A Precarious Prediction: Applying Predicted Outcome Value Theory to Classroom First Impressions

First impressions have a significant impact on our initial and long-term communication interactions. The predicted outcome value theory suggests that the initial impressions we make upon meeting someone new stimulate us to make predictions about potential outcomes and values of continuing or terminating a relationship (Sunnafrank, 1986). This classroom activity provides an opportunity to explore predicted outcome value theory through application and discussion-based learning. Students have praised the activity and demonstrated growth in the learning outcomes

Overcoming Public Speaking Anxiety: Practical Applications for Classroom Instruction

During the 2013 Speech Communication Association of South Dakota annual conference, there was a lively discussion surrounding students’ Public Speaking Anxiety (PSA). During the dialogue, numerous strategies on how to help reduce students’ speaking anxiety were discussed. However, I was surprised at the number of suggestions that refuted tested and proven strategies for PSA reduction. Moreover, I was startled and dismayed to hear comments such as “I have just given up and allowed my students to read from a manuscript” or “the only way I can get [my students] to stay calm is when I allow them to write as many keywords on multiple notecards as they need.” These instructors felt strongly that these were the most effective procedures to help their students cope with their speaking anxiety. I share a different perspective; based on the abundance of literature on PSA reduction and successful strategies used within the curriculum at my institution, I posit that the tactics referenced above are not necessarily the best practices for helping students cope with their PSA. The aforementioned instructors, while certainly well-meaning, were not necessarily helping their students cope with their anxiety. Rather, they suggested strategies that overlooked PSA reduction and/or prohibited an opportunity for students to reduce their anxiety and increase their public speaking competency. I sympathize with these instructors as their methods were similar to those that I used early in my teaching career. Yet, through the years, I have utilized numerous strategies which have proven successful in reducing my students’ anxiety about speaking in public. Grounded in instructional implications and empirical research, this essay offers practical strategies for new and seasoned public speaking instructors to help their students face their speaking fears head-on and reduce their PSA

A Life-Changing GIFT: The Impact of Classroom Climate and Community Building

The study of classroom climate and community has been a hallmark of communication education research for several decades (Dwyer et al., 2004). This wealth of meaningful research has provided scholars and instructors an abundance of practical strategies and knowledge to help develop and strengthen classroom climate and community. Moreover, this research has illustrated the relevance and need for a positive classroom climate and community within our educational institutions. The impact of creating a community-oriented classroom climate was documented by Dwyer et al. (2004), who found that, “Fostering a positive climate and sense of community for students in educational settings has been linked with retention and academic success” (p. 265). Considering the notable educational value of this initiative, the importance of developing a supportive classroom climate becomes apparent. Recognizing the necessity of community development to student success, this essay describes the key elements of classroom climate and community, presents a unique activity to begin building community in the classroom, and concludes by discussing an extraordinary student bond forged through community development in one of our courses

Exploring the Canons of Rhetoric through Phil Davison’s Campaign Stump Speech

A common learning objective of many communication courses centers on speech criticism and evaluation, and the classic canons of rhetoric (invention, arrangement, style, memory and delivery of the speaker) have been used to help communication students achieve these learning outcomes. This teaching activity provides a creative and meaningful way to explore the canons of rhetoric—through assigning students to perform critical evaluation of a popularized YouTube video, the campaign stump speech of Stark County, Ohio, treasurer candidate Phil Davison. Students have responded favorably to the activity and demonstrated an increased awareness and understanding of the rhetorical canons and their use in speech criticism/evaluation

Exploring the Canons of Rhetoric through Phil Davison’s Campaign Stump Speech

A common learning objective of many communication courses centers on speech criticism and evaluation, and the classic canons of rhetoric (invention, arrangement, style, memory and delivery of the speaker) have been used to help communication students achieve these learning outcomes. This teaching activity provides a creative and meaningful way to explore the canons of rhetoric—through assigning students to perform critical evaluation of a popularized YouTube video, the campaign stump speech of Stark County, Ohio, treasurer candidate Phil Davison. Students have responded favorably to the activity and demonstrated an increased awareness and understanding of the rhetorical canons and their use in speech criticism/evaluation

Introducing Public Speaking Self-Concept (PSSC): A Novel, Qualitatively-derived Communication Anxiety and Competence Variable

