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Full-Text Articles in Education
Connected Classroom Climate And Communication Apprehension: Correlations And Implications Of The Basic Course, Robert E. Carlson, Karen Kangas Dwyer, Shereen G. Bingham, Ana M. Cruz, Marshall Prisbell, Dennis A. Fuss
Connected Classroom Climate And Communication Apprehension: Correlations And Implications Of The Basic Course, Robert E. Carlson, Karen Kangas Dwyer, Shereen G. Bingham, Ana M. Cruz, Marshall Prisbell, Dennis A. Fuss
Basic Communication Course Annual
Although scholars have recommended increasing relational variables in the classroom such as familiarity, acquaintance level, and collaboration to help students moderate communication apprehension (CA), few, if any, academic studies have investigated the relationship between CA and a supportive climate among students in the college classroom. Self-report data were collected from 523 undergraduate students from a Midwestern university who participated in a large curriculum assessment program using the Connected Classroom Climate Inventory (CCCI) and the PRCA-24. Results showed significant relationships between student perceptions of connected-classroom climate and CA levels throughout the course.
The First Year Experience (Fye) And The Basic Communication Course: Insights From Theory And Practice, David W. Worley, Debra A. Worley
The First Year Experience (Fye) And The Basic Communication Course: Insights From Theory And Practice, David W. Worley, Debra A. Worley
Basic Communication Course Annual
Institutions of higher learning increasingly focus on the first year experience (FYE), given the twin needs of persistence and retention. In view of this renewed emphasis, this essay provides insights from theory and practice exploring how the basic oral communication course (BOCC) can adapt existing basic course content and pedagogy, as informed by the standards established by the National Communication Association, to more effectively address the FYE. Specifically, this essay summarizes FYE scholarly literature, reviews representative FYE textbooks, and discusses apparent connections between FYE, basic communication content, and the ways in which the BOCC can practically and naturally link to …
Undergraduate Teaching Assistants And Their Use Of Nonverbal Immediacy Behaviors In The Basic Communication Course, Wesley T. Durham, Adam C. Jones
Undergraduate Teaching Assistants And Their Use Of Nonverbal Immediacy Behaviors In The Basic Communication Course, Wesley T. Durham, Adam C. Jones
Basic Communication Course Annual
Over the past two decades, perhaps no instructional communication topic has been researched as thoroughly as teacher immediacy. However, one important area of the existing teacher immediacy literature that remains underdeveloped is how undergraduate teaching assistants enact immediacy behaviors, and how, if at all, students respond to these teaching assistants differently based on the enactment of these behaviors. Thus, the purpose of this investigation was to gain a clearer understanding as to what, if any, immediacy behaviors are used by undergraduate teaching assistants in the basic communication course at a large Midwestern university. The researchers conducted 50 hours of observation …
Speaking Assignment Options: Enhancing Student Involvement In The Learning Process, David E. Williams, Narissra M. Punyanunt-Carter
Speaking Assignment Options: Enhancing Student Involvement In The Learning Process, David E. Williams, Narissra M. Punyanunt-Carter
Basic Communication Course Annual
This article reports on the use of speaking assignment options implemented at Texas Tech University. Students in the public speaking classes were given the option of delivering a manuscript speech or a reasoned response. The rationale for the assignment options is that students will be more motivated to perform an assignment that they have a choice in and seen more personal benefit in. The paper will address each assignment, how the speaking assignment options were implemented and some results from a survey administered to the students who completed the speaking assignment options exercise.
Re-Focusing The Basic Public Speaking Course: Changing To An Epideictic Framework To Create Community, Janis L. King
Re-Focusing The Basic Public Speaking Course: Changing To An Epideictic Framework To Create Community, Janis L. King
Basic Communication Course Annual
This article will first look at five speeches given by various Nobel Prize winners to determine if speakers were asked to prepare and deliver something other than the traditional speech. Secondly, a review of Megan Smith’s legislator’s speeches, which were delivered in public and received media coverage, will be conducted. Lastly, this essay will suggest the reason for the new expectations and provide a new framework for public speaking courses.
Instructors, Students, Managers, And The Basic Organizational Communication Course: Are We All Working Together Or Working Apart?, M. Sean Limon, Philip J. Aust, Lance R. Lippert
Instructors, Students, Managers, And The Basic Organizational Communication Course: Are We All Working Together Or Working Apart?, M. Sean Limon, Philip J. Aust, Lance R. Lippert
Basic Communication Course Annual
Three studies were conducted to determine the extent of overlap between basic organizational communication textbook content (1990-2002), student perceptions of basic organizational communication knowledge and skills important for the workplace, and managerial expectations of communication knowledge and skills for graduates. Overall, findings indicate overlap on assigning importance to group/team communication, leadership, verbal communication, and conflict management; however, there were differences on a range of topics addressed in the basic organizational communication course deemed essential for job success. Implications of the studies’ findings indicate that organizational communication textbooks could emphasize more “soft skills” such as interpersonal relationships, listening, dealing with conflict, …
The Use Of Professional Seminars To Prepare Future Faculty For Teaching Basic Communication Courses, Lynn M. Harter, Elizabeth Graham, Stephanie Norander, Daniel E. Rossi-Keen
The Use Of Professional Seminars To Prepare Future Faculty For Teaching Basic Communication Courses, Lynn M. Harter, Elizabeth Graham, Stephanie Norander, Daniel E. Rossi-Keen
Basic Communication Course Annual
We focus in this essay on three substantive accomplishments of professional seminars that merit attention because of their ramifications for how we teach and learn in basic communication courses: (1) accomplishing teaching, research, and service as inter-related scholarly acts, (2) interlacing stories of our discipline with stories of learners’ lives, and (3) providing institutionalized support for teaching and learning. Additionally, we offer example reading lists and assignment sheets (see Appendices A, B, and C) in hopes that such resources might prove useful for other graduate programs committed to holistic preparation for students entering the academy.
