Mass Communication Commons^™

Stay Calm And Tweet: A Best Practice Approach To The Use Of Social Media In A Crisis Situation, Elizabeth Barrow Tadie

LSU Master's Theses

At some point in its history every organization will face a crisis situation. How an organization responds to a crisis incident decides its survival. As Internet technology flourishes, public relations practitioners are provided with additional tools to manage crisis situations. This study investigates the role that emerging social media components play in the field of crisis management. It presents a best practice approach to using new technology in times of emergency. A qualitative study of Louisiana public relations practitioners analyzes how and why social media is being integrated into crisis communication plans. Social media components are used to quickly communicate …

Hospice Organizations On The Social Media Scene: Benchmarking The Uses And Strategies Of Hospice Organizations On The Internet In 2011, Emily Tiller

LSU Master's Theses

As baby boomers age and the hospice industry grows to meet the demands for care, it is important that these organizations reach their consumers in sensitive and responsible ways. Building caring and mutually beneficial relationships with these consumers is important. Social media can give these organizations the platforms to build and maintain these relationships, but most of the hospice organizations in this qualitative study did not make good use of the opportunities online to relate to their publics. Using public relationships and relationship management measurements, this study monitored the online activity of seven hospice organizations. In general, these organizations under …

Celebrity Versus Non-Celebrity: Parasocial Relationships With Characters In Reality-Based Television Programs, Nicole Webb Henry

LSU Master's Theses

Research of parasocial relationships suggests that audiences engage in one-sided relationships with their favorite personae in the media. This study attempts to explore two types of reality stars: those who had fame before being on reality television and those who have fame because of the show. Using the PSR-Processing Scale, I compared levels of parasocial interactions for each, as well how moral disengagement might play a role for each type of reality star. I also explored whether these parasocial relationships are influenced by the frequency with which respondents watch various types of sub-genres of reality-based programs (i.e. game docs, dating …

From "Courtesy Of The Red, White, And Blue" To "If You're Reading This": Patriotic Themes In Country Music Between 2000-2010, Claire S. Carville

LSU Master's Theses

Music plays an important role in the lives of individuals and often reflects important societal values. Music can also serve as an important reflection of the public’s current opinion at a given point in time. Patriotism is a feeling of love for one’s homeland and has often been the subject matter of music lyrics throughout history. In particular, country music has been perceived as being an especially patriotic genre of music. This thesis utilized quantitative and qualitative content analyses as the methods to examine the patriotic content of country music lyrics over the past decade. The sample was adapted from …

The Guardian, Orientation, 2011, Wright State University Student Body

The Guardian Student Newspaper

Twenty page issue of The Guardian, the official student-run newspaper for Wright State University. The Guardian has been published regularly since March of 1965.

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

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Editor's Page, David W. Worley

Basic Communication Course Annual

No abstract provided.

Contents And Abstracts

Basic Communication Course Annual

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Immediate Feedback: A Means Of Reducing Distracting Filler Words During Public Speeches, Michael Hazel, Colleen Mcmahon, Nancy Schmidt

Basic Communication Course Annual

Research demonstrates that immediate feedback is effective for speech instruction (King, Young & Behnke, 2000; Smith & King, 2004). However, feedback interventions can be a double-edged sword depending on the type of feedback and performance task (see Kluger & DeNisi, 1996). Thus, given the mixed effects reported in feedback intervention research, the present studies examined an immediate feedback intervention aimed at reducing distracting filler words during public speeches in a classroom setting as well as how the intervention impacted state/trait anxiety and self-perceived communication competence.

