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Complete Issue, Volume 34, Issue 2

Journal of the Association for Communication Administration

This is the complete issue for Volume 34, Issue 2 of the Journal of the Association for Communication Administration.

A Model Modality: Assessing The Educational Integrity Of The Blended Basic Course, Michael G. Strawser

Theses and Dissertations--Communication

The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybrid sections was conducted. This study also examined affect for course delivery format for …

Transforming Teachers: Exploring Changing Perceptions Through Participation In A Professional Development Program, Taylor Brashear

Theses and Dissertations--Communication

Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. …

Making Sense Of Hurtful Mother-In-Law Messages: Applying Attribution Theory To The In-Law Triad, Christine E. Rittenour, Jody Koenig Kellas

Department of Communication Studies: Faculty Publications

This study focused on hurtful messages daughters-in-law (DILs, N = 132) reported receiving from mothers-in-law (MILs). Results reveal various hurtful message types: under- and over-involvement, personal attacks, and hurt communicated to or through a third party. Grounded in attribution theory, we examined DILs’ attributions for MILs’ hurtful messages and their perceived agreement with their husbands’ reasoning for the message. Our findings illuminate distress-maintaining and relationship-enhancing attribution biases for MILs’ behaviors, such that DILs who were less satisfied with their MILs tended to make more internal attributions for MIL hurtful behaviors, and more satisfied DILs tended to make more external attributions. …

Shaved Or Saved? Disciplining Women’S Bodies, Casey Ryan Kelly, Kristen E. Hoerl

Department of Communication Studies: Faculty Publications

Proponents of sexual liberation and abstinence-until-marriage advocates appear to be on opposing ends of the sociopolitical spectrum; however, both are invested in the regulation of women’s vaginas. We argue that the rhetoric of both communities produces the same disciplinary configuration for the control of women’s bodies. Both communities instruct women that the appearance of a prepubescent and pure vagina is essential to sexual appeal and self-care. Whether sex positive or sex negative, both communities articulate a model of sexual health that negates women’s status as active, desiring subjects. Ultimately, we argue that public scrutiny of women’s vaginas implicitly and overtly …

What Makes A Good Ted Talk?, Jack R. Grodahl

CMC Senior Theses

Have you ever listened to a speech, seriously attempted to discern the speaker’s message, then realize you have forgotten most of, if not, the entire message moments after the speech is finished? Far too often audiences sit through a presentation focusing as best as they can, only to have the speaker craft a message in a way that is nearly impossible for the audience to remember. The best speakers not only deliver a memorable message, but also one that inspires their audience to action or change of mindset. Speakers at Ted Conferences are faced with a difficult challenge: they are …

Twitter Use And Its Effects On Student Perception Of Instructor Credibility, Jocelyn M. Degroot, Valerie J. Young, Sarah H. Vanslette

Applied Communication Studies Faculty Research, Scholarship, and Creative Activity

This study investigates college student perceptions of instructor credibility based on the content of an instructor’s Twitterfeed and student beliefs about Twitter as a communication tool. Quantitative and qualitative methods were utilized to explore the effects of three manipulated Twitter feeds (e.g., tweeting social topics, professional topics, or a blend) on student perceptions of instructor credibility and examine how students perceive Twitter as a teaching tool. Quantitative results suggest that the profile with professional content was most credible. Credibility ratings were also associated with other Twitter use variables, including positive student attitudes about instructors who use Twitter and Tweet frequency. …

Public Speaking Anxiety And Graduation: Assessing Student Progress And Institutional Need, Ronald P. Grapsy

Journal of the Association for Communication Administration

This article is designed to accomplish two goals. First, data from six-year student cohorts are examined for patterns emerging among those who failed to graduate from a public, state-affiliated university. The data imply strongly that a significant percentage of students who did not graduate failed primarily due to an inability to pass through the basic public speaking course – part of the general education program – and that communicative anxiety may be the root cause. Also, the article discusses the design and implementation of a successful model for a basic speech course dedicated to students with debilitating levels of public …

Classroom Projects As Embodied And Embedded Outcomes Assessment, Garnet C. Butchart, Margaret Mullan

