Interpersonal and Small Group Communication Commons^™

On Defining At-Risk: The Role Of Educational Ritual In Constructions Of Success And Failure, Deanna L. Fassett

Basic Communication Course Annual

By adopting an ethnomethodological approach to the analysis of focus group interviews with undergraduate students enrolled in and teachers of the introductory course in speech communication, this essay demonstrates that we understand to be a stable, objective aspect of reality--i.e., the inevitability of educational failure--is in fact a human accomplishment, the result of concerted, through unreflective, social action. This paper explores the ways in which students' and graduate teaching assistants' espousal of educational rituals may create and sustain their (or their students') risk of educational failure. Futhermore, the implications of such a perspective for graduate teaching assistants of the basic …

Performative Pedagogy, At-Risk Students, And The Basic Course: Fourteen Moments In Search Of Possibility, John T. Warren

Basic Communication Course Annual

This essay sketches out the complications of a performative pedagogy in the context of a basic communication course, specifically examining how the course negotiates and constitutes what communication scholars have called "educational risk." To do this, a collage of narratives are provided--a series of images which, when seen in totality, might generate a conversation about how communication studies could address the intersections of risk, critical performative pedagogy, and the classrooms of our basic communication courses. To initiate this conversation, the essay is grounded in the work of communication studies. Taken together, the collage seeks to ask questions, pose problems, and …

Impact Of High School Preparation On College Oral Communication Apprehension, Karen Kangas Dwyer, Robert E. Carlson, Jennifer Dalbey

Basic Communication Course Annual

This study examines the impact of high school public speaking skills training and public speaking experiences on college overall communication apprehension (CA) and public speaking context CA. The results show that public speaking skill-training in high school is significantly related to lower CA levels or students upon entering a college-level basic speech course. In addition, students who report more public speaking experiences both in high school setting and outside the high school setting, tend to report lower overall CA and lower CA in the public speaking context.

Stretching The Academic Dollar: The Appropriateness Of Utilizing Instructor Assistants In The Basic Course, Paul D. Turman, Matthew H. Barton

Basic Communication Course Annual

As more universities across the country are feeling the pressures of providing an increasingly rigid financial accountability to tax payers and state legislatures, speech and communication departments find themselves in a precarious position. Namely, how can communication departments teach the budding number of students enrolled in their courses with little increase in budget, while continuing to produce effective speakers? One common answer to this dilemma involves the use of graduate students, and in some cases undergraduate students, as teaching assistants in the basic course. This study examines the efficacy of using undergraduate instructor assistants in the basic course at a …

Author Identifications

Basic Communication Course Annual

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Index Of Titles

Basic Communication Course Annual

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Index Of Authors

Basic Communication Course Annual

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Submission Guidelines

Basic Communication Course Annual

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Back Cover

Basic Communication Course Annual

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Front Cover

Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Editor's Page, Deanna D. Sellnow

Basic Communication Course Annual

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Contents

Basic Communication Course Annual

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Revising Public Speaking Theory, Content, And Pedagogy: A Review Of The Issues In The Discipline In The 1990'S, Nancy Rost Goulden

Basic Communication Course Annual

Literature from the 1990's calling for revision of basic course public speaking theory and pedagogy is examined, summarized, and organized. Discussion of sources that shape and maintain public speaking theory provides background for the reports of journal articles and conference papers categorized under (1) overall perspectives that influence theory, (2) basic theory of what characteristics constitute effective speaking, (3) appropriate course content, and (4) appropriate pedagogy.

The dominant theme for change calls for a new theoretical perspective of effective speaking rejecting emphasis on traditional speech behaviors and supported by changes in attitudes and pedagogy, characterized by flexibility, openness, reliance on …

Common Sense In The Basic Public Speaking Course, Calvin L. Troup

Basic Communication Course Annual

The foundation of the basic public speaking course ought to be questioned and modified to better meet the needs of students today. More specifically, public speaking courses must offer more than technique. Students must be introduced to the historical context that both models effective public discourse and has also contributed to the framework of the American public forum. This article offers some common sense ideas about what the public forum ought to be. Implementation of these ideas, among other things, will serve to enrich the substance of the course, introduce the central role of rhetoric in American history, culture, and …

Extending Learning Opportunities In The Basic Communication Course: Exploring The Pedagogical Benefits Of Speech Laboratories, Stephen K. Hunt, Cheri J. Simonds

