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Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

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Editor's Page, Scott Titsworth

Basic Communication Course Annual

As my tenure as editor of the Basic Communication Course Annual comes to an end, I have a great deal of excitement about the future of communication education and basic course scholarship. Looking back on the three most recent volumes, the diversity of scholars and ideas is remarkable. Moreover, careful readings of articles found in these volumes will show that these scholars are using rigorous methods to ask and answer theoretically provocative and practically potent questions. Indeed, these volumes will add to the rich history of this journal and will also serve as a foundation from which to build as …

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

Connected Classroom Climate And Communication Apprehension: Correlations And Implications Of The Basic Course, Robert E. Carlson, Karen Kangas Dwyer, Shereen G. Bingham, Ana M. Cruz, Marshall Prisbell, Dennis A. Fuss

Basic Communication Course Annual

Although scholars have recommended increasing relational variables in the classroom such as familiarity, acquaintance level, and collaboration to help students moderate communication apprehension (CA), few, if any, academic studies have investigated the relationship between CA and a supportive climate among students in the college classroom. Self-report data were collected from 523 undergraduate students from a Midwestern university who participated in a large curriculum assessment program using the Connected Classroom Climate Inventory (CCCI) and the PRCA-24. Results showed significant relationships between student perceptions of connected-classroom climate and CA levels throughout the course.

The First Year Experience (Fye) And The Basic Communication Course: Insights From Theory And Practice, David W. Worley, Debra A. Worley

Basic Communication Course Annual

Institutions of higher learning increasingly focus on the first year experience (FYE), given the twin needs of persistence and retention. In view of this renewed emphasis, this essay provides insights from theory and practice exploring how the basic oral communication course (BOCC) can adapt existing basic course content and pedagogy, as informed by the standards established by the National Communication Association, to more effectively address the FYE. Specifically, this essay summarizes FYE scholarly literature, reviews representative FYE textbooks, and discusses apparent connections between FYE, basic communication content, and the ways in which the BOCC can practically and naturally link to …

Speaking Assignment Options: Enhancing Student Involvement In The Learning Process, David E. Williams, Narissra M. Punyanunt-Carter

Basic Communication Course Annual

This article reports on the use of speaking assignment options implemented at Texas Tech University. Students in the public speaking classes were given the option of delivering a manuscript speech or a reasoned response. The rationale for the assignment options is that students will be more motivated to perform an assignment that they have a choice in and seen more personal benefit in. The paper will address each assignment, how the speaking assignment options were implemented and some results from a survey administered to the students who completed the speaking assignment options exercise.

Undergraduate Teaching Assistants And Their Use Of Nonverbal Immediacy Behaviors In The Basic Communication Course, Wesley T. Durham, Adam C. Jones

Basic Communication Course Annual

Over the past two decades, perhaps no instructional communication topic has been researched as thoroughly as teacher immediacy. However, one important area of the existing teacher immediacy literature that remains underdeveloped is how undergraduate teaching assistants enact immediacy behaviors, and how, if at all, students respond to these teaching assistants differently based on the enactment of these behaviors. Thus, the purpose of this investigation was to gain a clearer understanding as to what, if any, immediacy behaviors are used by undergraduate teaching assistants in the basic communication course at a large Midwestern university. The researchers conducted 50 hours of observation …

Enacting A Pragmatist Educational Metaphysic Through Civic Engagement In The Basic Media Studies Course, Shawn T. Wahl, Chad Edwards

Basic Communication Course Annual

We argue that in order to help forward John Dewey’s vision of a pragmatist educational metaphysic, civic engagement through service learning in the basic media studies communication course is a possible plan of action. Specifically, we focus on basic media studies communication courses (e.g., introduction to media criticism, media and society, media and culture) and discuss ways to implement civic-oriented service learning activities for the purposes of fostering greater civic engagement. We draw on literature concerning media literacy and service learning that lead to a case study featuring application of Dewey’s philosophy to a media literacy project. This essay is …

Instructors, Students, Managers, And The Basic Organizational Communication Course: Are We All Working Together Or Working Apart?, M. Sean Limon, Philip J. Aust, Lance R. Lippert

