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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, Stephen K. Hunt, Joseph P. Mazer

Basic Communication Course Annual

Over the past 20 years, the basic communication course has become a staple of many of general education programs. The ability to communicate effectively is viewed as a prerequisite to interpersonal relationships, success in the workplace, and meaningful participation as a citizen in our democracy.

The role of the basic communication course in general education affords the discipline with substantial political capital on many campuses—administrators often look to the basic course as an ideal location for launching new initiatives and capturing important data regarding student learning outcomes. To the extent that basic course directors are able to deliver those initiatives …

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

Directing The Winds Of Change: The Basic Course And General Education, Joseph M. Valenzano Iii

Basic Communication Course Annual

Communication departments remain heavily reliant on the inclusion of an introductory communication course in their institution’s general education program. For this reason it is essential for Basic Course Directors (BCDs) to educate themselves on general education. In doing so they will find a new iteration of change to general education where the required course and distribution model are disappearing in favor of an interdisciplinary outcomes-driven approach. Such a shift can have dramatic repercussions on the basic course and communication programs if the course is not further connected with other areas of general education. In this essay, I argue for Basic …

Embracing And Rejecting Student Agency: Documenting Critical Reflection Practices In The Basic Communication Course Classroom, Blair C. Thompson, Renee Robinson

Basic Communication Course Annual

This interpretive study explored classroom power through the implementation of critical reflection exercises aimed at promoting student agency and learning in the basic course classroom. Data included over 400 critical reflection responses from 81 undergraduate students from four different basic course sections.

Three emergent patterns revealed students’ positive re-action to the critical reflection process, how students both embrace and reject power in the classroom, and connections between the critical reflection process and student learning. The findings offer teachers support for implementing critical reflection practices in the communication classroom.

Static And Dynamic Interplay Among Communication Apprehension, Communicative Self-Efficacy, And Willingness To Communicate In The Communication Course, Georgeta M. Hodis, Flaviu A. Hodis

Basic Communication Course Annual

This research offers an in-depth analysis of both static (cross-sectional) and dynamic (longitudinal) relations among communication apprehension, communicative self-efficacy, and willingness to communicate pertaining to the public speaking context. Using longitudinal data from undergraduate students enrolled in a semester-long basic communication course (BCC) focusing on public speaking, the study sheds light on the complex patterns of interrelationships among the three constructs and on the differences arising when regarding them from a static versus dynamic standpoint. The research reveals important findings that have salient implications for instruction in the BCC and are informative for theory-development and general pedagogical practice in the …

Assessment Of E-Textbook Usage In A Large Public Speaking Program, Marlina M. Davidson, Karen Kangas Dwyer

Basic Communication Course Annual

This study examined student usage of an e-textbook in a large multi-section basic pubic speaking course that fulfills the oral communication general education requirement at a large state university in the Midwest. The results collected from students surveys (n=598) indicated that they are not yet using e-textbooks across other university classes, they prefer printed textbooks to e-textbooks, they perceive advantages of e-textbooks to be cost, weight, ability to quickly find topics and conveniences, while they perceive advantages of printed textbooks to be the ability to highlight and take notes, ease of reading, and keeping the printed text-book for future reference. …

Assessing Student Public Speaking Competence In The Hybrid Basic Communication Course, Kristen Leblanc Farris, Marian L. Houser, Crystal D. Wotipka

Basic Communication Course Annual

Public speaking remains one of the most sought-after skill sets by employers. However, a method to accurately assess these public speaking skills has long been debated by educators and scholars alike (Morreale, Hugenberg, & Worley, 2006). This study sought to ex-amine the assessment tools used to demonstrate student learning of public speaking skills in the hybrid orientation of the basic communication course. Statistical analyses were conducted to determine the validity of two assessment instruments (Informative Presentation Assessment Form and Persuasive Presentation Assessment Form) measuring student public speaking competency. Results established concurrent validity of the two assessment instruments used to measure …

A New Hybrid: Students’ Extensions Of Integrated Communication Content, Amy L. Housley Gaffney, Brandi N. Frisby

Basic Communication Course Annual

Using Bandura’s (1977) self-efficacy theory, this study examined student perceptions of changes in efficacy and affect toward a variety of communication skills (e.g., interpersonal, writing, visual, public speaking, group collaboration) over a sequence of two hybrid basic course classes. As part of a larger assessment initiative, both quantitative and qualitative data from the first course (n = 793) and the second course (n = 273) were analyzed. Students reported greater affect and efficacy during the second course when compared to the first course. Specifically, students reported six affective changes including expanded knowledge, enhanced collaborative skills, increased openness and acceptance, heightened …

Facing With Non-Nativeness While Teaching: Enacting Voices Of International Teaching Assistants Of Basic Communication Courses, Arata Miyazaki, Kaori Yamada

Basic Communication Course Annual

This paper presents our voices as international teaching assistants (ITAs) of public speaking courses at American universities and discusses how non-native English speaker identity, or non-nativeness is displayed, developed, and negotiated through our inter-actions with both native and other non-native speakers. Regarding our companionship as ITAs of public speaking as a subject of study, we engage in narrative co-construction about our survival in graduate programs. We argue that non-nativeness is not monolithic but is more relational and multilayered than it tends to be assumed. Obtaining a teaching position was an epiphany for our relationship, changing the perceptions about and attitude …

Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking, Luke Lefebvre

Basic Communication Course Annual

This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (n =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.

