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

"Speaking Across the Curriculum" (SAC) has become a catch-all label for a variety of programs aimed at teaching oral communication skills to a large body of students in settings other than the typical public speaking class. Such programs offer both threats and opportunities to the speech field. In many programs, faculty in other…

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

Discusses the future trends possible in the field of communication education and research. Argues that administrators of communications programs should anticipate dynamic curricular changes that will strain traditional concepts of the discipline. Considers how paradigm shifts might affect the discipline's growth and organization. (HB)

This booklet contains guidelines for developing oral communication curricula in kindergarten through 12th grade. The booklet addresses the issue of whether students are being taught to communicate effectively, and discusses the following topics: enhancing the role of oral communication in elementary and secondary education; the objective,…

The intent of a liberal education is to enhance the student's freedom, the faculty of intentional choice. The capacity of humans to step outside of themselves, which allows development of self-concept and subsequently self-esteem, is potentiated by the humans' unique sign, the symbol. Each of the liberal arts is concerned with the development and…

Drawing from Mortimer J. Adler's "The Paideia Proposal" and from related publications, this paper identifies aspects of the proposal that relate to basic communication instruction. The first part of the paper summarizes "The Paideia Proposal," pointing out the major points in each of its four sections, which concern schooling…

The impact of Mardel Ogilvie's teaching of speech at Queens College (New York) during the 1950s and 1960s can be distilled into three areas: her personality, her impact on the lives of her students, and her contributions to the speech profession. Mardel's warmth was punctuated by her sense of humor, which always de-escalated crises. Her attitude…

Explores the reasons why speech and writing are taught independently of each other. Discusses some advantages of integrating the two curricula. Offers options for organizing courses. Provides examples of programs and resources. Describes a survey of writing program administrators regarding whether they integrate speech and writing curricula. (PRA)

To determine whether speech communication is a true academic subject, it is necessary to note the three traits that characterize a true academic subject: (1) a curriculum designed to promote knowledge and understanding rather than manual or practical skills; (2) a logically integrated series of courses that begin at the elementary school level and…

Intended for a largely European audience, this paper offers an overview of current definitions and goals of instructional communication and communication education teaching and research in the United States. The first major section of the paper looks at recent advances in instructional communication studies, concentrating on field research,…

In the face of declining college enrollment and increased budget cuts, the speech communication department at the University of Nebraska devised a successful strategy to preserve and promote itself within the university. Outside authorities were selected for a department review committee. At the graduate level, the areas of concentration were…

Recent surveys have shown that the basic speech communication course, designed to introduce students to the discipline and to meet their basic proficiency needs, is alive and growing rapidly. While this is generally good news, a more critical examination reveals a variety of issues in need of resolution. A significant amount of course time is…

Most speech communication curricula have room for only three organizational courses: (1) business and professional speech communication (B and P), usually offered to freshmen and sophomores; (2) an introduction to organizational communication, presented to sophomores and upper-class students; and (3) a seminar in organizational communication, for…