Digital Commons Network^™

Teaching Inequality In Brazil: A Study Abroad Exploration Of Race, Class, Gender, Sexuality, And Geography, Edvan P. Brito, Anthony J. Barnum

Journal of Global Education and Research

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used ...

Implementing Global Citizenship Education Policy: The Bargaining Process Of Ngos In Some European Countries, Massimiliano Tarozzi

Journal of Global Education and Research

This research looked at the growing space that Global Citizenship Education (GCE) is gaining in educational policy worldwide, and at the role Non-Governmental Organizations (NGOs) played in GCE agenda setting and policy implementation. Based on a comparative policy analysis carried out in 10 European countries, the political agency of NGOs was explored, underlining opportunities, tensions, and challenges, especially in their contribution to national strategies to integrate GCE into national educational systems.

Communication Skills Training: A Means To Promote Time-Efficient Patient-Centered Communication In Clinical Practice, Else Dalsgaard Iversen, Maiken Wolderslund, Poul-Erik Kofoed, Pål Gulbrandsen, Helle Poulsen, Søren Cold, Jette Ammentorp

Journal of Patient-Centered Research and Reviews

Purpose: We hypothesized that health care providers would behave in a more patient-centered manner after the implementation of communication skills training, without causing the consultation to last longer.

Methods: This study was part of the large-scale implementation of a communication skills training program called "Clear-Cut Communication With Patients" at Lillebaelt Hospital in Denmark. Audio recordings from real-life consultations were collected in a pre-post design, with health care providers' participation in communication skills training as the intervention. The training was based on the Calgary-Cambridge Guide, and audio recordings were rated using the Observation Scheme-12.

Results: Health care providers improved their communication ...

Integrating Patient-Reported Outcomes Into Clinical Genetic Testing For Familial Hypercholesterolemia, Rachele M. Hendricks-Sturrup, Robert Block, Christine Y. Lu

Journal of Patient-Centered Research and Reviews

Patient-reported outcomes (PROs) and PRO measures (PROMs) are often used to help clinicians and researchers understand patients’ personal concerns, feelings, experiences, and perspectives following the implementation of an intervention. Notably, PROs and PROMs can inform health systems, health policy, and payers on the utility of clinical genetic testing based on each patient’s personal values, perspectives, and potential health behaviors subsequent to testing. In this topic synopsis, we discuss the underexplored role of and implications for PROs and PROMs following genetic testing for familial hypercholesterolemia (FH), an autosomal dominant genetic disorder of cholesterol metabolism that can lead to highly premature ...

Intergenerational And Intragenerational Connections Within A University Art Museum Program For People With Dementia, Sujal Manohar, Jessica Kay Ruhle

International Journal of Lifelong Learning in Art Education

This visual essay highlights the impacts of the Nasher Museum of Art’s Reflections program, which engages people with dementia (PWD) and their care partners through interactive art museum tours. This program’s conversation-based tours with built-in time to socialize are designed to foster intergenerational and intragenerational connections between PWD and museum gallery guides, PWD and care partners, and between PWD. Discussions about artwork are visitor-driven and encourage lifelong learning among participants. Anecdotal feedback from Reflections participants and gallery guides confirms the value of relationship building, improving quality of life for PWD.

By fostering community and strong connections, Reflections programs ...

The Philosophy Of Mindfulness As A Mode Of Being, Mara Headrick

Quest

Philosophical Essay

Research in progress for PHIL 1301: Introduction to Philosophy

Faculty Mentor: John Macready, Ph.D.

The following essay represents student research produced in an Introduction to Philosophy course at Collin College. Introduction to Philosophy introduces students to metaphysical, epistemological, and ethical theories through critical readings of primary philosophical texts from ancient, medieval, and modern periods. Students practice textual and conceptual analysis of primary sources and learn methods for analyzing and evaluating arguments. As a final project, students compose a final research essay from their reading and research that develops a theory of reality, a theory of knowledge, and ...

Fall 2021 Issue Co-Editor Letter, Megan Palmer, April P. Akins

South Carolina Libraries

No abstract provided.

Journal Of Communication Pedagogy, Complete Volume 5, 2021

Journal of Communication Pedagogy

No abstract provided.

A Professing Parent’S Reflection On The Covid Classroom And Research Illustrates The Full Utility Of Communication Pedagogy, Robin S. Mathis

Journal of Communication Pedagogy

This essay uses an ethnonarrative method to illustrate why and how to communicate compassion in the K–12, college, and workplace classroom during a pandemic. Reflecting on my experiences as a parent and professor, my students’ journal entries March–May 2020, and field research notes, I conclude that the feeling of powerlessness in the classroom and compassion within the organization creates an innovative ethnonarrative research opportunity for the Journal of Communication Pedagogy reader. Ultimately, my reflection as a parent and professor emphasized the value of communication pedagogy. Ultimately, I argue that practitioners in traditional classrooms, as well as the workplace ...

