artistic opportunities for non-majors in all aspects of our productions. These numbers are virtually never reflected in our course enrollments, unless they are enrolled in specific non-production classes as options for their degrees. Such classes that are offered that are used in in classes especially support Art, English (various concentrations, such as Creative Writing), Music, Film Studies, Education and Women’s Studies.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Though this is virtually non-applicable, it is important to re-emphasize that Theatre is a liberal art and, as such, provides entry into countless career paths, in addition to the professional theatre and numerous professional fields. Non-teaching, performing artists are not listed in labor statistic reports directly.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Department of Theatre Arts is accredited by National Association of Schools of Theatre. It is important to note that EIU is one of the relative few universities where all the arts are accredited by their arts-accreditation agency. We are in Music, Art, and Theatre. We have no Department of Dance, so that is not applicable consideration. The Site visitation by the NAST team was conducted last year, and the decision for permanent membership was deferred pending a report of progress towards the concerns cited by the agency are addressed. This communication and the NAST Visitation Team Report, as well as the Department’s Self-Study, are all available and distributed to key administration members. Action: “The Commission voted to continue the Associate Membership status of the institution and to seek further information before completing its work with the application for Membership. This deferral by the Commission is not a negative action. Rather, it enables consideration of issues and concerns by the institution and the Commission within the framework of the present Self-Study and on-site visit.” The full Commission Action Report is available.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

n/a

What are the most important outreach or public service activities supported by the program?

The Department offers regular outreach activities that serve a broad range of stakeholders. For the past several years, we have conducted a Drama Day activity where we bring hundreds of high school students from throughout the state to campus. They attend an open dress rehearsal performance in the morning, and two sessions of specialized workshops in the afternoon. These are provided without charge (fees cover lunch costs only) to these high school students and their teachers. We recently offered one and we have very positive quantitative and qualitative feedback from the activity. We offer regular courses in children’s theatre that serve as important outreach activities, as well as enhance the educational experience for our students, by providing a touring children’s theatre performance for area high schools or grade schools. In addition, we provide children’s theatre productions in Doudna as part of our season and provide discounted ticket rates for schools bringing groups to campus. Next semester, we’re expanding this Outreach activity by providing a group discount ticket rate for area schools to attend our Shakespearean production, as well as a post-show discussion with the students. Further, the Department supports local community theatre, other university departments, and Little Theatre on the Square in Sullivan by its program of loaning costumes/props/scenic elements upon request. One faculty has regularly designed for the local community theatre.

How do the local community and the region benefit from the program?

Local educators and their students benefit by our special programing which brings live theatre to them, or makes affordable the experience of bringing them to our superb facilities. The workshops we provide support their educational missions and contribute to the university’s recruiting efforts to all majors on campus through this experience. Our work with area professional and community theatres contribute to good will with the local community, enhance the reputation of the University, and contribute to the cultural environment of the community.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Theatre Arts (B.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Please update the following Faculty accomplishments:   External creative activity Faculty invitations: J. Kevin Doolen (Directed Equity Reading of Veils for Stageworks, Hudson in New York; Nick Shaw designed scenery for Singing in the Rain and Funny Girl at The Little Theatre on the Square in Sullivan, IL, The Gay American and Escape from the Haltzburg Boy’s Choir, Common Hatred, Facing Angela and Heist Play for The Ruckus Theater in Chicago; Christopher Gadomski designed scenery for MacBeth and Treasure Island for Festival 56 in Princeton, IL.

The Department recently updated its DAC to include external Creative Activity to be considered. This is a strong step towards increased expectations for Research in the discipline (Scholarly/Creative Activity.) Further, this DAC revision now calls for external review of on-campus creative activity. 100% of our recent graduates in the BA in Theatre Arts with Teacher Certification have secured teaching positions. Our most recent student taking the state exam received the highest score in the Theatre section. A recent graduate of the BA in Theatre was accepted to an MFA program at university of California-Irvine, a top ranked department nationally.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Department received a $50,000 donation from Mr. and Mrs. Desmond. This gift was provided in 2013, with an agreement for 5 annual donations of $10,000 apiece for the next 5 years.

David and Audrey Jorns established an endowment fund that supports student creative activity – David and Audrey Jorns Directing Theory Scholarship. The Department uses this as the primary funding for the annual student-directed/designed one-acts performances. In addition to the average $700-900 annual funding generated, the box office proceeds generated further support the mission of the Department.  

