Outlines factors to consider in program evaluation at community colleges: faculty, students, reasons for evaluations, and models. (PD)

Recommends the use of Association for Communication Administration (ACA) evaluators in developing new programs. Explains the processes an ACA consultant will go through when evaluating a program. (MS)

Ranks and rates graduate speech communication departments as perceived by members of the Association for Communication Administration and the Speech Communication Association. Includes rankings for the following communication specializations: theory and research, interpersonal, organizational, rhetorical theory, public address, education, oral…

Discusses the significant differences between the former process of evaluation and the new assessment movement as they define the communication discipline. Suggests the articles in this special issue will contribute to an understanding of the assessment process and will provide strategies and direction for implementing or adapting methods for…

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 a system of program evaluation that includes a review of divisional and departmental programs and leadership, academic program reviews, and the five-year planning process. (PD)

Discusses the importance of faculty attitude in ensuring that program evaluations have valuable and long-term effects. (PD)

Describes the process followed at the University of Alaska Fairbanks in implementing an oral communication across the curriculum core requirement. Discusses program adaptation, oral intensive guidelines, basic course structure, implementation recommendations, preparing faculty, identifying and meeting faculty need, and evaluation of pilot courses.…

Discusses departmental program reviews and evaluations in terms of the growing body of information on quality assessment application. Suggests five essential operational and substantive characteristics for inclusion in a departmental handbook. (KEH)

Describes an administrative operational system for internship programs leading to a justifiable return on investment in the areas of academic integrity, departmental image, and resource acquisition. (KEH)

Discusses the value of a nonperformance speech communication organization for both students and departments. Suggests criteria for discipline-centered student organizations. Offers a case study of one such club at St. Cloud State University in Minnesota, and evaluates the effectiveness of this program. (HB)

Describes an "exit" course, Senior Seminar in Communicative Theories, developed for students majoring in Speech Communication at George Mason University. Outlines the evolution of this course and the case for adding such a course to speech communication curricula. (KEH)

Discusses state-mandated assessment at the university level, as experienced in one department of communication. Offers five recommendations to ensure integrity in a politically motivated process. (SR)

Presents a broad overview of the assessment movement. Reviews several approaches to assessment including basic skills, general education, major, and student development. Considers the nature of assessment in the communication field. (KEH)

Provides background on the general issues of performance assessment and suggests intervention strategies for department chairs. (KEH)