Other Communication Commons^™

Communication Apprehension: Understanding Communication Skills And Cultural Identity In The Basic Communication Course, Stevie M. Munz, Janet Colvin

Basic Communication Course Annual

Students enrolled in a basic communication course are required to self-examine their communication apprehension by means of the PRPSA (McCroskey 1970). The present study qualitatively examined pretest and posttest responses from 793 students enrolled in a basic communication course to assess their understanding of their communication apprehension. Our findings reveal that students articulate their communication apprehension in relationship to their public speaking skills (e.g., writing/outlining, audience analysis, and argumentation skills) and cultural identity (e.g., ESL, peer relationship, and religious identity). Our findings contribute to previous understanding of communication apprehension and are discussed in great detail alongside implications and future directions.

Conceptualizing Positive And Negative Experiences And Responses In The Basic Communication Course, Angela Hosek, Caroline Waldbuesser, Eric Mishne, Brandi Frisby

Basic Communication Course Annual

The present study used qualitative analysis of 259 students’ positive and negative experiences in the basic course and the ways in which they responded to these events. Students described four negative experiences: poor academic performance, time management, communication apprehension, and teacher driven challenges and four positive experiences: relational, growth, and presentation success. Students responded to these negative experiences using behavioral change, support seeking, doing nothing, and responded to positive experiences using emotive responses, communication with others, engaging in celebrating activities, applying skills, and lacking celebration.

“I Didn’T Even Think Of This”: Examining The Influence Of Student Disability Accommodation Training On Basic Course Instructors’ Attitudes And Self-Efficacy, Jillian A. Joyce

Basic Communication Course Annual

Despite the growing number of students with disabilities in the university setting, few resources are offered to teach instructors about specific disabilities or provide direction for how to accommodate these students. This study used quantitative and qualitative methods to examine the influence of accommodation training on basic communication course graduate teaching assistants’ attitudes and self-efficacy regarding students with disabilities. The training used attribution theory as a lens to examine stuttering, a stigmatized disability that can uniquely affect the basic course classroom, and explore the logistical requirements for accommodating students in postsecondary education. This study used pretest and posttest data from …

Assessing Markers Of Student Development For Dually And Non-Dually Enrolled Students In An Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Kelli J. Chromey

Basic Communication Course Annual

Critics of college dual enrollment programs suggest that online courses could pose significant challenges for dually enrolled students due to the online learning environment structure, concerns of academic achievement, and limited access to academic support. These concerns call into question the merits of online instruction for institutions who offer the basic public speaking course online to provide access to a broader base of students (e.g., in inner cities and rural areas). Dual enrollment continues to increase in popularity, especially within the general education curriculum, which includes the basic public speaking course at many institutions. Research shows these students excel academically, …

Engaging Students In The Basic Course By Asking Big Questions, Bryan Abendschein, Grace Giorgio, Adam D. Roth, Jennifer Bender

Basic Communication Course Annual

This paper advocates for the inclusion of big questions into the basic course curriculum. It begins by exploring the nature of big questions as those that engage pressing and perennial civic and global issues, and details their effectiveness in encouraging students and faculty to think about interpersonal responsibility and social space as dynamically interfacing and mutually reflexive, thus challenging us to negotiate the civic call of engaging in democratic processes. The basic course, whether public speaking or hybrid, offers a crucial opportunity for big questions to emerge because it brings people together to critically question and produce messages about the …

Teaching Talk: An Exploration Of The Content And Implementation Of The Common Core State Standards, Anna Wright, Brian Rohman, Dakota Horn, Barbara Meyer, Cheri J. Simonds

Basic Communication Course Annual

The implementation of the Common Core State Standards has brought about a renewed inspiration for exploring the role of communication in K-12 schools as they include a speaking and listening strand. Communication education in K-12 schools had been sparsely researched; however, a handful of scholars have made calls to increase the research and advocacy done in this arena. There is a need to understand the K-12 context as a means to inform practices at the college level. This study breaks down the speaking and listening strand of the standards to create a better understanding of the content addressed and applies …

Research Articles: Section Introduction

Basic Communication Course Annual

The Basic Communication Course Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article is indexed in its entirety in the Education Resources Information Center (ERIC), an authoritative database of educational literature and resources. Essential for education researchers of all kinds, it features journals included in the Current Index of Journals in Education and Resources in Education Index. Manuscripts published in the Basic Communication Course Annual are not restricted to any particular methodology or approach. They address issues that are significant …

Editor's Page, Joseph P. Mazer

Basic Communication Course Annual

Publication of Volume 30 of the Basic Communication Course Annual marks 30 since the journal’s official launch. In those decades, the Annual has featured the best scholarship on topics pertaining to our discipline’s “bread-and-butter” course, “front porch” class, or whatever metaphor you would like to use to characterize the great work that happens here. Although 30 years have elapsed, our scholarship is more important now than ever before; it is mission-critical to our country and our democracy.

