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College of Fine Arts and Communication The College of Fine Arts and Communication contains the Schools of Art and Design, Communication, Music and Theatre and Dance. For eight years, the College of Fine Arts and Communication has continually demonstrated that the arts and communication go hand-in-hand. As artists, we work to communicate feelings and ideas; to provoke; to explain. In communication, there is a true art to crafting messages, either through spoken or written word or mediated images. Art (including communication), be it theatrical or musical performance, a persuasive oration, or a modern sculpture, is fundamental to the human condition. One does not have to look very far to find that, even in the most primitive conditions, human beings have an innate need for aesthetic expression. This expression is not simply for entertainment or diversion, but is rather a conduit for the articulation of one of the most basic human needs. Art is with us in all aspects of life. As human beings we give added meaning to the most mundane tasks through simple aesthetic means and when we try to comprehend and explore the profound questions of our existence, we do it through Art. Can you imagine any of the world’s great religions without their Art? What about the celebrated civilizations of antiquity? What is the legacy of their existence? Art—in all its forms. Because of the indispensible nature of Art, the arts have always played a central role in the life of the Academy. At ECU, the University founders understood this and made the arts a cornerstone of this institution from the very beginning. Consequently, the arts have flourished at ECU and the vibrant arts community in Greenville and Eastern North Carolina that has grown around ECU has been integral to the growth and development of the university, the community, and the region. The visionary (indeed, legendary) Chancellor, Leo Jenkins, was a vigorous and steadfast proponent of the arts in the strong belief that they were central to a university’s prominence among peer institutions. ECU has worked hard to achieve the Carnegie classification of “Community Engagement.” Our programs are a major, dominant interface between our community and the university. In fact, only athletics can generate the sort of numbers that we can generate in reaching out to members of the community and region. To many of the donors and patrons of ECU we are the visible face of the university. Greenville is a great place to live and work because of the cultural richness provided by the arts programs at East Carolina University. Our university and medical facilities bring in faculty members, doctors and researchers to work, but many stay here to live because of the cultural resources our community has to offer. The same is true of the large and growing retirement community in Greenville. Many of these people have the means to settle wherever they like but Greenville offers a cultural atmosphere that they find vibrant Job creation, economic partnerships, the transmission of news and information and economic development are all important aspects of an arts presence in any community, but being a catalyst for economic development is only a part of the important work that goes on every day in our schools. We train arts leaders. We encourage creativity and selfexpression. We challenge students to tell others the stories of our times. We are the curators, the keepers, the proclaimers of the world’s rich cultural heritage and at the same time we dip into this vast store to create new ways to understand our place in the world. In these economic times it is easy to think of Art as dispensable: as entertainment or a diversion that we do not currently have the disposable income with which to indulge ourselves. Wrong. Art is as indispensable to the human spirit as food or water is to the human body, and now, more than ever, ECU must step up to our responsibility to the public good and recommit ourselves to the maintenance of that which has always been one of the cornerstones of our institutional values and an area that has always produced some of our most outstanding graduates. We believe that a future of leadership and academic excellence must be built upon the values and priorities on which this institution was founded. The arts at ECU have always been in the vanguard: on our campus, in our region, in the state, and in the nation. This is an area of undisputed excellence and leadership at ECU and we must not let that slip College of Fine Arts and Communication In addition, the college has three other units that contribute to our academic offerings and enrich our region. These units are: the S. Rudolph Alexander Performing Arts Series, the Institute for Outdoor Drama, and Italy Intensives. The College of Fine Arts and Communication raised nearly $1,000,000 in donations in 2010-2011 and secured a $1,000,000 endowment for an endowed chair for the Four Seasons Festival in the School