Despite numerous quantitative assessments of teaching interventions that have helped mitigate public speaking anxiety (PSA), this common barrier to public speaking persists. In addition, quantitative measures may not be appropriate for all instructional goals, especially with students from across a variety of cultures. To enrich educators’ capacity to help diverse bodies of students overcome the challenges presented by PSA, this qualitative study asked students to “Please describe yourself as a public speaker” at the beginning and the end of a freshman-level, general education public speaking class. Thematic analysis identified a two-dimensional pattern within student responses (N = 51) (a feelings-based dimension and a beliefs-based dimension), indicating that students could hold both emotionally-based self-perceptions about their fear or confidence regarding the act of public speaking along with separate, skills-based perceptions about themselves as public speakers. Every student’s answer (N= 51) contained one or both types of descriptions, evidencing a novel construct the authors have dubbed public speaking self-concept (PSSC). By the end of the course, the thematic analysis revealed students’ heightened ability to report more nuanced descriptions of their self-concepts, which often included positive belief-based descriptions acknowledging their enhanced public speaking skills, even if they still reported fearful or anxious emotions surrounding speaking experiences. Helping instructors and students understand and accept natural nervous reactions often elicited by public speaking while reflecting on specific, skill-based beliefs can help decrease students’ fears and, in turn, could prove key to enhancing the impact of future PSA interventions

A Digital Divide? Assessing Self-Perceived Communication Competency in an Online and Face-to-Face Basic Public Speaking Course

Previous research has documented an inverse relationship between speaking anxiety and self-perceived communication competence (SPCC). However, a recent assessment case study of an online basic public speaking course revealed that while the course decreased students’ speaking anxiety, it failed to increase their SPCC. Prompted by this surprising discrepancy and bolstered by continuing calls for increased exploration of educational quality of online public speaking courses, the current study compared SPCC between online (n = 147) and face-to-face (F2F) (n = 544) delivery of the large, standardized, multi-section basic public speaking course at our institution. Pretest scores of students’ overall SPCC were not significantly different between learning modalities. By the end of the F2F course, students perceived significant increases in SPCC. In stark contrast, however, the online sections failed to produce significant changes in SPCC. These findings suggest that the online basic public speaking course at our institution may not be designed in a way which promotes the development of SPCC—an important marker of our programmatic assessment. These results also draw attention to the need for further research assessing the comparison of delivery methods of the basic communication course and further discussion of best practices for online delivery of the course

Shaking in Their Digital Boots: Anxiety and Competence in the Online Basic Public Speaking Course

In response to a call for increased research on educational quality of online public speaking courses, this study assessed online course impacts on students’ (N = 147) speaker anxiety and self-perceived communication competence. A significant decrease in speaking anxiety occurred over the course of the semester, supporting efficacy of the online basic speech course at the university level. However, the predicted significant increase in self-perceived communication competence was not found, warranting additional considerations in online course designs. The significant reduction in speaking anxiety within the online course is promising and suggests that this learning goal can be met in this instructional setting. However, since enhancing students’ self-perceived communication competence remains a critical learning outcome of the basic communication course, these findings suggest that online course development heighten focus on related interventions

Assessing Markers of Student Development for Dually and Non-Dually Enrolled Students in an Online Basic Public Speaking Course

Critics of college dual enrollment programs suggest that online courses could pose significant challenges for dually enrolled students due to the online learning environment structure, concerns of academic achievement, and limited access to academic support. These concerns call into question the merits of online instruction for institutions who offer the basic public speaking course online to provide access to a broader base of students (e.g., in inner cities and rural areas). Dual enrollment continues to increase in popularity, especially within the general education curriculum, which includes the basic public speaking course at many institutions. Research shows these students excel academically, but a student development perspective is lacking. For these reasons, this study assessed dually enrolled and non-dually enrolled students in an online basic public speaking course by measuring and comparing pretest and posttest findings on a communication-related marker of student development, public speaking anxiety, and a correlated marker of student development, imposter phenomenon. Findings show that, with regard to these markers, dually enrolled students within an online basic public speaking course have some similar outcomes to those of non-dually enrolled students. This study hopes to lay the groundwork for additional scholarship and dialogue regarding the best practices for dual credit courses in the communication discipline