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Theatre and Communication Progress Report

This page documents programs of the Theatre and Communication Department at Washington & Jefferson College.  Our main audience is past, present, and future students in theatre and/or communication and our co-curricular programs in student theatre and college radio.  Other audiences include friends and family of students; W&J faculty, staff, and administration; and other parties interested in our programs.

Mission

The mission of the Department of Theatre and Communication at Washington & Jefferson College is to develop citizens dedicated to self improvement and community building through artistry, performance, and collaboration. As academic studies in the Western tradition, theatre and communication trace their roots back to ancient Greek and Roman artists, speakers, and writers. Communitas is central to each discipline: we assume that communities are built, maintained, and destroyed through symbolic exchanges between communicators. The speaker and the listener, the actor and the audience, the media and the masses---this basic relationship is central to everything we teach and do in theatre and communication. By participating in the communication process, our students become teachers, leaders, and citizens. They learn to interpret, respond to, and act upon messages from a variety of media. Through performance, they build self-assurance; through artistry, they establish standards of excellence; through collaboration, they learn the value of and put into action their commitment.

Overview

The Department of Theatre and Communications was established in December, 1996.  Prior to that time, the Communications department was under the auspices of the English department, with the English chair overseeing budget and curriculum.  In 1995, a theatre minor was added to the catalog and shortly thereafter the administration established the Theatre and Communications department as an independent entity; Professor William Cameron was appointed chair.  Professor T.S. Frank and Dan Shaw, the Olin Fine Arts Center's technical director and resident designer, also taught part-time in the department.  While the department continued to offer such courses as Public Speaking and Culture and the Media, the focus was very much on developing the theatre curriculum and the accompanying theatre production program.  A significant curricular review in 2000-2001 resulted in the creation of a theatre major, the first theatre studies major in the College's history.   
From its inception, the Theatre and Communications department sought to create what might best be termed a "liberal arts" theatre major.  Rather than claiming to train students for the professional theatre in the manner of, say, a Carnegie-Mellon University, W&J's program would offer students a solid grounding in the study of theatre as an academic discipline.  We want our students to graduate with the requisite life skills (writing, speaking, critical thinking, creative problem solving) that will serve them well in whatever life they may choose to create for themselves.  In short, we seek to use theatre studies as the basis for a sound liberal arts education.  (This notion is discussed in greater detail in the "Curriculum" section of this report.)

In 2003, Dr. Anthony Fleury and Dr. Karin Maresh joined the department; Dr. Fleury to teach courses in and develop the communication curriculum, Dr. Maresh to teach theatre history, dramatic literature and to contribute to the theatre production program.   In our zealous pursuit of a theatre major prior to Professor Fleury's arrival, communications had fallen by the wayside. Professor Fleury was hired in part to address that deficiency.  (It was at Professor Fleury's suggestion that we remove that pesky final 's' from 'communications' so as to more accurately reflect the department's focus.  Again, see the section on Curriculum for clarification.)    Since that time, the department has overhauled the communication curriculum and, in 2006, a communication minor was approved by the faculty.  During the 2006-2007 academic year, the department also had the services of Dr. Charles Ngugi as an instructor in communication.  Dr. Ngugi came to W&J on a Carnahan fellowship that was to last 3 years.  After his first year, however, Dr. Ngugi was offered a full-time position elsewhere.  His courses are currently being taught by adjuncts. 
Currently, the Theatre and Communication department consists of 5 full-time faculty (Cameron, Fleury, Frank, Maresh and Shaw) and 2 adjuncts. Professors Cameron and Fleury share the chair responsibilities. 

Strategic Plan, completed in 2004


Curriculum

Theatre

The Theatre and Communication Department at Washington & Jefferson College offers both a major and a minor in Theatre.  The Theatre major provides a broad-based education with the goal of creating the whole theatre person ready to make drama from the ground up.  The minor provides opportunities for interested students to acquire skills and knowledge that supplement their study in their major.  Both the major and minor challenge young men and women to experience Theatre from different perspectives: those of the actor, playwright, director, designer, critic, advocate, and audience member.  A mixture of classroom, laboratory, and stage experiences---the major and minor, to a greater and lesser degree respectively, teach skills and concepts that allow graduates to succeed in the kinds of lives they chooses to create for themselves.