of Music. S. Rudolph Alexander Performing Arts Series Institute for Outdoor Drama Italy Intensives The S. Rudolph Alexander Performing Arts Series, with Family Fare, Arts Smart and the Southern Circuit Film Festival, served 30,036 individuals across eastern North Carolina in 2010-2011. Eighteen percent of performance audiences were ECU students. Through 62 distinct events offered, ECU students reflected 26 percent of all audiences engaged in activities such as master classes, career workshops and direct experience in the arts via performance and arts management opportunities. These events ran without direct state support in service to the region. Ticket revenue ($256,022), grants/sponsorships and student activity fees represent 76%, 12% and 10% of the budget, respectively. The four titles continue to engage students in an authentic manner while providing powerful inspiration in the arts for regional audiences. The Institute of Outdoor Drama provides leadership for outdoor theatre companies through training, research and advisory programs and serves as a clearinghouse for 75 theatres in the U. S. and Canada. As the only agency of its kind in the nation, the Institute plays a unique role by contributing to the education, research and cultural enrichment elements of the University’s mission. The advisory services of the Institute directly enhance the economic benefits the state enjoys as a result of having 13 successful outdoor dramas and their contribution to the travel and tourism industry. In its first year at ECU the IOD raised $59,000 in non state funds. Its National Outdoor Drama Auditions, held on the ECU campus, saw 216 students from 23 states and Scotland representing 91 colleges and universities from across the country. The Italy Intensive Program is the premier study-abroad program in the college and the only year round program of its kind in the UNC system. This unique offering is centered in Certaldo, Italy and serves approximately 100 students annually. Currently, the ECU Honors College is in discussion with the director of the Italy Intensive Program to possibly advise or require ECU Scholars to participate in the program on a regular basis. COLLEGE OF FINE ARTS AND COMMUNICATION PART A. SUMMARY TABLE School of Art and Design School of Communication School of Music School of Theatre and Dance Program Overall Priority Bachelor of Fine Arts in Studio HIGH Productivity Centrality Quality Opportunity Comments Comments Comments HIGH HIGH HIGH INVEST Bachelor of Fine Arts in Art Education HIGH HIGH HIGH HIGH INVEST Master of Fine Arts in Studio HIGH HIGH HIGH HIGH INVEST Master of Arts in Art Education HIGH HIGH HIGH HIGH INVEST Bachelor of Science HIGH HIGH MIDDLE HIGH INVEST Master of Arts in communication with an emphasis in health communication BM, Music Education HIGH MIDDLE HIGH HIGH INVEST HIGH HIGH HIGH HIGH INVEST BM, Performance with a concentration in HIGH Sacred Music-Organ; MM, Performance with a concentration in Sacred Music Organ/conducting LOW HIGH HIGH INVEST BM, Performance with concentrations in: Piano, Strings, Voice, Wind, and Percussion MM, Music Education HIGH HIGH HIGH HIGH MAINTAIN HIGH MIDDLE HIGH HIGH MAINTAIN MM, Performance with concentrations in HIGH Choral Conducting, Instrumental Conducting, Piano, Voice, Strings, Percussion, Winds, and Piano Pedagogy HIGH HIGH HIGH MAINTAIN Certificate in Suzuki Pedagogy (graduate) HIGH MIDDLE HIGH HIGH MAINTAIN BM, Music Therapy HIGH MIDDLE HIGH HIGH MAINTAIN BM, Theory-Composition; MM, TheoryComposition BM performance with concentration in Jazz Studies Instrumental/Vocal BFA-Theatre Arts HIGH LOW HIGH HIGH INVEST HIGH MIDDLE HIGH HIGH INVEST HIGH HIGH HIGH HIGH INVEST BFA-Dance Performance HIGH HIGH HIGH HIGH INVEST School of Art and Design School of Music School of Theatre and Dance School of Art and Design School of Communication School of Music School of Theatre and Dance Bachelor of Arts in Art History MIDDLE MIDDLE HIGH HIGH MAINTAIN Bachelor of Fine Arts in Wood Design MIDDLE LOW MIDDLE MIDDLE MAINTAIN Masters of Fine Arts in Wood Design MIDDLE LOW MIDDLE MIDDLE MAINTAIN Masters of Fine Arts in Illustration MIDDLE MIDDLE MIDDLE MIDDLE MAINTAIN Certificate in Advanced Performance Studies MIDDLE HIGH HIGH MAINTAIN MM Performance with concentrations in Jazz Studies Instrumental/Vocal BFA-Theatre Education MIDDLE LOW MIDDLE MIDDLE HIGH HIGH MAINTAIN BFA-Dance Education MIDDLE MIDDLE HIGH HIGH MAINTAIN Bachelor of Fine Arts in Weaving Design LOW LOW LOW LOW ELIMINATE Masters of Fine Arts in Weaving Design LOW LOW LOW LOW ELIMINATE Bachjelor of Fine Arts in Fabric Design LOW LOW LOW LOW ELIMINATE Masters of Fine Arts in Fabric Design LOW LOW LOW LOW ELIMINATE Bachelor of Arts in Studio LOW LOW LOW LOW IN THE PROCESS OF ELIMINATION Media Production concentration--BS LOW MIDDLE HIGH Bachelor of Arts LOW MIDDLE HIGH Certificate in Jazz Studies LOW Jazz Studies Minor LOW BM, performance with a concentration in Piano Pedagogy MM, performance, concentration in: