Using In-Class Versus Out-of-Class Peer Workshops to Improve Presentational Speaking

This study sought to determine whether there is a difference in the effect of in-class and out-of-class peer workshops on Cognitive Learning, Affective Learning, speech grades, Public Speaking Anxiety, Connected Classroom Climate, and Perceived Workshop Value. This study used a within-subjects modified switching-replications design and found that there were no significant differences in the effects of the two types of workshops. However, students preferred in-class workshops, and there is slight evidence that there might be benefits for doing an in-class workshop first so that students can build trust and learn to give and receive better feedback before considering out-of-class workshops

Pedagogy, Gender, and Communication: Learning and Unlearning Gender

Courses in gender communication are designed to enable students to examine the role of gender and gender identity in everyday communication. To aid them to understand gender communication, they should be exposed to at least three foundational areas and supporting content. Sex and gender differences, the social construction of gender, and theoretical gender lenses (biological, psychological, and critical/cultural) are critical foundations that students should grasp to recognize the complexity of gender and gender communication

Conceptualizing Positive and Negative Experiences and Responses in the Basic Communication Course

The present study used qualitative analysis of 259 students’ positive and negative experiences in the basic course and the ways in which they responded to these events. Students described four negative experiences: poor academic performance, time management, communication apprehension, and teacher driven challenges and four positive experiences: relational, growth, and presentation success. Students responded to these negative experiences using behavioral change, support seeking, doing nothing, and responded to positive experiences using emotive responses, communication with others, engaging in celebrating activities, applying skills, and lacking celebration

Basic Communication Course Students’ Perceptions of the Purpose and Their Role in the Peer Feedback Process

Students enrolled in the basic communication course often engage in peer feedback workshops to enhance presentational speaking competence. As such, peer feedback workshops in the basic communication course provide an opportunity for students to provide and receive feedback on speech form, structure, and delivery (Broeckelman-Post & Hosek, 2014). The present study qualitatively examined data from 110 students enrolled in a basic communication course to determine their perceptions of the peer feedback process and what role(s), if any, they believed they had in the peer feedback process. Our thematic analysis revealed that students’ perceive peer feedback as a form of agency, influence, and skill building and perceive their role as a content editor, audience/body, and performance evaluator. Limitations and future research directions are also discussed

Measuring Essential Learning Outcomes for Public Speaking

Basic Course Directors (BCDs) are typically expected to assess course learning outcomes, but few formal guidelines and resources exist for new BCDs. As one part of a larger multi-methodological assessment tool development project, this manuscript maps existing quantitative measures onto the six essential competencies and associated learning outcomes established by the Social Science Research Council Panel on Public Speaking. This manuscript compiles dozens of measurement resources, aligned by outcome, and also identifies areas where future assessment measures development is needed. While there are many measures available for evaluating outcomes related to creating messages, critically analyzing messages, and demonstrating self-efficacy, there are measurement gaps for outcomes related to communication ethics, embracing difference, and influencing public discourse

The JWST Galactic Center Survey -- A White Paper

The inner hundred parsecs of the Milky Way hosts the nearest supermassive black hole, largest reservoir of dense gas, greatest stellar density, hundreds of massive main and post main sequence stars, and the highest volume density of supernovae in the Galaxy. As the nearest environment in which it is possible to simultaneously observe many of the extreme processes shaping the Universe, it is one of the most well-studied regions in astrophysics. Due to its proximity, we can study the center of our Galaxy on scales down to a few hundred AU, a hundred times better than in similar Local Group galaxies and thousands of times better than in the nearest active galaxies. The Galactic Center (GC) is therefore of outstanding astrophysical interest. However, in spite of intense observational work over the past decades, there are still fundamental things unknown about the GC. JWST has the unique capability to provide us with the necessary, game-changing data. In this White Paper, we advocate for a JWST NIRCam survey that aims at solving central questions, that we have identified as a community: i) the 3D structure and kinematics of gas and stars; ii) ancient star formation and its relation with the overall history of the Milky Way, as well as recent star formation and its implications for the overall energetics of our galaxy's nucleus; and iii) the (non-)universality of star formation and the stellar initial mass function. We advocate for a large-area, multi-epoch, multi-wavelength NIRCam survey of the inner 100\,pc of the Galaxy in the form of a Treasury GO JWST Large Program that is open to the community. We describe how this survey will derive the physical and kinematic properties of ~10,000,000 stars, how this will solve the key unknowns and provide a valuable resource for the community with long-lasting legacy value.Comment: This White Paper will be updated when required (e.g. new authors joining, editing of content). Most recent update: 24 Oct 202

Extending Intergroup Theorizing To The Instructional Context: Testing a Model Of Teacher Communication Behaviors, Credibility, Group-Based Categorization, and instructional outcomes

The purpose of this study was to determine how students’ (N =348) perceptions of teachers’ communication behaviors predicted the extent to which students believed they shared similar group-based categorizations with their teachers and how, if at all, these beliefs impacted instructional outcomes. This study was grounded in Social Identity Theory, the Common Ingroup Identity model, and Communication Accommodation Theory, which provided a foundation to examine the intergroup relations at work within the instructional context. Through structural equation modeling attitude homophily, background homophily, and global shared social identity and teacher credibility were examined as potential mediators between teacher communication behaviors (e.g., clarity, relevance, self-disclosure, confirmation, accommodation, and nonverbal immediacy) and instructional communication outcomes (e.g., learner empowerment, in-class participation, affective learning, students’ relational satisfaction, communication satisfaction, affect for teacher). In terms of teacher credibility, results indicated that teacher credibility was positively associated with learner empowerment and affective learning. Teacher clarity and confirmation behaviors positively predicted perceptions of teacher credibility, while teacher self-disclosure negatively predicted teacher credibility. In terms of teacher communication behaviors, content relevance positively predicted students’ perceptions of background homophily and global shared social identity, but self-disclosure negatively predicted perceptions of background homophily and global shared social identity. In terms of mediation, teacher credibility mediated the relationship among teacher clarity and confirmation to learner empowerment and affective learning. Finally, students’ identity salience moderated the relationship between perceived attitude homophily and in-class participation. Thus, when students reported higher levels of identity salience they perceived to be more similar to their teachers in terms of their attitudes, which lead to more in-class participation. These results indicated that learning outcomes are influenced more so by teacher credibility and teacher communication behaviors than group-based categorizations. This study points a continued need to explore intergroup communication and theorizing in the instructional context. This dissertation concludes with a discussion of the theoretical and practical implications from these findings for teachers, students, researchers, and administrators. Advisor: William J. Seile

Editor\u27s Page

With my first volume with BCCA, I have extended and built upon the tremendous work of previous editors and scholars who have championed and shared their work in the Annual. In doing so, Issue 36 features empirical, theoretical, and analytical essays that require us to think about how students use instructor feedback in the classroom, to consider new ways to conduct assessment, to contemplate the implications of course names and labels, and to imagine how critical deliberation might promote social justice in the basic course