Assesses the advantages of computer-based instruction on speech education. Concludes that, while it offers tremendous flexibility to the instructor--especially in dynamic lesson design, feedback, graphics, and artificial intelligence--there is no inherent advantage to the use of computer technology in the classroom, unless the student interacts…

Details the steps and some of the rubrics involved in teaching skills for performance appraisal interviewing through classroom simulations. Describes an effective method that maintains interest and enthusiasm among students while exposing them to communication behaviors that are essential for a successful appraisal interview. (NKA)

Emphasizes that listening is the primary skill for the student attending a theatrical performance. Identifies the active listening process as: (1) attending, (2) hearing, (3) comprehending, (4) remembering, and (5) responding. (NKA)

Examines Aristotle's "Rhetoric" and concludes that it is one of his weakest works--of little use to the technical student interested in communication. (NKA)

Reminiscences by a speech teacher of her encounters with persons who influenced her life and her selection of a discipline to study. Also recounts her experiences teaching speech courses at Northwestern University. (NKA)

Provides an overview of recent research on problem solving in speech communication. Discusses relevant documents under three categories: (1) conceptual developments, (2) social and affective correlates, and (3) potential teaching methods. (NKA)

Provides a brief, nontechnical overview of latent trait models and argues for the preferability of these models (particularly the Rasch logistic model) over classical test models. Offers an example application of the Rasch model and discusses implications for the use of latent trait models for communication educators. (AEW)

Presents two studies that replicated and extended J. K. Burgoon and R. C. Koper's research by examining nonverbal behavior patterns, relational message interpretations, and credibility evaluations associated with communication reticence. Challenges the traditional view that reticence produces pronounced performance decrements and discusses…

Discusses the significant differences between the public speaking skills and delivery styles faculty and alumni think important. Examines the disparity between the speaking skills and delivery styles taught in basic university public speaking courses and those actually used by alumni in the workplace. (AEW)

Investigates the relationship between beginning public speakers' self-reported performance anxiety and audience perception of that anxiety. Indicates that audiences perceive speaker anxiety levels to be lower during performance than the speakers themselves report. (AEW)

Examines the conceptual and methodological similarities and differences of three listening measures--the Watson-Barker Listening Test, Kentucky Comprehensive Listening Test, and the Communication Competency Assessment Instrument. Provides information on the concepts being assessed in each and illuminates major methodological issues for listening…

Identifies the 20-item Classroom Apprehension Participation Scale as a highly reliable measure of class apprehension. Finds that the scale also provides additional information about behaviors of potential difficulty as well as several evaluative attitudes that make an impact on participation apprehension. (AEW)

Introduces the concept of powerful/powerless talk for instructors interested in incorporating this construct in their classrooms. Provides a brief summary of powerful/powerless talk literature. Offers guidelines for introducing these research findings into the curriculum. (AEW)

Outlines the process of adapting/directing literature for performance on the stage. Also emphasizes the importance of establishing a perspective on the material and creating a visual context and explains the process involved in the formation of a production concept. (AEW)

Discusses those persons (interdisciplinary professors and researchers) who served as models for the author's teaching/research and their specific contributions to his experience. (AEW)