Accompanying, Vocal Pedagogy, Woodwind or Brass Specialist Certificate in Suzuki Pedagogy (undergraduate) BM, performance concentration in Musical Theatre BM, MM in Performance with a concentration in organ performance BM, performance with a concentration in Sacred Music - voice BA-Theatre Arts LOW HIGH INVEST ELIMINATE ELIMINATE LOW ELIMINATE LOW ELIMINATE LOW ELIMINATE LOW ALREADY ELIMINATED LOW LOW ELIMINATE LOW LOW LOW LOW ELIMINATE LOW LOW MIDDLE MIDDLE INVEST TO IMPROVE OR ELIMINATE College of Fine Arts and Communication Low Productivity Programs School of Art and Design School of Music Art History and Appreciation Current faculty and courses would remain high.Present art history courses are required of art and design majors. Students who do not get into studio concentration may still be retained in the Art History degree. No monetary savings will be incurred by eliminating the degree program. The University Low Productivity report of 2009 identified the Art History Concerns regarding low productivity programs in SOM: Theory /Composition: Theory, Composition and Musicology form a core of studies that is required of all musicians regardless of concentration. Therefore, many of the courses required to satisfy a degree in theory or composition are already in place in any school of music. By offering the degree, we simply add value to the school in a way that touches every part of what we do. It attracts a level of faculty that would not come here if they did not have the opportunity to work with their own majors. The added value is that these faculty members work with ALL of our students providing a quality experience not found everywhere. Furthermore, having student and faculty composers in our school provides the opportunity for all students to work closely with living composers allowing for distinctive experiences and leadership opportunities. In addition to these benefits, the faculty members from the department housing this degree provide the following resources: Program. The current enrollment is 30 and graduating seniors numbers 10 for 2011/2012. Elimination of the degree program would negatively impact attracting and retaining outstanding Art History faculty members. The • In addition to teaching courses for our majors, we draw on this faculty, specifically, to teach our large sections of non-major offerings. This provides critical SCH to help offset the “SCH deficit” created by the large numbers of faculty engaged in the one-on-one teaching of the applied studios. • Second year graduate students in the theory degree are able to provide tutoring for our undergraduate students and also are the instructors of record for our on-line-non-major theory offerings that generate additional SCH for the school. number of BFA Studio students double majoring in Art History has increased (need numbers). Elimination of the degree program would negatively impact studio students. The overall reputation of the School of Art and Design would diminish if the BFA in Art History degree were eliminated. Faculty have produced 3 textbooks in the last two years and 4 undergraduate were admitted into graduate school. After our last response to GA’s Low Productivity Report, the Provost designated the Theory Composition degree as an “area of excellence” for the School. Because of the quality and centrality of this program, it is the very heart of what we are about, we have designated it as a HIGH priority. We are recommending investment in this area, as a way to have the faculty members in place that can continue to generate needed SCH in the School of Music. Music Therapy: Our music therapy program has a long and distinguished history at ECU. In the 1960’s it was one of the pioneering programs and it remains one of two therapy programs in the UNC System. The program went through a difficult period in the last two decades as it suffered from declining interest and lower enrollments. However, in recent years enrollment has picked up significantly as a result of new research and increased public awareness. This is a program that has the potential for significant growth in the coming decade. In the last five years, enrollment in this program has grown to over 40 majors from a low of 14. This program also has the ability to interact with the medical campus in a way that no other music program can, thus tying us to another strategic direction: “HEALTH CARE AND MEDICAL INNOVATION.” Because of the potential for growth in this area, because it is one of only two therapy programs in public institutions, and because of its centrality to the university’s mission, we have designated the music therapy program a HIGH priority. Jazz and Sacred Music issues: The jazz program had a full-time faculty member leave two years ago. At that time, it was determined that we could better use our resources if we used the funds to hire adjunct faculty members to teach in the various areas where we needed them: jazz guitar, improvisation, combo coaching, jazz keyboard. None of these areas