Engaging Students in the Basic Course by Asking Big Questions
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| Title: | Engaging Students in the Basic Course by Asking Big Questions |
|---|---|
| Language: | English |
| Authors: | Abendschein, Bryan, Giorgio, Grace, Roth, Adam D., Bender, Jennifer |
| Source: | Basic Communication Course Annual. 2018 30:61-75. |
| Availability: | University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Discussion (Teaching Technique), Classroom Communication, General Education, Critical Thinking, College Students, Outcomes of Education, Introductory Courses, Inquiry |
| ISSN: | 1546-2331 |
| Abstract: | This paper advocates for the inclusion of big questions into the basic course curriculum. It begins by exploring the nature of big questions as those that engage pressing and perennial civic and global issues, and details their effectiveness in encouraging students and faculty to think about interpersonal responsibility and social space as dynamically interfacing and mutually reflexive, thus challenging us to negotiate the civic call of engaging in democratic processes. The basic course, whether public speaking or hybrid, offers a crucial opportunity for big questions to emerge because it brings people together to critically question and produce messages about the social and civic contexts in which we all engage as students, faculty, employees, family, and citizens. Thus, the article includes examples from several basic course instructors and administrators of how big questions can be incorporated into the curriculum to enhance the learning outcomes of students, while at the same time situating the basic course as more deeply embedded into the stated mission and requirements of our departments, colleges, and general education programs. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1531&context=bcca |
| Accession Number: | EJ1227485 |
| Database: | ERIC |
| Abstract: | This paper advocates for the inclusion of big questions into the basic course curriculum. It begins by exploring the nature of big questions as those that engage pressing and perennial civic and global issues, and details their effectiveness in encouraging students and faculty to think about interpersonal responsibility and social space as dynamically interfacing and mutually reflexive, thus challenging us to negotiate the civic call of engaging in democratic processes. The basic course, whether public speaking or hybrid, offers a crucial opportunity for big questions to emerge because it brings people together to critically question and produce messages about the social and civic contexts in which we all engage as students, faculty, employees, family, and citizens. Thus, the article includes examples from several basic course instructors and administrators of how big questions can be incorporated into the curriculum to enhance the learning outcomes of students, while at the same time situating the basic course as more deeply embedded into the stated mission and requirements of our departments, colleges, and general education programs. |
|---|---|
| ISSN: | 1546-2331 |