Communication

The Department offers a minor in Communication, designed to develop a student's rhetorical skills and his or her ability to navigate different media through an examination of non-mediated and mediated forms of communication.  Like the Theatre curriculum, courses in Communication are a mix of theory and performance which gives students the opportunity to practice the ideas they encounter in the classroom.  Courses such as Public Speaking, Radio Communication and Culture, Storytelling, Screenwriting, Culture & Media teach students to communicate confidently and apply their knowledge in a variety of settings.

The Department's curricular and co-curricular offerings display academic content, rigor, and coherence appropriate to our mission and the mission of the College, which is to graduate young men and women of uncommon integrity, competence and maturity, who are responsible citizens prepared to contribute to the world in which they live.  Our emphasis on the integrity, maturity and responsibility required of collaboration speaks directly to the College's mission, as do our emphases on speaking and writing, the tools citizens use to be effective life-long learners and contributors to their communities and the larger world.  Our course descriptions and syllabi identify student learning outcomes important to the College and present them in clear and accessible manner so that students are able to connect a course's goals with the goals of the larger institution. 

Graduates of our program have gone on to pursue careers in theatre, film, sketch and stand-up comedy, law, medicine, business, politics, and education. Others have entered graduate programs in Theatre or Communication.  As a result of their theatre and communication experiences at W&J, two of our graduates have started high school drama programs.

Course Description and Syllabi

The Department's course descriptions and syllabi reflect the student-centered nature of our course offerings.  Outcomes are connected directly to our Mission and that of the College.  The examples that follow are representative not of only what students see when they read the Catalog but of what they experience in the classroom.  Our courses break down into two types emphasizing theory or performance, though all our courses require students to master a body of knowledge and to indicate their mastery of it in written exams, projects, and/or presentations.  Through our course offerings we strive to do two major things: 1) develop a liberally educated person who is free to pursue a life unencumbered by ignorance, fear, and bias; and 2) prepare our students to be successful in their working lives.  These two goals, one involving a life-long process and the other a more immediate one, are controlling ideas supporting our curriculum.

Courses of Instruction (with links to recent syllabi)

Theatre

Theatre Practicum
Theatre as a Liberal Art

Creative Dramatics
Acting I: Fundamentals
Production Design
Topics in Theatre (Musical Theatre, America on Stage)
Theatre History I

Theatre History II
Acting II: Scene Study
Acting III: Advanced Scene Study
Playwriting
Comedy Lab
Directing for the Stage
Problems in Scenic Design 
Women in American Theatre

Theatre Workshop
Dramatic Literature

Senior Project
Independent Study
 

*Communication*Communication as Liberal Art  
Film Art   
Culture and the Media
Storytelling
Public Speaking      
Introduction to Rhetoric
Topics in Communication   (Transgendered Film, Gender and Communication, Alternative Radio, Speaking for Special Occasions, Crime in the American Cinema)             
Rhetoric and Power
Film in Context    (Science Fiction, Hitchcock)
Television and American Culture
Screenwriting 
Radio Communication and Culture 
Independent Study (Film Review Writing)

Forthcoming: Communication Arts Study Tour of New Zealand/Aotearoa 

Current departmental offerings in comparison with the 2003-2004 catalog

Conclusion

We hold that curricular development is an on-going process, based on the efficacy of our offerings, which are assessed every semester.  Responding to feedback, we have regularly made improvements to all our courses.  Responding to need, we have continually increased the number of communication courses and upper-level courses in both disciplines.  And we are attempting to create an even more holistic curriculum by combining courses from both areas to imagine a new major unique to W&J.  One of the most exciting things we've discovered in our conversations about curriculum is that all our courses directly address our mission. Therefore, we believe it is feasible to create an interesting and productive hybrid major.  The only real problem has been deciding what to name it.  We are confident we will be able to do so.

Hybrid Example 1
Hybrid Example 2

Film and Video Concentration Proposal 

Enrollment

Since its creation, the Theatre and Communication Department has functioned primarily as a service department, meeting the curricular needs of students who come primarily from outside the Department.  Over time, this role has enabled us to develop a number of popular introductory courses in both Theatre and Communication that attract large numbers of students; most notably, Film Art (COM 130), Culture and the Media (COM 140), Public Speaking (COM 220), and Acting I: Fundamentals (THR 180).  These four courses operate at 100% capacity nearly every semester.  Enrollments in all of our 100 and 200 level courses are consistently in the 80-85% range.  In contrast, enrollments in courses at the upper level remain small due to the dearth of majors and minors in the disciplines.  An effort to grow the numbers of majors and minors is an important departmental goal which is reflected in our efforts to offer more upper-level courses and create ease of entry to them, even though these courses lower our overall enrollments.  Our future plans must take into account our present role at the College, as we continue to enhance that role by offering a major or majors that draw a larger number of students to us.

