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Articles 31 - 47 of 47
Full-Text Articles in Education
The Internal Marginalization Of Basic Course Scholarship, Cheri J. Simonds, Stephen K. Hunt
The Internal Marginalization Of Basic Course Scholarship, Cheri J. Simonds, Stephen K. Hunt
Basic Communication Course Annual
There is an adage in the field of communication education that states, the difference between knowing and teaching is communication (Hurt, Scott, & McCroskey, 1978). That is, a teacher can be an expert in his or her field, but if he or she cannot communicate that knowledge in a way that students understand, learning is not achieved.
This statement highlights the central role of communication in the teaching and learning process. As communication education scholars and Basic Course Directors, we conduct research in the domains of communication pedagogy (i.e., research questions that address the best methods of teaching communication) and …
The Unaware, Accurate, And Overly Critical: Video Technology Use Of Improving Public Speaking Competency, Luke Lefebvre, Leah E. Lefebvre, Mike Allen
The Unaware, Accurate, And Overly Critical: Video Technology Use Of Improving Public Speaking Competency, Luke Lefebvre, Leah E. Lefebvre, Mike Allen
Basic Communication Course Annual
Students often hold overly favorable views of their public speaking skills. In this study, students set goals prior to speaking, and then assess the presentation via video replay. Although some basic courses use video, the technology is not standard practice nor consistently utilized to aid student skill development for speechmaking.
Differences between students’ self-estimated and earned grades students were categorized into five estimator groupings. Study 1 (N = 102) results indicated video self-evaluation positively influenced student ability for predictive goal-setting, improved accuracy for assessing speech quality, and diminished overestimation from the informative to persuasive speech.
To further explore the findings …
Basic Communication Course Annual Vol. 28
Basic Communication Course Annual Vol. 28
Basic Communication Course Annual
Full issue (222 pages, 8.5 MB)
Chance Or Choice? An Analysis Of Assumed Biological Sex-Based Differences In Undergraduate Public Relations Course Teaching Distributions, Damion Waymer, Douglas Cannon, Joshua Street
Chance Or Choice? An Analysis Of Assumed Biological Sex-Based Differences In Undergraduate Public Relations Course Teaching Distributions, Damion Waymer, Douglas Cannon, Joshua Street
Journal of the Association for Communication Administration
In this study the authors explore the observed differences among the courses taught by public relations faculty at Carnegie doctoral institutions based on faculty members’ assumed biological sex. The findings indicate that rank faculty (assistant, associate, and full professor) females teach significantly more upper division courses than their male counterparts. The rank faculty males are teaching more introductory (100 and 200 level) courses than their female counterparts. If one follows the logic that upper division courses are more time and effort demanding for faculty, then these findings indicate that females are disproportionately represented as the primary instructors of record for …
Complete Issue, Volume 35, Issue 1
Complete Issue, Volume 35, Issue 1
Journal of the Association for Communication Administration
This is the complete issue for Volume 35, Issue 1 of the Journal of the Association for Communication Administration.
Mission Statements As Naming Proposals: An Rsi Approach, Susan K. Opt
Mission Statements As Naming Proposals: An Rsi Approach, Susan K. Opt
Journal of the Association for Communication Administration
This study explores the communication process used to generate and express communication program mission “names.” It argues that the process that underlies the creating, maintaining, and changing of names, ranging from the specific to the ideological, also generates academic unit “mission.” Viewing mission texts through the lens of the rhetoric of social intervention model reveals how the texts reason rhetorically as they propose and provide evidence for the “appropriateness” of a unit’s constituted mission name. Awareness of the rhetorical-reasoning pattern can help unit members make sense of mission-building or -revising work and provide a practical way for them to organize …
Creating Clusters Of Excellence Within Graduate Programs In Communication, Tatyana Dumova
Creating Clusters Of Excellence Within Graduate Programs In Communication, Tatyana Dumova
Journal of the Association for Communication Administration
Effective recruitment and retention of graduate students by small-size colleges and universities requires innovative solutions, as they find themselves operating in an increasingly competitive market. Creating clusters of excellence within existing graduate programs offers a way to develop a competitive edge. By integrating high-impact educational practices such as faculty-guided research, small schools are uniquely positioned to make an impact on the quality of their students’ overall educational experiences. The author seeks to start a conversation about the challenges facing graduate programs in communication offered by small colleges and universities and discusses a strategy for potential solutions.
