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Abstract
Many communication scholars recognize the need to regularly explore current communication curriculum and to evaluate its contribution to meeting the needs of students and the demands of the workplace. However, within the communication discipline, current curricular decisions are based on studies conducted nearly a decade ago. This study (a) analyzes current course offerings in communication department curricula in a random sample of 148 four-year colleges and universities, (b) contrasts these data with results from earlier studies to identify current curriculum trends within the communication discipline, and (c) contrasts these findings with employer demands for communication skills to meet workplace competencies. Ultimately, this paper identifies specific curriculum shifts and offers suggestions about specific course offerings to provide some guidance in curriculum development.
Acknowledgements
The authors would like to thank the editor, Melanie Booth-Butterfield, and two anonymous reviewers for their helpful suggestions.
Notes
1. Beyond its role in the discussion about curriculum development, the thrust of Redmond and Waggoner's argument also reflects the continuation of an important historical transformation in the communication discipline. For a further explication of the place of skills training in communication studies, see Benson (Citation1985), Burgoon (Citation1989), and Cohen (Citation1994).
2. The list of NCA departmental members was obtained through the following URL: http://www.natcom.org/departmentmemberslist/
3. The following 148 colleges/universities were sampled: Alma College, Arizona State University, Arkansas State University, Auburn University, Asuza Pacific University, Ball State University, Baylor University, Bloomsburg University, Boise State University, Bowling Green University, California State Polytech University—Pomona, California State University—Fullerton, California State University—Long Beach, California State University—Los Angeles, California State University –Sacramento, Canisius College, Cleveland State University, College of Charleston, College of New Jersey, Colorado State University, Concordia College, Cornell University, Denison University, DePaul University, Duquesne University, East Carolina University, Eastern Michigan University, Emerson College, Florida State University, George Mason University, George Washington University, Gustavus Adolphus College, Hofstra University, Hope College, Humboldt State University, Indiana State University, Iowa State University, James Madison University, Kansas State University, Kent State University, Lehigh University, Louisiana State University, Loyola Marymount University, Marist College, Marshall University, McNeese State University, Merrimack College, Michigan State University, Mississippi State University, Montclair State University, Muskingum College, New York University, North Carolina State University, North Dakota State University, Northeastern University, Northwestern University, Ohio State University, Ohio University, Oregon State University, Otterbein College, Pace University, Penn State University, Purdue University, Radford University, Rhode Island College, Robert Morris University, Rutgers University, Saint Mary's College, Salisbury University, San Francisco State University, San Jose State University, Shippensburg University, Slippery Rock University, Southeast Missouri State University, Southern Illinois University—Carbondale, Southern New Hampshire University, St. Cloud University, St. Louis University, SUNY New Paltz, Syracuse University, Texas A&M University, Texas Christian University, Texas State University—San Marcos, Texas Tech University, Trevecca Nazarene University, Tulane University, University of Alabama—Huntsville, University of Alaska—Fairbanks, University of Arizona, University of California—Santa Barbara, University of Central Florida, University of Central Missouri, University of Cincinnati, University of Colorado—Denver, University of Connecticut, University of Dayton, University of Delaware, University of Georgia, University of Hartford, University of Hawaii—Manoa, University of Illinois—Champaign-Urbana, University of Illinois—Chicago, University of Iowa, University of Kansas, University of Kentucky, University of Louisville, University of Maine, University of Maryland, University of Memphis, University of Minnesota—Duluth, University of Montana, University of Nebraska—Lincoln, University of Nevada—Las Vegas, University of New Hampshire, University of New Mexico, University of North Carolina—Charlotte, University of North Dakota, University of Oklahoma, University of the Pacific, University of Pennsylvania, University of Pittsburgh, University of Puget Sound, University of Rhode Island, University of Richmond, University of San Diego, University of Southern Alabama, University of South Dakota, University of South Florida, University of Southern Mississippi, University of Texas—Austin, University of Texas—Pan American, University of Toledo, University of Utah, University of Washington, University of Wisconsin—Madison, Valdosta State University, Virginia Tech, Wake Forest University, Washburn University, Weber State University, West Chester University, West Virginia University, West Virginia Wesleyan College, Western Michigan University, Wilkes University, William Jewell College, Wittenberg University, Youngstown State University.
4. General trends in the communication curriculum at community colleges seem consistent with those identified here, with some notable distinctions. Communication curricula at the community colleges traditionally support general education requirements rather than a specific major program. Coursework at the community college is primarily designed to enhance skills needed for “a broad educational base. .. rather than a narrow preparation. .. [which] is one of the major distinctions between community college and proprietary schools” (Brawer, Citation1999, p. 21). Indeed, reports on curriculum trends in community colleges suggest that the majority of them do not offer a full range of communication courses, with curriculum offerings varying according to enrollment. Of the courses related to communication at the community college, most are basic skills courses listed under English subject areas such as Speech Communication and Business English/Communication. For additional information about curriculum trends in two-year institutions, readers are encouraged to consult Brawer (Citation1999), Ediger (Citation2002), and Schuyler (Citation1999).
5. For additional general information on curriculum objectives and possible course content areas, readers might also wish to explore the U.S. Department of Education Institute for Education Sciences (IES) “Classification of Institutional Programs” at four-year institutions from the National Center for Education Statistics, which may be found at http://nces.ed.gov/pubs2002/cip2000 and the general curriculum guidelines provided by the National Communication Association at http://www.natcom.org.
6. The lack of Leadership courses identified in this study may simply be the result of methodological constraints mentioned earlier. That is, a larger sample may have identified more Leadership courses. Or, the matter may be more systemic, with Business departments encroaching on this area because of their recognition of, and their attempt to fulfill through curricular offerings, the unmet need for this competency in the workplace. In either case, it seems reasonable to encourage additional effort to include courses of this sort in communication curriculum planning.
7. Calls for greater emphasis on theory and research in communication studies are not limited to a particular time period. In fact, since the inception of the discipline, appeals of this nature appear with some frequency. For additional background on this matter, consult: Benson (Citation1985), Cohen (Citation1994), and Windt (Citation1990).
8. There is a degree to which the emphasis on theory driven courses might be understood as an over-reaction to the perceived over-emphasis on skills and performance courses. However, such fluctuations seem intellectually healthier than the constant maintenance of hegemonic views.
9. The possibility of over-reacting to workplace demands seems very real, particularly when funding and staffing decisions are made. As the communication studies discipline looks to the future, and to helping students build real-world capabilities, careful introspection and circumspection might reasonably accompany curriculum planning.
10. The addition of courses in this area might be more justifiable if curriculum planners employ a degree of creativity in naming such courses. Adhering to traditional nomenclature will do more to confuse than enlighten prospective students.
