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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

Front Cover, Title Page, Contents, Editorial Board

Editor's Page
Brandi N. Frisby

Articles

Research Articles: Section Introduction

The Neutrality Myth: Integrating Critical Media Literacy into the Introductory Communication Course
Meggie Mapes, Lindsey Kraus, Elnaz Parviz, and Joshua Morgan

Critical Pedagogy of Preparation: Structuring Best Practices for Introductory Course Relevance
Daniel M. Chick

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

‘Public Speaking is a Skill that Everyone Needs No Matter What’: Exploring Peer Perceptions toward Students on the Autism Spectrum in Basic Course Classrooms
Jill C. Underhill, Victoria Ledford, and Hillary M. Adams

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

Regulatory Fit Explains Students’ Emotional Responses to Graded Speech Assignments
Chris R. Sawyer, Delwin E. Richey, and Karley A. Goen

Thriving Instead of Surviving: The Role of the Reasoned Action Model in Assessing the Basic Course
Michael E. Burns, Kristen L. Farris, Mark Paz, and Sean Dyhre

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

Vocal Fillers, Contagion Effects, and, um, Overlooked Pedagogical Opportunities in the, uh, Public Speaking Classroom
W. Benjamin Myers and Theresa A. Wadkins

Managing Graduate Teaching Assistant Misbehaviors: Perspectives of Basic Course Directors from the Front Porch
Michelle Hershberger

Essays

Basic Course Forum: Section Introduction

From TED Talks to TikTok: Teaching Digital Communication to Match Student Skills with Employer Desires
Ashley A. Hanna Edwards

Using the Basic Course to Prepare Digital Natives for New Role as Reverse Mentors
T. Kody Frey, Nicholas T. TATUM, and Troy B. Cooper

Our Basic Course and Communication Skills Training: The Time for Innovation is Now (Yes, Even in a Pandemic)
Suzy Prentiss

Looking Forward to Meet Needs: A Response to Edwards; Frey, Tatum, and Cooper; and Prentiss
Jon A. Hess

Back Matter

Call for Manuscripts

Editors

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ISSN: 2473-4004 (online); 1546-2331 (print)