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Articles 1 - 30 of 605
Full-Text Articles in Interpersonal and Small Group Communication
Call For Manuscripts For Volume 36, Angela Hosek
Call For Manuscripts For Volume 36, Angela Hosek
Basic Communication Course Annual
No abstract provided.
Preparing Graduate Students For A Dei-Framed Basic Course: A Graduate Student Perspective, Adam E. Tristan
Preparing Graduate Students For A Dei-Framed Basic Course: A Graduate Student Perspective, Adam E. Tristan
Basic Communication Course Annual
No abstract provided.
Creating Equitable And Inclusive Basic Course Classrooms: A Response Essay, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post
Creating Equitable And Inclusive Basic Course Classrooms: A Response Essay, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post
Basic Communication Course Annual
In 1992, Jo Sprague challenged communication educators to think more critically about how we teach and what we include in our communication curriculum. In the decades since Sprague’s powerful call for instructional communication researchers and instructors to ask ourselves, “What is knowledge and how is curriculum established?” (p. 11), we find ourselves needing to engage with ongoing contemporary conversations about what counts as knowledge in a basic communication course and which knowledge is viewed as important enough to include in the curriculum. A meta-synthesis of basic communication course surveys showed little change in the basic communication course content over the …
Trauma-Informed Pedagogy: Promoting Inclusivity In The Basic Course, Tim Mckenna-Buchanan, Kristen L. Farris
Trauma-Informed Pedagogy: Promoting Inclusivity In The Basic Course, Tim Mckenna-Buchanan, Kristen L. Farris
Basic Communication Course Annual
The goal of trauma-informed pedagogy is to understand how trauma impacts how our students learn. As such, basic communication course (BCC) instructors need to better understand trauma-informed pedagogy as a means of promoting diversity, equity, and inclusion. The BCC curriculum often requires a level of vulnerability among our student body, therefore instructors need to become aware of practices to build trust and create community. Three ideas are outlined to showcase trauma-informed pedagogy in the BCC; (1) promoting well-being, (2) developing transparency, (3) fostering growth.
Section Introduction: Basic Course Forum, Brandi N. Frisby
Section Introduction: Basic Course Forum, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Improving Well-Being In The Basic Course: The Impact Of Interpersonal Communication Competence And Public Speaking Anxiety On Loneliness, Belongingness, And Flourishing, Melissa A. Broeckelman-Post, Aayushi Hingle Collier, Henri K. Huber
Improving Well-Being In The Basic Course: The Impact Of Interpersonal Communication Competence And Public Speaking Anxiety On Loneliness, Belongingness, And Flourishing, Melissa A. Broeckelman-Post, Aayushi Hingle Collier, Henri K. Huber
Basic Communication Course Annual
This study evaluated whether interpersonal communication competence and public speaking anxiety had an impact on three indicators of student well-being (loneliness, belongingness, and flourishing) as well as evaluated whether the two most popular types of the introductory communication course (public speaking and hybrid/fundamentals) impacted interpersonal communication competence and public speaking anxiety to the same extent. Survey data was collected from 1378 students enrolled in one of these two introductory communication courses. Results showed that interpersonal communication competence was the strongest predictor of all three outcome variables, and the public speaking anxiety predicted some additional variance in loneliness and belongingness, but …
The Basic Communication Course Syllabus As A Rhetorical Document: The Impact Of Mediated Immediacy On Communication Apprehension With Instructors And Out-Of-Class Communication, Divine N. Aboagye, John Hooker, Cheri J. Simonds
The Basic Communication Course Syllabus As A Rhetorical Document: The Impact Of Mediated Immediacy On Communication Apprehension With Instructors And Out-Of-Class Communication, Divine N. Aboagye, John Hooker, Cheri J. Simonds
Basic Communication Course Annual
The purpose of this study was to examine teachers’ use of mediated immediacy in a syllabus to determine effects on students’ communication apprehension with instructors and student out-of-class communication with instructors. Participants viewed either a basic course syllabus with high levels of mediated immediacy or low levels of mediated immediacy and then completed surveys. The results showed that syllabi high in mediated immediacy made students significantly less apprehensive to communicate with instructors and more likely to engage in out-of-class communication with them. Implications for the use of mediated immediacy in syllabus construction are discussed.
