A Descriptive Study of Small College Speech Programs: 1987, Formulative Study and Base Data.

Autor/inn/en	Buzza, Bonnie Wilson; Holmes, Kelli S.
Institution	Wooster Coll., OH.
Titel	A Descriptive Study of Small College Speech Programs: 1987, Formulative Study and Base Data.
Quelle	(1989), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Faculty; Curriculum Development; Higher Education; Longitudinal Studies; Program Development; Small Colleges; Speech Communication; Speech Curriculum; Speech Therapy + Suchen Sie Ihr Suchwort? Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programmplanung; College; Colleges; Oberschule; Entwicklungsproximale Sprachtherapie; Logotherapie
Abstract	A 1987 study surveyed the national membership (N=350) of the Speech Communication Association's Committee on Small College Speech Programs as the first step in a longitudinal project to describe and monitor speech communication programs on small campuses as well as small programs on larger campuses. Data helped to: (1) determine trends in program development in speech communication in smaller institutions; (2) assist faculty and administrators in program development; and (3) assist the Committee with member services. A three-part survey gathered data on: member name, address, and institutional affiliation; department and program; and department staffing. Findings based on a 45% response rate confirmed the original picture of considerable diversity among small colleges, yet patterns emerged. Most of the institutions were private four-year colleges of 500 to 2,000 students which considered themselves small colleges. The smaller ones were more likely than the larger ones to include a speech course as a requirement for graduation. Four full-time faculty members was the typical departmental staff size. Most faculty were full-time and tenured or tenure track. About two-thirds were male, and the gender factor seemed consistent with national data suggesting a disproportionately smaller number of females in the upper faculty ranks. Findings can be helpful in program planning and for the Committee as it seeks to assist its membership in program and professional development. An appendix details institutional data across all categories; institutional data by enrollment size; and faculty data. Contains 11 references. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01