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Basic Communication Course Annual
We are now in the 28th volume of the Basic Communication Course Annual, a testament to the dedication of those concerned with the introductory course in communication. Over the years these pages have been graced with significant work that has influenced the nature of the basic communication course, thereby impacting the lives of thousands of students across the country. That said, I am struck by the fact we have no “motto,” no phrase that captures our feeling about this important educational experience. I would like to muse about what might work as a motto for what we do and teach.
Basic Course Strength Through Clear Learning Outcomes And Assessment, W. Bradford Mello
Basic Course Strength Through Clear Learning Outcomes And Assessment, W. Bradford Mello
Basic Communication Course Annual
Former NCA President Richard West, writing in Spectra during his presidential year, lamented that the basic course in communication lacked national cohesion, especially compared to other disciplines like psychology, political science, or sociology (West, 2012). Some, including myself, may quibble with the comparison to other disciplines, arguing that History 101, Political Science 101 or Sociology 101 do not necessarily look the same at all institutions around the nation.
However, West’s call for examination of the basic course was a welcome one:
- I believe it is time for our organization to undertake a thoughtful examination of the basic course and ascertain …
A Digital Divide? Assessing Self-Perceived Communication Competency In An Online And Face-To-Face Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
A Digital Divide? Assessing Self-Perceived Communication Competency In An Online And Face-To-Face Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Basic Communication Course Annual
Previous research has documented an inverse relationship between speaking anxiety and self-perceived communication competence (SPCC). However, a recent assessment case study of an online basic public speaking course revealed that while the course decreased students’ speaking anxiety, it failed to increase their SPCC. Prompted by this surprising discrepancy and bolstered by continuing calls for increased exploration of educational quality of online public speaking courses, the current study compared SPCC between online (n = 147) and face-to-face (F2F) (n = 544) delivery of the large, standardized, multi-section basic public speaking course at our institution. Pretest scores of students’ overall SPCC were …
Assessing The Effects Of A Public Speaking Course On Native And Non-Native English Speakers, Tara Suwinvattichaiporn, Melissa A. Broeckelman-Post
Assessing The Effects Of A Public Speaking Course On Native And Non-Native English Speakers, Tara Suwinvattichaiporn, Melissa A. Broeckelman-Post
Basic Communication Course Annual
This study tested whether there is a difference in the benefits of a traditional public speaking course for Native English Speakers (NES) and Non-Native English xii Speakers (NNES). The study assessed changes in Communication Apprehension (CA), Self-Perceived Communication Competence (SPCC), and Willingness to Communicate (WTC) before and after participants took the traditional public speaking course.
The findings indicate that NES and NNES had equal benefits and growth in these self-report measures and suggest that we should further investigate which public speaking course structure is most beneficial for NNES.
Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs, Jon A. Hess
Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs, Jon A. Hess
Basic Communication Course Annual
More than a century after its inception in contemporary form, the discipline of Communication has encountered a tremendous opportunity—the chance to become an “essential discipline” in the academy, one like Math or English, which universities consider indispensable to the work they do. And yet, as a discipline, we have not sufficiently moved toward taking advantage of that opportunity. While such a move will require action in curriculum, scholarship, and service, one of the highest-impact areas in establishing the necessity of Communication is the introductory course.
In order to understand the opportunity that lies before us, we have to understand how …
Nontraditional Students, Multilingual Learners, And University Type: The Vital Missing Comparisons In Our Basic Course Research, Melissa A. Broeckelman-Post, Brenda L. Macarthur
Nontraditional Students, Multilingual Learners, And University Type: The Vital Missing Comparisons In Our Basic Course Research, Melissa A. Broeckelman-Post, Brenda L. Macarthur
Basic Communication Course Annual
After the G.I. Bill was passed in 1944, the United States saw a massive expansion of higher education. The subsequent economic growth, expanding middle class, and support of public education meant that more Americans had access to college education than ever before (Bok, 2006).
In the decades that followed, a typical or “traditional” college student was a person who entered a four-year university at the age of eighteen immediately after completing high school, attended full time, considered their education a full-time responsibility, had no dependents, was employed part time or not at all, and graduated in four years (Center for …
Beyond 'Basic': Opportunities For Relevance, Deanna L. Fassett
Beyond 'Basic': Opportunities For Relevance, Deanna L. Fassett
Basic Communication Course Annual
Recently one of my colleagues asked me if I could foresee a time when I would give up supervising teaching associates; she said it in a kindly way, but with a cringe and a shrug, as if to suggest that I was sacrificing my efforts on something beneath me…a departmental service. I’ve been coordinating our introductory public speaking course and supervising TAs for fourteen years now, and I still get this question.
Each time, I explain that giving up those responsibilities would be like asking someone to uproot their research passion from, say, performance studies to instructional communication, from any …