Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Media literacy (6)
- Literacy (4)
- Media (3)
- Assessment (2)
- Book review (2)
-
- News literacy (2)
- Pedagogy (2)
- Arab media (1)
- Children and media (1)
- Collaboration (1)
- Collaborative learning (1)
- Common Core (1)
- Communication (1)
- Composing (1)
- Conference (1)
- Cooperative skills (1)
- Critical media literacy (1)
- Critical thinking (1)
- Curricula (1)
- Digital (1)
- Digital video production (1)
- Diversity awareness (1)
- Education (1)
- Embodiment (1)
- England (1)
- Fairness (1)
- Family (1)
- Feedback (1)
- Film (1)
- Gender (1)
Articles 31 - 45 of 45
Full-Text Articles in Education
Preparing To Prepare Quality Speakers: What New Basic Course Instructors Need To Know, Luke Lefebvre, William Keith
Preparing To Prepare Quality Speakers: What New Basic Course Instructors Need To Know, Luke Lefebvre, William Keith
Basic Communication Course Annual
Students should focus on practicing speaking skills, not just preliminary activities such as learning concepts about speaking. A common obstacle for training instructors is to describe the valued activity in an appropriate way. Often instructors first think the assignments included in the basic course simply are the activity the course teaches, but they are not. For example, giving an "informative speech" is supposed to help students become better public or oral communicators in general – the speech is a means to that, not an end itself.
As we contemplate the important elements for training new basic course instructors two variables …
Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Basic Communication Course Annual
In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this …
A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace
A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace
Basic Communication Course Annual
The purpose of this essay is to provide clarity and direction for developing and maintaining outcome-driven courses for inclusion in general education curricula. The focus is on the basic course in Communication, but the principles can be applied to nearly any course. The outcome-driven perspective changes many traditional conceptions of the basic communication course and provides an opportunity to integrate communication content into a student’s broader college education and subsequent career. A model is proposed that can provide guidance in the development of sustainable courses that emerged from the experience with course development and implementation.
Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor
Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor
Basic Communication Course Annual
Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental study was to determine whether students enrolled in intensive public speaking courses reported higher levels of communication apprehension, i.e., speech anxiety. Participants were 722 undergraduate students who completed the Personal Report of Public Speaking Anxiety instrument. The findings indicated that students enrolled in intensive public speaking courses had significant moderate …
From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds
From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds
Basic Communication Course Annual
This essay is designed to connect specific communication skills desired by employers in industry to basic course concepts. While communication is often identified as one of the most important skills for graduates seeking employment, this broad view makes it nearly impossible for basic course directors and instructors to design their pedagogy to satisfy students’ future needs. This manuscript examines a part of the 2014 Basic Course Conference where industry leaders were invited to present what they felt to be the most important communication skills and knowledge in employees and then engaged in a discussion with the attending basic course directors …
Basic Communication Course Annual Vol. 27
Basic Communication Course Annual Vol. 27
Basic Communication Course Annual
Full issue (196 pages, 7.0 MB)
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 34, Issue 1 of the Journal of the Association for Communication Administration.
Examining Undergraduate Communication Degree Programs: Mission Statements, Assessment Plans, And Assessment Evaluations, Mike Allen, John Bourhis, Nancy Burrell, Arooj Mukarram, Michael G. Blight, Clare M. Gross, Megan Lambertz, Christopher J.E. Anderson
Examining Undergraduate Communication Degree Programs: Mission Statements, Assessment Plans, And Assessment Evaluations, Mike Allen, John Bourhis, Nancy Burrell, Arooj Mukarram, Michael G. Blight, Clare M. Gross, Megan Lambertz, Christopher J.E. Anderson
Journal of the Association for Communication Administration
One hundred undergraduate communication programs listed in the NCA directory were examined in this investigation. The process involved gathering the university mission statement, departmental mission statement, program assessment plan, and program assessment evaluations. Results demonstrate that 98 institutions utilized mission statements, 81 departments provided mission statements, 18 departments made assessment plans available and the researchers obtained 4 assessment evaluations.
