BCCA Contents & Abstracts, Volume 5, 1993

Editor Lawrence Hugenberg
ISBN 978-0-89641-263-7

1992 Award Winning Paper in Basic Course Pedagogy

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  • 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).

Reseaarch 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)

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