Social and Behavioral Sciences Commons^™

Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre

Basic Communication Course Annual

The current study investigates the use of the reasoned action model (Fishbein & Ajzen, 2010) as an assessment tool for the basic communication course. Specifically, this study examines how attitude towards behaviors, subjective norms, and perceived behavioral control influence students’ behavioral intentions to use communication behaviors taught in the basic course outside of class. In addition to the stated variables in the reasoned action model, this study also examines how knowledge gain influences behavioral intention. Data was collected from 2,228 students enrolled in a basic communication course at a large southwestern university, and a random sample of 666 students was …

Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen

Basic Communication Course Annual

Students’ emotional responses often provide valuable indicators of whether they are languishing or flourishing in their first-year classes, including introductory communication courses. Grading often exerts a strong influence on students’ emotions. However, though students generally have positive moods after receiving high marks and negative ones when their grades are low, the intensity of these responses varies considerably. The current study examines whether Higgins’ (2012) regulatory fit theory accounts for students’ differing moods after receiving grades on introductory speech assignments. According to this perspective, prevention focus students use vigilance to avoid adverse outcomes. Thus, low evaluations provide a regulatory fit for …

A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey

Basic Communication Course Annual

Declining enrollments and increased competition for college students have emphasized the need to demonstrate students are learning what we think they are learning. Taking a longitudinal look at speech evaluations from the basic course, this study tracked student learning gains in each rubric area on speeches evaluated between 2009-2019. Using a digital evaluation template called WebGrader (Cooper, 2011), students who had delivered informative (exposition) speeches and persuasive speeches to convince (N = 2,725) were compared, with a separate analysis comparing gains from the informative speech to the persuasive speech to actuate (N = 2,764). The study furthers instrument validation and …

A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood

Basic Communication Course Annual

Conducting long-term assessment of the impact of students’ participation in introductory communication courses is an important endeavor for enhancing pedagogy and understanding the contribution of communication instruction to the student experience. This 14-year study reports data from a campus-wide assessment program extending from 2004 to 2018. The study analyzed a large sample of undergraduate students’ self-reported pre- and post-test scores on critical variables related to student outcomes in three introductory communication courses. The variables examined were demographic characteristics, self-esteem and communication apprehension in both the public speaking course and the business communication course, and self-esteem and willingness to communicate in …

‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill, Victoria Ledford, Hillary M. Adams

Basic Communication Course Annual

The interactive nature of basic communication courses creates an ideal environment for students to form connections with their peers. Unfortunately, when students on the autism spectrum display atypical communication and behaviors, their classmates often reject and isolate them. Basic course programs can change these social dynamics through building connected classrooms and proactively fostering inclusion. Understanding peer perceptions and willingness to engage with autistic students is necessary, as peers play a central role in creating connected classrooms. This investigation explores basic communication course peers’ knowledge of how autism can influence students; peer perceptions of full inclusion of students on the autism …

The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post

Basic Communication Course Annual

This study sought to empirically evaluate the extent to which visiting the communication center before delivering the first major speech in an introductory communication course improved students’ academic performance and engagement. A total of 262 students were included in this study, half of whom visited the communication center prior to their first speech, and half of whom did not. Between-subjects MANOVAs showed that students who visited the communication center had significantly higher speech grades, course grades, and attendance than students who did not. Likewise, those who visited the communication center also had higher levels of behavioral and cognitive engagement, but …

Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post

Basic Communication Course Annual

The goal of this study was to understand student experiences in and perceptions of a new communication center. Researchers conducted 22 semi-structured qualitative interviews with students who visited the communication center and conducted a thematic analysis of the interview transcripts. Overall, the findings suggest that students had positive experiences and indicated some areas for future development. The primary value of communication center lies in the knowledge and perceived credibility of the coaches. The communication center also serves as a unique site for addressing communication apprehension and helping students transfer communication skills to other contexts. To continue to develop, additional resources …

Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick

Basic Communication Course Annual

In this article, I argue that the public speaking introductory course should follow a pedagogy of preparation. A pedagogy of preparation develops within students a toolkit that has become increasingly necessary for them to become active, compassionate citizens, and to understand what social pressures impact that perception, through the moral and ethical framework of critical communication pedagogy (CCP). To make this case, I propose a theory which structures and legitimizes many existing introductory course practices and, in so doing, articulate a clear narrative of the introductory course’s relevance to students, faculty, and the university. I also outline three goals of …

The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan

Basic Communication Course Annual

Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media’s materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer’s (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to “read, critique, and produce media” rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting dominant ideologies …

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.

