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Articles 1 - 20 of 20
Full-Text Articles in Speech and Rhetorical Studies
Ua3/9/5 Commencement Speech - Itsy Bitsy Spider, Wku President's Office
Ua3/9/5 Commencement Speech - Itsy Bitsy Spider, Wku President's Office
WKU Archives Records
Commencement speech delivered by WKU president Gary Ransdell to the Class of 1999.
Ua3/9/5 Bowling Green Noon Rotary Club Speech, Wku President's Office
Ua3/9/5 Bowling Green Noon Rotary Club Speech, Wku President's Office
WKU Archives Records
Speech delivered by WKU president Gary Ransdell to the Noon Rotary Club in Bowling Green, Kentucky regarding strategic planning and change at Western Kentucky University.
Media 101 Curriculum Outline By Emmanuel Mario B Santos Aka Marc Guerrero Manila, The Philippines 1999, Emmanuel Mario B. Santos Aka Marc Guerrero
Media 101 Curriculum Outline By Emmanuel Mario B Santos Aka Marc Guerrero Manila, The Philippines 1999, Emmanuel Mario B. Santos Aka Marc Guerrero
Emmanuel Mario B Santos aka Marc Guerrero
The “Why’s and How-come’s” of teaching and learning Media 101 Brief History of Communication, Journalism, Media and the Internet Old Media and New Media: A Young Mind's Comparative Study of available media in The Philippines Pop Media Now and Next: Enjoying the Media for Better Understanding. Trip to the Media: Engaging the Professionals Creating your Own Popmedia “My Popmedia” Post-mortem Media Presentation Community outreach
Journalism/ Mass Communication Program World Wide Web Sites: Content, Functionality And Promotional Value, Douglas J. Swanson Ed.D Apr
Journalism/ Mass Communication Program World Wide Web Sites: Content, Functionality And Promotional Value, Douglas J. Swanson Ed.D Apr
Douglas J. Swanson, Ed.D APR
Despite the popularity of promotionally-oriented Web sites within journalism/ mass communication programs in higher education, there has been little examination of sites and their contents. Almost no research has focused on visual, informational, and operational enhancements, or how Web sites of different higher education programs in the discipline differ from each other. This research addresses some of the unanswered questions about how journalism/ mass communication Web sites use enhancements to communicate with online users.
The Basic Communication Course At U.S. Colleges And Universities: Vi, Sherwyn P. Morreale, Michael S. Hanna, Roy M. Berko, James W. Gibson
The Basic Communication Course At U.S. Colleges And Universities: Vi, Sherwyn P. Morreale, Michael S. Hanna, Roy M. Berko, James W. Gibson
Basic Communication Course Annual
This is the sixth in a series of investigations of the basic communication course, begun in 1968 by members of the Undergraduate Speech Instruction Interest Group of the Speech Association of America. This study was replicated in 1974, 1980, 1985, and 1990. Each of these studies gathered and reported information on instructional practices and administrative issues in the basic course at two- and four-year colleges and universities. In this study, the survey instrument from 1990 was revised to reflect contemporary concerns and mailed to the National Communication Association mailing list of 1500 schools. Data were analyzed and presented from 292 …
How Basic Course Directors Evaluate Teaching Assistants: Social Constructionism In Basiccourseland, Nancy L. Buerkel-Rothfuss
How Basic Course Directors Evaluate Teaching Assistants: Social Constructionism In Basiccourseland, Nancy L. Buerkel-Rothfuss
Basic Communication Course Annual
This essay examines the ways basic course directors assess their teaching staff. In particular, the study describes ways course directors from a variety of disciplines use language to evaluate teaching competence and to differentiate among staff members with regard to job performance. As would be expected, most course directors in this sample used evaluation terms such as good/bad or effective/ineffective. Only a few used other types of differentiation schemes, such as those based on maturity of the teaching assistant or attitudes toward teaching.
