Abstract
Addressing academic reward systems for forensic directors and coaches, this article proposes that coaching forensics should receive recognition not only as teaching but also as research activity. It reviews the difficulty of categorizing forensic coaching within tenure, promotion, and merit systems, especially when compared with creative activity in theatre or media production. The article argues that effective coaching requires critical appraisal of evidence, problem formulation, argument development, organization, interpretation, and presentation, all of which resemble research processes. It recommends limited research credit for active and effective coaching while preserving expectations for traditional scholarship. The article also outlines possible evaluation criteria, including competitive results, student assessment, peer review, and community evaluation of student performance.
Recommended Citation
Miller, N. Edd
(1984)
"Academic Rewards and the Coaching of Forensics: A Modest Proposal,"
Association for Communication Administration Bulletin: Vol. 47, Article 16.
Available at:
https://stars.library.ucf.edu/aca/vol47/iss1/16
