Other Communication Commons^™

Recreating New Departments, From Name Change To…., Stephen Taft

Journal of the Association for Communication Administration

This article reflects on the changes made within the Speech Communications and Theater Department in a liberal arts, religious affiliated college. Theater is a business and it is the goal of the department to challenge, to push and to prepare students with such dreams in the classroom and in production. And the educational process must be implemented in a manner that will best prepare the student for the harsh realities of the business. Departmental goals and objectives traditionally reflect the philosophy of a department. Prospective students who compare past and present catalogs describing the program will notice a dramatic change …

Ohio University's College Of Communication, Paul E. Nelson

Journal of the Association for Communication Administration

This article focuses on the College of Communication at Ohio University. The College of Communication began in 1968 when Ohio University united a School of Journalism with a School of Interpersonal Communication, a School of Radio and Television, a School of Speech Pathology and Audiology and a Telecommunications Center. Being organized into a College of Communication with Directors of Schools brings certain advantages, including at promotion and tenure time, the faculty in the school make the primary decision, a professional orientation encourages support from outside constituencies and internship programs in every School across the College provide job opportunities and valuable …

Elliott School Of Communication Wichita State University, Vernon Keel

Journal of the Association for Communication Administration

This article provides information on the Elliott School of Communication at Wichita State University. The Elliott School of Communication was established in 1989 merging the former departments of journalism and speech communication. The school is located in the College of Liberal Arts and Sciences and functions as both an academic department and a professional school. It is an integrated communication program that is built on the strengths of the traditions of mass communication and speech communication. While the Elliott School of Communication was established in 1989, discussion actually began five years before that when then-university president Warren Armstrong suggested in …

Looking Beyond The Immediate Crisis Response: Analyzing The Organizational Culture To Understand The Crisis, Curt Bechler

Journal of the Association for Communication Administration

This article analyzes the organizational culture at Olivet College in Michigan. The organizational response has been the subject of the most of the discussion on organizational exigencies. Perhaps most telling is the focus on organizational planning and preparation. Crisis planning allows individuals within the organization to change their view of the factors that constitute a crisis, since planning often reduces the severity of the event by lowering the uncertainties of how to respond. Communication is central to the resolution of a crisis situation. In fact, some would argue that organizations should focus on crisis communication instead of crisis management.

Dacum: A National Database Justifying The Study Of Speech Communication, Isa N. Engleberg, Dianna R. Wynn

Journal of the Association for Communication Administration

This article proposes that Developing A Curriculum (DACUM), a standardized curriculum development process, be tapped to justify the study of speech communication in higher education. DACUM is a standardized method for determining curricular needs. Its purpose is to identify the duties, tasks and skills performed in a particular occupation, career area or profession. DACUM assumes that successful workers are best equipped to identify the competencies needed in their specific occupation. DACUM was created by he Canada Department of Manpower and Immigration and the General Learning Corp. of New York.

Secession, Combination And Creation: From Old Departments To New, Susan S. Cole

Journal of the Association for Communication Administration

Relates an experience in combining and creating a combined theater departments. Factors to consider in separating art departments; Arguments she made for the creation a new department; Problems associated with the combination of the departments.

Looking Ahead: Video Courses In Business And Management Communication, Elizabeth M. Lynn

Journal of the Association for Communication Administration

The article discusses the growing economic pressures to develop audio-visual materials for teaching business communication to college students and looks at the major obstacles in creating telecourses in the U.S. Due to the aging U.S. population and increasing cost of college education, U.S. schools resort to distance learning to attract older students and maintain the cost of education. Growing corporate initiatives to provide communication skill training to employees also increase the demand for videotaped business communication instruction. Major obstacles in developing telecourses include its limited capacity to teach behavioral skills in communication and quality control issues.

The Hybrid Master's Degree: Combining Research With Practice, David C. Coulson., Travis Linn

Journal of the Association for Communication Administration

The article discusses the development of a hybrid master degree program by the Donald W. Reynolds School of Journalism at the University of Nevada in Reno. Since the journalism faculty of the school is too small to offer a full-service master's degree, the school developed a hybrid program that integrates systematic research with practice-based education. The program is designed to equip students with knowledge in academic research in preparation to doctoral studies. The program also emphasizes the study of mass media to prepare students for professional careers in broadcast journalism.

