Other Communication Commons^™

Critical Thinking Assessment: The Link Between Critical Thinking And Student Application In The Basic Course, Karla J. Huffman, Christy L. Carson, Cheri J. Simonds

Basic Communication Course Annual

The intent of this study is to evaluate existing literature on the concept, teaching and assessment of critical thinking. To reach this goal, critical thinking will be examined in terms of its multiple definitions, and its relationship to higher order thinking, critical teaching, and assessment.

In response to the need for a more generative and creative way of assessing critical thinking, the authors offer an activity assigned in the basic course (artifacts) as a viable tool for allowing students to take an active role in learning to think critically. The artifacts are then analyzed to determine if they serve as …

Assessment Of The Repeated Speech Performance As A Pedagogical Tool: A Pilot Study, Mark A. Gring, Jera W. Littlejohn

Basic Communication Course Annual

Realizing the ongoing need to develop pedagogy in public speaking, these researchers investigated the learning achieved by asking students to repeat one of their speech assignments. They assessed the value of this practice from the students' viewpoint as well as the statistical change in performance outcomes. Across the eight competencies evaluated, students' average scores increased significantly on the repeated speech. Students who scored in the lower quartile on the first speech benefited most from the second opportunity. The researchers conclude that allowing students to repeat a speech appears to have pedagogical and practical merit.

An Examination Of Male And Female Students' Perceptions Of Relational Closeness: Does The Basic Course Have An Influence?, Jennifer M. Heisler, Susan M. Bissett, Nancy L. Buerkel-Rothfuss

Basic Communication Course Annual

Several scholars have argued that men and women are socialized to establish interpersonal relationships, such as friendships, in different ways. Traditionally feminine individuals emphasize empathy, self-disclosure, and interdependence while masculine individuals rely on activities, helping behaviors, and advice/problem-solving. In spite of these differences, basic communication courses have provided students with only a model of traditionally feminine closeness skills in coursework and materials. This study sought to determine if, after 16 weeks of instruction in a basic communication course emphasizing feminine intimacy skills, male students would prefer masculine closeness behaviors. Three-hundred and seventy-three male and female students provided self-report data on …

Peer Mentoring For Graduate Teaching Assistants: Training And Utilizing A Valuable Resource, Katherine G. Hendrix

Basic Communication Course Annual

Experienced graduate teaching assistants (GTAs) can be valuable resources capable of assisting basic course directors with training novice GTAs. Peer mentoring is suggested as one means for training GTAs in departments with two year M.A. programs; but is also useful in departments offering the doctoral degree. Peer mentoring is highlighted as the first of three GTA training stages. A specific program is described based on a the experiences of a department offering the Master of Arts as the terminal degree.

An Acrostic Approach To Teaching Public Speaking In The Hybrid Communication Course, David W. Worley

Basic Communication Course Annual

Given the time and pedagogical demands of teaching the principles of public speaking in the hybrid course, both instructors and students are assisted by using a summative, yet sufficiently through, approach to teaching these principles. As acrostic approach described in a preparation outline format and built upon the word S-P-E-A-K provides an integrated, summative and sufficiently thorough instructional approach to meet these demands.

Author Identifications

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 12

Basic Communication Course Annual

Full issue (232, 7.896 KB)

Call For Submissions

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

No abstract provided.

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

Editors and manuscript reviewers for Volume 11 of Basic Communication Course Annual

The Basic Communication Course At U.S. Colleges And Universities: Vi, Sherwyn P. Morreale, Michael S. Hanna, Roy M. Berko, James W. Gibson

Basic Communication Course Annual

This is the sixth in a series of investigations of the basic communication course, begun in 1968 by members of the Undergraduate Speech Instruction Interest Group of the Speech Association of America. This study was replicated in 1974, 1980, 1985, and 1990. Each of these studies gathered and reported information on instructional practices and administrative issues in the basic course at two- and four-year colleges and universities. In this study, the survey instrument from 1990 was revised to reflect contemporary concerns and mailed to the National Communication Association mailing list of 1500 schools. Data were analyzed and presented from 292 …

How Basic Course Directors Evaluate Teaching Assistants: Social Constructionism In Basiccourseland, Nancy L. Buerkel-Rothfuss

Basic Communication Course Annual

This essay examines the ways basic course directors assess their teaching staff. In particular, the study describes ways course directors from a variety of disciplines use language to evaluate teaching competence and to differentiate among staff members with regard to job performance. As would be expected, most course directors in this sample used evaluation terms such as good/bad or effective/ineffective. Only a few used other types of differentiation schemes, such as those based on maturity of the teaching assistant or attitudes toward teaching.

