The field of communication was founded, in part, because of a need to make people better communicators. That meant teaching them how to communicate more effectively, whether it be in public settings or in private. Most of that teaching has happened within the classroom and many professionals have spent their lives instructing others on various aspects of communication. Yet, in all the 70 years or so that the field of communication has existed, very little integrated attention has been paid to the methods involved in teaching communication. While there have been journal articles on techniques, as well as classes on instruction in communication, there have been few attempts to integrate the many issues and concerns that face teachers. This book attempts to do that. The editors have identified six major concerns that face any communication educator and discuss them in detail in this edition. These concerns are: goals of communication education; preparation of specific communication courses; organization of the instructional context; using instructional strategies and tools; unique teaching assignments; and important professional issues that face both new and experienced communication instructors. Many readers should find this book useful when they start out their careers as communication educators. One of the toughest parts of graduate school is moving from one side of the desk to the other with little or no preparation or guidance. Other teachers who have taught communication - perhaps for many years - should find it valuable as well.