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Articles 31 - 60 of 737
Full-Text Articles in Communication
Cover And Front Matter
Basic Communication Course Annual
Cover, Editorial Board, Table of Contents for Volume 36 (2024)
Preparing Future Leaders In The Arts Through The Community Arts Engagement Certificate Program: What I Learned From Teaching The First Introductory Seminar, Sharon Davis Gratto
Preparing Future Leaders In The Arts Through The Community Arts Engagement Certificate Program: What I Learned From Teaching The First Introductory Seminar, Sharon Davis Gratto
Research and Reflection on Learning and Teaching in Higher Education
The University of Dayton’s Community Arts Engagement certificate program was recently launched with the teaching of its first introductory seminar. The program and this course were conceived to be broader in scope for arts majors than the more familiar arts administration minor program. Several of the outcomes of the seminar—both those planned and those unforeseen—can be informative in thinking more expansively about experiential learning and community collaboration in arts education or other disciplines. This article represents a narrative description of the program and its introductory seminar and a personal reflection after teaching the seminar for the first time.
Insights Into The Accuracy Of Social Scientists’ Forecasts Of Societal Change, Sangsuk Yoon
Insights Into The Accuracy Of Social Scientists’ Forecasts Of Societal Change, Sangsuk Yoon
Management and Marketing Faculty Publications
How well can social scientists predict societal change, and what processes underlie their predictions? To answer these questions, we ran two forecasting tournaments testing the accuracy of predictions of societal change in domains commonly studied in the social sciences: ideological preferences, political polarization, life satisfaction, sentiment on social media, and gender-career and racial bias. After we provided them with historical trend data on the relevant domain, social scientists submitted pre-registered monthly forecasts for a year (Tournament 1; N = 86 teams and 359 forecasts), with an opportunity to update forecasts on the basis of new data six months later (Tournament …
Call For Manuscripts For Volume 36, Angela Hosek
Call For Manuscripts For Volume 36, Angela Hosek
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
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 …
Preparing Graduate Students For A Dei-Framed Basic Course: A Graduate Student Perspective, Adam E. Tristan
Preparing Graduate Students For A Dei-Framed Basic Course: A Graduate Student Perspective, Adam E. Tristan
Basic Communication Course Annual
No abstract provided.
Creating Equitable And Inclusive Basic Course Classrooms: A Response Essay, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post
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
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
Section Introduction: Basic Course Forum, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
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
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
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 …
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
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 …
Section Introduction: Research Articles, Brandi N. Frisby
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
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
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
Cover And Front Matter, Volume 35, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Episode 3: Opposites, Lauren Durham
Episode 3: Opposites, Lauren Durham
A Rhetorical Study of Twitter Discourse about Justices Ruth Bader Ginsburg and Amy Coney Barrett
In this episode, Durham discusses the discourse that portrayed Ruth Bader Ginsburg and Amy Coney Barrett as opposites.
Episode 1: About The Research, Lauren Durham
Episode 1: About The Research, Lauren Durham
A Rhetorical Study of Twitter Discourse about Justices Ruth Bader Ginsburg and Amy Coney Barrett
Durham explores the significance of the topic; summarizes the academic theories applied in the study; presents the research question; and shares methodology and methods.
Episode 4: Barrett As A 'Figure-In-Process', Lauren Durham
Episode 4: Barrett As A 'Figure-In-Process', Lauren Durham
A Rhetorical Study of Twitter Discourse about Justices Ruth Bader Ginsburg and Amy Coney Barrett
Durham addresses discourse that portrayed Barrett as a “figure-in-process.”
Episode 2: The Pop Culture Status Of 'Rbg', Lauren Durham
Episode 2: The Pop Culture Status Of 'Rbg', Lauren Durham
A Rhetorical Study of Twitter Discourse about Justices Ruth Bader Ginsburg and Amy Coney Barrett
In a discussion of the first answer to the research question, Durham focuses on the discourse about the presence and absence of Ruth Bader Ginsburg's iconic appeal in popular culture.
Episode 5: Findings, Plus A Look At Events Following Confirmation, Lauren Durham
Episode 5: Findings, Plus A Look At Events Following Confirmation, Lauren Durham
A Rhetorical Study of Twitter Discourse about Justices Ruth Bader Ginsburg and Amy Coney Barrett
In this episide, Durham discusses what the research revealed and makes recommendations for further study. She also explores events following Justice Amy Coney Barrett's confirmation.
Call For Editor: Volumes 36-38
Call For Editor: Volumes 36-38
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.
Beyond Basic: Transformational Potential Of Pandemic Pedagogy, Roy Schwartzman
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.
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.
Accessibility In The Basic Course: A Case For Retaining Pandemic Technology, Leann M. Brazeal
Accessibility In The Basic Course: A Case For Retaining Pandemic Technology, Leann M. Brazeal
Basic Communication Course Annual
This piece focuses on the potential of technologies adopted during the COVID-19 crisis to enhance accessibility for students with disabilities in the basic course. The pandemic disrupted traditional modes of teaching and learning and required basic course instructors to seek out technologies that could help meet the goals of a traditional classroom experience. This piece suggests that this spirit of flexibility with technology should be retained in traditional classrooms going forward, as it can benefit students with disabilities. First, Universal Design for Learning is discussed, including its emphasis on providing multiple options for learning and the guidelines it presents for …
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 …
Examining Motivation In Turbulent Times: A Self-Determination Theory Replication, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Examining Motivation In Turbulent Times: A Self-Determination Theory Replication, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Basic Communication Course Annual
The purpose of this study was to replicate and extend previous work (Chiu, 2021a, 2021b; Vallade et al., 2020) by applying self-determination theory (Deci & Ryan, 1985) to student motivation and engagement in the basic communication course during the shift to online learning in the initial onset of the COVID-19 pandemic. Results indicated that students were most often motivated and engaged through instructor communication and behavior that met their need for relatedness, with a particular emphasis on instructor presence. Theoretical and practical implications of these results are discussed within the context of the basic communication course.