Academic, Professional, Technical, Trade, Research Books & Journals
americanpress@flash.net • 617-247-0022 • 60 State Street #700 • Boston, MA 02109
BCCA Contents & Abstracts, Volume 10, 1998
Editor Lawrence Hugenberg
ISBN 978-0-89641-312-2E-mail americanpress@flash.net to order PDFs of any article.
Wolvin, A.D. — The basic course and the future of the workplace— The preparation of students to function as effective communicators in the workplace is an important goal of the basic communication course. To meet this goal, students must be equipped with speaking and listening competencies in order to do their work. The basic hybrid course with units in intrapersonal, interpersonal, group, and public communication offers a viable framework for workplace communication. (1-6)
Morreale, S.P., Hackman, M.Z. & Neer, M.R. — Predictors of self-perceptions of behavioral competence, self-esteem, and willingness to communicate: A study assessing impact in a basic interpersonal communication course — Considering the emergent role of evaluation in higher education, it is important that assessment procedures be developed for all communication courses. Courses such as public speak¬ing already have well established assessment programs while other courses are in need of additional attention. This article describes an assessment program that examines the impact of an interpersonal course on undergraduates' self-perceived behavioral and affective competence. (7-26)
Lubbers, C.A. & Seiler, W.J.— Learning style preferences and academic achievement within the basic communication course — Students enrolled in a basic communication course taught using the personalized system of instruction (PSI) were studied to determine the influence of learning style preferences on aca¬demic achievement. (27-57)
Quigley, B.L., Hendrix, K.G. & Freisem, K. — Graduate teaching assistant training: Preparing instructors to assist ESL students in the introductory public speaking course — Much research identifies the need to assist English as a Second Language (ESL) students in our classrooms. Some communication educators have addressed this need by enrolling students in special sections of introductory courses for ESL students only. With a focus specifically on graduate teaching assistant (GTA) training, this paper suggests ways to assist ESL students, along with native speaking students, enrolled in regular sections of the introductory public speaking course. (58-89)
Schaller, K.A., & Callison, M.G. — Applying multiple intelligence theory to the basic public speaking course — This article examines the theory of Multiple Intelligences (MI) (Gardner, 1983; 1993) as it applies to the basic public speaking course. (90-104)
The debate on the uses of practical theory continues — The first two essays by Spano and Hickson (Basic Communication Course Annual 8, 1996) involved some crucial issues about where the basic communication course stands in relation to theory, research, and practice. In this second round, specific examples are discussed by Spano. Hickson attempts to contextualize them.
- Spano, S. —Delineating the uses of practical theory: A reply to Hickson (105-124)
- Hickson, M., III. — Theory and pedagogy in the basic course: A summary from Spano and Hickson (125-132)
Jensen, K.K. & Williams, D.E. — Teaching the honors public speaking course — The honors student comes to the public speaking class with a unique set of needs and learning preferences which require alterations to the traditional course. This article explores a variety of honors course formats, honors students’ characteristics and learning preferences, and some ideas for restructuring the typical public speaking course to best accommodate honors students. (133-156)
Hugenberg, L.W. & Moyer, B.S. — Commentary: The research foundation for instruction in the beginning public speaking class — The history of public speaking instruction is rooted in classical rhetorical theories. There is a lack of recent communication research findings cited in textbooks to support instruction in the beginning public speaking course. This research examined five leading public speaking texts in the hopes of finding contemporary communication research findings to support the advice given to students. (157-170)
