Interpersonal and Small Group Communication Commons^™

Author Identification

Basic Communication Course Annual

No abstract provided.

Call For Papers And Editorial Philosophy

Basic Communication Course Annual

No abstract provided.

The Impact Of Perceived Research And Teaching Competence On The Credibility Of A Basic Course Director: A Case Study, Pamela L. Gray, Martin G. Murray, Nancy L. Buerkel-Rothfuss

Basic Communication Course Annual

1992 Award Winning Paper in Basic Course Research

This case study provides an initial inquiry into graduate teaching assistants' (GTA) perceived credibility of a basic course director (BCD), specifically isolating their perception of the teaching and research competence of the BCD. The results indicate that the perceived credibility may be tied to both teaching and research competence, appears to be extremely important to the GTAs, and implies that low credibility would have many unpleasant effects on the staff, their teaching and the graduate program as a whole. This case study points to the need for more research to identify variables …

Adopting A Transformational Approach To Basic Course Leadership, Dawn R. Weber, Nancy L. Buerkel-Rothfuss, Pamela L. Gray

Basic Communication Course Annual

Transformational leadership focuses on communication aspects of leadership and vision, two concepts fundamental to the study of leadership in organizations. Basic courses function as subsystems within institutional organizations, making them appropriate contexts for application of organizational leadership theory. This paper presents strategies for using organizational theory to improve basic course leadership.

The Status Of The Introductory And Advanced Interpersonal Communication Courses At U.S. Colleges And Universities: A National Survey, Rod Troester, Drew Mcgukin

Basic Communication Course Annual

Interpersonal communication has become a significant area of instruction and research. This national survey clarifies the status of the introductory and advanced courses a U.S. colleges and universities by examining materials employed, and course texts and contents. Results are presented for each course and are compared to an earlier study of interpersonal communication courses by Berryman and Weaver (1970).

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Editor's Page, Lawrence W. Hugenberg

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

No abstract provided.

The Effect Of Computer-Generated Instructional Feedback And Videotape On The Speaking Performance Of College Students In Basic Speech Course, Bruce W. Russell

Basic Communication Course Annual

1992 Award Winning Paper in Basic Course Pedagogy

This study examines the effect of computer-generated feedback and videotapes speech performances on the speech skill improvement of college students. Subjects are evaluated on "total" speech performance and on: (1) organization; (2) development; (3) style; (4) vocal quality; and (5) gestural quality.

Results indicate: (1) computer-generated feedback appear to be as effective as handwritten feedback; (2) providing instructor feedback before self-analysis of videotaped performances; and (3) providing computer-generated feedback appears to improve subjects' delivery speech skill performance.

Are You A Real Teacher? Student Perceptions Of The Graduate Student As Instructor Of The Basic Communication Course, Lynda R. Willer

Basic Communication Course Annual

This essay explores students perceptions of grad of the basic communication course. The primary purpose of this research was to identify and examine items of teacher effectiveness applied to graduate student instructors. Results suggest graduate student instructors are positively perceived on items evaluating teacher effectiveness of the graduate student instructors. A factor analysis suggests the emergence of two factors which relate to the task and interpersonal dimensions of teacher effectiveness. An alpha level of .88 established the reliability of the eight items which addressed these two dimensions as a measure of the perceived effectiveness of the graduate student as instructor. …

Student Perceptions Of Teaching Assistants (Tas), Nancy L. Buerkel-Rothfuss, Donn S. Fink

Basic Communication Course Annual

TAs perform a variety of teaching tasks in basic communication courses, but little empirical data exists to document the effectiveness of TA teaching ability or provide insight into how basic course directors and others involved in TA training might enhance their ability. The two studies presented herein provide descriptions of undergraduate students' perceptions of TAs as instructors. Results suggest that professionalism and communication skills are perceptions. Suggestions are provided for how to focus TA training on those critical variables.

Teaching Ethics In Introductory Public Speaking: Review And Proposal, Jon A. Hess

Basic Communication Course Annual

Ethics are not heavily emphasized in either public speaking textbooks or classroom lectures. This de-emphasis of public speaking ethics is unfortunate. Educators should take responsibility for making sure that students are familiar with ethical issues and that they know that unethical public communication is not acceptable. Since public speaking textbooks do not provide much explicit guidance for ethical decision making, supplementary material is provided in this article. Four ethical principles are provided to help students understand the nature of communication ethics, a sample class lecture is outlined, and teaching ideas are included.

Teaching Thinking In The Basic Course, Melissa L. Beall

Basic Communication Course Annual

More "critical thinking" and "greater transfer" seem to be the rallying cries of educational reformers. Few in the field of communication would dispute the need for critical thinking. The argument, instead, maybe whether we concentrate on logic and/or argumentation as the basis for teaching critical thinking, or choose to look at higher order thinking skills and practical application. This paper provides practical application for teaching thinking in the basic course.

