Presents an annotated bibliography of 27 items from the ERIC database in the area of speech communication. Areas highlighted include the nature of the discipline/profession; teaching/learning; theory/research; and applied communication. (JMF)

Results indicate that corporate training directors perceive poor listening as an important problem facing organizations, one that leads to ineffective performance or low productivity. Educators and trainers are encouraged to include aspects of listening behavior identified in this study into organizational communication curricula or industrial…

Discusses the role of a "basic course director" who oversees the consistency among multiple sections of the same course. Surveys communications departments at representative midwestern universities concerning the methods and functions of such a director of introductory courses. (HB)

Surveys the current relationship between speech communication education and peace education at the college level. Addresses attitudes toward peace education, actual teaching related to peace and peacemaking, and peace research priorities. Focuses on the diverse and often contradictory attitudes held by respondents. (KEH)

Presents an annotated bibliography of 37 ERIC resources from "Resources in Education" and "Current Index to Journals in Education," categorized under three headings: General studies on communication apprehension; Communication apprehension in school populations; Communication apprehension in college and adult populations. (PD)

Examines the effects of the preparation and presentation of a speech on the changing attitudes of the speaker. Concludes that individual attitudes are affected by the preparation stage more than the presentation stage. Draws implications for the teaching of public speaking. (JMF)

The "process option" approach for speech students should be expanded through the development of a learning context in which (1) topic development replaces last minute subject selection through the spoken equivalent of freewriting, (2) the revision process of writing occurs in preparation for delivered speeches, (3) student/teacher…

Surveyed adult students in a basic speech communication course to assess their communication needs as a basis for establishing a communication curriculum. Found that listening was rated the most important career and social communication skill, with motivating, telephoning, conversing, briefing, relating, and resolving conflicts ranking high. (PD)

Reviews college and university catalogs for public relations courses. Finds 578 departments offering such courses. Notes that the majority of such courses are offered in communication departments. Takes issue with the findings of an earlier study. (SR)

Discusses communication games and activities which can be used to teach speaking and listening skills. Proposes and applies a set of criteria for evaluating such curriculum materials. Examines communication games used in referential communication research and suggests their inclusion in the curriculum. (JMF)

Surveyed managers of businesses and organizations to determine which communication skills are used frequently on the job and those in need of further academic development. Found that listening, motivating people, and handling grievances were the top three areas where additional communication education is needed. Discusses implications for…

Reviews the literature on communication career education and nonacademic career opportunities. Covers career curricula, communication skills, marketability of graduates' skills, and communication career tracks. Incorporates research on career opportunities and career education for both graduate and undergraduate students, 1975-82. (PD)

Systematically determines the current status of the introductory small group communication course at American colleges and universities. Examines specific content areas being taught, pedagogical approaches used, and teaching problems encountered to identify current curricular trends in teaching the course, charting subsequent course modification,…

Noting that humans are educated more by than about the mass media, this paper argues that modern society has produced an informal (mediated) ethics curriculum which may be more powerful than the formal (institutionally educational) curriculum developed by academics and administrators. It first examines the informal curriculum, listing statistics…