Reports the results of two surveys designed to determine what courses and in what sequence such courses should be offered after the introductory course in organizational communication. (MH)

Argues that secondary communication courses are a likely and promising forum for peace education. Offers ideas for content development. (PD)

Suggests that public relations programs be developed through the expansion, modification and unification of current speech communication coursework, and provides a curriculum for implementing such a program. (MH)

Offers a seven-stage process design for use in preparing students to be effective critics and receivers of persuasive messages. (MH)

Emphasizes the need for diffusion of communication concepts by citing secondary schools failure to accept speech communication as a 'fundamental', and the inability of educators to provide innovative communication solutions to educational problems. (MH)

Describes a model for career communication curricula and explores clustering of job-related communication skills. (MH)

Contends that departments of speech communication must maintain a sense of disciplinary integrity and traditional commitment to scholarship in designing graduate programs that are adapted to the realities of altered enrollment and employment patterns. (JMF)

Argues that graduate education in rhetoric may become the central core of study in speech communication in the 1980s and may assume added significance in the humanities and social sciences. The reconceptualization of rhetoric as an architectonic and productive art will require a restructured graduate curriculum. (JMF)

Describes the approach taken by the University of Colorado at Colorado Springs to communication-across-the-curriculum courses and programs. (SR)

Identifies non-teaching employment options in the communication field, noting the specific competencies necessary for these careers. (MH)

Critiques the sexism institutionalized in basic speech communication courses and argues a gender balanced approach to curriculum revision. Presents examples drawn from a curriculum project as a case study in program revision to illustrate the application in a particular context and to suggest the impact of such a project for its participants. (KEH)

Describes Elwood Murray's Interdisciplinary Analogue Laboratory which was designed to identify analogous structures occurring in different fields of education. These basic structures could then serve as foundations of an integrated curriculum where students would be encouraged to view their subjects of study relationally. (JMF)

Reports results of a survey on what practicing communication specialists do as well as what they perceive to be important skills for future communication specialists. Respondents' job descriptions indicate two types of communication specialists: journalists and trainers. Implications for academic preparation for each are included. (JMF)

Argues for the inclusion of works by women in United States public address courses and as models in public speaking courses. Recommends several speeches by women that represent the diversity of America's cultural history and that articulate opposing views on critical national issues. (KEH)