Continuing a tradition dating back to 1968, this tenth study in a longitudinal series of surveys of the basic communication course has two goals: (1) to provide descriptive information about the basic course contemporarily and over time; and (2) to propose a framework for interpreting the impact of the extraordinary national and international…

The purpose of this study was to continue the trend of identifying the course offerings of National Communication Association (NCA) department members started by Wardrope (1999). A curricular profile of U.S. communication departments. "Communication Education," "48"(3), 256-258. https://doi.org/10.1080/03634529909379173 and…

The present study investigated how course policies and enforcement strategies designed to curb classroom digital distraction affect undergraduates' perceptions of student-instructor rapport. Data gathered from online surveys completed by undergraduates at four United States universities revealed that student perceptions of rapport can be…

This study gathered longitudinal and descriptive data on the nature of the basic communication course, continuing a tradition dating back to 1968. Now in its ninth iteration, convenience sampling and hard copy distribution of the survey instrument resulted in a total of 188 respondents (21 from two-year schools, 167 from four-year schools). This…

In this article, we use grounded practical theory to develop a practical theory for using "difficult data" in Language and Social Interaction university classes. "Difficult data" are transcribed, audio/video-recorded data that contain language and ideologies that could be offensive, bigoted, or otherwise disturbing. We provide…

Looks at the goals, content and classroom procedures for making an undergraduate course in rhetoric relevant within a recently restructured collegiate environment. (MH)

An experimental method for teaching about power in groups, using an adaptation of the Tavistock method, is described. Course assumptions, methods, goals, and evaluation are discussed. (JMF)

Offers a rationale for creating a basic course in intrapersonal communication and provides a general description of such a course instituted at the University of Denver. (MH)

Presents a master syllabus describing a communication course designed to (1) maintain a hands-on internship experience for students; (2) provide a method for integrating theoretical principles into "real-world" settings; and (3) offer an avenue for faculty supervisors to receive credit for time spent teaching and administering…

Shares an alternative (and tested) approach to teaching the small group communication course, which includes discussions of race, gender, and class as important communication variables within various social and interpersonal communication. (SR)

Outlines a basic course designed to develop communication competencies in teachers. Provides a pragmatic approach to the development of instructional communication competencies in areas of interpersonal, small group, information dispensing, and instructional discussion communications. (MH)

Outlines Communication Capsule Courses offered at Notre Dame College in Saint Louis: a series of six, one credit courses, each offered in a 12-hour block on a Saturday. (JMF)

Advocates the interpretive communities approach to teaching political communication. Discusses philosophical issues in the teaching of political communication courses, and pedagogical techniques (including concepts versus cases, clustering examples, C-SPAN video examples, and simulations and games). (SR)

Describes an undergraduate applied media research course which emphasizes student broadcaster contacts prior to graduation to familiarize students with 'real-life' broadcast functions in a commercial radio station. (MH)