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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
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  Data: 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/
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  Data: 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.
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Outcomes of Education
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      – TitleFull: Engaging Students in the Basic Course by Asking Big Questions
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