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Speech and Rhetorical Studies Commons™
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- Original research (23)
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- Basic Communication Course Annual (603)
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- Feminist Pedagogy (1)
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Articles 1 - 30 of 627
Full-Text Articles in Speech and Rhetorical Studies
Call For Submissions For Volume 37, Angela M. Hosek
Call For Submissions For Volume 37, Angela M. Hosek
Basic Communication Course Annual
No abstract provided.
Forum Response — The Only Constant Is Change: Exploring Grief, Burnout, Ungrading, And Ai In The Basic Communication Course, Kristina Ruiz-Mesa, Ana Terminel Iberri
Forum Response — The Only Constant Is Change: Exploring Grief, Burnout, Ungrading, And Ai In The Basic Communication Course, Kristina Ruiz-Mesa, Ana Terminel Iberri
Basic Communication Course Annual
In the years since the start of the COVID-19 global pandemic, the world of higher education has seen incredible developments in teaching modalities, increased awareness of the socio-political and economic constraints facing many of our students and faculty, and an acute awareness of the rhetorical and material precarity that is facing higher education (Morreale et al., 2022; Ruiz-Mesa, 2022). These precarious conditions have contributed to questions regarding the future of higher education and adaptations needed to serve our diversifying student needs and address the pressing issues facing our world and our campuses. Conversations about well-being in the basic course classroom …
A Basic Investment In Mercy: Problematizing Assessment In The Basic Course, Kate Swartz
A Basic Investment In Mercy: Problematizing Assessment In The Basic Course, Kate Swartz
Basic Communication Course Annual
This essay addresses the assessment aspect of the Basic Course; namely, it problematizes our reliance as instructors on traditional grading schema that interfere with our students’ best interests. I address this problem with a mercy-centered approach that uses an ungrading assessment method. In doing so, I acknowledge potential issues with this approach as well as argue for its expanded use as a merciful, beneficial way to provide feedback.
Future-Ready Teaching: Embracing Ai In Basic Communication Courses, Dious Joseph
Future-Ready Teaching: Embracing Ai In Basic Communication Courses, Dious Joseph
Basic Communication Course Annual
In a time when technology is being quickly incorporated into everyday life, artificial intelligence (AI) has taken on a significant role in education (Ocaña-Fernández et al., 2019). AI's ability to revolutionize society holds great promise for redefining human-machine communication (HMC) in the context of education (Edwards & Edwards, 2017). In basic communication courses, where foundational skills are taught and enhanced, AI introduces challenges and opportunities that warrant reexamining present teaching approaches. The present document envisions the significance of integrating artificial intelligence across educational platforms, including Blackboard and Canvas, by embedding AI technologies directly into these systems. This approach contrasts with …
Balancing Expansion And Exhaustion: Burnout In The Basic Communication Course, Nicholas T. Tatum, Jeffrey T. Child
Balancing Expansion And Exhaustion: Burnout In The Basic Communication Course, Nicholas T. Tatum, Jeffrey T. Child
Basic Communication Course Annual
In this forum, the pressing issue of burnout in the basic communication course is discussed as demand for this course continues to grow, posing challenges for administrators and instructors. The forum examines potential causes and consequences of burnout with a primary focus on the well-being of those involved. It aims to advocate proactive measures, including addressing director positions, supporting graduate teaching assistants, and tackling part-time faculty issues, emphasizing the importance of addressing burnout to ensure the course's future and uphold its quality.
Grief In The Basic Course, Carly Densmore, Jessica Cherry
Grief In The Basic Course, Carly Densmore, Jessica Cherry
Basic Communication Course Annual
In a broad search of the Basic Communication Course Annual, there is little discussion regarding student or instructor grief in the basic course. However, in our own experiences teaching the basic course, student expressions of grief are common. Grief is expected to be hidden or silenced, and is often not welcomed in the classroom (Hurst, 2009). Grief is unique to each individual; we can feel grief over a variety of losses, and there is no one way to cope with grief. Grief is not only an emotional but a physical experience, and it is not “a relinquishing of ties to …
Section Introduction: Basic Course Forum
Section Introduction: Basic Course Forum
Basic Communication Course Annual
No abstract provided.
