BCCA Contents & Abstracts, Volume 3, 1991

Editor Lawrence Hugenberg
ISBN 978-0-89641-217-0

Six Approaches to the Introductory Course: A Forum

  • Verderber,
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    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 Basic Course Committee Award Winning Papers

  • Trank, D.M. & Lewis, P. — The introductory communication course: Results of a national surveyThe 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 synthesisThis 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 classroomThis 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 communicationDuring 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)

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