Section Introduction: Research Articles, Brandi N. Frisby
Section Introduction: Research Articles, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Reflections About Future Directions For The Basic Communication Course And Basic Course Scholarship, Sherwyn P. Morreale, Scott A. Myers
Reflections About Future Directions For The Basic Communication Course And Basic Course Scholarship, Sherwyn P. Morreale, Scott A. Myers
Basic Communication Course Annual
The importance of the basic communication course is underscored by a somewhat overused but decidedly meaningful phrase—it’s our discipline’s front porch! While serving as the president of the National Communication Association, Beebe (2013) coined that phrase in reference to the basic course serving as the critical point-of-entry to the communication discipline, introducing students to communication studies for the first time. More recently, others (Bertelsen & Goodboy, 2009; Morreale et al., 2022; Myers et al., 2021) have pointed to the increasing presence of the basic course in general education and the fact that it is one of most frequently taught courses …
Editor's Page, Volume 35 (2023), Brandi N. Frisby
Editor's Page, Volume 35 (2023), Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Cover And Front Matter, Volume 35, Brandi N. Frisby
Cover And Front Matter, Volume 35, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Call For Editor: Volumes 36-38
Call For Editor: Volumes 36-38
Basic Communication Course Annual
No abstract provided.
Call For Manuscripts, Brandi N. Frisby
Call For Manuscripts, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Beyond Basic: Transformational Potential Of Pandemic Pedagogy, Roy Schwartzman
Beyond Basic: Transformational Potential Of Pandemic Pedagogy, Roy Schwartzman
Basic Communication Course Annual
The COVID-19 pandemic presents opportunities to foster resilience as an ongoing process of productively adapting to crises and change. The fundamental communication course can serve a key role in building resilience on several levels: personal (for students and teachers), across courses and communication programs, and community-wide. Lessons learned from the pandemic include judiciously adopting new technological tools, counteracting regressive institutional resilience that resists change, and maximizing inclusivity in course design and delivery.
Strengthening The Position Of The Introductory Course: Pandemic Pedagogical Practices (Withdrawn), Sara Mathis
Strengthening The Position Of The Introductory Course: Pandemic Pedagogical Practices (Withdrawn), Sara Mathis
Basic Communication Course Annual
No abstract provided.
Prepared To Pivot: Creating A Resilient Basic Course Program, Nicholas T. Tatum, Melissa A. Broeckelman-Post
Prepared To Pivot: Creating A Resilient Basic Course Program, Nicholas T. Tatum, Melissa A. Broeckelman-Post
Basic Communication Course Annual
The rapid transition to emergency remote teaching due to COVID-19 provides many lessons for how BCDs can design resilient basic course programs that will be prepared to adapt in any number of potential future emergencies. BCDs can design resilient courses by pre-planning how courses will maintain instructional continuity, pre-loading pivoting options into learning management systems, and adopting online texts that are accessible anywhere. BCDs can also build instructor resilience by providing high-quality training and providing continued support for instructor well-being.
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
Examining Motivation In Turbulent Times: A Self-Determination Theory Replication, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Examining Motivation In Turbulent Times: A Self-Determination Theory Replication, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Basic Communication Course Annual
The purpose of this study was to replicate and extend previous work (Chiu, 2021a, 2021b; Vallade et al., 2020) by applying self-determination theory (Deci & Ryan, 1985) to student motivation and engagement in the basic communication course during the shift to online learning in the initial onset of the COVID-19 pandemic. Results indicated that students were most often motivated and engaged through instructor communication and behavior that met their need for relatedness, with a particular emphasis on instructor presence. Theoretical and practical implications of these results are discussed within the context of the basic communication course.
Exploring Introductory Communication Course Administrators' Relationship Management During Covid-19, Ashley N. Aragón, Drew T. Ashby-King
Exploring Introductory Communication Course Administrators' Relationship Management During Covid-19, Ashley N. Aragón, Drew T. Ashby-King
Basic Communication Course Annual
The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled in-person classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semi-structured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast …
Integrating University Value Messages Into The Basic Communication Course: Implications For Student Recall And Adjustment To College, Kristen L. Farris, Michael Burns
Integrating University Value Messages Into The Basic Communication Course: Implications For Student Recall And Adjustment To College, Kristen L. Farris, Michael Burns
Basic Communication Course Annual
This study investigated the effects of integrating a university’s core value messages into the curriculum of a basic communication course on student recall of the messages, adjustment to college, and learning. A quasi-experimental design was used to examine differences between students (n = 302) assigned to one of three conditions: control group, message-only group, and message and experience group. The message and experience group learned about the university’s core value messages as part of their course curriculum, engaged in an out-of-class experience focused on these value messages, and completed a group problem-solving project related to these messages. The message only …
Research Articles: Section Introduction
Research Articles: Section Introduction
Basic Communication Course Annual
No abstract provided.
Editor's Page, Brandi N. Frisby
Editor's Page, Brandi N. Frisby
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
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 …
Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss
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
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
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
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
Vocal Fillers, Contagion Effects, And, Um, Overlooked Pedagogical Opportunities In The, Uh, Public Speaking Classroom, W. Benjamin Myers, Theresa A. Wadkins
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 …