Identifies the purpose and scope of the 1986 "Communication Quarterly" Educational Supplement. Notes that 14 of the 17 articles included are devoted to an analysis of the "Great Teachers in the Speech Communication Classroom." Indicates that the last three articles treat aspects of the role of research in communication education. (JD)

Notes the outstanding congruity between Wayne Brockriede's teaching methods and the theoretical principles advocated in his scholarship, and presents his (1) philosophical, argumentative, and critical methods; (2) personal and mentor relationships; and (3) connoisseurship and playfulness with ideas. (JD)

Describes how Carroll C. Arnold's rare combination of intelligence, skill, dedication, and compassion have made him one of the great teachers in the speech communication classroom. Praises his qualities as a scholar, teacher, professional, and human being. Describes how his works are continuing to shape the field of speech communication. (JD)

Discusses how, in his speech communication classes, Thomas Jennings Pace taught the tolerance for ambiguity as a major device for learning and living. Presents Pace's concept of achieving communication (as opposed to mere persuasion) by using dialogue and learning to discriminate between the mundane and the significant. (JD)

Reviews John P. Ryan's contributions to the speech communication profession. Discusses the following aspects of his method of public speaking, notable for its imaginative planning: (1) his insistence upon preparation, good thinking, good speech content; (2) his attention to delivery; repetition, organization, mnemonic words; and (3) his abundance…

Examines Lionel Crocker's contribution to the speech communication field as a scholar, author, and teacher, focusing on his choice to teach at a small liberal arts college for almost 40 years. Discusses Crocker's unconventional teaching approach and profound impact on his students, and suggests implications of his career for the speech…