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Full-Text Articles in Education

Call For Manuscripts Jan 2021

Call For Manuscripts

Basic Communication Course Annual

No abstract provided.


Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess Jan 2021

Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess

Basic Communication Course Annual

The essays you have just read offer valuable insights into the matter of matching communication knowledge and skills with employer needs. This topic is one of the more important issues facing the academy at present. Higher education in America is currently undergoing seismic shifts (Bok, 2013; Crow & Dabars, 2015). The model of higher education we have been developing since the late 1800s has served us well for over a century. But that model was developed to transition higher education from developing teachers and clergy to supporting broader societal needs of the Industrial Age (Davidson, 2017). With a very different nature ...


Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss Jan 2021

Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss

Basic Communication Course Annual

Our basic communication courses have always been important for our students. COVID-19 presents us with many challenges as well as opportunities for innovation and reflection. We can now heed the call offered by Joyce et al. in 2019 to match the skills most in demand with those we teach and infuse intentionality and value throughout our courses. As we pivot to online education and digital communication, how can we craft the basic course to provide effective communication skills training in engaging, empowering and impactful ways?


Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper Jan 2021

Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper

Basic Communication Course Annual

When Millennials began to enter the workforce in the mid-2000s, employers struggled to engage this indecisive group (i.e., job-hoppers). At the same time, they also battled the threat of a labor shortage due to the impending retirement of an aging baby-boomer workforce (Chaudhuri & Ghosh, 2012). Organizations began to combat both issues by embracing intergenerational learning programs focused on the strengths of each group (Gerpott et al., 2017; Greengard, 2002). One strategy that has proved valuable in popular press and among companies, although fairly absent from academic literature (Kaše et al., 2019; McCann, 2017), is reverse mentoring.


From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards Jan 2021

From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards

Basic Communication Course Annual

Digital communication provides an important opportunity for the basic communication course (BCC) to match student skills to employer desires and enhance our curriculum in ways that match our essential competencies. This essay argues that digital communication can be public speaking and incorporating it into the BCC will enhance our ability to meet our core competencies and equip students with the skills employers seek. This recommendation is timely and critical due to the cultural shift of the COVID-19 pandemic and an increased community focus on the merits and costs of digital communication. Incorporating digital communication is essential to the continued relevance ...


Basic Course Forum: Section Introduction Jan 2021

Basic Course Forum: Section Introduction

Basic Communication Course Annual

No abstract provided.


Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger Jan 2021

Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger

Basic Communication Course Annual

This study explores basic course directors’ (BCDs) perceptions of graduate teaching assistant (GTA) misbehaviors in introductory communication courses. BCDs (N = 30) responded to questions about GTA misbehaviors observed in their roles. BCDs were asked why they perceived communicative acts as misbehaviors, how they managed them, and what they did to proactively address them. Utilizing thematic analysis, participants indicated indolence as the most frequently occurring misbehavior, followed by incompetence and offensiveness. Six categories emerged for why behaviors and actions were perceived as misbehaviors. In response to how GTA misbehaviors were managed, six categories emerged. Five categories emerged for how misbehaviors were ...


Vocal Fillers, Contagion Effects, And, Um, Overlooked Pedagogical Opportunities In The, Uh, Public Speaking Classroom, W. Benjamin Myers, Theresa A. Wadkins Jan 2021

Vocal Fillers, Contagion Effects, And, Um, Overlooked Pedagogical Opportunities In The, Uh, Public Speaking Classroom, W. Benjamin Myers, Theresa A. Wadkins

Basic Communication Course Annual

The current study explores the relationship between social contagion and vocal fillers. An experiment was conducted in which 100 students presented speeches. Prior to presenting their speech, half of the students were exposed to a speech with excessive vocal fillers and half were exposed to a speech with no vocal fillers. Students who heard a speech with excessive vocal fillers used more vocal fillers in their own speech. Students were unaware of this transmission, which further demonstrates the example of social contagion. Social contagion highlights the presence of linguistic communities in public speaking classrooms. The study then provides a review ...


