Brandi N. Frisby, School of Information Science, University of Kentucky

The Basic Communication Course Annual (BCCA) was first published in 1988 after the Midwest Basic Course Directors Conference. The Annual publishes the best scholarship available on topics related to the basic communication course and is distributed nationally to scholars and educators interested in the basic communication course.

Manuscripts published in the Annual are not restricted to any particular methodology or approach. They must, however, address issues significant to the basic course (defined broadly). In 2013, the Annual began including a Basic Course Forum section for shorter essays responding to a specific question. In 2016, the University of Dayton Department of Communication acquired the journal and its archives from the initial publisher and began publishing it as an open-access journal.

The submission process for Volume 34 (2022) is now open. The deadline for submissions is Oct. 1, 2021.

Current Volume: Volume 33 (2021)

Editor's Summary

The articles presented in Volume 33 encompass a wide range of topics that advance our understanding of basic course pedagogy, practice, and administration.

The Basic Course Forum highlights best practices for matching communication skills with employer desires. Writers were asked to address but were not limited to employer desires for communication skills; curriculum and assignment design ideas to instill these skills in basic course students; best practices for providing practical experience in refining and assessing these desired skills; building collaborations between employers and students; and understanding alumni perspectives on the match (or mismatch) between basic course skills and those skills alumni utilize once employed.

Front Matter


Editor's Page
Brandi N. Frisby



Student Perceptions of Value: A Qualitative Study of Student Experiences in the Communication Center
Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, and Melissa A. Broeckelman-Post


The Impact of Communication Center Visits on Students’ Performance and Engagement
Nate S. Brophy, Adebanke Loveth Adebayo, and Melissa A. Broeckelman-Post


A 14-Year Empirical Analysis of Undergraduates’ Pre- and Post-Test Scores in Three Introductory Communication Courses: Lessons Learned for Pedagogy and Assessment
Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, and Erica Allgood


A Longitudinal Analysis of Student Learning Gains in Oral Competency
Lynn O. Cooper, Rebecca Border Sietman, and John Vessey


Teacher Immediacy Behaviors and Students’ Public Speaking Anxiety: More and Less Helpful than Anticipated
Beau Foutz, Michelle Violanti, Stephanie Kelly, and Suzanne Marie Prentiss


Back Matter


Brandi N. Frisby
Editorial assistant
Hayley C. Hoffman
Review Board
Lindsey B. Anderson
LeAnn M. Brazeal
Melissa A. Broeckelman-Post
Katherine J. Denker
Karen Kangas Dwyer
Adam C. Earnheardt
Deanna L. Fassett
T. Kody Frey
Amy L. Housley Gaffney
Elizabeth Graham
Jon A. Hess
Stephen K. Hunt
John F. Hooker
Angela M. Hosek
Marian L. Houser
Adam C. Jones
Jeffrey H. Kuznekoff
Luke LeFebvre
Joseph Mazer
David T. McMahan
W. Bradford Mello
Kevin R. Meyer
Scott A. Myers
C. Kyle Rudick
Kristina Ruiz-Mesa
William J. Seiler
Cheri J. Simonds
Blair Thompson
Scott Titsworth
Joseph M. Valenzano III
Beth M. Waggenspack
Samuel P. Wallace
Tiffany R. Wang
Joshua N. Westwick
Andrew D. Wolvin