Basic Communication Course Annual

Three studies were conducted to determine the extent of overlap between basic organizational communication textbook content (1990-2002), student perceptions of basic organizational communication knowledge and skills important for the workplace, and managerial expectations of communication knowledge and skills for graduates. Overall, findings indicate overlap on assigning importance to group/team communication, leadership, verbal communication, and conflict management; however, there were differences on a range of topics addressed in the basic organizational communication course deemed essential for job success. Implications of the studies’ findings indicate that organizational communication textbooks could emphasize more “soft skills” such as interpersonal relationships, listening, dealing with conflict, …

Re-Focusing The Basic Public Speaking Course: Changing To An Epideictic Framework To Create Community, Janis L. King

Basic Communication Course Annual

This article will first look at five speeches given by various Nobel Prize winners to determine if speakers were asked to prepare and deliver something other than the traditional speech. Secondly, a review of Megan Smith’s legislator’s speeches, which were delivered in public and received media coverage, will be conducted. Lastly, this essay will suggest the reason for the new expectations and provide a new framework for public speaking courses.

The Basic Course As Social Change, Mark Leeman, Arvind Singhal

Basic Communication Course Annual

Working as an agent of social change calls for perseverance and determination. In our work as, and with, change agents all over the world we have seen many well-meaning people working to serve populations that are often hopeless about the future, demoralized, and/or seeking quick solutions that may not address the real issues or causes of problems. At our university we often see similar characteristics in students enrolled in the basic course. That population can be similarly hopeless about the future (at least in the course), de-motivated, and dreaming of escape through the attainment of a passing grade via the …

Revising Pedagogical Strategies In Large Enrollment General Education Courses, Deborah Craig

Basic Communication Course Annual

The goal of this paper is to describe and present initial findings of a pilot research project conducted spring semester 2005 and funded through a fellowship from the Academic Development Center at the author’s university. The pilot project focuses on the pedagogical strategy of speaking themes and how the use of themes can facilitate the goals of the AACU, address student intellectual development and increase motivation through student autonomy. This paper identifies a problem, briefly reviews communication education literature, presents a theoretical perspective from which to view the problem, presents initial findings, and discusses implications of theory application and initial …

The Use Of Professional Seminars To Prepare Future Faculty For Teaching Basic Communication Courses, Lynn M. Harter, Elizabeth Graham, Stephanie Norander, Daniel E. Rossi-Keen

Basic Communication Course Annual

We focus in this essay on three substantive accomplishments of professional seminars that merit attention because of their ramifications for how we teach and learn in basic communication courses: (1) accomplishing teaching, research, and service as inter-related scholarly acts, (2) interlacing stories of our discipline with stories of learners’ lives, and (3) providing institutionalized support for teaching and learning. Additionally, we offer example reading lists and assignment sheets (see Appendices A, B, and C) in hopes that such resources might prove useful for other graduate programs committed to holistic preparation for students entering the academy.

Case Study Of A Basic Course: Using Assessment To Legitimize Innovation, Marlene M. Preston, Rachel Holloway

Basic Communication Course Annual

As public higher education enters an era of increasing demand, shrinking resources, increased competition, and restructuring (Hebel, Schmidt, & Selingo, 2002; Schmidt, 2002), many colleges and universities will turn to measures of productivity and quality to decide what new efforts will be funded and what efforts will be discontinued. Because change will be necessary for public universities to thrive (Yudof, 2002), basic courses may be increasingly called upon to prove their efficacy and/or shift their focus to meet new demands.

The following case study describes the five-year process through which a two-semester first-year communication sequence was accepted into the general …

Kenneth Burke, The Basic Communication Course, And Applied Scholarship, Scott Titsworth, Ben Bates, Pam Kenniston

Basic Communication Course Annual

The Journal of Applied Communication Research published a forum of position papers in 2000 (Volume 28, Issue 2) that sought to define “applied communication research.” Collectively, the authors called for scholarship that embodies a reflexive relationship between theory and practice (O’Hair, 2000; Keyton, 2000, Cissna, 2000; Eadie, 2000; Frey, 2000; Seibold, 2000; Wood, 2000). In this essay, we call for applied scholarship that focuses on how we talk, perform, and theorize the basic communication course. Drawing from the works of Kenneth Burke (e.g., 1931/1968; 1935; 1937/1984; 1941/ 1967; 1945/1969; 1954/1984), we focus specifically on the salience of discourses of and …

Author Biographies

Basic Communication Course Annual

No abstract provided.

