Education Commons^™

‘Unisectionality’ In The Faculty Line: Bonding Beyond Group Limits, Nasser A. Razek

Journal of Research, Assessment, and Practice in Higher Education

Undoubtedly, the well-being of each faculty member influences student learning and contributes to student development in college. This ethnographic study examines first-hand experiences of faculty from underrepresented groups teaching at predominantly white institutions. Representing a variety of diversity realms, faculty members shared their lived experiences through drawing their path of success. Offering recommendations for retention of faculty of diversity, findings showed campus life and climate; fairness; challenges and support mechanisms; and teaching as pivotal to faculty success.

Promoting Transition To Postsecondary Education: Creating Opportunities For Social Change, J. Christopher Linscott, Carey Busch

Journal of Research, Assessment, and Practice in Higher Education

Multiple studies document that students with disabilities participate at significantly lower rates than their peers without disabilities in post-secondary education, post-school employment, independent living, and community participation. This article exposits a program model at Ohio University, Gateway to Success, which addresses this inequity through a combined effort of various stakeholders. Particular consideration is given to evidence based predictors related to post-school success, the need for intervention, and the social justice implications of increased participation in post-secondary education for students with disabilities.

The Face Of An Intergenerational Community In Higher Education, Narketta N. Myles

Journal of Research, Assessment, and Practice in Higher Education

With a rapidly growing non-traditional student population in higher education, institutions must begin to reshape much of their framework in how to serve a diverse population of students. With this diversifying of perspective, the older adult student must be given due consideration as an underrepresented student population. As we begin to consider this population of underrepresented students, we must examine the barriers and discrimination that older adults face, and the difficulties colleges encounter attempting to serve this population. Then as administrators, student affairs professionals, and faculty we must support initiatives of inclusion and equity that best serve these students.

Mindfulness As A Pedagogy Of Supervision: Reclaiming Learning In Supervised Practices In Student Affairs, Henrique G. Alvim, Allison Barnhart

Journal of Research, Assessment, and Practice in Higher Education

As graduate students prepare to enter the student affairs profession, supervision serves as a critical component of their overall self-development. However, for a number of reasons (e.g., the fast-paced nature of higher education, time constraints, etc.), supervision in the context of internships often centers solely on productivity and task-oriented activities. While worthy and necessary, these can neglect a central component of supervised practices: learning. This article seeks to reorient aspiring and seasoned student affairs professionals (supervisees and supervisors) toward certain pedagogy of supervision that makes room for mindfulness, which can bolster the quality of these learning experiences.

Electronic Anonymous Communications: Considerations For Higher Education Administrators, Sandra C. Coyner, Peggy L. Mccann

Journal of Research, Assessment, and Practice in Higher Education

Communications via electronic technology have expanded to encompass daily life for most higher education students, faculty, staff, and administrators. The Pew Research Center reports that nearly 100% of undergraduate and graduate students access the Internet (Smith, Rainie, & Zikuhr, 2011). Computers, cell phones, and tablets are an integral part of university life and student communications using social media websites, text messaging, online chat, and websites are widespread. Electronic communications can be categorized as websites, application, or social media. A subset of these electronic communications, characterized as anonymous, may present a particular challenge to those working in higher education institutions. Created …

Grounded Practical Theory To Improve Persistence-Retention Strategic Enrollment Management, Kenneth W. Borland Jr.

Journal of Research, Assessment, and Practice in Higher Education

The author introduces grounded practical theory (GPT) as a useful research approach in the field of strategic enrollment management (SEM) and its focus on persistence-retention. The GPT approach is then illustrated by engaging sample voices of persistence-retention and SEM; scientific theory (the philosophical level) and normative theory (the technical level) as observed in the literature. The scientific theory voices and normative theory voices are then positioned in relation to voices of students and practitioners (observed respondents) who have identified real world persistence-retention and SEM problems. These problems suggest implications for reconstructing the relationship between persistence-retention and SEM philosophical, theoretical, and …

Table Of Contents

Journal of Research, Assessment, and Practice in Higher Education

No abstract provided.

Title Page

Journal of Research, Assessment, and Practice in Higher Education

No abstract provided.

Front Cover

Journal of Research, Assessment, and Practice in Higher Education

No abstract provided.

Recent Federal Case Spotlights School’S Concussion Protocol, Charles J. Russo, Susan C. Davies

Counselor Education and Human Services Faculty Publications

High school football players are nearly twice as likely to sustain a concussion as college players, according to a recent study by the Institute of Medicine and funded by the NFL. As such, it’s important for schools to have concussion protocols for student-athletes injured during play. A recent case, Mann v. Palmerton Area School District, 117 LRP 40825 (3d Cir. 09/21/17), highlights the importance of having school concussion management and prevention policies in place for student-athletes. After a football player in Pennsylvania demonstrated concussion-like symptoms following a hard hit during practice in November 2011, his coach took him out of …

Roundtable – Teaching Human Rights: Challenges And Best Practices, Shayna Plaut, Kristi Kenyon, Joel Pruce, William Simmons

Biennial Conference: The Social Practice of Human Rights

Over the past 20 years, courses addressing human rights have grown dramatically at both the undergraduate and graduate levels worldwide. Many of these courses are housed in specific disciplines, focus on specific issues, and require practical experience in the form of internships/practicums. Amid this growth there is a need to reflect on teaching human rights including the challenges, fears, and best practices.

