Abstract
Faculty work in small liberal arts colleges is examined through the problem of excessive cocurricular demands on speech communication teachers. The article explains how institutional missions centered on whole student development can expand faculty responsibilities beyond classroom teaching, especially in forensics, student media, student government, campus events, public speaking support, and student advising. It identifies departmental and personal strategies for managing these demands, including shared responsibility for activities, aligning commitments with departmental philosophy, setting limits on requests, delegating student leadership, and referring students to appropriate campus services. The article connects faculty workload, professional identity, student development, and burnout prevention within communication education. It emphasizes that maintaining effective teaching and professional participation requires learning when to decline additional responsibilities while also protecting time for scholarship, colleagues, and personal renewal.
Recommended Citation
Davis, Kristine M.
(1984)
"Learning to Say No,"
Association for Communication Administration Bulletin: Vol. 49, Article 15.
Available at:
https://stars.library.ucf.edu/aca/vol49/iss1/15