Editor's Page, Brandi N. Frisby

Basic Communication Course Annual

No abstract provided.

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

A Polite And Respectful Acceptance —— Implicit Function Of Refusal In Chinese From Pedagogical Perspective, Yawei Li

Chinese Language Teaching Methodology and Technology

This paper discusses the implicit function of refusal expressions that has been used by Chinese native speakers when responding to people’s offerings. By analyzing three conversations regarding how Chinese people have accepted people’s offerings during different time periods (1960’s, 1980’s, and 2000’s), the author argues that the verbal refusal in reacting to people’s offerings (especially gifts) does not literally mean “No, I don’t want it.” Instead, it is a way to show humility, politeness, and respect to the gift giver, and it functions as an implicit form of acceptance. By referring to three excerpts chosen from The Book of Rites …

The Guardian, Week Of January 25, 2021, Wright State Student Body

The Guardian Student Newspaper

News articles from The Guardian for the week of January 11, 2021. The Guardian is the official student-run newspaper for Wright State University. It has been published regularly since March of 1965.

Ouachita Worship Releases First Original Song, “Holy Fire”, Ouachita News Bureau

Press Releases

After releasing more than half a dozen cover songs on YouTube, Ouachita Worship has recorded its first original song, “Holy Fire,” which is now available on Spotify, Apple Music and YouTube

Grassroots Motorsports Challenge: Students Tackle $2,000 Project, Mark D. Weinstein

News Releases

With a lifetime of car restoration and mechanics under his belt, one Cedarville University professor is taking on the ultimate challenge: building a competitive and diversely functional race car for under $2,000.

Song Writing Opportunity For Aspiring Musicians, Mark D. Weinstein

News Releases

Cedarville University’s Department of Music and Worship will host its ninth annual songwriting contest open to all Cedarville undergraduate students. Participants should email a PDF file of a lead or chord sheet as well as an MP3 of the song to John Chilcote, assistant professor of worship, at johnchilcote@cedarville.edu by Friday, February 26, to enter.

Ouachita Announces Students Named To Fall 2021 President's List, Ouachita News Bureau

Press Releases

Ouachita Baptist University has named 369 students to its Fall 2021 President’s List.

To be named to the President’s List, a student must compile a 4.0 grade point average and be classified as a full-time student, with a minimum of 12 academic hours and have no incomplete or failing grade for the semester.

Engaging Remote Students Through Planning And Play Using Shared Google Docs, Julian Kilker

UNLV Best Teaching Practices Expo

Like many faculty teaching remotely, I faced challenges with student engagement, participation, and feedback, as well as balancing planned and impromptu course activities. In response, I explored using Google Docs to create productive and playful collaborative spaces inspired by Marie Foulston’s informal “Party in a Shared Google Doc” social experiment.

Harold Innis’S Concept Of Bias: Its Intellectual Origins And Misused, Edward Comor

FIMS Publications

Harold Innis is one of the foundational theorists of media and communications studies. In the mid-20th century, he developed his concept of media bias (also called the bias of communication). It remains Innis’s most cited concept, but it is also significantly misunderstood. For example, since his death in 1952, bias has often been applied in ways that are akin to a form of technological or media determinism. This has been an ongoing problem despite the fact that Innis developed his concept as a means of compelling analysts to reject such mechanistic formulations. Indeed, his goal was to promote more self-reflective …

Building A Business Starts With “The Pitch” Online, Mark D. Weinstein

News Releases

Cedarville University’s popular entrepreneurship competition, “The Pitch,” will be held entirely online on Saturday, Jan. 30, at 6 p.m. It will be livestreamed here.

