Despite assessment's prominence in higher education, many communication departments still find its implementation problematic. In this case study, we answer a call for heightened research pertaining to the best practices for assessment of large, multisection, standardized public speaking courses. We demonstrate the ease with which the basic…

Attention to presentation technology in the public speaking classroom has grown along with its contemporary use, but instruction generally positions the topic as a subset of visual aids. As contemporary public discourse enters an age of electronic eloquence, instructional focus on verbal communication might limit students' capacity to effectively…

Notes that communication across the curriculum initiatives face multiple curricular and pedagogical challenges that are especially appropriate for investigation within a scholarship of teaching and learning framework. Examines technical classes that emphasize speaking and writing. Indicates that students were resistant toward the incursion of…

Discusses the role of "The Speech Teacher" journal (since 1977 "Communication Education") from its start in the 1930s from the point of view of the author of the lead article in the premier issue. Notes many changes the journal has undergone while the field of speech communication transitioned from beginner to expert. (SG)

Reports briefly on observations revisiting the 50 years of the "Communication Education" journal. Attempts to capture the direction and momentum of the journal's "astounding progress." Offers a list of hopeful predictions about the next decades of "Communication Education" by blending in a more critical set of reflections. (SG)

Revisits the conceptualization and formation of the basic course in public speaking. Considers how the undergraduate course in basic public speaking introduces new students to the discipline, provides continuing teaching opportunities for both permanent and adjunct faculty, and often supports graduate programs through its staffing by graduate…

Discusses the author's experience as an editor of "Communication Education" from 1973 to 1975. Notes that a distinctive element of her editorship was its base in a "small college" that lacked a doctoral program. Suggests that communication educators need to speak out in their various institutions and with the general public to gain the status and…

Describes personal reflections on "Communication Education" between 1976 and 1978 under the author's editorship. Discusses reflections under three headings: events and experiences shaping the editor's views of the field of communication education; the transition from "The Speech Teacher" to "Communication Education," and dominant issues that…

Suggests one way that the author would like to see communication educators build on the solid foundation of important communication education research successes. Concludes that contributions to this journal in the past have been much more systematic and thorough when focusing on the communication dimensions of teaching in general. Suggests that in…

Raises seven issues to consider: appreciating centrality; enriching communication education through theory; knowing how they got there... and why; teaching communication successfully; celebrating communication skills; creating a sociology of communication education; and making communication education relevant outside of the classroom. (SG)

Considers how the discipline of communication has much to offer to the Scholarship of Teaching and Learning across disciplines and instructional levels. Discusses research which has been conducted by one or more of the coauthors and their students. Notes that it was chosen as a representative sample of kinds of work that are continuing in efforts…

Draws and extends from earlier papers and articles the author has presented and conversations he has had with colleagues over a 30-year period of time. Explores factors that have contributed to the decline in speech and theater education. (SG)

Calls for carefully executed research that explores the impact of instructional practices on learning outcomes. Discusses considerations relevant to selecting the outcome measures (including types of outcomes, longitudinal effects, and "real world" impact). Urges caution in designing such research to ensure its internal validity and external…

Finds that communication-skills instruction generates (using the Binomial Effect Size Display) a 44% increase in critical-thinking ability. Finds that forensic participation demonstrated the largest positive impact on critical-thinking improvement, but that all communication skills experiences demonstrated significant improvement. (SR)

Finds that students' reported levels of apprehension about meetings decreased significantly in class sections with videotape feedback; they reported significant increases in competency and decreases in apprehension across work and social settings; but reported the largest improvements in the classroom setting. Notes a limited differential impact…