Basic Communication Course Annuals (BCCA)
Contents for Back Issues
Volume
1, 1989
— Editor Lawrence Hugehberg,
ISBN 978-0-89641-193-7
Volume
2, 1990
— Editor Lawrence Hugenberg,
ISBN 978-0-89641-203-3
-
Pearson,
J.L. & Nelson, P. — The future of the basic
course — This article recommends some changes
that should occur in the basic course. The prescriptions are
based on four notions: the course must include accurate information,
it should be inclusive in nature, it must be responsive to our
contemporary world and to our student’s current and future
communicative needs, and it must provide a unique contribution
to our student’s education. (1-26).
-
1989 Basic Course Committee Awaard Winning Papaers
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Bourhis,
J. & Berquist, C. — Communication apprehension
in the basic course: Learning styles and preferred instructional
strategies of high and low apprehensive students —
Students who experience high levels of communication
apprehension are at a distinct disadvantage in school when
compared to those who do not. This is particularly true
in basic courses in public speaking and interpersonal communication
which students may be required to take to satisfy general
education requirements. This study examines the relationship
between communication apprehension, learning style, and
preferred instructional strategies for students enrolled
in a basic course in interpersonal communication. (27-46).
-
Yook,
E. & Seiler, B. — An investigation into
the communication needs and concerns of Asian students in
basic communication performance courses — The
University of Nebraska is one of the many institutions of
higher education in the United States with a growing foreign
student enrollment. Consequently, the numbers of foreign
students enrolled in speech communication classes has been
increasing. There, however, is currently a lack of systematic
investigation into the needs and concerns of foreign students
in speech performance classes. This study investigates the
needs and concerns of Asian students in speech performance
classes. (47-75).
-
Instruction in the Basic Communication Course
-
Schliessmann,
M.R. & Haleta, L.B. — The required course
and the advanced student: A placement perspective
— Advanced placement describes a system in which incoming
freshman students are invited to elect an advanced speech
course, in lieu of taking the university required Speech
course. The system is not an exemption system, like practiced
in other colleges and universities. It allows the speech
faculty to choose qualified students who have competence
beyond the basic course. The paper describes the system,
analyzes its advantages and discusses perceived disadvantages.
(76-88).
-
Haynes,
W.L.— Beyond writing: The case for a speech-based
basic course in a vid-oral world — Recent
developments in media studies research suggest ways basic
course curricula may be inappropriately biased toward written
mediation and the forms of cognition writing engenders.
This paper explores the media-cognition relationship to
argue for teaching oral communication from a different perspective.
(89-100).
-
Troester,
R.A — Communication based model of friendship
for the interpersonal communication course — This
paper presents a model of friendship drawn from the friendship
research of S.W. Duck and the management approach to interpersonal
communication of S.A. Deetz and S.L. Stevenson. These complementing
approaches are integrated using the general systems notions
of structure, function and evolution. The approaches and
model are discussed as they relate to the development of
interpersonal communication competence. (101-120).
-
Grading the Basic Communication Course
-
Foster,
T.J., Smilowitz, M., Foster, M.S. & Phelps, L.A. —
Some student perceptions of grades received on speeches
— Frequent evaluation of student work is standard
practice in basic courses. Frequent evaluation assumes a
relationship between the evaluation and improved performance.
In higher education, evaluations are often expressed as
grades. This study examines the relationship between twelve
grades students receive on their speeches, and the affective
and motivational effects those grades might have..(121-142).
-
Goulden,
N.R. — A program of rater training for evaluating
public speeches combining accuracy and error approaches
— Systematic rater training results in higher
validity and reliability for scores from either classroom
speeches or speeches from wide-scale testing. This paper
includes a complete script for rater training using a combination
of two training methods: error training to sensitize raters
to their biases and accuracy training to insure rater understanding
of criteria and processes of rating. (143-16
-
Evaluating the Basic Communication Course
- Bendtschneider,
L.B. & Trank, D.M. — Evaluating the basic
course: Using research to meet the communication needs of
the students — This paper presents a
rationale for evaluating the basic course to determine the
extent to which it meets the communication needs of the students.
(166-191).
-
The "State" of the Basic Course
-
Buerkel-Rothfuss,
N.L. & Kosloski, D.L. — The basic course:
What do we know? What do we need to know? Where do we go
from here? — Research in the basic course
in the 1980s was largely atheoretical and limited in generalizability,
both inside and outside of speech communication. The review
of literature presented in this paper reveals an extensive
typology of basic course variables but no clear framework
within which to conduct future research. Several potential
theoretical perspectives are described and a research agenda
for the 1990s is presented, with a goal toward more systematic,
coordinated efforts. (192-232)
-
Gibson,
J.W., Hanna, M.S. & Leichty, G. — The basic
speech course at United States colleges and universities:
V— This paper reports the results of a survey
undertaken to determine the nature of the basic course in
speech as it is now taught at United States colleges and
universities, and to identify important trends in instruction
of the basic communication course. (233-257).
Volume
3, 1991
— Editor Lawrence Hugenberg,
ISBN 978-0-89641-217-0
-
Six Approaches to the Introductory Course: A Forum
- Verderber,
R.F. — The introductory communication course:
The public speaking approach (3-15)
- Pearson,
J.C. & West, R. — The introductory communication
course: The hybrid approach (16-34)
- Brilhart,
J.L. — Small group communication as an introductory
course (35-50)
- Donaghy,
W.C.— Introductory communication theory: Not another
skills course (51-72)
- DeVito,
J.A. — The interpersonal communication course
(73-87).
- Hugenberg,
L.W., Owens, A.W., II & Robinson, D.J. — The
business and professional speaking course (88-105)
-
1990 Baasic Course Committee Award Winning Papers
-
Trank,
D.M. & Lewis, P. — The introductory communication
course: Results of a national survey — The
Association for Communication Administration sponsored a
national survey of speech communication departments in 1985
to assess the state of the field in the mid-eighties. This
survey was revised and administered again in 1987-1988 to
assess changes which occurred across the country in the
three intervening years. This paper reports selected data
from that survey which might be valuable to faculty and
administrators with a particular interest in introductory
communication courses. (106-122)
-
Sandmann,
W. — Logic and emotion, persuasion and argumentation:
“Good reasons” as an educational synthesis
— This essay considers the historical development
and present-day pedagogical presentation of the disciplines
of argumentation and persuasion as they are presented in
the introductory communication course. The essay develops
the claim that the two disciplines were historically bound
but have been separated by a misinterpretation of classical
rhetoric texts. (123-144)
-
Instruction in the Introductory Communication Course
-
Braithwaite,
C.A. & Braithwaite, D.O.— Instructional
communication strategies for adapting to a multicultural
introductory course — Because of the increase
in the cultural diversity of the students in our introductory
classrooms, one question facing those of us who are responsible
for teaching communication courses is: What changes, if
any, are needed in the instructional strategies for teaching
in a multicultural introductory communication course? Based
on our investigations, this essay presents several instructional
communication strategies we argue may be used to adapt communication
courses to an increasingly diverse student population. (145-160)
-
Gray,
P.L. — The R3A3 processing system for experiential
learning in the classroom — This paper describes
two systems currently used to process experiential activities
in a communication classroom: Bloom’s Taxonomy and
the EDIT System. The author presents some possible drawbacks
to using these systems, especially by new instructors and/or
graduate teaching assistants. Finally, this paper proposes
a new system, the R3A3, as a way to process activities effectively
in an introductory communication classroom. (161-178)
-
Sprague,
J. — Reading our own speech critiques as texts
that reveal educational goals, instructional roles and communication
functions — This essay argues that the inability
to agree on the most valuable techniques of presenting classroom
criticism to students is due to an inadequate consideration
of educational purpose. (179-201)
-
Neer,
M.R. & Kirchner, W.F. — Classroom interventions
for reducing public speaking anxiety — The
study examined the effects of controlling situational factors
(i.e., instructional interventions) on reducing state anxiety
levels of low and high public speaking apprehensives. Situational
factors tested were task difficulty, ambiguity reduction,
acquaintance level, evaluation potential, familiarity, and
stimulus duration. (202-223)
-
Dawson,
E.J. & Yoder, D.D. — Measurement of communication
motivation in public speaking: An exploratory study and
scale development based on expectancy theory.—
The primary intent of this study was to investigate the
feasibility of creating a valid instrument, based on expectancy
theories, that would reliably measure a student’s
motivation to communication in public speaking. This investigation
suggests that motivation (as measured by the CMPS) is a
multi-dimensional construct which can measure the expectancy
potential of motivation in pubic speaking. (224-246)
-
Buerkel-Rothfuss,
N.L. & Gray, P.L. — Models for graduate
teaching assistant (GTA) training: The “real,”
the “necessary,” and the “ideal”
— Interest in GTA training is escalating, as evidenced
by a steady increase in the number of papers, panels, and
other programs devoted to this topic at speech communication
conferences. This paper synthesizes the results of four
national surveys on GTA training to create three training
models: [1] the “real” model (what the survey
results tell us is the current state-of-the-art of GTA training),
[2] the “necessary” model (what the people involved
in training and teaching say is needed), and [3] the “ideal”
model (our translation of the research into practice)..(247-268)
-
Seminar on Issues in the Introductory Course in Speech Communication
- Hugenberg,
L.W. & Yoder, D.D.— Summary of the issues
discussed during the seminar on the introductory course in
speech communication — During the 1990 SCA Convention
in Chicago, scholars interested in the introductory course
in speech communication met for a day-long discussion on current
issues. Issues like competency, cultural diversity, and technologies
in the introductory course were discussed. The paper herein
summarizes the multiple perspectives brought to the seminar.
