BCCA Contents & Abstracts, Volume 8, 1996

Editor Craig Newburger
ISBN 978-0-89641-302-3

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    Kramer, M.W. & Hinton, J.S. — The differential impact of a basic public speaking course on perceived communication competencies in class, work, and social contextsCommunication 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 courseThe 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 classroomIndividuals 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 disciplineDuring 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 viewThe 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)
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