What Is Happening To The Communication Disciplines?, Paul E. Nelson

Journal of the Association for Communication Administration

introduces a series of articles in the special issue on communication programs of colleges and universities in the U.S.

Ohio State University's Merger: Journalism And Communication, Lee B. Becker

Journal of the Association for Communication Administration

Presents the author's opinion on events surrounding proposed and completed changes in communication research and instruction at Ohio State University, as of September 1995. Implications of reducing resources devoted to communication education, research and service for the university; Key issue facing the School of Journalism; Criteria for evaluating the success of the university.

Demise Of The College Of Communications And Fine Arts At Siuc, Gerald Stone

Journal of the Association for Communication Administration

This article focuses on significant events leading to the demise of the College of Communications and Fine Arts (CCFA) at Southern Illinois University at Carbondale (SIUC) in 1993. The CCFA at SIUC was one of the largest units of its kind in the country. It had been in existence almost 25 years, formed when the fine arts school joined the School of Communications. In 1990, Jim Edgar was elected governor of Illinois, the first Republican in recent memory. The change in political fortunes brought a new head of the Illinois Board of Higher Education, the coordinating body for all post-secondary …

A New Direction: Internationalizing Communication Programs, Sue Dewine

Journal of the Association for Communication Administration

This article describes a successful effort to expand an already strong program to include a focus on international education as well. With the founding of Ohio State University in 1804, and classes beginning in 1808, the first courses in what was later to become the School of Interpersonal Communication were offered. Logic, persuasion and rhetoric were three of the major and early oral communication study areas. The current school was predated by elocution courses in 1888, a School of Oratory in 1912, the Department of Speech and Dramatic Arts in 1930 and the School of Dramatic Art and Speech in …

New Curricular Categories For The Future: University Of North Dakota School Of Communication, Lana Rakow

Journal of the Association for Communication Administration

This article provides information on new curricular categories of the University of North Dakota School of Communication, as of September 1995. The school historically has had a highly visible leadership role in the state of North Dakota, particularly with newspapers and broadcast stations in the state. Rather than limiting the possibility for change, however, its visibility joined other factors in making conditions for change favorable. The new curriculum streamlines the five into one, communication. This new curriculum is both mission driven and assessment driven. The new mission statement and goals for student learning set out the intellectual integration of communication …

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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Contents

Basic Communication Course Annual

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Gerald M. Phillips' Devotion To Basic Communication Skills, Julia T. Wood

Basic Communication Course Annual

The passing of Gerald M. Phillips in April 1995 left a void only partially filled by his students and communication scholars familiar with his work. His commitment to basic communication instruction spanned a lifetime of research and service (including Jerry's serving on the editorial board of the Annual over the last two years.)

Julia Wood, long-time colleague, co-author, student and friend, remembers Jerry for his substantial contributions to basic communication instruction and the speech communication field.

The Basic Course In Organizational Communication: A National Survey, Donald Treadwell, Ronald L. Applbaum

Basic Communication Course Annual

This article presents a study describing the current status and characteristics of the basic organizational communication course reported by 285 college or university departments offering this course in North America. This survey is compared with surveys conducted in 1979 and 1988. The results indicate that the course is most typically taught by one faculty member in lecture/discussion format and emphasizes organizational and communication theory over skills. Students are most typically upper-level undergraduates. The course appears to be facing increasing demand. Changes are occurring in the content and structure of the course with the topics of gender differences, organizational culture, communication …

Ta Training Beyond The First Week: A Leadership Perspective, Glen Williams

Basic Communication Course Annual

Leadership studies combined with the insights of basic course directors suggest a framework for effectively directing the basic course that may benefit novice directors as well as provide insights for veteran directors of the basic course.

This article illuminates the centrality of effective leadership, noting that it will assist ongoing efforts to train and develop inexperienced staff while simultaneously encouraging and incorporating the insights of seasoned instructors. The suggested framework also ensures consistency across sections and the overall integrity of the course.