(269-280)
Volume
4, 1992
— Editor Lawrence Hugenberg,
ISBN 978-0-89641-255-2
Volume
5, 1993
— Editor Lawrence Hugenberg,
ISBN 978-0-89641-263-7
-
1992 Award Winning Paper in Basic Course Pedagogy
- Russell,
B.W. — The effect of computer-generated instructional
feedback and videotape on the speaking performance of college
students in the basic speech course — This study
examines the effect of computer-generated feedback and videotapes
speech performances on the speech skill improvement of college
students. Subjects are evaluated on "total" speech
performance and on: (1) organization; (2) development; (3)
style; (4) vocal quality; and (5) gestural quality. (1-26)
-
1992
Award Winning Paper in Basic Course Research
- Gray,
P.L., Murray, M.G. & Buerkel-Rothfuss, N.L. — The
impact of perceived research and teaching competence on the
credibility of a basic course director: A case study —
This case study provides an initial inquiry into the Teaching
Assistants' (GTA) perceived credibility of a basic course
director (BCD), specifically isolating their perception of
the teaching and research competence of the BCD. (27-42)
-
Articles
on Teaching Assistants in the Basic Course
-
Willer,
L.R. — Are you a REAL teacher? Student perceptions
of the graduate student as instructor of the basic communication
course — This essay explores students’
perceptions of grad of the basic communication course. The
primary purpose of this research was to identify and examine
items of teacher effectiveness applied to graduate student
instructors. A secondary purpose of the study was to identify
any differences in student perceptions of graduate student
instructors at the beginning or the end of the academic
term or in the type of academic institution.. (43-70)
-
Buerkel-Rothfuss,
N.L. & Fink, D.S. — Student perceptions
of teaching assistants (TAs) — TAs perform
a variety of teaching tasks in basic communication courses,
but little empirical data exists to document the effectiveness
of TA teaching ability or provide insight into how basic
course directors and others involved in TA training might
enhance their ability. The two studies presented herein
provide descriptions of undergraduate students' perceptions
of TAs as instructors. (71-100)
- Approaches
to Teaching in the Basic Course
-
Hess,
J.A. — Teaching ethics in introductory public
speaking: Review and proposal — 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. (101-126)
-
Beall,
M.L. — Teaching thinking in the basic course.—
More "critical thinking" and "Greater transfer"
seem to be the rallying cries of educational reformers.
Few in the field of communication would dispute the need
for critical thinking. The argument, instead, may be whether
we concentrate on logic and/or argumentation as the basis
for teaching critical thinking, or choose to look at higher
order thinking skills and practical application. This paper
provides practical application for teaching thinking in
the basic course. (127-156).
-
Murphy,
J.M. — The ESL oral communication lesson: One
teacher’s techniques and principles. —
This article presents a set of techniques and principles
for teaching English as a second language (ESL) oral communication
that is designed to prepare ESL students as successful participants
in the introductory courses in communication. The discussion
is divided into two major sections: a detailed description
of an authentic classroom lesson and a concise listing of
thirty techniques and principles derived from the lesson.
(157-181).
-
Rolls,
J.A. — Experiential learning as an adjunct to
the basic course: Student responses to a pedagogical model
— An experiential learning model requiring regular
weekly attendance at a communication lab, videotaped classroom
presentations, and journal submissions as adjunctive course
requirements is described and assessed. (182-199).
-
Research
on the Basic Course
-
Troester,
R. & McGukin, D. — The status of the introductory
and advanced interpersonal communication courses at U.S.
colleges and universities: A national survey —
Interpersonal communication has become a significant area
of instruction and research. This national survey clarifies
the status of the introductory and advanced courses at U.S.
colleges and universities by examining general course characteristics,
instructional methods and materials employed, and course
texts and contents. Results are presented for each course
and are compared to an earlier study of interpersonal communica¬tion
courses by Berryman and Weaver (1970). (200-220).
-
Weber,
D.R. Buerkel-Rothfuss, N.L., & Gray, P.L.—
Adopting a transformational approach to basic course
leadership — Transformational leadership focuses
on communication aspects of leadership and vision, two concepts
fundamental to the study of leadership in organizations.
Basic courses function as subsystems within institutional
organizations, making them appropriate contexts for application
of organizational leadership theory. This paper presents
strategies for using organizational theory to improve basic
course leadership. (221-246)
-
Commentary
- Hugenberg,
L.W. & Yoder, D.D. — Communication competence:
A commentary — There have been many attempts
to identify "communication competence" by communication
scholars. Many attempts in determining definitions have focused
on action definitions (speaker-defined competence) and reaction
definitions (listener defined competence). In agreeing that
communication is transactional, communication competence should
be held to the same standard. Communication competence must
be viewed as a joint effort by all participants in a situation;
not as solely dependent on the communicator or the listener).
(247-260).
Volume
6, 1994
— Editor Craig Newburger, ISBN
978-0-89641-227-9
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Cronin,
M.W. & Kennan, W.R. — Using interactive video
instruction to enhance public speaking instruction —
This article discusses the nature of interactive video instruction
(IVI) and the potential benefits of IVI applications in supplementing
instruction in the basic communication course. (1-18).
-
Cronin,
M.W. — Interactive video instruction for teaching
organizational techniques in public speaking —
This article describes two interactive videodisc instructional
programs for teaching organizational techniques in public speaking
and reports the assessment of these programs. (19-35).
-
Jensen,
K.K. & McQueeney, P. — Writing as a tool for
teaching public speaking: A campus application — This
paper offers rationales and approaches for incorporating writing
throughout basic courses, and illustrates how formal and informal
strategies promote an oral/written relationship in these courses.
(36-61).
-
Hill,
L.B. & Ragan, S.L.— Literacy enhancement and
writing across the curriculum: A motivational addendum —
This "thought piece" supplements the preceding article
with complementary information drawn from a national literacy
project underwritten by the Ford Foundation. This project attempted
to persuade teachers in all disciplines to become more proficient
in the use of written exercises and to encourage an expanded
conception of literacy as an essential cornerstone of education.
As a part of the writing across the curriculum (WAC) efforts,
this extensive project helped to organize these efforts by identifying
the obstacles to enhanced literacy, specifying innumerable techniques
for use in diverse contexts, and motivating faculty to intensify
their work on this dimension of any curriculum. This paper serves
to expand the more localized focus of Jensen and McQueeney's
article and to suggest some practical advice for implementing
the goals of the WAC "movement." (62-69).
-
McKinney,
B.C. & Pullum, S.J. — Obstacles to overcome
in the implementation of a program to reduce communication apprehension
in the basic public speaking course — This article
analyzes six common obstacles associated with implementing a
program to reduce CA in a special section of the basic communication
course. (70-86).
-
Williams,
D.E. & Stewart, R.A. — An assessment of panel
vs. individual instructor ratings of student speeches —
This study addressed the possibility of utilizing a panel of
instructors to evaluate student speeches. (87-104).
-
Buerkel-Rothfuss,
N.L., Fink, D.S. & Amaro, C.A. — The incorporation
of mentors and assistant basic course directors (ABCDs) into
the basic course program: Creating a safety net for new teaching
assistants — TAs face many demands and expectations
in their often-conflicting roles. As a result, many TAs burn
out not from lack of ability but from a lack of personal support.
Some of the stress associated with the TA position may be reduced
through the use of experienced peers who serve as mentors and
by reliance upon assistant basic course directors (ABCDs). This
paper describes a program designed to incorporate such peer
support into a basic course program staffed by TAs. (105-128).
- 1993 SCA Top Papers
-
Gray,
P.L. & Murray, M.G. — TA mentoring: Issues
and questions — The widespread use of graduate
teaching assistants (TAs) in higher education has generated
a search for techniques to improve the quality of teaching
of TAs as well as enhance the entire TA experience. One
such technique is mentoring. This paper attempts to accomplish
four things: (a) delineate issues to be addressed, (b) share
feedback from educators with mentoring experience, (c) present
questions to guide decision making, and (d) provide a bibliography
of literature on mentoring. The information presented comes
from a questionnaire administered to basic course directors,
a conference discussion on mentoring and the personal experiences
of the authors. (129-159).
-
Willmington,
S.C., Neal, K.E. & Steinbrecher, M.M. — Meeting
certification requirements for teacher certification through
the basic course — This article explains how
one institution of higher education designed their basic
course to include communication proficiency for teachers
as an integral part of the course. (160-182).
- Sandmann,
W. — The basic course in communication theory: A
shift in emphasis — This essay calls for a change
in how the introductory communication theory course is taught.
Standard models and texts are examined, described and critiqued.
(183-206).
-
Cooper,
P. — Stories as instructional strategy: Teaching
in another culture — This article describes
the use of story as an instructional strategy in a basic communication
course taught at the Chinese University of Hong Kong. (207-216).
-
Ayres,
J. & Ayres, D.M. — The role of performance
visualization in the basic public speaking course: Current
applications and future possibilities — This
essay discusses current applications of visualization as well
as future possible applications. At present visualization
is used to help people cope with speech anxiety. The second
section of the essay suggests that visualization may play
a broader role in public speaking courses than it currently
does. We point out that public speaking courses are grounded
in a western tradition of rational thinking which places almost
exclusive emphasis on verbal, sequential thought. Eastern
cultures, however, tend to emphasize non linear, sequential
processes (non verbal). Because visualization relies more
on non verbal processing than verbal, it may be used to considerable
advantage in public situations that emphasize non¬verbal
processes. We point out some of these circumstances and the
form such presentations might take. (217-227).
-
Newburger,
C., Brannon, L. & Daniels — A. Self-confrontation
and public speaking apprehension: To videotape of not to videotape
student speakers? — This study examines the
impact of self confrontation (self viewing of videotaped speeches)
on student public speaking apprehension. (228-236).
-
Santoro,
G.M. & Phillips, G.M. — Computer-mediated
communication in the basic communication course —
Computer Mediated Communication (CMC) for instructional
support is being explored at a number of colleges and universities.