Teacher Immediacy Behaviors And Students’ Public Speaking Anxiety: More And Less Helpful Than Anticipated, Beau Foutz, Michelle Violanti, Stephanie Kelly, Suzanne Marie Prentiss Jan 2021

Teacher Immediacy Behaviors And Students’ Public Speaking Anxiety: More And Less Helpful Than Anticipated, Beau Foutz, Michelle Violanti, Stephanie Kelly, Suzanne Marie Prentiss

Basic Communication Course Annual

Public speaking anxiety inhibits students in the basic course classroom, whether face-to-face, hybrid or online, and beyond. Equipping instructors with the tools necessary to empower students to manage that anxiety and excel in their basic communication course is a goal of scholars and practitioners. In this study, the researchers examine applying and testing a math anxiety model (i.e., Kelly at al., 2015) to the challenge of public speaking anxiety. We expanded the original model by examining instructor verbal immediate behaviors alongside their nonverbal immediate behaviors. We also tested the Instructional Beliefs Model (IBM; Weber et al., 2011), which indicates ...


Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre Jan 2021

Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre

Basic Communication Course Annual

The current study investigates the use of the reasoned action model (Fishbein & Ajzen, 2010) as an assessment tool for the basic communication course. Specifically, this study examines how attitude towards behaviors, subjective norms, and perceived behavioral control influence students’ behavioral intentions to use communication behaviors taught in the basic course outside of class. In addition to the stated variables in the reasoned action model, this study also examines how knowledge gain influences behavioral intention. Data was collected from 2,228 students enrolled in a basic communication course at a large southwestern university, and a random sample of 666 students was ...


Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen Jan 2021

Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen

Basic Communication Course Annual

Students’ emotional responses often provide valuable indicators of whether they are languishing or flourishing in their first-year classes, including introductory communication courses. Grading often exerts a strong influence on students’ emotions. However, though students generally have positive moods after receiving high marks and negative ones when their grades are low, the intensity of these responses varies considerably. The current study examines whether Higgins’ (2012) regulatory fit theory accounts for students’ differing moods after receiving grades on introductory speech assignments. According to this perspective, prevention focus students use vigilance to avoid adverse outcomes. Thus, low evaluations provide a regulatory fit for ...


A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey Jan 2021

A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey

Basic Communication Course Annual

Declining enrollments and increased competition for college students have emphasized the need to demonstrate students are learning what we think they are learning. Taking a longitudinal look at speech evaluations from the basic course, this study tracked student learning gains in each rubric area on speeches evaluated between 2009-2019. Using a digital evaluation template called WebGrader (Cooper, 2011), students who had delivered informative (exposition) speeches and persuasive speeches to convince (N = 2,725) were compared, with a separate analysis comparing gains from the informative speech to the persuasive speech to actuate (N = 2,764). The study furthers instrument validation and ...


A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood Jan 2021

A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood

Basic Communication Course Annual

Conducting long-term assessment of the impact of students’ participation in introductory communication courses is an important endeavor for enhancing pedagogy and understanding the contribution of communication instruction to the student experience. This 14-year study reports data from a campus-wide assessment program extending from 2004 to 2018. The study analyzed a large sample of undergraduate students’ self-reported pre- and post-test scores on critical variables related to student outcomes in three introductory communication courses. The variables examined were demographic characteristics, self-esteem and communication apprehension in both the public speaking course and the business communication course, and self-esteem and willingness to communicate in ...


‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill Phd, Victoria Ledford, Hillary M. Adams Jan 2021

‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill Phd, Victoria Ledford, Hillary M. Adams

Basic Communication Course Annual

The interactive nature of basic communication courses creates an ideal environment for students to form connections with their peers. Unfortunately, when students on the autism spectrum display atypical communication and behaviors, their classmates often reject and isolate them. Basic course programs can change these social dynamics through building connected classrooms and proactively fostering inclusion. Understanding peer perceptions and willingness to engage with autistic students is necessary, as peers play a central role in creating connected classrooms. This investigation explores basic communication course peers’ knowledge of how autism can influence students; peer perceptions of full inclusion of students on the autism ...


The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post Jan 2021

The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post

Basic Communication Course Annual

This study sought to empirically evaluate the extent to which visiting the communication center before delivering the first major speech in an introductory communication course improved students’ academic performance and engagement. A total of 262 students were included in this study, half of whom visited the communication center prior to their first speech, and half of whom did not. Between-subjects MANOVAs showed that students who visited the communication center had significantly higher speech grades, course grades, and attendance than students who did not. Likewise, those who visited the communication center also had higher levels of behavioral and cognitive engagement, but ...


Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post Jan 2021

Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post

Basic Communication Course Annual

The goal of this study was to understand student experiences in and perceptions of a new communication center. Researchers conducted 22 semi-structured qualitative interviews with students who visited the communication center and conducted a thematic analysis of the interview transcripts. Overall, the findings suggest that students had positive experiences and indicated some areas for future development. The primary value of communication center lies in the knowledge and perceived credibility of the coaches. The communication center also serves as a unique site for addressing communication apprehension and helping students transfer communication skills to other contexts. To continue to develop, additional resources ...


Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick Jan 2021

Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick

Basic Communication Course Annual

In this article, I argue that the public speaking introductory course should follow a pedagogy of preparation. A pedagogy of preparation develops within students a toolkit that has become increasingly necessary for them to become active, compassionate citizens, and to understand what social pressures impact that perception, through the moral and ethical framework of critical communication pedagogy (CCP). To make this case, I propose a theory which structures and legitimizes many existing introductory course practices and, in so doing, articulate a clear narrative of the introductory course’s relevance to students, faculty, and the university. I also outline three goals ...


The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan Jan 2021

The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan

Basic Communication Course Annual

Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media’s materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer’s (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to “read, critique, and produce media” rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting ...


Research Articles: Section Introduction Jan 2021

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.


Editor's Page, Brandi N. Frisby Jan 2021

Editor's Page, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.


Front Cover, Title Page, Contents, Editorial Board Jan 2021

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.


A Polite And Respectful Acceptance —— Implicit Function Of Refusal In Chinese From Pedagogical Perspective, Yawei Li Jan 2021

A Polite And Respectful Acceptance —— Implicit Function Of Refusal In Chinese From Pedagogical Perspective, Yawei Li

Chinese Language Teaching Methodology and Technology

This paper discusses the implicit function of refusal expressions that has been used by Chinese native speakers when responding to people’s offerings. By analyzing three conversations regarding how Chinese people have accepted people’s offerings during different time periods (1960’s, 1980’s, and 2000’s), the author argues that the verbal refusal in reacting to people’s offerings (especially gifts) does not literally mean “No, I don’t want it.” Instead, it is a way to show humility, politeness, and respect to the gift giver, and it functions as an implicit form of acceptance. By referring to three ...


An Autoethnographic Self-Study Navigating The Transition To Becoming A Stem Teacher Educator, Miriam Hamilton Dr Jan 2021

An Autoethnographic Self-Study Navigating The Transition To Becoming A Stem Teacher Educator, Miriam Hamilton Dr

The Qualitative Report

This paper reports on a self-study where I take an autoethnographic stance in narrating my cultural origins, trajectory and identities as a teacher turned teacher educator working in the field of education in Ireland. Using self-study, I explore how my habitus has influenced my experiences of being a biology teacher at second level to teaching STEM education on initial teacher education programmes. Autoethnographic self-study is the hybrid approach used to describe and systematically analyse my experiences and learning as I struggle with a transitioning identity. The integrated use of both self-study and autoethnographic approaches enabled a deepened understanding of my ...


Teaching Trade Secret Management With Threshold Concepts, Haakon Thue Lie, Leif Martin Hokstad, Donal O'Connell Jan 2021

Teaching Trade Secret Management With Threshold Concepts, Haakon Thue Lie, Leif Martin Hokstad, Donal O'Connell

Secrecy and Society

Trade secret management (TSM is an emerging field of research. Teaching trade secret management requires the inclusion of several challenging topics, such as how firms use secrets in open innovation and collaboration. The threshold concepts framework is an educational lens well suited for teaching subjects such as TSM that are transformative and troublesome. We identify four such areas in trade secret management and discuss how threshold concepts can be a useful framework for teaching. We then present an outline of a curriculum suited for master’s programs and training of intellectual property (IP) managers. Our main contribution is to fields ...