Enrollment Charts, 2002-2008

 

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

THR (theatre courses)

190

180

180

191

140

206

COM (communication)

209

227

194

189

294

245

TOTAL

399

407

374

380

434

451

 

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

100-200 level courses

394

379

350

351

400

399

300-400 level courses

5

28

24

29

34

52

TOTAL

399

407

374

380

434

451

The following chart indicates the number of students enrolling in Theory and Literature based courses (Theatre History, Film Art, Rhetoric, etc.) and those enrolling in Studio or Practice based courses (Acting, Playwriting, Public Speaking, etc.)

 

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

Theory

71

142

155

154

192

95

Practice

328

285

219

226

242

356

TOTAL

399

407

374

380

434

451


The enrollment figures reveal a steady increase over the past five years.  There was a significant drop in the number of students in theatre courses in 2006-2007, in part because Professor Cameron was on sabbatical in the fall and was not replaced.  Furthermore, Professors Cameron and Frank, heretofore committed almost exclusively to THR courses, have started offering more COM classes.  We are encouraged to see a jump in numbers for the current year.   

In reading the enrollment figure, it is important to bear in mind several workload issues. Department faculty frequently teach courses outside of the department.  Professor Karin Maresh taught in the Freshman Forum in Fall 2007 and is scheduled to do so again in 2008.   Professor Fleury taught the course in 2005 and 2006, and Professor Frank taught in the program in 2002 and 2006, but more importantly he served as the Forum Director from 2003 through 2005, overseeing course development and serving as chair to a department of 23 faculty.  Therefore, he taught only a limited number of department courses at the time.  Professor Fleury has on two occasions taught the introductory class for the Gender and Women's Studies minor.  Obviously, this takes away from departmental offerings.

As you will see in the following section of this report, co-curricular activities are nearly as central to the department as its curricular offerings.  A faculty member directing a play receives a course release in the corresponding semester.  Professor Fleury advises WNJR, the College radio station, an equally Herculean task.  This is a recent development and there is no firm policy in place regarding course release for the radio station but it must be noted that Professor Fleury devotes a great many hours to WNJR and this should be recognized as a significant part of his workload.  At any rate, faculty in theatre and communication spend countless hours with students outside of the classroom.  Thus, enrollment figures tell only part of the story regarding student and teacher interaction.  For example, 35 students participated in the 4 faculty-directed productions during the 2006-2007 academic year.  During Spring 2008, in addition to the 8 students enrolled in COM 360 Radio Communication and Culture, there were 30 students, 4 faculty/staff members, and 1 alum volunteering to do weekly one to three hour radio shows, as well as 11 part time WNJR student employees, all supervised by Professor Fleury. It is not unreasonable to suggest that no other department on campus logs more contact hours between faculty and students than does the theatre and communication department.   


Co-Curriculum

The Department's curriculum connects directly to its co-curricular offerings.  Students register for classes after having joined the W&J Student Theatre Company or WNJR, the College Radio Station; or they join these groups after having taken a course in the Department.  The synergy that exists between the curricular and co-curricular parts of our program creates an energy among students and faculty that is palpable and quite evident in all that we produce.

Theatre

The production experience is a vital component of the theater curriculum.   The W&J Student Theatre Company, comprised of students from all majors who have an interest in or passion for theatre, serves as a testing-ground for the students' theatrical skills.  In addition to providing immediate impartial audience feedback, the Company is central to our evaluating student outcomes as well as the faculty's effectiveness as teachers and theatre artists.  The W&J Student Theatre Company works in concert with the Department to produce three to four main-stage productions annually.  Recent productions have included Boy Gets Girl, The Complete History of America (Abridged), Awake and Sing, Machinal, Twelfth Night and When You Coming Back, Red Ryder?.  (Complete list of WJSTC productions since 1987)  Under the existing production program two main-stage productions are directed by department faculty members each semester.  Faculty directors are customarily given one "unit" credit (course release) in the corresponding semester.   Additional opportunities include the following:

