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Basic Communication Course Annual

No abstract provided.

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

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

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

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 Communication Course Annual

No abstract provided.

Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger

Basic Communication Course Annual

This study explores basic course directors’ (BCDs) perceptions of graduate teaching assistant (GTA) misbehaviors in introductory communication courses. BCDs (N = 30) responded to questions about GTA misbehaviors observed in their roles. BCDs were asked why they perceived communicative acts as misbehaviors, how they managed them, and what they did to proactively address them. Utilizing thematic analysis, participants indicated indolence as the most frequently occurring misbehavior, followed by incompetence and offensiveness. Six categories emerged for why behaviors and actions were perceived as misbehaviors. In response to how GTA misbehaviors were managed, six categories emerged. Five categories emerged for how misbehaviors …

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

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

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

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

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

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

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

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

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

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

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

Basic Communication Course Annual

No abstract provided.

Editor's Page, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

Engaging Remote Students Through Planning And Play Using Shared Google Docs, Julian Kilker

UNLV Best Teaching Practices Expo

Like many faculty teaching remotely, I faced challenges with student engagement, participation, and feedback, as well as balancing planned and impromptu course activities. In response, I explored using Google Docs to create productive and playful collaborative spaces inspired by Marie Foulston’s informal “Party in a Shared Google Doc” social experiment.

Pilot Assessment Plan: Intercultural And Global Learning, Amy Anderson, Sangita Gosalia, Zoe Krzywda, Kelly Trail, Kelly Bohrer

Learning Teaching Forum

During the 2019-2020 academic year, this project team reviewed tools for intercultural and global learning and assessment. Our objective was to consider opportunities to support student growth and development and assess student learning at the program and/or institutional levels. We looked at some instruments we currently use, along with several others. In addition, we reviewed several content platforms that support student learning. While each had its pros and cons, we identified three tools for a pilot:

• Assessment - The Global Engagement Survey
• Content platform - Solidarity Modules
• Content platform - Global Competency Certificate

Participants will have the opportunity to learn …

Graduate Record 2021, Southwestern Oklahoma State University

SWOSU Yearbooks

SWOSU Specialized Publications class has been working diligently to make this graduate record memorable for our graduates. We have come up with many different ways to make this one special for all those who worked hard to get their degrees. This year was limited due to canceled events and restricted interaction due to COVID-19 precautions.

A New Era: Learning And Living In Difficult Times, Barbara R. Burke, Liene Ločmele

Communication, Media, and Rhetoric Publications

For several years, we have conducted blended discussions and collaborative student activities in our media studies courses at the University of Minnesota Morris (USA) and Vidzeme University of Applied Sciences (Latvia). When the COVID-19 pandemic and subsequent ‘stay at home orders’ changed the ways we could teach, like other faculty throughout the world, we kept our instructional goals and pivoted from an occasional hybrid to a completely online/remote teaching practice. We made the choice to keep the blending of our students as a core component of our curricula, and added several opportunities for students to reflect upon their perceptions and …

No Future For Academic Crips: An Autoethnographic Crippling Of Academic Futurity, A. Adams

All Graduate Theses, Dissertations, and Other Capstone Projects

No Future for Academic Crips attempts to situate crip theory, critical disability studies, and communication theory squarely in the context of academia, problematizing the constraints placed on autistic identity by the demands of a graduate education. Utilizing autoethnographic vignettes along with theoretical writings regarding the creation and consolidation of crip identity, this thesis theorizes what a “neuroqueer future” looks like for academics. Six vignettes are presented to demonstrate strategies for survival employed in academic spaces, followed by analysis contextualizing and criticizing those strategies. Finally, implications for neuroqueer futurity and identity are discussed.

Training For Retention: How Effective Are Writing Center And Learning Center Training Programs At Pace University?, Anna Giacalone

Honors College Theses

Although peer student support services are offered at college and universities across the country, there is little discussion regarding how students are trained to work in these positions. While the benefits of student support services are generally agreed upon, these services can only be effective if student employees feel adequately prepared for their roles. This study aims to determine best practices to design training curriculum for students employed as writing center consultants, content tutors, and peer mentors in a university setting. To do so, student employees at Pace University - Pleasantville’s Learning Commons were surveyed to analyze how prepared students …

Higher Education And The Dei Climate: Exploring And Understanding The Role Of Social Media, Self Esteem, And Intercultural Communication In Diversity, Equity, And Inclusion Initiatives On The College Campus, Christian T. Cardona

University of the Pacific Theses and Dissertations

This study seeks to understand the effects and levels of impact that a university student’s intercultural communication competence, social media usage, and self-esteem have on the students’ attitudes towards diversity, equity, and inclusion (DEI) efforts implemented by institutions of higher education. By studying these three independent variables, this research seeks to improve the understanding of the university students’ attitudes on DEI efforts for leaders and change agents in higher education, providing an inspiration for leaders, administrators, and change agents of higher education to continue collaborating to innovate methods and avenues towards creating a diverse, equitable, and inclusive campus climate, as …

Exploring Academic Leadership In Higher Education Through The Lens Of Leader-To-Member Exchange (Lmx) Theory, Dequies A. Lanier

Theses and Dissertations

A phenomenological study focused on Exploring Academic Leadership in Higher Education Through The Lens of Leader-to-Member Exchange (LMX) Theory, Dequies A. Lanier, 2020: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: communication, leadership development, higher education, leader-member exchange, organizational leadership This applied dissertation was designed to explore the communication between higher education leaders and faculty at the department level in the United States at a southeastern higher education institution. The study sought to explore (a) the communication relationship between leaders and followers; (b) commitment to the organization; and (c) suggested communication …

Unveiling The Usage Of Technology In Higher Education Institutions (Heis) In Pakistan: A Study Employing Multi-Group Analysis (Mga), Muhammad Asif Munir Mr., Ghulam Shabir Dr.

Library Philosophy and Practice (e-journal)

Technology has brought changes in the behavioral intentions of students in higher education institutions (HEIs). It also helps them to be creative and innovative during their studies at universities. Literature review reveals that technology acceptance model (TAM) has been widely studied but unfortunately the usage of technology at academia has never been comparatively measured between private and public higher education institutions. This study measures effects of TAM-core variables on academic performance of graduate students of public and private HEIs, additionally, the moderating role of academic self-efficacy between actual usage of social media and academic performance was tested. By using a …