Discusses benefits and problems of locating a communication department in a professional college, thus identifying it is an applied professional program rather than a liberal arts course of study. (SR)

Discusses two assessment alternatives applicable to departments of communication: oral communication across the curriculum and assessment centers. Argues the efficacy of integrating assessment and learning. (KEH)

Describes what one school is doing in its theater faculty to seize the opportunity of "owning" an assessment program. (KEH)

Analyzes the relationship of Saddleback Community College's structure to functions and outcomes in the context of current changes in structure at the state level. (KEH)

Discusses the need to approach adult education differently from the teaching of children. Reminds educators that adult learners possess a wealth of experiences and distinctive job-related skills and needs. Describes the University of Maryland's adult education program, which includes a separate campus, courses at military installations, and…

Analyzes the structure of a communications department at a rural comprehensive community college by focusing on the grouping of components as well as their place in the status framework. Discusses the behavior of the system as a consequence of the structure as well as its evolution. (KEH)

Examines Kean College's approaches to establishing principles, policies, and procedures which have led to a faculty-supported assessment program. Summarizes how faculty concerns were considered and policies were reviewed and established. Describes the faculty-centered organizational structure. (KEH)