In this paper the authors describe their successful application
of CMC to the basic communication course and the lessons they
learned for successful implementation of instructional CMC.
(237-248).
Volume
7, 1995
— Editor Craig Newburger, ISBN
978-0-89641-278-1
-
Wood,
J.T. — Gerald M. Phillips’ devotion to basic
communication skills — The passing of Gerald M.
Phillips in April 1995 left a void only partially filled by
his students and communication scholars familiar with his work.
His commitment to basic communication instruction spanned a
lifetime of research and service (including Jerry's serving
on the editorial board of the Annual over the last two years).
Julia Wood, long-time colleague, co-author, student and friend,
remembers Jerry for his substantial contributions to basic communication
instruction and the speech communication field. (1-14)
-
Treadwell,
D. & Applbaum, R.L. — The basic course in organizational
communication: A national survey — This article
presents a study describing the current status and characteristics
of the basic organizational communication course reported by
285 college or university departments offering this course in
North America. This survey is compared with surveys conducted
in 1979 and 1988. (15-35)
-
Mino,
M. & Butler, M.N. — Improving oral communication
competency: An interactive approach to basic public speaking
instruction — An interactive approach to basic
public speaking instruction is shared in this article. (36-58)
-
Williams,
G. — TA training beyond the first week: A leadership
perspective — This article illuminates the centrality
of effective leadership, noting that it will assist ongoing
efforts to train and develop inexperienced staff while simultaneously
encouraging and incorporating the insights of seasoned instructors
the course. (59-82)
-
Yoder,
D.D. & Wallace, S.P. — Context vs. process:
Revising the structure of the basic course —
The current structure of most basic courses can be traced to
the traditional context-based approach to studying communication.
However, there seems to be no agreement on what specific contexts
should be covered. A different approach is to focus on transactional
communication skills, principles, and processes that transcend
contextual definitions..(83-99)
-
Dwyer,
K.K. — Creating and teaching special sections of
a public speaking course for apprehensive students: A multi-case
study — This study explored how university professors
describe the development and operation of a special communication
apprehension (CA) section of a basic public speaking course
that is part of a core curriculum requirement. (100-124)
-
Morreale,
S.P., Hackman, M.Z. & Neer, M.R.— Predictors
of behavioral competence and self-esteem: A study assessing
impact in a basic public speaking course — As
evaluation in higher education receives increasing attention,
the assessment of the impact of basic oral communication instruction
is becoming more important. This study examines the impact of
a public speaking course on undergraduates' affective and behavioral
competence. (125-141)
Volume
8, 1996 — Editor
Craig Newburger, ISBN 978-0-89641-302-3
-
Kramer,
M.W. & Hinton, J.S. — The differential impact
of a basic public speaking course on perceived communication
competencies in class, work, and social contexts —
Communication departments generally choose between a public
speaking and a hybrid course of their basic course. Previous
research has shown that students' perceptions of their communication
competencies increase after completing a hybrid course (Ford
& Wolvin, 1992, 1993). After noting similarities between
public speaking and hybrid courses, this study examines students'
perceptions of their competencies after completing a public
speaking course. (1-25).
-
Williams,
G. — [En]visioning success: The anatomy and functions
of vision in the basic course — The success
of the basic course depends largely upon a vision that values
the course and its place in the undergraduate curriculum, emphasizes
the necessity of ongoing training and development of teaching
assistants and other instructors, and that values the scholarship
that will enhance those efforts as well as improve instruction.
(26-57).
-
Whaley,
B.B. & Langlois, A. — Students who stutter and
the basic course: Attitudes and communication strategies for
the college classroom — Individuals who stutter
are discriminated against in social situations, in the workplace
and, of special concern here, college classrooms. However, the
college experience for those who stutter can be enhanced when
they are provided with a communication atmosphere that meets
their needs. This essay, therefore, argues the necessity for
communication instructors to have a basic understanding of stuttering,
and provides strategies for meeting the classroom communicative
needs of students who stutter. (58-73).
-
Spano,
S.— Rethinking the role of theory in the basic course:
Taking a “practical” approach to communication education.
(74-96).
-
Hickson,
M., III. — Rethinking our rethinking retrospectively:
A rejoinder to Spano. (97-107).
-
Wood,
J. — Should class participation be required in the
basic communication course? — This article
explores the purpose of the class participation requirement
in the basic communication course.(108-124).
-
Handford,
C.J. — The basic course: A means of protecting the
speech communication discipline — During the summer
of 1995, Spectra included articles and news items regarding
speech communication programs designated for elimination. Some
leaders in the discipline warned that this trend would likely
continue. This article argues that departments of communication,
operating under federal and state requirements for communication
competency, may be well advised to work toward establishing
the basic course as the sole fulfillment of their institutions'
core requirement in communication and to plan a marketing strategy
for their discipline. (125-135).
-
Hugenberg,
L.W.— Introduction to cultural diversity in the
basic course: Differing points of view — The scholars
participated in the one-day seminar and submitted their papers
for wider dissemination through the Basic Communication Course
Annual. Each participant approaches cultural diversity in the
basic communication course from their own frame of reference.
The manuscripts include theoretical approaches to cultural diversity,
rationales for the importance of integrating cultural diversity
in the basic course, teaching tips and assignments for integrating
diversity, and an analysis of some textbooks specifically prepared
for the basic communication course. (136-144).
- Goulden,
N.R.— Teaching communication behaviors/skills
related to cultural diversity in the basic course classroom.
(145-161).
- Oludaja,
B. & Honken, C. — Cultural pluralism: Language
proficiency in the basic course. (162-174).
- Kelly,
C. — Diversity in the public speaking course:
Beyond audience analysis. (175-184).
- Sellnow,
D.D. & Littlefield, R. S. — The speech on
diversity: A tool to integrate cultural diversity into the
basic course. (185-196).
- Powell,
K.A. Meeting the challenges of cultural diversity: Ideas
and issues for the public speaking course. (197-201).
Volume
9, 1997 — Editor
Lawrence Hugenberg, ISBN 978-0-89641-307-8
-
Osborn,
M.— Three metaphors for the competencies acquired
in the public speaking class — The many skills
taught in the basic public speaking class come together in three
fundamental metaphors. The first of these, the speaker as builder,
suggests we need to shape our surroundings through the spoken
word. The second, the speaker as weaver, includes the arts of
shaping symbols into the fabric of a speech, and of designing
evidence and proofs into the tapestry of argument. The third,
the speaker as climber, emphasizes overcoming interference.
Barriers of fear, indifference, suspicion, and cultural variation
recede as speakers and listeners learn to climb them. (1-11).
-
Yoder,
D.D. & Davilla, R.A. — Perceptions of basic
communication texts: Factors in student learning and textbook
adoption decisions — The purpose of this study
is to assess existing pedagogical assumptions about basic communication
course textbook features. Two separate surveys were administered
to students (N= 1,379) and instructors (N= 118) in basic communication
courses at 15 colleges and universities. (12-36)
- Jensen,
K.K. & Lamoureux, E.R. — Written feedback in the
basic course: What instructors provide and what students deem
helpful — Although the issue of speech evaluation
has been a mainstay in our discipline, an updated discussion of
written feedback merits our attention. To revisit this topic,
this two part content analysis first reveals the type of written
feedback instructors offer students in basic public speaking classes.
Building on these findings, the second part focuses on student
perceptions of the helpfulness of the written feedback. (37-58).
-
Yook,
E.L. — Culture shock in the basic communication
course: A cast study of Malaysian students — Malaysian
students comprise a large student group coming to the U.S. for
higher education. Despite these numbers, however, there has
been little attention given to their culture shock in the classroom.
The present study investigates the concerns of Malaysian students
in the basic communication course. (59-78).
-
Heaton,
D.W. — The em-powter-ing of America: Using info-mercials
to teach persuasion and popular discourse in the basic communication
course — This article describes how a critique
of Susan Powter’s “Stop the Insanity!” infomercial
provides educators with an effective, class tested, and fun
assignment to be included in the persuasion section of a basic
communication course. (79-93).
-
Miller,
J.J. — The use of simulation in the beginning public
speaking classroom: Let’s make it realistic, relevant
and motivating — This article offers the instructional
method, the simulation, as an alternative public speaking assignment
in the beginning public speaking course. (94-104)
-
Kasch,
C.R. — Computer-mediated learning environments:
Theory and research into practice — Information
technology is furnishing modes of accessing and manipulating
knowledge which is radically different from those offered by
the traditional curriculum. Teaching effectiveness in the basic
course is likely to depend increasingly on understanding the
nature, function, benefits and potential costs of computer mediated
communication. The purposes of this article are to: (1) review
theory and research illuminating the potential benefits and
costs of computer mediated instruction, (2) suggest some starting
points for implementing computer mediated instruction, and (3)
identify factors which are likely to influence the effectiveness
of teaching in computer mediated environments. (105-129).
-
Williams,
G. — Two heads are better than one? Setting realizable
goals in the basic course — Establishing goals
is central to the success of the basic course. The degree to
which those goals are realized depends, in large measure, upon
the manner in which they are established and reviewed. This
article assists course directors and instructional staff by
examining the process of defining objectives, a process which
encompasses goals, mission, and vision and which benefits from
widespread, active involvement. (130-159).
- Hugenberg,
L.W. & Moyer, B.S.— A commentary: the basic communication
course, general education and assessment — The importance
of developing student communication skills in a general education
program is a focal point of each college and university accrediting
agency in the United States. However, course directors and faculty
frequently find themselves at the center of a controversy when
trying to include a basic communication course in skill development
in a general education program. This article develops a case for
the inclusion of a basic communication course in a general education
program. (160-179).
