‘Topics such as persuasion, public speaking, political debate, preaching, letter writing, and education guided communication study in the early periods as these were the pressing social matters of the day. With the industrial revolution in full effect, major world changes took place that impacted the continuing advancement of communication study. We have seen more changes in the ways humans communicate, and communication study, in the past 100 years than in any other time in history. Rapid advances in technology, and the emergence of a “global village,” have provided almost limitless areas to study communication. In this half of the chapter, we examine the development of the modern field of Communication, demonstrating how it has developed into the departments of Communication that you may recognize on your campus today.

The Emergence of a Contemporary Academic Field

Think about the different departments and majors on your campus. What about the department of Communication. How did it get there? You may not know it, but academic departments like Communication are a relatively recent phenomenon in human history. While there is evidence of speech instruction in the U.S. as far back as the colonial period, 100 years ago there were only a few departments of Communication in U.S. colleges and universities (Delia). From 1890 to 1920, “the various aspects of oral communication were drawn together and integrated, under the common rubric of speech” and generally housed in departments of English (Gray 422). Some universities moved to create specific academic departments of communication in the late 1800’s, such as De Pauw (1884), Earlham (1887), Cornell (1889), Michigan and Chicago (1892), and Ohio Wesleyan (1894), which led the way for the continued academic development of Communication study (Smith).

The first large-scale demand to create distinct departments of Communication came at the Public Speaking Conference of the New England and North Atlantic States in 1913 (Smith 455). Here, faculty expressed the desire to separate from departments of English. The art and science of oral communication went in different directions than traditional areas of focus in English, and those with these interests wanted the resources and recognition that accompanied this field of study. Hamilton College was an early pioneer of Speech instruction in the U.S. and had a recognized department of Elocution and Rhetoric as early as 1841. But, it was not until the early 20th century that Communication saw the emergence of seven M.A. programs and the granting of the first Ph.D.’s in the early 1920’s. By “1944 the United States Office of Education used its own survey of speech departments to assure the educational world that ‘the expressive arts have gained full recognition in college programs of study’” (Smith 448).

As Communication scholars formed departments of Communication, they also organized themselves into associations that reflected the interests of the field. The first organization of Communication professionals was the National Association of Elocutionists, established in 1892 (Rarig & Greaves 490), followed by The Eastern Public Speaking Conference formed in 1910. Within a year, over sixty secondary-school teachers of Speech attended a conference at Swarthmore (Smith 423). Our current National Communication Association began during this time in 1914 as the National Association of Academic Teachers of Public Speaking, and became the Speech Communication Association in 1970. It wasn’t until 1997 that members voted to change it to its current name. As a result of the work of the early founders, a number of organizations are currently devoted to bringing together those interested in studying communication.

After 2400 years of study going in a variety of directions, the beginning of the 20th century showed the desire of communication teachers to formally organize and institutionalize the study of communication. These organizations have played a large part in determining how departments of Communication look and function on college campuses, the Communication curriculum, and the latest in teaching strategies for Communication professors. To better understand the Communication department on your campus today, let’s examine some of the important events and people that shaped the study of communication during the 20th century.

From the mid 1800’s through the early part of the 20th century, significant changes occurred in politics, social life, education, commercialization, and technology. These changes are reflected in the organizations, universities, colleges, and mass production that we know today. As a result of all of this change, new areas of communication research emerged to answer the relevant questions of the day. From 1900–1940, communication study focused on five primary areas that experienced rapid changes and advances: “(1) work on communication and political institutions, (2) research concerned with the role of communication in social life, (3) social-psychological analyses of communication, (4) studies of communication and education, and (5) commercially motivated research” (Delia 25). It’s likely that many of these areas are represented in the Communication department at your campus.

This period brought many changes to the political landscape, with new technologies beginning to significantly alter the communication of political messages. When you think about our focus on politics, much of our assessment of the communication in this arena came from the work of scholars in the early 20th century. They focused on propaganda analysis, political themes in public communication (magazines, textbooks, etc.), and public opinion research that explored the opinions of society at large on major political and social issues. If you follow politics, you’re obviously familiar with political polls that try to determine people’s beliefs and political values. This line of work was influenced by the early works of Walter Lippman who is considered the father of public opinion analysis. Similarly, Harold Lasswell’s pioneering work on propaganda set the foundation for studying how mass communication influences the social conscious of large groups of people. All of us have been exposed to a barrage of public opinion polls and political messages in the media.

Understanding these may seem quite daunting to the average person. Yet, through the work of scholars such as Lippman and Lasswell, analysis of public opinion polls and propaganda have been able to provide incredible insight into the impacts of such communication. For example, according to a Gallup poll in 2014, only 15% of Americans approved of the performance of congress. Compare this to the fact that in 2001, 56% of Americans approved of the job performance of congress. Public opinion polls and analysis of propaganda messages allow us to follow the sentiment of large groups of people.

