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Department Information |
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Speech Communication |
General Description of the
Department
The Speech
Communication Department is a center of excellence in teaching and service. The
department currently serves over 1500 undergraduate students each semester in a
variety of service course offerings in the areas of public speaking, business
communication, intercultural communication, voice and diction, gender
communication, and interpersonal communication. In addition to our diverse
course offerings, the nationally recognized FIU Parliamentary Debate Team and
FIU's Oral Presentation Lab are both housed within the department.
The department's instructional mission is to provide all students a high
quality educational experience through innovative teaching that promotes active
learning, course work that addresses the needs, interests and backgrounds of
our diverse student population, and extra-curricular activities that enable students
to develop communication skills in applied settings. Students enrolled in our
courses can expect to develop skills essential for leadership, career
development, and for understanding and interpreting events. They will learn how
to advocate and critically debate ideas in social and political settings, to
appreciate diverse communication styles, to work productively in task oriented
groups, and to engage in rewarding interpersonal relationships.
Degrees offered
The Speech Communication
Department offers these programs:
Minor in Communications
Study
Terminal Degree2 for
each discipline taught in Speech Communication
Ph.D. in Communication Studies/Speech Communication and
Rhetoric
Related Disciplines3
Communication, Journalism and Related
Programs (09) - all courses
Related Disciplines3 for
specific courses
None Applicable
Other Teaching Qualifications
(Description of Required Academic Degree and Justifications4 for the
programs in Speech Communication)
Consideration
of other teaching qualifications in lieu of academic credentials is made on a
case-by-case basis and accepted in special cases where evidence of exceptional
experience, research or other qualifications can be documented and are directly
applicable to the course being taught.
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1 |
Whenever
instructors are not credentialed by their advanced degree or by an approved
CIP relationship, they must be credentialed through a narrative justification
of the instructor’s qualifications to teach this/these course(s). Such credentialing is based on the proposed
instructor’s academic and professional preparation; diplomas, certificates,
or relevant licensures; publications and presentations in the field; honors,
awards, and professional recognitions; and other demonstrated competencies,
skills, and experiences which the instructor brings to the University. These must be clearly tied to the specific
courses to be taught and should establish beyond doubt that the instructor is
qualified to teach the specific courses they are to be assigned. The
Office of the Provost reviews all such justifications and where the
justifications warrant the instructor’s teaching the courses proposed, it
will either approve the justification for the appropriate period (seven years
for full-time faculty members, or four years for part-time faculty members)
or employ one of two additional clearance categories beyond the advanced
degree and related-discipline categories which it may use to credential some
instructors where their accomplishments warrant this: Active
Research Clearance in the Discipline or Active Artistic/Special Talent
Clearance in the Discipline |
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2 |
The level and
discipline of the terminal degree (e.g., Ph.D., MS, MFA, doctorate) that is
required to teach graduate courses in the discipline |
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3 |
For each discipline,
all strongly-related degree(s) and/or equivalent names for the discipline
(include level) that would also be appropriate for teaching at the graduate
level |
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4 |
(1)The appropriate
academic degrees and justifications for each related degree above if not
obvious; (2) the justification for why the terminal degree is not a doctorate
in a discipline, e.g., specific examples of best practice in the discipline
and accrediting association language; and (3) any other criteria used to
determine appropriate academic qualifications to teach specialty courses in
the program. |