Abstract
This article describes a large scale instructional model for delivering a rigorous hybrid communication course at Arizona State University while minimizing costs. Confronted with limited budgets and graduate teaching staff, the program adopted three key innovations: the use of undergraduate teaching assistants, contiguous scheduling of lecture and discussion sections, and a course specific textbook. Undergraduate assistants, recruited from high performing former students and trained through an apprenticeship course, facilitated small group activities and speech performances, improving instructional consistency and reducing staffing costs by approximately one hundred and fifty thousand dollars annually. The unified scheduling system allowed seamless transition between lectures and small group sessions, ensuring uniform pacing and assessment across sections. A custom textbook standardized definitions, models, and evaluation criteria, enabling the course director to maintain control over grading and instructional quality. Peer ranking and review procedures ensured fair evaluation of speeches while promoting student accountability. The article concludes that combining these administrative, pedagogical, and economic strategies allows large universities to preserve educational rigor and consistency in foundational communication courses despite resource constraints.
Recommended Citation
Crawford, John E.
(1986)
"Maximizing Quality — Minimizing Costs,"
Association for Communication Administration Bulletin: Vol. 58, Article 28.
Available at:
https://stars.library.ucf.edu/aca/vol58/iss1/28
