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Education

2009

Basic Communication Course Annual

Articles 1 - 17 of 17

Full-Text Articles in Social and Behavioral Sciences

Follow-Up To The Nca Basic Communication Course Survey Vii: Using Learning Objectives In The Course, Sherwyn Morreale, David W. Worley, Lawrence W. Hugenberg Jan 2009

Follow-Up To The Nca Basic Communication Course Survey Vii: Using Learning Objectives In The Course, Sherwyn Morreale, David W. Worley, Lawrence W. Hugenberg

Basic Communication Course Annual

Respondents to the seventh national survey of the basic communication course at two and four-year colleges and universities identified administrative and pedagogical problems that challenge effective management and teaching in the course. This new study investigates how learning objectives in the basic course are related to one of the most salient problems identified in the earlier 2006 survey, consistency and reliability across multiple sections of the basic course at any institution. Data are presented from 37 randomly selected respondents, all members of the NCA Basic Course Division, regarding the use of learning objectives in the basic course in general and ...


Back Cover Jan 2009

Back Cover

Basic Communication Course Annual

No abstract provided.


Title Page Jan 2009

Title Page

Basic Communication Course Annual

No abstract provided.


Connected Classroom Climate And Communication In The Basic Course: Associations With Learning, Marshall Prisbell, Karen Kangas Dwyer, Robert E. Carlson, Shereen G. Bingham, Ana M. Cruz Jan 2009

Connected Classroom Climate And Communication In The Basic Course: Associations With Learning, Marshall Prisbell, Karen Kangas Dwyer, Robert E. Carlson, Shereen G. Bingham, Ana M. Cruz

Basic Communication Course Annual

Most research on the association between classroom climate and student learning has emphasized the instructor’s role in creating a positive learning environment. However, the role students play in fostering a classroom climate that promotes learning has received less attention, particularly in the basic course. This study examined the relationship between perceptions of a connected classroom climate and students’ cognitive and affective learning involving 437 freshman and sophomore university students enrolled in the basic public speaking course. Students completed the Connected Classroom Climate Inventory (CCCI) and scales measuring affective and cognitive learning. Results showed significant relationships between student perceptions of ...


Editorial Board Jan 2009

Editorial Board

Basic Communication Course Annual

No abstract provided.


Editor's Page, Paul Turman Jan 2009

Editor's Page, Paul Turman

Basic Communication Course Annual

Note: The Editor's Page from Volume 20 was repeated in Volume 21 by mistake of the publisher at the time, American Press. It is included here as printed, but it does not pertain to the content in this issue.


Author Biographies Jan 2009

Author Biographies

Basic Communication Course Annual

No abstract provided.


Student Misbehaviors, Instructor Responses, And Connected Classroom Climate: Implications For The Basic Course, Shereen G. Bingham, Robert E. Carlson, Karen K. Dwyer, Marshall Prisbell Jan 2009

Student Misbehaviors, Instructor Responses, And Connected Classroom Climate: Implications For The Basic Course, Shereen G. Bingham, Robert E. Carlson, Karen K. Dwyer, Marshall Prisbell

Basic Communication Course Annual

The concept of connected classroom climate focuses on student-to-student communication behaviors that are paramount in creating the climate of a class, especially in the basic course. While previous studies have focused on the positive and cooperative behaviors of students and instructors that may contribute to perceptions of classroom connectedness, the role that incivilities may play in detracting from or undermining a connected classroom climate has not been investigated.

This study examines perceptions of a connected classroom climate and its relationships to student misbehaviors and instructor responses. A total of 542 university students enrolled in 30 sections of the basic public ...


Desire And Passion As Foundations For Teaching And Learning: A Pedagogy Of The Erotic., Sandra L. Pensoneau-Conway Jan 2009

Desire And Passion As Foundations For Teaching And Learning: A Pedagogy Of The Erotic., Sandra L. Pensoneau-Conway

Basic Communication Course Annual

In this narrative essay, I use my experiences as a communication educator to theorize the roles of desire and passion within the classroom. Extra-classroom encounters with several students inspire questions I feel are fundamental to the vocation of an educator in general, and a communication educator specifically. I argue for a shift in pedagogical practice from resisting desire and passion as feelings potentially destructive, to embracing such emotions as affirming, creative, and relationship-building pedagogical influences. I aim to illuminate the tensions and contradictions young and/or beginning communication instructors sometimes face when questions of personal and professional boundaries arise. I ...


Submission Guidelines Jan 2009

Submission Guidelines

Basic Communication Course Annual

No abstract provided.


Front Cover Jan 2009

Front Cover

Basic Communication Course Annual

No abstract provided.


Uniquely Qualified, Distinctively Competent: Delivering 21st Century Skills In The Basic Course, Stephen K. Hunt, Cheri J. Simonds, Brent K. Simonds Jan 2009

Uniquely Qualified, Distinctively Competent: Delivering 21st Century Skills In The Basic Course, Stephen K. Hunt, Cheri J. Simonds, Brent K. Simonds

Basic Communication Course Annual

In this manuscript we argue that the communication discipline’s pedagogical content knowledge should be expanded to include educational strategies for advancing students’ critical thinking, information literacy, and political engagement skills. Further, we argue that the discipline should explicitly position itself as uniquely qualified to address these skills. By doing so, those affiliated with the basic communication course can leverage a substantial amount of political capital on their home campuses and go a long way toward delivering the critical skills students need in order to be successful in the 21st century.


Problem-Based Learning (Pbl) And Student Engagement In The Public Speaking Classroom, Deanna Sellnow, Stephanie Ahlfeldt Jan 2009

Problem-Based Learning (Pbl) And Student Engagement In The Public Speaking Classroom, Deanna Sellnow, Stephanie Ahlfeldt

Basic Communication Course Annual

Problem-based learning (PBL) is an instructional strategy designed to foster student engagement. This study examined the effectiveness of PBL to actively engage students in a basic public speaking course. An adapted version of the National Survey of Student Engagement (NSSE) was administered to students in 47 sections of the public speaking course at a medium-sized midwestern university. Students in the PBL-enhanced sections were significantly more engaged (µ = 33.6) than those in the conventionally taught sections (µ = 32.2). Further analysis examined three variables embedded in the survey: a cooperative learning variable, a cognitive level variable, and a personal skills ...


Speech Evaluation Assessment: An Analysis Of Written Speech Feedback On Instructor Evaluation Forms In The Basic Communication Course, Cheri J. Simonds, Kevin R. Meyer, Stephen K. Hunt, Brent K. Simonds Jan 2009

Speech Evaluation Assessment: An Analysis Of Written Speech Feedback On Instructor Evaluation Forms In The Basic Communication Course, Cheri J. Simonds, Kevin R. Meyer, Stephen K. Hunt, Brent K. Simonds

Basic Communication Course Annual

As a critical component of many general education programs, the basic communication course is at the forefront of many assessment efforts. Five years after conducting extensive program assessment using student portfolios, and after implementing revisions to the instructor training program, course directors at Illinois State University conducted another round of portfolio assessment. The present study reveals progress in the specific areas originally targeted for improvement. Additional areas for future revisions to the instructor training program are suggested. Implications for assessment efforts at other institutions are discussed.


Index Of Titles And Authors, Volumes 1-20 Jan 2009

Index Of Titles And Authors, Volumes 1-20

Basic Communication Course Annual

No abstract provided.


Contents And Abstracts Jan 2009

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.


Basic Communication Course Annual Vol. 21 Jan 2009

Basic Communication Course Annual Vol. 21

Basic Communication Course Annual

Full issue (247 pages, 8.4 MB)