Abstract
While qualitative methods show a respected presence within communication scholarship, questions remain about whether these methods have infused communication education. This national survey assesses whether and how qualitative methods are being taught in graduate and undergraduate communication curricula. Results demonstrate general agreement about the units, specific topics, and activities that should be covered in the course. However, while instruction at the graduate level is fairly healthy, instruction at the undergraduate level receives less attention than instruction in either quantitative methods or rhetorical criticism. Moreover, respondents do not expect overall instruction in qualitative methods to increase. The essay concludes by challenging educators to respect and promote all three methodologies in communication pedagogy.
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