Education Commons^™

Title Page

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

No abstract provided.

Bias In The Evaluation Process: Influences Of Speaker Order, Speaker Quality, And Gender On Rater Error In The Performance Based Course, Paul D. Turman, Matthew H. Barton

Basic Communication Course Annual

This study examines how variations in speaker order increase the potential for rater error in the performance based course. Seventy-six undergraduate raters were randomly assigned to one of eight treatment groups and asked to grade eight-week training course. Speaker order and presentation quality varied across groups and an ANOVA was used to examine significant differences across rater assessments, feedback quality and rater gender. Significant main effects were identified in each of the eight treatment groups suggesting that speaker order influenced rater scoring.

Special Forum On The Philosophy Of Teaching Education As Communication: The Pragmatist Tradition, Chad Edwards, Gregory J. Shepherd

Basic Communication Course Annual

We take the basic course in communication to be a site where associated living is experienced, and where individuals practice the democratic art of referencing and articulating their own behaviors and beliefs to those of others. This democratic practice is associated living is, as American pragmatist and educational philosopher John Dewey insisted, communication itself -- "conjoint communicated experience." In this essay, we provide an overview of this pragmatist educational metaphysic and discuss a few consequences of metaphysical beliefs about education.

Back Cover

Basic Communication Course Annual

No abstract provided.

Written Speech Feedback In The Basic Communication Course: Are Instructors Too Polite?, Dana L. Reynolds, Stephen K. Hunt, Cheri J. Simonds, Craig W. Cutbirth

Basic Communication Course Annual

The present study investigates written performance feedback through the lens of politeness theory. Study 1 examined the types of comments instructors offer to students when they provide written feedback on speeches as well as the relationship between these comments and students' grades.

Results demonstrate that instructors used an overabundance of positive politeness messages and virtually no negative politeness messages. Students who received a higher grade were more likely to receive fewer face threats and more positive politeness messages than those students' who received a lower grade. The results also suggest that instructors are more willing to threaten a students' negative …

Creating A Dialogue For Change: Educating Graduate Teaching Assistants In Whiteness Studies, Kristen P. Treinen

Basic Communication Course Annual

Research indicates that minority students are underrepresented in our classroom curriculum (Churchill, 1995; Delpit, 1995; Ladson-Billings, 1994). Our schools are often entrenched in the Eurocentric model of education from content to methodology. In this paper, I discuss antiracist pedagogy and whiteness studies, offer a justification for utilizing antiracist pedagogy with work in whiteness studies in the communication classroom, and provide one model for incorporating antiracist pedagogical practice with graduate teaching assistants. This essay is intended to help create a dialogue with GTAs, basic course directors, and communication faculty about antiracist practices in the communication classroom.

Author Information

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 16

Basic Communication Course Annual

Full Issue (332 Pages, 3.945 MB)

Special Forum On The Philosophy Of Teaching: A Synthesis And Response, Jo Sprague

Basic Communication Course Annual

The ways that an individual professor, a department, or a campus talks about the basic communication course can be arrayed along a broad spectrum of attitudes. At one end of a continuum are those who look at the course with a blend of intellectual contempt and embarrassment (Burgoon, 1989) or who believe that an assignment to teach such a course counts as penance or banishment. For many or most of our colleagues the characterizations fall in a more positive central zone, construing the course as a rich source of student enrollment or a fertile recruiting ground for majors.

The authors …

Teaching And Learning In The Spirit Of Friendship, William K. Rawlins

Basic Communication Course Annual

This article discusses how the ideals and practices of friendship can provide an edifying ethic for the interactions and relationships of educators and students in the basic communication course. It examines three facets of friendship in the Western tradition, four dialectical tensions of the educational friendship, a collection of six virtues associated with teaching as friendship, and some limitations of the educational friendship.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Editor's Page, Scott Titsworth

Basic Communication Course Annual

Now 16 years old, the Basic Communication Course Annual continues to hold a unique and instrumental status among peer communication journals. Notably, the Annual is the only national communication journal devoted to research and scholarship pertaining to the basic communication course. What started as an infant in 1988 has grown into a bright young-adult with an admirable sense of self.