Recognizing that education takes place inside and outside a classroom, this roundtable brings together scholars teaching human rights in a variety of settings to examine the current state of university human rights education. This includes a discussion of …

On The Path: Library Events Support Student Learning Outcomes, Katy Kelly

Roesch Library Faculty Presentations

In 2014, a university’s housing and residence life department implemented a program to provide students with a series of learning goals to master by graduation, including authorship, interculturalism, community living and more.

The program is connected to the housing assignment process and is called PATH, “Points Accumulated Towards Housing.” By participating in approved events, students accumulate “points” and secure higher priority within the housing assignments process.

This university’s library participates as a campus program partner by hosting PATH-eligible events. As a result, student engagement at library events has exceeded expectations. This poster will share attendance and event data from 20 …

Served Through Service: Undergraduate Students’ Experiences In Community Engaged Learning At A Catholic And Marianist University, Elizabeth M. Fogle, Savio D. Franco, Edel M. Jesse, Brent Kondritz, Lindsay Maxam, Heidi Much-Mcgrew, Cody Mcmillen, Carolyn Ridenour, Daniel J. Trunk

Educational Leadership Faculty Publications

Students participating in sustained community service at an urban Catholic and Marianist university were volunteer informants in this qualitative exploration of the meaning they make of their service experiences. A PhD student research team (nine members) interviewed fourteen undergraduate students (eleven of whom were seniors). Findings were organized as themes constructed within three domains: background, experience, and meaning. Within “background,” students who had prior work in faith-based service before college deepened their meaning of service. Within “experience,” there were social and cultural dynamics of navigating on and off campus life, including the roles students played as well as the challenge …

Call For Manuscripts, Joseph P. Mazer

Basic Communication Course Annual

Submissions are invited for publication consideration in Volume 30 of the Basic Communication Course Annual (2018). Managed by the Basic Course Division of the National Communication Association and published by the University of Dayton, the Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article will be published online and indexed on the journal’s website.

All manuscripts submitted to the Annual will undergo blind peer review. Two or three members of the editorial board read and review each manuscript. The …

Centering Information Literacy (As) Skills And Civic Engagement In The Basic Communication Course: An Integrated Course Library Collaboration, Liliana Herakova, Jennifer Bonnet, Mark Congdon Jr.

Basic Communication Course Annual

In an era of proliferating “fake news” stories (Fisher, Cox, & Herman, 2016; Mikkelson, 2016; Rutenberg, 2016; Tavernise, 2016), and a “post-truth” political climate (Higgins, 2016; Oxford Dictionaries, 2016), the need to pair public communication and civil discourse with information literacy instruction is more important than ever. A recent study by researchers at Stanford University revealed an alarming trend among students from middle school to college: while students at various stages of their formative education may have a facility with social media use and Internet navigation, they are easily deceived when asked to determine if the information they have read …

Embracing Social Media In The Basic Communication Course: Recommendations For The Digital Age, Soo-Kwang Oh, Jennifer S. Owlett

Basic Communication Course Annual

For communication scholars, the “bread and butter” (Dance, 2002), or “front porch” (Beebe, 2013), of the discipline is the basic course. The basic course is “that communication course either required or recommended for a significant number of undergraduates; that course which the department has, or would recommend as a requirement for all or most undergraduates” (Morreale, Hanna, Berko, & Gibson, 1999, p. 3). Most departments provide either a public speaking or hybrid course as their basic course (Valenzano, Wallace, & Morreale, 2014). Part of maintaining this “porch” is understanding what adaptations are needed. The basic communication course has undergone several …

Universal Adaptation: The Need To Enhance Accessibility In The Basic Course, Michael G. Strawser, Brandi N. Frisby, Renee Kaufmann

Basic Communication Course Annual

It is well-documented that the basic course is the front porch of the communication discipline (Beebe, 2013). Regularly part of general education, the basic course introduces students who may never experience another communication course to communication-based content. Because of the prominence of the basic course in general education, the scope of participating students is vast in terms of motivation and ability. This varied population may present several challenges for basic course instructors. One oft-forgotten issue, or an afterthought in course design, is the development and implementation of accessible basic course delivery and materials for students with disabilities. We believe it …

Adapting The Basic Communication Course For A Globally And Technologically Mediated 21st-Century Context, Michael G. Strawser, Janet K. Mccormick

Basic Communication Course Annual

The global marketplace is ripe for a reiteration (or a reminder) of the characteristics of an effective international communicator. Thankfully, the basic course, the “front porch” of the communication discipline (Beebe, 2013), may serve as a catalyst for pinpointed transcultural communication skills training. As communication knowledge and skills training increases in domestic and global importance (Morreale, Myers, Backlund, & Simonds, 2016), it is imperative that the basic communication course adapts to meet the demands of an international job market for communication practitioners. As such, this forum piece will address desirable international professional communication behavior and position a revised basic course …

