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Articles 751 - 780 of 972
Full-Text Articles in Higher Education
The Experience And Meaning Of A Marianist Education Today: A National High School Study Of Mission And School Culture, Carolyn Ridenour, Alan Demmitt, Jill L. Lindsey-North
The Experience And Meaning Of A Marianist Education Today: A National High School Study Of Mission And School Culture, Carolyn Ridenour, Alan Demmitt, Jill L. Lindsey-North
Educational Leadership Faculty Publications
Focus groups conducted with students, parents, teachers, and alumni (N=540) at 13 Catholic Marianist high schools provided rich insights into the experience and meaning of the education provided at these institutions. While academic excellence was a common thread woven across meaning given by both parents and teachers, students and alumni articulated a meaning replete with images of belonging. That these schools valued persons holistically (rather than solely academically) permeated most groups. Using theories of organizational culture as the foundation, the relationship between missions and the meaning of life in these schools is discussed.
Editorial Board
Basic Communication Course Annual
Editors and manuscript reviewers for Volume 11 of Basic Communication Course Annual
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.
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.
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 …
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 …
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 …
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.
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.
Basic Communication Course Annual Vol. 11
Basic Communication Course Annual Vol. 11
Basic Communication Course Annual
Full issue (192 pages, 7.056 MB)
The Basic Course And The Future Of The Workplace, Andrew D. Wolvin
The Basic Course And The Future Of The Workplace, Andrew D. Wolvin
Basic Communication Course Annual
The preparation of students to function as effective communicators in the workplace is an important goal of the basic communication course. To meet this goal, students must be equipped with speaking and listening competencies in order to do their work. The basic hybrid course with units in intrapersonal, interpersonal, group, and public communication offers a viable framework for workplace communication.
Predictors Of Self-Perceptions Of Behavioral Competence, Self-Esteem, And Willingness To Communicate: A Study Assessing Impact In A Basic Interpersonal Communication Course, Sherwyn P. Morreale, Michael Z. Hackman, Michael R. Neer
Predictors Of Self-Perceptions Of Behavioral Competence, Self-Esteem, And Willingness To Communicate: A Study Assessing Impact In A Basic Interpersonal Communication Course, Sherwyn P. Morreale, Michael Z. Hackman, Michael R. Neer
Basic Communication Course Annual
Considering the emergent role of evaluation in higher education, it is important that assessment procedures be developed for all communication courses. Courses such as public speaking already have well established assessment programs while other courses are in need of additional attention. This article describes an assessment program that examines the impact of an interpersonal course on undergraduates' self-perceived behavioral and affective competence. Using a pre- and post-test model, assessment was based on administration of the Communication Behaviors Inventory, the Rosenberg Self-Esteem Scale, and the Willingness to Communicate Scale. These outcomes were measured as a function of gender, age, and ethnicity. …
Learning Style Preferences And Academic Achievement Within The Basic Communication Course, Charles A. Lubbers, William J. Seiler
Learning Style Preferences And Academic Achievement Within The Basic Communication Course, Charles A. Lubbers, William J. Seiler
Basic Communication Course Annual
Students enrolled in a basic communication course taught using the personalized system of instruction (PSI) were studied to determine the influence of learning style preferences on academic achievement. The twenty measures of the Canfield Learning Style Inventory (CLSI) were regressed with three measures of student academic achievement. Eight of the twenty were significant in at least one of the three equations. Two of the learning style measures (class organization and performance expectations) were significant with all three measures of achievement. Two applications of the findings for basic course instructors are presented.
Graduate Teaching Assistant Training: Preparing Instructors To Assist Esl Students In The Introductory Public Speaking Course, Brooke L. Quigley, Katherine G. Hendrix, Karen Freisem
Graduate Teaching Assistant Training: Preparing Instructors To Assist Esl Students In The Introductory Public Speaking Course, Brooke L. Quigley, Katherine G. Hendrix, Karen Freisem
Basic Communication Course Annual
Much research identifies the need to assist English as a Second Language (ESL) students in our classrooms. Some communication educators have addressed this need by enrolling students in special sections of introductory courses for ESL students only. With a focus specifically on graduate teaching assistant (GTA) training, this paper suggests ways to assist ESL students, along with native speaking students, enrolled in regular sections of the introductory public speaking course. We first identify steps for assessing whether an ESL student is appropriately enrolled in a course. We then focus on ways instructors can assist ESL students with: 1) pronunciation, comprehensibility, …
Applying Multiple Intelligences Theory To The Basic Public Speaking Course, Kristi A. Schaller, Marybeth G. Callison
Applying Multiple Intelligences Theory To The Basic Public Speaking Course, Kristi A. Schaller, Marybeth G. Callison
Basic Communication Course Annual
This article examines the theory of Multiple Intelligences (MI) (Gardner, 1983; 1993) as it applies to the basic public speaking course. According to MI theory, intelligence is not a single dimension but is a composite of several aptitudes and talents. Gardner believes that individuals possess more than one intelligence, and MI theory defines seven. We argue that the basic public speaking course is an excellent forum for addressing students’ multiple intelligences while teaching oral and written communication skills. This paper introduces MI theory and provides suggested course assignments and activities that correspond with the multiple intelligences.
The Debate On The Uses Of Practical Theory Continues, Lawrence W. Hugenberg
The Debate On The Uses Of Practical Theory Continues, Lawrence W. Hugenberg
Basic Communication Course Annual
The first two essays by Spano and Hickson (Basic Communication Course Annual 8, 1996) involved some crucial issues about where the basic communication course stands in relation to theory, research, and practice. In this second round, specific examples are discussed by Spano. Hickson attempts to contextualize them. Such specificity involves delineating the nature of communication theory from a pragmatic perspective, not ideological from either a phenomenological not a positivistic stance. The importance of context is stressed and outlined as an aspect of human nature—perhaps the element which separates us from other living beings.