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Call For Submissions For Volume 37, Angela M. Hosek

Basic Communication Course Annual

No abstract provided.

Forum Response — The Only Constant Is Change: Exploring Grief, Burnout, Ungrading, And Ai In The Basic Communication Course, Kristina Ruiz-Mesa, Ana Terminel Iberri

Basic Communication Course Annual

In the years since the start of the COVID-19 global pandemic, the world of higher education has seen incredible developments in teaching modalities, increased awareness of the socio-political and economic constraints facing many of our students and faculty, and an acute awareness of the rhetorical and material precarity that is facing higher education (Morreale et al., 2022; Ruiz-Mesa, 2022). These precarious conditions have contributed to questions regarding the future of higher education and adaptations needed to serve our diversifying student needs and address the pressing issues facing our world and our campuses. Conversations about well-being in the basic course classroom …

A Basic Investment In Mercy: Problematizing Assessment In The Basic Course, Kate Swartz

Basic Communication Course Annual

This essay addresses the assessment aspect of the Basic Course; namely, it problematizes our reliance as instructors on traditional grading schema that interfere with our students’ best interests. I address this problem with a mercy-centered approach that uses an ungrading assessment method. In doing so, I acknowledge potential issues with this approach as well as argue for its expanded use as a merciful, beneficial way to provide feedback.

Future-Ready Teaching: Embracing Ai In Basic Communication Courses, Dious Joseph

Basic Communication Course Annual

In a time when technology is being quickly incorporated into everyday life, artificial intelligence (AI) has taken on a significant role in education (Ocaña-Fernández et al., 2019). AI's ability to revolutionize society holds great promise for redefining human-machine communication (HMC) in the context of education (Edwards & Edwards, 2017). In basic communication courses, where foundational skills are taught and enhanced, AI introduces challenges and opportunities that warrant reexamining present teaching approaches. The present document envisions the significance of integrating artificial intelligence across educational platforms, including Blackboard and Canvas, by embedding AI technologies directly into these systems. This approach contrasts with …

Balancing Expansion And Exhaustion: Burnout In The Basic Communication Course, Nicholas T. Tatum, Jeffrey T. Child

Basic Communication Course Annual

In this forum, the pressing issue of burnout in the basic communication course is discussed as demand for this course continues to grow, posing challenges for administrators and instructors. The forum examines potential causes and consequences of burnout with a primary focus on the well-being of those involved. It aims to advocate proactive measures, including addressing director positions, supporting graduate teaching assistants, and tackling part-time faculty issues, emphasizing the importance of addressing burnout to ensure the course's future and uphold its quality.

Grief In The Basic Course, Carly Densmore, Jessica Cherry

Basic Communication Course Annual

In a broad search of the Basic Communication Course Annual, there is little discussion regarding student or instructor grief in the basic course. However, in our own experiences teaching the basic course, student expressions of grief are common. Grief is expected to be hidden or silenced, and is often not welcomed in the classroom (Hurst, 2009). Grief is unique to each individual; we can feel grief over a variety of losses, and there is no one way to cope with grief. Grief is not only an emotional but a physical experience, and it is not “a relinquishing of ties to …

Section Introduction: Basic Course Forum

Basic Communication Course Annual

No abstract provided.

Promoting Critical Deliberation: Bridging Civic Engagement And Social Justice In The Basic Course, Jennifer Y. Abbott, Jordin Clark, James Proszek

Basic Communication Course Annual

With increasing threats to democracy, we call for communication educators to renew and re-examine their commitment to advancing civic engagement in the basic course. Given recent scholarly criticism that civic engagement pedagogies falsely present democratic practice as neutral or apolitical and reinforce the status quo, we set an agenda for basic course instructors to re-envision civic engagement through a more critical and equity-oriented approach. To aid that effort, we present a Critical Deliberation speech assignment that challenges student groups to prepare a 20–25-minute informative presentation about a public controversy and then lead their classmates in a 25-minute deliberative discussion. In …

Are We Really Basic Bitches? A Call For Resistance And Recognition, Joshua E. Young, Allison D. Brenneise

Basic Communication Course Annual

We explore the history and position of the foundational communication course (FCC) in communication education. The material impact of calling the course basic since the 1940s has caused internalized oppression, which results in a lack of innovation and general disempowerment. The use of the term basic to describe the foundational communication course reflects little cultural awareness of the impact of the word. The term basic also demonstrates a need to adapt the course to meet the needs of its constituents. Failing to adapt may result in more oppressive conditions for communication education, a problem if the discipline is to make …

Assessment ‘Responsabilities’ In The Basic Course: Evaluating Public Speaking Rubrics, Miranda N. Rouse

Basic Communication Course Annual

Procedures and practices that are ableist in the educational system have been long overlooked. Speakers having differing abilities than neurotypical or able-bodied individuals is often not something that is considered in basic course assessment tools. This is important to address because although there are institutional policies and procedures in place to help students with differing abilities, instructors of public speaking have the autonomy or power to determine how such accommodations will affect the speech grade determined by the assessment tool. Power relations are significantly complicated in educational settings when strict hierarchies are imposed, and when instructors abuse their authority, which …

Section Introduction: Research Articles

Basic Communication Course Annual

No abstract provided.

Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback In The Introductory Communication Course, Drew T. Ashby-King, Melissa A. Lucas, Lindsey B. Anderson

Basic Communication Course Annual

Feedback is a foundational communicative aspect of the teaching/learning processes in introductory communication courses as students seek to improve their presentational speaking skills throughout the term. Drawing on 1,673 qualitative questionnaire responses, this paper explores how students used and interpreted instructor feedback. Through our thematic analysis of a randomly selected subset of 335 responses, we identified two tensions in how students used and interpreted instructor feedback: (1) feedback as a process vs. a product and (2) feedback as integrated into the course structure vs. a justification for a grade. Theoretically, this research extends Feedback Intervention Theory by highlighting the importance …

Editor's Page, Angela M. Hosek

Basic Communication Course Annual

With my first volume with BCCA, I have extended and built upon the tremendous work of previous editors and scholars who have championed and shared their work in the Annual. In doing so, Issue 36 features empirical, theoretical, and analytical essays that require us to think about how students use instructor feedback in the classroom, to consider new ways to conduct assessment, to contemplate the implications of course names and labels, and to imagine how critical deliberation might promote social justice in the basic course.

Cover And Front Matter

Basic Communication Course Annual

Cover, Editorial Board, Table of Contents for Volume 36 (2024)

'When Would The Platonist Books Have Taught Me That?' St. Augustine’S Dance With Neo-Platonic Reasoning, Zachary O'Connor

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper was selected to receive the 2024 Father Jack McGrath, S.M., Award for Research in the Catholic Intellectual Tradition.

St. Augustine was one of the many monumental thinkers we studied in ASI 110. His eloquent writing, contribution to church doctrine, and conversion story all captured my interest. Following a close reading of Augustine's Confessions and Plotinus' Enneads, I constructed a storyboard to help visualize the nuances in Augustine's argument for what he found within the Platonist books and what he found lacking. I turned to Henry Chadwick's Augustine: A Very Short Introduction to help me contextualize …

The Gift Of The Holy Spirit: The Church’S Journey With The Sacrament Of Confirmation, Maria Graziano

Line by Line: A Journal of Beginning Student Writing

Note: This paper was selected to receive the 2024 Father Jack McGrath, S.M., Award for Research in the Catholic Intellectual Tradition.

For this article, I sought to explore the meaning of and use for the sacrament of confirmation in the Catholic Church. To do so, I first began with a philosophical claim about God's grace with the help of Louis-Marie Chauvet. Then, I continued on to conduct a historical investigation of the sacrament, particularly from the early church to the Middle Ages. Then, I carefully read the current rite and order of the sacrament, while also observing two confirmation masses …

Good Things Come To Those Who Train: A Comparison Of Medieval Mystics' Conceptions Of Divine Revelation, Daniel Napoli

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper was selected to receive the 2023 Father Jack McGrath, S.M., Award for Research in the Catholic Intellectual Tradition.

Having written this essay for my ASI 110 class, my writing process was a culmination of my analysis and comparison of two medieval works. In putting these texts in conversation with one another, I formed an argument to address how their contradictions can be reconciled.

On The White Side: An Examination Of Colorism In India And China, Lillian E. Dartt

Line by Line: A Journal of Beginning Student Writing

Editors note: This paper received the inaugural John C. and Rose Maria Groppe Award for Excellence in Writing.

I began my research project by selecting colorism as the topic I wanted to study, due to its significant social and ethical impact on affected communities. After beginning to search for scholarly sources, I decided to focus my main studies on India and China, since they are not only two of the most impacted regions but also the most populated nations in the world. My project assignment included a preliminary in-class presentation of initial findings about my topic, followed by the submission …

A 'Real' Lesbian, Annabelle Karch

Line by Line: A Journal of Beginning Student Writing

This paper attempts to draw attention to setbacks in the development of lesbian characters in television using the lens of Buffy the Vampire Slayer. The fashion and villainization of lesbian characters as well as their misrepresentation regarding bisexuality are all examined in this analysis of the way heterosexual norms affect how lesbianism is portrayed in media. The purpose of this essay is to explain how stereotypes stemming from societal beliefs regarding lesbians feed into and are amplified by representations of lesbians in television.

