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

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

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

Leadership and Communication

Overview: Leadership: At the Core of Human Experience Defining Leadership The Nature of Human Communication The Human Communication Process Leadership: A Special Form of Human Communication Leaders vs. Managers The Question of Bad Leadership The Leader/Follower Relationship Viewing Leadership from a Communication Perspective Willingness to Communicate Storytelling as Leadership Emotional Communication Competencies Playing to a Packed House: Leaders as Impression Manager

Atomic structures of TDP-43 LCD segments and insights into reversible or pathogenic aggregation.

The normally soluble TAR DNA-binding protein 43 (TDP-43) is found aggregated both in reversible stress granules and in irreversible pathogenic amyloid. In TDP-43, the low-complexity domain (LCD) is believed to be involved in both types of aggregation. To uncover the structural origins of these two modes of β-sheet-rich aggregation, we have determined ten structures of segments of the LCD of human TDP-43. Six of these segments form steric zippers characteristic of the spines of pathogenic amyloid fibrils; four others form LARKS, the labile amyloid-like interactions characteristic of protein hydrogels and proteins found in membraneless organelles, including stress granules. Supporting a hypothetical pathway from reversible to irreversible amyloid aggregation, we found that familial ALS variants of TDP-43 convert LARKS to irreversible aggregates. Our structures suggest how TDP-43 adopts both reversible and irreversible β-sheet aggregates and the role of mutation in the possible transition of reversible to irreversible pathogenic aggregation

The Impact of Digital Storytelling on Social Agency: Early Experience at an Online University

Digital Storytelling\u27 is a term often used to refer to a number of different types of digital narrative including web-based stories, hypertexts, videoblogs and computer games. This emergent form of creative work has found an outlet in a wide variety of different domains ranging from community social history, to cookbooks, to the classroom. It is the latter domain that provides the focus for this paper, specifically the online classroom at the tertiary level...Early feedback from students suggests that listening to and telling \u27true stories\u27 was a compelling and emotionally-engaging experience, providing an opportunity for \u27transformative reflection\u27 (Lambert 2000). By including multimedia, learners were able to build upon the fundamentals, presenting content in an easy-to-absorb and compelling way. In terms of team assignments students learned to become more effective actors in collaborative work environments

Building the high-trust organization: Strategies for supporting five key dimensions of trust

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