Abstract
This essay presents a rationale for recognizing on-campus creative work as a valid and essential component of faculty evaluation in theatre education. It critiques the historical inconsistency and lack of consensus surrounding the assessment of creative activity for promotion and tenure, particularly regarding the equivalence between scholarly publication and artistic production. Through analysis of policy developments from the American Theatre Association and related professional discussions, the essay argues that on-campus creative work constitutes legitimate evidence of professional achievement when it demonstrates public visibility, pedagogical integration, and artistic excellence. The author identifies three central justifications for such recognition: public presentation enables peer evaluation, creative faculty workloads are often more demanding than research faculty counterparts, and denying on-campus work would undermine program quality by disincentivizing artistic engagement. The essay calls for formalized evaluative procedures grounded in cooperation between departments and faculty, emphasizing documentation, quality assessment, and institutional alignment. It concludes that the theatre discipline must adopt transparent, equitable standards that affirm the teacher-artist’s dual role in creative production and academic contribution.
Recommended Citation
Rosenberg, Donald L.
(1986)
"Artists and Campuses: A Rationale for Honoring On-Campus Creative Work,"
Association for Communication Administration Bulletin: Vol. 57, Article 9.
Available at:
https://stars.library.ucf.edu/aca/vol57/iss1/9
