Interpersonal and Small Group Communication Commons^™

Taking Risks And Embracing Difference, Margaret R. Laware

Basic Communication Course Annual

Thinking about the public speaking classroom as public space provides a generative metaphor as long as critiques of public space, particularly feminist critiques, and critical pedagogy theory are considered. These critiques recognize the importance of encouraging students to engage with the public world in such a way that they see their own paper to effect change. Risk-taking and confronting issues of racism and sexism are integral to this process.

Special Forum On The Philosophy Of Teaching: A Synthesis And Response, Jo Sprague

Basic Communication Course Annual

The ways that an individual professor, a department, or a campus talks about the basic communication course can be arrayed along a broad spectrum of attitudes. At one end of a continuum are those who look at the course with a blend of intellectual contempt and embarrassment (Burgoon, 1989) or who believe that an assignment to teach such a course counts as penance or banishment. For many or most of our colleagues the characterizations fall in a more positive central zone, construing the course as a rich source of student enrollment or a fertile recruiting ground for majors.

The authors …

Author Information

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 16

Basic Communication Course Annual

Full Issue (332 Pages, 3.945 MB)

Index Of Titles Volumes 1-15; Index Of Authors Volumes 1-15

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Front Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 15

Basic Communication Course Annual

Full Issue (190 pages, 6.997 MB)

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Editor's Page, Deanna D. Sellnow

Basic Communication Course Annual

I have to say that 2001-2002 has been quite a year. The events of September 11th, the volatility of the stock market, and the reactions of the American people to these events show a real change in the cultural atmosphere. That change is reflected in this year's Annual~ as well. The essays are certainly not "typical." And, yet, they certainly do yield interesting insight to the field. I might even go so far as to say that this issue reflects an educational risk, a departure from the norm of academic scholarship. This seems fitting in a year when what was …

Contents

Basic Communication Course Annual

No abstract provided.

Streaming Student Speeches On The Internet: Convenient And "Connected" Feedback In The Basic Course, Judy Rene Sims

Basic Communication Course Annual

Undergraduate students enrolled in three sections of a basic speech course over a period of three semesters were surveyed regarding their evaluations of the video streaming of their speeches on the Internet as a method of feedback. Streaming video refers to motion video with accompanying audio that is delivered live or asynchronously and is available at the click of a mouse on a website. Students reported the viewing of their streamed speeches on the Internet to be a convenient and effective medium for feedback an an experience in connected learning that allowed them to share their speech with friends and …

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

No abstract provided.

Index Of Titles

Basic Communication Course Annual

No abstract provided.

Index Of Authors

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Editor's Page, Deanna D. Sellnow

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

No abstract provided.

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 …