Abstract
This article responds to critiques of a proposed communication studies curriculum by defending the primacy of theory and research over performance instruction in undergraduate programs. Grounded in experiences at a land grant university facing budget constraints and external service demands, the discussion identifies five threats to disciplinary integrity: limited scholarship production, insufficient curricular rigor, dominance of performance courses, heavy service orientation, and an over emphasis on public speaking. The authors argue that merging theory and practice in an introductory gateway course does not resolve these issues, citing grade inflation and unclear performance standards as evidence. Instead, they advocate reallocating resources toward research driven content, lecture based pedagogy, and rigorous major requirements, echoing successful reforms at peer institutions. Emphasizing the study rather than the performance of communication, this article offers principles for departments seeking to strengthen academic reputation and educational value while navigating institutional pressures in contemporary higher education contexts today.
Recommended Citation
Redmond, Mark V. and Waggoner, David W.
(1992)
"Who's Talking About Cake? A Reply To Weaver,"
Association for Communication Administration Bulletin: Vol. 80, Article 3.
Available at:
https://stars.library.ucf.edu/aca/vol80/iss1/3
