Mass Communication Commons^™

The Prospector, February 2, 2021, Utep Student Publications

The Prospector

Headline: Creative Solutions: Managing Friendships During the Pandemic

Media Representations Of Newly Hired Ncaa D1 Basketball Coaches, Mikaela Fischer, Emily J. Houghton, Michelle M. Mcalarnen

Human Performance Department Publications

No abstract provided.

The Pacific Sentinel, February 2021, Portland State University. Student Publications Board

The Pacific Sentinel

Editor: Vivian Veidt

Articles in this issue include:

• Letter from the Editor
• Georgia On Everyone’s Mind
• A Minimum Requirement of Neutrality
• An Unspoken Norm
• Pigs Saving Lives
• COVID-19 Affecting the Workplace
• Why Did President Trump Kill Federal Inmates on His Way Out?
• Reconstructing America

The Guardian, Week Of February 1, 2021, Wright State Student Body

The Guardian Student Newspaper

News articles from The Guardian for the week of February 1, 2021. The Guardian is the official student-run newspaper for Wright State University. It has been published regularly since March of 1965.

Understanding The Impacts Of Emerging Infectious Disease (Eid) Media Exposure: The Case Of U.S. Ebola Virus Disease (Evd), Alicia Mason, Kevin Wright, Laura Lambert

Faculty Submissions

Introduction: Using the Extended Parallel Processing Model (EPPM) as a theoretical framework this study examines the impact of Ebola virus disease (EVD) media exposure on U.S. audience perceptions of the threat severity, personal susceptibility, and behavioral intentions to respond to the 2014 Ebola virus disease (EVD) threat.

Methods: Respondents included (n = 255) residents from the Midwest and Southern regions of U.S. Participants completed an online survey between 28 October and 3 December 2014 during the height of Ebola-related media coverage.

Results: Findings reveal that increased exposure to EVD media content was associated with increased threat severity and personal susceptibility. …

Spartan Daily, January 27, 2021, San Jose State University, School Of Journalism And Mass Communications

Spartan Daily, 2021

Volume 156, Issue 1

Ua12/2/1 College Heights Herald, Vol. 96, No. 15, Wku Student Affairs

WKU Administration Documents

WKU campus newspaper reporting campus, athletic and Bowling Green, Kentucky news. This issue contains articles:

• Bertucci, Leo. An Alumnus’ Journey to Shape Education – Gary Houchens
• Latimer, Jacob. Student Government Association Prepares for Another Unusual Semester
• Differing State & WKU Quarantine Guidelines Are Confusing, But It Has to Be Done
• Pepke, Brenna. The Man Behind the Tie – Tyreon Clark, Boys to Men Leadership Group of Kentucky
• Gaylord, Kaden. Hilltoppers Series Against Old Dominion Postponed – Basketball
• Snyder, Sean. Kicking It Again, Lady Topper Soccer is Back
• Kieser, Nick. Views: Charles Bassey Continues to Bulk Resume for NBA

Call For Manuscripts

Basic Communication Course Annual

No abstract provided.

Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess

Basic Communication Course Annual

The essays you have just read offer valuable insights into the matter of matching communication knowledge and skills with employer needs. This topic is one of the more important issues facing the academy at present. Higher education in America is currently undergoing seismic shifts (Bok, 2013; Crow & Dabars, 2015). The model of higher education we have been developing since the late 1800s has served us well for over a century. But that model was developed to transition higher education from developing teachers and clergy to supporting broader societal needs of the Industrial Age (Davidson, 2017). With a very different …

Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss

Basic Communication Course Annual

Our basic communication courses have always been important for our students. COVID-19 presents us with many challenges as well as opportunities for innovation and reflection. We can now heed the call offered by Joyce et al. in 2019 to match the skills most in demand with those we teach and infuse intentionality and value throughout our courses. As we pivot to online education and digital communication, how can we craft the basic course to provide effective communication skills training in engaging, empowering and impactful ways?

Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper

Basic Communication Course Annual

When Millennials began to enter the workforce in the mid-2000s, employers struggled to engage this indecisive group (i.e., job-hoppers). At the same time, they also battled the threat of a labor shortage due to the impending retirement of an aging baby-boomer workforce (Chaudhuri & Ghosh, 2012). Organizations began to combat both issues by embracing intergenerational learning programs focused on the strengths of each group (Gerpott et al., 2017; Greengard, 2002). One strategy that has proved valuable in popular press and among companies, although fairly absent from academic literature (Kaše et al., 2019; McCann, 2017), is reverse mentoring.

From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards

Basic Communication Course Annual

Digital communication provides an important opportunity for the basic communication course (BCC) to match student skills to employer desires and enhance our curriculum in ways that match our essential competencies. This essay argues that digital communication can be public speaking and incorporating it into the BCC will enhance our ability to meet our core competencies and equip students with the skills employers seek. This recommendation is timely and critical due to the cultural shift of the COVID-19 pandemic and an increased community focus on the merits and costs of digital communication. Incorporating digital communication is essential to the continued relevance …

Basic Course Forum: Section Introduction

Basic Communication Course Annual

No abstract provided.

Vocal Fillers, Contagion Effects, And, Um, Overlooked Pedagogical Opportunities In The, Uh, Public Speaking Classroom, W. Benjamin Myers, Theresa A. Wadkins

Basic Communication Course Annual

The current study explores the relationship between social contagion and vocal fillers. An experiment was conducted in which 100 students presented speeches. Prior to presenting their speech, half of the students were exposed to a speech with excessive vocal fillers and half were exposed to a speech with no vocal fillers. Students who heard a speech with excessive vocal fillers used more vocal fillers in their own speech. Students were unaware of this transmission, which further demonstrates the example of social contagion. Social contagion highlights the presence of linguistic communities in public speaking classrooms. The study then provides a review …

Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen

Basic Communication Course Annual

Students’ emotional responses often provide valuable indicators of whether they are languishing or flourishing in their first-year classes, including introductory communication courses. Grading often exerts a strong influence on students’ emotions. However, though students generally have positive moods after receiving high marks and negative ones when their grades are low, the intensity of these responses varies considerably. The current study examines whether Higgins’ (2012) regulatory fit theory accounts for students’ differing moods after receiving grades on introductory speech assignments. According to this perspective, prevention focus students use vigilance to avoid adverse outcomes. Thus, low evaluations provide a regulatory fit for …

Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post

Basic Communication Course Annual

The goal of this study was to understand student experiences in and perceptions of a new communication center. Researchers conducted 22 semi-structured qualitative interviews with students who visited the communication center and conducted a thematic analysis of the interview transcripts. Overall, the findings suggest that students had positive experiences and indicated some areas for future development. The primary value of communication center lies in the knowledge and perceived credibility of the coaches. The communication center also serves as a unique site for addressing communication apprehension and helping students transfer communication skills to other contexts. To continue to develop, additional resources …

Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick

Basic Communication Course Annual

In this article, I argue that the public speaking introductory course should follow a pedagogy of preparation. A pedagogy of preparation develops within students a toolkit that has become increasingly necessary for them to become active, compassionate citizens, and to understand what social pressures impact that perception, through the moral and ethical framework of critical communication pedagogy (CCP). To make this case, I propose a theory which structures and legitimizes many existing introductory course practices and, in so doing, articulate a clear narrative of the introductory course’s relevance to students, faculty, and the university. I also outline three goals of …

The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan

Basic Communication Course Annual

Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media’s materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer’s (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to “read, critique, and produce media” rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting dominant ideologies …

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.

Editor's Page, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.