Discusses the planning, development, implementation, and course management required to use the Personalized System of Instruction in the basic speech communication course. (PD)

Urges speech communication educators to adapt their curricula to the needs of potential law students. Describes a course of instruction which includes units on communication theory and the legal/trial process, interviewing and counseling, negotiating and pretrial strategies, and special topics in judicial communication. (PD)

Describes a program of advanced instruction which attempts to merge the theory of speech communication and the practice of oral history. Is concerned with how meaning is constructed through conversation between interviewer and interviewee. Includes theoretical and methodological problems inherent in producing oral histories, field research, and…

This paper explores some possible methodologies and approaches to the teaching of empathic listening, an essential component of human communication and listening competency. It defines empathic listening as "feeling with" another: a cognitive understanding of what the other is communicating plus a sensitivity to their state of emotion.…

Empathic listening is central to almost all human communication processes. "Feeling with" another is the heart of empathic listening: it includes a cognitive understanding of what the other is communicating plus a sensitivity to their state of emotion. One possible approach to utilize in the teaching of empathic listening is to begin a…

Recent surveys have shown that the basic speech communication course, designed to introduce students to the discipline and to meet their basic proficiency needs, is alive and growing rapidly. While this is generally good news, a more critical examination reveals a variety of issues in need of resolution. A significant amount of course time is…

Acknowledging the need for objective evaluation of the focus and organization of the basic speech communication course, this paper reviews the progress of the basic course by tracing its changes and development. The first portion of the paper discusses the evolution of the basic course from the 1950s to the present, giving specific attention to…

Intended for use by college basic speech communication course directors and teachers, the course described in this paper is based on the model of communication competency developed by R. R. Allen and K. L. Brown. The first section of the paper presented a brief discussion of the model, which defines a competent communicator as one who is capable…

There are two philosophies concerning how teachers might best facilitate their students' acquisition of communication competence. The first, a skills-oriented philosophy, adopts a building-block approach to the acquisition of communication competence. Organizationally, a public speaking course might start with a unit on analyzing audience and…

Noting that while the literature clearly states a need for colleges and universities to teach students critical thinking skills from a liberal arts perspective, this paper points out that there are few descriptions of how these skills can be taught. Using the canons of classic rhetoric, the literature is reviewed to discover the skills that arise…

Basic Speech Communication courses which emphasize public speaking are an opportunity to teach critical thinking skills in the form of critical listening. Students can be taught to analyze the evidence or ideas of others and make critical judgments about the validity or quality of materials presented, using a series of steps involving student and…

Designed to guide teachers in selecting classroom materials for introductory high school or college courses in interpersonal communication, this annotated bibliography lists and describes 20 general texts and instructional resource materials on the subject. Texts, most of which include instructors' manuals, range in date of publication from 1984…

In the personalized system of instruction (PSI) used in beginning communication courses at George Mason University (Virginia), the students do more than read text materials and master cognitive course objectives. They are encouraged to have experiences that reinforce what they read and to consider how these experiences relate to everyday life. The…

The undergraduate organizational communication series at the University of Colorado at Colorado Springs has been designed to develop competency through knowledge, skills, sensitivity, and values. The four courses in the series--Introduction to Organizational Communication, Business and Professional Communication, Advanced Organizational…

Developed by a statewide committee of language arts educators in accordance with "Rules, Regulations, and Minimum Standards" of the Tennessee State Board of Education, this curriculum framework contains goals and terminal objectives for language arts courses in grades 9-12. The framework covers the disciplines of standard English,…