Kenneth Burke, The Basic Communication Course, And Applied Scholarship, Scott Titsworth, Ben Bates, Pam Kenniston
Kenneth Burke, The Basic Communication Course, And Applied Scholarship, Scott Titsworth, Ben Bates, Pam Kenniston
Basic Communication Course Annual
The Journal of Applied Communication Research published a forum of position papers in 2000 (Volume 28, Issue 2) that sought to define “applied communication research.” Collectively, the authors called for scholarship that embodies a reflexive relationship between theory and practice (O’Hair, 2000; Keyton, 2000, Cissna, 2000; Eadie, 2000; Frey, 2000; Seibold, 2000; Wood, 2000). In this essay, we call for applied scholarship that focuses on how we talk, perform, and theorize the basic communication course. Drawing from the works of Kenneth Burke (e.g., 1931/1968; 1935; 1937/1984; 1941/ 1967; 1945/1969; 1954/1984), we focus specifically on the salience of discourses of and …
Index Of Titles And Authors, Volumes 1-17
Index Of Titles And Authors, Volumes 1-17
Basic Communication Course Annual
No abstract provided.
Editor's Page, Scott Titsworth
Editor's Page, Scott Titsworth
Basic Communication Course Annual
As my tenure as editor of the Basic Communication Course Annual comes to an end, I have a great deal of excitement about the future of communication education and basic course scholarship. Looking back on the three most recent volumes, the diversity of scholars and ideas is remarkable. Moreover, careful readings of articles found in these volumes will show that these scholars are using rigorous methods to ask and answer theoretically provocative and practically potent questions. Indeed, these volumes will add to the rich history of this journal and will also serve as a foundation from which to build as …
Suppressing Cultural Sensitivity: The Role Of Whiteness In Instructors' Course Content And Pedagogical Practices, Laura C. Prividera
Suppressing Cultural Sensitivity: The Role Of Whiteness In Instructors' Course Content And Pedagogical Practices, Laura C. Prividera
Basic Communication Course Annual
Research indicates that students of color often experience marginalization in their academic pursuits at predominantly white institutions. This study utilized critical whiteness studies to examine how communication teachers who instructed basic courses enacted cultural sensitivity in their course content and pedagogical practices. Fifteen faculty at seven academic institutions were interviewed about their teaching practices. Three recurring themes emerged in the data analysis: (a) culture and absence, (b) culture and the marginal, and (c) culture and conflict. These themes revealed how whiteness functioned implicitly to place cultural and diversity issues outside of my participants’ knowing and thus outside of their basic …
Case Study Of A Basic Course: Using Assessment To Legitimize Innovation, Marlene M. Preston, Rachel Holloway
Case Study Of A Basic Course: Using Assessment To Legitimize Innovation, Marlene M. Preston, Rachel Holloway
Basic Communication Course Annual
As public higher education enters an era of increasing demand, shrinking resources, increased competition, and restructuring (Hebel, Schmidt, & Selingo, 2002; Schmidt, 2002), many colleges and universities will turn to measures of productivity and quality to decide what new efforts will be funded and what efforts will be discontinued. Because change will be necessary for public universities to thrive (Yudof, 2002), basic courses may be increasingly called upon to prove their efficacy and/or shift their focus to meet new demands.
The following case study describes the five-year process through which a two-semester first-year communication sequence was accepted into the general …
The Basic Course As Social Change, Mark Leeman, Arvind Singhal
The Basic Course As Social Change, Mark Leeman, Arvind Singhal
Basic Communication Course Annual
Working as an agent of social change calls for perseverance and determination. In our work as, and with, change agents all over the world we have seen many well-meaning people working to serve populations that are often hopeless about the future, demoralized, and/or seeking quick solutions that may not address the real issues or causes of problems. At our university we often see similar characteristics in students enrolled in the basic course. That population can be similarly hopeless about the future (at least in the course), de-motivated, and dreaming of escape through the attainment of a passing grade via the …
Enacting A Pragmatist Educational Metaphysic Through Civic Engagement In The Basic Media Studies Course, Shawn T. Wahl, Chad Edwards
Enacting A Pragmatist Educational Metaphysic Through Civic Engagement In The Basic Media Studies Course, Shawn T. Wahl, Chad Edwards
Basic Communication Course Annual
We argue that in order to help forward John Dewey’s vision of a pragmatist educational metaphysic, civic engagement through service learning in the basic media studies communication course is a possible plan of action. Specifically, we focus on basic media studies communication courses (e.g., introduction to media criticism, media and society, media and culture) and discuss ways to implement civic-oriented service learning activities for the purposes of fostering greater civic engagement. We draw on literature concerning media literacy and service learning that lead to a case study featuring application of Dewey’s philosophy to a media literacy project. This essay is …
Revising Pedagogical Strategies In Large Enrollment General Education Courses, Deborah Craig
Revising Pedagogical Strategies In Large Enrollment General Education Courses, Deborah Craig
Basic Communication Course Annual
The goal of this paper is to describe and present initial findings of a pilot research project conducted spring semester 2005 and funded through a fellowship from the Academic Development Center at the author’s university. The pilot project focuses on the pedagogical strategy of speaking themes and how the use of themes can facilitate the goals of the AACU, address student intellectual development and increase motivation through student autonomy. This paper identifies a problem, briefly reviews communication education literature, presents a theoretical perspective from which to view the problem, presents initial findings, and discusses implications of theory application and initial …