Get Your Modem Runnin', Get Out On The I-Way: Encouraging Internet Investigations In The Basic Course, Glen Williams, Joni M. Johnson-Jones

Basic Communication Course Annual

The Internet can be a valuable resource for instructors and students alike. Students need to develop Internet savvy to take advantage of its holdings and to use it responsibly. Instructors can help students develop such savvy by providing pointers for its use as well as by taking them through a few exercises. Once students have learned to proceed efficiently and judiciously, the Internet can be a powerful vehicle for assisting their investigations.

Will The Dazzling Promise Blind Us? Using Technology In The Beginning Public Speaking Course, Mary Mino

Basic Communication Course Annual

Because proponents of technology promise that by using electronic media, such as computer and video technologies, students' communication skills will improve, many public speaking instructors are using or considering using various types of technology. However, the effectiveness of various technologies as vehicles for delivering communication skill instruction have yet to be examined extensively. Therefore, communication educators need to assess the value of technology as compared to conventional delivery systems and consider the challenges before incorporating technology into the beginning public speaking course. This essay presents an overview of some of the uses of technology in the public speaking course, describes …

Communication Apprehension, Self-Efficacy, And Grades In The Basic Course: Correlations And Implications, Karen Kangas Dwyer, Dennis A. Fus

Basic Communication Course Annual

This article presents a study examining the relationship among communication apprehension (CA), self-efficacy (S-E), and grades in the basic communication course. Data were gathered from 208 undergraduate students enrolled in a public speaking course that fulfills a university-wide core curriculum requirement. Respondents completed MCroskey's (1982) Personal Report of Communication Apprehension (PRCA-24), the Self-Efficacy in the Class scale (SECL) adapted from Pintrich and DeGroot's (1990) Motivated Strategies for Learning Questionnaire, and two researcher-designed questions regarding S-E for college (SECOL). Results indicated that although trait and context CA are significantly correlated with final grades. In fact, multiple-regression showed that S-E contributed significant …

Branching Out To Meet The Needs Of Our Students: A Model For Oral Communication Assessment And Curriculum Programs, Patricia A. Cutspec, Kevin M. Mcpherson, Julie H. Spiro

Basic Communication Course Annual

Two of the multiple primary tasks facing post-secondary institutions across the country are revisiting and revitalizing general education or core programs and developing appropriate techniques for assessing the value of these programs. Following years of development and refinement, Western Carolina University has created an oral communication general education program that not only meets the needs of individual students, but also encouraged consistency across the curriculum emphasizing and assessing the skills learned in the basic course. We have answered the call for revisitation and reform regarding the best pedagogical and epistemological strategies for developing competent communicators, and our results have been …

Analyzing C-Span In The Basic Communication Course, Jim Schnell

Basic Communication Course Annual

Use of C-SPAN in the basic communication course as data for analysis is described. Specific focus is on Persian Gulf War presentations made August 2, 1990 - January 16, 1991 by President George Bush. Analysis of these presentations exemplifies how similar analysis can be done of other public speakers. An explanation of how to procure C-SPAN videotapes is provided.

Commentary: An Idea For Restructuring The Basic Communication Course: A "Time When Needed" Modular Approach, Donald D. Yoder

Basic Communication Course Annual

This commentary suggests a different way of structuring the basic communication course. Instead of trying to teach a variety of communication course, this commentary develops a modular approach to the basic course to be taught in smaller units and at times in a student's studies when the communication skills in the specific units are more relevant. A tentative schedule for the units is suggested.

Author Information

Basic Communication Course Annual

Biographical information about the authors who contributed to Volume 11 of Basic Communication Course Annual.

Call For Papers

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 11

Basic Communication Course Annual

Full issue (192 pages, 7.056 MB)

Protecting Communication Departments: Reflections On The Nebraska Experience, Ronald Lee, William J. Seiler

Department of Communication Studies: Faculty Publications

Eight years ago, in the first week of the 1991 fall semester, the Acting Senior Vice Chancellor for Academic Affairs announced a series of vertical budget cuts that included the elimination of the University of Nebraska–Lincoln’s department of Speech Communication (now Communication Studies). Over the next seven months the department fought against the proposed action. In March 1992, the Budget Reduction Review Committee voted against the Vice Chancellor’s recommendation. Later in the month, the Academic Planning Committee also voted to rescind the budget cutting measure.

These actions ended the battle and assured the continuation of the department. In an earlier …

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.

Editorial Policy

Basic Communication Course Annual

No abstract provided.