  • Theatre Slam occurs annually during the fall semester.  As an experiment in "dangerous" theatre (under the guidance of the theatre faculty); students create, write and stage, within the space of 24 hours, an original evening of theatre.  All interested students are secured in the theatre overnight on a Friday, and on Saturday they give a performance. 
  • Every February since 2002, the Department has produced Winter Tales, an evening of staged readings of ten-minute plays written by members of the College community, which include students, faculty, administrators, staff and alumni.  Over the years, student participation has become so avid that most of the plays chosen for production are theirs because their works are frankly much better written than those of the others. 
  • Since 1998, The Department has participated in the American College Theatre Festival sponsored by the Kennedy Center for the Arts.  Theatre educators and professionals respond to all our productions.  The College and faculty have received certificates of merit from KCACTF.  Furthermore, the Department sent a workshop production of the original drama Carnival to the regional festival in 2002.  The Department regularly sends actors to compete for the Irene Ryan Prize in acting and to perform in new plays for NPP, the National Playwriting Program.
  • A mechanism exists by which a student can write a proposal and develop an idea through to a fully-staged production.   The most recent such proposal resulted in a student directed production of Beyond Therapy in the spring of 2006.
  • Students participate in workshops offered by artists and groups brought in by the Department and the W&J Arts Series.  Examples include the National Theatre of the Deaf; Chicago City Limits; the actress Kathryn Pogson, offering a workshop on building a dramatic character; and Faustworks Theatre, who offered a workshop on acting with masks.
  • During the summer, an annual children's festival is developed around an original family-oriented drama.  The cast (and crew) is comprised of current and former theatre students, as well as additional members of the college community.  It is direct student/alumni interaction, focusing on a specific performance style and a genre specific entertainment.

Main-stage productions and academic seasons are developed and selected through a coordinated process involving the director in consultation with others in the Departmental. The selections are then approved for funding by the W&JSTC. The Department employs an informal rotation system to expose students to important theatrical works in different dramatic styles.  The intent is to provide the student an historical prospective and an enriched environment not only for the participating student but also for their audience-peers during their four years at the college.  Plays are chosen by artistic merit, the educational needs of the students, contemporary community issues and concerns, and casting pools.  W&JSTC productions are funded through the college's Student Activities office and overseen and directed by the Theatre and Communication department.
  

Communication

Co-curricular programs in Communication include the Film Club and WNJR.

The Film Club meets monthly and gives students interested in cinema an opportunity to view and discuss classic and contemporary films.  Films have included The Fountain, Children of Men, Eternal Sunshine of the Spotless Mind (co-sponsored by the Philosophy Club), a double feature of Bringing Up Baby and Knocked Up, and No Country for Old Men.  The club holds screenings in a multi-media room designed particularly for Art History and Film Studies and established in Intersession 2008 in the Olin Fine Arts Center.  Students in the club, many of whom have taken COM 130 Film Art and COM 330 Film in Context, have expressed interest in the development of a Film Studies Concentration or Minor, demonstrating the synergy between Theatre and Communication curriculum and co-curricular projects.

The WNJR studio is located in The Commons on campus, and the broadcast signal is transmitted at 1500 watts from the Washington Trust Building in downtown Washington.  WNJR is licensed as a Non-Commercial Educational Entity by the Federal Communications Commission. By law, a Public Inspection File is available in the studio. The radio station has three main teaching and learning spaces: an Air Studio, a Recording Studio, and an Editing Lab.  The Air studio has a Pacific Engineering broadcast console; five microphones; an iMac computer for running automation software, for recording shows, and for web searches during shows; a component rack with a distribution amplifier, two CD players, a Mini-Disc recorder/player, an Emergency Alert System unit, a Hotline receiver (for remote broadcasts), and a Mac Mini for QuickTime web streaming of the broadcast (at 128 kbps); one turntable (for vinyl snobs like Professors Fleury and Cameron); two MP3 player connections; and a telephone with broadcast-capable equipment.  The Recording Studio includes a broadcast quality microphone connected to a production console; an iMac computer for loading CDs into the automation system, downloading pre-recorded syndicated programs, and for recording student and staff projects (station IDs, promotions, public service announcements); and a component rack with CD, Mini-Disc, and cassette units.  The music library (8000 music files as of February 2008) is housed in the Recording Studio, both digitally in the iMac and physically in CD storage racks.  The Editing Lab, established in Spring 2008, enables students to produce quality finished products from their original recordings (conducted in the field with a digital recorder or in one of the WNJR studios).  The lab also serves as a part-time office for Professor Fleury.

