School of Communications
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The topic examined in this brief paper is the necessity or desirability of having a department (or school) of communications wholly separate from its peers on the college campus. At many campuses, communications curricula have either been eliminated entirely, or near-fatally dismantled and redistributed across a variety of disciplines according to whether the curriculum is "practical" or "rhetorical." In this sense, sub-disciplines in communications perceived as "rhetorical"--[theory of] mass communications, for one--are likely candidates for reorganization within the philosophy or sociology departments, while the journalism folks find themselves ensconced in the "politically-correct" department of urban affairs, and radio-television-film winds up as an adjunct to the English, theater, or [fine] art departments. This author believes such a disorganization of a department of communications to be a disservice to students, although it is a palpable alternative to the utter elimination of the department. True, the advent of the "communications" curriculum is a late-20th century phenomenon. For hundreds of years prior to the late 1960s, communicators and journalists were really historians, philosophers, or language experts. It can be fairly argued that many of today's TV journalists are classically "uneducated" despite their communications degrees. The study of communications does not conjure up visions of huge sums of research dollars flooding into the institution.
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ed to the materiTl they will likely encounter in their professional careers are at a distinct disadvantage after graduation.
Some campuses have created additional "lab" fees for R-TV-F courses as a way to recoup some of the outbound cash flow. But, as has been the trend on the vast majority of campuses, the broad answer to the capital demands of all departments has been the unrelenting increases in tuition expense, which continue to advance at a pace greater than the broad inflation rate, as they have since the 1980s (Pitsch, 1990). According to Pitsch, in the 1990-91 academic year, the average tuition at public colleges was $1,800, and was $9,400 at private schools.
In 1990, Secretary of Education Lauro Cavazos implored "higher-education officials to help stem the further escalation of tuition rates by controlling administrative costs and trimming underused academic programs" (Pitsch, 1990). Cavazos, a former president of Texas Tech, challenged institutions to "ask questions, set limits, and start making tough choices" for the future (Pitsch, 1990). According to a recent report of the College Board, public tuition in 1996-97 averaged $2,966, and private tuition averaged $12,823 (Sandham, 1997), yet these figures appea
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Approximate Word count = 1379
Approximate Pages = 6 (250 words per page)
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