Volume
10, 1998 —
Editor Lawrence Hugenberg, ISBN 978-0-89641-312-2
-
Wolvin,
A.D. — The basic course and the future of the workplace.—
The preparation of students to function as effective communicators
in the workplace is an important goal of the basic communication
course. To meet this goal, students must be equipped with speaking
and listening competencies in order to do their work. The basic
hybrid course with units in intrapersonal, interpersonal, group,
and public communication offers a viable framework for workplace
communication. (1-6).
-
Morreale,
S.P., Hackman, M.Z. & Neer, M.R. — Predictors
of self-perceptions of behavioral competence, self-esteem, and
willingness to communicate: A study assessing impact in a basic
interpersonal communication course.— Considering
the emergent role of evaluation in higher education, it is important
that assessment procedures be developed for all communication
courses. Courses such as public speak¬ing already have well
established assessment programs while other courses are in need
of additional attention. This article describes an assessment
program that examines the impact of an interpersonal course
on undergraduates' self-perceived behavioral and affective competence.
(7-26).
-
Lubbers,
C.A. & Seiler, W.J.— Learning style preferences
and academic achievement within the basic communication course
— Students enrolled in a basic communication course
taught using the personalized system of instruction (PSI) were
studied to determine the influence of learning style preferences
on aca¬demic achievement. (27-57)
-
Quigley,
B.L., Hendrix, K.G. & Freisem, K. — Graduate
teaching assistant training: Preparing instructors to assist
ESL students in the introductory public speaking course
— Much research identifies the need to assist English
as a Second Language (ESL) students in our classrooms. Some
communication educators have addressed this need by enrolling
students in special sections of introductory courses for ESL
students only. With a focus specifically on graduate teaching
assistant (GTA) training, this paper suggests ways to assist
ESL students, along with native speaking students, enrolled
in regular sections of the introductory public speaking course.
(58-89)
- Schaller,
K.A., & Callison, M.G. — Applying multiple intelligence
theory to the basic public speaking course — This
article examines the theory of Multiple Intelligences (MI) (Gardner,
1983; 1993) as it applies to the basic public speaking course.
(90-104).
-
The
debate on the uses of practical theory continues —
The first two essays by Spano and Hickson (Basic Communication
Course Annual 8, 1996) involved some crucial issues about
where the basic communication course stands in relation to theory,
research, and practice. In this second round, specific examples
are discussed by Spano. Hickson attempts to contextualize them.
- Spano,
S. — Delineating the uses of practical theory:
A reply to Hickson. (105-124).
- Hickson,
M., III. — Theory and pedagogy in the basic course:
A summary from Spano and Hickson. (125-132).
-
Jensen,
K.K. & Williams, D.E. — Teaching the honors
public speaking course — The honors student comes
to the public speaking class with a unique set of needs and
learning preferences which require alterations to the traditional
course. This article explores a variety of honors course formats,
honors students’ characteristics and learning preferences,
and some ideas for restructuring the typical public speaking
course to best accommodate honors students. (133-156).
- Hugenberg,
L.W. & Moyer, B.S. — Commentary: The research
foundation for instruction in the beginning public speaking class
— The history of public speaking instruction is rooted
in classical rhetorical theories. There is a lack of recent communication
research findings cited in textbooks to support instruction in
the beginning public speaking course. This research examined five
leading public speaking texts in the hopes of finding contemporary
communication research findings to support the advice given to
students. (157-170).
Volume
11, 1999 —
Editor Lawrence Hugenberg, ISBN 978-0-89641-326-9
-
Morreale,
S.P., Hanna, M. S., Berko, R.M. & Gibson, J.W. — The
basic communication course at U.S. colleges and universities:
VI — This is the sixth in a series of investigations
of the basic com¬munication course, begun in 1968 by members
of the Under¬graduate Speech Instruction Interest Group
of the Speech As¬sociation of America. This study was replicated
in 1974, 1980, 1985, and 1990. Each of these studies gathered
and reported information on instructional practices and administrative
issues in the basic course at two- and four-year colleges and
universities. In this study, the survey instrument from 1990
was revised to reflect contemporary concerns and mailed to the
National Communication Association mailing list of 1500 schools.
Data were analyzed and presented from 292 respond¬ing schools
covering institutional demographics and (1) gen¬eral approach
and orientation to the basic course, (2) pedagogy (which subsumes
seven sub-categories), (3) enrollment descrip¬tion and dynamics,
and (4) administrative concerns. (1-36).
-
Buerkel-Rothfuss,
N.L. — How basic course directors evaluate teaching
assistants: Social constructionism in basic course land
— This essay examines the ways basic course directors
assess their teaching staff. In particular, the study describes
ways course directors from a variety of disciplines use language
to evaluate teaching competence and to differentiate among staff
members with regard to job performance. (37-54).
-
Williams,
G. & Johnson-Jones, J.M. — Get your modem runnin’.
Get out on the I-way: Encouraging Internet investigations in
the basic course — The Internet can be a valuable
resource for instructors and students alike. Students need to
develop Internet savvy to take advantage of its holdings and
to use it responsibly. Instructors can help students develop
such savvy by providing pointers for its use as well as by taking
them through a few exercises. Once students have learned to
proceed efficiently and judiciously, the Internet can be a powerful
vehicle for assisting their investigations. (55-78).
-
Mino,
M. — Will the dazzling promise blind us?: Using
technology in the beginning public speaking course —
This essay presents an overview of some of the uses of technology
in the public speaking course, describes the instructional challenges,
and outlines one process instructors may consider when deciding
whether to implement technology into the beginning public speaking
course. (79-107).
-
Dwyer,
K.K. & Fus, D.A. — Communication apprehension,
self-efficacy and grades in the basic course: Correlations and
implications — This article presents a study examining
the relationship among communication apprehension (CA), self-efficacy
(S-E), and grades in the basic communication course. Data were
gathered from 208 undergraduate students enrolled in a public
speaking course that fulfills a university-wide core curriculum
requirement. Implications for teaching the basic course are
discussed. (108-132)
-
Cutspec,
P.A., McPherson, K. & Spiro, J.H. — Branching
out to meet the needs of our students: A model for oral communication
assessment and curriculum programs — Two of the
multiple primary tasks facing post-secondary institutions across
the country are revisiting and revitalizing general education
or core programs and developing appropriate techniques for assessing
the value of these programs. Following years of development
and refinement, Western Carolina University has created an oral
communication general education program that not only meets
the needs of individual students, but also encouraged consistency
across the curriculum emphasizing and assessing the skills learned
in the basic course. The authors have answered the call for
revisitation and reform regarding the best pedagogical and epistemological
strategies for developing competent communicators, and the results
have been positive. This article presents the development and
implementation of this program. (133-163).
-
Schnell,
J. — Analyzing C-SPAN in the basic communication
course — Use of C-SPAN in the basic communication
course as data for analysis is described. Specific focus is
on Persian Gulf War presentations made August 2, 1990 to January
16, 1991 by President George Bush. Analysis of these presentations
exemplifies how similar analysis can be done of other public
speakers. An explanation of how to procure C-SPAN videotapes
is provided. (164-174).
- Yoder,
D.D. — An idea for restructuring the basic communication
course: A “time when needed” modular approach
— This commentary suggests a different way of structuring
the basic communication course. Instead of trying to teach a variety
of communication course, this commentary develops a modular approach
to the basic course to be taught in smaller units and at times
in a student’s studies when the communication skills in
the specific units are more relevant. A tentative schedule for
the units is suggested. (175-184).
Volume
12, 2000
— Editor Lawrence Hugenberg,
ISBN 978-0-89641-340-5
-
Titsworth,
B. Scott. — The effects of praise on student motivation
in the basic communication course — 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. (1-27)
-
Sellnow,
Deanna D. & Golish, Tamara. — The relationship
between a required self-disclosure speech and public speaking
anxiety: Considering gender equity — 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. (28-59)
-
Huffman,
Karla J., Carson, Christy L. & Simonds, Cheri J. —
Critical thinking assessment: The link between critical
thinking and student application in the basic course —
The intent of this study is to evaluate existing literature
on the concept, teaching, and assessment of critical thinking.
To reach this goal, critical thinking will be examined in terms
of its multiple definitions, and its relationship to higher
order thinking, critical teaching, and assessment. (60-96)
-
Gring,
Mark A. & Littlejohn, Jera W. — Assessment of
the repeated speech performance as a pedagogical tool: A pilot
study — Realizing the ongoing need to develop
pedagogy in public speaking, these researchers investigated
the learning achieved by asking students to repeat one of their
speech assignments. They assessed the value of this practice
from the students’ viewpoint as well as the statistical
change in performance outcomes. (97-124)
-
Heisler,
Jennifer M., Bissett, Susan M. & Buerkel-Rothfuss, Nancy
L. — An examination of male and female students’
perceptions of relational closeness: Does the basic course have
an influence? — Several scholars have argued that
men and women are socialized to establish interpersonal relationships,
such as friendships, in different ways. Traditionally feminine
individuals emphasize empathy, self-disclosure, and interdependence
while masculine individuals rely on activities, helping behaviors,
and advice/problem-solving. In spite of these differences, basic
communication courses have provided students with only a model
of traditionally feminine closeness skills in coursework and
materials. This study sought to determine if, after 16 weeks
of instruction in a basic communication course emphasizing feminine
intimacy skills, male students would prefer masculine closeness
behaviors. (125-160)
-
Hendrix,
Katherine G.— Peer mentoring for graduate teaching
assistants: Training and utilizing a valuable resource —
Experienced graduate teaching assistants (GTAs) can be valuable
resources capable of assisting basic course directors with training
novice GTAs. Peer mentoring is suggested as one means for training
GTAs in departments with two-year M.A. programs; but is also
useful in departments offering the doctoral degree. (161-192)
- Worley,
David W. — An acrostic approach to teaching public
speaking in the hybrid communication course — Given
the time and pedagogical demands of teaching the principles of
public speaking in the hybrid course, both in¬structors and
students are assisted by using a summative, yet sufficiently thorough,
approach to teaching these prin¬ciples. As acrostic approach
described in a preparation out¬line format and built upon
the word S-P-E-A-K provides an integrated, summative and sufficiently
thorough instruc¬tional approach to meet these demands.