Other major equipment includes two PC work stations, a Hotline remote unit and Codec Buddy with three headsets (all in dire need of replacement) used almost exclusively for sports broadcasting, two professional quality digital recorders for tape-delay sports broadcasts and radio course interview assignments.  External assistance is provided by Information Technology Services in the form of repeatedly life-saving technical support, and servers for hosting blogs and audio files in the WNJR Audio Archive; and by Facility Services, who installed industrial strength air conditioning for the WNJR transmitter at the Washington Trust Building, and who provide all manner of facilities support and are quick to fix leaks from the kitchen directly about the studios.

Volunteer shows reflect a diverse range of interests and tastes, including College sports, local arts and culture, political commentary, environmental activism, celebrity gossip, live music, and a wide range of genres of pre-recorded music.  See the WNJR web site for the current schedule.

There is a productive synergy between the department curriculum and the co-curricular dimension of WNJR.  For example, students who take COM 360 Radio Communication and Culture observe and interact with volunteer hosts and WNJR staff in the course of their Air-Clearance Internship.  Volunteering or working for the station has been a path to the Communication minor for some students, while taking courses in the department has led others to become involved in volunteering and working for the station.  WNJR has also come to serve as a platform for individual and non-departmental academic projects.  In the Fall of 2007, Professor Jennifer Harding's Professional Writing course produced a broadcast of student podcasts based on their original College archive research.  During Intersession 2008, Professor Arlan Hess' English literature course performed a live broadcast of the Dylan Thomas radio play "Under Milkwood."  In addition to these special broadcasts, WNJR has weekly programs that assist and promote other academic pursuits.  Professor Robert East, Director of Environmental Studies, has a show about environmental issues; Professor Stephen Mason, a creative writer, does a show about creative process; Professor John Mark Scott does a show on international travel; and Professor Kyle Simpson, a musician, has a weekly jazz improvisation program.  As an embodiment of our departmental mission of community-building, we are enthusiastic about the continued growth of this kind of programming.  In Spring 2008, three students are engaged in radio-related individual projects, including a movie review program as part of an Independent Study on Film Reviewing, and an internship with the Saturday Light Brigade.  The Saturday Light Brigade is a weekly family show, broadcast on Saturdays from 6:00 am to noon from the Children's Museum of Pittsburgh.  SLB is one of WNJR's cooperative relationships with a number of community radio projects, which also include Rustbelt Radio (produced by the Pittsburgh Independent Media Center), WJPA (a locally-focused commercial radio station in Washington), and Jazzin' Around (produced and hosted by Point Park University Professor of Broadcasting David Fabilli).

For an overview of the history of organized radio at Washington & Jefferson College, see the "About" page on the WNJR web site.  Near-future plans for WNJR include a student trip to the annual Intercollegiate Broadcasting System conference in New York, annual performance reviews for station staff, peer discussion (critique) of volunteer shows, further investigation of participation the College Music Journal clearinghouse (voted down by Music Directors after discussion), and possible affiliation with Pacifica Radio.  Professor Fleury is planning a Communication Arts Study Tour of New Zealand/Aotearoa in May 2009.

Faculty Development and Staffing

Current Assessment Practices
 
The changes in assessment practices at W&J have benefited the department by encouraging us to make more visible the reviewing and evaluating we already do of our work in and outside the classroom.  For years now we have conducted end-of-term course evaluations from students; therefore, the new College-wide evaluation system has not dramatically altered how we collect information about our courses.   Five years ago we drew up a strategic vision for the department, detailing how we saw ourselves then and where we expected to be five years later.  Although not all of our expectations materialized, several positive steps resulted from that document.  We added or revised several departmental courses, which laid the groundwork for the Communication minor, we revised the department mission statement, and we revised the courses required for the Theatre major and minor.  Every year we continue to discuss the state of our program, discussing, for example, the effectiveness of our courses, our productions, and how we want to manage our involvement with WNJR.  This is one of the things we do really well as a department.  We continually evaluate what we do and how we do it in order to allow for growth and development within the department.

One area of assessment that has not been a regular part of our evaluation process and would be a valuable contribution is the revival of the production post-mortem.  Such a tool would provide us with student feedback on the rehearsal process and play selection, information that we can then use to determine the effectiveness of our program.  Are the plays we choose challenging for the students?  Are they enjoying and benefiting from the rehearsal process?  The post-mortem would also serve as a forum for students and faculty to share ideas and critiques about the WJSTC productions and the theatre in general.  A similar process, through use of focus groups, might be applied to WNJR in order to assess the effectiveness of the radio programs and student involvement.

