Teaching Leadership from a Communication Perspective

Interest in leadership has intensified during the past decade. This heightened interest in leadership appears to be encouraging communication departments to offer leadership coursework. This article provides a model for a communication-based course in leadership. A sample syllabus, information on preferred teaching methods, and instructional resources are presented

Correlates of Talkaholism in New Zealand: An Intracultural Analysis of the Compulsive Communication Construct

This study focused on correlates of the compulsive communication construct in New Zealand. Participants were 216 New Zealand university students who completed the Talkaholic Scale to measure their tendency to be compulsive communicators. Self-reports of communication apprehension, willingness to conununicate, argumentativeness, innovativeness, and self-monitoring were also completed. Results indicated a weak negative correlation with communication apprehension and weak positive correlations with argumentativeness and selfmonitoring. Differences in talkaholism between males and females were significant, but the amount of variance accounted for by biological sex was very small. This study provides further support for the distinctiveness of the compulsive communication construct and its measurement through the Talkaholic Scale

Nonparametric estimation of concave production technologies by entropic methods

An econometric methodology is developed for nonparametric estimation of concave production technologies. The methodology, bases on the priciple of maximum likelihood, uses entropic distance and concvex programming techniques to estimate production functions.convex programming, production functions, entropy

Predictors of Behavioral Competence and Self-Esteem: A Study Assessing Impact in a Basic Public Speaking Course

As evaluation in higher education receives increasing attention, the assessment of the impact of basic oral communication instruction is becoming more important. This study examines the impact of a public speaking course on undergraduates\u27 affective and behavioral competence. Using a pre- and posttest model, assessment was based on administration of the Communication Competency Assessment Instrument and the Rosenberg Self-Esteem Scale at the beginning and end of the course. Communication competence and self-esteem were measured as a function of communication apprehension, gender, age, and ethnicity. Results indicated that the course generally impacted similarly on students regardless of their level of communication apprehension, gender, age or ethnicity

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 speaking 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\u27 self-perceived behavioral and affective competence. Using a pre- and post-test model, assessment was based on administration of the Communication Behaviors Inventory, the Rosenberg Self-Esteem Scale, and the Willingness to Communicate Scale. These outcomes were measured as a function of gender, age, and ethnicity. Results indicated that the course impacted similarly on students regardless of these predictor variables, with significant improvement being demonstrated for all groups of students. The article provides a description of the interpersonal course and its assessment procedures. The results of analyses of data are presented with a discussion of future directions for assessment in this course

Explaining the Effects of Powerless Language Use on the Evaluative Listening Process: A Theory of Implicit Prototypes

This study examined the effects of forewarning arid discounting messages on the evaluational consequences of powerless language use. The specific forewarning message contained information on types of powerless language (including hesitations) and their effects. The general forewarning message excluded mention of hesitations. The discounting message cautioned against making trait attributions based on powerless language behaviors. In Experiment #1, listeners exposed to the specific and general forewarning messages gave lower competence ratings to the lecturer and were less likely to recommend that he be hired as an instructor. The discounting message did not moderate negative evaluations of the lecturer. In Experiment #2, a one week delay was inserted between the forewarning and discounting messages and the oral presentation. No significant differences were found between the activation conditions and the control condition. The results of this study suggest that the theory of implicit prototypes may explain how the evaluative listening process forms impressions of power· less and powerful sources

The Effects of an Instructor\u27s Use of Hesitation Forms on Student Ratings of Quality, Recommendations to Hire, and Lecture Listening

This study examined the impact of instructor use of hesitation forms ( uh, ah, um, and well ) in an initial encounter with the students on three measures of teaching effectiveness: students ratings of teacher quality, student recommendations to hire, and lecture listening. The instruction of any amount of hesitant speech significantly lowered instructor effectiveness as measured by each dependent variable. Generally, the use of higher frequencies of hesitation forms was more damaging than the use of lower frequencies. The findings of this study suggest that the use of other forms of powerless language may also detract from the teacher effectiveness

Communication Laboratories: Genesis, Assessment, Challenges

The purpose of this article is to briefly describe (a) a rationale for creating communication laboratories; (b) communication laboratory curricula and approaches; (c) development strategies for communication laboratories; (d) communication laboratory assessment, accountability, and research opportunities; and (e) communication laboratory issues and challenges. The article concludes with a list of guiding principles that lead to the successful implementation of communication laboratories. The communication laboratory is one educational strategy for addressing the issue of communication competency in the 21st century. Communication laboratories across the United States exist at schools such as Columbus State University, East Tennessee State University, Golden West College, Ithaca College, Luther College, San Jose State University, College of San Mateo, the College of William and Mary, Southwest Texas State University, and the University of Colorado at Colorado Springs. These laboratories were developed to meet critical institutional priorities, including enhancement of students\u27 oral communication skills, helping students across the curriculum with identified communication skill problems, and developing academic programs to increase student persistence and retention to graduation

Socioeconomic status and the brain: mechanistic insights from human and animal research

Human brain development occurs within a socioeconomic context and childhood socioeconomic status (SES) influences neural development — particularly of the systems that subserve language and executive function. Research in humans and in animal models has implicated prenatal factors, parent–child interactions and cognitive stimulation in the home environment in the effects of SES on neural development. These findings provide a unique opportunity for understanding how environmental factors can lead to individual differences in brain development, and for improving the programmes and policies that are designed to alleviate SES-related disparities in mental health and academic achievement

Supporting Your Narrative

Moving an idea into a research project can be a daunting task and the early stages of a project set the stage for success. This poster provides tips for novice and expert researchers to start strong. Poster topics help the researcher develop an idea with background reading, form an idea into a well-built research question, translate that question into a search strategy, determine the best tools for a literature search, employ advanced search techniques to locate the most relevant information, identify an appropriate journal in which to publish, and format the manuscript. Librarians from the University of North Dakota\u27s School of Medicine and Health Sciences promote awareness and effective searching of high quality information sources and offer these tips as well as their assistance to researchers at all levels