(193-209)
Volume
13, 2001
— Editor Deanna Sellnow, ISBN
978-0-89641-362-7
-
Hunt,
Stephen K., Daradirek Ekachai, Darin L. Garaard & Joseph
H. Rust. — Students’ perceived usefulness
and relevance of communication skills in the basic course: Comparing
university and community college students — 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 the participants in Study 2 were 205 community college students..
(1-22)
-
Cox,
Stephen A. & Timothy S. Todd. — Contrasting
the relationships between teacher immediacy, teacher credibility,
and student motivation in self-contained and mass lecture classes
— Basic communication courses are increasingly
taught in mass-lecture formats. Research on teacher verbal immediacy,
teacher nonverbal immediacy, teacher credibility, and stu¬dent
motivation 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. Discussion of the results, suggestions
for mass-lecture instructors, and research directions are proposed.
(23-45)
-
Treinen,
Kristen & John T. Warren. — Antiracist pedagogy
in the basic course; teaching cultural communication as if whitness
matters — 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. In this essay, we offer four modifications
to the basic course which are consistent with an antiracist
pedagogy. We conclude by suggesting ways in which whiteness
work is applicable and important in the basic course. (46-75)
-
Hess,
Jon A. — Rethinking our approach to the basic course:
Making ethics the foundation of introduction to public speaking
— 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. 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 introductory public speaking course that was recently restructured
to meet this philosophy. (76-115)
-
Schwartzman,
Roy. — What’s basic about the basic course?
Enriching the ethosystem as a corrective for consumerism
— A marketplace mentality featuring the student as
consumer reaches deeply into educational practice today. This
essay examines the roots and implications of framing public
speak¬ing education in economic terms. (116-150)
-
Dixson,
Marcia D. — Teaching social construction of reality
in the basic course: Opening minds and integrating contexts
— After a brief review of social construction
theory (SCT), this paper explores the introduction of SCT into
the hybrid basic communication course. (151-173)
- Arnett,
Ronald C. & Janie M. Harden Fritz. — Communication
and professional civility as a basic service course: dialogic
Praxis between department and situated in an academic home
— 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. Duquesne University’s
Communication Department designed a course entitled Communication
and Professional Civility for the Physician Assistant Department
through a process of dialogic praxis. This article examines how
this course provides a public discourse approach to basic communication
issues within a complex modern organization. (174-206)
Volume
14, 2002
— Editor Deanna Sellnow, ISBN
978-0-89641-375-7
-
Goulden,
Nancy Rost. — Revising public speaking theory, content,
and pedagogy: A review of the issues in the discipline in the
1990’s — Literature from the 1990's calling
for revision of basic course public speaking theory and pedagogy
is examined, summarized, and organized. Discussion of sources
that shape and maintain public speaking theory provides background
for the reports of journal articles and conference papers categorized
under (1) overall perspectives that influence theory, (2) basic
theory of what characteristics constitute effective speaking,
(3) appropriate course content, and (4) appropriate pedagogy.
(1-38)
-
Troup,
Calvin L. — Common sense in the basic public speaking
course — The foundation of the basic public speaking
course ought be questioned and modified to better meet the needs
of students today. More specifically, public speaking courses
must offer more than technique. Students must be introduced
to the historical context that both models effective public
discourse and has also contributed to the framework of the American
public forum. This article offers some common sense ideas about
what the public forum ought to be. (39-59)
-
Hunt,
Stephen K. & Cheri J. Simonds — Extending learning
opportunities in the basic communication course: Exploring the
pedagogical benefits of speech laboratories — This
study asked 527 students enrolled in a basic communication course
to evaluate the efficacy of a speech lab in relation to speech
requirements stipulated by their instructors. In addition, the
researchers examined the scores of 435 student speeches to determine
if students who visited the lab earned higher grades compared
to students that did not visit the lab. (60-86)
-
Dwyer,
Karen Kangas, Robert E. Carlson & Sally A. Kahre —
Communication apprehension and basic course success: The
lab-supported public speaking course intervention —
This study examined a lab-supported public speaking course
as an intervention for helping reduce overall and context communication
apprehension (CA) for high and moderate CA students. In addition,
this study queried whether actual lab usage was related to CA
reduction and to course grade for those students. (87-112)
-
Anderson,
Karen & Karla Kay Jensen. — An examination of
the speech evaluation process: Does the evaluation instrument
and/or evaluator’s experience matter? —
Speech evaluation forms are a useful and necessary tool of any
communication course with a public speaking component. The continued
investigation of how such forms are created and used is beneficial
to students and teachers. In this study raters from various
experience levels graded two speeches using a combination of
four evaluation forms, half of which included directions. Raters
then responded to questions regarding the forms they just used.
(113-163)
-
Janusik,
Laura A. & Andrew D. Wolvin. — Listening treatment
in the basic communication course text — Numerous
studies have indicated that listening is instrumental for academic
and professional success, and most students receive listening
instruction only in the basic communication course. This study
analyzed the treatment of listening in the 17 most widely used
basic communication course textbooks. (164-210)
- Johnson,
Julia R., Susan M. Pliner & Tom Burkhart. — d/Deafness
and the basic course: A case study of universal instructional
design and students who are d/Deaf in the (aural) communication
classroom — The primary purpose of this essay is
to suggest ways to create universally inclusive curriculum, which,
by definition, addresses the learning needs of all students, including
students with disabilities or, in this case, students who are
deaf or hard-of-hearing. (211-241)
Volume
15, 2003
— Editor Deanna Sellnow, ISBN
978-0-89641-390-0
-
Sims,
Judy Rene — Streaming Student Speeches on the Internet:
Convenient and “Connected” Feedback in the Basic
Course — Undergraduate students enrolled in three
sections of a basic speech course over a period of three semesters
were surveyed regarding their evaluations of the video streaming
of their speeches on the Internet as a method of feedback. To
research this topic, speeches were videotaped and posted to
a protected Internet site. Students then had the opportunity
to access the site, view their speech, prepare a list of speech
goals based on their viewing, and later evaluate the experience
by means of a questionnaire. (1-40)
-
Fassett,
Deanna L. — On Defining At-Risk: The Role of Educational
Ritual in Constructions of Success and Failure — By
adopting an ethnomethodological approach to the analysis of
focus group interviews with undergraduate students enrolled
in and teachers of the introductory course in speech communication,
this essay demonstrates that what we understand to be a stable,
objective aspect of reality is in fact a human accomplishment,
the result of concerted, though unreflective, social action.
This paper explores the ways in which students’ and graduate
teaching assistants’ espousal of educational rituals may
create and sustain their risk of educational failure. The implications
of such a perspective for graduate teaching assistants of the
basic courses are also examined. (41-82)
-
Warren,
John T. — Performative Pedagogy, At-Risk Students,
and the Basic Course: Fourteen Moments in Search of Possibility
— This essay sketches out the complications of a performative
pedagogy in the context of a basic communication course, specifically
examining how the course negotiates and constitutes what communication
scholars have called “educational risk.” (83-116)
-
Dwyer,
Karen Kangas, Robert E. Carlson & Jennifer Dalbey —
Oral Communication Apprehension — This study
examines the impact of high school public speaking skills training
and public speaking experiences on college overall communication
apprehension (CA) and public speaking context CA. (117-143)
- Turman,
Paul D. & Matthew H. Barton — Stretching the Academic
Dollar: The Appropriateness of Utilizing Instructor Assistants
in the Basic Course — As more universities across
the country are feeling the pressures of providing an increasingly
rigid financial accountability to tax payers and state legislatures,
speech and communication departments find themselves in a precarious
position. Namely, how can communication departments teach the
budding number of students enrolled in their courses with little
in¬crease in budget, while continuing to produce effective
speakers? (144-168)
Volume
16, 2004
— Editor Scott Titsworth, ISBN
978-0-89641-403-7
-
Turman,
Paul D., & Matthew H. Barton — Bias in the Evaluation
Process: Influences of Speaker Order, Speaker Quality, and Gender
on Rater Error in the Performance Based Course — This
study examines how variations in speaker order increases the
potential for rater error in the performance based course. (1-35)
-
Reynolds,
Dana L., Stephen K. Hunt, Cheri J. Simonds, & Craig W. Cutbirth
— Written Speech Feedback in the Basic Communication
Course: Are Instructors too Polite? — The present
study investigates written performance feedback through the
lens of politeness theory. Study 1 examined the types of comments
instructors offer to students when they provide written feedback
on speeches as well as the relationship between these comments
and students’ grades. Study 2 extended the research project
by examining students’ perceptions of instructor feedback
in order to determine the types of feedback students deem the
most helpful. (36-71)
-
Brann-Barrett,
M. Tanya & Judith A. Rolls — Communication Lab
Peer Facilitators: What’s in it for Them? —
Peer tutors have been used extensively within the communication
discipline to enhance students’ learning experiences (Hill,
1981; Webb & Lane, 1986). Research suggests that peer tutoring
can have positive rewards for tutors and tutees (Goodland &
Hurst, 1989; Topping, 1996). However, there is little to no
research that explores the benefits received by peer tutors
who run small group communication lab sessions for basic communication
course students. (72-104)
-
Jones,
Adam C., Stephen K. Hunt, Cheri J. Simonds, Mark E. Comadena,
& John R. Baldwin — Speech Laboratories: An
Exploratory Examination of Potential Pedagogical Effects on
Studies — The purpose of this study was to examine
the effects speech laboratories have on students enrolled in
basic public speaking courses. Specifically, the researchers
attempted to gain a student perspective about visiting a speech
laboratory through qualitative methods. (105-138)
-
Treinen,
Kristen P. — Creating a Dialogue for Change: Educating
Graduate Teaching Assistants in Whiteness Studies —
Research indicates that minority students are under-represented
in our classroom curriculum (Churchill, 1995; Delpit, 1995;
Ladson-Billings, 1994). Our schools are often entrenched in
the Eurocentric model of education from content to methodology.
