ABSTRACT
Much of the criticism that purports to assess production in media education calls for greater technical proficiency in order to prepare students for entry-level jobs. Production should actively move beyond technical instruction toward being the glue that binds disparate elements of communication and liberal arts curriculum together. Porter and Griffith and Eastman reported that majority of communication programs offered television and/or audio production courses. To address this revolution, the assessment process should illuminate and evaluate the connections students make in production process or through their productions to liberal arts themes or goals. Production courses should begin to focus less on the techniques that are applicable to one type of delivery system or industry structure and more on ways in which techniques are applicable across media. In many programs in the past, theory has been sharply distinguished from production or application with theory being the abstract domain of research and media studies courses and production focusing on technical and aesthetic practicalities.
