ABSTRACT

The purpose of this study was to continue the trend of identifying the course offerings of National Communication Association (NCA) department members started by Wardrope (1999). A curricular profile of U.S. communication departments. Communication Education, 48(3), 256–258. https://doi.org/10.1080/03634529909379173 and followed by Bertelsen and Goodboy (2009). Curriculum planning: Trends in communication studies, workplace competencies, and current programs at 4-year colleges and universities. Communication Education, 58(2), 262–275. https://doi.org/10.1080/03634520902755458. Supported by an Advancing the Discipline grant obtained by the NCA in 2019, this third iteration identifies the Top 30 course offerings across 322 NCA Department members as of May 2020. The results indicate that over the past three decades, the most currently offered communication courses have remained relatively stable, with the interpersonal communication course remaining the most currently offered course by NCA department members, followed (in this study) by the persuasion, introductory, intercultural, public speaking, organizational, group, research methods, argumentation and debate, and theory courses. Future researchers might extend this line of research by inquiring whether these offered courses are required for the undergraduate degree in communication, a department major or area of emphasis, a department minor, or institutional graduation as well as probe the graduate courses offered by communication departments.

摘要

本研究的目的是延续由 Wardrope (1999) 发起的确定国家传播协会 (NCA) 部门成员课程设置的趋势。美国传播系的课程简介。传播教育，48（3），256-258。https://doi.org/10.1080/03634529909379173 然后是 Bertelsen 和 Goodboy (2009)。课程规划：4 年制学院和大学的传播研究趋势、工作场所能力和当前课程。传播教育, 58(2), 262–275。https://doi.org/10.1080/03634520902755458。在 NCA 于 2019 年获得的 Advancing the Discipline 拨款的支持下，第三次迭代确定了截至 2020 年 5 月的 322 个 NCA 部门成员的前 30 名课程。结果表明，在过去的三十年中，目前提供的最多的传播课程有保持相对稳定，人际交往课程仍然是NCA系成员目前开设最多的课程，其次是（在本研究中）说服、介绍、跨文化、公开演讲、组织、小组、研究方法、论证和辩论以及理论培训班。未来的研究人员可能会通过询问传播学本科学位是否需要这些提供的课程来扩展这一研究范围，