Lessons From The Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation, Miles C. Coleman, Susana C. Santos, Joy M. Cypher, Claude Krummenacher, Robert Fleming

Journal of Communication Pedagogy

Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways ...

Encouraging College Student Democratic Engagement Through A Collaborative Voter, Angela M. Mcgowan-Kirsch

Journal of Communication Pedagogy

Drawing on challenges I experienced when teaching a political communication course, I designed an upper-level undergraduate course with the objective of developing students’ civic competence and democratic engagement. The major class assignment, which is the focal point of this best practices essay, was a four-step collaborative voter mobilization project designed and executed by undergraduate students. I use research, classroom conversations, and student observations to discuss four best practices for encouraging students to participate in electoral politics: (a) fostering political efficacy, (b) peer-to-peer learning, (c) experiential learning, and (d) learning through reflection. This essay breaks a four-step collaborative voting mobilization project ...

Toward An Invitational Andragogy: Articulating A Teaching Philosophy For The Andragogic Classroom, Whitney Tipton, Stephanie Wideman

Journal of Communication Pedagogy

Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can ...

Toward A New Community Of Care: Best Practices For Educators And Administrators During The Covid-19 Pandemic, Cody M. Clemens, Tomeka M. Robinson

Journal of Communication Pedagogy

The onset of COVID-19 left people feeling unsettled, confused, and afraid of what tomorrow may hold. As university professors specializing in health communication, we too were left with these same feelings. As health communication scholars, we focus on issues surrounding illness, risk, crisis, care, health inequities, and wellness. COVID-19 is a health crisis, yes, but it has also changed the way we operate not only in higher education but in daily life. We begin this essay with an overview of COVID-19 and its impact on students, educators, and administrators. Then, we suggest four best practices to foster a community of ...

“Minor Setback, Major Comeback”: A Multilevel Approach To The Development Of Academic Resilience, Brandi N. Frisby, Jessalyn I. Vallade

Journal of Communication Pedagogy

This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but ...

Pandemic Pedagogy: Elements Of Online Supportive Course Design, Nate Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle Buehl, Jeff Vomund

Journal of Communication Pedagogy

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote instruction (ERI) due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote instruction, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between ...

Reflexivity And Practice In Covid-19: Qualitative Analysis Of Student Responses To Improvisation In Their Research Methods Course, Elizabeth L. Spradley, R. Tyler Spradley

Journal of Communication Pedagogy

The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the ...

Invisibility As Modern Racism: Redressing The Experience Of Indigenous Learners In Higher Education, Amy R. May, Victoria Mcdermott

Journal of Communication Pedagogy

Indigenous Peoples represent the smallest group of ethnic minorities in the United States, and they are significantly underrepresented in the academy. The tumultuous relationship between institutions of higher learning and First Nation Peoples can be explained in part by the use of education to colonize and force the assimilation of Native Peoples. The end result of centuries of dehumanization and marginalization is invisibility, “the modern form of racism used against Native Americans” (the American Indian College Fund, 2019, p. 5). Educators are challenged to identify institutional inequities and redress barriers to promote social justice through informed and genuine practice, indigenization ...

“It’S Been A Good Reminder That Students Are Human Beings”: An Exploratory Inquiry Of Instructors’ Rhetorical And Relational Goals During Covid-19, Victoria Mcdermott, Drew T. Ashby-King

Journal of Communication Pedagogy

As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students’ needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after ...

“No Justice, No Peace”: Yard Signs As Public Pedagogy And Community Engagement At The Intersection Of Public Health Crises, Brigitte Mussack

Journal of Communication Pedagogy

This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among ...

Pedagogy, Protests, And Moving Toward Progress, Nannetta Durnell-Uwechue, Deandre J. Poole, Felton O. Best

Journal of Communication Pedagogy

Our world is in constant flux and educators are at the ship’s helm steering toward what former U.S. Representative John Lewis called “good trouble.” However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of “No Justice, No Peace!” Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in ...

Connection Over Correction: Engaging Students In Conversational Commitments For Effective Communication Across Difference And Difficulty, Jennifer Sandoval

Journal of Communication Pedagogy

In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their ...

Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman

Journal of Communication Pedagogy

As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of ...

