Human Communication : Motivation, Knowledge and Skills - 2/E

Human communication is a pratical, timely guide to interpersonal communication, small group communication, public speaking, computer mediated communication, and mass communication. Morreale, Spitzberg and Barge show you that increased motivation (why we communicate), knowledge (what we communicate), and skill (how to communicate) are all central communicating successfully. And going a step further that what you’ll find in other communication texts, this book intregrates the authors communication competence model, which includes numerous selft assessment tools that you can use to measure your progress and success

What College Students Should Know and Be Able to Do

This article discusses the issue of college students\u27 communications skill and knowledge. The end of the 20th century provides educators and administrators with an opportunity to reflect on how well they have accomplished their goals. The communication discipline, since its beginning, has been concerned with skill achievement and knowledge generation. But not until the latter part of the century have scholars and national associations attempted to identify and agree upon what it is that students should know and be able to do. These efforts reflect maturity of the discipline and generation of a body of knowledge that allows such conclusions with increased certainty. We have recently written about the nature and importance of communication skills training and knowledge development at the college level, arguing that instruction should be required for all college students. College students need to develop skills, accumulate knowledge, and increase motivation to communicate in effective and appropriate ways. Basic skills are best taught by communication faculty, whereas advanced skills might be taught jointly with faculty from the major discipline. College and community college graduates need to be able to communicate effectively

Reflections about Future Directions for the Basic Communication Course and Basic Course Scholarship

The importance of the basic communication course is underscored by a somewhat overused but decidedly meaningful phrase—it’s our discipline’s front porch! While serving as the president of the National Communication Association, Beebe (2013) coined that phrase in reference to the basic course serving as the critical point-of-entry to the communication discipline, introducing students to communication studies for the first time. More recently, others (Bertelsen & Goodboy, 2009; Morreale et al., 2022; Myers et al., 2021) have pointed to the increasing presence of the basic course in general education and the fact that it is one of most frequently taught courses in most communication departments. Against this backdrop, it may be time for communication scholars to engage in public conversations about the need for reflection and dialogue about the most promising future for this critical course in the communication curriculum. At the core of these conversations would be a concern for the basic course changing with changing times in order to make its finest contributions to the discipline, to higher education, and, more importantly, to our students

Consistency and Change: The (R)Evolution of the Basic Communication Course

The basic communication course, with its roots in classical Greece and Rome, is frequently a required course in general education. The course often serves as our “front porch,” welcoming new students to the Communication discipline. This essay first outlines early traditions in oral communication instruction and their influence on future iterations of the course. In addition, because fundamental changes in higher education in more modern times affected emphases and delivery of the course, we focus on the relationship between general education and the basic course and the significant curricular changes to the course during the latter part of the 20th century. Finally, we discuss ramifications of the evolution of the basic course, as the discipline moves forward into the 21st century

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

Defining the Field: Revisiting the ACA 1995 Definition of Communication Studies

This article deals with the problem of defining communication studies in higher education. In 1995, the Association for Communication Administration (ACA) convened a summer conference that produced a two-sentence definition of the field of communication. More than 100 conferees voted their unanimous approval of the definition, which was then disseminated nationally and used by communication scholar/teachers for a multiplicity of purposes. Given the potential utility of that definition and the expansion of communication studies since 1995, the present study surveyed ACA\u27s current members to determine whether they are aware the definition exists, how they have used it, and the extent to which they perceive it as representative of communication studies today. The results of that survey are reported in this article, which begins with a description of why and how this definition was originally developed. In a field as diverse and eclectic as communication, a need exists for some commonality of understanding about what constitutes the discipline\u27s subject matter. Such understanding, in the form of a definition, can serve two functions: it can provide a descriptor of the diversity, breadth, and depth of the field itself; and, it can be used to represent the discipline to an external audience, both inside and outside of academe, many of whom may still hold onto the notion that the field is committed only to the practice and study of speech making

Why Communication is Important: A Rationale for the Centrality of the Study of Communication

This article defends the importance of studying communication. Academic disciplines in higher education are routinely called upon to explain and justify their role in the educational enterprise. Some academic fields such as history and philosophy are more central in the pursuits of liberal arts, while others such as business administration and engineering are more related to career development. The discipline of communication is fairly unique as it crosses these boundaries. As a result, a need exists to provide a rationale for the study of communication. The National Communication Association, in response to requests from communication departments and administrators for evidence supporting the centrality of their discipline, has collected and annotated nearly 100 articles, commentaries, and publications which call attention to the importance of the study of communication in contemporary society. Four of five major themes in the bibliography provide support for the importance of communication education to: the development of the whole person; the improvement of the educational enterprise; being a responsible citizen of the world, both socially and culturally; and, succeeding in one\u27s career and in the business enterprise. A fifth theme highlights the need for communication education to be provided by those who are specialists in its study

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

The Basic Communication Course at U.S. Colleges and Universities: VI

This is the sixth in a series of investigations of the basic communication course, begun in 1968 by members of the Undergraduate Speech Instruction Interest Group of the Speech Association of America. This study was replicated in 1974, 1980, 1985, and 1990. Each of these studies gathered and reported information on instructional practices and administrative issues in the basic course at two- and four-year colleges and universities. In this study, the survey instrument from 1990 was revised to reflect contemporary concerns and mailed to the National Communication Association mailing list of 1500 schools. Data were analyzed and presented from 292 responding schools covering institutional demographics and (1) general approach and orientation to the basic course, (2) pedagogy (which subsumes seven sub-categories), (3) enrollment description and dynamics, and (4) administrative concerns. Comparisons to past and studies indicate the basic communication course is thriving and growing, but some of the same problems continue today that beset the course in the past

A 14-Year Empirical Analysis of Undergraduates’ Pre- and Post-Test Scores in Three Introductory Communication Courses: Lessons Learned for Pedagogy and Assessment

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 the interpersonal communication course. Across the 14-year period, 93% of the results of pre/post comparison scores showed a significant increase in students’ self-perceived levels of self-esteem and willingness to communicate and a significant decrease in communication apprehension (p \u3c .001). The usefulness of the results are discussed. Four general conclusions for engaging in introductory course assessment are outlined, along with specific lessons learned and best practices for consideration by basic course directors and faculty