During the early 20th century, society changed through urbanization, industrialization, and continued developments in mass media. As a result, there was a need to understand how these changes impacted human communication. A very influential group of scholars studied communication and social life at the Chicago School of Sociology. Herbert Blumer, Charles H. Cooley, John Dewey, George Herbert Mead, and Robert E. Park committed themselves to “scientific sociology” that focused on the “sensitivity to the interrelation of persons’ experiences and the social contexts of their lives” (Delia 31). They focused on how people interacted; examined the effects of urbanization on peoples’ social lives; studied film and media institutions and their effects on culture; explored culture, conflict, and consensus; highlighted the effects of marketing and advertising; and researched interpersonal communication. This group of scholars, and their research interests, were pivotal in creating what you know as Communication departments because they moved the field from being solely humanistic (focused on public speaking, performance, and analysis), to social scientific (exploring the social impacts and realities of communication through scientific methods).

The third focus of communication inquiry during this time was the advancement of Social Psychology, which explored individual social behavior in communication contexts. If you have seen the Jacksass movies/show or the show the older show Punk’D, you’ve witnessed how the characters of these shows violate communication norms to get a reaction from others. Social Psychologists focused on issues such as communication norms and the impact of our communication in social contexts. In other words, where do we get ideas of “normal” communication behaviors and how does our communication impact social situations? Another area of focus in Social Psychology was the study of the effects of media on communication outcomes. A particular focus was movies. Movies developed rapidly as a source of entertainment for youth prior to World War I, and researchers wanted to understand what impact watching movies had on young people. It’s likely that you’ve heard debate and discussion about the potential harm of seeing violence in movies, television, and video games. Much of this research began with the Social Psychologists of the early 20th century and continues today as we discuss the impact of mass media on society, culture, relationships, and individuals.

The study of communication in education was the fourth important development in the field between 1900 and 1940. Do you have good professors? Do you have poor professors? What makes them good or poor? Think about your college classroom today. A great deal of the way it is organized and conducted can be traced back to early research in instructional communication. Early on, the possible impacts of every major new technology (radio, film, and television) on educational outcomes became a primary focus of this specialization. Many thought that these technologies would completely change how we received an education. Later, many people theorized that the personal computer would revolutionize classroom instruction. Instructional communication research in the early 1900’s through the present day seeks to discover the best communicative techniques for teaching.

The fifth important development in communication study during this period focused on commercialism and human communication. With an increase in national brands, marketing, and advertising, commercial organizations were interested in influencing consumer habits. During this period, people began to understand mass media’s ability to persuade (think advertising!). There were incredible financial implications for using mass media to sell products. These implications didn’t escape those who could profit from mass media, and prompted lines of research that examined the impacts of advertising and marketing on consumer behavior.

Paul Lazarsfeld studied mass communication to understand its commercial implications and was an early pioneer in understanding persuasion and advertising. Examine ads on television or in magazines. What makes them effective or ineffective? What advertising messages are most likely to influence you to purchase a product? These sorts of questions began to be explored in the early part of the 20th century. This line of research is so powerful that Yankelovich Inc. estimates that the average urban American now sees or hears 5,000 advertisements and brand exposures a day. While this number may seem impossible, think of the radio, TV, movie, billboard, and internet advertisements you encounter everyday. In fact, one of your authors was astounded when he went into a public bathroom and there were advertisements above and IN the urinal!

While these early communication research areas actually emerged from other academic disciplines (sociology, psychology, anthropology, and politics), Communication scholars found it necessary to organize themselves to further advance the field. Continued changes in the world, including World War I and World War II, prompted even greater advances in Communication research and the development of the field from the 1940’s through the 1960’s.

World War II played a major role in shaping the direction of communication study during the 1940s. Two instrumental players in communication research during this era, Kurt Lewin and Carl Hovland et al. studied group dynamics and mass communication. Following World War II, scholars such as Lazarsfeld, Lasswell, Hovland, and Schramm wanted to bring more credibility and attention to their research. One approach they used to accomplish this was to call for Communication study to be its own field of research at universities. They began using the terms “mass communication” and “communication research” more frequently in their writings, which helped begin the process of distinguishing Communication research and departments from other fields such as political science, psychology, and sociology (Rogers, 1994). This served as the big push to create departments of Communication that you are familiar with today.

