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Abstract

The article describes the status of the communication across the curriculum (CXC) movement from the perspectives of CXC directors across the U.S. as of May 2001. The participants in this study provide a breadth of information about the daily life of communication across the curriculum programs nationwide. Results of this study indicate the pulse of the movement is strong, yet there are still areas for growth. Increasingly, higher education scholars, faculty in other disciplines, and members of the public are calling for communication instruction and presenting new challenges for directors and scholars to address. If CXC programs are to be sustained over time and succeed in the next 25 years, it is critical that those involved in the movement take seriously the needs of our audiences. CXC programs must do more than repeat basic course material--they must consider the important genres, norms, and evaluative criteria that face their target disciplines so they can supplement general instruction with that which is more relevant to disciplinary classrooms. The focus on discipline-specific resources also opens doors for scholarly inquiry that, quite simply, needs to be done in a sophisticated, programmatic way.

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