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Articles 31 - 48 of 48
Full-Text Articles in Education
Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr.
Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr.
Basic Communication Course Annual
Given that well-developed outcomes are crucial for instructor and student success, it is necessary to delineate the central learning outcomes for the basic course in communication. Therefore, I will first articulate four traditional outcomes that I believe are necessary for students to become effective public speakers. Second, after discussing the benefits of integrating a critical approach in the basic course, I will present a fifth, critical, learning outcome. After doing so, I will discuss how this additional critical learning outcome can enhance the course by expanding upon each of the traditional outcomes.
Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz
Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz
Basic Communication Course Annual
The economic, social, political, cultural, and environmental dimensions of globalization impacting our society demand new ways of thinking, acting, and teaching the Basic Communication Course (BCC). By emphasizing the learning outcomes of intellectual and practical skills and acceptance of personal and social responsibility, students will experience a new central learning outcome: what we are calling a social justice sensibility. In this essay we will emphasize the need to integrate the intellectual and practical skills of oral communication and personal and social justice in the BCC. We will discuss how the BCC can help students learn habits of citizenship and the …
Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek
Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek
Basic Communication Course Annual
This study sought to determine whether there is a difference in the effect of in-class and out-of-class peer workshops on Cognitive Learning, Affective Learning, speech grades, Public Speaking Anxiety, Connected Classroom Climate, and Perceived Workshop Value. This study used a within-subjects modified switching-replications design and found that there were no significant differences in the effects of the two types of workshops. However, students preferred in-class workshops, and there is slight evidence that there might be benefits for doing an in-class workshop first so that students can build trust and learn to give and receive better feedback before considering out-of-class workshops.
Clicking Instead Of Speaking: The Impact Of Students’ Communication Apprehension On Their Evaluation Of Mediated Participation And Learning In The Basic Course, Katherine J. Denker
Clicking Instead Of Speaking: The Impact Of Students’ Communication Apprehension On Their Evaluation Of Mediated Participation And Learning In The Basic Course, Katherine J. Denker
Basic Communication Course Annual
As research has well established the benefits to students of an engaged classroom, faculty are called to transform their classrooms into spaces focused on the learner (Petress, 2001). Though the basic course has traditionally been an engaged space, some formats of the basic course are limiting interaction. Researchers have argued that Student Response Systems (SRS) or “clickers” are one of the most promising technologies in transforming the classroom, particularly with the basic course, and offer venues for engagement for students particularly those who are most prone to avoid interaction. Nonetheless, many claims about these types of pedagogical tools have yet …
Complete Issue, Volume 33, Issue 2
Complete Issue, Volume 33, Issue 2
Journal of the Association for Communication Administration
This is the complete issue for Volume 33, Issue 2 of the Journal of the Association for Communication Administration.
Slaying The Assessment Dragon: One Department’S Efforts To Tame The Beast And Survive As The Knights In Shining Armor, Mary M. Eicholtz, Jay Baglia
Slaying The Assessment Dragon: One Department’S Efforts To Tame The Beast And Survive As The Knights In Shining Armor, Mary M. Eicholtz, Jay Baglia
Journal of the Association for Communication Administration
Assessment looms large across our campuses as an instrument of evaluation, accountability, and development. Communication departments are called on to establish assessment programs for their graduate and undergraduate curriculum programs. Additionally, departments that offer courses in the general education programs are often the first departments approached for assessment of those courses as part of general education assessment. This case study describes the successes and challenges of a communication department’s experience in establishing and maintaining a general education assessment program of their Basic Oral Communication course. Preliminary data and analysis is included in reporting the outcome of these efforts.
Editor's Note, Janie M. H. Fritz
Editor's Note, Janie M. H. Fritz
Journal of the Association for Communication Administration
This is the Editor’s Note to Volume 33, Issue 1 of the Journal of the Association for Communication Administration.
Informing The Undergraduate Teaching Assistant (Uta) Debate, Deanna D. Sellnow
Informing The Undergraduate Teaching Assistant (Uta) Debate, Deanna D. Sellnow
Journal of the Association for Communication Administration
Inherent in the job of communication administrators (e.g., basic course directors, chairs, directors, deans) is the never-ending challenge of finding the right balance between economic efficiency and instructional integrity in terms of course delivery. Therefore, the question we continually struggle to answer is where to find balance with regard to compromising educational quality for financial frugality. Although always an issue, this subject is spotlighted prominently today as funding support for higher education wanes. The proliferation of online courses now being offered (e.g., MOOCs/massive open online courses) serves as a prime example.