needed full-time people, so adjuncts were the most suitable and adaptable use of our limited resources. Now, with the loss of virtually all lapsed salary money in the School of Music, a wise use of resources has become a death sentence for an important program. The organ/sacred music program has suffered a similar fate. When Dr. Janette Fishell left ECU to take over the organ program at the Jacobs School of Music at Indiana University, our replacement search was frozen mid-search because of the budget cut of 2008. Since then we have been running the program with a halftime adjunct. This has kept the enrollment down because we have been forced to keep the load to .5 FTE. It also has been difficult to offer all of the courses needed for majors in this program. With the loss of lapsed salary, this program will no longer continue to be viable unless we invest in a full-time position. This is the only public sacred music program in the state. It is also an area where we enjoy significant community support and the loss of this program will have significant repercussions in our community. Because of the quality both programs have enjoyed and their absolute centrality to either the School of Music or the community, we have designated both of these areas as HIGH priorities with the understanding that they cannot survive another year without INVESTMENT. PART B. SHORT NARRATIVE College of Fine Arts and Communication DRAFT Self Study and Response to the Program Prioritization Committee In the initial PPC report to CFAC, the following were listed as areas of concern. In this document, we will respond to those concerns and indicate where we believe more accurate data/information will shed light on the true productivity of the units in the College of Fine Arts and Communication. The most serious issue facing our college as a result of the response by the PPC is their misunderstanding of our teaching loads and scholarly productivity. I. Instructional Productivity In the PPC report, three of the schools (SOAD, SOTD, SOM) were noted for relatively low instructional productivity. We believe this judgment was inaccurate, and that the following items will lead to a more factual conclusion about the instructional productivity of the college. A. Absence of Delaware model in analysis For many years, ECU has calculated FTE generation and has allocated resources based on the Delaware model. CFAC has abided by this model even when we felt its use was unnecessarily punitive to several units, particularly the School of Communication and the School of Music. Five years ago, these two schools emerged as over funded through the application of this model. As a result, both units cut a significant number of positions and increased SCH generation in order to fall in line with the resources allocated according to the model. Unfortunately, in this initial review by the PPC, by not applying the model, all units were essentially treated as being in category I of the model. This has been a real hardship to those schools in other categories that have been funded and held accountable based on the Delaware model. In CFAC, the SOAD, SOM, and SOTD, have all been listed at category III programs with only the SOC being listed in category I. By the criteria of the Delaware model category III, the SOTD generates MORE THAN SUFFICIENT student credit hours to justify all its faculty positions. In fact, the SOTD generally has been considered to be underfunded vis a vis sch production. Additionally, SOAD is on par with required SCH production and the School of Music is only slightly overfunded. School of Art and Design School of Communication The School of Art and Design (SOAD) is the largest and most comprehensive art and design school in the state. SOAD has twice as many MFA students than any other program in the North Carolina system and has the largest BFA program in the UNC system. SOAD faculty teach eighteen contact hours per semester (eighteen is the maximum that our national accreditation organization, National Association of Schools of Art and Design, allows).The visual arts have been a major component of instruction at ECU since the first faculty class was hired in 1909 (Kate Lewis). ECU has always believed that knowledge of and participation in visual art and design preparing graduates to deal with the complexity, diversity, and ambiguity of human societies, qualities required of strong leaders. The School has been accredited by NASAD since 1963. • SCH Generation—In the 2010-2011 academic year, the School of Communication offered 186 sections with an enrollment of 5,300 students. This includes students who are majoring in one of our concentrations, minoring in communication studies, or studying in our graduate program, as well as the many others on campus taking our foundations classes. • Service to ECU—In order to meet the needs of ECU students, in 2010 we created a large lecture course on the Fundamentals of Speech Communication, COMM 2020. In Fall 2011, we will offer over 