Communication Studies

Jensen, Scott; Farrell, Laura C.

doi: 10.1080/10510974.2015.1057608pmid: N/A

Sellnow, Deanna D.; Limperos, Anthony; Frisby, Brandi N.; Sellnow, Timothy L.; Spence, Patric R.; Downs, Edward

doi: 10.1080/10510974.2015.1057750pmid: N/A

The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.

Merrell, Brandon; Calderwood, Kevin J.; Flores, Richard

doi: 10.1080/10510974.2015.1057751pmid: N/A

Many forensics coaches also serve as professors or instructors in their home departments. As a result, they often carry competitive debate practices with them into the classes that they teach. Although this overlap is widely beneficial, it is not without risks. Not all competitive procedures are well suited for classroom environments. Instructors may sometimes incorporate competitive techniques by habit without carefully considering the pedagogical consequences. In this article, we review instructional materials and syllabi from collegiate argumentation and debate classes and identify several methods that are commonly carried over from competitive settings. We then assess the pedagogical and educational implications of implementing these practices in undergraduate classes. We find that several tools and procedures that are appropriate for competition are problematic or even detrimental when adopted in introductory courses. In particular, instructors should think carefully before choosing to emulate competitive formats, incorporate competitive theories, or train students to use competitive techniques.

Bonander, Allison R.; Marsh, Mallory L.

doi: 10.1080/10510974.2015.1057607pmid: N/A

Plato's mimetic theory proposes art is an imitative representation of nature. Mimesis and imitation have a long history of rhetorical significance. This article investigates the potential impact increased technology might have upon the mimetic nature of the interpretation of poetry within modern forensics performances. Technological advances have made millions of performances available immediately. This vast increase in performance accessibility has created serious implications for repetition and impersonation within the genre of interpretation. As YouTube has made poetry performances visibly and audibly accessible to the masses, literal mimetic performances are quickly taking shape. This article utilizes a classical rhetorical framework upon modern-day technological advancements in an attempt to articulate significant educational benefits and limitations technology has had on mimetic performances for students, coaches, and judges.

Eckstein, Justin; Bartanen, Michael

doi: 10.1080/10510974.2015.1056916pmid: N/A

British Parliamentary Debate (BP) has grown in popularity in recent years and may be an appropriate debate for contemporary college students or Millennials. We argue that BP debate offers Millennials two distinct advantages: (a) BP is an accessible format, amenable to the demands of busy students; and (b) BP confers global argumentation skills required to be competitive in a globalized society.

Copeland, Kristopher; Stutzman, Jacob; Collins, Sarah

doi: 10.1080/10510974.2015.1057606pmid: N/A

A major feature of education in the twenty-first century is assessment. Forensic educators should heighten the importance of learning outcomes and utilize assessment efforts to directly measure how forensic programs develop educational foundations for students. This article focuses on the use of tournaments and noncompetitive educational outcomes, such as engagement within academic communities, service-learning, and the promotion of the value of forensics, to connect the educational benefits of the activity to help define the mission of forensics in the twenty-first century.