Results from study one indicate that immediate feedback effectively reduces filler word use during speeches …

A Grade-Norming Exercise To Increase Consistency And Perceived Consistency In Grading Among Public Speaking Instructors, Bessie Lee Lawton, Mary Braz

Basic Communication Course Annual

This study reports the results of a grade-norming training exercise in a mid-Atlantic university. The study’s goals were to improve consistency in grading among Public Speaking instructors, and to see whether self-report normative perception behavior and self-efficacy also improved. Four training sessions on speech evaluation were conducted with a group of instructors over the course of one semester. A control group was asked to evaluate speeches independently at the same time period, but its members did not have any training. Results show that the training led to greater consistency in grading over time in the training group compared to the …

Improving The Basic Communication Course: Assessing The Core Components, Kristen Leblanc, Lori Vela, Marian L. Houser

Basic Communication Course Annual

This study seeks to examine the effective means of assessing whether goals and objectives set within a basic communication course are met. The study outlines specific techniques used to evaluate learning outcomes to ensure that the course retains its relevance and general education status. A pretest-posttest design is utilized to determine whether students’ scores on cognitive, behavioral, and affective assessment instruments improve from the beginning to the end of the semester. Results indicate students’ scores improved on each of the primary learning indicators for the course including: an assessment of communication knowledge, conflict management skills, and intercultural communication apprehension. Discussion …

Rethinking Evaluation Strategies For Student Participation, Kevin R. Meyer, Stephen K. Hunt

Basic Communication Course Annual

Basic communication course instructors encourage student participation in the classroom by employing a variety of strategies, including graded participation. The present study examined the methods that basic course instructors use to facilitate and assess student participation in the classroom through focus groups interviews exploring how students perceive graded participation in the basic course. The findings suggest that while there are conditions in which the focus group students enjoy participation, there are also conditions in which they perceive such strategies as a power issue for instructors and reject the notion that participation accurately measures their level of involvement and learning in …

Tales Of Teaching: Exploring The Dialectical Tensions Of The Gta Experience, Jennifer M. Hennings

Basic Communication Course Annual

In universities across the United States, an increasing number of departments are turning to graduate teaching assistants (GTAs) to teach introductory courses. As GTAs assume a larger percentage of university teaching responsibilities, it becomes even more important to understand the tensions and challenges that GTAs face. The majority of research on GTAs focuses on the perceptions of students and GTA supervisors, and few researchers have talked directly to GTAs. This research fills that gap by studying the GTA experience from the GTA perspective. Using relational dialectics theory, this study identifies three key tensions that emerge from GTAs’ stories about role …

Assessing The Impact Of Learning Communities As An Alternative Delivery Model For The Public Speaking Course, Katherine N. Kinnick, Emily Holler, Marla Bell

Basic Communication Course Annual

This study provides empirical evidence of the impact of learning communities on outcomes for public speaking students, including grades, speaking anxiety, and student and instructor perceptions. Subjects (n = 236, half of whom took the course in freshman learning communities and half in traditional sections) perceived the learning community as the preferable environment for public speaking, and students with greater speaking anxiety were more likely to self-select into learning communities. Perception, however, was not reality: Participation in a learning community made no measurable difference in terms of course outcomes of grades or decline in speaking anxiety.

The findings challenge assumptions …

The Effects Of Using Peer Workshops On Speech Quality, Public Speaking Anxiety, And Classroom Climate, Melissa A. Broeckelman-Post, B. Scott Titsworth, Leann M. Brazeal

Basic Communication Course Annual

This field experiment answered the call to explore alternative pedagogies in communication by testing the use of structured peer workshops in public speaking courses. Peer workshops use systematic and structured peer feedback to assist students in improving their speeches. While strong theoretical reasons for using workshops have been advanced, and evidence from other disciplines suggest that they are effective, no research has specifically examined their use in public speaking. Results of our study show that peer workshops are a viable pedagogical option because they improve students’ speech grades, reduce public speaking anxiety, and improve perceptions of classroom climate. When comparing …

Students’ Communication Predispositions: An Examination Of Classroom Connectedness In Public Speaking Courses, Robert J. Sidelinger, Scott A. Myers, Audra L. Mcmullen

Basic Communication Course Annual

The connected classroom climate centers on supportive student-to-student communication in the classroom, and may provide students enrolled in public speaking courses with a safe and comfortable haven to present speeches.

This study examined student connectedness in public speaking courses and it’s affect on students’ (N = 368) communication abilities. Results revealed positive perceptions of student connectedness related to decreases in public speaking anxiety and public speaking apprehension, as well as increases in perceptions of communication competence.

These outcomes suggest public speaking instructors should consider the relationships that exist among students and how they may further encourage connectedness in their classrooms.

Author Biographies

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.