Deciphering Machiavelli: Irony Vs. Brutality In 'The Prince', David E. Catanzariti

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper was selected for the Barbara Farrelly Award for Best Writing in ASI 100/120.

The first step I took in my writing process was to analyze the prompt and clarify the steps I needed to take to craft an adequate response. Next, I re-read the sections of the text that I my writing would reference and formed my introduction and thesis statement around the argument I would make based on what I discerned. Drafting the body paragraphs was a very iterative process, as I had to re-read the text many more times to understand the way Machiavelli …

The Integration Of Psychological And Christian Truths: An Unexpected Correlation, Ashley Zwolinski

Line by Line: A Journal of Beginning Student Writing

Before the process started, I read Dr. Henry Cloud's The Law of Happiness: How Spiritual Wisdom and Modern Science Can Change Your Life. This sparked my interested in the integration of biblical truths and psychological facts. I continued my research through articles in the EBSCO and UDiscover databases. I then combined these ideas with common ideas from the Bible to compare similarities and differences.

An Art Misunderstood, Amelia L. Tortorici

Line by Line: A Journal of Beginning Student Writing

In writing this paper, I had to remove myself from my personal perspective of what opera is. As an opera singer, I have an understanding and deep appreciation for what it takes to perform one aria, let alone an entire production. I find the art form gorgeous, which led me to wonder why opera has become so unpopular. I began to delve into why our cultural perception of opera is limited to old men in top hats and monocles through books on the history of opera found in the opera as well as demographic surveys. I interviewed those around me …

Little Red Riding Hood In 'Into The Woods': Facing The Challenges Of Womanhood, Allison Shelly

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper was selected to receive the inaugural John C. and Rose Maria Groppe Award for Excellence in Writing.

My essay discusses how through the manipulation of fairy tale tropes such as predation, damsel in distress, and singing, the 2014 Into the Woods musical presents a feminist and coming of age portrayal of the classic Little Red Riding Hood character. To write this essay, I extensively researched the feminist movement, modern film, and their impact on the fairy tale genre through both works from the university library and from our course readings. Initially, it was difficult to find …

'Into The Woods': Modern Reinvention Or Traditional Retelling?, Emma Tams

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper was selected to receive the Barbara Farrelly Award for Best Writing in ENG 198 or ENG 200.

The purpose of this essay is to critically analyze the 2014 Disney film Into the Woods and examine the ways in which it utilizes the plot and key characteristics of the Little Red Riding Hood fairy tale to reinforce traditional gender roles and maintain the status quo. Into the Woods uses the traditional story line and stereotypical characters of the original written versions of Little Red Riding Hood, while maintaining a similar message about stranger danger. I examined the …

Gender Roles In 'Sleeping Beauty' (1959), Lance W. Carrle

Line by Line: A Journal of Beginning Student Writing

I first planned out my argument with evidence from the film so I had a thesis to work with, and then I structured my body paragraphs. I spent most of my time writing and organizing the evidence and research I found to support my argument in the most effective way. When I was content with the structure and ideas of my argument, I worked on my introduction and conclusion. In my introduction, I contextualized my discussion of gender roles in Sleeping Beauty (1959) with the gender roles in America at the time of the film, and with my conclusion, I …

Will The Borders Stay?, Clare Hoffmann

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper was honored with the Barbara Farrelly Award for Best Writing in ENG 100 or ENG 114.

We were told to write a paper that analyzes a sequence (a scene or connected series of related scenes that are edited together and comprise a single, unified event, setting, or story within a film's narrative) or two related sequences from the movie Freedom Writers. We were asked to identify the rhetorical purpose of the sequence(s), examine the rhetorical elements employed (mise-en-scène, cinematography, acting, editing, sound) and explain how these elements worked together to achieve the rhetorical goal—successfully or unsuccessfully. …

Creatively Killing The Word “Entirely”: Why The 9th Circuit Got 17 U.S.C. § 114(B) And Music Sampling Law Wrong, Samantha Shemavonian

University of Dayton Law Review

No abstract provided.

A Global Approach To Evaluating Whether An Ai Algorithm Impacting Health Is Unfair To Consumers Under The Federal Trade Commission 15 U.S.C. § 45, Sarah Covington

University of Dayton Law Review

No abstract provided.

Fool’S Gold: An Exploratory Analysis Into How Recent Student Successes Against The Ncaa Poses A Serious Risk To Equity In College Sports, Justin Elkin

University of Dayton Law Review

No abstract provided.

An Argument For Maintaining The Status Quo: Nonunanimous Verdicts On Panels In Courts-Martial, Abbigayle Qiu

University of Dayton Law Review

No abstract provided.