An Esl Oral Communication Lesson: One Teacher's Techniques And Principles, John M. Murphy

Basic Communication Course Annual

This article presents a set of techniques and principles for teaching English as a second language (ESL) oral communication that is designed to prepare ESL students as successful participants in the introductory courses in communication. The discussion is divided into two major sections: a detailed description of an authentic classroom lesson and a concise listing of thirty techniques and principles derived from the lesson.

It is widely acknowledged that ESL speakers sometimes experience debilitating degrees of anxiety/apprehension during oral communication lessons which may results in resistance to traditional methods of instruction. Aiming to address this concern, the article presents a …

Experiential Learning As An Adjunct To The Basic Course: Student Responses To A Pedagogical Model, Judith A. Rolls

Basic Communication Course Annual

An experiential learning model requiring regular weekly attendance at a communication lab, videotaped classroom presentations, and journal submissions as adjunctive course requirements is described as assessed. A content analysis of lab evaluation forms and journal entries clearly shows that the model works. Students report they enjoy the experience, improve their interpersonal skills, become more sensitive communicators, experience personal growth, and feel they are more successful in classroom presentations as a results of the lab experience.

Communication Competence: A Commentary, Lawrence W. Hugenberg, Donald D. Yoder

Basic Communication Course Annual

There have been many attempts to identify "communication competence" by communication scholars. Many attempts in determining definitions have focused on action definitions (speaker-defined competence) and reaction definitions (listener defined competence). In agreeing that communication is transactional, communication competence should be held to the same standard. Communication competence must be viewed as a joint effort by all participants in a situation; not as solely dependent on the communicator or the listener).

Public speaking evaluation forms attempt to measure communication competence of the speaker only. A recent attempt is The Competent Speaker Speech Evaluation Form (1992). This form identifies 8 competencies for …

Author Information

Basic Communication Course Annual

Biographical information about the authors who contributed to this volume

Call For Papers

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 5

Basic Communication Course Annual

Full issue (279 pages, 12.582 MB)

'Wait — Something’S Missing!': The Status Of Ethics In Basic Public Speaking Texts, Jon A. Hess

Communication Faculty Publications

The basic course is important to the welfare of the speech communication discipline. According to Seiler and McGukin (1989), the basic course is the mainstay of the discipline. Gibson, Hanna, and Leichty (1990) surveyed 423 institutions of higher education nationwide and found that at 92% of the schools’ enrollment in the basic course was increasing or holding steady (this is up from the figure of 88% reported in 1985). In a survey of college graduates, Pearson, Nelson, and Sorenson (1981) found that 93% believed that the basic speech course should be required for all students. Because of its popularity and …

Teaching Public Speaking As Composition, Michael Leff

Basic Communication Course Annual

The public speaking course has changed little during the past two decades, despite the rapid and profound changes that have occurred in rhetorical scholarship. By contrast, the basic composition course in English Departments has undergone transformations that more closely reflect the development of the scholarship. One reason for this difference may rest in our failure to regard the public speaking course as a serious part of our mission as teachers and scholars. By concentrating on the rhetoric of composition. we might not only generate innovative and theoretically interesting approaches to pedagogy, but we might improve our rhetorical scholarship by connecting …

Author Identification

Basic Communication Course Annual

Biographical information about the authors who contributed to this issue

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Editor's Page, Lawrence W. Hugenberg

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

No abstract provided.

Academic Success In The Basic Course: The Influence Of Apprehension And Demographics, Charles A. Lubbers, Diane Atkinson Gorcyca

Basic Communication Course Annual

This investigation sought to empirically test the existence of a causal relationship between communication apprehension and academic success in the basic communication course. Will prior experience in communication courses and prior experience in extracurricular communication activities such as debate, forensics and theater, affect the level of communication apprehension as reported by students enrolled in a basic communication course? Additionally, this research sought to determine the impact of several demographic variables on both communication apprehension and final grade in the basic communication course.

Basic Public Speaking Principles: An Examination Of Twelve Popular Texts, Jon A. Hess, Judy C. Pearson

Basic Communication Course Annual

The importance of the basic course is reflected in the number of published articles focused on it. Aside from having an annually published journal (The Basic Communication Course Annual) devoted to it, articles concerning the basic course are sprinkled throughout many of the discipline's journals. However, Schneider (1991) pointed out that few studies have focused on the textbooks used. Since the textbook is generally the foundation upon which the course is built, it is an important object of study.

Although the term basic course may be used to identify a variety of courses (such as public speaking, interpersonal communication, hybrid …

Evaluation Of A Basic Communication Course, Wendy S. Zabava Ford, Andrew D. Wolvin

Basic Communication Course Annual

This study addressed the effects of a basic communication course on students' perceptions of their communication skills. Students enrolled in a basic course were asked via a pre- and post- course questionnaire to assess changes in their perceptions of their communication skills. An analysis of the questionnaire results revealed that the basic course did have a positive effect on students' perceptions of their communication skills, particularly in presentation and interviewing skills, and on their comfort in communicating. The results also illustrate that the effects on communication skills were stronger in those areas (especially public speaking) where students perceived the greatest …