The author discusses antiracist pedagogy and whiteness studies,
offer a justification for utilizing antiracist pedagogy with
work in whiteness studies in the communication classroom, and
provide one model for incorporating antiracist pedagogical practice
with graduate teaching assistants. This essay is intended to
help create a dialogue with GTAs, basic course directors, and
communication faculty about antiracist practices in the communication
classroom. (139-164)
-
Harter,
Lynn M. Erika L. Kirby, Katherine L. Hatfield, & Karla N.
Kuhlman — From Spectators of Public Affairs to Agents
of Social Change: Engaging Students in the Basic Course through
Service-Learning — Much literature bemoans the
attitudes of Generation X (and their successors) toward civic
participation (e.g., Putnam, 2000) and indeed education itself
(e.g., Sacks, 1996). However, we have found students to be highly
engaged when they have opportunities for active learning, such
as those found in well-designed service learning projects. We
see this pedagogy as a small antidote to the sense of powerlessness
that often pervades our culture. Drawing on diverse literatures,
we explore theoretical reasons for using service-learning and
illustrate its usefulness in speech communication basic courses.
Our discussion is organized around two key themes: (a) the connection
of self to subject matter, and (b) the connection of self to
community. After discussing service learning exemplars in the
basic course, we close with cautions about the use of service-learning.
(165-194)
-
Prividera,
Laura C. — Assessing Sensitivity: A Critical Analysis
of Gender in Teaching Basic Communication Courses —
This critical study utilized a liberal feminist perspective
to examine how communication teachers talked about gender issues
in their basic communication classes and displayed gender sensitivity
in their pedagogical practices. In-depth interviews and observations
were conducted with fifteen teachers from seven midwestern academic
institutions. (195-229)
-
Edwards,
Chad & Gregory J. Shepherd — Special Forum on
the Philosophy of Teaching Education as Communication: The Pragmatist
Tradition — We take the basic course in communication
to be a site where associated living is experienced, and where
individuals practice the democratic art of referencing and articulating
their own behaviors and beliefs to those of others. This democratic
practice of associated living is, as American pragmatist and
educational philosopher John Dewey insisted, communication itself
— “conjoint communicated experience.” In this
essay, we provide an overview of this pragmatist educational
metaphysic and discuss a few consequences of metaphysical beliefs
about education. (230-246)
-
Rawlins,
William K. — Teaching and Learning in the Spirit
of Friendship — This article discusses how the
ideals and practices of friendship can provide an edifying ethic
for the interactions and relationships of educators and students
in the basic communication course. It examines three facets
of friendship in the Western tradition, four dialectical tensions
of the educational friendship, a collection of six virtues associated
with teaching as friendship, and some limitations of the educational
friendship. (247-260)
-
Modaff,
Daniel P. — Native Virtues: Traditional Sioux Philosophy
and the Contemporary Basic Communication Course —
Teaching and learning in the basic communication course
can be informed by the traditional Sioux virtues of bravery,
generosity, fortitude, and wisdom. The virtues are forwarded
as a set of ideas that may equip the reader with an alternative
way to think about course material, pedagogical practices, and
classroom interrelationships. The essay concludes with the limitations
of and concerns with the virtues in the contemporary basic course.
(261-278)
-
LaWare,
Margaret R.. — The Public Speaking Classroom as
Public Space: Taking Risks and Embracing Difference —
Thinking about the public speaking classroom as public space
provides a generative metaphor as long as critiques of public
space, particularly feminist critiques, and critical pedagogy
theory are considered. (279-291)
- Sprague,
Jo — Special Forum on the Philosophy of Teaching:
A Synthesis and Response. (292-206)
Volume
17, 2005
— Editor Scott Titsworth, ISBN
978-0-89641-416-7
-
Hunt,
Stephen K, David R. Novak, Julie L. Semlak & Kevin R. Meyer
— Synthesizing the First 15 Years of the Basic Communication
Course Annual: What Research Tells Us about Effective Pedagogy
— Despite the popularity of the both the basic course
in communication and the Basic Communication Course Annual,
questions still remain about the empirical support for the ways
in which we teach the basic course. This essay categorizes and
synthesizes 61 empirical studies published from 1989 to 2004
in the Basic Communication Course Annual. (1-42)
-
Hayes,
Javette G — Problematic Student Behaviors in the
College Communication Classroom: Reviewing and Re-envisioning
Instructional Communication Research — Climate
concerns in basic communication courses often revolve around
classroom management issues. Teachers may experience reality
shock in the face of complex and challenging classroom situations.
This essay offers new and experienced teachers a detailed review,
interpretation, and critique of literature on student conduct
that may contribute to the “harsh and rude reality of
everyday classroom life. (43-93)
-
Rattenborg,
Allison N., Cheri J. Simonds, Stephen K. Hunt — Preparing
to Participate: An Exploration of Student Engagement Through
Student Work and Instructors’ Observations —
The present study investigates two instructional strategies
that promote student preparation for and participation in class:
reading objectives and participation sheets. In the first study,
students were asked to complete the reading objectives (knowledge
level questions about the assigned reading) and write the extended
comments. Study 2 examined instructors’ perceptions of
student preparation for and participation in class. (94-133)
-
Wolfsen,
Amy Rachelle — A Study Exploring the Impact of Two
Instructional Paradigms on State and Trait Communication Apprehension
— For decades the communication field has been interested
in communication apprehension (CA). However, little attention
has been given to developing a link between communication apprehension
and instructional strategies. To test this notion, undergraduate
students at a medium sized western university were exposed to
experimental classrooms involving two instructional methodologies
and then asked to complete state and trait CA measures. (134-156)
-
Turman,
Paul D. — Implementing Technology into the Basic
Course: The Influence of Sex and Instructional Technology Use
on Teacher Immediacy and Student Affective Learning —
This study explored the impact that instructional technology
use and instructor gender have on students’ perceptions
of immediacy and affective learning in the basic communication
course. (157-187)
- Marshall,
Rodney K. & Michelle T. Violanti — Individual
Conferences and the Public Speaking Class — This
study examined the individual conferences created by using the
online-assisted method of teaching the Public Speaking class.
During the course of the semester, students completed online quizzes
to assess their textbook comprehension and met individually with
the instructor to prepare for the presentations in the online-assisted
course. Students in the traditional course attended and participated
in class without use of computers outside of class. (188-217)
Volume
18, 2006 —
Editor Scott Titsworth, ISBN 978-0-89641-429-7
-
Carlson,
Robert E., Karen Kangas Dwyer, Shereen G. Bingham, Ana M. Cruz,
Marshall Prisbell, Dennis A. Fuss — Connected Classroom
Climate and Communication Apprehension: Correlations and Implications
of the Basic Course — Although scholars have recommended
increasing rela¬tional variables in the classroom such as
familiarity, acquaintance level, and collaboration to help students
moderate communication apprehension, few, if any, academic studies
have investigated the relationship between communication apprehension
and a supportive climate among students in the college classroom.
Self-report data were collected from 523 undergraduate students
from a midwestern university who participated in a large curriculum
assessment program using the Connected Classroom Climate Inventory
(CCCI) and the PRCA-24. (1-27)
-
Prividera,
Laura C. — Suppressing Cultural Sensitivity: The
Role of Whiteness in Instructors’ Course Content and Pedagogical
Practices — Research indicates that students of
color often experience marginalization in their academic pursuits
at predominantly white institutions. This study utilized critical
whiteness studies to examine how communication teachers who
instructed basic courses enacted cultural sensitivity in their
course content and pedagogical practices. Fifteen faculty at
seven academic institu¬tions were interviewed about their
teaching practices. (28-62)
-
Worley,
David W. & Debra A. Worley — The First year
Experience (FYE) and the Basic Communication Course: Insights
from Theory and Practice — Institutions of higher
learning increasingly focus on the first year experience, given
the twin needs of persistence and retention. In view of this
renewed emphasis, this essay provides insights from theory and
practice exploring how the basic oral communication course can
adapt existing basic course content and pedagogy, as informed
by the standards established by the National Communication Association,
to more effectively address the first year experience. (63-101)
-
Williams,
David E. & Narissra M. Punyanunt-Carter — Speaking
Assignment Options: Enhancing Student Involvement in the Learning
Process — This article reports on the use of speaking
assignment options implemented at Texas Tech University. Students
in the public speaking classes were given the option of delivering
a manuscript speech or a reasoned response. The rationale for
the assignment options is that students will be more motivated
to perform an assignment that they have a choice in and seen
more personal benefit in. The paper will address each assignment,
how the speaking assignment options were implemented and some
results from a survey administered to the students who completed
the speaking assignment options exercise. (102-116)
-
Durham,
Wesley T. & Adam C. Jones — Undergraduate Teaching
Assistants and Their Use of Nonverbal Immediacy Behaviors in
the Basic Communication Course — Over the past
two decades, perhaps no instructional communication topic has
been researched as thoroughly as teacher immediacy. However,
one important area of the existing teacher immediacy literature
that remains underdeveloped is how undergraduate teaching assistants
enact immediacy behaviors, and how, if at all, students respond
to these teaching assistants differently based on the enactment
of these behaviors. Thus, the purpose of this investigation
was to gain a clearer understanding as to what, if any, immediacy
behaviors are used by undergraduate teaching assistants in the
basic communication course at a large Midwestern university. (117-147)
-
Wahl,
Shawn T. & Chad Edwards — Enacting a Pragmatist
Educational Metaphysic through Civic Engagement in the Basic
Media Studies Course — The authors 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 and discuss ways to implement civic-oriented
service learn ing activities for the purposes of fostering greater
civic engagement. This essay is ontologically and epistemologically
important as it adds to our scholarly perspective of the service
learning experience for teacher, student, and community, while
also contributing knowledge about the inquiry process of basic
com¬munication course scholarship. (148-173)
-
Limon,
M. Sean, Philip J. Aust & Lance R. Lippert — Instructors
Students, Managers, and the Basic Organizational Communication
Course: Are We All Working Together or Working Apart? —
Three studies were conducted to determine the extent of
overlap between basic organizational communication textbook
content (1990-2002), student perceptions of basic organizational
communication knowledge and skills important for the workplace,
and managerial expectations of communication knowledge and skills
for graduates. (174-209)
-
Special
Forum on Theorizing the Basic Course
- King,
Janis L. — Re-Focusing the Basic Public Speaking
Course: Changing to an Epideictic Framework to Create Community.