Capitalizing On The Inevitable: Adapting To Mobile Technology In The Basic Communication Course, Brandi N. Frisby

Basic Communication Course Annual

It is undeniable that college classrooms have evolved. Students are reliant on, and connected to, friends, family, and endless amounts of information through convenient, affordable, and mobile technology (Kuznekoff & Tisworth, 2013). Although Wei and Leung (1999) reported students found classrooms to be the least acceptable public place for cell phone use, this has not deterred the classroom from becoming “deeply saturated” by mobile devices (Kuznekoff, Munz, & Titsworth, 2015, p. 344). Instructors report technology challenges their “beliefs about the nature of learning and their role in the classroom” (Fairchild, Meiners, & Violette, 2016, p. 99). Despite student and faculty …

Basic Course Forum: Section Introduction

Basic Communication Course Annual

The Basic Course Forum is designed to invite scholars and basic course practitioners to propose and debate specific key questions of concern related to the basic course. The 2016 topic is “Adaptation.” Submissions address how the basic course has in the past adapted to changing demands or in the future can adapt thusly. In crafting the essays, authors were asked to focus on one demand or constraint that either has, does, or likely will influence the delivery and/or content of the basic course. They were asked to explain the constraint, how it is tied to the basic course, and what …

A Blended Basic Course Examination Of Communication Apprehension And Self-Efficacy: A Comparative Analysis, Michael G. Strawser, Amy. L. Housley Gaffney, Allyson Devito, Sarah E. Kercsmar, Michael Pennell

Basic Communication Course Annual

Students desire rich subject-matter and relevant pedagogy despite rising tuition costs, greater demands for flexibility, and unique learning preferences (Allen & Seaman, 2014; Donnelly, Rizvi, & Summers, 2013; Reed & Sork, 2009; Moore, 2007). As higher education modalities have evolved a careful examination of these newer approaches is necessary. This study is a comparative assessment of communication apprehension and self-efficacy of students in traditional (face-to-face) and blended (face-to-face and online instructional components) basic course modalities. Parallel sections of a basic communication course are assessed and results indicated no significant differences between the two groups with minor exceptions.

Basic Communication Course Students’ Perceptions Of The Purpose And Their Role In The Peer Feedback Process, Angela M. Hosek, Stevie Munz, Keith C. Bistodeau, Zamzam Jama, Andrew Frisbie, Sonia Rains Ivancic

Basic Communication Course Annual

Students enrolled in the basic communication course often engage in peer feedback workshops to enhance presentational speaking competence. As such, peer feedback workshops in the basic communication course provide an opportunity for students to provide and receive feedback on speech form, structure, and delivery (Broeckelman-Post & Hosek, 2014). The present study qualitatively examined data from 110 students enrolled in a basic communication course to determine their perceptions of the peer feedback process and what role(s), if any, they believed they had in the peer feedback process. Our thematic analysis revealed that students’ perceive peer feedback as a form of agency, …

The Impact Of Public Speaking And Hybrid Introductory Communication Courses On Student Perceptions Of Homophily And Classroom Climate, Melissa A. Broeckelman-Post, Brenda L. Macarthur

Basic Communication Course Annual

This study examines whether public speaking and hybrid introductory communication courses contribute to whether students feel connected to one another as a result of taking the course. Results indicate that students develop stronger perceptions of homophily and connected classroom climate over time, and this growth is slightly larger in public speaking courses than in hybrid introductory communication courses. Attendance impacted the levels of perceived homophily and connected classroom climate at the end of the course. However, perceived homophily did not predict academic performance in either course, and perceptions of classroom connectedness only predicted the academic performance of students in the …

Research Articles: Section Introduction

Basic Communication Course Annual

The Basic Communication Course Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article is indexed in its entirety in the Education Resources Information Center (ERIC), an authoritative database of educational literature and resources. Essential for education researchers of all kinds, it features journals included in the Current Index of Journals in Education and Resources in Education Index.

Manuscripts published in the Basic Communication Course Annual are not restricted to any particular methodology or approach. They address issues that are significant …

Editor's Page, Joseph M. Valenzano Iii

Basic Communication Course Annual

The editor, Joseph Valenzano III, provides a summary on the content of Volume 29 and reflects on his term of service as editor of the Basic Communication Course Annual.

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

The Language Of Vocation At The University Of Dayton, University Of Dayton

Vocation: Curriculum/Programmatic Aids and Resources

Vocation is central to the University of Dayton’s vision and mission.

In its efforts to educate the “whole person,” the University must attend to its students’ intellectual, emotional and spiritual growth; help students define and live a life of purpose, meaning, and personal fulfillment; and develop in students habits of reflection, community engagement, and service. In other words, the University’s goal is to graduate students who are actively engaged in discerning and realizing their vocation.

Vocation may be defined as answering a call to discover one’s unique gifts and employ them in service for the common good in ways that …