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Full-Text Articles in Mass Communication

Call For Manuscripts, Brandi N. Frisby Jan 2020

Call For Manuscripts, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.


Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum Jan 2020

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

Basic Communication Course Annual

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


Recruiting And Nurturing A Pipeline Of Future Basic Course Directors, Melissa A. Broeckelman-Post, Cheri J. Simonds Jan 2020

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

Basic Communication Course Annual

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


Basic Course Forum: Section Introduction Jan 2020

Basic Course Forum: Section Introduction

Basic Communication Course Annual

No abstract provided.


The Importance Of The Basic Communication Course In The First-Year Experience: Implications For Retention, Tim Mckenna-Buchanan, Stevie Munz, Anna Wright, Jeremy Williams Jan 2020

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

Basic Communication Course Annual

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


Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins Jan 2020

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

Basic Communication Course Annual

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

Students in the blended format had stronger performances in two areas of their speeches (introduction and overall ...


Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall Jan 2020

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

Basic Communication Course Annual

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


Measuring Essential Learning Outcomes For Public Speaking, Melissa A. Broeckelman-Post, Karla M. Hunter, Joshua N. Westwick, Angela Hosek, Kristina Ruiz-Mesa, John Hooker, Lindsey B. Anderson Jan 2020

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

Basic Communication Course Annual

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


Research Articles: Section Introduction Jan 2020

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.


Editor's Page, Joseph P. Mazer Jan 2020

Editor's Page, Joseph P. Mazer

Basic Communication Course Annual

No abstract provided.


Front Cover, Title Page, Contents, Editorial Board Jan 2020

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.


Call For Manuscripts Jan 2019

Call For Manuscripts

Basic Communication Course Annual

No abstract provided.


Administrative Information: Section Introduction Jan 2019

Administrative Information: Section Introduction

Basic Communication Course Annual

No abstract provided.


The Basic Communication Course And A University-Wide Critical Thinking Pedagogy Program, Brent Kice Jan 2019

The Basic Communication Course And A University-Wide Critical Thinking Pedagogy Program, Brent Kice

Basic Communication Course Annual

This Basic Course Forum highlights authors’ responses to the following topics: What curricular programs present the best opportunity for curricular connections to the basic course? Building upon conversations from the July 2018 Basic Course Institute (hosted by University of Dayton), what administrative successes and challenges do basic course directors face?


Celebrating Community In The Basic Course, Aubrey A. Huber Jan 2019

Celebrating Community In The Basic Course, Aubrey A. Huber

Basic Communication Course Annual

This Basic Course Forum highlights authors’ responses to the following topics: What curricular programs present the best opportunity for curricular connections to the basic course? Building upon conversations from the July 2018 Basic Course Institute (hosted by University of Dayton), what administrative successes and challenges do basic course directors face?


Basic Course Forum: Section Introduction Jan 2019

Basic Course Forum: Section Introduction

Basic Communication Course Annual

No abstract provided.


Online Versus Face-To-Face Public Speaking Outcomes: A Comprehensive Assessment, Melissa A. Broeckelman-Post, Katherine E. Hyatt Hawkins, Anthony R. Arciero, Andie S. Malterud Jan 2019

Online Versus Face-To-Face Public Speaking Outcomes: A Comprehensive Assessment, Melissa A. Broeckelman-Post, Katherine E. Hyatt Hawkins, Anthony R. Arciero, Andie S. Malterud

Basic Communication Course Annual

In an attempt to meet rising student demand and cost-effectively deliver instruction, colleges and universities are offering more online courses. Despite the increasing growth of the online format, there remains a question of the effectiveness of this instructional delivery method. We evaluated the relative effectiveness of a public speaking course in both the online and the traditional face-to-face formats at a large, public university in the mid-Atlantic region. A series of MANOVAs were run to test the differences in performance and other student growth indicators between course formats. While the students in the online courses demonstrated higher behavioral engagement, the ...


Examining Students’ Learning And Preparation In A Basic Communication Course, Stevie M. Munz, Janet Colvin Jan 2019

Examining Students’ Learning And Preparation In A Basic Communication Course, Stevie M. Munz, Janet Colvin

Basic Communication Course Annual

Prior to beginning a basic communication course, students enter with learning expectations and motivations to transfer knowledge outside the classroom. The present study examined 373 qualitative pre and post-test responses from students enrolled in a basic communication course to assess their self-defined learning and speaking preparation expectations. Through our findings, we learn that students articulate their goals in relationship to communication skills (e.g., reduce anxiety, verbal/non-verbal, audience analysis, personal goals, and confidence) and preparation (e.g., writing, outlining, presenting, and past experiences). These findings are explored in greater detail and extend our understanding of students’ goals and expectations ...