Context Vs. Process: Revising The Structure Of The Basic Course, Donald D. Yoder, Samuel P. Wallace

Basic Communication Course Annual

The current structure of most basic courses can be traced to the traditional context-based approach to studying communication. However, there seems to be no agreement on what specific contexts should be covered. Students often become confused with context specific jargon and may have difficulty transferring skills and knowledge across contexts. A different approach is to focus on transactional communication skills, principles, and processes that transcend contextual definitions. Such an approach focuses on similarities rather than differences among contexts and may lead to an integrative, rather than devisive, approach to communication study. Rather than learning specific skills for distinct contexts, students …

Creating And Teaching Special Sections Of A Public Speaking Course For Apprehensive Students: A Multi-Case Study, Karen Kangas Dwyer

Basic Communication Course Annual

This study explored how university professors describe the development and operation of a special communication apprehension (CA) section of a basic public speaking course that is part of a core curriculum requirement. The professors interviewed pointed out the need for more media for instructors and students. They described their efforts in detail and said the CA sections were time consuming, yet rewarding for both faculty and students. Several questions for future research include: Where there is a core curriculum requirement for a public speaking course, what is being done to help the students with high CA? If many of the …

Predictors Of Behavioral Competence And Self-Esteem: A Study Assessing Impact In A Basic Public Speaking Course, Sherwyn P. Morreale, Michael Z. Hackman, Michael R. Neer

Basic Communication Course Annual

As evaluation in higher education receives increasing attention, the assessment of the impact of basic oral communication instruction is becoming more important. This study examines the impact of a public speaking course on undergraduates' affective and behavioral competence. Using a pre- and posttest model, assessment was based on administration of the Communication Competency Assessment Instrument and the Rosenberg Self-Esteem Scale at the beginning and end of the course. Communication competence and self-esteem were measured as a function of communication apprehension, gender, age, and ethnicity. Results indicated that the course generally impacted similarly on students regardless of their level of communication …

Author Identification

Basic Communication Course Annual

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Basic Communication Course Annual Vol. 7

Basic Communication Course Annual

Full Issue (168 pages, 2.147 MB)

Call For Papers And Editorial Philosophy

Basic Communication Course Annual

No abstract provided.

A National Profile Of Experiential Education Trends In Communication Master's Degree Programs, Timothy S. Sellnow, Robert S. Littlefield, Deanna D. Sellnow

Journal of the Association for Communication Administration

This article seeks to provide a profile of internships used in communication master's degree programs in the U.S. An internship is defined as receiving graduate credit for practical experience gained outside the classroom, with some degree of supervision by a faculty member. Based upon the data presented, experiential opportunities in communication serve to connect theory and practice. The nature of an internship at the graduate level appears to be more complex than at the undergraduate level. The formal paper appears to be the most common means for evaluating graduate internships. Formal papers are consistently used in academia to measure student …

Computer-Mediated Communication In The Basic Communication Course, Gerald M. Santoro, Gerald M. Phillips

Basic Communication Course Annual

Computer-Mediated Communication (CMC) for instructional support is being explored at a number of colleges and universities. In this paper the authors describe their successful application of CMC to the basic communication course and the lessons they learned for successful implementation of instructional CMC.

An Investigation Of The Communication Skills And Communication Needs Of Academic And Civil Service Administrators, Earl E. Mcdowell

Journal of the Association for Communication Administration

This article presents a study which is designed to determine the level of importance of communication skills for academic and civil service administrators in an academic setting. Two samples of administrators participated in the study, including 120 academic administrators and 120 civil service administrators from a midwestern university. The questionnaires were sent through campus mail to random samples of academic administrators and civil service administrators. Exploratory analyses were completed to determine if differences existed between genders. The results basically show that gender is not a good discriminating variable because of the high within group variances and limited between group variances. …

The Impact Of Situational Elements Upon An Internship Director's Supervisory Style: A Model, Shelly Schaefer Hinck, William O. Dailey

Journal of the Association for Communication Administration

This article argues that internship directors must examine the constraints and objectives of their program and then select an appropriate supervisory style in order to be effective. Considering the many benefits associated with the internship experience, it is not surprising that over one thousand colleges and universities in the U.S. offer some type of internship program. What is surprising is that internship directors looking for suggestions on internship administration find little research devoted to developing effective administrative decisions. The relationship between the intern, the faculty coordinator, and the site supervisor may be of a helping nature whereby the faculty coordinator …