What Covid-19 Taught Us About Pedagogy And Social Justice—Pandemic Or Not, Brandi Lawless, Yea-Wen Chen

Journal of Communication Pedagogy

The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface ...

Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer

Journal of Communication Pedagogy

COVID-19 drastically changed many aspects of life in the U.S. and most certainly changed standard operating procedures in higher education. Moving all classes completely online created numerous challenges not only for students, but also for faculty. For students, these challenges included issues related to physical and mental health, job loss, and caregiving, as well as access to internet and even access to a home computer. Faculty also faced challenges. For example, many colleges and universities rely on adjunct faculty who are compensated on a course-by-course basis. Although most institutions provided faculty development sessions to make a smooth transition to ...

Editor’S Note: The Year 2020: Crisis And Opportunity, Deanna D. Sellnow

Journal of Communication Pedagogy

This volume features foci on teaching J.E.D.I (justice, equity, diversity, inclusion) principles, pandemic pedagogy challenges and opportunities, as well as thought-provoking essays on invitational andragogy, transdisciplinary deliberation, and reflexivity.

Traduction Et Adaptation D’Un Modèle Du Jugement Clinique Infirmier Pour La Recherche Et La Formation Infirmière En Contexte Francophone, Patrick Lavoie, Marie-France Deschênes, Valérie Richard, Jacinthe I. Pepin, Christine A. Tanner, Kathie Lasater

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Afin de guider le développement de la science et de la pratique de la formation infirmière, la diffusion de connaissances en français sur ce que signifie apprendre à penser comme une infirmière ou un infirmier et la manière de faciliter cet apprentissage demeure un enjeu important. Cet article présente la traduction, l’adaptation et la validation d’une version française du modèle du jugement clinique infirmier de Tanner (2006). Une démarche de traduction, rétrotraduction et validation en quatre étapes a été réalisée selon les recommandations de Sousa et Rojjanasrirat (2011). La version française du modèle a été validée par ...

Communication During A Crisis: Keeping Our Patrons Informed During The Covid-19 Pandemic, John P. Delooper, Michelle Ehrenpreis

Urban Library Journal

This article discusses the Leonard Lief Library’s communications strategy to keep its patrons informed during the COVID-19 crisis. The Leonard Lief Library at Lehman College (CUNY) made use of its website, social media, and research guides to effectively convey timely information about service changes, library resources, and to improve outreach activities to our patron community while the library’s physical building was closed to its students, faculty, and staff.

Systematic Control Of Technical And Tactical Training Of Qualified Female Wrestlers In The National Wrestling “Kurash”, Ugiloy Nuralieva Shavkatovna

Eurasian Journal of Sport Science

Purpose: The article highlights the improvement of special and physical training of athletes through systematic control of technical and tactical training of qualified female wrestlers according to the results of the study.

Methods: During the training process of qualified wrestlers, we conducted a video analysis, a questionnaire survey, theoretical analysis, motivational and effective methods, statistical methods for determining the reliability of the average adult, as well as ongoing monitoring using 3 tests: Orthostatic test, The Rufier Dixon test, Evaluation for technical movements.

Results: The analysis of changes in the indicators of competitive activity carried out at the beginning and at ...

Community Insurgency: Constituency, School Choice, And The Common Good, Andrew Pendola, Bryan Mann, David T. Marshall, Jason Bryant

Democracy and Education

This study explores the ways in which the democratic notion of "the people" may be enacted in the school choice arena. Through an investigation of a charter school movement in a rural and segregated district in the Deep South, we explore themes of the constituent paradox that enabled the community to move beyond individual interests towards an expression of the common good. It is argued that for "the people" to be invoked via the democratic claim, they must identify more deeply than the institutions of their representation and recognize an expanded form of individualism defined through participation over consumption.

Sobre La Lucha De Ser Mujeres: Subjetividades Políticas Femeninas, Magda V. Díaz Alzate Mg., Nicolasa M. Duran Palacio Dra, Deysafira Gómez Durán Mg.

The Qualitative Report

Este artículo presenta la supracategoría “La Lucha de Ser Mujeres” como resultado de una investigación cualitativa realizada en Medellín, Colombia, con enfoque feminista que pretendía develar los modos en que se configuran las subjetividades políticas femeninas en un grupo de mujeres jóvenes. Se halló que las mujeres se enfrentan a luchas cotidianas en las familias por su reconocimiento como interlocutoras válidas y por configurarse como mujeres diferentes a la concepción de mujer impuesta por los discursos patriarcales. Los modos que han encontrado para rebelarse y resignificarse pasan necesariamente por los encuentros colectivos con otras mujeres y por el caminar la ...