Rubik’S Cube Helps Champion Solve The Puzzle Of His Future, Mark D. Weinstein

News Releases

Solving Rubik’s Cubes changed the course of Drew Brads’ future career. And he has Costa Rica to thank for that.

Angel Network Makes $800,000 Capital Investment, Mark D. Weinstein

News Releases

The capital component of Cedarville University’s entrepreneurship ecosystem, the Beyond Angel Network, recently made a capital investment of over $800,000 in exchange for equity interest in two high-growth startups, KiwiTech and Soteria Batter Innovation Group.

Insurrectionist Chic? Montclair State Team Studies How Fashion Feeds Extremist Movements, Bond Benton, Daniela Peterka-Benton

Department of Justice Studies Faculty Scholarship and Creative Works

No abstract provided.

Counter-Hegemonic Self-Representation Of Arabs And Muslims In Ramy: A Critical Pedagogical Analysis, Maya Chmaissany

Major Papers

Historically, representations of Arabs and Muslims in mainstream media have been heavily based on stereotypes, orientalist thought, and have not come from Arabs and Muslims at the source. They have resulted in an overly negative and damaging repertoire of depictions throughout various forms of media, including print, film, video games and television. These representations can have damaging consequences for Arabs and Muslims, as well as contributing to the structuring of opinions and views of general audiences.

The primary concern of this research paper is to analyze how self-representation by Arabs and Muslims in mainstream media can impact dominant hegemonic structures. …

Classified: Secrecy And The State In Modern Britain, Diana Clark Gill

Secrecy and Society

No abstract provided.

Matthew Potolsky’S The National Security Sublime: On The Aesthetics Of Government Secrecy, Nolan Higdon

Secrecy and Society

Matthew Potolsky’s brilliantly woven The National Security Sublime: On the Aesthetics of Government Secrecy offers a powerful and engaging discussion of national security and government secrecy. His findings concerning the influence artists have on citizens’ perception of national security is a major contribution to the field. It highlights Americans false sense of awareness regarding government secrecy, that in itself enables government secrecy. Potolsky has made a massive contribution to the study of government secrecy that is sure to spark future research concerning the intersection of national security and aesthetics.

Questions Of Professional Practice And Reporting On State Secrets: Glenn Greenwald And The Nsa Leaks, Rebecca M. Rice

Secrecy and Society

In 2013, journalist Glenn Greenwald met with Edward Snowden, who leaked the most documents in the history of the U.S. National Security Agency (NSA). Greenwald reported on these documents and proved that the NSA spied on millions of American citizens. However, he also provided commentary about the state of journalism and argued that journalists are often complicit in the keeping of state secrets. Using a rhetorical analysis of Greenwald's writings in The Guardian and his later book, this essay argues that journalists function as a technical audience that debates professional standards for leaking secrets. In Greenwald's case, journalists were …

Today’S Fake News Is Tomorrow’S Fake History: How Us History Textbooks Mirror Corporate News Media Narratives, Nolan Higdon, Mickey Huff, Jen Lyons

Secrecy and Society

The main thrust of this study is to assess how the systematic biases found in mass media journalism affect the writing of history textbooks. There has been little attention paid to how the dissemination of select news information regarding the recent past, particularly from the 1990s through the War on Terror, influences the ways in which US history is taught in schools. This study employs a critical-historical lens with a media ecology framework to compare Project Censored’s annual list of censored and under-reported stories to the leading and most adopted high school and college US history textbooks. The findings reveal …

Revealing Challenges Of Teaching Secrecy, Jack Z. Bratich, Craig R. Scott

Secrecy and Society

All teaching has something to do with transmission of hidden knowledge, secrecy, and revelation. But the teaching of secrecy itself faces particular challenges. Drawing on the authors’ experiences teaching secrecy-themed seminars to first-year university students, this paper pinpoints four such challenges: how to determine the range of phenomena to cover in a short course, how to prevent excessive interpretation of secrets, how to encourage students to take a fun topic with seriousness, and how to engage students in their own practices of secrecy. In laying out these challenges, we aim to contribute to a secrecy literacy: a needed competency so …