Toward Revising Undergraduate Theatre Education

Higher education lies in the midst of a changing paradigm. Politically conservative and marketdriven pressures are now holding universities accountable for delivering a more cost-efficient education that provides students an adequate return on their investment (Schejbal). This paradigm shift calls for a systemic review of theatre education. As researchers engaged in the scholarship of teaching and learning, our purpose in this essay is to review alternative learning strategies already evident in our field, yet lacking in widespread applied practice. First, we address several interdependent challenges facing undergraduate theatre training and the changing characteristics of today’s students. We then offer initiatives for revising an undergraduate theatre curriculum.