Assessment ‘Responsabilities’ In The Basic Course: Evaluating Public Speaking Rubrics, Miranda N. Rouse
Assessment ‘Responsabilities’ In The Basic Course: Evaluating Public Speaking Rubrics, Miranda N. Rouse
Basic Communication Course Annual
Procedures and practices that are ableist in the educational system have been long overlooked. Speakers having differing abilities than neurotypical or able-bodied individuals is often not something that is considered in basic course assessment tools. This is important to address because although there are institutional policies and procedures in place to help students with differing abilities, instructors of public speaking have the autonomy or power to determine how such accommodations will affect the speech grade determined by the assessment tool. Power relations are significantly complicated in educational settings when strict hierarchies are imposed, and when instructors abuse their authority, which …
Section Introduction: Research Articles
Section Introduction: Research Articles
Basic Communication Course Annual
No abstract provided.
Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback In The Introductory Communication Course, Drew T. Ashby-King, Melissa A. Lucas, Lindsey B. Anderson
Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback In The Introductory Communication Course, Drew T. Ashby-King, Melissa A. Lucas, Lindsey B. Anderson
Basic Communication Course Annual
Feedback is a foundational communicative aspect of the teaching/learning processes in introductory communication courses as students seek to improve their presentational speaking skills throughout the term. Drawing on 1,673 qualitative questionnaire responses, this paper explores how students used and interpreted instructor feedback. Through our thematic analysis of a randomly selected subset of 335 responses, we identified two tensions in how students used and interpreted instructor feedback: (1) feedback as a process vs. a product and (2) feedback as integrated into the course structure vs. a justification for a grade. Theoretically, this research extends Feedback Intervention Theory by highlighting the importance …
Editor's Page, Angela M. Hosek
Editor's Page, Angela M. Hosek
Basic Communication Course Annual
With my first volume with BCCA, I have extended and built upon the tremendous work of previous editors and scholars who have championed and shared their work in the Annual. In doing so, Issue 36 features empirical, theoretical, and analytical essays that require us to think about how students use instructor feedback in the classroom, to consider new ways to conduct assessment, to contemplate the implications of course names and labels, and to imagine how critical deliberation might promote social justice in the basic course.
Cover And Front Matter
Basic Communication Course Annual
Cover, Editorial Board, Table of Contents for Volume 36 (2024)
Communication Branches Out: Developing Interpersonal Skills Through Genealogical Research, Julian Costa, Gary Snyder
Communication Branches Out: Developing Interpersonal Skills Through Genealogical Research, Julian Costa, Gary Snyder
Proceedings of the New York State Communication Association
Communication students of the twenty-first century must not only be able to interact in multiple formats but be able to express their ideas across varied platforms. A common deterrent faced by students conducting research is the lack of applicability of the subject matter to their lives. The integration of genealogical research can address this issue because it allows students to learn about, and celebrate, their family history. While engaged in such a pursuit, students will develop core communication skills, such as speaking and listening, online research, and message design.
