Speech and Rhetorical Studies Commons^™

Ua3/9/5 Partnerships For Progress: Linking Higher Education & Economic Development, Wku President's Office, Gary A. Ransdell

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the National Governor's Association Center for Best Practices. In response to Governor Patton's challenges to create Programs of Distinction and enhance the state's capacity for economic development, we, at Western, have created a series of applied science centers. These centers are directing faculty talent toward creating a relevant curriculum in the sciences, toward solving environmental and material problems which limit economic development, and toward creating practice-based experiences for students. A by-product of these centers is a strengthened core curriculum which brings the applied sciences into focus for all WKU students.

Communications Connection - Vol.6, No. 8 - Fall 2001, Nova Southeastern University

Communications Connection

No abstract provided.

Ua3/9/5 Faculty Staff Convocation, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at fall convocation. He discusses enrollment, budget, tuition, salaries, insurance, administrative reorganization, legislative priorities, construction of Mass Media & Technology Hall and Guthrie Tower, engineering, economic development, information technology and capital campaign.

Contrasting The Relationships Between Teacher Immediacy, Teacher Credibility, And Student Motivation In Self-Contained And Mass Lecture Courses, Stephen A. Cox, Timothy S. Todd

Basic Communication Course Annual

Basic communication courses are increasingly taught in mass-lecture formats. Research on teacher verbal immediacy, teacher nonverbal immediacy, teacher credibility, and student motivation has failed to contrast the relationships between these four variables has failed to contrast the relationships between these four variables in different basic course formats. Respondents enrolled in self-contained (n =326) and mass-lecture (n =865) formats of basic communication courses completed surveys measuring these four classroom variables.

Results showed that all variables were positively and significantly correlated in both formats. However, four of the six correlation coefficients between teacher verbal immediacy, nonverbal immediacy, teacher credibility, and student motivation …

Teaching Social Construction Of Reality In The Basic Course: Opening Minds And Integrating Contexts, Marcia D. Dixson

Basic Communication Course Annual

After a brief review of social construction theory (SCT), this paper explores the introduction of SCT into the hybrid basic communication course. SCT offers a theoretical perspective that can open minds and integrate the contexts of our basic course.

Specifically, this article offers a) an introduction to the theory; b) application of SCT to the areas of interpersonal communication, small group communication and public communication; and c) a description of a syllabus using the hybrid basic communication course (all of the SCT projects referred to can be found in the Appendix).

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, Deanna D. Sellnow

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

No abstract provided.

Students' Perceived Usefulness And Relevance Of Communication Skills In The Basic Course: Comparing University And Community College Students, Stephen K. Hunt, Daradirek Ekachai, Darin L. Garard, Joseph H. Rust

Basic Communication Course Annual

Communication skills training is extremely important in terms of students' career choices. However, few studies have been conducted regarding differences between community colleges and four-year universities in terms of students' perceived usefulness and relevance of the study of communication in relation to career choice. The present study extends extant research by examining students' perceptions of this issue. The participants in Study 1 were 155 community college and 291 four-year university students and participants in Study 2 were 205 community college students. The results demonstrate that students at both institutions perceive that the skills learned in basic communication courses are useful …

Antiracist Pedagogy In The Basic Course: Teaching Cultural Communication As If Whiteness Matters, Kristen P. Treinen, John T. Warren

Basic Communication Course Annual

As we have found in our experience as communication educators and scholars, there is a need for educators to understand the implications and impact of whiteness in the classroom. What we argue is typically missing in the basic course is an antiracist pedagogy. An antiracist pedagogy asks educators to understand the power and privilege inherent in whiteness, and asks educators to examine how whiteness affects their classroom, students, teaching strategies and attitudes toward students of color. In this essay, we offer four modifications to the basic course which are consistent with an antiracist pedagogy. The first modification involves re-examining the …

Rethinking Our Approach To The Basic Course: Making Ethics The Foundation Of Introduction To Public Speaking, Jon. A. Hess

Basic Communication Course Annual

The basic public speaking course is often taught from a standpoint of effectiveness. That approach can be problematic due to the dangers of technique. The use of ethics as a foundation for public speaking can overcome this drawback and has other advantages. Included in these advantages are its fidelity to the subject matter, promoting more responsible use of power, improved fit with the liberal arts mission of higher education, and better meeting student needs.

