As part of the larger instructional communication education umbrella and similar to, yet distinct enough from, its related subdisciplines such as basic course scholarship, the scholarship of teaching and learning, and critical communication pedagogy, the articles published in this volume of JCP demonstrate the three forms through which communication pedagogy can emerge. That is, whether communication pedagogy centers on the systematic study (i.e., Original Research Studies), reflection (i.e., Reflection Essays), or identification of teaching practices (i.e., Best Practices) across communication curricula, the end result is that communication pedagogy acts as a vehicle through which teaching effectiveness can be improved, strengthened, or even realized, with the goal of enriching—in some way—the educational lives of instructors and students and assisting instructors, students, and classmates in the development and maintenance of productive and satisfying communication relationships with and among each other

Myers, Scott A.

English

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1
Journal of Communication Pedagogy
2018, Vol. 1(1) 3–8
© The Author(s) 2018
Reprints and permissions: http://www.csca-net.org
DOI:10.31446/JCP.2018.02
Central States Communication Association
And So It Goes: An Introduction to Volume 2 of the 
Journal of Communication Pedagogy
Scott A. Myers
With the publication of Volume 2 of the Journal of Communication Pedagogy (JCP), I think it is safe to say 
that communication pedagogy has found its home. As part of the larger instructional communication 
education umbrella and similar to, yet distinct enough from, its related subdisciplines such as basic course 
scholarship, the scholarship of teaching and learning, and critical communication pedagogy (Myers, 2018), 
the articles published in this volume of JCP demonstrate the three forms through which communication 
pedagogy can emerge. That is, whether communication pedagogy centers on the systematic study (i.e., 
Original Research Studies), reflection (i.e., Reflection Essays), or identification of teaching practices 
(i.e., Best Practices) across communication curricula, the end result is that communication pedagogy 
acts as a vehicle through which teaching effectiveness can be improved, strengthened, or even realized, 
with the goal of enriching—in some way—the educational lives of instructors and students and assisting 
instructors, students, and classmates in the development and maintenance of productive and satisfying 
communication relationships with and among each other. 
Just as important, however, is that communication pedagogy acts as a conduit through which 
instructors can learn from one another. One way in which this learning can be accomplished is by 
asking instructors to share their ideas about the course content that should or might be included when 
designing a particular communication course, which is the purpose of this volume’s Teaching Forum. 
In 2009, Bertelsen and Goodboy surveyed 148 four-year colleges and universities to identify the courses 
offered by Communication departments. They found that although these institutions collectively 
offered 32 courses, the most frequently offered courses were interpersonal, group, and organizational 
communication; persuasion; public speaking; intercultural communication; communication theory and 
research methods; and argumentation and debate. Based on their findings, in concert with consulting 
JCP’s editorial board members about the courses taught at their own schools, I selected 12 Communication 
courses for inclusion in the Forum and solicited volunteers from among the JCP editorial board to 
write an article about each of these courses. Each article highlights the foundational and content areas 
INTRODUCTION
Scott A. Myers, West Virginia University, Morgantown, WV
CONTACT: scott.myers@mail.wvu.edu
2019, Vol. 2, 1 2
   9
  : : . .
9 1
   
And So It Goes: An Introduction to Volume 2 of the Journal of Communication Pedagogy 2
that should be taught to students enrolled in the course, offers two or three applied assignments, and 
discusses the specific teaching challenges associated with the course. 
With the publication of Volume 2, I would like to thank my five associate editors, the editorial board 
members of both Volumes 1 and 2, and all the authors whose work has appeared in JCP. I would like 
to thank Patric Spence and Chad Edwards for the time, energy, and passion they spent toward making 
JCP an open access journal. I would like to thank the Central States Communication Association—
particularly the 2017 Executive Committee—for providing all of us with the opportunity to create and 
sustain a platform for the dissemination of communication pedagogy scholarship. I would like to thank 
my colleagues Matt Martin, Alan Goodboy, and Joy Green for their assistance during the past 3 years.
As I finish my term as editor, I’m reminded of a phrase coined by journalist Linda Ellerbee. In her book 
“And So It Goes”: Adventures in Television, she explains how she came to use the phrase “and so it goes” 
to signify the end of each newscast:
On television, I use the phrase, “and so it goes” to end my report and my shows. . . . [S]aying 
“and so it goes” leaves a door open. The implication is that things are still going. The tense is 
present. There are possibilities. (1986, p. 254)
It is my hope that Volumes 1 and 2 have opened the door for the study, reflection, and practice of 
communication pedagogy. Under the guidance of incoming editor Deanna D. Sellnow, I am confident 
that all things communication pedagogy will still be going, the tense will remain present, and the 
possibilities will be endless.
And so it goes.
References
Bertelsen, D. A., & Goodboy, A. K. (2009). Curriculum planning: Trends in Communication Studies, 
workplace competences, and current programs at 4-year colleges and universities. Communication 
Education, 58, 262–275. doi:10.1080/03634520902755458
Ellerbee, L. (1986). “And so it goes:” Adventures in television. New York, NY: G.P. Putnam’s Sons.
Myers, S. A. (2018). Making a difference: The launch of the Journal of Communication Pedagogy. Journal 
of Communication Pedagogy, 1, 1–12. doi:10.31446/jcp.2018.01


