The ability to communicate effectively is fundamental to communication education. For internal validity, communication educators need to concentrate on knowledge-building (competence) and skills training (performance). For external validity, the speech communication discipline must establish a common understanding of its work and send clear…

Survey indicates that speech communication departments continue to prepare high school speech and drama teachers; however, enrollments in these programs declined markedly in the 1975-80 reporting period, and communication training offerings in business/industry/government have developed, providing alternative career opportunities for graduates.…

Presents results of a survey of practices employed in critical judgments of performed texts in oral interpretation. Outlines preferred types of evaluation forms, criteria for evaluation, and what students find most helpful in the evaluation of performance. (JMF)

Identifies the purpose and scope of the 1986 "Communication Quarterly" Educational Supplement. Notes that 14 of the 17 articles included are devoted to an analysis of the "Great Teachers in the Speech Communication Classroom." Indicates that the last three articles treat aspects of the role of research in communication education. (JD)

Notes the outstanding congruity between Wayne Brockriede's teaching methods and the theoretical principles advocated in his scholarship, and presents his (1) philosophical, argumentative, and critical methods; (2) personal and mentor relationships; and (3) connoisseurship and playfulness with ideas. (JD)

Describes how Carroll C. Arnold's rare combination of intelligence, skill, dedication, and compassion have made him one of the great teachers in the speech communication classroom. Praises his qualities as a scholar, teacher, professional, and human being. Describes how his works are continuing to shape the field of speech communication. (JD)

Discusses how, in his speech communication classes, Thomas Jennings Pace taught the tolerance for ambiguity as a major device for learning and living. Presents Pace's concept of achieving communication (as opposed to mere persuasion) by using dialogue and learning to discriminate between the mundane and the significant. (JD)

Reviews John P. Ryan's contributions to the speech communication profession. Discusses the following aspects of his method of public speaking, notable for its imaginative planning: (1) his insistence upon preparation, good thinking, good speech content; (2) his attention to delivery; repetition, organization, mnemonic words; and (3) his abundance…

Offers a classroom-tested systematic procedure by which theories can be developed and tested that can be applied to a variety of communication phenomena. Provides a logical set of alternatives for theorizing about human communication events. Includes concrete examples about the theory-building process that reinforce everyday communication skills.…

Examines Charles T. Brown's contribution to the speech communication field as a teacher. Describes his philosophy and teaching behavior, which influenced a change in the direction of speech communication education. (JD)

Examines Lionel Crocker's contribution to the speech communication field as a scholar, author, and teacher, focusing on his choice to teach at a small liberal arts college for almost 40 years. Discusses Crocker's unconventional teaching approach and profound impact on his students, and suggests implications of his career for the speech…

Relates a number of Don Cushman's former and current students' experiences that capture part of his spirit as a teacher. Three themes emerge: (1) Cushman's embodiment of the highest standards of quantity, energy, and commitment; (2) the congruity between his teaching and living; and (3) his profound influence on others' lives. (JD)

Describes the use of the Communication Anxiety Graph (CAG) to help students trace the pattern of their anxiety when making a speech. Also reports the results of a study using the CAG. Provides advice for student speakers based on when their anxiety peak may occur. (PD)

Contends that education's failure to produce comprehensive literacy skills (CS 706 084) is due to a time-bias favoring the present and past in curricular programs. To develop articulate communicators, speech communication pedagogy should emphasize four areas: cultural diversity, interpersonal relationships, political participation, and models of…

Reviews the academic career of Agnes G. Doody in the speech communication field. Presents anecdotal reports, objective student evaluations, and interviews with students and colleagues. Attributes Doody's achievements to her effective communication skills, enthusiasm for the field, creative teaching methods, high academic standards, courage, and…