Other Communication Commons^™

Advocacy, Mentorship, And Collaboration: Working With Assistant Directors To Enhance And Sustain The Introductory Course, Aubrey A. Huber

Basic Communication Course Annual

This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.

Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum

Basic Communication Course Annual

This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.

Recruiting And Nurturing A Pipeline Of Future Basic Course Directors, Melissa A. Broeckelman-Post, Cheri J. Simonds

Basic Communication Course Annual

This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.

Basic Course Forum: Section Introduction

Basic Communication Course Annual

No abstract provided.

The Importance Of The Basic Communication Course In The First-Year Experience: Implications For Retention, Tim Mckenna-Buchanan, Stevie Munz, Anna Wright, Jeremy Williams

Basic Communication Course Annual

This study examines the basic communication course (BCC) as it relates to students’ first academic year at a university. Specifically, we compared students completing both a first-year experience (FYE) course and BCC against students completing only an FYE course. Data was collected over two cohorts of students and after analytical procedures, we found that there is an association between courses taken (both a FYE course and BCC or just a FYE course) and retention at the university. Additionally, the results revealed that the combination of both a FYE course and BCC during the first-year fostered emotional support and classroom connectedness, …

Facilitating Students’ Motivation In The Basic Communication Course: A Self-Determination Theory Perspective, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey

Basic Communication Course Annual

Given that students may not find inherent value in their general education courses, and in particular, the basic communication course (BCC), the current study was aimed at exploring the instructor behaviors that students identify as enhancing their motivation within this context. Specifically, the purpose of the current study was to qualitatively explore instructor behaviors and student motivation in the BCC, specifically through the lens of self-determination theory. Open-ended responses from students currently enrolled in a basic communication course resulted in 28 themes, which were organized by student needs of relatedness, autonomy, and competence. Relatedness themes were most frequently reported, with …

What’S In A Name? Exploring The Definitions Of 'Public' And 'Speaking', Joseph M. Valenzano Iii

Basic Communication Course Annual

The purpose of this essay is more of an intellectual exercise than an attempt at a pragmatic redesign of the basic course. Essentially, I submit that we as a discipline have lost sight of what the phrase “public speaking” actually means and have erroneously and dangerously equated it with simply delivering formal presentations. When the term is broken down into its component parts of “public” and “speaking” it is understood as something much broader, and thus allows for the curricular flexibility forwarded by Hess (2012), West (2012), Valenzano (2013) and Wallace (2015), to name a few. In this essay, I …

Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins

Basic Communication Course Annual

Combining traditional classroom instruction and online instruction, or hybrid/blended learning, has emerged as a popular option to mitigate rising enrollments and non-traditional student needs while maintaining the known advantages to the face-to-face learning format. We evaluated the effectiveness of a Fundamentals of Communication course (also known as the “hybrid” course) taught in the traditional face-to-face format and in the hybrid/blended learning format, which included the equivalent of one credit taught face-to-face and two credits taught online (graded together as one course).

Students in the blended format had stronger performances in two areas of their speeches (introduction and overall impression), had …

Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall

Basic Communication Course Annual

This study explored the formal and informal resources students enrolled in a basic communication course use to gather information and receive feedback about their course experience, including presentations and work in the class. To do so, an online survey was completed by 393 students at three universities. The data were analyzed thematically using an iterative process facilitated through NVivo coding software. This process not only allowed for a descriptive summary of the students’ responses and the creation of a typology of resources, but also revealed four emergent themes related to student motivations to seek out and use sources of information/feedback: …

Measuring Essential Learning Outcomes For Public Speaking, Melissa A. Broeckelman-Post, Karla M. Hunter, Joshua N. Westwick, Angela Hosek, Kristina Ruiz-Mesa, John Hooker, Lindsey B. Anderson

Basic Communication Course Annual

Basic Course Directors (BCDs) are typically expected to assess course learning outcomes, but few formal guidelines and resources exist for new BCDs. As one part of a larger multi-methodological assessment tool development project, this manuscript maps existing quantitative measures onto the six essential competencies and associated learning outcomes established by the Social Science Research Council Panel on Public Speaking. This manuscript compiles dozens of measurement resources, aligned by outcome, and also identifies areas where future assessment measures development is needed. While there are many measures available for evaluating outcomes related to creating messages, critically analyzing messages, and demonstrating self-efficacy, there …

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.