(210-229)
- Leeman,
Mark & Arvind Singhal — The Basic Course as
Social Change. (230-243)
- Craig,
Deborah — Revising Pedagogical Strategies in Large
Enrollment General Education Courses. (244-260)
- Harter,
Lynn M., Elizabeth Graham, Stephanie Norander & Daniel
E. Rossi-Keen — The Use of Professional Seminars
to Prepare Future Faculty for Teaching Basic Communication
Courses. (261-282)
-
Special Forum on Discourses of the Basic Course
- Preston,
Marlene M. & Rachel Holloway — Case Study
of a Basic Course: Using Assessment to Legitimize Innovation.
(283-302)
- Titsworth,
Scott, Ben Bates & Pam Kinneston, Kenneth Burke —
The Basic Communication Course, and Applied Scholarship.
(303-315)
Volume
19, 2007 —
Editor Paul Turman, ISBN 978-0-89641-441-9
-
Meyer,
Kevin R, Cheri J. Simonds, Brent K. Simonds, John R. Baldwin,
Stephen K. Hunt, & Mark E. Comadena — Designing
Classroom Management Traianing for Basic Course Instructors
— Since many basic course training programs fail to
adequately address classroom management issues, most graduate
teaching assistants (GTAs) enter the classroom unprepared to
confront student misbehaviors. In this study, GTAs who had not
received classroom management training (CMT) were given a survey
containing closed and open-ended questions regarding typical
student misbehaviors, possible classroom responses to those
behaviors, and preferences for classroom management information
during training. (1-36)
-
Broeckelman,
Melissa A. — Creating Sites for Connection in the
Classroom: Dialogism as a Pedagogy for Active Learning —
Public speaking pedagogy should be based in communication
theory, but as a whole, our discipline has failed to integrate
theory and praxis in the classroom. Dialogism is a good starting
point for developing theory-based pedagogical strategies and
is further supported by Vygotsky’s zones of proximal development,
Dewey and Bruner’s call for experience-based learning,
and research on collaborative learning. Here the author proposes
four specific strategies for incorporating dialogism into the
pedagogy of public speaking. (37-71)
-
Kussart,
Natalie, J., Stephen K. Hunt, & Cheri J. Simonds—
Learning Communities in the Basic Communication Course:
Exploring Students’ Perception of Power and Use of Compliance-Gaining
Strategies — This study compared students’
use of behavior alteration techniques (BATs) and power based
upon whether they were enrolled in learning community or traditional
sections of the basic communication course being taught by graduate
teaching assistants (GTAs). (72-103)
-
Howe,
Marlina Marie & Karen Kangas Dwyer — This Influence
of Diaphragmatic Breathing to Reduce Situational Anxiety for
Basic Course Students — Researchers in physiology
and health fields have reported a significant impact from using
diaphragmatic breathing (DB) to help individuals reduce anxiety.
However, few communication researchers have explored the use
of this simple DB technique to help basic course students reduce
communication apprehension (CA). Thus, this investigation explored
the use of diaphragmatic breathing in helping students moderate
communication apprehension. (104-137)
-
Stern,
Lesa A.& Melissa Hailer — Presentation Skills:
An Assessment of University and Career Related Presentations
— Two studies were conducted to assess the frequency
and types of presentations students encounter across the curriculum
and whether these presentations parallel those they will encounter
in their chosen career. The first study was a content analysis
of sixty portfolios (containing a total number of 1360 courses)
to find evidence of presentation assignments across the curriculum..
The second study was a survey of faculty to assess the types
of presentations required in discipline-related jobs as well
as the faculty member’s level of presentation skills training.
(138-165)
-
Theisen,
Lisa M. & Roberta A. Davilla — Seeking Social
Support among Female Graduate Teaching Assistants —
This study investigated how female graduate teaching assistants
(GTAs) develop social support and the influence that these relationships
have on their academic, teaching, and social lives. In-depth
interviews were conducted with seven female GTAs in a Communication
Studies master’s degree program at a large southern university.
(166-201)
- Book
Review. (202-206)
Volume
20, 2008—
Editor Paul Turman, ISBN 978-0-89641-455-6
-
Fassett, Deanna L. & John T. Warren— Pedagogy
of Relevance: A Critical Communication Pedagogy Agenda for the
"Basic" Course — In this article, the
authors envision how a critical communication pedagogy approach
might lend narrative coherence, intellectual rigor, and a focused
agenda to the introductory course. (1-34)
-
Meyer,
Kevin R., Stephen K. Hunt, Mark E. Comadena, Cheri J. Simonds,
Brent K. Simonds, & John R. Baldwin. — Assessing
Classroom Management Training for Basic Course Instructors
— Extant research demonstrates that graduate teaching
assistants (GTAs) experience student misbehaviors in the classroom
and that basic course administrators should be proactive in
preparing GTAs for classroom management issues (Meyer et al.,
2007). Following the recommendation for the development of classroom
management training (CMT) by Meyer et al. (2007), the present
study sought to assess the implementation of CMT. Specifically,
a group of GTAs completed the same survey instrument twice following
the completion of CMT, once early in the semester and again
at the end of the semester. (35-71)
-
Semlak,
Julie— Traditional Pedagogical Tools: Examining
Peer Feedback in the Basic Communication Course —
Peer feedback is used in many basic communication courses,
yet little is known about the pedagogical value of the written
peer feedback provided for speakers, or the process of providing
peer feedback. Using social learning theory as a theoretical
foundation, this study explores the use of peer feedback in
the basic communication course. (72-100)
-
Pearson,
Judy C. & Jeffrey T. Child— The Influence of
Biological Sex, Previous Experience, and Preparation Time on
Classroom Public Speaking Grades — How does biological
sex affect public speaking grades? Students completed journal
entries over the course of the semester. Hierarchical multiple
regression incrementally examined competency measures (previous
experience and overall preparation time) then biological sex
on public speaking grade averages. (101-137)
-
Preston,
Marlene, J. Matt Giglio & Kristin N. English— Redesigning
Public Speaking: A Case Study in the Use of Instructional Design
to Create the Interchange Model — This case study
describes the redesign of Public Speaking at a Research I institution.
An instructional analysis revealed strengths of and concerns
about the existing model—large lecture with small lab
sections. (138-173)
-
Payne,
Holly J. & Sally O. Hastings— Grade Distributions
in the Basic Public Speaking Course: Exploring the Differences
and Pedagogical Implications of Faculty Rank — This
study examines differences in grade distributions in the introductory
public speaking course at two American universities based on
instructor rank. A sample of 442 sections with 11,381 students
over a 2-year period was collected and analyzed using analysis
of variance and chi-square analysis. (174-196)
- Fotsch,
Paul — Race and Resistance in the Communication Classroom
— Teaching diversity is no longer segregated to ethnic
studies departments or to intercultural communication courses.
Consequently, many students have become resistant to the idea
of spending time on the issue of race. Communication scholars
have described a kind of resistance found frequently in the basic
communication classroom and likewise proposed various responses
to this resistance. Through a review of the literature and drawing
on my ten years of experience teaching diversity in the university,
this essay assesses these responses. (197-230).
Volume
21, 2009—Editor
Paul Turman, ISBN 978-0-89641-467-9
-
Hunt,
Stephen K., Cheri J. Simonds, Brent K. Simonds — Uniquely
Qualified, Distinctively Competent: Delivering 21st Century
Skills in the Basic Course — In this manuscript
we argue that the communication discipline’s pedagogical
content knowledge should be expanded to include educational
strategies for advancing students’ critical thinking,
information literacy, and political engagement skills. Further,
we argue that the discipline should explicitly position itself
as uniquely qualified to address these skills. (pp 1-29)
-
Bingham, Shereen G. , Robert E. Carlson, Karen K. Dwyer, Marshall
Prisbell — Student
Misbehaviors, Instructor Responses, and Connected Classroom
Climate: Implications for the Basic Course —
The concept of connected classroom climate focuses on student-to-student
communication behaviors that are paramount in creating the climate
of a class, especially in the basic course. While previous studies
have focused on the positive and cooperative behaviors of students
and instructors that may contribute to perceptions of classroom
connectedness, the role that in¬civilities may play in detracting
from or undermining a connected classroom climate has not been
investigated. This study examines perceptions of a connected
classroom climate and its relationships to student misbehaviors
and instructor responses. (pp 30-68)
-
Simonds,
Cheri J., Kevin R. Meyer, Stephen K. Hunt, Brent K. Simonds
— Speech Evaluation Assessment: An Analysis of Written
Speech Feedback on Instructor Evaluation Forms in the Basic
Communication Course — As a critical component
of many general education programs, the basic communication
course is at the forefront of many assessment efforts. Five
years after conducting extensive program assessment using student
portfolios, and after implementing revisions to the instructor
training program, course directors at Illinois State University
conducted another round of portfolio assessment. (pp 69-96)
-
Morreale, Sherwyn, David Worley, Lawrence Hugenberg —
Follow-up
to the NCA Basic Communication Course Survey VII: Using Learning
Objectives in the Course — Respondents
to the seventh national survey of the basic communication course
at two and four-year colleges and universities identified administrative
and pedagogical problems that challenge effective management
and teaching in the course. This new study investigates how
learning objectives in the basic course are related to one of
the most salient problems identified in the earlier 2006 survey,
consistency and reliability across multiple sections of the
basic course at any institution. (pp 99-133)
-
Sellnow,
Deanna, Stephanie Ahlfeldt — Problem-Based
Learning (PBL) and Student Engagement in the Public Speaking
Classroom — Problem-based learning (PBL)
is an instructional strategy designed to foster student engagement.
