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Articles 5791 - 5820 of 43238
Full-Text Articles in Entire DC Network
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 …
Teacher Immediacy Behaviors And Students’ Public Speaking Anxiety: More And Less Helpful Than Anticipated, Beau Foutz, Michelle Violanti, Stephanie Kelly, Suzanne Marie Prentiss
Teacher Immediacy Behaviors And Students’ Public Speaking Anxiety: More And Less Helpful Than Anticipated, Beau Foutz, Michelle Violanti, Stephanie Kelly, Suzanne Marie Prentiss
Basic Communication Course Annual
Public speaking anxiety inhibits students in the basic course classroom, whether face-to-face, hybrid or online, and beyond. Equipping instructors with the tools necessary to empower students to manage that anxiety and excel in their basic communication course is a goal of scholars and practitioners. In this study, the researchers examine applying and testing a math anxiety model (i.e., Kelly at al., 2015) to the challenge of public speaking anxiety. We expanded the original model by examining instructor verbal immediate behaviors alongside their nonverbal immediate behaviors. We also tested the Instructional Beliefs Model (IBM; Weber et al., 2011), which indicates that …
Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre
Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre
Basic Communication Course Annual
The current study investigates the use of the reasoned action model (Fishbein & Ajzen, 2010) as an assessment tool for the basic communication course. Specifically, this study examines how attitude towards behaviors, subjective norms, and perceived behavioral control influence students’ behavioral intentions to use communication behaviors taught in the basic course outside of class. In addition to the stated variables in the reasoned action model, this study also examines how knowledge gain influences behavioral intention. Data was collected from 2,228 students enrolled in a basic communication course at a large southwestern university, and a random sample of 666 students was …
Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen
Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen
Basic Communication Course Annual
Students’ emotional responses often provide valuable indicators of whether they are languishing or flourishing in their first-year classes, including introductory communication courses. Grading often exerts a strong influence on students’ emotions. However, though students generally have positive moods after receiving high marks and negative ones when their grades are low, the intensity of these responses varies considerably. The current study examines whether Higgins’ (2012) regulatory fit theory accounts for students’ differing moods after receiving grades on introductory speech assignments. According to this perspective, prevention focus students use vigilance to avoid adverse outcomes. Thus, low evaluations provide a regulatory fit for …
A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey
A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey
Basic Communication Course Annual
Declining enrollments and increased competition for college students have emphasized the need to demonstrate students are learning what we think they are learning. Taking a longitudinal look at speech evaluations from the basic course, this study tracked student learning gains in each rubric area on speeches evaluated between 2009-2019. Using a digital evaluation template called WebGrader (Cooper, 2011), students who had delivered informative (exposition) speeches and persuasive speeches to convince (N = 2,725) were compared, with a separate analysis comparing gains from the informative speech to the persuasive speech to actuate (N = 2,764). The study furthers instrument validation and …
A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood
A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood
Basic Communication Course Annual
Conducting long-term assessment of the impact of students’ participation in introductory communication courses is an important endeavor for enhancing pedagogy and understanding the contribution of communication instruction to the student experience. This 14-year study reports data from a campus-wide assessment program extending from 2004 to 2018. The study analyzed a large sample of undergraduate students’ self-reported pre- and post-test scores on critical variables related to student outcomes in three introductory communication courses. The variables examined were demographic characteristics, self-esteem and communication apprehension in both the public speaking course and the business communication course, and self-esteem and willingness to communicate in …
‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill, Victoria Ledford, Hillary M. Adams
‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill, Victoria Ledford, Hillary M. Adams
Basic Communication Course Annual
The interactive nature of basic communication courses creates an ideal environment for students to form connections with their peers. Unfortunately, when students on the autism spectrum display atypical communication and behaviors, their classmates often reject and isolate them. Basic course programs can change these social dynamics through building connected classrooms and proactively fostering inclusion. Understanding peer perceptions and willingness to engage with autistic students is necessary, as peers play a central role in creating connected classrooms. This investigation explores basic communication course peers’ knowledge of how autism can influence students; peer perceptions of full inclusion of students on the autism …
The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post
The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post
Basic Communication Course Annual
This study sought to empirically evaluate the extent to which visiting the communication center before delivering the first major speech in an introductory communication course improved students’ academic performance and engagement. A total of 262 students were included in this study, half of whom visited the communication center prior to their first speech, and half of whom did not. Between-subjects MANOVAs showed that students who visited the communication center had significantly higher speech grades, course grades, and attendance than students who did not. Likewise, those who visited the communication center also had higher levels of behavioral and cognitive engagement, but …
Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post
Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post
Basic Communication Course Annual
The goal of this study was to understand student experiences in and perceptions of a new communication center. Researchers conducted 22 semi-structured qualitative interviews with students who visited the communication center and conducted a thematic analysis of the interview transcripts. Overall, the findings suggest that students had positive experiences and indicated some areas for future development. The primary value of communication center lies in the knowledge and perceived credibility of the coaches. The communication center also serves as a unique site for addressing communication apprehension and helping students transfer communication skills to other contexts. To continue to develop, additional resources …
Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick
Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick
Basic Communication Course Annual
In this article, I argue that the public speaking introductory course should follow a pedagogy of preparation. A pedagogy of preparation develops within students a toolkit that has become increasingly necessary for them to become active, compassionate citizens, and to understand what social pressures impact that perception, through the moral and ethical framework of critical communication pedagogy (CCP). To make this case, I propose a theory which structures and legitimizes many existing introductory course practices and, in so doing, articulate a clear narrative of the introductory course’s relevance to students, faculty, and the university. I also outline three goals of …
The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan
The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan
Basic Communication Course Annual
Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media’s materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer’s (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to “read, critique, and produce media” rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting dominant ideologies …
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.
