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Articles 31 - 60 of 606
Full-Text Articles in Higher Education
Strengthening The Position Of The Introductory Course: Pandemic Pedagogical Practices (Withdrawn), Sara Mathis
Strengthening The Position Of The Introductory Course: Pandemic Pedagogical Practices (Withdrawn), Sara Mathis
Basic Communication Course Annual
No abstract provided.
Prepared To Pivot: Creating A Resilient Basic Course Program, Nicholas T. Tatum, Melissa A. Broeckelman-Post
Prepared To Pivot: Creating A Resilient Basic Course Program, Nicholas T. Tatum, Melissa A. Broeckelman-Post
Basic Communication Course Annual
The rapid transition to emergency remote teaching due to COVID-19 provides many lessons for how BCDs can design resilient basic course programs that will be prepared to adapt in any number of potential future emergencies. BCDs can design resilient courses by pre-planning how courses will maintain instructional continuity, pre-loading pivoting options into learning management systems, and adopting online texts that are accessible anywhere. BCDs can also build instructor resilience by providing high-quality training and providing continued support for instructor well-being.
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
Exploring Introductory Communication Course Administrators' Relationship Management During Covid-19, Ashley N. Aragón, Drew T. Ashby-King
Exploring Introductory Communication Course Administrators' Relationship Management During Covid-19, Ashley N. Aragón, Drew T. Ashby-King
Basic Communication Course Annual
The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled in-person classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semi-structured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast …
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.
Engaged Social Media In Higher Education While Avoiding The Label Of "Striving", Jessica Nerren
Engaged Social Media In Higher Education While Avoiding The Label Of "Striving", Jessica Nerren
Journal of Critical Issues in Educational Practice
Striving has become a word laden with problematic meanings in the world of higher education. For instance, if a university is too aligned with business, or becomes overly selective, or deviates from original purpose or mission, then, at times, those actions are seen as striving (O’Meara, 2007). O’Meara (2007) defines striving as participation in efforts to improve status and prestige in line with the hierarchy. Allen (2021) echoes the problematic nature of this practice witnessed abroad, equating striving educational practices with neoliberalism, potentially overshadowing primary purposes of the institution, such as learning and teaching, or drowning out important parts of …
Understanding Milk Consumption Habits Among College Students In Order To Redesign Outreach, Stacey F. Stearns, Adam N. Rabinowitz
Understanding Milk Consumption Habits Among College Students In Order To Redesign Outreach, Stacey F. Stearns, Adam N. Rabinowitz
The Journal of Extension
College students consume less dairy milk than in the past. Increased competition in the beverage aisle influences their choices. However, much of the population is not meeting the recommended intake guidelines for calcium. A survey of undergraduate college students with university dining plans focused on milk consumption habits, beverage choices, and student attitudes toward healthful foods and nutrition. Results are guiding Extension program educational outreach campaigns to college students. By focusing on the healthful and nutritional benefits of milk, Extension educators could increase consumption among college age consumers, and their long-term healthful outcomes.
Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess
Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess
Basic Communication Course Annual
The essays you have just read offer valuable insights into the matter of matching communication knowledge and skills with employer needs. This topic is one of the more important issues facing the academy at present. Higher education in America is currently undergoing seismic shifts (Bok, 2013; Crow & Dabars, 2015). The model of higher education we have been developing since the late 1800s has served us well for over a century. But that model was developed to transition higher education from developing teachers and clergy to supporting broader societal needs of the Industrial Age (Davidson, 2017). With a very different …
Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss
Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss
Basic Communication Course Annual
Our basic communication courses have always been important for our students. COVID-19 presents us with many challenges as well as opportunities for innovation and reflection. We can now heed the call offered by Joyce et al. in 2019 to match the skills most in demand with those we teach and infuse intentionality and value throughout our courses. As we pivot to online education and digital communication, how can we craft the basic course to provide effective communication skills training in engaging, empowering and impactful ways?
Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper
Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper
Basic Communication Course Annual
When Millennials began to enter the workforce in the mid-2000s, employers struggled to engage this indecisive group (i.e., job-hoppers). At the same time, they also battled the threat of a labor shortage due to the impending retirement of an aging baby-boomer workforce (Chaudhuri & Ghosh, 2012). Organizations began to combat both issues by embracing intergenerational learning programs focused on the strengths of each group (Gerpott et al., 2017; Greengard, 2002). One strategy that has proved valuable in popular press and among companies, although fairly absent from academic literature (Kaše et al., 2019; McCann, 2017), is reverse mentoring.
From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards
From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards
Basic Communication Course Annual
Digital communication provides an important opportunity for the basic communication course (BCC) to match student skills to employer desires and enhance our curriculum in ways that match our essential competencies. This essay argues that digital communication can be public speaking and incorporating it into the BCC will enhance our ability to meet our core competencies and equip students with the skills employers seek. This recommendation is timely and critical due to the cultural shift of the COVID-19 pandemic and an increased community focus on the merits and costs of digital communication. Incorporating digital communication is essential to the continued relevance …
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
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 …
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 …
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.
Call For Manuscripts, Brandi N. Frisby
Call For Manuscripts, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum
Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum
Basic Communication Course Annual
This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.
Recruiting And Nurturing A Pipeline Of Future Basic Course Directors, Melissa A. Broeckelman-Post, Cheri J. Simonds
Recruiting And Nurturing A Pipeline Of Future Basic Course Directors, Melissa A. Broeckelman-Post, Cheri J. Simonds
Basic Communication Course Annual
This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
The Importance Of The Basic Communication Course In The First-Year Experience: Implications For Retention, Tim Mckenna-Buchanan, Stevie Munz, Anna Wright, Jeremy Williams
The Importance Of The Basic Communication Course In The First-Year Experience: Implications For Retention, Tim Mckenna-Buchanan, Stevie Munz, Anna Wright, Jeremy Williams
Basic Communication Course Annual
This study examines the basic communication course (BCC) as it relates to students’ first academic year at a university. Specifically, we compared students completing both a first-year experience (FYE) course and BCC against students completing only an FYE course. Data was collected over two cohorts of students and after analytical procedures, we found that there is an association between courses taken (both a FYE course and BCC or just a FYE course) and retention at the university. Additionally, the results revealed that the combination of both a FYE course and BCC during the first-year fostered emotional support and classroom connectedness, …
Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins
Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins
Basic Communication Course Annual
Combining traditional classroom instruction and online instruction, or hybrid/blended learning, has emerged as a popular option to mitigate rising enrollments and non-traditional student needs while maintaining the known advantages to the face-to-face learning format. We evaluated the effectiveness of a Fundamentals of Communication course (also known as the “hybrid” course) taught in the traditional face-to-face format and in the hybrid/blended learning format, which included the equivalent of one credit taught face-to-face and two credits taught online (graded together as one course).
Students in the blended format had stronger performances in two areas of their speeches (introduction and overall impression), had …
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Basic Communication Course Annual
This study explored the formal and informal resources students enrolled in a basic communication course use to gather information and receive feedback about their course experience, including presentations and work in the class. To do so, an online survey was completed by 393 students at three universities. The data were analyzed thematically using an iterative process facilitated through NVivo coding software. This process not only allowed for a descriptive summary of the students’ responses and the creation of a typology of resources, but also revealed four emergent themes related to student motivations to seek out and use sources of information/feedback: …