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Full-Text Articles in Speech and Rhetorical Studies
Enacting A Pragmatist Educational Metaphysic Through Civic Engagement In The Basic Media Studies Course, Shawn T. Wahl, Chad Edwards
Enacting A Pragmatist Educational Metaphysic Through Civic Engagement In The Basic Media Studies Course, Shawn T. Wahl, Chad Edwards
Chad Edwards
We argue that in order to help forward John Dewey’s vision of a pragmatist educational metaphysic, civic engagement through service learning in the basic media studies communication course is a possible plan of action. Specifically, we focus on basic media studies communication courses (e.g., introduction to media criticism, media and society, media and culture) and discuss ways to implement civic-oriented service learning activities for the purposes of fostering greater civic engagement. We draw on literature concerning media literacy and service learning that lead to a case study featuring application of Dewey’s philosophy to a media literacy project. This essay is …
Developing A Senior Capstone And Portfolio Course, Nanette Johnson-Curiskis, Daniel Cronn-Mills, Warren Sandmann
Developing A Senior Capstone And Portfolio Course, Nanette Johnson-Curiskis, Daniel Cronn-Mills, Warren Sandmann
Daniel Cronn-Mills, Ph.D.
Our purpose in this essay is to explain how the Speech Communication Department at Minnesota State University, Mankato developed a senior capstone and portfolio course. We describe how this course helped the department improve its curriculum and teaching, and helped its students enhance their learning of the discipline.
Editor's Special Section-Larry Schnoor: A Celebration Of His Impact On Intercollegiate Forensics, Richard Paine, Karen R. Morris, Daniel L. Smith, R. Randolph Richardson, Joann M. Edwards, Daniel Cronn-Mills, Larry Schnoor
Editor's Special Section-Larry Schnoor: A Celebration Of His Impact On Intercollegiate Forensics, Richard Paine, Karen R. Morris, Daniel L. Smith, R. Randolph Richardson, Joann M. Edwards, Daniel Cronn-Mills, Larry Schnoor
Daniel Cronn-Mills, Ph.D.
This panel is honoring Professor Larry Schnoor for his lifelong contribu-tions to Intercollegiate Forensics. National Individual Events Tournaments have continued to flourish under his direction. In addition, his constant mentoring has guaranteed the life of this activity. Panelists will describe Professor Schnoor‘s impact on the AFA-NIET, NFA, IOC and both his mentoring of forensic coaches and programs. Professor Schnoor will help to clarify and add to this oral history.
Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs, Jon A. Hess
Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs, Jon A. Hess
Jonathan A. Hess
More than a century after its inception in contemporary form, the discipline of Communication has encountered a tremendous opportunity—the chance to become an “essential discipline” in the academy, one like Math or English, which universities consider indispensable to the work they do. And yet, as a discipline, we have not sufficiently moved toward taking advantage of that opportunity. While such a move will require action in curriculum, scholarship, and service, one of the highest-impact areas in establishing the necessity of Communication is the introductory course. In order to understand the opportunity that lies before us, we have to understand how …
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
Samuel P. Wallace
Student Learning Outcomes (SLOs) should be the core around which every college course is centered. As a result of taking this course: What should students know? What should they be able to do or to demonstrate? What should students value? Perhaps most important, How should students be changed or affected by taking this course? Effective course planning is made possible when these outcomes are focused and specific, and when the outcomes themselves are a high priority of the course. In spite of this maxim, student learning outcomes have not always been the primary driver of the design(s) of the basic …
A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace
A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace
Samuel P. Wallace
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.
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Joseph M. Valenzano III
This year the National Communication Association (NCA) celebrates its centennial. NCA began over a dispute between speech teachers and English teachers over the perception of oral communication receiving less instructional attention, and for the last century communication experts have been the primary party responsible for communication instruction of college students. Over the years the basic course has largely been focused on public speaking as the course to deliver this instruction, though we developed, and still teach, interpersonal communication and hybrid courses that also include small group communication. There have been several different venues in which the basic communication course has …
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Joseph M. Valenzano III
We are now in the 28th volume of the Basic Communication Course Annual, a testament to the dedication of those concerned with the introductory course in communication. Over the years these pages have been graced with significant work that has influenced the nature of the basic communication course, thereby impacting the lives of thousands of students across the country. That said, I am struck by the fact we have no “motto,” no phrase that captures our feeling about this important educational experience. I would like to muse about what might work as a motto for what we do and teach.
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Joseph M. Valenzano III
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 …
Directing The Winds Of Change: The Basic Course And General Education, Joseph M. Valenzano Iii
Directing The Winds Of Change: The Basic Course And General Education, Joseph M. Valenzano Iii
Joseph M. Valenzano III
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 …
Teaching Ethics In Introductory Public Speaking: Review And Proposal, Jon A. Hess
Teaching Ethics In Introductory Public Speaking: Review And Proposal, Jon A. Hess
Jonathan A. Hess
Ethics are not heavily emphasized in either public speaking textbooks or classroom lectures. This de-emphasis of public speaking ethics is unfortunate. Educators should take responsibility for making sure that students are familiar with ethical issues and that they know that unethical public communication is not acceptable. Since public speaking textbooks do not provide much explicit guidance for ethical decision making, supplementary material is provided in this article. Four ethical principles are provided to help students understand the nature of communication ethics, a sample class lecture is outlined, and teaching ideas are included.
Rethinking Our Approach To The Basic Course: Making Ethics The Foundation Of Introduction To Public Speaking, Jon. A. Hess
Rethinking Our Approach To The Basic Course: Making Ethics The Foundation Of Introduction To Public Speaking, Jon. A. Hess
Jonathan A. Hess
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 …
Basic Public Speaking Principles: An Examination Of Twelve Popular Texts, Jon A. Hess, Judy C. Pearson
Basic Public Speaking Principles: An Examination Of Twelve Popular Texts, Jon A. Hess, Judy C. Pearson
Jonathan A. Hess
The importance of the basic course is reflected in the number of published articles focused on it. Aside from having an annually published journal (The Basic Communication Course Annual) devoted to it, articles concerning the basic course are sprinkled throughout many of the discipline's journals. However, Schneider (1991) pointed out that few studies have focused on the textbooks used. Since the textbook is generally the foundation upon which the course is built, it is an important object of study.
Although the term basic course may be used to identify a variety of courses (such as public speaking, interpersonal communication, hybrid …