As we know, the basic communication course equips students with the knowledge and skills necessary to succeed as communicatively competent citizens prepared to …

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

Complete Issue, Volume 37, Issue 1

Journal of the Association for Communication Administration

This is the complete issue for Volume 37, Issue 1 of the Journal of the Association for Communication Administration.

Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel

Journal of Communication Pedagogy

For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to …

Journal Of Communication Pedagogy, Complete Volume, 2018

Journal of Communication Pedagogy

No abstract provided.

Assessing The Influence Of Career-Linked Experiential Opportunities On The F-1 Undergraduate Student Enrollment Decision-Making Process, Harrison Fuerst

Capstone Collection

International mobility efforts in the United States have garnered increased attention and funding in recent years, with such government-led initiatives as Generation Study Abroad and 100,000 Strong driving up inbound and outbound student numbers. Recent inbound mobility reports from the Institute of International Education show double-digit percentage increases in international student enrollment. Other countries also experiencing an influx of international students continue to research these trends to shape their own education strategies. Research conducted by the International Education Association of Australia points specifically to hands-on professional experience and enhanced employability as key factors important to Australia’s international student population. As …

Look To Our Campuses For Focus And Inspiration, Kathleen F. Mcconnell

Faculty Publications

Forum: Communication Activism Pedagogy. Response. Connecting students with broader social movements is a good way to inspire them. We should also recognize that many students arrive at college with a stake in social justice work and many engage in activism while in college. Supporting those efforts is another way of mentoring future social justice advocates.

The Contribution Of Technology To An Undergraduate International Learning Partnership: The Ritual Perspective, Liene Ločmele, Barbara R. Burke

Communication, Media, and Rhetoric Publications

This study is part of a research project on a learning partnership between undergraduates of ViA, Latvia and UMM, USA. During the joint media course in Spring 2016, students participated in Skype discussions, completed shared assignments and reflected upon their learning experience. The transcripts of these activities form the body of qualitative data. We employ the perspective of Ethnography of Communication (Hymes, 1962; Philipsen, 1997) and Cultural Discourse Analysis (Carbaugh, 2007) in order to answer the following research questions: (1) what is the nature of the studied technology-mediated learning discourse, and (2) how dot he constructed meanings around the use …

Call For Manuscripts, Joseph P. Mazer

Basic Communication Course Annual

Submissions are invited for publication consideration in Volume 30 of the Basic Communication Course Annual (2018). Managed by the Basic Course Division of the National Communication Association and published by the University of Dayton, the Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article will be published online and indexed on the journal’s website.

All manuscripts submitted to the Annual will undergo blind peer review. Two or three members of the editorial board read and review each manuscript. The …

Centering Information Literacy (As) Skills And Civic Engagement In The Basic Communication Course: An Integrated Course Library Collaboration, Liliana Herakova, Jennifer Bonnet, Mark Congdon Jr.

Basic Communication Course Annual

In an era of proliferating “fake news” stories (Fisher, Cox, & Herman, 2016; Mikkelson, 2016; Rutenberg, 2016; Tavernise, 2016), and a “post-truth” political climate (Higgins, 2016; Oxford Dictionaries, 2016), the need to pair public communication and civil discourse with information literacy instruction is more important than ever. A recent study by researchers at Stanford University revealed an alarming trend among students from middle school to college: while students at various stages of their formative education may have a facility with social media use and Internet navigation, they are easily deceived when asked to determine if the information they have read …

Embracing Social Media In The Basic Communication Course: Recommendations For The Digital Age, Soo-Kwang Oh, Jennifer S. Owlett

Basic Communication Course Annual

For communication scholars, the “bread and butter” (Dance, 2002), or “front porch” (Beebe, 2013), of the discipline is the basic course. The basic course is “that communication course either required or recommended for a significant number of undergraduates; that course which the department has, or would recommend as a requirement for all or most undergraduates” (Morreale, Hanna, Berko, & Gibson, 1999, p. 3). Most departments provide either a public speaking or hybrid course as their basic course (Valenzano, Wallace, & Morreale, 2014). Part of maintaining this “porch” is understanding what adaptations are needed. The basic communication course has undergone several …

Universal Adaptation: The Need To Enhance Accessibility In The Basic Course, Michael G. Strawser, Brandi N. Frisby, Renee Kaufmann

Basic Communication Course Annual

It is well-documented that the basic course is the front porch of the communication discipline (Beebe, 2013). Regularly part of general education, the basic course introduces students who may never experience another communication course to communication-based content. Because of the prominence of the basic course in general education, the scope of participating students is vast in terms of motivation and ability. This varied population may present several challenges for basic course instructors. One oft-forgotten issue, or an afterthought in course design, is the development and implementation of accessible basic course delivery and materials for students with disabilities. We believe it …

Adapting The Basic Communication Course For A Globally And Technologically Mediated 21st-Century Context, Michael G. Strawser, Janet K. Mccormick

