Social and Behavioral Sciences Commons^™

Journal Of Counselor Preparation And Supervision Volume 5, Number 2, Edina Renfro-Michel

Journal of Counselor Preparation and Supervision

No abstract provided.

News - University Of West Georgia, E. Lorene Flanders

Georgia Library Quarterly

No abstract provided.

Introduction And Table Of Contents, Brenda Seevers

Journal of International Agricultural and Extension Education

The Journal of International Agricultural and Extension Education is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.

Introduction And Table Of Contents, Brenda Seevers

Journal of International Agricultural and Extension Education

The Journal of International Agricultural and Extension Education is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.

The Journal Of Counselor Preparation And Supervision Volume 5, Number 1, Edina Renfro-Michel

Journal of Counselor Preparation and Supervision

No abstract provided.

The Perceived Value Of Counselor Preparation For Student Affairs Professionals, Jake J. Protivnak, Matthew J. Paylo, J. Carol Mercer

Journal of Counselor Preparation and Supervision

Student affairs programs share a common goal of developing master’s level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will …

Hungering For A New Politics: Gerald Vandezande’S Reformational Gifts To Politics, John Hiemstra

Pro Rege

This article is based on John Hiemstra’s presentation to the Conference: “Hungering for a New Politics: The Life’s Work of Gerald Vandezande,” February 18, 2012, held at Wycliffe College, University of Toronto, Canada.

Challenges Of Postmodern Thought In Christian Higher Education Institutions: Implications For Ethical Leadership, Dean A. Darroux

Journal of Applied Christian Leadership

"The study investigated the question: What is the process that Christian higher education administrators and faculty members used when understanding the challenges of postmodern thought at the institutions, and what are the challenges for ethical leadership? Utilizing a grounded theory methodology, the researcher sought to develop a theory that examined how fifteen Christian higher education administrators and faculty understood the challenges of postmodern thought at their institution and determined what were the implications for ethical leadership. The findings of this study revealed the following theory: The study identified six categories that served as the framework for understanding the process Christian …

Embracing And Rejecting Student Agency: Documenting Critical Reflection Practices In The Basic Communication Course Classroom, Blair C. Thompson, Renee Robinson

Basic Communication Course Annual

This interpretive study explored classroom power through the implementation of critical reflection exercises aimed at promoting student agency and learning in the basic course classroom. Data included over 400 critical reflection responses from 81 undergraduate students from four different basic course sections.

Three emergent patterns revealed students’ positive re-action to the critical reflection process, how students both embrace and reject power in the classroom, and connections between the critical reflection process and student learning. The findings offer teachers support for implementing critical reflection practices in the communication classroom.

A New Hybrid: Students’ Extensions Of Integrated Communication Content, Amy L. Housley Gaffney, Brandi N. Frisby

Basic Communication Course Annual

Using Bandura’s (1977) self-efficacy theory, this study examined student perceptions of changes in efficacy and affect toward a variety of communication skills (e.g., interpersonal, writing, visual, public speaking, group collaboration) over a sequence of two hybrid basic course classes. As part of a larger assessment initiative, both quantitative and qualitative data from the first course (n = 793) and the second course (n = 273) were analyzed. Students reported greater affect and efficacy during the second course when compared to the first course. Specifically, students reported six affective changes including expanded knowledge, enhanced collaborative skills, increased openness and acceptance, heightened …

Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking, Luke Lefebvre

Basic Communication Course Annual

This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (n =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 25

Basic Communication Course Annual

Full issue (377 pages, 14.2 MB)

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Directing The Winds Of Change: The Basic Course And General Education, Joseph M. Valenzano Iii

Basic Communication Course Annual

Communication departments remain heavily reliant on the inclusion of an introductory communication course in their institution’s general education program. For this reason it is essential for Basic Course Directors (BCDs) to educate themselves on general education. In doing so they will find a new iteration of change to general education where the required course and distribution model are disappearing in favor of an interdisciplinary outcomes-driven approach. Such a shift can have dramatic repercussions on the basic course and communication programs if the course is not further connected with other areas of general education. In this essay, I argue for Basic …

Embracing Into: Library Plans And Campus Collaboration To Serve An Increased International Student Population, Shannon L. Farrell, Catherine L. Cranston, Jeffrey Bullington

Collaborative Librarianship

Universities are using private recruitment agencies to fast-track internationalization initiatives and realize tuition-based revenue increases. Colorado State University (CSU), with this dual aim of increasing the proportion of international students on campus and generating income via out-of-state tuition, signed a contract with INTO, a British organization that works to recruit international students to attend partner institutions from countries across five continents. International students, although not a homogenous population, as a whole do bring unique challenges. Our study examined how both campus and the library could prepare for the expected large influx of international students. Seeking to understand the INTO model …

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Editor's Page, Stephen K. Hunt, Joseph P. Mazer

Basic Communication Course Annual

Over the past 20 years, the basic communication course has become a staple of many of general education programs. The ability to communicate effectively is viewed as a prerequisite to interpersonal relationships, success in the workplace, and meaningful participation as a citizen in our democracy.

The role of the basic communication course in general education affords the discipline with substantial political capital on many campuses—administrators often look to the basic course as an ideal location for launching new initiatives and capturing important data regarding student learning outcomes. To the extent that basic course directors are able to deliver those initiatives …

Static And Dynamic Interplay Among Communication Apprehension, Communicative Self-Efficacy, And Willingness To Communicate In The Communication Course, Georgeta M. Hodis, Flaviu A. Hodis

Basic Communication Course Annual

This research offers an in-depth analysis of both static (cross-sectional) and dynamic (longitudinal) relations among communication apprehension, communicative self-efficacy, and willingness to communicate pertaining to the public speaking context. Using longitudinal data from undergraduate students enrolled in a semester-long basic communication course (BCC) focusing on public speaking, the study sheds light on the complex patterns of interrelationships among the three constructs and on the differences arising when regarding them from a static versus dynamic standpoint. The research reveals important findings that have salient implications for instruction in the BCC and are informative for theory-development and general pedagogical practice in the …

Assessment Of E-Textbook Usage In A Large Public Speaking Program, Marlina M. Davidson, Karen Kangas Dwyer

Basic Communication Course Annual

This study examined student usage of an e-textbook in a large multi-section basic pubic speaking course that fulfills the oral communication general education requirement at a large state university in the Midwest. The results collected from students surveys (n=598) indicated that they are not yet using e-textbooks across other university classes, they prefer printed textbooks to e-textbooks, they perceive advantages of e-textbooks to be cost, weight, ability to quickly find topics and conveniences, while they perceive advantages of printed textbooks to be the ability to highlight and take notes, ease of reading, and keeping the printed text-book for future reference. …

Assessing Student Public Speaking Competence In The Hybrid Basic Communication Course, Kristen Leblanc Farris, Marian L. Houser, Crystal D. Wotipka

Basic Communication Course Annual

Public speaking remains one of the most sought-after skill sets by employers. However, a method to accurately assess these public speaking skills has long been debated by educators and scholars alike (Morreale, Hugenberg, & Worley, 2006). This study sought to ex-amine the assessment tools used to demonstrate student learning of public speaking skills in the hybrid orientation of the basic communication course. Statistical analyses were conducted to determine the validity of two assessment instruments (Informative Presentation Assessment Form and Persuasive Presentation Assessment Form) measuring student public speaking competency. Results established concurrent validity of the two assessment instruments used to measure …

Facing With Non-Nativeness While Teaching: Enacting Voices Of International Teaching Assistants Of Basic Communication Courses, Arata Miyazaki, Kaori Yamada

Basic Communication Course Annual

This paper presents our voices as international teaching assistants (ITAs) of public speaking courses at American universities and discusses how non-native English speaker identity, or non-nativeness is displayed, developed, and negotiated through our inter-actions with both native and other non-native speakers. Regarding our companionship as ITAs of public speaking as a subject of study, we engage in narrative co-construction about our survival in graduate programs. We argue that non-nativeness is not monolithic but is more relational and multilayered than it tends to be assumed. Obtaining a teaching position was an epiphany for our relationship, changing the perceptions about and attitude …

Author Biographies

Basic Communication Course Annual

No abstract provided.

Index Of Titles And Authors, Volumes 1-24

Basic Communication Course Annual

No abstract provided.