800 seats in this course, along with continuing to offer an additional 250 seats in COMM 2410/2420. Further, more than 100 students each semester take COMM 1001, Communication Theory, to meet the social science foundation requirement. In the fall of 2010, the media production concentration in the SOC was discontinued and the program moved (along with the faculty) to the SOAD to begin the process of creating the CAMP concentration. During this time, those five faculty members continued to teach courses in the SOC to graduate remaining media production students, generating approximately 1300 sch per academic year. SoAD included these additional 5 FTE without any SCH counting toward their benefit. There are now 67 MPRD students in the SoC. MPRD is transitioning out of SoC and will become CAMP (Cinematic Arts and Media Production) at SoAD. Two years from now all MPRD students will have graduated and all CAMP majors, an anticipated 130 students, will be in SoAD. When the CAMP program is established, it is estimated that between 130 students will be enrolled in that concentration, greatly increasing the sch generated by courses offered by the CAMP faculty. In addition, it would be beneficial for ECU to consider bringing the Interior Design program back into the School and align their design work with SoAD’s programs. The challenge is that they need to retain their space. School of Music School of Theatre and Dance Accreditation must be taken into account when considering instructional In the SOTD faculty have 4/4 instructional loads. Many teach productivity. NASM has set national standards for applied teaching at voluntary overloads every semester in student practicum projects, 18 hours per semester. This is the full load and 18 one-hour applied necessitated by the curriculum, to facilitate student progress lessons is equivalent to a 4:4 teaching load. The master/apprentice towards graduation. Faculty members also serve as advisors to all approach to music instruction is extremely labor intensive and majors. Instruction-related contact hours vary from 18-40 or more expensive. It generates few SCH per FTE. Specifically, our current full- per week, including course-related crew supervision. In addition time applied faculty roster totals 20 people. If each of those faculty to teaching, a typical faculty member working on a missionmembers teaches 18 students per semester (the NASM standard) at 2 specific Playhouse or Storybook Theatre production works in a credit hours per lesson that is 36 credit hours per semester or 72 credit range from 155 hours to 200 and more per production, of which hours per year. If one were simply to divide those faculty salaries by the there are 2 in fall semester, 3 in spring. There are 16 faculty number of credit hours generated, the School of Music likely has the working regularly in production. Further, SOTD voice faculty highest cost-per-credit-hour ratio on campus and it should be easy to see teach both group and private voice, and accompany techniques why. In the SOM, most faculty members are assigned the equivalent of classes which involves 30-45 contact hours per week. Theatre 4/4 and Dance Performance and Design-Production Faculty are also expected to recruit students actively both in and out of state. teaching loads. Because of the ‘lab’ nature of much of what we do, contact hours are far higher than load assignments suggest. We have many 1 credit hour courses that involve contact of up to six hours per week. In addition, all applied teachers schedule weekly studio classes that are not assigned any load credit. Additional rehearsals and performances involving nights and weekends are a regular expectation but are never figured into faculty workloads. Finally, unlike other faculty members, who have classes automatically filled with students, every faculty member teaching applied music and composition has to recruit every student who comes to the School of Music. This is very similar to athletic recruiting and involves personal contact, emails, letters, lessons and travel to meet and solicit students and local teachers. This is a task that is totally foreign to most on campus but it is the lifeblood of a professional school of music. Every one of our majors has been courted and groomed by one of our faculty members long before they matriculate. The expectation of scholarly and creative activity is in addition to these already heavy teaching assignments in the School of Music. II. Scholarly Productivity For three of the four units in CFAC (SOC, SOTD, SOM), the initial PPC report indicates we have relatively low scholarly productivity given size of faculty. Again, there are several issues that must be addressed in order to more accurately assess our productivity in this area. A. Innacurate/missing data. B. Inappropriate selection criteria for judging scholarly productivity. In selecting juried performances as a criteria, the PPC punishes academic areas that do not use this measure for productivity. School of Art