Index Of Titles And Authors, Volumes 1-17

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

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Back Cover

Basic Communication Course Annual

No abstract provided.

Public And Relational Communication Ethics In Political Communication: Integrity, Secrecy, And Dialogue In ‘The Contender’, Jon A. Hess, Joy Piazza

Communication Faculty Publications

There is no denying the omnipresence of media in the twenty-first century. One form of media that is particularly influential is film. Unlike print forms of entertainment, in which age and reading ability dictate accessibility, movies are accessible to virtually everyone. And, regardless of the producer's purpose for making the film, all movies provide an insight into our culture and the individuals who reside within it. Some movies are produced solely for entertainment value, but others seek to convey some type of message or to stimulate thought on the part of the viewer (Good & Dillon 2002; Kupfer 1999; Lipkin …

Synthesizing The First 15 Years Of The Basic Communication Course Annual: What Research Tells Us About Effective Pedagogy, Stephen K. Hunt, David R. Novak, Julie L. Semlak, Kevin R. Meyer

Basic Communication Course Annual

Despite the popularity of the both the basic course in communication and the Basic Communication Course Annual, questions still remain about the empirical support for the ways in which we teach the basic course. This essay categorizes and synthesizes 61 empirical studies published from 1989 to 2004 in the Basic Communication Course Annual. The studies are classified into five categories: teaching strategies, teacher and student characteristics, status of the basic course, analyses of texts for the basic course, and assessment of the basic course. Several salient themes are developed and suggestions for future research are advanced.

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, Scott Titsworth

Basic Communication Course Annual

Volume 17 of the Basic Communication Course Annual offers a great deal of insight on the varied dimensions of basic course pedagogy which, at the end of the day, allows the basic course to embody the ideals of our discipline. The complexity of communication is best illustrated in Turman’s article exploring the use of technology in the basic course. As Paul explains, students’ perceptions of teacher immediacy and affect are influenced not only by gender, but also by the use of technology. Paul’s findings show us that the classroom communication environment must not be characterized with a “one approach …

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

Problematic Student Behaviors In The College Communication Classroom: Reviewing And Re-Envisioning Instructional Communication Research, Javette G. Hayes

Basic Communication Course Annual

Climate concerns in basic communication courses often revolve around classroom management issues. Teachers may experience reality shock in the face of complex and challenging classroom situations. This essay offers new and experienced teachers a detailed review, interpretation, and critique of literature on student conduct that may contribute to the “harsh and rude reality of everyday classroom life.” After consideration of research on specific areas of problem student behavior (i.e., participation; hostility, opposition, and aggression; power and resistance; challenge behavior; cheating; and excuse making), attention shifts to the topics of prevention, recommendations, mutual influence, and confrontation. The essay concludes with two …

Preparing To Participate: An Exploration Of Student Engagement Through Student Work And Instructors’ Observations, Allison N. Rattenborg, Cheri J. Simonds, Stephen K. Hunt

Basic Communication Course Annual

The present study investigates two instructional strategies that promote student preparation for and participation in class: reading objectives and participation sheets. In the first study, students were asked to complete the reading objectives (knowledge level questions about the assigned reading) and write the extended comments. Extended comments move beyond the knowledge level by demonstrating comprehension, application, or evaluation of the content.

These include personal examples, insights, or questions about the course material. A content analysis of the students’ ex-tended comments found evidence of student engagement as 76.3% of the comments moved beyond the “knowledge” level. Study 2 examined instructors’ perceptions …

A Study Exploring The Impact Of Two Instructional Paradigms On State And Trait Communication Apprehension, Amy Rachelle Wolfsen

Basic Communication Course Annual

For decades the communication field has been interested in communication apprehension (CA). However, little attention has been given to developing a link between communication apprehension and instructional strategies. To test this notion, undergraduate students at a medium sized western university were exposed to experimental classrooms involving two instructional methodologies and then asked to complete state and trait CA measures. The study employed a 2x2x2 factorial design with the first factor being the instructors, the second factor being the teaching style and the third factor being the lesson plans. These data were analyzed using MANOVA and Duncan's Multiple Range tests. While …