Abstract:

In an educational climate where the space of the university is expanding across place and modalities, the status and development of general studies curriculum is constantly being (re)examined and (re)defined. This paper examines the theory and practice of Communication Across the Curriculum (CXC) programs and the use of communication competencies to develop and assess students’ intellectual and professional communication skills across disciplines. This paper argues that communication competencies transcend general studies curriculum and are applicable to university-wide educational architectures because they create practical linkages and foster the growth critical thinking skills across disciplines to serve as a foundation for the development of professional communication skills.

CXC programs focus on all forms of communication, including written, oral and, visual methods. The use of CXC to describe university cross-curricular communication initiatives is still relatively limited, but several notable schools, such as Massachusetts Institute of Technology, University of Rhode Island, and Colorado State University, have developed sustainable programs. A review of the research and these example suggests there are several elements common to successful CXC programs, including a focus on writing intensive courses that emphasize all forms of communication across multiple modalities, clear assessment models, academic support for students, and support for faculty through trainings and professional development.

By considering these important attributes of interdisciplinary curriculum development, this paper investigates and promotes strategic action plans for general studies skills as important components of both academic and career-oriented development. To unpack this trajectory, this paper investigates questions that include: How does the university define “successful communication”? What technology platforms can be used for curriculum and student resource development? How does interdisciplinarity support the growth of communication skills and curriculum design? What connections can be established between general studies skill development and career readiness? In addressing these questions, this paper considers the model at DeVry University in the United States as a case study and offers methodologies that will translate across disciplines and institutions. While DeVry focuses on career readiness and specialized educational training, communication competencies have become important to measuring student success and retention across programs and disciplines.

In considering this trajectory, this paper concludes with thinking about the ways in which CXC competencies complement new educational information and communication technologies by highlighting the relationship between communication skills and digital literacy. While considering the role of CXC competencies, this paper explores eight core competencies of digital literacy – cultural, cognitive, constructive, communicative, confidence, creativity, critical analysis, and civic citizenship. By examining CXC university competencies against these communication competencies, this paper places the new virtual “flipped classroom” at the forefront of training students to be engaged and responsive members of academic and professional communities. As education pushes the boundaries of the technological frontier, communication becomes more important than ever in our ever-expanding world.

Keywords:

Communication, Composition, Project-based Learning, Professional Development.