This study investigated the effects of integrating a university’s core value messages into the curriculum of a basic communication course on student recall of the messages, adjustment to college, and learning. A quasi-experimental design was used to examine differences between students (n = 302) assigned to one of three conditions: control group, message-only group, and message and experience group. The message and experience group learned about the university’s core value messages as part of their course curriculum, engaged in an out-of-class experience focused on these value messages, and completed a group problem-solving project related to these messages. The message only group learned about the university’s value messages and completed the same group problem-solving project, but did not engage in the out-of-class experience. The control group did not learn about the university’s messaging and completed the group problem-solving project related to a campus-based problem of their choice. Results reveal significant differences in student recall of the messages and student learning. No differences emerged in student adjustment to college based on experimental groupings. The results suggest communicating these messages solely in the basic communication course may not be a sufficient condition for facilitating student adjustment to the university’s culture.
Farris, Kristen L. and Burns, Michael
"Integrating University Value Messages into the Basic Communication Course: Implications for Student Recall and Adjustment to College,"
Basic Communication Course Annual: Vol. 34, Article 6.
Available at: https://ecommons.udayton.edu/bcca/vol34/iss1/6