Issues in implementing an ethics-based course are discussed, such as identifying ethical issues and engaging in dialogue. The model is illustrated through a description of one …

What's Basic About The Basic Course? Enriching The Ethosystem As A Corrective For Consumerism, Roy Schwartzman

Basic Communication Course Annual

A marketplace mentality featuring the student as consumer reaches deeply into educational practice today. This essay examines the roots and implications of framing public speaking education in economic terms. The amorality of the marketplace could be supplemented by closer attention to how values infuse the communication process. A value-laden communication environment, or ethosystem, may contribute to greater student awareness of their obligations to others and yield a fuller description of communication education.

Communication And Professional Civility As A Basic Service Course: Dialogic Praxis Between Department And Situated In An Academic House, Ronald C. Arnett, Janie M. Harden Fritz

Basic Communication Course Annual

Communication departments frequently offer basic service courses to other campus departments or schools. A communication course sensitive to the mission of the university or college of which it is a part, as well as to its own mission, allows programs that include such a course in their curriculum to distinguish themselves from competing programs. Additionally, such a mission-sensitive course further defines departmental and university identity, assisting in institutionalizing a mission. Offering such a course provides an opportunity for dialogic praxis to occur between departments situated within the context of a local institution. Dialogic praxis involves knowledge of one's own position, …

Author Information

Basic Communication Course Annual

No abstract provided.

Index

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 13

Basic Communication Course Annual

Full issue (230 pages, 8.95 MB)

A Comparison Of Developmental Sentence Scores And Ratings Of Intelligibility, Julie O'Harrow Karnstein

Dissertations and Theses

Speech intelligibility is the term used to describe the degree to which an individual speaker is understood by both familiar and unfamiliar listeners. There are many factors that influence an individual's intelligibility, including (but not limited to) variations in phonology, grammar, rate of speech, and vocal features. Most research has focused on the articulation and phonological influences that impact speech intelligibility. Perhaps for this reason, treatment methods for improving speech intelligibility generally have targeted an individual's phonological production skills. Additional research is necessary to understand more about each of the areas of language production that may be influencing intelligibility. This …

Ua3/9/5 Opening Faculty & Staff Convocation, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at fall convocation. He discusses strategic planning, honors and awards, tuition, recruitment, physical plant, Mass Media & Technology Building, new buildings, capital campaign, employee benefits, student health care and University Senate. Also included are remarks regarding Jody Richards and engineering programs.

Communications Connection - Vol.5, No. 7 - Spring 2000, Nova Southeastern University

Communications Connection

No abstract provided.

Sabbatical Leave Final Report, Ed Kelly

Sabbaticals

My sabbatical work was accomplished during the 1999-2000 academic year. The two general goals to be achieved were, first, to upgrade my computer skills and second, to improve the interactivity of our online speech course.

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.

Contents

Basic Communication Course Annual

No abstract provided.

The Effects Of Praise On Student Motivation In The Basic Communication Course, B. Scott Titsworth

Basic Communication Course Annual

This exploratory study tested the effects of praise on student motivation and affect toward a class and instructor. Participants (N=64) listened to a teacher-student interaction containing either praise or neutral feedback from the teacher. Students hearing praise reported higher levels of hypothetical affect and motivation than students hearing neutral feedback. Qualitative data were examined to help explain these results. Results are discussed in terms of future research possibilities in the basic course.

The Relationship Between A Required Self-Disclosure Speech And Public Speaking Anxiety: Considering Gender Equity, Deanna D. Sellnow, Tamara Golish

Basic Communication Course Annual

This study examines the relationship between a required self-disclosure speech and public speaking anxiety levels expressed by student speakers. If students report higher anxiety levels when asked to self-disclose during a speech, then the potential classroom climate warming advantages of such an assignment may not outweigh the disadvantages. Results indicated: (1) that most students did not report increased anxiety when presenting the self-disclosure speech; (2) there appeared to be no significant gender differences with regard to anxiety and self-disclosure in a public speaking situation; (3) students revealed that feeling confident, in control, and respected are primary factors necessary to reduce …