Special Forum on Theorizing the Basic Course
We focus in this essay on three substantive accomplishments of professional seminars that merit attention because of their ramifications for how we teach and learn in basic communication courses: (1) accomplishing teaching, research, and service as inter-related scholarly acts, (2) interlacing stories of our discipline with stories of learners’ lives, and (3) providing institutionalized support for teaching and learning. Additionally, we offer example reading lists and assignment sheets (see Appendices A, B, and C) in hopes that such resources might prove useful for other graduate programs committed to holistic preparation for students entering the academy.
Harter, Lynn M.; Graham, Elizabeth; Norander, Stephanie; and Rossi-Keen, Daniel E.
"The Use of Professional Seminars to Prepare Future Faculty for Teaching Basic Communication Courses,"
Basic Communication Course Annual: Vol. 18
, Article 16.
Available at: http://ecommons.udayton.edu/bcca/vol18/iss1/16