Complete Issue, Volume 34, Issue 2
Complete Issue, Volume 34, Issue 2
Journal of the Association for Communication Administration
This is the complete issue for Volume 34, Issue 2 of the Journal of the Association for Communication Administration.
Students’ Perceptions And Misperceptions Of The Communication Major: Opportunities And Challenges Of Reputation, Nichole Egbert, Joy L. Daggs, Phillip R. Reed
Students’ Perceptions And Misperceptions Of The Communication Major: Opportunities And Challenges Of Reputation, Nichole Egbert, Joy L. Daggs, Phillip R. Reed
Journal of the Association for Communication Administration
This study investigates undergraduate students' perceptions of the content, difficulty, and value of the Communication major. Students in majors other than Communication from two universities indicated that the content of the Communication major was valuable and, in some cases, involved difficult tasks. However, the major was perceived as easier than any other compared discipline. The students surveyed demonstrated low to moderate belief in most popular “myths” regarding Communication as an academic field. A number of potential strategies to increase awareness of the value of a degree in communication are provided, which can be adapted for use with existing departmental marketing …
Public Speaking Anxiety And Graduation: Assessing Student Progress And Institutional Need, Ronald P. Grapsy
Public Speaking Anxiety And Graduation: Assessing Student Progress And Institutional Need, Ronald P. Grapsy
Journal of the Association for Communication Administration
This article is designed to accomplish two goals. First, data from six-year student cohorts are examined for patterns emerging among those who failed to graduate from a public, state-affiliated university. The data imply strongly that a significant percentage of students who did not graduate failed primarily due to an inability to pass through the basic public speaking course – part of the general education program – and that communicative anxiety may be the root cause. Also, the article discusses the design and implementation of a successful model for a basic speech course dedicated to students with debilitating levels of public …
Classroom Projects As Embodied And Embedded Outcomes Assessment, Garnet C. Butchart, Margaret Mullan
Classroom Projects As Embodied And Embedded Outcomes Assessment, Garnet C. Butchart, Margaret Mullan
Journal of the Association for Communication Administration
Although educators already recognize the value in engaging student learning through classroom projects and service-learning, assessment of student learning through classroom projects may be accompanied by a shift of attention from mastery of ideas to embodied knowledge. We argue that embodiment is the basic semiotic condition of being human—of being both an expressive and perceptive (communicative) being among others. Linking this philosophy of communication principle to the topic of assessment, the article offers assessment research a focus of attention on learning settings: from embodiment as learning context, to the built environment of classrooms, as well as to group interaction. We …
Complete Issue, Volume 34, Issue 1
Complete Issue, Volume 34, Issue 1
Journal of the Association for Communication Administration
This is the complete issue for Volume 34, Issue 1 of the Journal of the Association for Communication Administration.
Lobbying As A Means For Expanding The Communication Instructional Base. A View From The Outside Looking In, Craig Newburger
Lobbying As A Means For Expanding The Communication Instructional Base. A View From The Outside Looking In, Craig Newburger
Journal of the Association for Communication Administration
No abstract provided.
Embedding Arête: Core Skills, Department Culture And Whole-Student Development, Richard K. Olsen, David E. Weber
Embedding Arête: Core Skills, Department Culture And Whole-Student Development, Richard K. Olsen, David E. Weber
Journal of the Association for Communication Administration
In this article the authors summarize how an academic department designed and now enacts the “core skills,” a template the unit operationalized to facilitate their goal of wholestudent development. First, the authors present a brief summary of contemporary literature—including Rich’s (2008) Megaskills, plus key principles and perspectives (e.g., rhetoric, arête, culture, dialectical tension, communicative construction of organization) of the communication studies discipline—relevant to the articulation of the core skills as both a heuristic and praxis. Next, we delineate concerns and critical incidents that inspired unit personnel to decide whole-student development was mission-critical. Then we describe key challenges in of cultivating …