Abstract
This article examines workload policies for theatre faculty within a teaching oriented college in the Georgia University System. Through descriptive review of institutional practice, it contrasts lecture, laboratory, lecture laboratory, one on one, and extended laboratory courses, detailing how student instructor contact hours, rather than credit hours, more accurately capture instructional effort in performance oriented pedagogy. The discussion highlights strategies such as piggybacking courses, applying two thirds to one credit for individual instruction, and adopting three to one calculations for production laboratories, thereby aligning faculty release time with actual preparation and supervision demands. By comparing theatre workload practices with those in music and visual arts, this article identifies administrative misconceptions that inflate perceived instructional costs, and proposes equitable workload computation models that support theatre faculty development, recruitment, and curricular quality in higher education.
Recommended Citation
Hall, Hazel E.
(1989)
"Workload Policies for Theatre Faculty and Staff at Columbus College,"
Association for Communication Administration Bulletin: Vol. 70, Article 12.
Available at:
https://stars.library.ucf.edu/aca/vol70/iss1/12
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