and Design School of Communication School of Music School of Theatre and Dance Even with the high number of contact hours our faculty have been very productive. The SOAD faculty are recognized nationally and internationally for their work; during the last three academic years our faculty participated in 746 exhibitions and professional presentations in 35 states and 16 countries. It is important to point out that our graduate students are also very productive professionally. During the academic years of 2008-2009 and 2009-2010 (the last time these statistics were gathered) graduate students in SOAD participated in 428 exhibitions in 26 states and they received 110 honors, scholarships and awards. A. Inaccurate/missing data. For the scholarly productivity of the SOC, the numbers being used by the PPC to reach its original conclusions were incorrect. In reviewing the number of articles, book chapters and presentations documented in Sedona by our tenured and tenure track faculty, we found that the original numbers reviewed were substantially lower than actual faculty productivity. Below we present the data and calculated based on Sedona entries. It is our understanding that in this initial review, only juried/peer-reviewed works were considered. For the School of Music, this is not an accurate measure of creative activity, as virtually no opportunities exist in the category of “juried performance.” Faculty members in the SOM actually engaged in 2345 creative activities that were not captured by SEDONA in a way that was meaningful for the PPC. Members of the committee have expressed concern that this number does not give an assessment of the relative quality of each of these activities. Certainly, we can work to address this issue as we move forward. However, before we discard the entire group as meaningless, it needs to be pointed out that this figure includes not only local activities, but activities that spanned 19 foreign countries and 31 states. It is also important to remember that this number of creative C. SOTD mission/charge in relation to scholarly productivity. Most of the creative productivity of the School of Theatre and Dance is closely aligned with the School’s core mission “... to offer professional quality theatrical production for the University community and the greater community of eastern North Carolina.” [from Mission Statement, Unit Code of Operations; also Strategic Plan]. That is the very charge upon which Chancellor Leo Jenkins founded the unit in 1963. It makes production and public performance coequal to the School’s teaching mission. Each production requires the participation of 10 faculty at minimum to 16 or more (typical musical). The School produces a total of 7 mainstage productions annually—5 in Playhouse, 2 in Storybook Theatre. The total numbers of faculty hours in mission-specific production is extraordinarily high. External peer reviewers of faculty in tenurepromotion letters often remark at the very heavy production schedule for a faculty of this size. 2009 2010 2011 Articles/chapters (avg. per tenured/tt) Original .64 .91 .89 Actual .92 1.13 1.22 Presentations Original 1.16 1.13 .88 Actual 1.76 1.35 1.17 The tenure track and tenured faculty in the SOC teach a 3-3 with the fixed term faculty teaching a 4-4 and many times a 4-5. For our faculty who are expected to conduct scholarly activity, this is a higher load than many units on campus and nationally. In fact, often our external reviewers in tenure cases remark on the amount and quality of scholarship when teaching loads are so high. activities is being generated by a group of faculty members who, for the most part, carry the equivalent of 4:4 teaching loads. Finally, these faculty members, with 4:4 teaching loads and significant numbers of creative activities are also busy recruiting students for their studios. To hold the SOTD to a standard that is out of line with its original charge is unfair and unreasonable. It is SoTD policy and practice that the core mission has priority in individual faculty creative agendas and must be served fully and first. External creative activities, in which several faculty engage regularly, are secondary in priority. Of its 25 full-time faculty, 21 are engaged directly in core mission-related creative activity; 1 tenured engages in dance education-related research, supervises dance education teaching interns; 1 fixed-term supervises teaching interns in theatre education; 1 is EPA-Administrative (managing director functions as associate director). All Fixed-term faculty in performance programs also engage in mandatory creative activity for the unit. There are virtually no juried performance opportunities in the field of Theater and Dance; therefore juried performance is not an appropriate measure of the quality of creative productivity. For qualitative evaluation of creative work in the ECU/Loessin Playhouse (incl. Dance Theatre), Summer Theatre and Storybook Theatre, we rely largely upon the following: • Audience