In 1949 Lazarsfeld and Stanton argued that, “the whole field of communications research should be covered simultaneously” (xi), which was an attempt to formalize communication study as a field that included not only the humanities, but the “social science of communication aimed at theory development” (Delia 59). These Communication scholars began forming Communication into its own academic field by creating and adopting a vocabulary specific to the field, writing core subject matter into Communication textbooks, and agreeing to a relatively stable set of communication processes that could be taught in college and university classrooms. Of course, the continued formal organization of Communication scholars we discussed earlier continued to help strengthen this move.

Another notable contributor to the development of the field during this time was Wilbur Schramm. Schramm is often credited as the first person to create university classes with “communication” in the title, author textbooks for Communication-specific courses, be awarded a Ph.D. in Communication, and have the title “Professor of Communication” at the University of Illinois (Rogers 446-447). After World War II, Schramm moved to the University of Illinois and founded the Institute of Communications Research in 1947 and its sister institute at Stanford University in 1956. He is often credited as being the modern father of communication study. As a result of his work, departments and colleges of Communication and Speech began to form around the country, particularly in the mid-west. Schools in Minnesota, Wisconsin, Michigan, Illinois, Iowa, Indiana, Washington, and North Carolina began to form departments and/or colleges that included “communication” as part of their title. In fact, if you’re planning on getting a Ph.D. in Communication, it is very likely you will attend a school in the mid-west or east because of the early developments of departments in these regions. Now, departments of Speech, Communication, and Speech Communication exist on colleges and universities both nationally and internationally.

The 1950’s saw two areas of research develop that are still a major focus in our field today–research on voting and mass media (Lazarsfeld, Hadley, & Stanton; Lazarsfeld, Berelson, & Gaudet), and experimental studies on persuasion (Hovland). The move from mass media and political communication research in the early 1900’s to a more theoretical approach in the 1940’s and 50’s brought together two areas that make Communication study such an important academic field today–theory and practice. Research in the 1940’s and 1950’s was conducted using experimental and survey methods with an emphasis on generating theories of how and why we communicate. As the field began to grow and emerge, Delia states that it struggled with the following question: “Was the field to be interdisciplinary or autonomous; and if autonomous, on what terms? Communication study in the late 1940’s embraced divergent and contradictory attitudes that leave this question unresolved after [50] years” (72).

Following World War II, Communication research also focused on public speaking, instructional communication, communication anxiety, persuasion, group dynamics, and business communication. While the early 20th century saw major new approaches for studying communication, the 1960’s and 1970’s saw renewed emphasis and focus on the works of those from the Classical Period. Thus, the 1960’s and 1970’s worked to bridge together the old and new school of Communication study for the first time. While scholars in the 1960’s and 1970’s reconsidered classical approaches, others such as Burke (1962; 1966) pushed the boundaries of rhetorical study. Rather than focusing on the speeches of “dead white guys,” Burke wanted to analyze a much broader scope of communication events including protest rhetoric, film, television, and radio (Delia 81).

With this bridging of the old and new schools, Communication departments now have professors who study and teach classical rhetoric, contemporary rhetoric, empirical social science, and qualitative social science. As each era generated new research, previous knowledge laid the foundation for the innumerable challenges of studying communication in a rapidly changing technological, postmodern world. Since the 1970s, we have seen more technological and world changes than at any other time in history, guiding the ways in which we now study communication.

The emergence of the women’s, civil-rights, and anti-war movements in the 1960’s and 70’s reintroduced old social questions and concerns that had gone largely ignored by society. Fortunately, the field of Communication was progressive enough to take on the challenge of responding to these questions and concerns from its own perspective. Thus, the 1970’s saw a rise in feminist scholarship that contributed greatly to a field that has seen progressive and consistent development since 400 BCE by those not afraid to tackle the dominate social problems of the day.

Two pioneering organizations devoted to women’s scholarship in Communication are the Organization for the Study of Communication, Language, and Gender (OSCLG) founded in 1972, and the Organization for Research on Women and Communication (ORWAC) founded in 1977. Over the course of the next decade, women’s scholarship gained prominence in the various professional organizations devoted to teaching and researching communication. Feminist researchers like Donna Allen, Sandra A. Purnell, Sally Miller Gearhart, Karlyn Kohrs Campbell, Sonja K. Foss, Karen A. Foss and many others have been instrumental in the formation of a well-established and respected body of research that challenged the status quo of many of our theoretical assumptions and research practices established in past eras. (Their research will be discussed in more detail in Part II of the text.)

From the 1980’s until the present day, the field of Communication has continued to grow. The field maintains strong teaching and research interests in areas such as rhetoric, mass communication, instructional communication, interpersonal communication, group communication, organizational communication, intercultural communication, gender communication, health communication, visual communication, communication and sport, Latino/Latina Communication Studies, family communication, and many more.