Editor's Page, Joseph P. Mazer

Basic Communication Course Annual

No abstract provided.

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

Simulating Medical Isolation: Communicatively Managing Patient And Medical Team Safety, Elizabeth Spradley, R. Tyler Spradley

Faculty Publications

Reducing hospital acquired or associated infections (HAIs) is a national public health priority. HAIs pose risks to patients, visitors, and medical personnel. To better understand how to communicatively manage safety in medical isolation, data was collected with nursing students simulating medical isolation in a high-fidelity simulation with a medical mannequin with C. difficile. Observations of nursing students and faculty revealed four distinct communication practices: social support, patient education, humor, and storytelling. Conclusions include recommendations to intentionally design these communication practices into high-fidelity medial isolation simulations and scale up these communication practices in routines of safety.

Constituting Safety In Hunter’S Education: An Analysis Of Safety Messages In Texas Hunter’S Training Discourse, R. Tyler Spradley

Faculty Publications

Risk communication includes safety messages to reduce the likelihood of hazard and increase the likelihood of reliability. Hunter’s education in the state of Texas uses safety messages to reduce fatal or injurious incidents and to promote a positive image of hunting as a safe, leisure sport. Analysis of Texas’ hunters education training materials and messages related to safety reveals that safety messages construct an image of hunters as practicing safety first, conservationists, ethical, law abiding, and other-oriented. Given Texas safety record, much is to be learned about safety messaging that adopts a positive or ideal image that the trainee identifies.

Critical Media, Information, And Digital Literacy: Increasing Understanding Of Machine Learning Through An Interdisciplinary Undergraduate Course, Barbara R. Burke, Elena Machkasova

Communication, Media, and Rhetoric Publications

Widespread use of Artificial Intelligence in all areas of today’s society creates a unique problem: algorithms used in decision-making are generally not understandable to those without a background in data science. Thus, those who use out-of-the-box Machine Learning (ML) approaches in their work and those affected by these approaches are often not in a position to analyse their outcomes and applicability. Our paper describes and evaluates our undergraduate course at the University of Minnesota Morris, which fosters understanding of the main ideas behind ML. With Communication, Media & Rhetoric and Computer Science faculty expertise, students from a variety of majors, …

A Communication Ethics Response To “Communication Under Siege”, Jeanne M. Persuit

International Crisis and Risk Communication Conference

Presented as a response to the keynote speaker at ICRC 2020, this essay considers the communication ethics implications to crisis communication informed by the work of philosopher Hannah Arendt and communication scholar Ronald C. Arnett.

Sorry Is Not Enough: Apology As A Crisis Management Tactic, Amiso M. George

International Crisis and Risk Communication Conference

Public admissions of personal or professional misdeeds, followed by apologies by high profile individuals and organizations are strategies and tactics of image restoration when a reputation is damaged. Although the ritual of an apology is an expected societal norm sometimes, they can make matters worse. Apology is effective depending on the offense, the place, time, language, tone of apology and if the recipient of the apology is willing to accept it. Another important element is the cultural factor. Apology that does not adhere to perceived cultural norms may not be received positively; thereby worsening the crisis situation. In 2018 and …

Crisis Communication Strategies Of Police Organizations Subsequent Negative Public Perception And Media Framing, Alexia Knox

International Crisis and Risk Communication Conference

This research task examines crisis communication strategies of police organizations acting as spokespersons, subsequent negative public perceptions of police organizations, while attempting to understand how external and some internal variables, particularly, human processes of emotions and behaviors of police officers, victims of violence and minority groups, might contribute to negative crisis outcomes, as described in the regenerative crisis model, as the crisis becomes more prevalent and persuasive through media framing.

Building Resilience For Stronger Communities, Barbara Gainey

International Crisis and Risk Communication Conference

Much of the early research in crisis management and crisis communication centered on the core competencies of crisis response: why do we need to plan for crises; what are the stages of effective crisis planning; what theoretical perspectives are helpful to scholars and practitioners; and what are the steps of an up-to-date crisis plan. Delineation of these core competencies goes on. Among these competencies, the crisis stage meriting the least attention arguably is post-crisis, the critical days and weeks immediately following the formal resolution of the crisis. Research attention has often focused on recovery and learning, positioning the organization for …