response to performances, by informal written responses following production, and by attendance figures (annual average attendance academic-year ECU/L Playhouse (incl Dance) and Storybook Theatre, 22,000+). • Rigorous “post-mortems” of productions and performances by unit administrator and select faculty committee to evaluate both individual work and the individual production process and outcome. • Accreditation team visitors from the National Association of Schools of Theatre attended an ECU/Loessin Playhouse production (Brigadoon, 2010) and cited it in the final report for the high quality of its production values, its staging and “remarkably good” student performances. One made the verbal comment that he consistently forgot that he was watching undergraduate-centered theatre because the quality of the work was so high. III. Centrality School of Art and Design School of Communication School of Music School of Theatre and Dance Education for a New Century: ECU will prepare our students to compete and succeed in the global economy. Music education—SOM has one of the largest programs in the state that is fully accredited by both NASM and NCATE. We enjoy a reputation for excellence in the field and have a virtually 100% placement rate for our graduates. The School of Music offers career-advancing opportunities for music educators through an MM that is predominantly on-line and requires only one semester of residence during the summer months Art education. SOAD has the largest BFA and MAEd programs in Art Education in the state. BFA graduates find positions in the K-12 system or other art professions related to instruction. MAEd graduates move into supervisory positions in K-12 education, community college teaching positions, museum education, or doctoral programs. MAEd and BFA programs are fully accredited by NCATE/NCDPI. The School has fully-accredited (NCATE/NCDPI) Theatre Education and Dance Education teacher-training degree programs, with virtually 100% job placement of its graduates. Economic Prosperity in the East: ECU will create a strong, sustainable future for the East through education, innovation, investment and outreach. Nonprofit and public sector arts organizations working directly with the North Carolina Arts Council in 2005 provided more than 1,200 full-time jobs earning more than $47 million in total salaries and involved nearly 43,000 volunteers whose time is valued at $13 million. Every 100 jobs in the arts in North Carolina can be expected to support an additional 29 jobs in other industries. The United States arts industry supports: $5.7 million jobs; 100,000 nonprofit arts organizations; 612,000 arts-centric businesses; $29.6 billion in tax revenues; $166.2 billion total economic impact. Outstanding communication skills is the number one skill employers seek out in their employees. The bureau of labor statistics estimates growth from 2008-2018 in the areas of PR specialist/manager (24/13% growth), HR and training (22%), and technical writer (18%). Youth Expressions Art Project seven-month program provides curriculum, trains teachers, and ends with an exhibition of 400 K-12 artworks seen by 3,000 viewers at the Greenville Mall (in place for five years). Partners include Pitt County Schools, the Greenville Police department, the Pitt County Council on Drug Abuse, and Citizens United Against Violence and many private businesses. Art Education: on-campus provides the After School Art Programs for Typical and Special Needs sudents (40 year-old-program) and off-campus art literacy classes at the Lucille Gorham Intergenerational Community Center. Print Summit – the 2012 printmaking summit brought national artists to campus in conjunction with the ―Survey of Contemporary Printmaking‖ exhibition in the Gray Gallery. • Art Without Borders is a series of events, that introduced the goal of building and strengthening ties between the diverse groups that make up our community, and between ECU and the broader community in eastern N C. Hosting Jingdezhen’s White and Blue | A Ceramics Conference Celebrating the Tradition of Chinese Porcelain: This two-day event brought attendees from schools and ceramics studios throughout North Carolina. SOAD is developing interdisciplinary and cooperative partnerships with the North Carolina Pottery Center in Seagrove. Partnerships with Emerge Gallery, Greenville Museum of Art. The successful Youth Arts Festival, now in its eighth year, is a service activity which gives ECU students important opportunities in Service Learning and is attended by more than 4000 children and their families from our region. The BS with a concentration in interpersonal/organizational communication (IOC) currently serves more than 175 SOC’S High School Media Workshop—The SOC High School Media Workshop, cosponsored by the North Carolina Scholastic Media Association, offers a one day series of speakers and handson panels for high school students in eastern North Carolina. The event is consistently one of the largest in the