Front Cover, Title Page, Contents, Editorial Board
Front Cover, Title Page, Contents, Editorial Board
Basic Communication Course Annual
No abstract provided.
2021-01-25 Meeting Notes Of The Educational Leadership Council, University Of Dayton
2021-01-25 Meeting Notes Of The Educational Leadership Council, University Of Dayton
Educational Leadership Council (ELC) Meeting Notes
Approved notes of a meeting of the Educational Leadership Council of the University of Dayton.
Weekly Marian Features: Jan. 25, 2021, University Of Dayton
Weekly Marian Features: Jan. 25, 2021, University Of Dayton
Marian Library Blog Archive
This week we offer some early prep for the Presentation of the Lord in the Temple, as well as a reflection on Saint Joseph, resources on Saint Giovanni Bosco and more.
Mary In The News: Jan. 25, 2021, Michael Duricy
Mary In The News: Jan. 25, 2021, Michael Duricy
Marian Library Blog Archive
Read recent items about Mary in both Catholic and secular news. Also, see International Marian Research Institute as well as Marian Library news and updates.
University Of Dayton Artslive Series Returns With "Virtual Vanguard" Concerts, Eileen Carr
University Of Dayton Artslive Series Returns With "Virtual Vanguard" Concerts, Eileen Carr
College of Arts and Sciences Newsroom
The 21st century has seen many innovations, and thanks to COVID-19, many challenges. For musicians and their audiences, both difficulties and technological advances have combined to create “virtual performances.
Biden Bible Rings A Bell, Henry Handley
Biden Bible Rings A Bell, Henry Handley
Marian Library Blog Archive
President Biden’s hefty inaugural Bible shares key features — including size, binding and translation — with an 1884 edition in the Marian Library collection.
Faculty Affairs Committee Minutes Of The Academic Senate 2021-01-25, University Of Dayton. Faculty Affairs Committee
Faculty Affairs Committee Minutes Of The Academic Senate 2021-01-25, University Of Dayton. Faculty Affairs Committee
All Committee Minutes
Approved minutes of a meeting of the Faculty Affairs Committee of the Academic Senate of the University of Dayton.
The Bucks Stop Here, Jerry Zezima
The Bucks Stop Here, Jerry Zezima
Erma Bombeck Writers' Workshop Blog
A major American bank where I don't have any money because, unfortunately, I don't have any money has hired Jennifer Garner and Samuel L. Jackson, major American actors who have a lot more money than I do, to ask me this important financial question: "What's in your wallet?"
A Bathroom Of One's Own, Rebekah Iliff
A Bathroom Of One's Own, Rebekah Iliff
Erma Bombeck Writers' Workshop Blog
Conventional wisdom offers all sorts of ingredients for a happy marriage including laughter, patience, friendship, trust and regularly scheduled date nights. The less touted "personal space" is also a core ingredient, and the lack thereof can throw off even the most heavenly matrimonial bliss.
Secrets, Shenanigans And The Sister Code, Lisa Marlin
Secrets, Shenanigans And The Sister Code, Lisa Marlin
Erma Bombeck Writers' Workshop Blog
When I first laid my newborn daughter in my seven-year-old daughter’s arms in 2001, I told both my girls that they now had all they would ever need to get through the ups and downs of life: a sister.
When I Grow Up, I Want To Be Jessica Fletcher, Keri Kelly
When I Grow Up, I Want To Be Jessica Fletcher, Keri Kelly
Erma Bombeck Writers' Workshop Blog
Times are tough, so to ease my news-induced insanity, I've decided to revisit something I'd done as a child to soothe my anxious brain.
Res 2021-01 Special Resolution In Honor Of John Mittelstaedt, University Of Dayton. Academic Senate. Executive Committee
Res 2021-01 Special Resolution In Honor Of John Mittelstaedt, University Of Dayton. Academic Senate. Executive Committee
Senate Resolutions
No abstract provided.
Ud In The News Jan. 15-22, University Of Dayton
Ud In The News Jan. 15-22, University Of Dayton
News Releases
Dayton media covered the University's commemoration of the Rev. Dr. Martin Luther King and The Conversation highlighted the expertise of two faculty members. Several faculty experts lent their expertise to local and regional news outlets to explain political and legal issues.
Computer Science Building To Honor Jessie S. Hathcock, First African American Woman Ud Graduate, University Of Dayton
Computer Science Building To Honor Jessie S. Hathcock, First African American Woman Ud Graduate, University Of Dayton
News Releases
The University of Dayton on Jan. 22 announced that its newly renovated computer science academic building will be named in honor of Jessie Hathcock ‘30, the first African American woman to graduate from the University, a noted educator and humanitarian in the Dayton community.
2021-01-22 Minutes Of The Academic Senate, University Of Dayton. Academic Senate
2021-01-22 Minutes Of The Academic Senate, University Of Dayton. Academic Senate
Academic Senate Minutes
Approved minutes of a meeting of the Academic Senate of the University of Dayton.
A Seat At The Table, Eric F. Spina
A Seat At The Table, Eric F. Spina
President's Blog: From the Heart
“We’re all nurses, and we look like the population we wish to serve. We’d like to have a seat at the table.” That was Daneika Reynold’s passionate pitch for a new community venture, “Black Doulas of Dayton.” Her start-up would train doulas to help prevent the deaths of Black mothers during childbirth, which are, sadly, nearly triple that of white mothers.
Shared Destiny, Teri Rizvi
Shared Destiny, Teri Rizvi
Materials from the University of Dayton Magazine Website
The University comes together to discuss The Rev. Dr. Martin Luther King Jr.'s ministry, his support for economic justice and opposition to war as well as the lessons his I Have a Dream speech holds for contemporary times.