This paper outlines a program of planned change designed to produce a more satisfying and meaningful set of skill objectives for undergraduate instruction in communication. As a philosophy of communication education, interpersonal competence is based on two key assumptions: (1) that every human being is motivated to interact effectively with his environment, to produce effects on or to influence his world; and (2) that individuals learn social effectiveness throughout life. Interpersonal competence is defined as the individual's ability to give and receive descriptive feedback, to own and help others to own to their values and feelings, to experiment with new values and behaviors, and to invest and take risks with new attitudes and ideas. The challenge facing the communication educator is that of creating classroom conditions which facilitate the development of these skills. (LG)