Journal of the Association for Communication Administration

Although educators already recognize the value in engaging student learning through classroom projects and service-learning, assessment of student learning through classroom projects may be accompanied by a shift of attention from mastery of ideas to embodied knowledge. We argue that embodiment is the basic semiotic condition of being human—of being both an expressive and perceptive (communicative) being among others. Linking this philosophy of communication principle to the topic of assessment, the article offers assessment research a focus of attention on learning settings: from embodiment as learning context, to the built environment of classrooms, as well as to group interaction. We …

Complete Issue, Volume 34, Issue 1

Journal of the Association for Communication Administration

This is the complete issue for Volume 34, Issue 1 of the Journal of the Association for Communication Administration.

Editor's Note, Janie M. H. Fritz

Journal of the Association for Communication Administration

This is the Editor’s Note to Volume 34, Issue 1 of the Journal of the Association for Communication Administration.

Embedding Arête: Core Skills, Department Culture And Whole-Student Development, Richard K. Olsen, David E. Weber

Journal of the Association for Communication Administration

In this article the authors summarize how an academic department designed and now enacts the “core skills,” a template the unit operationalized to facilitate their goal of wholestudent development. First, the authors present a brief summary of contemporary literature—including Rich’s (2008) Megaskills, plus key principles and perspectives (e.g., rhetoric, arête, culture, dialectical tension, communicative construction of organization) of the communication studies discipline—relevant to the articulation of the core skills as both a heuristic and praxis. Next, we delineate concerns and critical incidents that inspired unit personnel to decide whole-student development was mission-critical. Then we describe key challenges in of cultivating …

Lobbying As A Means For Expanding The Communication Instructional Base. A View From The Outside Looking In, Craig Newburger

Journal of the Association for Communication Administration

No abstract provided.

The Power Of Creativity: How Web-Based Parody Encourages Chinese Civil Participation, Amber Boczar

International ResearchScape Journal

This article investigates that relationship between e’gao (parody using web-based media) and Chinese civil participation. E’gao (恶搞 EUH-gow) uses videos, images, and text based campaigns that use humor to remove fear of political commentary and action. By detailing the development of China’s internet use, and the creation of the e’gao movement, I argue that e’gao removes the fear of participating in campaigns and movements, which criticize government policy and actions on both local and state levels, by using humor and anonymity of large online numbers. E’gao can provide a way for the common citizens to mold policy, and hold authority …

The Speaker: The Tradition And Practice Of Public Speaking, Joesph M. Valenzano Iii, Stephen W. Braden

Communication Faculty Publications

Speech is both a skill and a field of study. Today, however, the rich tradition of speech communication is either reduced to a few quick mentions of Aristotle and Cicero or lost altogether. Why have we forgotten this history, and more importantly, why are we not sharing these origins with our students?

This volume brings tradition to the forefront of public speaking instruction through the lens of skills-centered pedagogy. It will help students understand the “why” behind the “how” of effective public speaking.

Cultural Awareness Training: Preparing New Instructors For The Millennial Student, Trisha K. Hoffman, Tara Franks, Belle Edson

Basic Communication Course Annual

It is not unusual for instructors to face challenges relating to, understanding, or motivating their students. Educators can chalk this up to a variety of factors, including differences in and between education levels, life experiences, and ascribed power roles. We argue, however, that it is the generational differences between instructors and their students that pose a much greater challenge toward the establishment of a productive teacher-student relationship and the facilitation of learning. With the age of the Millennial college student upon us, we make the case that the most important area of training for new instructors is developing cultural awareness …

A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace

Basic Communication Course Annual

The purpose of this essay is to provide clarity and direction for developing and maintaining outcome-driven courses for inclusion in general education curricula. The focus is on the basic course in Communication, but the principles can be applied to nearly any course. The outcome-driven perspective changes many traditional conceptions of the basic communication course and provides an opportunity to integrate communication content into a student’s broader college education and subsequent career. A model is proposed that can provide guidance in the development of sustainable courses that emerged from the experience with course development and implementation.

Back Cover

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

No abstract provided.

