Reasons Tenure is Warranted
My time at Point Park University has definitely been eventful and full of change. I have restructured the Lighting Program, supported students during a pandemic and administration changes, acted as a conduit for students both into and out of the program, and have continued my successful career as a lighting and projection professional. For these reasons, and through countless hours of dedication to the Point Park students and Theatre Production Program, I believe I have earned Tenure.
My professional work is another example of why I believe I have met Tenure qualifications. During my 16-year career, I have designed and worked on over 220 shows. They have included established plays, new works, musicals, dance productions, tours, opera, architectural instillations, and projection designs. I have won several prestigious awards, including my recent Joseph Jefferson Award for Best Lighting Design, large production (equity). I’m proud of my design work and the acknowledgement it has received, but most importantly, I value it as an example for my students. I am able to use real life examples and situations in class; to utilize different theatres around the country to encourage students to expand their knowledge beyond the Pittsburgh Playhouse; and to demonstrate different methods of using light as a story telling tool. I have earned a place in the lighting industry, and I believe that makes me a much stronger teacher for my students at Point Park.
Based on my efforts in developing curriculum and creating a strong, hands-on, exciting learning environment, building bridges to assist students in easier transitions into a college design and production program, then out into the professional world, and providing a strong example as a hard working, collaborative, and creative theatre artist, I believe I have proven that I am a valuable asset to Point Park University’s Conservatory of Performing Arts. I believe my application and proven track record show why I deserve Tenure.
Thank you for your time and consideration.
When I first got to the university, I began with classes that were meant to be a continuation of introductory classes. I was teaching Lighting Design 2, which is the sequel to Lighting Design 1. I researched what the students had learned in their previous lighting classes, and found many informational gaps. I also received feedback from both lighting and non-lighting students that they felt insecure in their lighting knowledge, and were craving more foundational information. So I decided to restructure the content in each of the three Lighting Design courses (1- 3). I also clarified what the Vectorworks, Electricity, and other lighting classes were meant to accomplish.
Through careful course revisions, development of hands-on projects, and incorporation of student feedback, I have created a strong progression of lighting knowledge for the Theatre Production Program. Students now have a solid foundation upon which they can build their practical Production skills. Five years ago, students were designing one or two mainstage Conservatory Productions during their time at Point Park. Now, most of my students are ready to design shows by their junior year. They graduate with three or four productions as Lead Lighting Designer, along with a Lighting Supervisor credit. They are developing confidence, communication and collaboration skills, and getting to practice working with professionals, all before graduation. I am proud of how far students have come in the short time I have been with Point Park, and I continue to explore how I can work with the Theatre Production Faculty to improve the curriculum.
Outside of classes, I act as a conduit, drawing students into the Production Program, and helping students graduate from the program with advantages through my connections in the industry as they search for jobs.
I have worked with my fellow faculty members to make admission days exciting and full of useful and enticing information for prospective students. In addition to school organized events, I have done extensive recruiting work focused on reaching out to underserved high school communities, with the hope of drawing in a more diverse and representative freshman class each year. I have brought students in for workshops and to experience the Playhouse facilities as part of the August Wilson Creative Voices Competition. I have held classes and demonstrations to introduce students to production career paths. And I participate in portfolio reviews
and summer education programs to represent Point Park University and to show prospective students what kind of education they can expect from our program. This service will continue to make the school shine as a leading Technical Theatre Program, and will help increase enrollment.
I also focus extensive efforts on forming connections and relationships in the industry that will be a bridge for students as they leave our program. Graduation is daunting, especially when facing a career that involves a constant process of applying for jobs. But our students get to benefit from the strong connections their faculty and staff have made. These connections allow them to leave the University with a destination in mind and a support system behind them. I have bult an extensive professional network that spans the country, especially in Chicago, and I have been able to connect many alumni with my collaborators. I continue to seek my own work with these connection opportunities in mind, and I actively reach out to specific companies who I believe will provide future employment for our students.