Argumentation For Critical Heterogenous Political Discussions: Constructing A Rebuttal, Rebecca Oliver
Argumentation For Critical Heterogenous Political Discussions: Constructing A Rebuttal, Rebecca Oliver
Discourse: The Journal of the SCASD
This activity seeks to explain to undergraduate students how to craft a proper attack and defense in argumentation and debate, persuasion, or political communication courses. The activity teaches students 1) the parts of a basic argument structure and 2) how to construct a rebuttal using a basic argument structure. Students will argue against their true political typology by selecting an opposing typology from the Pew Research Typology Quiz. Broadly, this exercise is designed to encourage students to engage in dialogues with people who disagree with their political positionality. Specifically, the activity accomplishes this by teaching students the value of basic …
Encoding & Decoding: Artfully Modeling Communication, Daniel L. Foster, Ashley D. Garcia
Encoding & Decoding: Artfully Modeling Communication, Daniel L. Foster, Ashley D. Garcia
Discourse: The Journal of the SCASD
Drawing objects and concepts, such as cats, trees, love, democracy, and family, is probably the last activity students expect to do in a communication course. Although this sounds like an introductory art activity, creating visual representations provides a nuanced understanding of the encoding and decoding processes. Encoding and decoding are the most hidden and often the most unfamiliar and complex fundamental components of communication for students to comprehend. By engaging in this activity, students translate their decoding process into drawings, which serve as personal artifacts representative of their encoding and decoding. Students come to better conceptualize this cognitive process with …
“Party In The Communication Classroom”: Exploring Communication Competence To Raise Social Awareness, Nancy Bressler
“Party In The Communication Classroom”: Exploring Communication Competence To Raise Social Awareness, Nancy Bressler
Discourse: The Journal of the SCASD
This activity demonstrates communication competence and allows students to observe, assess, and ultimately utilize the model of communication competence to engage with other people successfully. To understand how to engage in communication competence, students must recognize that appropriateness and effectiveness are crucial aspects of their communication. Through the communication competence model, students examine how to achieve effectiveness in their communication by setting goals for specific contexts; they also consider to what extent their goals are achievable given the particular situation. Using a 2014 MTV Video Music Award example, students can analyze why Miley Cyrus allowed a homeless man to accept …
Introducing Public Speaking Self-Concept (Pssc): A Novel, Qualitatively-Derived Communication Anxiety And Competence Variable, Karla M. Hunter, Joshua N. Westwick
Introducing Public Speaking Self-Concept (Pssc): A Novel, Qualitatively-Derived Communication Anxiety And Competence Variable, Karla M. Hunter, Joshua N. Westwick
Discourse: The Journal of the SCASD
Despite numerous quantitative assessments of teaching interventions that have helped mitigate public speaking anxiety (PSA), this common barrier to public speaking persists. In addition, quantitative measures may not be appropriate for all instructional goals, especially with students from across a variety of cultures. To enrich educators’ capacity to help diverse bodies of students overcome the challenges presented by PSA, this qualitative study asked students to “Please describe yourself as a public speaker” at the beginning and the end of a freshman-level, general education public speaking class. Thematic analysis identified a two-dimensional pattern within student responses (N = 51) (a …
Discourse: The Journal Of The Scasd, Volume 8 (2023), The Speech Communication Association Of South Dakota
Discourse: The Journal Of The Scasd, Volume 8 (2023), The Speech Communication Association Of South Dakota
Discourse: The Journal of the SCASD
No abstract provided.
An Analysis Of Communication For Foster Parents: Interpersonal, Small Group, And Public Speaking Skills Necessary For Foster Parenting, Kaitlyn Randall
An Analysis Of Communication For Foster Parents: Interpersonal, Small Group, And Public Speaking Skills Necessary For Foster Parenting, Kaitlyn Randall
Communication and Theater Association of Minnesota Journal
Communication is a core aspect of what foster parents do every day. However, communication research focusing on foster parents is limited. Foster parents should understand interpersonal communication, small group communication, and public speaking. Understanding the basic principles of these communication disciplines will help foster parents succeed in their role. Interpersonal communication creates relationships between the foster parent and child through inclusion, control, and affection. Small group communication aspects of group roles, meeting facilitation, and conflict management are used in interactions with caseworkers. The public speaking skills of preparation and practice are used during court proceedings, orientations, and support groups. Providing …
“Civil Dialogue” As Feminist Pedagogy: Engendering Material And Symbolic Movement, Sarah E. Jones
“Civil Dialogue” As Feminist Pedagogy: Engendering Material And Symbolic Movement, Sarah E. Jones
Feminist Pedagogy
In the United States, we are socialized to think in Western dualisms, and these patterns of communication characterize discussion of social issues. Consequently, discussion becomes debate and dominant approaches to inquiry are privileged over experience with persuasion being the end goal. Fostering agency, cultivating empathetic understanding, and facilitating critical thought are made more difficult—outcomes that are neither productive nor edifying in the college classroom. This original teaching activity resists hierarchical forms of debate in favor of visibility and solidarity in discussions of gendered violence. Grounded in principles of invitational rhetoric and provocation, the activity uses a “Civil Dialogue” format to …
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 …