Editor's Page, Joseph M. Valenzano Iii

Basic Communication Course Annual

Despite its nom de guerre, there is nothing “basic” about the basic communication course in colleges and universities. It has served as a locus for research into communication skills, instructional technology, speech anxiety, instructional design and pedagogical practices. All of the research on these topics impacts more than just the basic course, as it is often relevant to instruction in other courses. The work done in the basic communication course is complex and important for both our students and the discipline.

In this, the 27th volume of the Basic Communication Course Annual, there continue to appear studies that examine the …

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

The Invaluable Nature Of Speech Evaluation Training For New Basic Course Instructors, T. Kody Frey, John F. Hooker, Cheri J. Simonds

Basic Communication Course Annual

Recent reforms in higher education recognize the centrality of communication in general education programs (e.g., Association of American Colleges and Universities, American Association of State Colleges and Universities, LEAP, Common Core State Standards). As oral communication knowledge and skills are becoming recognized as integral to general education programs across the country, many basic course directors are finding themselves in the position of offering multiple sections of the course taught by multiple instructors. Additionally, basic course directors find themselves with the responsibility of providing clear measures of what they do and how well they do it. Because oral communication assessment is …

Preparing To Prepare Quality Speakers: What New Basic Course Instructors Need To Know, Luke Lefebvre, William Keith

Basic Communication Course Annual

Students should focus on practicing speaking skills, not just preliminary activities such as learning concepts about speaking. A common obstacle for training instructors is to describe the valued activity in an appropriate way. Often instructors first think the assignments included in the basic course simply are the activity the course teaches, but they are not. For example, giving an "informative speech" is supposed to help students become better public or oral communicators in general – the speech is a means to that, not an end itself.

As we contemplate the important elements for training new basic course instructors two variables …

Instructional Discussion: The Most Important Area Of Training For New Basic Course Instructors, Cheri J. Simonds, John F. Hooker, Anna M. Wright

Basic Communication Course Annual

In order to determine the most important concept to teach new basic course instructors, it is important to know what we want students to be able to do as a result of the basic course and what teaching method will best reach that outcome. One main goal of the basic course is to teach students to communicate orally and give them practice doing so. This can be accomplished through what Muller (2014) defines as instructional discussion, or “an instructional interaction where teachers and students engage together in an exploration of problems, ideas, and questions in ways that incorporate the knowledge …

Shaking In Their Digital Boots: Anxiety And Competence In The Online Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta

Basic Communication Course Annual

In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this …

From The Outside Looking In: Employers’ Views Of The Basic Course, John F. Hooker, Cheri J. Simonds

Basic Communication Course Annual

This essay is designed to connect specific communication skills desired by employers in industry to basic course concepts. While communication is often identified as one of the most important skills for graduates seeking employment, this broad view makes it nearly impossible for basic course directors and instructors to design their pedagogy to satisfy students’ future needs. This manuscript examines a part of the 2014 Basic Course Conference where industry leaders were invited to present what they felt to be the most important communication skills and knowledge in employees and then engaged in a discussion with the attending basic course directors …

Comparisons Of Speech Anxiety In Basic Public Speaking Courses: Are Intensive Or Traditional Semester Courses Better?, Mary Z. Ashlock, William A. Brantley, Katherine B. Taylor

Basic Communication Course Annual

Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental study was to determine whether students enrolled in intensive public speaking courses reported higher levels of communication apprehension, i.e., speech anxiety. Participants were 722 undergraduate students who completed the Personal Report of Public Speaking Anxiety instrument. The findings indicated that students enrolled in intensive public speaking courses had significant moderate …

Connecting To Veterans In Public Speaking Courses, Alisa Roost

Basic Communication Course Annual

While much research has analyzed the role of military veterans’ centers on campus, faculty can also purposefully support veterans, a diverse group that may benefit from some accommodations. Intentional pedagogy that keeps the needs of veterans in mind can help us better support diverse populations regardless of military status. Specific issues professor may better engage include student alienation and connection, anxiety, language and clarity of directions. Professors can address issues of alienation and connection by working to create a welcoming classroom without singling veterans out. Professors should take communication anxiety among veterans very seriously as communication anxiety may be linked …