Basic Communication Course Annual

The global marketplace is ripe for a reiteration (or a reminder) of the characteristics of an effective international communicator. Thankfully, the basic course, the “front porch” of the communication discipline (Beebe, 2013), may serve as a catalyst for pinpointed transcultural communication skills training. As communication knowledge and skills training increases in domestic and global importance (Morreale, Myers, Backlund, & Simonds, 2016), it is imperative that the basic communication course adapts to meet the demands of an international job market for communication practitioners. As such, this forum piece will address desirable international professional communication behavior and position a revised basic course …

Capitalizing On The Inevitable: Adapting To Mobile Technology In The Basic Communication Course, Brandi N. Frisby

Basic Communication Course Annual

It is undeniable that college classrooms have evolved. Students are reliant on, and connected to, friends, family, and endless amounts of information through convenient, affordable, and mobile technology (Kuznekoff & Tisworth, 2013). Although Wei and Leung (1999) reported students found classrooms to be the least acceptable public place for cell phone use, this has not deterred the classroom from becoming “deeply saturated” by mobile devices (Kuznekoff, Munz, & Titsworth, 2015, p. 344). Instructors report technology challenges their “beliefs about the nature of learning and their role in the classroom” (Fairchild, Meiners, & Violette, 2016, p. 99). Despite student and faculty …

Basic Course Forum: Section Introduction

Basic Communication Course Annual

The Basic Course Forum is designed to invite scholars and basic course practitioners to propose and debate specific key questions of concern related to the basic course. The 2016 topic is “Adaptation.” Submissions address how the basic course has in the past adapted to changing demands or in the future can adapt thusly. In crafting the essays, authors were asked to focus on one demand or constraint that either has, does, or likely will influence the delivery and/or content of the basic course. They were asked to explain the constraint, how it is tied to the basic course, and what …

A Blended Basic Course Examination Of Communication Apprehension And Self-Efficacy: A Comparative Analysis, Michael G. Strawser, Amy. L. Housley Gaffney, Allyson Devito, Sarah E. Kercsmar, Michael Pennell

Basic Communication Course Annual

Students desire rich subject-matter and relevant pedagogy despite rising tuition costs, greater demands for flexibility, and unique learning preferences (Allen & Seaman, 2014; Donnelly, Rizvi, & Summers, 2013; Reed & Sork, 2009; Moore, 2007). As higher education modalities have evolved a careful examination of these newer approaches is necessary. This study is a comparative assessment of communication apprehension and self-efficacy of students in traditional (face-to-face) and blended (face-to-face and online instructional components) basic course modalities. Parallel sections of a basic communication course are assessed and results indicated no significant differences between the two groups with minor exceptions.

Basic Communication Course Students’ Perceptions Of The Purpose And Their Role In The Peer Feedback Process, Angela M. Hosek, Stevie Munz, Keith C. Bistodeau, Zamzam Jama, Andrew Frisbie, Sonia Rains Ivancic

Basic Communication Course Annual

Students enrolled in the basic communication course often engage in peer feedback workshops to enhance presentational speaking competence. As such, peer feedback workshops in the basic communication course provide an opportunity for students to provide and receive feedback on speech form, structure, and delivery (Broeckelman-Post & Hosek, 2014). The present study qualitatively examined data from 110 students enrolled in a basic communication course to determine their perceptions of the peer feedback process and what role(s), if any, they believed they had in the peer feedback process. Our thematic analysis revealed that students’ perceive peer feedback as a form of agency, …

The Impact Of Public Speaking And Hybrid Introductory Communication Courses On Student Perceptions Of Homophily And Classroom Climate, Melissa A. Broeckelman-Post, Brenda L. Macarthur

Basic Communication Course Annual

This study examines whether public speaking and hybrid introductory communication courses contribute to whether students feel connected to one another as a result of taking the course. Results indicate that students develop stronger perceptions of homophily and connected classroom climate over time, and this growth is slightly larger in public speaking courses than in hybrid introductory communication courses. Attendance impacted the levels of perceived homophily and connected classroom climate at the end of the course. However, perceived homophily did not predict academic performance in either course, and perceptions of classroom connectedness only predicted the academic performance of students in the …

Research Articles: Section Introduction

Basic Communication Course Annual

The Basic Communication Course Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article is indexed in its entirety in the Education Resources Information Center (ERIC), an authoritative database of educational literature and resources. Essential for education researchers of all kinds, it features journals included in the Current Index of Journals in Education and Resources in Education Index.

Manuscripts published in the Basic Communication Course Annual are not restricted to any particular methodology or approach. They address issues that are significant …

Editor's Page, Joseph M. Valenzano Iii

Basic Communication Course Annual

The editor, Joseph Valenzano III, provides a summary on the content of Volume 29 and reflects on his term of service as editor of the Basic Communication Course Annual.

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

Complete Issue, Volume 36, Issue 1

Journal of the Association for Communication Administration

This is the complete issue for Volume 36, Issue 1 of the Journal of the Association for Communication Administration.

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …