Abstract
This article discusses strategies for establishing speech communication as a central component of general education curricula, drawing on the author’s participation in a community college task force charged with redefining core requirements. It situates the effort within a broader national movement toward strengthening general education to preserve academic quality while maintaining open access and institutional relevance. The discussion emphasizes that departments cannot rely on disciplinary legitimacy alone but must actively engage in institutional processes and cultivate cross campus support to secure a place in the curriculum. Recommended strategies include serving on general education committees, assembling evidence from diverse academic and policy sources, forming interdisciplinary alliances, supporting legitimate claims of other departments, and volunteering courses for pilot evaluation. The article highlights how these approaches facilitated recognition of speaking, listening, interpersonal communication, and reasoning as foundational skills at one institution. It concludes that proactive participation, broad scholarly grounding, and collaborative engagement enhance both departmental credibility and the likelihood of speech communication occupying a core curricular position within general education frameworks.
Recommended Citation
Engleberg, Isa N.
(1986)
"Speech Communication in the General Education Curriculum,"
Association for Communication Administration Bulletin: Vol. 55, Article 23.
Available at:
https://stars.library.ucf.edu/aca/vol55/iss1/23
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