Digital Commons Network^™

Graduate School Commencement Exercises Program, May 22, 1987.

Bryant University Commencements

Graduate School Commencement Exercises Program, May 22, 1987.

Undergraduate Commencement Exercises Program, May 23, 1987.

Bryant University Commencements

Bryant University Undergraduate Commencement Exercises Program, May 23, 1987.

Monday Update - May 18, 1987, Nova University

The Update

No abstract provided.

1987 Commencement - Nova University Center For The Study Of Law - 11th Annual Law School Commencement, Nova Southeastern University

NSU Commencement Programs

No abstract provided.

Monday Update - May 04, 1987, Nova University

The Update

No abstract provided.

Epoch 1987, Associated Students Of The University Of The Pacific

Yearbook, The Naranjado, The Campus, Epoch

No abstract provided.

The Development, Implementation, And Evaluation Of A Strategy To Strengthen College Students Performance On Extended Essay Examination Questions, Vercella Evelyn Manning

Abraham S. Fischler College of Education ETD Archive

Along with most other colleges and universities, Oral Roberts University faces problems and challenges of, serving a heterogeneous population with multi-levels of cognition and development. The adoption of special support programs to increase academic competence of a diverse and complex student population has become a necessity.

The purpose of this study was to develop, implement in a compressed block of time, and evaluate a one-unit course of study designed to assist college students to improve their skills in responding to the extended-essay test question. The study addressed three research questions: 1. Can a course of study be developed which is …

The Pacifican, April 30, 1987, University Of The Pacific

All Issues - Student Newspaper, The Pacifican, Pacific Weekly

No abstract provided.

Monday Update - April 20, 1987, Nova University

The Update

No abstract provided.

The Pacifican, April 9, 1987, University Of The Pacific

All Issues - Student Newspaper, The Pacifican, Pacific Weekly

No abstract provided.

Monday Update - April 06, 1987, Nova University

The Update

No abstract provided.

Pacific Review March/April 1987, Pacific Alumni Association

Pacific Magazine and Pacific Review

No abstract provided.

The Alumni Network, April 1987 (Vol. Iii No. 2), Nova University

Alumni Network Newsletter

No abstract provided.

Bpm Notes - April 1987, Nova University

BPM Notes

No abstract provided.

The Development Of A Marketing Model For Liberty University’S Drama Department, Roger L. Miller

Abraham S. Fischler College of Education ETD Archive

Liberty University was formed under the auspices of Thomas Road Baptist Church located in Lynchburg, Virginia and is considered to be one of the fastest growing universities in America. The growth of the drama department has not kept pace with other departments and the growth of the university.

The purpose of this study was to identify marketing practices in selected university and college drama departments in the United States and to develop a marketing plan for Liberty University’s drama department to aid in the (1) recruitment of drama majors and minors, (2) retention of drama majors and minors, and (3) …

So The Football Team Was 10-2! How Are The Fine Arts Here?, Paul A. Distler

Association for Communication Administration Bulletin

This article reflects on the evolving relationship between administrators and arts educators in higher education. Once marked by misunderstanding and tension, these groups increasingly recognized the arts as a vital resource for institutional success. Anecdotes illustrate how strong arts programs became assets in recruiting distinguished faculty, attracting top-level students, and appealing to parents seeking well-rounded educational opportunities. The arts also played growing roles in alumni relations and fundraising, demonstrating their ability to enhance institutional prestige and financial support. The discussion emphasizes that administrators came to view the arts much like athletics—an area with broad value for visibility, engagement, and development. …

Measuring Speech Communication Skills, Edwin C. Carpenter

Association for Communication Administration Bulletin

This article examines whether speech communication skills acquired in the college classroom can be effectively measured and how such assessment supports accountability in higher education. Carpenter argues that public demand for demonstrable educational outcomes requires communication programs to adopt rigorous, standardized methods of evaluating student achievement. While faculty may resist external measures, he contends that effective instruments already exist, including the Communication Competency Assessment Instrument (CCAI) and the ACT Speaking Skills Assessment, which focus on observable speaking and listening behaviors. The paper highlights the importance of faculty-defined performance criteria, consistent evaluation practices, and feedback systems for continuous program improvement. Drawing …

To What Extent Should Instructors Be Held Accountable For Students' Value-Added Skills?, Jack Douglas

