Abstract
This article analyzes professional development strategies for a single member speech unit within a liberal arts institution. Using the setting of a one person department administratively linked to English, it advances a model of symbiosis that aligns teaching, grant seeking, and publication into a mutually reinforcing cycle. The argument urges faculty to cast down the bucket in the home context by converting recurrent course themes into research proposals, by leveraging internal funds and local or presidential library collections, and by targeting appropriate journals including state venues that welcome pedagogical and archival work. The discussion identifies national summer programs and campus based development institutes as complementary routes to intellectual renewal, while proposing that speech faculty serve as facilitators for peer improvement through structured feedback and videotaped practice. The approach reframes the constraints of small units as opportunities for focus, adaptability, and visible impact that return benefits to classroom learning and departmental stature. The model offers a practical template for sustained scholarly activity in resource limited environments.
Recommended Citation
Ryan, Halford
(1986)
"Speech Soliloquy in a Liberal Arts College,"
Association for Communication Administration Bulletin: Vol. 58, Article 15.
Available at:
https://stars.library.ucf.edu/aca/vol58/iss1/15
