Building community with the "LINKS" program: a first-year link between a basic communication course and other engineering courses

2002 ◽  
Author(s):  
M. Corradini ◽  
S. Courter ◽  
E. Gold ◽  
L. Grossenbacher ◽  
G. Johnson ◽  
...  
Keyword(s):  
First Year ◽  
Communication Course ◽  
Basic Communication Course ◽  
Building Community ◽  
Basic Communication

scholarly journals Tracking plagiarism electronically: First-year students' perceptions of academic dishonesty and reports of cheating behaviour in the basic communication course

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Joseph Mazer ◽  
Stephen Hunt
Keyword(s):  
Teacher Training ◽  
Academic Dishonesty ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Communication Course ◽  
Electronic Submission ◽  
Basic Communication Course ◽  
Course Material ◽  
Basic Communication

This study explored how electronic submission of course material, intended to deter instances of plagiarism, influenced first-year students' perceptions of academic dishonesty and reports of cheating behaviour in a large, multi-section basic communication course. Results reveal that electronic submission of course material results in first-year students being less likely to self-report engaging in cheating behaviours and heightens their appreciation and awareness of what constitutes academic dishonesty. Implications for classroom pedagogy, course management, and teacher training are discussed.

Consistency and Change: The (R)Evolution of the Basic Communication Course

2014 ◽  
Vol 63 (4) ◽  
pp. 355-365 ◽  
Author(s):  
Joseph M. Valenzano ◽  
Samuel P. Wallace ◽  
Sherwyn P. Morreale
Keyword(s):  
Communication Course ◽  
Basic Communication Course ◽  
Basic Communication

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

2019 ◽  
Vol 49 (2) ◽  
pp. 201-228
Author(s):  
Lindsey B. Anderson ◽  
Kristina Ruiz-Mesa ◽  
Ashley Jones-Bodie ◽  
Caroline Waldbuesser ◽  
Jennifer Hall ◽  
...  
Keyword(s):  
United States ◽  
Emotional Labor ◽  
The United States ◽  
Emotion Management ◽  
Communication Course ◽  
Unique Position ◽  
Basic Communication Course ◽  
Competing Responsibilities ◽  
Basic Communication

Course administrators hold a unique position in academe—one that requires high levels of emotion management as part of the job. This research utilized a collaborative autoethnography to explore how workplace emotions were experienced in the basic communication course. The experiences were presented through vignettes written and analyzed by seven course administrators from programs across the United States. Four themes emerged from the vignettes: (1) acting perpetually positive, (2) (un)catching emotion, (3) rushing for time, and (4) switching roles. Each theme highlighted the multiple, and sometimes competing, responsibilities/expectations embedded in the administrative role. This research offers a discussion of each theme and informs five recommendations for managing emotions and emotional labor within course administration.

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