Academic, Professional, Technical, Trade, Research Books & Journals
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BCCA Contents & Abstracts, Volume 6, 1994
Editor Craig Newburger
ISBN 978-0-89641-227-9
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
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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)
