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Social and Behavioral Sciences

University of Dayton

Journal

2014

Articles 1 - 20 of 20

Full-Text Articles in Education

Title Page Jan 2014

Title Page

Basic Communication Course Annual

No abstract provided.


Editor's Page, Joseph M. Valenzano Iii Jan 2014

Editor's Page, Joseph M. Valenzano Iii

Basic Communication Course Annual

This year the National Communication Association (NCA) celebrates its centennial. NCA began over a dispute between speech teachers and English teachers over the perception of oral communication receiving less instructional attention, and for the last century communication experts have been the primary party responsible for communication instruction of college students. Over the years the basic course has largely been focused on public speaking as the course to deliver this instruction, though we developed, and still teach, interpersonal communication and hybrid courses that also include small group communication. There have been several different venues in which the basic communication course has ...


Author Biographies Jan 2014

Author Biographies

Basic Communication Course Annual

No abstract provided.


Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr. Jan 2014

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.


Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek Jan 2014

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.


Contents And Abstracts Jan 2014

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.


Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester Jan 2014

Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester

Basic Communication Course Annual

The basic argument being advanced is that civility ought to be a fundamental or central concern and guiding principle in our basic and introductory courses. Like the more common standards of effectiveness and appropriateness, civility ought to become one of the key standards by which we judge the quality of communication, and consequently ought to become a central learning outcome and a more significant focus in our teaching and research. Specifically, students should leave our basic interpersonal, public speaking, and business and professional speaking courses with an understanding of and appreciation for how an attitude of civility can positively influence ...


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 Jan 2014

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 ...


Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz Jan 2014

Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz

Basic Communication Course Annual

For students enrolled in the basic communication course, their primary source for information about communication apprehension comes from the course textbook. Previous researchers have content analyzed textbooks for their coverage of communication apprehension in public speaking textbooks, but none have compared hybrid textbooks and public speaking textbooks. Twenty basic communication course textbooks, ten hybrid and ten public speaking, were analyzed for how they address communication apprehension. Results were consistent with previous research regarding communication apprehension in public speaking textbooks, noting few changes over the past 30 years. Implications for the basic communication course, along with suggestions for future research regarding ...


Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace Jan 2014

Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace

Basic Communication Course Annual

Student Learning Outcomes (SLOs) should be the core around which every college course is centered. As a result of taking this course: What should students know? What should they be able to do or to demonstrate? What should students value? Perhaps most important, How should students be changed or affected by taking this course? Effective course planning is made possible when these outcomes are focused and specific, and when the outcomes themselves are a high priority of the course. In spite of this maxim, student learning outcomes have not always been the primary driver of the design(s) of the ...


Front Cover Jan 2014

Front Cover

Basic Communication Course Annual

No abstract provided.


Editorial Board Jan 2014

Editorial Board

Basic Communication Course Annual

No abstract provided.


Public Address As The Basic Communication Course, William R. Upchurch Jan 2014

Public Address As The Basic Communication Course, William R. Upchurch

Basic Communication Course Annual

Public speaking has been at the heart of our discipline from its conceptual foundations in the ancient world to the founding of the National Council of Academic Teachers of Public Speaking in 1914. According to a longitudinal series of studies surveying the basic course in communication, the vast majority of such courses are either wholly or partially devoted to public speaking skill acquisition (Morreale, Worley, & Hugenberg, 2010). Though the field has fractured into an interdisciplinary mélange over the last century, public speaking has held onto its primacy, at least as the visible face of most departments. In fact, its status ...


Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz Jan 2014

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 ...


The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre Jan 2014

The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre

Basic Communication Course Annual

Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012), there are currently over 70 communication centers in the United States. This study offers a descriptive investigation of communication centers at colleges and universities from communication center directors. Our purpose is to provide data about the nature and state of centers so that it may inform others about how to develop, maintain, and compare centers’ trends and tendencies. This investigation discusses the following communication center information: (a) institutional context ...


Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto Jan 2014

Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto

Basic Communication Course Annual

This manuscript investigates whether frequent quizzing might facilitate greater preparation and learning in the Basic Course and tests variations of frequent quizzing through a series of three separate studies in order to identify best practices for using such quizzes. The first study showed that students who were given frequent quizzes performed better on the final exam than students who were given a midterm. The second study showed that frequent online quizzes can be just as effective as frequent in-class quizzes. In the final study, students were given skeletal notes to fill out as they prepared for class, and the results ...


Submission Guidelines Jan 2014

Submission Guidelines

Basic Communication Course Annual

No abstract provided.


Back Cover Jan 2014

Back Cover

Basic Communication Course Annual

No abstract provided.


Basic Communication Course Annual Vol. 26 Jan 2014

Basic Communication Course Annual Vol. 26

Basic Communication Course Annual

Full issue (276 pages, 9.7 MB)


Index Of Titles And Authors, Volumes 1-25 Jan 2014

Index Of Titles And Authors, Volumes 1-25

Basic Communication Course Annual

No abstract provided.