Association for Communication Administration Bulletin

This article examines the applicability of the value-added model of learning to speech communication education and the degree to which instructors should be held accountable for students’ growth. Douglas critiques the model’s economic and industrial origins, which frame students as products and teachers as assembly-line workers. While the model provides clarity through measurable objectives and feedback mechanisms, it risks narrowing learning to easily quantifiable skills at the expense of creativity, individuality, and higher-order symbolic development. The paper argues that the model can be useful for assessing basic, observable skills, but is inadequate for capturing the organic, non-linear nature of human …

The Essential Undergraduate Curriculum In Speech Communication: A Progress Report, Roger Smitter, Bonnie W. Buzza

Association for Communication Administration Bulletin

This report documents the outcomes of two national conferences (1985 and 1986) convened to develop an essential undergraduate curriculum in speech communication. Against the backdrop of widespread critiques of liberal arts education and rapid enrollment growth in communication programs, the conferences brought together faculty from small colleges to identify core knowledge, courses, and curricular structures for the discipline. Participants affirmed the place of speech communication within the liberal arts and articulated goals of producing effective and ethically responsible communicators. The 1985 conference identified five core courses—public speaking, interpersonal communication, small group communication, understanding media, and communication and rhetorical theory—alongside additional …

A Comparison Between The Usa And Australia In The Administration Of Communication Studies In Higher Education, Michael Kaye, Bobby H. Patton

Association for Communication Administration Bulletin

This article compares the administration of communication studies programs in the United States and Australia, using a faculty exchange between the University of Kansas and Kuring-gai College of Advanced Education as a case study. The analysis identifies three major areas of difference: historical development, philosophical orientation, and administrative policies. In the United States, communication programs largely evolved from speech departments with strong rhetorical and skills-based traditions, while in Australia the field developed more recently with interdisciplinary and critical orientations. Philosophical divergences are evident in curricular emphases, with American programs often stressing public speaking and skills training, and Australian programs incorporating …

Development Of Quality Factors For College And University Theatre Programs, Kelvie C. Comer

Association for Communication Administration Bulletin

This article examines the meaning and application of “quality” in theatre programs within higher education. It emphasizes that quality must be defined not only in abstract terms but also through practical factors that affect program success and survival. Key considerations include curriculum design, student admission standards, faculty recruitment and retention, and the establishment of appropriate evaluative criteria. The discussion highlights the influence of external judgments, such as accreditation and professional expectations, as well as the role of internal leadership in shaping program direction. The article argues that quality is not an accidental byproduct but the result of conscious decisions that …

A Response To Assessment, Pamela J. Cooper

Association for Communication Administration Bulletin

This response piece engages with ongoing discussions of assessment and value-added testing in speech communication education. While affirming the necessity of assessment to ensure disciplinary credibility, it raises critical questions about how competence is defined, whether economic models such as value-added learning are appropriate for communication, and whether assessment should emphasize process as well as product. Concerns are also raised about the feasibility of implementing costly instruments like the ACT Speaking Skills Assessment and the CCAI without institutional support. The argument emphasizes that communication is a creative, individual, and process-oriented activity that risks being constrained by overly linear models of …

Promotion, Tenure, And Merit Decisions At Colorado State University, G. Jack Gravlee

Association for Communication Administration Bulletin

This article provides a detailed account of promotion, tenure, and merit procedures at Colorado State University. Advancement is shown to depend primarily on published research, which carries greater weight than teaching or service in faculty evaluations. The analysis specifies the hierarchy of publication types, the documentation required, and the multi-level review process leading to tenure and promotion decisions. Differences in faculty adaptation to these standards are noted, particularly between newer faculty oriented toward research productivity and mid-career faculty trained under earlier, less stringent expectations. The paper concludes with projections concerning faculty turnover and policy changes, emphasizing the institution’s continuing prioritization …

Making It In Academe: Advice To Young Faculty, Bob Yowell

Association for Communication Administration Bulletin

This article offers guidance for new faculty members seeking to establish successful academic careers, particularly in theatre and related fields. The discussion emphasizes the importance of appropriate academic credentials, realistic expectations regarding salary, and strategies for navigating institutional culture. It warns against association with negative colleagues, underscores the need for sustained motivation in teaching and production, and highlights the value of balancing creative work with research and service. Practical considerations such as understanding tenure procedures, building relationships with senior faculty, and contributing to departmental governance are presented as central to long-term success. The article concludes that persistence, professional engagement, and …