state. • SOC’S Puppet Project—Dr. Deborah Thomson and Dr. Rebecca Dumlao, as a part of their honors class in the spring of 2011, developed a ‖Kids on the Block‖ puppet show, performing at schools and community organizations in the Greenville area. The puppet shows targeted firstthrough third-graders and focused on the topics of diabetes and nutrition. Almost 300 children attended the shows held in nine locations in 2011. • SOC’S Professional collaboration—We consistently interact with the profession by bringing in speakers to our classes and student organizations—examples include: Mick Mixon, voice of the Carolina Panthers; Bobby Burns, Online Editor for the Daily Reflector; John Clark, Vice-President of promotions for Madison Square Garden; and Margaret O’Conner, former photo editor for the New York Times. SOM Community arts outreach in the form of after school music SoTD’s ECU/Loessin Playhouse (including Dance Theatre) programs such as KidsMusic and the String Project.• SOM music and Summer Theatre, and Storybook Theatre. Average therapy community programs, internships and partnership with attendance for all productions over the last three years was PCMH.• SOM Suzuki outreach in Bath and Wahl-Coates 26, 839—second only to athletics for ECU public events. Elementary School.• SOM opera and jazz outreach to local Attendance figures mean that extraordinarily large numbers schools.• SOM instrumental and vocal lessons available to local of people from the ECU community, the community of residents through our students and faculty. SOM Church Greenville, and the eastern NC region have attended our organists and musicians that serve countless congregations in the ECU/Loessin Playhouse productions annually, making the East and beyond.• A symphony orchestra capable of performing Playhouse the ―theatre of choice‖ for the area—virtually the the full range of standard repertoire here in Greenville and in run- regional theatre of Eastern NC--a truly extraordinary and outs for surrounding communities.• A world-class choral enviable position for a university theatre, particularly an ensemble that has performed at the national and regional ACDA undergraduate one• The School’s Storybook Theatre offers conventions and recorded two CDs on a national label.• Two live theatre performance/production to approx. 7000 PK-8 fully staged opera productions each year. .•A Symphonic Wind students yearly. Each semester, Storybook sends out touring Ensemble as well as two ―feeder‖ bands. • The ECU Marching companies of mini-productions to PK-8 schools, most of Pirates as well as pep bands to support a variety of athletic which are underserved in the arts. Its major productions (6 activities.• An awardwinning jazz ensemble as well as ―feeder‖ performances per year) perform to PK-8 children in groups and combos which perform regularly in the community.• Wright Auditorium and the Turnage Theatre in World-class chamber music through the Four Seasons Chamber Washington, NC. Theater and Dance education. SoTD Music Festival.• Cutting edge performance and composition with Theatre for Youth school tours –performs small Storybook the [email protected] Festival. • Live popular offerings through productions at underserved K-8 schools in the eastern NC our annual Motown and Billy Taylor Jazz Festivals as well as region. Toured to six schools in 2010-11. • SoTD Drama [email protected]’s.• Faculty recitals of a quality not heard Camp—two-week summer camp serves K-12 area students outside of the New York concert halls.• Church organists and in three divisions; established 2nd camp in Southern Pines musicians that serve countless congregations in the East and in 2011. • SoTD D&P faculty hold educational/recruitment beyond. workshops in area high schools. Health Care and Medical Innovation: ECU will save lives, cure diseases and positively transform the quality of health care for the region and state. College of Fine Art and Communication has helped has helped to establish a Fine Arts and Communication core in the Health Disparities Research Center. Several faculty members are involved in an internal grant with the health disparities research center. The grant focuses on creating messages aimed at African American women regarding breast cancer. The grant also supports a 12-month graduate student. •The SOC MA in communication with an emphasis in health communication educates individuals in the principles of communication related to promoting positive health behaviors.•The 2010 external reviewers' report focused on the MA as a stength of the school, noting its "successful establishment of a master's degree with an emphasis in health communication can be a growth center for the school and the university as it is leveraged for opportunities to expand research and professional collaborations, to ingrease TA/GA resource allocations, and to serve community, regional and state needs". The HDRC collaborates with SOTD "Young Playwrights" program by providing materials for underserved schools.