The Department benefits annually from the Jorns endowment for student work, as well as significant support (both internal and external) for student scholarships in Theatre. Further, the Department regularly accepts cash which directly contributes to production costs and in-kind donations that defers production costs throughout the year. 

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

1. Faculty and students are involved with the Kennedy Center American College Theater Festival. This provides special opportunities for educational growth, sharing creative activity with colleagues across the region, and networking benefits for the Department.
2. The Department is a regular participant and member of the Illinois High School Theatre Association. This serves students in the Teacher Certification degree program and supports important networking within the state.
3. The Department has long-standing relationships with elementary and secondary school theatre/drama programs. This helps with recruiting needs, but also provides performing outlet and outreach through the children’s theatre tour and on-campus Drama Day and special performances.
4. The Department maintains positive relationships with the local community theatres, which provides additional opportunities for students, outreach to the community, and sharing of resources in support of production needs.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

The Department fully uses resources from both internal and external stakeholders in support of our production/educational mission. The College support for guest artists, for example, augments our educational mission through short and long-term residencies. Further, the College Arts & Humanities and Honors College has provided financial support for student travel to regional festivals of Kennedy Center American College Theater Festival. The CAH supports the annual Theatre Research Symposium. Theatre productions are often utilized for exposure of potential external donors and alumni as important windows to the value and support for EIU students from across the university.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

What the above numbers don’t reveal is how the impact of our work contributes to the overall campus environment, positive outreach to the local and regional community, and the experiences we offer all EIU students working on our productions or attending as an audience, whether enrolled in theatre course credits or not. Many of the beneficiaries of our teaching and artistic missions do not contribute to the data of SCH production, but nonetheless, are a qualitative measure of the Department’s contribution to the institution. Further, the Department is taking positive steps forward and is using this transition time of leadership as an opportunity for self-reflection and strategic planning. This effort takes time, investment, and support in order to realize our true potential. It should be noted that over the past decade, the impact of reduced faculty and staff lines and the temporary displacement to off-campus facilities, has significantly impacted our recruiting/retention efforts, morale, and generation of SCH.  The Department is committed to extensive curricular revision, altered course offering schedules, reconsideration of CU applications, and strategic planning as a tool of streamlining our efforts and growth in SCH production.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

The data illuminates that the Department of Theatre Arts is productively operating on reduced levels of faculty and staff support. It should be noted that Theatre budgets absorb considerable contributions in support of other departments’ educational and experience missions. For example, the annual musical is a Theatre Arts Department production that serves the educational needs for many Music Department students. Though Music contributes the Music Director from its faculty and the musicians for the orchestra, the production is mounted through Theatre Arts budget. Further, the Theatre Department supports the Music Department’s opera production. By nature of the discipline, there are special costs associated with mounting theatre productions, our primary teaching lab, and by pedagogical necessity, there should always be lower enrolled courses in support of artistic exploration and growth of our students. The arts require more individualized attention and lower faculty/student ratios. The value of the discipline exceeds the needs for the majors/minors, but in the overall contribution to a university education and values instilled in a rounded education and fulfillment of the full citizen.  By comparison, our production budgets are considerably lower than the national standard and the Department has functioned within this limitation for years.

How does the program seek to distinguish itself from similar programs at other institutions?

• The Department is an accredited member of the National Association of Schools of Theatre and regularly participates in Kennedy Center American College Theater Festival.
• Our majors and minors have intensive opportunities to get involved in all areas of theatre production throughout their entire four years.
• The Department produces an active production season in multiple performance venues within the impressive Doudna Fine Arts Center. Students are exposed to a diverse range of fine arts performances, exhibitions, and activities offered through the center. Interdisciplinary approaches and opportunities enhance the education for our majors.
• The Theatre Arts faculty provides highly individualized attention, boasts a low faculty-student ratio, and regularly employs guest artists-in-residence.
• EIU Theatre Arts Department offers a strong, liberal-arts focused BA degree with a generalist theatre education balanced with the opportunity to specialize in performance, design/technology, or history/literature/criticism at the upper-division.

Note any unique and/or essential contributions that the program makes to the university.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

The Department of Theatre Arts is integral to the fulfillment of the EIU Mission in multiple ways, which will be detailed in Section 9. With the physical prominence of the Doudna Fine Arts Center, it is essential that all three wings be strong and live to the highest standards symbolized by the building. It takes reliable, consistent investment in the arts for them to flourish. As the youngest of the three, Theatre Arts needs investment to grow to its potential. As departmental culture shifts, new hires supported, and the use of guest artists increased, the Department can indeed grow and prosper.

