Abstract
This article investigates the enduring impact of a dedicated listening course in higher education by examining alumni perceptions of skill transfer and academic benefit several years after enrollment. Questionnaire responses reveal that instruction in the listening process discriminative comprehensive critical and therapeutic listening fosters greater academic confidence improved grades enhanced professional communication and stronger interpersonal relationships. The analysis identifies course units on process comprehension comprehensive and discriminative listening as most valuable while theoretical and research components require refinement. Findings support the integration of explicit listening pedagogy within speech communication curricula and suggest that early curricular placement may maximize learning outcomes. By linking listening education curriculum assessment communication skills student outcomes course evaluation and resource planning this article offers actionable guidance for faculty and administrators seeking to strengthen communication programs.
Recommended Citation
Wolvin, Andrew D. and Coakley, Carolyn G.
(1992)
"A Listening Course in Higher Education: Initial Response -- A Case Study,"
Association for Communication Administration Bulletin: Vol. 80, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol80/iss1/8