Synthesizing The Current State Of The Basic Communication Course Annual: Furthering The Research Of Effective Pedagogy, Jillian Joyce, Alex Kritselis, Samantha Dunn, Cheri J. Simonds, Ben Lynn Jan 2019

Synthesizing The Current State Of The Basic Communication Course Annual: Furthering The Research Of Effective Pedagogy, Jillian Joyce, Alex Kritselis, Samantha Dunn, Cheri J. Simonds, Ben Lynn

Basic Communication Course Annual

In 2005, 16 years after the initial publication of the Basic Communication Course Annual, Hunt, Novak, Semlak, and Meyer (2005) conducted the first synthesis of research published in the Basic Communication Course Annual. Since then, the Annual has used a variety of methods to enhance our understanding of the pedagogy, learning, and assessment of the basic course. Thirteen years later, the second synthesis of the Annual adds new research topics to the conversation, evaluates trends in past content, and looks to the future of the Annual to examine the themes that will drive research over the next several years. Researchers ...


Research Articles: Section Introduction Jan 2019

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.


Call For Editor Jan 2019

Call For Editor

Basic Communication Course Annual

No abstract provided.


Editor's Page, Joseph P. Mazer Jan 2019

Editor's Page, Joseph P. Mazer

Basic Communication Course Annual

No abstract provided.


Front Cover, Title Page, Contents, Editorial Board Jan 2019

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.


Call For Manuscripts Jan 2018

Call For Manuscripts

Basic Communication Course Annual

Submissions are invited for publication consideration in Volume 31 (2019) of the Basic Communication Course Annual. Managed by the Basic Course Division of the National Communication Association and published by the University of Dayton, the Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article will be published online at http://ecommons.udayton.edu/bcca/ and indexed on the journal’s website. All manuscripts submitted to the Annual will undergo blind peer review. Two or three members of the editorial board ...


The Impact Of Class Size On The Speech/Time Ratio In The Public Speaking Course, Brent Kice Jan 2018

The Impact Of Class Size On The Speech/Time Ratio In The Public Speaking Course, Brent Kice

Basic Communication Course Annual

Authors were asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises the pedagogy of the basic course or (2) proposed that the required basic communication course be eliminated from the university’s general education program.

Here, the author discusses the pressures of increased class sizes. The nature of public speaking requires that class time be divided between instruction and graded student speeches. An increase in allotted time in one area ...


Class Size For The Basic Communication Course: A Recommendation For The Dean, Delia O'Steen, Luke Lefebvre, Brian Ott Jan 2018

Class Size For The Basic Communication Course: A Recommendation For The Dean, Delia O'Steen, Luke Lefebvre, Brian Ott

Basic Communication Course Annual

Authors were asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises the pedagogy of the basic course or (2) proposed that the required basic communication course be eliminated from the university’s general education program.


Making The Case For The Basic Communication Course In General Education, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post Jan 2018

Making The Case For The Basic Communication Course In General Education, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post

Basic Communication Course Annual

Authors were asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises the pedagogy of the basic course or (2) proposed that the required basic communication course be eliminated from the university’s general education program.

In this essay, the authors discuss the academic, career, and social benefits stemming from strong effective communication skills.


Basic Course Forum: Section Introduction Jan 2018

Basic Course Forum: Section Introduction

Basic Communication Course Annual

Volume 30 highlights advocating for the basic course. Authors were asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises the pedagogy of the basic course or (2) proposed that the required basic communication course be eliminated from the university’s general education program. The essays featured here provide strong arguments against such a move and, as you might expect, strongly defend the basic course.


Communication Apprehension: Understanding Communication Skills And Cultural Identity In The Basic Communication Course, Stevie M. Munz, Janet Colvin Jan 2018

Communication Apprehension: Understanding Communication Skills And Cultural Identity In The Basic Communication Course, Stevie M. Munz, Janet Colvin

Basic Communication Course Annual

Students enrolled in a basic communication course are required to self-examine their communication apprehension by means of the PRPSA (McCroskey 1970). The present study qualitatively examined pretest and posttest responses from 793 students enrolled in a basic communication course to assess their understanding of their communication apprehension. Our findings reveal that students articulate their communication apprehension in relationship to their public speaking skills (e.g., writing/outlining, audience analysis, and argumentation skills) and cultural identity (e.g., ESL, peer relationship, and religious identity). Our findings contribute to previous understanding of communication apprehension and are discussed in great detail alongside implications ...


Conceptualizing Positive And Negative Experiences And Responses In The Basic Communication Course, Angela Hosek, Caroline Waldbuesser, Eric Mishne, Brandi Frisby Jan 2018

Conceptualizing Positive And Negative Experiences And Responses In The Basic Communication Course, Angela Hosek, Caroline Waldbuesser, Eric Mishne, Brandi Frisby

Basic Communication Course Annual

The present study used qualitative analysis of 259 students’ positive and negative experiences in the basic course and the ways in which they responded to these events. Students described four negative experiences: poor academic performance, time management, communication apprehension, and teacher driven challenges and four positive experiences: relational, growth, and presentation success. Students responded to these negative experiences using behavioral change, support seeking, doing nothing, and responded to positive experiences using emotive responses, communication with others, engaging in celebrating activities, applying skills, and lacking celebration.