Author Biographies

Basic Communication Course Annual

No abstract provided.

Index Of Titles And Authors, Volumes 1-24

Basic Communication Course Annual

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Submission Guidelines

Basic Communication Course Annual

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Back Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 25

Basic Communication Course Annual

Full issue (377 pages, 14.2 MB)

Defensive Communication Between Professors And Students And Its Effects On Student Outcomes, Alexa Pomerenk

Honors Program Theses

This study investigated the relationship between defensive communication and student outcomes in college classrooms. The researcher hypothesized that students would perceive a greater defensive climate in classes taught by their least favorite professors, and that the defensive climate would encourage the use of coping mechanisms. Defensive communication was also hypothesized to negatively affect student grades, attendance, and course satisfaction and to increase student burnout. Surveys were administered to college students, and results supported all hypotheses. Findings showed that students linked defensive attributes to their least favorite professors more frequently than they did to their favorite professors, and they reported using …

Assessing The Presence And Use Of Nonverbal Communication In Primary Reading Instruction, Amelia C. Ferrell

Theses, Dissertations and Capstones

This research examined the presence and types of nonverbal communication presented in primary reading instruction. Primary instructors were surveyed about their use and types of nonverbal communication employed during reading instruction. Nonverbal communication variables studied were determined from relevant literature regarding nonverbal immediacy, primary education, and reading instruction. Findings revealed that almost all nonverbal communication variables studied were employed frequently and most respondents had no prior training. Findings suggest how future studies can better evaluate the role of nonverbal communication in reading instruction and provide education for primary teachers in hopes of improving literacy education.

Speech Center Support Services, The Basic Course, And Oral Communication Assessment, Karen Kangas Dwyer, Marlina M. Davidson

Basic Communication Course Annual

This study examines the role a speech center plays in supporting university-wide oral communication assessment. Specifically, this study queries student usage of speech center support services and perceived changes in public speaking anxiety, public speaking confidence, and public speaking skills. The findings indicate that students who report more visits to the speech center also perceive that using the speech center helped reduce their speech anxiety and increase their confidence in public speaking. In addition, those who report it “helpful” to self-evaluate recordings of their in-class speeches also report a greater reduction in speech anxiety, a greater increase in confidence, and …

Clarifying Communication Competencies Through An Interdisciplinary Approach To Communication Pedagogy, Mary Mino

Journal of the Association for Communication Administration

The increased focus on assessment has resulted in a greater demand and pressure for communication programs to validate that students have learned and can apply communication competencies. However, for the most part, communication educators have offered no well-defined guidelines or systematic approaches that have been endorsed unequivocally. Although literature has described Relationship Enhancement (RE) as an extremely successful approach for improving oral communication, it has not been studied by the majority of communication educators. Through its nine basic skills, the RE Approach offers specific guidelines that systematically operationalize how to communicate effectively. This essay shares integrative research that develops a …

From The Perspective Of A University President, Thomas J. Hynes Jr.

Journal of the Association for Communication Administration

No abstract provided.

Editor’S Note, Don W. Stacks

Journal of the Association for Communication Administration

This is the Editor’s Note to Volume 31, Issue 1 of the Journal of the Association for Communication Administration.

From The Chair's Perspective, Michael D. Miller

Journal of the Association for Communication Administration

No abstract provided.

Administrating Integration: The Principles Of Integrated Communication In The Institutional Setting, Brian G. Smith

Journal of the Association for Communication Administration

As an emerging paradigm for communication management, integrated communication, also referred to as integrated marketing communication (IMC), poses challenges to communication administration, particularly when institutes of higher learning face a departmentalized context that may impede integration efforts. This article outlines the principles of integrated communication and illustrates them in a university’s integrated communication efforts. Integration may function as an organic process of interpersonal and social connected.

Forensics As A Correlate Of Graduate School Success, Todd T. Holm, Heather J. Carmack

Journal of the Association for Communication Administration

Forensics is an extremely popular extracurricular activity in the communication discipline and often provides competitors with skills required for success in graduate school. This exploratory study examines the relationships between forensics competition and success in graduate school. Through a survey of 169 graduate students, we compare graduate students with a forensics background (n = 35) and those without a forensics background (n = 134). The study generates several important findings. First, graduate students who competed in forensics report higher levels success in graduate school and are more likely to present conference papers and publish in academic journals. Second, the level …

Complete Issue, Volume 31, Issue 1

Journal of the Association for Communication Administration

This is the complete issue for Volume 31, Issue 1 of the Journal of the Association for Communication Administration.

From The Faculty Senate President’S Perspective, Mark Hickson Iii

Journal of the Association for Communication Administration

No abstract provided.

Adapting Assessment For The Field Of Communication, Marcus Paroske, Sarah Rosaen

Journal of the Association for Communication Administration

It has now become a universal mandate that communication programs conduct assessment of whether students attain selected learning outcomes. However, approaches to assessment unique to communication beyond the basic public speaking course are rare in the literature. This paper defends a “meta-assessment” approach to communication assessment as a key to negotiating the unique attributes of the field of communication, especially in heterogeneous academic departments and programs. It further argues that this approach can benefit assessment of similar, interdisciplinary academic programs.