Basic Communication Course Annual

This study asked 527 students enrolled in a basic communication course to evaluate the efficacy of a speech lab in relation to speech requirements stipulated by their instructors. In addition, the researchers examined the scores of 435 student speeches to determine if students who visited the lab earned higher grades compared to students that did not visit the lab. Results showed that (a) most instructors require their students to visit the lab before at least one speech, (b) the vast majority of students perceive the help they receive in the lab to be very useful, and (c) students who visit …

Communication Apprehension And Basic Course Success: The Lab-Supported Public Speaking Course Intervention, Karen Kangas Dwyer, Robert E. Carlson, Sally A. Kahre

Basic Communication Course Annual

This study examined a lab-supported public speaking course as an intervention for helping reduce overall and context communication apprehension (CA) for high and moderate CA students. In addition, this study queried whether actual lab usage was related to CA reduction and to course grade for those students. Results showed that the lab-supported public speaking course helped high and moderate CAs significantly reduce overall CA and CA in public speaking, group discussions, meetings and interpersonal conversation contexts.

There was no difference in reduction of CA level between high and moderate CAs who utilized the speech lab and those who did not. …

An Examination Of The Speech Evaluation Process: Does The Evaluation Instrument And/Or Evaluator's Experience Matter?, Karen Anderson, Karla Kay Jensen

Basic Communication Course Annual

Speech evaluation forms are a useful and necessary tool of any communication course with a public speaking component. The continued investigation of how such forms are created and used is beneficial to students and teachers. In this study, raters from various experience levels graded two speeches using a combination of four evaluation forms, half of which included directions. Raters then responded to questions regarding the forms they just used.

Results indicate that experience level and form type influence the speech grade given. Additionally, raters' responses regarding the forms reveal how they view the use of forms in the speech evaluation …

Listening Treatment In The Basic Communication Course Text, Laura A. Janusik, Andrew D. Wolvin

Basic Communication Course Annual

Numerous studies have indicated that listening is instrumental for academic and professional success, and most students receive listening instruction only in the basic communication course. This study analyzed the treatment of listening in the 17 most widely used basic communication course textbooks. The majority of the textbooks did devote at least one chapter to listening; however, the treatment was generally light, atheoretical, and lacked substantive listening scholarship.

D/Deafness And The Basic Course: A Case Study Of Universal Instructional Design And Students Who Are D/Deaf In The (Aural) Communication Classroom, Julia R. Johnson, Susan M. Pliner, Tom Burkhart

Basic Communication Course Annual

The primary purpose of this essay is to suggest ways to create a universally inclusive curriculum, which, by definition, addresses the learning needs of all students, including students with disabilities or, in this case, students who are deaf or hard-of-hearing. Presented with the opportunity of having a d/Deaf students in a public speaking class, we reflect on the accommodations made, the assumptions inherent in an inclusive classroom, and the ideology of ableism. Because d/Deafness is as much a cultural identity as an auditory condition, we also address how to create safe learning environments for diverse student populations through the use …

Author Information

Basic Communication Course Annual

No abstract provided.

Index

Basic Communication Course Annual

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Submission Guidelines

Basic Communication Course Annual

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Basic Communication Course Annual Vol. 14

Basic Communication Course Annual

Full issue (262 pages, 9.457 MB)

Back Cover

Basic Communication Course Annual

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Contrasting The Relationships Between Teacher Immediacy, Teacher Credibility, And Student Motivation In Self-Contained And Mass Lecture Courses, Stephen A. Cox, Timothy S. Todd

Basic Communication Course Annual

Basic communication courses are increasingly taught in mass-lecture formats. Research on teacher verbal immediacy, teacher nonverbal immediacy, teacher credibility, and student motivation has failed to contrast the relationships between these four variables has failed to contrast the relationships between these four variables in different basic course formats. Respondents enrolled in self-contained (n =326) and mass-lecture (n =865) formats of basic communication courses completed surveys measuring these four classroom variables.

Results showed that all variables were positively and significantly correlated in both formats. However, four of the six correlation coefficients between teacher verbal immediacy, nonverbal immediacy, teacher credibility, and student motivation …

Teaching Social Construction Of Reality In The Basic Course: Opening Minds And Integrating Contexts, Marcia D. Dixson

Basic Communication Course Annual

After a brief review of social construction theory (SCT), this paper explores the introduction of SCT into the hybrid basic communication course. SCT offers a theoretical perspective that can open minds and integrate the contexts of our basic course.

Specifically, this article offers a) an introduction to the theory; b) application of SCT to the areas of interpersonal communication, small group communication and public communication; and c) a description of a syllabus using the hybrid basic communication course (all of the SCT projects referred to can be found in the Appendix).

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.