Exploring The Educational Value Of The Undergraduate Teaching Apprentice (Uta) Experience, Molly Reynolds, Deanna Sellnow, Katharine Head, Kathryn E. Anthony
Exploring The Educational Value Of The Undergraduate Teaching Apprentice (Uta) Experience, Molly Reynolds, Deanna Sellnow, Katharine Head, Kathryn E. Anthony
Journal of the Association for Communication Administration
Employing graduate students as teaching assistants (GTAs) is a common practice in universities across the United States. Using undergraduate students as teaching assistants/apprentices (UTAs), however, is not only less common but also often sparks debate among various stakeholder groups (e.g., teachers, administrators, community members). Moreover, relatively little empirical research has been published to support arguments on either side of the issue. The present study extends research by providing evidence to support the educational value of employing UTAs as teaching apprentices. More specifically, researchers conducted a grounded theory qualitative analysis of free-write essay responses collected from 33 UTAs throughout the course …
The Undergraduate Teaching Assistant: Scholarship In The Classroom, Sarah M. Flinko, Ronald C. Arnett
The Undergraduate Teaching Assistant: Scholarship In The Classroom, Sarah M. Flinko, Ronald C. Arnett
Journal of the Association for Communication Administration
This essay casts the role of the Undergraduate Teaching Assistant (UTA) within a Kantanian sense of imagination—the not yet pushes off of the actual and the tangible (Kant, 1781/1963). The UTA accesses a temporal glimpse into a professional scholar/teacher vocation through experience in a lived context that unites teaching and scholarship. The role of the UTA offers what Martin Buber (1965/1988) called “imagining the real” (p. 60), a moment of creative ingenuity that begins with the doing of concrete tasks within the profession.
Undergraduate Instructor Assistants (Uias): Friend Or Foe, William J. Seiler, Jenna Stephenson Abetz
Undergraduate Instructor Assistants (Uias): Friend Or Foe, William J. Seiler, Jenna Stephenson Abetz
Journal of the Association for Communication Administration
Undergraduate students have been and continue to be employed as instructor assistants (UIAs) in a variety of courses across disciplines. However, relatively little empirical research has been published regarding the educational merits for them or their students. The present essay extends such research by focusing specifically on UIAs’ perceived value of the Personalized System of Instruction (PSI) on their learning and personal growth. The authors conducted in depth interviews with six former UIAs and employed a qualitative thematic analysis of their responses. Perceived benefits that emerged from the analysis include, for example, learning how to balance many different roles and …
Complete Issue, Volume 33, Issue 1
Complete Issue, Volume 33, Issue 1
Journal of the Association for Communication Administration
This is the complete issue for Volume 33, Issue 1 of the Journal of the Association for Communication Administration.
Teaching Communication Ethics As Central To The Discipline, Robert L. Ballard, Leeanne M. Bell Mcmanus, Annette M. Holba, Spoma Jovanovic, Paula S. Tompkins, Lori J. N. Charron, Melba L. Hoffer, Michelle A. Leavitt, Tammy Swenson-Lepper
Teaching Communication Ethics As Central To The Discipline, Robert L. Ballard, Leeanne M. Bell Mcmanus, Annette M. Holba, Spoma Jovanovic, Paula S. Tompkins, Lori J. N. Charron, Melba L. Hoffer, Michelle A. Leavitt, Tammy Swenson-Lepper
Journal of the Association for Communication Administration
Communication ethics as a field of study within the communication discipline has made significant contributions in a variety of areas, including teaching. This paper offers an historical overview of communication ethics, with special attention to four major approaches to pedagogy – ethics in human communication, moral psychology and intuition, a communication ethics framework, and a critical communication ethics pedagogy. For the department seeking to incorporate communication ethics through stand-alone courses or throughout curricula, the authors suggest ways for communication administrators to address questions of desired competencies for communication graduates, and to articulate related learning outcomes. Future recommendations for the field …
An Explanation Of Course Flipping And Its Application To Basic Course Instruction, Mary Mino
An Explanation Of Course Flipping And Its Application To Basic Course Instruction, Mary Mino
Journal of the Association for Communication Administration
Flipping courses has become a topic of interest for communication instructors. This essay’s primary purpose is to assist communication educators and administrators in understanding course flipping as an instructional delivery approach. Course flipping, encouraging consistent active student learning during class sessions and appropriately using technology (or another means) to prepare students for these sessions, has most effectively accentuated instructional objectives. In fact, flipping the basic course has significantly increased students’ understanding of the relevance of the course and positively affected performance outcomes. In addition, to help instructors who want to employ this approach, a process in which they can engage …
Editor's Note, Janie M. H. Fritz
Editor's Note, Janie M. H. Fritz
Journal of the Association for Communication Administration
This is the Editor’s Note to Volume 33, Issue 2 of the Journal of the Association for Communication Administration.
Strategies For Easing Faculty-Management At Institutions Of Higher Education, Sarah H. Vanslette, Zachary A. Schaefer, Kathy Hagedorn
Strategies For Easing Faculty-Management At Institutions Of Higher Education, Sarah H. Vanslette, Zachary A. Schaefer, Kathy Hagedorn
Journal of the Association for Communication Administration
With calls across the discipline of communication to use our research to enhance the lived experience of organizational members and employees of all industries, this essay focuses on the often tense communication between university faculty and university leaders. Using communication and business scholarship as our foundation, we recommend communication strategies that should facilitate better communication between university faculty and management. These strategies will not only help faculty and staff overcome disagreements and avoid uncivil discourse, but the strategies can also be applied to uncivil non-academic workplace environments. The authors will also outline how these incivilities and recommended communication strategies play …