Abstract
This article investigates the persistent challenge of student retention in small theatre programs and presents an institutional case study from the University of Wisconsin–River Falls. The author analyzes how open admissions policies, small program size, and uneven academic preparation affect student persistence and departmental stability. Through three detailed student case studies, the discussion explores motivations for attrition, ranging from transfer to professional training to academic failure and disengagement. The analysis concludes that while program retention serves institutional needs, it is not always in the best interest of individual students. In response, the department adopted policies linking academic eligibility to participation, distinguishing theatre majors from speech students, and reducing production scale to balance quality with available personnel. These changes aimed to strengthen academic standards, create competitive auditions, and improve morale. The author further identifies the advantages of small programs—faculty accessibility, early leadership opportunities, and proximity to professional theatre—and argues that cultivating these strengths can support retention by aligning program rigor with realistic student goals.
Recommended Citation
Swanson, Margaret M.
(1986)
"Confronting the Problem of Retention in the Theatre Program of Limited Size,"
Association for Communication Administration Bulletin: Vol. 58, Article 22.
Available at:
https://stars.library.ucf.edu/aca/vol58/iss1/22
