Education Commons^™

Generating Civically-Engaged Undergraduate Student Scientists In General Education Classrooms, Tara T. Lineweaver, Tonya R. Bergeson

Scholarship and Professional Work - Communication

No abstract provided.

The Value Of A Liberal Arts Education: A Self-Evident Truth, Jayne M. Comstock

Scholarship and Professional Work - Communication

We hold this truth to be self-evident: The best preparation for 21st Century workplace challenges is to earn a liberal arts degree or a professional degree that is grounded in and inspired by the liberal arts.

College Completion: Performance-Based Funding Can Enhance Individual Investments And Promote The Public Good, Jayne M. Comstock

Scholarship and Professional Work - Communication

College completion is both an individual investment and a public good. College graduates can count on higher personal income, better benefit packages, and the likelihood of living a longer, happier life. Our society can count on college graduates to be less violent, to be more economically independent, and to be more tolerant, open minded and civically engaged.

Fair And Square?: An Examination Of The Relationships Among Classroom Justice And Relational Teaching Messages, Laura E. Young, Sean M. Horan, Brandi N. Frisby

Scholarship and Professional Work - Communication

Students and instructors acknowledge the importance of the instructor–student relationship in the classroom. Despite the importance of the instructor–student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader–member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. …

Higher Ed "International Exchange Rate" Leaves Intellectual Capital Behind, Jayne M. Comstock

Scholarship and Professional Work - Communication

The higher education “international exchange rate” is unfavorable and improving at an alarmingly slow rate, given our need for graduates prepared for success in our contemporary global economy. There are basically two problems: not enough U.S. students are studying abroad and the opportunity to study abroad is disproportionately available to traditional students enrolled at private institutions.

We Should Have High Standards For All Students, Not Just Those At Harvard, Jayne M. Comstock

Scholarship and Professional Work - Communication

After nearly a decade as a chief academic officer, I got used to people asking me my opinion on higher education issues. But now that I am working at the American Council on Education, the questions are more far reaching. For example, recently, someone asked me what I thought should be done about the cheating scandal at Harvard.

Avoid False Dichotomy In Higher Education: Be Both Mission-Driven And Market-Smart, Jayne M. Comstock

Scholarship and Professional Work - Communication

Amid all the drama associated with the departure and reinstatement of the UVA President, there remains at least one generic plot line that merits additional analysis: What is the appropriate way to incorporate a business orientation into the ethos of higher education?

What You Measure Is What You Get Service Learning Can Be Cost-Effective Way To Enhance Quality And Student Success, Jayne M. Comstock

Scholarship and Professional Work - Communication

Note: This post connects to the conversational thread started here in March, which focused on sharing lessons and insights about leadership challenges faced by CAOs and other senior administrators as we seek ways to ease the tension between our goals for access, completion rates, and educational quality.

Building The Future - One College Graduate At A Time, Jayne M. Comstock

Scholarship and Professional Work - Communication

The past few weeks have been a time of reflection for me. My father died and my family experienced what all families do when they lose the man who provided for them, guided them, protected them, and — in my case — made sure we fully understood the value of a college education.

Falling Man And Man Men, Gary R. Edgerton

Scholarship and Professional Work - Communication

Mad Men’s opening credit sequence is full of obvious and hidden clues as to what this series is all about. The program is a stylistic hybrid merging elements of Hollywood movies and television programs from the late 1950s along with TV’s contemporaneous “quality” dramas of today. For example, the debt Matt Weiner and his creative team owes to Hitchcock is immediately apparent in this sequence with its pastiche of Saul Bass’s title work from Veritgo (the optical disorientation), North by Northwest (the iconography of the Manhattan skyline), and Psycho (the foreboding strings à la Bernard Herrmann). The use of …

Chalk, Talk, And Videotape: Utilizing Ken Burns’S Television Histories In The Classroom, Gary Edgerton

Scholarship and Professional Work - Communication

Gary Edgerton's contribution to OAH Magazine of History (Summer 2002) 16 (4): 16-22.

Curricular Review: Supporting The Move To Digital Tools For Audio And Video Production 1, Christine Taylor

Scholarship and Professional Work - Communication

There is little doubt that the age of digital technology has arrived. From using CD ROM software in the classroom to researching on the internet, selecting and using authorware to craft assignments, to teaching non linear editing of audio and video at the desktop, mass communication and academic units are coming to grips with the emerging technologies.

Integrating Students Into The Operation Of A University-Owned Television Station, Christine Taylor

Scholarship and Professional Work - Communication

Most journalism and mass communication programs provide opportunities for students to acquire some "hands-on" experience as undergraduates.

There remains some considerable argument as to whether this "hands-on" educational experience should be part of the academic curriculum. I will review this debate briefly.