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Speech and Rhetorical Studies Commons™
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Articles 1 - 18 of 18
Full-Text Articles in Speech and Rhetorical Studies
Instructional Discussion: The Most Important Area Of Training For New Basic Course Instructors, Cheri J. Simonds, John F. Hooker, Anna M. Wright
Instructional Discussion: The Most Important Area Of Training For New Basic Course Instructors, Cheri J. Simonds, John F. Hooker, Anna M. Wright
Basic Communication Course Annual
In order to determine the most important concept to teach new basic course instructors, it is important to know what we want students to be able to do as a result of the basic course and what teaching method will best reach that outcome. One main goal of the basic course is to teach students to communicate orally and give them practice doing so. This can be accomplished through what Muller (2014) defines as instructional discussion, or “an instructional interaction where teachers and students engage together in an exploration of problems, ideas, and questions in ways that incorporate the knowledge …
Cultural Awareness Training: Preparing New Instructors For The Millennial Student, Trisha K. Hoffman, Tara Franks, Belle Edson
Cultural Awareness Training: Preparing New Instructors For The Millennial Student, Trisha K. Hoffman, Tara Franks, Belle Edson
Basic Communication Course Annual
It is not unusual for instructors to face challenges relating to, understanding, or motivating their students. Educators can chalk this up to a variety of factors, including differences in and between education levels, life experiences, and ascribed power roles. We argue, however, that it is the generational differences between instructors and their students that pose a much greater challenge toward the establishment of a productive teacher-student relationship and the facilitation of learning. With the age of the Millennial college student upon us, we make the case that the most important area of training for new instructors is developing cultural awareness …
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Basic Communication Course Annual
Despite its nom de guerre, there is nothing “basic” about the basic communication course in colleges and universities. It has served as a locus for research into communication skills, instructional technology, speech anxiety, instructional design and pedagogical practices. All of the research on these topics impacts more than just the basic course, as it is often relevant to instruction in other courses. The work done in the basic communication course is complex and important for both our students and the discipline.
In this, the 27th volume of the Basic Communication Course Annual, there continue to appear studies that examine the …
Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Basic Communication Course Annual
In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this …
A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace
A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace
Basic Communication Course Annual
The purpose of this essay is to provide clarity and direction for developing and maintaining outcome-driven courses for inclusion in general education curricula. The focus is on the basic course in Communication, but the principles can be applied to nearly any course. The outcome-driven perspective changes many traditional conceptions of the basic communication course and provides an opportunity to integrate communication content into a student’s broader college education and subsequent career. A model is proposed that can provide guidance in the development of sustainable courses that emerged from the experience with course development and implementation.
Preparing To Prepare Quality Speakers: What New Basic Course Instructors Need To Know, Luke Lefebvre, William Keith
Preparing To Prepare Quality Speakers: What New Basic Course Instructors Need To Know, Luke Lefebvre, William Keith
Basic Communication Course Annual
Students should focus on practicing speaking skills, not just preliminary activities such as learning concepts about speaking. A common obstacle for training instructors is to describe the valued activity in an appropriate way. Often instructors first think the assignments included in the basic course simply are the activity the course teaches, but they are not. For example, giving an "informative speech" is supposed to help students become better public or oral communicators in general – the speech is a means to that, not an end itself.
As we contemplate the important elements for training new basic course instructors two variables …
Connecting To Veterans In Public Speaking Courses, Alisa Roost
Connecting To Veterans In Public Speaking Courses, Alisa Roost
Basic Communication Course Annual
While much research has analyzed the role of military veterans’ centers on campus, faculty can also purposefully support veterans, a diverse group that may benefit from some accommodations. Intentional pedagogy that keeps the needs of veterans in mind can help us better support diverse populations regardless of military status. Specific issues professor may better engage include student alienation and connection, anxiety, language and clarity of directions. Professors can address issues of alienation and connection by working to create a welcoming classroom without singling veterans out. Professors should take communication anxiety among veterans very seriously as communication anxiety may be linked …
Basic Communication Course Annual Vol. 27
Basic Communication Course Annual Vol. 27
Basic Communication Course Annual
Full issue (196 pages, 7.0 MB)
The Invaluable Nature Of Speech Evaluation Training For New Basic Course Instructors, T. Kody Frey, John F. Hooker, Cheri J. Simonds
The Invaluable Nature Of Speech Evaluation Training For New Basic Course Instructors, T. Kody Frey, John F. Hooker, Cheri J. Simonds
Basic Communication Course Annual
Recent reforms in higher education recognize the centrality of communication in general education programs (e.g., Association of American Colleges and Universities, American Association of State Colleges and Universities, LEAP, Common Core State Standards). As oral communication knowledge and skills are becoming recognized as integral to general education programs across the country, many basic course directors are finding themselves in the position of offering multiple sections of the course taught by multiple instructors. Additionally, basic course directors find themselves with the responsibility of providing clear measures of what they do and how well they do it. Because oral communication assessment is …
Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor
Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor
Basic Communication Course Annual
Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental study was to determine whether students enrolled in intensive public speaking courses reported higher levels of communication apprehension, i.e., speech anxiety. Participants were 722 undergraduate students who completed the Personal Report of Public Speaking Anxiety instrument. The findings indicated that students enrolled in intensive public speaking courses had significant moderate …
From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds
From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds
Basic Communication Course Annual
This essay is designed to connect specific communication skills desired by employers in industry to basic course concepts. While communication is often identified as one of the most important skills for graduates seeking employment, this broad view makes it nearly impossible for basic course directors and instructors to design their pedagogy to satisfy students’ future needs. This manuscript examines a part of the 2014 Basic Course Conference where industry leaders were invited to present what they felt to be the most important communication skills and knowledge in employees and then engaged in a discussion with the attending basic course directors …