Today’S Fake News Is Tomorrow’S Fake History: How Us History Textbooks Mirror Corporate News Media Narratives, Nolan Higdon, Mickey Huff, Jen Lyons Jan 2021

Today’S Fake News Is Tomorrow’S Fake History: How Us History Textbooks Mirror Corporate News Media Narratives, Nolan Higdon, Mickey Huff, Jen Lyons

Secrecy and Society

The main thrust of this study is to assess how the systematic biases found in mass media journalism affect the writing of history textbooks. There has been little attention paid to how the dissemination of select news information regarding the recent past, particularly from the 1990s through the War on Terror, influences the ways in which US history is taught in schools. This study employs a critical-historical lens with a media ecology framework to compare Project Censored’s annual list of censored and under-reported stories to the leading and most adopted high school and college US history textbooks. The findings ...


My Journey As An Emergent Bilingual, Cynthia Villarreal Cantu Jan 2021

My Journey As An Emergent Bilingual, Cynthia Villarreal Cantu

The Qualitative Report

This autoethnography was conducted at an elementary school not far from the South Texas border. I documented how my journey as a kindergarten, first-grade, and second-grade student has impacted me to become a better educator. Through this qualitative study, I planned to determine if my childhood experiences as an emergent bilingual learner have made an impact in my teaching and the connections I have formed with my students. I analyzed observations of my current teaching practices and my elementary report cards and test scores. After observing my students’ interactions among their peers and my reaction towards their conversations, I found ...


Implications For Supervisors And Counselor Educators In Human Sexuality, Reka K. Farago Dr. Jan 2021

Implications For Supervisors And Counselor Educators In Human Sexuality, Reka K. Farago Dr.

Journal of Counseling Sexology & Sexual Wellness: Research, Practice, and Education

This article reports a phenomenological analysis of 13 counselor educators about their supervision experiences with sexuality counseling topics. The eight resulting themes were managing conflicting emotions, creating conditions, values, advocacy, student focus, language, multicultural competency, and student autonomy. Findings suggested the importance of supervisors working with process rather than sexual content when supervising Counselors in Training (CITs) for sexual health topics they encountered during counseling training. Participant experiences and tools were discussed, such as allowing CITs personal processing, and teaching contextual understanding. Implications for supervision and future research shared.


How Social Workers Count: Numbers And Social Issues Came To Be, Michael A. Lewis Jan 2021

How Social Workers Count: Numbers And Social Issues Came To Be, Michael A. Lewis

Numeracy

Lewis, Michael Anthony. 2019. Social Workers Count: Numbers and Social Issues (New York: Oxford University Press) 224 pp. ISBN 978-0190467135.

This essay introduces Social Workers Count: Numbers and Social Issues by Michael Anthony Lewis. Inspired by the seminal work of Bennett and Briggs, Lewis shares how he came to write a math book for social workers to meet new demands as the field has developed to include more quantitative concepts. The result is a book that may be of interest to many in the quantitative reasoning movement in the social sciences and beyond.


The Role Of University Activities In Spreading Awareness About The Danger Of Drugs And Their Impact On Society From The Viewpoint Of Students Of The University Of Ha'il, Mayssem Fawzi Al Azzam Jan 2021

The Role Of University Activities In Spreading Awareness About The Danger Of Drugs And Their Impact On Society From The Viewpoint Of Students Of The University Of Ha'il, Mayssem Fawzi Al Azzam

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

The study aimed to identify the role of university activities in spreading awareness of the drug threat to society in the fields of personal, psychological, social, educational, economic, and religious. The study depended on descriptive approach to achieving its aims. The study sample consisted of (361) students from the University of Hail in Saudi Arabia, and the questionnaire were used to collect the data of the study. The results showed existence of high and statistically significant role for university activities in spread awareness of the danger of drugs and prevention among students in the fields of personal, psychological, economic, and ...


Coping With Loneliness And Academic Success, Kristen Capobianco Jan 2021

Coping With Loneliness And Academic Success, Kristen Capobianco

Research and Innovation Village

This study examined the relationship between minority and non-minority status with the variables being: humor orientation, self-disclosure, perceived stress, emotional intelligence, loneliness, and academic success. Participants (n = 76) were asked to complete an anonymous survey on Qualtrics to determine the relationships amongst the variables. The results revealed that loneliness has positive effects on minority students.