Abstract
This article examines Speaking Across the Curriculum programs in higher education, arguing that they present both strategic risks and significant opportunities for Speech Communication. After outlining distinctions between dedicated speech courses and speech intensive offerings taught by other disciplines, the discussion traces potential gains in oral communication competence, rhetorical awareness, and disciplinary credibility. Emphasis is placed on process pedagogy, faculty development, and communication as a mode of learning, while cautioning that inadequate resources, untested assumptions, and institutional misunderstanding may undermine success. By identifying research gaps on communication competence measurement, learning outcomes, and reticent student impact, this article invites further empirical study. It concludes that carefully designed SAC initiatives can nourish student growth, invigorate curriculum, and foreground oral communication within academic culture.
Recommended Citation
Palmerton, Patricia R.
(1991)
"Speaking Across the Curriculum: Threat, Opportunity or Both?,"
Association for Communication Administration Bulletin: Vol. 76, Article 1.
Available at:
https://stars.library.ucf.edu/aca/vol76/iss1/1