Branching Out To Meet The Needs Of Our Students: A Model For Oral Communication Assessment And Curriculum Programs, Patricia A. Cutspec, Kevin M. Mcpherson, Julie H. Spiro
Branching Out To Meet The Needs Of Our Students: A Model For Oral Communication Assessment And Curriculum Programs, Patricia A. Cutspec, Kevin M. Mcpherson, Julie H. Spiro
Basic Communication Course Annual
Two of the multiple primary tasks facing post-secondary institutions across the country are revisiting and revitalizing general education or core programs and developing appropriate techniques for assessing the value of these programs. Following years of development and refinement, Western Carolina University has created an oral communication general education program that not only meets the needs of individual students, but also encouraged consistency across the curriculum emphasizing and assessing the skills learned in the basic course. We have answered the call for revisitation and reform regarding the best pedagogical and epistemological strategies for developing competent communicators, and our results have been …
Basic Communication Course Annual Vol. 11
Basic Communication Course Annual Vol. 11
Basic Communication Course Annual
Full issue (192 pages, 7.056 MB)
Communication Apprehension, Self-Efficacy, And Grades In The Basic Course: Correlations And Implications, Karen Kangas Dwyer, Dennis A. Fus
Communication Apprehension, Self-Efficacy, And Grades In The Basic Course: Correlations And Implications, Karen Kangas Dwyer, Dennis A. Fus
Basic Communication Course Annual
This article presents a study examining the relationship among communication apprehension (CA), self-efficacy (S-E), and grades in the basic communication course. Data were gathered from 208 undergraduate students enrolled in a public speaking course that fulfills a university-wide core curriculum requirement. Respondents completed MCroskey's (1982) Personal Report of Communication Apprehension (PRCA-24), the Self-Efficacy in the Class scale (SECL) adapted from Pintrich and DeGroot's (1990) Motivated Strategies for Learning Questionnaire, and two researcher-designed questions regarding S-E for college (SECOL). Results indicated that although trait and context CA are significantly correlated with final grades. In fact, multiple-regression showed that S-E contributed significant …
Editorial Board
Basic Communication Course Annual
Editors and manuscript reviewers for Volume 11 of Basic Communication Course Annual
Commentary: An Idea For Restructuring The Basic Communication Course: A "Time When Needed" Modular Approach, Donald D. Yoder
Commentary: An Idea For Restructuring The Basic Communication Course: A "Time When Needed" Modular Approach, Donald D. Yoder
Basic Communication Course Annual
This commentary suggests a different way of structuring the basic communication course. Instead of trying to teach a variety of communication course, this commentary develops a modular approach to the basic course to be taught in smaller units and at times in a student's studies when the communication skills in the specific units are more relevant. A tentative schedule for the units is suggested.
Author Information
Basic Communication Course Annual
Biographical information about the authors who contributed to Volume 11 of Basic Communication Course Annual.
Will The Dazzling Promise Blind Us? Using Technology In The Beginning Public Speaking Course, Mary Mino
Will The Dazzling Promise Blind Us? Using Technology In The Beginning Public Speaking Course, Mary Mino
Basic Communication Course Annual
Because proponents of technology promise that by using electronic media, such as computer and video technologies, students' communication skills will improve, many public speaking instructors are using or considering using various types of technology. However, the effectiveness of various technologies as vehicles for delivering communication skill instruction have yet to be examined extensively. Therefore, communication educators need to assess the value of technology as compared to conventional delivery systems and consider the challenges before incorporating technology into the beginning public speaking course. This essay presents an overview of some of the uses of technology in the public speaking course, describes …
Get Your Modem Runnin', Get Out On The I-Way: Encouraging Internet Investigations In The Basic Course, Glen Williams, Joni M. Johnson-Jones
Get Your Modem Runnin', Get Out On The I-Way: Encouraging Internet Investigations In The Basic Course, Glen Williams, Joni M. Johnson-Jones
Basic Communication Course Annual
The Internet can be a valuable resource for instructors and students alike. Students need to develop Internet savvy to take advantage of its holdings and to use it responsibly. Instructors can help students develop such savvy by providing pointers for its use as well as by taking them through a few exercises. Once students have learned to proceed efficiently and judiciously, the Internet can be a powerful vehicle for assisting their investigations.
Analyzing C-Span In The Basic Communication Course, Jim Schnell
Analyzing C-Span In The Basic Communication Course, Jim Schnell
Basic Communication Course Annual
Use of C-SPAN in the basic communication course as data for analysis is described. Specific focus is on Persian Gulf War presentations made August 2, 1990 - January 16, 1991 by President George Bush. Analysis of these presentations exemplifies how similar analysis can be done of other public speakers. An explanation of how to procure C-SPAN videotapes is provided.