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National Communication Association. Since November 2001 the RCA has been recognized as an affiliate of the NCA

  • Affiliation request
  • Letter of Understanding
  • Affiliation confirmation
  • Participation at the NCA conventions: NCA2002, NCA2003
  • RCA Business Meetings at NCA: 2002, 2003, 2004, 2005
  • Hope at Luther, NCA Institute for Faculty (2004-2005)
  • RCA's panels at the NCA Convention in San Antonio, Texas, USA (Nov 2006)

    HOPE AT LUTHER, NCA INSTITUTE FOR FACULTY, 2004

    CONCLUSIONS AND SUGGESTIONS

    1. Cooperatively developed tracks can support an entire department. When they are developed in cooperation with an entire departmental faculty, tracks can assist the advancement of a Communication Studies program. It is clear from the case study that a Communication Studies faculty that demonstrates a willingness to incorporate diversity into each track-while maintaining courses that provide a given track's distinctive appeal-is stronger and more appealing to potential students and to administration.
    2. Political and academic flexibility within department is key. Introductory courses for each track, including the basic public speaking/service course should be presented to students and to administrators (two distinct audiences) as supportive of all departmental tracks/offerings. The consequences of dueling professional interests, as played out in the classroom and on the faculty meeting floor, can be disastrous.
    3. Professional presence at conferences deserves attention. In this case study, the Department gave little or no attention to issues of professional presence. The result was that, unbeknownst to its COMM faculty, a professor from another department at Adrian College represented their interests at professional gatherings for many years.
    4. Junior colleagues should be given leadership roles as soon as is reasonable. Junior colleagues are often reluctant to take on leadership roles, especially those finishing dissertations and/or working toward tenure. Nonetheless, it seems that those who would lead do better when followers understand the leadership role, and vice versa. Much of the success of the Department in this case study is due to the professional empathy developed through good communication as a result of shared leadership.
    5. Set time aside for regular discussions about change. One thing is certain-times change. The Department in the case study developed an academic formula that works for its faculty and for its students. After all, departmental and campus issues impact the possibility of change. As a component of a small liberal arts curriculum, that Department's current formula is open for discussion, debate, and adjustment. Each month, time is set aside in Department meetings to openly discuss academic evolution and its implications.


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