Another way in which we need to improve how we assess what we do is by creating a formal assessment process for ourselves, a method by which we document what we do and how well we do it.  Last year we made the decision to focus on a single area of assessment each year for at least a three year period.  Questions included on end-of-course evaluations and meetings with focus groups of students were meant to provide us with data we could use to examine that particular area.  We have the data; now we need to use it.  A formal assessment process will give us the necessary route to follow through with our plans.  

2007 Student Focus Group 1
2007 Student Focus Group 2 

Faculty Development
 
The development of the faculty in our department occurs in at least four different areas: within the department, within areas of the College outside the department, within co-curricular organizations, and within organizations external to the College.    
The tools within the department that have been especially effective in fostering faculty development include the annual production of Winter Tales, which has allowed several of us further directing and writing opportunities.  We have also, as a department, allowed individual faculty members the freedom to create and revise courses.  This fact points to one of our greatest strengths, our support of one another.  When possible, we do everything we can to help facilitate the artistic, scholarly, and educational pursuits of the faculty in our department.  Both T.S. Frank and Bill Cameron have had the opportunity to direct plays through the WJSTC that they authored, and Dan Shaw recently taught a course in England at Rose Bruford College during the W&J Intersession.   
Our involvement with the WJSTC and WNJR certainly provide us venues for faculty development.  Whether we are directing student theatre productions, or advising and developing programs for the student radio station, we use these opportunities to further enhance our work as artists, as well as educators. 
The participation of our productions in KCACTF has allowed some of us opportunities to develop relationships with educators from other institutions.  It has also, through the leadership and work of T.S. Frank, given the W&J Theatre and Communication Department greater recognition.  
 
A more flexible workload would be most effective in enhancing the professional development of the individual members of this department.  However, the needs of the department are tied directly to the needs of the larger institution and workload is clearly a campus-wide issue, affecting every academic department to varying degrees. Until the time that the College addresses the issue systematically, what we can do and need to do is continue to protect the needs of our department.  For example, we must make sure that a course release continues to be given to faculty who direct shows for the WJSTC.  Directing a full production is tantamount to teaching a brand new course and, thus, should be treated by the College as such.  Anthony Fleury received one course release during the 2007-2008 academic year for supervising WNJR.  The demands of the project exceed this arrangement considerably, so Professor Fleury will request one course release per semester in the future for managing the College radio station.

Faculty development will be further enhanced by a proposed re-location of Department facilities and offices, after the completion of the Science Building in 2012.  We are currently split between two buildings, with three of our offices in the Olin Fine Arts Center and four in the Burnett Center.  The Communication Adjunct Instructors share an office with at least one other adjunct in another department, and Professor Fleury splits his time between Burnett and the WNJR studios.  The re-location, as proposed to the Department by the Vice President of Academic Affairs, would include a combination black box theatre and multi-media screening room, offices for all department staff, and studios for WNJR.

Olin Information (Tech Sheet)

Staffing

Our staffing needs are adequate.  We have enough faculty to teach our course offerings, and enough courses offered every semester to meet the needs of majors, minors, and non-majors seeking an Arts Breadth of Study requirement.  That said, if we decide to create a Communication major distinct from the Theatre major, we will need at least one other full-time professor in the department.  We have also expressed interest in developing our student actors' vocal and movement skills by hiring a full or part-time instructor of voice and movement.    

Current Staff

     William Cameron, Professor of Theatre and Communication, 1987-.

    Anthony Fleury, Associate Professor of Theatre and Communication, 2003-.

    Scott Frank, Associate Professor of Theatre and Communication, 1993-

    Karin Maresh, Associate Professor of Theatre and Communication, 2003-.

    Dan Shaw, Assistant Professor of Theatre, 1985-.

    Eric English, Adjunct Instructor of Communication, 2008-

   

Past Personnel

    Diann Bernardo, Adjunct Instructor of Communication, 2005-2008.

    Charles Ngugi, Carnahan Post-Doctoral Fellow in Communication, 2006-2007. 

    Beth Merry, Adjunct Instructor of Communication, dates?

    Annette Holba, Adjunct Instructor of Communication, dates?

    Christi Wells,  Adjunct Instructor of Communication, 2007-2008.

    Melissa Cook,  Adjunct Instructor of Communication, dates?



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