Discusses classroom design and uses of interactive media. Covers the design of public speaking/interpersonal/small group communication classrooms, the simulation laboratory, the communication effectiveness trainer (ComET system), audience response systems, speech evaluation using computers, and system design considerations. (PD)

Indicates the recognition on the part of chief executive officers that they are the company spokespersons and must have good communication skills in order to communicate effectively to the media and special interest groups. (EL)

Examines research from several fields and evaluates techniques for managing discomfort when making presentations. (Written for business communication teachers and presentation-skills trainers in business.) (PD)

Argues that the use of pathos in persuasive messages is not only necessary for those persons specializing in promotional activities, but requisite for all who produce and use persuasion in daily life. (EL)

Surveyed 163 women associate professors and professors to determine the characteristics that contributed to the success of women in the communication disciplines. (PD)

Presents exercises to teach critical thinking skills based on the divisions of classic rhetoric. (PD)

Describes a classroom game designed to help students use and improve speaking and listening skills in a second language, by having one student describe a picture and another try to reproduce it from the description. (EKN)

Investigated cognitive assembly processes underlying speech production. Reported results of two experiments demonstrating that when students used an organizing device (an abstract problem-solution sequence) in preparing, practicing, and delivering speeches, they exhibited less silent pausing. (PD)

Reviews surveys on the status of the basic speech communication course. Identifies issues and concerns about instructional approaches, staffing, textbooks, philosophy, etc. (PD)

Uses the following four approaches to review interpersonal communication research conducted by speech communication scholars: (1) dialog, (2) cohesion, (3) message process, and (4) rhetoric. Helps to clarify why different approaches are used in teaching interpersonal communication courses. (PD)

Discusses the nature and sources of test bias in measuring communication skills. Recommends structured performance assessment to reduce bias, contending that performance tests, if carefully administered, can be valid, unbiased methods of assessing communication skills. (PD)

Discusses how to teach oral communication students to handle complaints effectively and enforce rule positively. (AEA)

Describes a technique in which students deliver their speeches three times, each time to a different third of the class. Helps beginning speech students develop self-confidence and communication effectiveness more rapidly and thoroughly than is usually achieved in standard classroom speaking formats. (PD)

Provides information concerning the program quality of departments offering master's degrees in speech communication. Employs the subjective approach to measuring quality through the use of peer evaluations. (PD)