This study examined the effectiveness of PBL to actively engage
students in a basic public speaking course. (pp 134-150)
-
Prisbell, Marshall, Karen K. Dwyer, Robert E. Carlson, Shereen
G. Bingham, Ana M. Cruz — Connected Classroom Climate
and Communication in the Basic Course: Associations with Learning
— Most research on the association between classroom climate
and student learning has emphasized the instructor’s role
in creating a positive learning environment. The role students
play in fostering a classroom climate that promotes learning
has received less attention, particularly in the basic course.
This study examined the relationship between perceptions of
a connected classroom climate and students’ cognitive
and affective learning. (pp 151-172)
-
Pensoneau-Conway, Sandra L. — Desire and Passion as
Foundation for Teaching and Learning: A Pedagogy of the Erotic
— In this narrative essay, the author uses her experiences
as a communication educator to theorize the roles of desire and
passion within the classroom. (pp. 173-206)
Volume
22, 2010—Editor David Worley,
ISBN 978-0-89641-485-3
-
Child,
Jeffrey T. — A Life of Scholarship and Service
to the Communication Discipline: Celebrating Lawrence W. Hugenberg
(pp 1-5)
-
Meyer,
Kevin R. Ryan R. Kurtz, Jamie L. Hinez, Cheri J. Simonds, Stephen
K. Hunt— Assessing Preemptive Argumentation in Students'
Persuasive Speech Outlines — The purpose of the
present study was to determine if critical thinking skills,
a key component of basic communication course pedagogy, can
be assessed through students’ use of pre-emptive argumentation.
Persuasive speech outlines were coded to determine if preemptive
argumentation was present in students’ speeches and to
determine the quality of preemptive argumentation. (pp 6-38)
-
Pearson,
Judy C., Jeffrey T. Child, Liliana L. Herakova, Julie L. Semlak,
Jessica Angelos — Competent Public Speaking:
Assessing Skill Development in the Basic Course —
Effective public speaking skills are essential for a successful
life. The authors provide an overall assessment of the basic
public speaking course by examining fifteen student attributes
divided into three categories (course engagement characteristics,
dispositions, and demographics) hypothesized to affect learning
and public speaking skill development in the basic course. A
four-step hierarchical multiple regression tested two research
questions (N = 709). (pp 39-86)
-
Heimann,
Roxanne, Paul Turman — The Influence of Instructor
Status and Sex on Student Perceptions of Teacher Credibility
and Confirmation across Time — Universities
continue to rely heavily on graduate teaching assistants (GTAs)
to teach many of their entry-level courses, with limited research
emphasizing student perceptions of GTAs. With this in mind,
the purpose of this investigation was to assess the combined
influence of instructor status (GTA vs. Professor) and sex on
student perceptions of teacher credibility and confirmation
behaviors across time. (pp 87-124)
-
Hao, Richie
Neil — (Re)Constructing ELL and International Student
Identities in the Oral Communication Course —
There have been numerous studies (e.g., Dick, 1990; Ferris,
1998; Jung & McCroskey, 2004; Yook, 1995; Yook & Seiler,
1990; Zimmerman, 1995) that discuss the obstacles that English
Language Learners (ELL) and international students face in oral
communication classrooms. Although these studies provide teaching
strategies that can be employed to better serve ELL and international
students, they also reinforce stereotypical student identities.
(pp 125-152)
- Miller,
John J. — Student Evaluations for the Online
Public Speaking Course — Despite criticisms
raised about online public speaking classes, the growth of these
online courses cannot be denied. This essay attempts to develop
student course evaluations aimed at reflecting the unique characteristics
of online instruction to assist instructors with improving their
online pedagogy. (pp 153-171)
McRae, Chris
— Repetition and Possibilities:
Foundational Communication Course, Graduate Teaching Assistants,
etc. — This essay considers repetition as a site for
change and possibility in the foundational communication course.
Using performative writing, I consider repetition as simultaneously
comfortable and dangerous. As repeated actions become commonplace
they can easily go unnoticed, and unchallenged. However, repeated
actions can also become recognizable as patterns that can be changed.
Repetition is then, a useful and even necessary starting place for
the recognition of possibilities and the enactment of change. (pp.
271-200)
Volume
23, 2011—Editor David Worley, ISBN
978-0-89641-497-6
-
Hazel,
Michael, Colleen McMahon, Nancy Schmidt.
— Immediate Feedback: A Means of Reducing Distracting
Filler Words during Public Speeches — 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.
(pp 1-28))
-
Lawton,
Bessie Lee, Mary Braz
— A
Grade-Norming Exercise to Increase Consistency and Perceived
Consistency in Grading among Public Speaking Instructors
—
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. (pp 29-60)
-
LeBlanc,
Karisten, Lori Vela, Marian L. Houser — Improving
the Basic Communication Course: Assessing the Core Components
— 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
im¬prove from the beginning to the end of the semester.(pp
61-92)
-
Meyer,
Kevin R, Stephen K Hunt — Rethinking Evaluation
Strategies for Student Participation — 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. (pp 96-126)
- Hennings,
Jennifer M. — Tales of Teaching: Exploring the Dialectical
Tensions of the GTA Experience — 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.
(pp 127-171)
-
Kinnick,
Katherine N. Emily Holler, Marla Bell — Assessing
the Impact of Learning Communities as an Alaternative Delivery
Model for the Public Speaking Course — 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. (172-219)
-
Broeckelman-Post,
Melissa A., B. Scott Titsworth, LeAnn M. Brazeal —
The Effects of using Peer Workshops on Speech Quality, Public
Speaking Anxiety, and Classroom Climate — 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 re¬search has specifically examined
their use in public speaking. (pp 220-247)
- Sidelinger,
Robert J. Scott A. Myers, Audra L. McMullen — Students'
Communication Predispositions: An Examination of Classroom Connectedness
in Public Speaking Courses — 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. (pp 248-278)
Volume
24, 2012—Editor Stephen K. Hunt,
ISBN 978-0-89641-508-9
-
Jones,
Adam C., Paul Schrodt—Students' Attributions of
Instructor Credibility as a Function of Instructors' Out-of-Class
Support— This investigation examined the impact
that instructor out-of-class support (OCS) and sex differences
have on students’ perceptions of instructor credibility.
Participants (N = 634) were randomly assigned to one of six
experimental conditions manipulating the degree to which an
instructor responds with a highly supportive, moderately supportive,
or non-supportive message following a hypothetically stressful
situation. (pp 1-39)
-
Hodis,
Georgeta M., Flaviu A. Hodis—Trends in Communicative
Self-Efficacy: A Comparative Analysis— This study
integrates findings from the motivation-achievement and communication
literature to underline the salient role that (communicative)
self-efficacy beliefs play in academic settings. (pp 40-80)
-
Sidelinger,
Robert J., Brandi N. Frisby, Audra L. McMullen, Jennifer Heisler—Developing
Student-to-Student Connectedness: An Examination of Instructors'
Humor, Nonverbal Immediacy, and Self-Disclosure in Public Speaking
Courses—Students often do not look forward
to enrolling in public speaking courses, and therefore, it is
warranted to examine opportunities to develop a supportive peer
communication climate in what is typically seen as an anxiety-inducing
course. The present study collected data at three points in
a semester (first day, mid-semester, and end-semester) to determine
if initial perceptions of student-to-student connectedness and
instructors’ communication behaviors (humor, nonverbal
immediacy, and self-disclosure) lead to positive increases in
student-to-student connectedness over the course of a semester
in public speaking classes. (pp 81-121)
-
Dwyer,
Karen Kangas, Marlina M. Davidson—Speech Center
Support Services, the Basic Course, and Oral Communication Assessment—
This study examines the role a speech center plays in supporting
university-wide oral communication assessment. Specifically,
this study queries student usage of speech center support services
and perceived changes in public speaking anxiety, public speaking
confidence, and public speaking skills. (pp 122-150)
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Nelson,
C. Leigh, Toni S. Whitfield, Michelle Moreau—I Need
Help: Help Seeking Behaviors, Communication Anxiety, and Communication
Center Usage— A web-based survey of 357 respondents
enrolled in basic communication courses was conducted to examine
communication center usage, communication apprehension, and
help seeking behaviors. (pp 151-188)
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Kinnick, Katherine N., Emily Holler—Conflicting
Advice on Oral Citations in Top Public Speaking Texts—
Learning to develop and deliver effective oral citations is
an important speechmaking skill that helps to enhance the credibility
of the speaker, the persuasiveness of the source, and reduce
unintentional plagiarism. A content analysis of oral citation
guidelines in the most widely-used public speaking textbooks
reveals that they take different approaches to the topic of
oral citations. (pp 189-223)
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Majocha,
Kristen Lynn—Driveway Moments: Developing Syllabi
According to Kenneth Burke— Kenneth Burke refers
to the fulfilling of our desires, the desire for the conclusion,
as an “appetite” that humans have for form (Burke,
1931). Songs have form, movies have form, literature has form.
As teachers of the Basic Communication Course, we should recognize
this appetite for form and incorporate form into our syllabi.
(pp 224-253)
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