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ABSTRACT
In most academic disciplines, there is one introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project sought to identify a set of core communication competencies that should constitute the basis for any and all introductory communication courses within and across a variety of communication contexts. Working in four phases over a three-year period using a modified Delphi method and conducting seven focused group sessions with 125 participants, seven core competencies for the introductory communication courses were identified: Monitoring and Presenting Your Self, Practicing Communication Ethics, Adapting to Others, Practicing Effective Listening, Expressing Messages, Identifying and Explaining Fundamental Communication Processes, and Creating and Analyzing Message Strategies.
Acknowledgments
Isa N. Engleberg (Ed.D., Boston University, 1983), Department of Speech Communication and Theatre, Prince George's Community College. Susan M. Ward (Ph.D., Regent University, 2005), Department of Communication Studies, Delaware County Community College. Lynn M. Disbrow (Ph.D., Wayne State University, 1989), Department of Communication Studies and Psychology, Huntingdon College. James A. Katt (Ph.D., University of Central Florida, 2003), Nicholson School of Communication, University of Central Florida. Scott A. Myers (Ph.D., Kent State University, 1995), Department of Communication Studies, West Virginia University. Patricia O'Keefe (M.A., San Francisco State University, 1994), Department of Communication, College of Marin.
ORCID
Susan M. Ward http://orcid.org/0000-0002-8284-923X
Notes
1. During the research team's three-year investigation, then NCA President Steven Beebe requested that the CCCG become a special, ad hoc NCA Task Force aligned with his initiative of strengthening introductory communication courses. Before accepting such a role, the CCCG copyrighted its core competencies and templates to ensure that (a) CCCG members are acknowledged and credited with their original work, (b) the method is included as an integral component of the project and disseminated documents, and (c) the CCCG may advance the project and seek dissemination to professional associations and educators within and across academic disciplines and educational institutions. The previous clauses do not restrict the free use of the core competencies for research, teaching, program development, and discipline advocacy. The NCA Core Competencies Task Force Report (December 2013) can be viewed at http://www.natcom.org/uploadedFiles/Teaching_and_Learning/NCA%20Core%20Competencies%20Report,%20December%202013%281%29.pdf. An updated report (April 2014) titled The Case for Core Competencies in Introductory Communication Courses can be viewed at http://www.natcom.org/uploadedFiles/Teaching_and_Learning/The%20Case%20for%20Core%20Competencies%20in%20Introductory%20Communication%20Courses,%20April%202014%281%29