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Articles 211 - 240 of 707
Full-Text Articles in Interpersonal and Small Group Communication
Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Basic Communication Course Annual
In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this …
From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds
From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds
Basic Communication Course Annual
This essay is designed to connect specific communication skills desired by employers in industry to basic course concepts. While communication is often identified as one of the most important skills for graduates seeking employment, this broad view makes it nearly impossible for basic course directors and instructors to design their pedagogy to satisfy students’ future needs. This manuscript examines a part of the 2014 Basic Course Conference where industry leaders were invited to present what they felt to be the most important communication skills and knowledge in employees and then engaged in a discussion with the attending basic course directors …
Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor
Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor
Basic Communication Course Annual
Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental study was to determine whether students enrolled in intensive public speaking courses reported higher levels of communication apprehension, i.e., speech anxiety. Participants were 722 undergraduate students who completed the Personal Report of Public Speaking Anxiety instrument. The findings indicated that students enrolled in intensive public speaking courses had significant moderate …
Connecting To Veterans In Public Speaking Courses, Alisa Roost
Connecting To Veterans In Public Speaking Courses, Alisa Roost
Basic Communication Course Annual
While much research has analyzed the role of military veterans’ centers on campus, faculty can also purposefully support veterans, a diverse group that may benefit from some accommodations. Intentional pedagogy that keeps the needs of veterans in mind can help us better support diverse populations regardless of military status. Specific issues professor may better engage include student alienation and connection, anxiety, language and clarity of directions. Professors can address issues of alienation and connection by working to create a welcoming classroom without singling veterans out. Professors should take communication anxiety among veterans very seriously as communication anxiety may be linked …
Basic Communication Course Annual Vol. 27
Basic Communication Course Annual Vol. 27
Basic Communication Course Annual
Full issue (196 pages, 7.0 MB)
What Makes A Good Ted Talk?, Jack R. Grodahl
What Makes A Good Ted Talk?, Jack R. Grodahl
CMC Senior Theses
Have you ever listened to a speech, seriously attempted to discern the speaker’s message, then realize you have forgotten most of, if not, the entire message moments after the speech is finished? Far too often audiences sit through a presentation focusing as best as they can, only to have the speaker craft a message in a way that is nearly impossible for the audience to remember. The best speakers not only deliver a memorable message, but also one that inspires their audience to action or change of mindset. Speakers at Ted Conferences are faced with a difficult challenge: they are …
Consistency And Change: The (R)Evolution Of The Basic Communication Course, Joesph M. Valenzano, Samuel P. Wallace, Sherwyn P. Morreale
Consistency And Change: The (R)Evolution Of The Basic Communication Course, Joesph M. Valenzano, Samuel P. Wallace, Sherwyn P. Morreale
Communication Faculty Publications
The basic communication course, with its roots in classical Greece and Rome, is frequently a required course in general education. The course often serves as our “front porch,” welcoming new students to the Communication discipline. This essay first outlines early traditions in oral communication instruction and their influence on future iterations of the course. In addition, because fundamental changes in higher education in more modern times affected emphases and delivery of the course, we focus on the relationship between general education and the basic course and the significant curricular changes to the course during the latter part of the 20th …
The Public Sphere As Site Of Emancipation And Enlightenment: A Discourse Theoretic Critique Of Digital Communication, David Ingram, Asaf Bar-Tura
The Public Sphere As Site Of Emancipation And Enlightenment: A Discourse Theoretic Critique Of Digital Communication, David Ingram, Asaf Bar-Tura
Philosophy: Faculty Publications and Other Works
Habermas claims that an inclusive public sphere is the only deliberative forum for generating public opinion that satisfies the epistemic and normative conditions underlying legitimate decision-making. He adds that digital technologies and other mass media need not undermine – but can extend – rational deliberation when properly instituted. This paper draws from social epistemology and technology studies to demonstrate the epistemic and normative limitations of this extension. We argue that current online communication structures fall short of satisfying the required epistemic and normative conditions. Furthermore, the extent to which Internet-based communications contribute to legitimate democratic opinion and will formation depends …
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Basic Communication Course Annual
This year the National Communication Association (NCA) celebrates its centennial. NCA began over a dispute between speech teachers and English teachers over the perception of oral communication receiving less instructional attention, and for the last century communication experts have been the primary party responsible for communication instruction of college students. Over the years the basic course has largely been focused on public speaking as the course to deliver this instruction, though we developed, and still teach, interpersonal communication and hybrid courses that also include small group communication. There have been several different venues in which the basic communication course has …
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
Basic Communication Course Annual
Student Learning Outcomes (SLOs) should be the core around which every college course is centered. As a result of taking this course: What should students know? What should they be able to do or to demonstrate? What should students value? Perhaps most important, How should students be changed or affected by taking this course? Effective course planning is made possible when these outcomes are focused and specific, and when the outcomes themselves are a high priority of the course. In spite of this maxim, student learning outcomes have not always been the primary driver of the design(s) of the basic …
Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester
Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester
Basic Communication Course Annual
The basic argument being advanced is that civility ought to be a fundamental or central concern and guiding principle in our basic and introductory courses. Like the more common standards of effectiveness and appropriateness, civility ought to become one of the key standards by which we judge the quality of communication, and consequently ought to become a central learning outcome and a more significant focus in our teaching and research. Specifically, students should leave our basic interpersonal, public speaking, and business and professional speaking courses with an understanding of and appreciation for how an attitude of civility can positively influence …
Public Address As The Basic Communication Course, William R. Upchurch
Public Address As The Basic Communication Course, William R. Upchurch
Basic Communication Course Annual
Public speaking has been at the heart of our discipline from its conceptual foundations in the ancient world to the founding of the National Council of Academic Teachers of Public Speaking in 1914. According to a longitudinal series of studies surveying the basic course in communication, the vast majority of such courses are either wholly or partially devoted to public speaking skill acquisition (Morreale, Worley, & Hugenberg, 2010). Though the field has fractured into an interdisciplinary mélange over the last century, public speaking has held onto its primacy, at least as the visible face of most departments. In fact, its …
Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr.
Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr.
Basic Communication Course Annual
Given that well-developed outcomes are crucial for instructor and student success, it is necessary to delineate the central learning outcomes for the basic course in communication. Therefore, I will first articulate four traditional outcomes that I believe are necessary for students to become effective public speakers. Second, after discussing the benefits of integrating a critical approach in the basic course, I will present a fifth, critical, learning outcome. After doing so, I will discuss how this additional critical learning outcome can enhance the course by expanding upon each of the traditional outcomes.
Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz
Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz
Basic Communication Course Annual
The economic, social, political, cultural, and environmental dimensions of globalization impacting our society demand new ways of thinking, acting, and teaching the Basic Communication Course (BCC). By emphasizing the learning outcomes of intellectual and practical skills and acceptance of personal and social responsibility, students will experience a new central learning outcome: what we are calling a social justice sensibility. In this essay we will emphasize the need to integrate the intellectual and practical skills of oral communication and personal and social justice in the BCC. We will discuss how the BCC can help students learn habits of citizenship and the …
Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek
Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek
Basic Communication Course Annual
This study sought to determine whether there is a difference in the effect of in-class and out-of-class peer workshops on Cognitive Learning, Affective Learning, speech grades, Public Speaking Anxiety, Connected Classroom Climate, and Perceived Workshop Value. This study used a within-subjects modified switching-replications design and found that there were no significant differences in the effects of the two types of workshops. However, students preferred in-class workshops, and there is slight evidence that there might be benefits for doing an in-class workshop first so that students can build trust and learn to give and receive better feedback before considering out-of-class workshops.
Clicking Instead Of Speaking: The Impact Of Students’ Communication Apprehension On Their Evaluation Of Mediated Participation And Learning In The Basic Course, Katherine J. Denker
Clicking Instead Of Speaking: The Impact Of Students’ Communication Apprehension On Their Evaluation Of Mediated Participation And Learning In The Basic Course, Katherine J. Denker
Basic Communication Course Annual
As research has well established the benefits to students of an engaged classroom, faculty are called to transform their classrooms into spaces focused on the learner (Petress, 2001). Though the basic course has traditionally been an engaged space, some formats of the basic course are limiting interaction. Researchers have argued that Student Response Systems (SRS) or “clickers” are one of the most promising technologies in transforming the classroom, particularly with the basic course, and offer venues for engagement for students particularly those who are most prone to avoid interaction. Nonetheless, many claims about these types of pedagogical tools have yet …
The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre
The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre
Basic Communication Course Annual
Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012), there are currently over 70 communication centers in the United States. This study offers a descriptive investigation of communication centers at colleges and universities from communication center directors. Our purpose is to provide data about the nature and state of centers so that it may inform others about how to develop, maintain, and compare centers’ trends and tendencies. This investigation discusses the following communication center information: (a) institutional context, …
Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto
Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto
Basic Communication Course Annual
This manuscript investigates whether frequent quizzing might facilitate greater preparation and learning in the Basic Course and tests variations of frequent quizzing through a series of three separate studies in order to identify best practices for using such quizzes. The first study showed that students who were given frequent quizzes performed better on the final exam than students who were given a midterm. The second study showed that frequent online quizzes can be just as effective as frequent in-class quizzes. In the final study, students were given skeletal notes to fill out as they prepared for class, and the results …
Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz
Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz
Basic Communication Course Annual
For students enrolled in the basic communication course, their primary source for information about communication apprehension comes from the course textbook. Previous researchers have content analyzed textbooks for their coverage of communication apprehension in public speaking textbooks, but none have compared hybrid textbooks and public speaking textbooks. Twenty basic communication course textbooks, ten hybrid and ten public speaking, were analyzed for how they address communication apprehension. Results were consistent with previous research regarding communication apprehension in public speaking textbooks, noting few changes over the past 30 years. Implications for the basic communication course, along with suggestions for future research regarding …
Index Of Titles And Authors, Volumes 1-25
Index Of Titles And Authors, Volumes 1-25
Basic Communication Course Annual
No abstract provided.
Basic Communication Course Annual Vol. 26
Basic Communication Course Annual Vol. 26
Basic Communication Course Annual
Full issue (276 pages, 9.7 MB)