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Basic Communication Course Annual

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Call For Submissions For Volume 37, Angela M. Hosek Apr 2024

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 Apr 2024

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 Apr 2024

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 Apr 2024

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 Apr 2024

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 Apr 2024

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 Apr 2024

Section Introduction: Basic Course Forum

Basic Communication Course Annual

No abstract provided.


Promoting Critical Deliberation: Bridging Civic Engagement And Social Justice In The Basic Course, Jennifer Y. Abbott, Jordin Clark, James Proszek Apr 2024

Promoting Critical Deliberation: Bridging Civic Engagement And Social Justice In The Basic Course, Jennifer Y. Abbott, Jordin Clark, James Proszek

Basic Communication Course Annual

With increasing threats to democracy, we call for communication educators to renew and re-examine their commitment to advancing civic engagement in the basic course. Given recent scholarly criticism that civic engagement pedagogies falsely present democratic practice as neutral or apolitical and reinforce the status quo, we set an agenda for basic course instructors to re-envision civic engagement through a more critical and equity-oriented approach. To aid that effort, we present a Critical Deliberation speech assignment that challenges student groups to prepare a 20–25-minute informative presentation about a public controversy and then lead their classmates in a 25-minute deliberative discussion. In …


Are We Really Basic Bitches? A Call For Resistance And Recognition, Joshua E. Young, Allison D. Brenneise Apr 2024

Are We Really Basic Bitches? A Call For Resistance And Recognition, Joshua E. Young, Allison D. Brenneise

Basic Communication Course Annual

We explore the history and position of the foundational communication course (FCC) in communication education. The material impact of calling the course basic since the 1940s has caused internalized oppression, which results in a lack of innovation and general disempowerment. The use of the term basic to describe the foundational communication course reflects little cultural awareness of the impact of the word. The term basic also demonstrates a need to adapt the course to meet the needs of its constituents. Failing to adapt may result in more oppressive conditions for communication education, a problem if the discipline is to make …


Assessment ‘Responsabilities’ In The Basic Course: Evaluating Public Speaking Rubrics, Miranda N. Rouse Apr 2024

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 Apr 2024

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 Apr 2024

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 Apr 2024

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 Apr 2024

Cover And Front Matter

Basic Communication Course Annual

Cover, Editorial Board, Table of Contents for Volume 36 (2024)


Call For Manuscripts For Volume 36, Angela Hosek Feb 2023

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 Feb 2023

Preparing Graduate Students For A Dei-Framed Basic Course: A Graduate Student Perspective, Adam E. Tristan

Basic Communication Course Annual

No abstract provided.


Redesigning The Basic Course For Today’S Students: Now There’S An Idea, Suzy Prentiss, Michael G. Strawser Feb 2023

Redesigning The Basic Course For Today’S Students: Now There’S An Idea, Suzy Prentiss, Michael G. Strawser

Basic Communication Course Annual

As members of the Basic Course family, most of us have witnessed the continuing evolution of a more diverse and eclectic student body as highlighted by Ruiz-Mesa and Broeckelman-Post (2021) and appreciate that our students deserve “having and feeling like their own identity has space in the classroom” (Munz & Colvin, 2018, p. 191). We understand, too, that with this challenge comes a real opportunity: to craft a course that provides all students with the skills and confidence needed to share their authentic stories and talents. To truly support all students, honor their lived experiences, and provide a robust educational …


Creating Equitable And Inclusive Basic Course Classrooms: A Response Essay, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post Feb 2023

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 Feb 2023

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 Feb 2023

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 Feb 2023

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 Feb 2023

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.


Securing The Right Skills: A Longitudinal Assessment Of College Students’ Writing And Public Speaking Self-Efficacy, T. Kody Frey, Jessalyn I. Vallade Feb 2023

Securing The Right Skills: A Longitudinal Assessment Of College Students’ Writing And Public Speaking Self-Efficacy, T. Kody Frey, Jessalyn I. Vallade

Basic Communication Course Annual

This research investigated the developmental patterns of students’ writing and public-speaking self-efficacy throughout their experience in the basic communication course (BCC). Questions were posed regarding (a) whether students grew in their reported writing and public speaking self-efficacy over two semesters, (b) whether growth differed based on biological sex, and (c) whether affinity and apprehension (as sources of performance self-efficacy) played a role in student growth. Two multilevel models revealed significant differences in students’ initial status and rate of growth for each outcome. Specifically, sex, affinity, and apprehension influenced students’ starting positions in the course, while only apprehension had a significant …


Section Introduction: Research Articles, Brandi N. Frisby Feb 2023

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 Feb 2023

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 Feb 2023

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 Feb 2023

Cover And Front Matter, Volume 35, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.


Call For Editor: Volumes 36-38 Mar 2022

Call For Editor: Volumes 36-38

Basic Communication Course Annual

No abstract provided.


Call For Manuscripts, Brandi N. Frisby Mar 2022

Call For Manuscripts, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.


Beyond Basic: Transformational Potential Of Pandemic Pedagogy, Roy Schwartzman Mar 2022

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.