15 pages., ISSN-1042-0541, Via ERIC., Employers have identified oral and written communications skills to be the most important skills graduates should possess when entering the workforce. In order for faculty to better understand their students' oral and written communications skills, they should understand what apprehension the students have toward oral and written communications. Specifically, no studies have been found that explore communication apprehension (CA) or writing apprehension (WA) in agricultural communications students. The purpose of this study was to qualitatively explore agricultural communications students' perceptions of CA and WA. Participants believe agricultural communications instructors set up an environment that is conducive to changing behavior. However, students realized and identified areas of improvement that could help them lower their CA and WA. Recommendations for practice are provided in order to help alleviate CA and WA in agricultural communications students.
Garland, Maureen (author / Faculty of Agricultural Sciences, University of British Columbia, Vancouver, Canada)
Format:
Conference paper
Publication Date:
1993-05
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 93 Document Number: C07009
Notes:
James F. Evans Collection, Mimeographed, 1993. 6 p. (Paper presented at the 1993 International Agricultural Communicators in Education conference; 1993 May 8-12; Miami, FL)
James F. Evans Collection, The writing intensive (WI) program at the University of Missouri is an unique attempt to increase written communication skills within the discipline of study of undergraduate students. A major problem of the WI experience is building of writing skills through revision of written assignments. Analytical and critical thinking skills are also a component of the WI course. The use of written assignments in a poultry production course is outlined. (original)