The success of the Annual is entirely attributable to the community of scholars who have supported the journal over the years. All of us should be thankful for the leadership provided by the previous editors: Deanna Sellnow, Craig Newburger, and …

Front Cover

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Communication Lab Peer Facilitators: What's In It For Them?, M. Tanya Bran-Barrett, Judith A. Rolls

Basic Communication Course Annual

Peer tutors have been used extensively within the communication discipline to enhance students' learning experiences (Hill, 1981; Webb & Lane, 1986). Research suggests that peer tutoring can have positive rewards for tutors and tutees (Goodland & Hurst, 1989; Topping, 1996). However, there is little to no research that explores the benefits received by peer tutors who run small group communication lab sessions for basic communication course students.

The qualitative data from focus group indicate that peer facilitators experienced: 1) self-development in terms of their self-esteem, confidence, and respect from themselves and others; 2) improved public speaking skills and better interpersonal …

Speech Laboratories: An Exploratory Examination Of Potential Pedagogical Effects On Studies, Adam C. Jones, Stephen K. Hunt, Cheri J. Simonds, Mark E. Comadena, John R. Baldwin

Basic Communication Course Annual

The purpose of this study was to examine the effects speech laboratories have on students enrolled in basic public speaking courses. Specifically, the researchers attempted to gain a student perspective about visiting a speech laboratory through qualitative methods. Ten semi-structured student interviews were conducted and the collected data were transcribed verbatim before being analyzed using the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985).

The results of the analysis provide initial support that speech laboratories do, to some degree, assist students with their public speaking skills and help them manage their public speaking anxiety.

From Spectators Of Public Affairs To Agents Of Social Change: Engaging Students In The Basic Course Through Service-Learning, Lynn M. Harter, Erika L. Kirby, Katherine L. Hatfield, Karla N. Kuhlman

Basic Communication Course Annual

Much literature bemoans the attitudes of Generation X (and their successors) toward civic participation (e.g., Putnam, 2000) and indeed education itself (e.g., Sacks, 1996). However, we have found students to be highly engaged when they have opportunities for active learning, such as those found in well designed service learning projects. We see this pedagogy as a small antidote to the sense of powerlessness that often pervades our culture. Drawing on diverse literatures, we explore theoretical reasons for using service-learning and illustrate its usefulness in speech communication basic course. Our discussion is organized around two key themes: (a) connection of self …

Assessing Sensitivity: A Critical Analysis Of Gender In Teaching Basic Communication Courses, Laura C. Prividera

Basic Communication Course Annual

This critical study utilized a liberal feminist perspective to examine how communication teachers talked about gender issues in their basic communication classes and displayed gender sensitivity in their pedagogical practices. In-depth interviews and observations were conducted with fifteen teachers from seven mid-western academic institutions. The data revealed six themes, which describe how gender issues were marginalized and minimized in the talk and teaching practices of many of my research participants. Such marginalization may perpetuate disparities in the academic experiences of male and female students taking the basic communication course.

Native Virtues: Traditional Sioux Philosophy And The Contemporary Basic Communication Course, Daniel P. Modaff

Basic Communication Course Annual

Teaching and learning in the basic communication course can be informed by the traditional Sioux virtues of bravery, generosity, fortitude and wisdom. The virtues are forwarded as a set of ideas that may equip the reader with an alternative way to think about course material, pedagogical practices, and classroom interrelationships. The essay concludes with the limitations of an concerns with the virtues in the contemporary basic course.

Taking Risks And Embracing Difference, Margaret R. Laware

Basic Communication Course Annual

Thinking about the public speaking classroom as public space provides a generative metaphor as long as critiques of public space, particularly feminist critiques, and critical pedagogy theory are considered. These critiques recognize the importance of encouraging students to engage with the public world in such a way that they see their own paper to effect change. Risk-taking and confronting issues of racism and sexism are integral to this process.

Index Of Titles Volumes 1-15; Index Of Authors Volumes 1-15

Basic Communication Course Annual

No abstract provided.