And So It Goes: An Introduction to Volume 2 of the Journal of Communication Pedagogy

1Journal of Communication Pedagogy2018, Vol. 1(1) 3–8© The Author(s) 2018Reprints and permissions: http://www.csca-net.orgDOI:10.31446/JCP.2018.02Central States Communication AssociationAnd So It Goes: An Introduction to Volume 2 of the Journal of Communication PedagogyScott A. MyersWith the publication of Volume 2 of the Journal of Communication Pedagogy (JCP), I think it is safe to say that communication pedagogy has found its home. As part of the larger instructional communication education umbrella and similar to, yet distinct enough from, its related subdisciplines such as basic course scholarship, the scholarship of teaching and learning, and critical communication pedagogy (Myers, 2018), the articles published in this volume of JCP demonstrate the three forms through which communication pedagogy can emerge. That is, whether communication pedagogy centers on the systematic study (i.e., Original Research Studies), reflection (i.e., Reflection Essays), or identification of teaching practices (i.e., Best Practices) across communication curricula, the end result is that communication pedagogy acts as a vehicle through which teaching effectiveness can be improved, strengthened, or even realized, with the goal of enriching—in some way—the educational lives of instructors and students and assisting instructors, students, and classmates in the development and maintenance of productive and satisfying communication relationships with and among each other. Just as important, however, is that communication pedagogy acts as a conduit through which instructors can learn from one another. One way in which this learning can be accomplished is by asking instructors to share their ideas about the course content that should or might be included when designing a particular communication course, which is the purpose of this volume’s Teaching Forum. In 2009, Bertelsen and Goodboy surveyed 148 four-year colleges and universities to identify the courses offered by Communication departments. They found that although these institutions collectively offered 32 courses, the most frequently offered courses were interpersonal, group, and organizational communication; persuasion; public speaking; intercultural communication; communication theory and research methods; and argumentation and debate. Based on their findings, in concert with consulting JCP’s editorial board members about the courses taught at their own schools, I selected 12 Communication courses for inclusion in the Forum and solicited volunteers from among the JCP editorial board to write an article about each of these courses. Each article highlights the foundational and content areas INTRODUCTIONScott A. Myers, West Virginia University, Morgantown, WVCONTACT: scott.myers@mail.wvu.edu2019, Vol. 2, 1 2   9  : : . .9 1   And So It Goes: An Introduction to Volume 2 of the Journal of Communication Pedagogy 2that should be taught to students enrolled in the course, offers two or three applied assignments, and discusses the specific teaching challenges associated with the course. With the publication of Volume 2, I would like to thank my five associate editors, the editorial board members of both Volumes 1 and 2, and all the authors whose work has appeared in JCP. I would like to thank Patric Spence and Chad Edwards for the time, energy, and passion they spent toward making JCP an open access journal. I would like to thank the Central States Communication Association—particularly the 2017 Executive Committee—for providing all of us with the opportunity to create and sustain a platform for the dissemination of communication pedagogy scholarship. I would like to thank my colleagues Matt Martin, Alan Goodboy, and Joy Green for their assistance during the past 3 years.As I finish my term as editor, I’m reminded of a phrase coined by journalist Linda Ellerbee. In her book “And So It Goes”: Adventures in Television, she explains how she came to use the phrase “and so it goes” to signify the end of each newscast:On television, I use the phrase, “and so it goes” to end my report and my shows. . . . [S]aying “and so it goes” leaves a door open. The implication is that things are still going. The tense is present. There are possibilities. (1986, p. 254)It is my hope that Volumes 1 and 2 have opened the door for the study, reflection, and practice of communication pedagogy. Under the guidance of incoming editor Deanna D. Sellnow, I am confident that all things communication pedagogy will still be going, the tense will remain present, and the possibilities will be endless.And so it goes.ReferencesBertelsen, D. A., & Goodboy, A. K. (2009). Curriculum planning: Trends in Communication Studies, workplace competences, and current programs at 4-year colleges and universities. Communication Education, 58, 262–275. doi:10.1080/03634520902755458Ellerbee, L. (1986). “And so it goes:” Adventures in television. New York, NY: G.P. Putnam’s Sons.Myers, S. A. (2018). Making a difference: The launch of the Journal of Communication Pedagogy. Journal of Communication Pedagogy, 1, 1–12. doi:10.31446/jcp.2018.01

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