Most of the applied drama and theatre projects being carried out in African contexts tend to be one-off events with limited follow-up in terms of building the capacity of target communities and organising them for action. Besides bringing people together for workshops, performances and post-performance discussions, such projects simply pass by…

Draws and extends from earlier papers and articles the author has presented and conversations he has had with colleagues over a 30-year period of time. Explores factors that have contributed to the decline in speech and theater education. (SG)

Discusses the importance of faculty attitude in ensuring that program evaluations have valuable and long-term effects. (PD)

Describes the creation of a set of outcome assessment guidelines recently developed for college and university theater programs. Categorizes outcomes in three ways: knowledge, skills, and attitudes. (KEH)

Argues that theater students must be encouraged to keep competition in perspective. Points out that too often program growth and support are dependent upon the number of honors that participants receive. Emphasizes that competition should be engaged in for its positive learning potential or should be abandoned as a student activity. (KO)

Drawn from a l985 conference focusing on curriculum for small college speech communication programs, the articles in this journal issue deal with issues related to curriculum development and enrichment in small colleges. Articles in the first section discuss chairing the small department. Specific topics addressed include speech communication…