Advice To Young Faculty, Jack Wann

Association for Communication Administration Bulletin

This article provides guidance for new faculty members pursuing careers in theatre education. It emphasizes the importance of commitment to the profession, noting that success depends less on innate talent than on openness, energy, and flexibility. The discussion advises young faculty to focus on substantive work—teaching, directing, research, and professional engagement—rather than on political or social distractions within academic life. It further suggests reframing challenges as opportunities for constructive projects, thereby maintaining productivity and avoiding cynicism. The article concludes that sustained enthusiasm, professional activity, and a commitment to teaching and creative practice are central to long-term academic success.

Determining How Well Graduates Are Prepared For The Real World, Bob Bohiken

Association for Communication Administration Bulletin

This study describes an effort to evaluate the preparation of communication graduates at Northwest Missouri State University for professional employment. Surveys were administered to recent graduates and their immediate supervisors to assess employment patterns, adequacy of training, application of coursework to job responsibilities, and continuing professional development. Separate instruments were designed for general speech communication, organizational communication, public relations, and speech/theatre education graduates. Response rates were 35% for graduates and 20% for supervisors. Results did not yield consensus on specific program strengths or weaknesses but provided baseline data and a viable evaluation method. The study concludes that systematic feedback from …

The Other Side Of New Technology For The Theatre, Richard R. Ranta

Association for Communication Administration Bulletin

This article explores the benefits and challenges of adopting advanced technologies in university theatre programs. It outlines the extensive use of computerized lighting systems, digital recording equipment, synthesizers, video facilities, and computer terminals to enhance productions and instruction. While such innovations expand creative possibilities and encourage interdisciplinary collaboration, they also bring significant concerns about long-term maintenance, staffing, and training. The discussion emphasizes that acquisition costs are often easier to secure than operational support, and that departments must carefully plan for upkeep, security, and backup systems. Ultimately, technology is described as a powerful tool that should enhance, rather than overshadow, artistic …

How Effectively Can Speech Communication Instructors Be Trained To Develop Value-Added Skills In Their Students?, Robert C. Dick

Association for Communication Administration Bulletin

This article addresses whether speech communication instructors can be effectively trained to develop “value-added” skills in their students—measurable improvements in oral communication across the undergraduate experience. The discussion situates value-added testing within broader debates about accountability in higher education, noting legislative pressures and institutional experiments with longitudinal assessment. Dick argues that such testing can provide evidence of teaching effectiveness and reinforce the discipline’s claims about skill development. The paper explores advantages, including greater public confidence and faculty-driven assessment, as well as concerns about punitive misuse, oversimplification, and standardized teaching pressures. Examples of assessment instruments, such as the Communication Competency Assessment …

Standards For Promotion, Tenure, And Merit Decisions, Ronald R. Young

Association for Communication Administration Bulletin

This article addresses the complexities of promotion, tenure, and merit decisions in higher education, emphasizing the variability of criteria across institutions and even within campuses. While teaching, scholarship, and service remain the standard categories, their definitions, relative weight, and assessment methods differ widely, creating uncertainty for faculty and administrators alike. The discussion highlights how personal commitments and oral statements by administrators often conflict with the institutional memory, which rests solely on written records. To ensure fairness and consistency, the argument stresses the importance of documenting expectations, criteria, and evaluations in writing, thereby protecting both faculty and institutions. Ultimately, clear, written …

And These Few Precepts In Thy Memory...., Charlotte J. Headrick

Association for Communication Administration Bulletin

This article offers structured advice to junior faculty entering academic careers in theatre. The discussion emphasizes the need to balance personal integrity with institutional expectations, particularly in relation to tenure and promotion. It highlights the importance of understanding departmental and institutional criteria early, documenting scholarly and creative work, and engaging in professional organizations at state, regional, and national levels. Attention is given to the pressures on theatre faculty to validate their contributions within broader university contexts, often by working harder and producing more than colleagues in other disciplines. Additional guidance includes maintaining professionalism in interpersonal relations, approaching colleagues with cooperation …