Provide a link to or listing of the program’s goals and/or strategic plan.

The Department of Theatre Arts is at an important milestone and crossroads. Celebrating our 50th anniversary, we are poised for increased visibility and prominence, but also at an important juncture for self-reflection and strategic planning. Since under new leadership, the Department has begun initial discussions reflecting who we are, who we serve, how we distinguish ourselves from our regional peers, and how best we can refocus our resources towards growth, increasing standards, meeting changing educational needs of our students, and providing service to our students and institution. Though we have articulated a long-term goal for developing an MA degree with a unique, marketable focus; at this time, however, we must strengthen our undergraduate degree program by strict self-examination, curriculum revision, implementation of NAST recommendations and concerns, expansion of our assessment activities, broadening our alumni relations, and streamlining activities to make us leaner and more productive.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The Department of Theatre Arts is integral to the fulfillment of the EIU Mission in multiple ways. As a collaborative art form, Theatre is interdisciplinary at its foundation. We engage students and integrate learning in classroom study of theory/literature/history with direct application of students in the production lab process. Theatre is/can be at the heart of this stated “Academic Excellence” mission. Theatre’s current and planned curriculum contributes to the “Global Competition and Changing Demographics” goal through its new course recently approved by the Department, Voices of Diversity. Our historian will be on sabbatical conducting international research and applying the experience to both our curriculum and production season. Through our production program, Theatre is integral in supporting the stated action of “Enhance efforts promoting campus understanding of student diversity.” In fact, our first production of next Fall and artistic contribution to the 50th alumni event, Lonely Planet, explores these themes. Next Fall semester, Theatre will be offering for the first time a topics course, Sound Design and Technology, as an interdisciplinary course serving both Music and Theatre students, and will support the use of emerging technologies within the Doudna Fine Arts Center. Finally, Theatre Arts is a major contributor to the mission goal, “Campus and Community Life.” Theatre must be an equally strong wing of the Doudna Fine Arts Center. Equally valued, Theatre, along with Music and Art, are the primary components serving the region as a “cultural center” where “Students and the community will benefit from a vibrant campus life with a strong tradition of volunteerism and community service.” Theatre’s collaborative nature and artistic core creates an ensemble formed in service of a greater goal. Theatre Arts faculty and staff are generous contributors to campus life.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

As part of our brainstorming sessions as precursor to formal strategic planning, several specific areas of expansion through internal focus, redirected resources, and reputational marketing have risen to the forefront. Given the current faculty and the support for our current search for an Assistant Professor in Acting, there are specific areas for which EIU Theatre can garner reputation and opportunities for growth. The Department remains committed to the value of a BA in Theatre and a liberal arts education. As typically the case, the bulk of our current majors declare the performance concentration. The search for a highly credentialed Assistant Professor in Acting, with professional theatre credits and network, confirms a strong probability that we can attract more students to our department. Further, since the search seeks devised theatre training experience, we are poised to create a niche that also supports an additional promising opportunity – New Play Development. The Chair’s primary research focus includes this; the new position might likely augment this focus with Applied Theatre/Devised Theatre background. Further, several faculty within the Creative Writing program in the English Department focus on playwriting. Although production work in new play development may also develop fully mounted productions, much of the work requires less expensive workshop productions and staged readings. Nonetheless, it affords acting majors with valuable training and experience necessary for successful careers in the profession. This area of focus is an interdisciplinary opportunity which serves Theatre, English, and Film Studies potentially. The next area for priority consideration is Creative Dramatics/Children’s’ Theatre. Although teacher certification lacks any promise for significant growth in terms of majors, this performance specialty serves the broader EIU mission, strong reputation of Education on campus, and allows for Outreach opportunities that serve our external community, as well as our performance majors. Our current concentration of design/technology is especially successful relative to props and crafts and this, too, serves this children’s theatre focus area. Theatre is poised to grow over time as our reputation and strategic planning sharpens our focus, and resources are earmarked accordingly. Current facilities, faculty lines, expanded use of guest artists, contributions provided by Doudna and CAH, and increased recruiting efforts can support these opportunities and plans. We need reliable continuation of our resources in order to accomplish these or other goals to which the faculty commits.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

With careful faculty recruiting and assurance for retention of the current level and balance of faculty lines, Theatre Arts can continue to serve EIU, enhance the reputation of Doudna, and flourish as a strong, regional BA in Theatre program. There are several positive signs that indicate faculty commitment to increasing standards, expanding research/creative activity, and accepting the challenges of changing realities of the discipline and academe.