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Articles 1 - 20 of 20
Full-Text Articles in Education
Study Abroad And School Psychologists’ Perceptions Of Intercultural Competence, Alexa M. Irwin, Nicole A. Oberhelman, Susan C. Davies
Study Abroad And School Psychologists’ Perceptions Of Intercultural Competence, Alexa M. Irwin, Nicole A. Oberhelman, Susan C. Davies
Counselor Education and Human Services Faculty Publications
This study investigated perceived influence of study abroad experiences on intercultural competence in school psychologists and school psychologists-in-training. This exploratory descriptive qualitative analysis involved semi-structured interviews with a purposively sampled group (n = 20) of school psychologists (n = 10) and school psychology graduate students (n = 10) who studied abroad during their undergraduate or graduate programs. Participants responded to questions about their study abroad experience, how it affected them, what they learned about other cultures, and how it affected their career or career preparation. Four themes were identified: (1) awareness of cultural similarities and differences; (2) recognition of privilege; …
School-Based Support For Families Of Students With Traumatic Brain Injuries, Susan C. Davies
School-Based Support For Families Of Students With Traumatic Brain Injuries, Susan C. Davies
Counselor Education and Human Services Faculty Publications
Families of children with traumatic brain injuries (TBIs) often experience emotional burden related to the sudden onset, intensity, and duration of the recovery process. Family support can improve outcomes; however, parents and siblings of students with TBI often do not receive the help they need, which can impede the injured child’s recovery. This qualitative study involved focus groups with school psychologists who have worked with students with TBIs. Participants were asked about challenges experienced by families of students with TBI and how school psychologists could better support families of children with TBI. Themes included: guilt, change, lack of time and …
Brain Injury Is Treatable, Susan C. Davies, Jennifer P. Lundine, Shari L. Wade, Ann E. Glang
Brain Injury Is Treatable, Susan C. Davies, Jennifer P. Lundine, Shari L. Wade, Ann E. Glang
Counselor Education and Human Services Faculty Publications
Children with traumatic brain injury (TBI) are under-identified and under-served by healthcare and educational professionals. Factors such as lack of understanding regarding long-term needs following TBI, limited awareness and training in emerging evidence-based practices and inefficient care coordination (Haarbauer-Krupa et al., 2017) impede effective clinical management. Despite these considerable challenges, childhood brain injury is treatable. Families, schools, and healthcare systems are integral to that treatment. Where a child lives and learns can also greatly influence long-term outcomes. Children from home environments with supportive caregivers have more positive outcomes (Wade et al., 2016). Closer proximity to medical care and providers who …
Seeing The Global Physical Context Of Wholeness, Hamid Rafizadeh
Seeing The Global Physical Context Of Wholeness, Hamid Rafizadeh
Learning Teaching Forum
Kennedy Union 311
The pursuit of the whole person through models like 3H (head, heart, hands) my miss a critical physical aspect within which the wholeness develops and exists. One such aspect originates at the earth’s two versions. Humankind has a good understanding of one version and little if any of the second. Such lack of knowledge would adversely affect the development and maintenance of human wholeness. This proposal considers a workshop at the 2020 Learning and Teaching Forum to address this knowledge deficiency in University of Dayton’s community through participative knowledge processing and systems thinking.
Building Bodies, Building Minds, Lis Regula
Building Bodies, Building Minds, Lis Regula
Learning Teaching Forum
Kennedy Union 211
Majors level Human Anatomy has long been taught as a gatekeeping class for medical schools of graduate schools, and has been highly professionalized due to this. It has also been constructed historically in a very hierarchical paradigm that has multiple oppressions supporting both the study of anatomy and the anatomy classroom. Besides these social issues around anatomy, there are the pedagogical issues of treating this material as something to just memorize and not understand that can cause problems for a student of anatomy. Disrupting these processes can be a very powerful force for anti-racism, anti-sexism, and hopefully …
The Power Of Collaboration: Cross-Boundary Contributions To Students’ Holistic Success, Dorothy Mensah-Aggrey
The Power Of Collaboration: Cross-Boundary Contributions To Students’ Holistic Success, Dorothy Mensah-Aggrey
Learning Teaching Forum
Kennedy Union 311
Cross boundary and collaborative education have existed in the past. The University of Dayton’s attempt to reignite these concepts of education is in line with its Catholic Marianist identity. Education can be achieved in silos or collaboration of various entities on campus, both face-to-face and in current times, online as well. This presentation will offer ways in which the Institute for Pastoral Initiatives has in the past achieved collaboration with other departments on campus, and how this can be done across the board for maximum student development.
Keywords: Catholic, collaborate, develop, educate, students, whole person, online formation, …
Call For Manuscripts, Brandi N. Frisby
Call For Manuscripts, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum
Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum
Basic Communication Course Annual
This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.
Recruiting And Nurturing A Pipeline Of Future Basic Course Directors, Melissa A. Broeckelman-Post, Cheri J. Simonds
Recruiting And Nurturing A Pipeline Of Future Basic Course Directors, Melissa A. Broeckelman-Post, Cheri J. Simonds
Basic Communication Course Annual
This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
The Importance Of The Basic Communication Course In The First-Year Experience: Implications For Retention, Tim Mckenna-Buchanan, Stevie Munz, Anna Wright, Jeremy Williams
The Importance Of The Basic Communication Course In The First-Year Experience: Implications For Retention, Tim Mckenna-Buchanan, Stevie Munz, Anna Wright, Jeremy Williams
Basic Communication Course Annual
This study examines the basic communication course (BCC) as it relates to students’ first academic year at a university. Specifically, we compared students completing both a first-year experience (FYE) course and BCC against students completing only an FYE course. Data was collected over two cohorts of students and after analytical procedures, we found that there is an association between courses taken (both a FYE course and BCC or just a FYE course) and retention at the university. Additionally, the results revealed that the combination of both a FYE course and BCC during the first-year fostered emotional support and classroom connectedness, …
Facilitating Students’ Motivation In The Basic Communication Course: A Self-Determination Theory Perspective, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Facilitating Students’ Motivation In The Basic Communication Course: A Self-Determination Theory Perspective, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Basic Communication Course Annual
Given that students may not find inherent value in their general education courses, and in particular, the basic communication course (BCC), the current study was aimed at exploring the instructor behaviors that students identify as enhancing their motivation within this context. Specifically, the purpose of the current study was to qualitatively explore instructor behaviors and student motivation in the BCC, specifically through the lens of self-determination theory. Open-ended responses from students currently enrolled in a basic communication course resulted in 28 themes, which were organized by student needs of relatedness, autonomy, and competence. Relatedness themes were most frequently reported, with …
What’S In A Name? Exploring The Definitions Of 'Public' And 'Speaking', Joseph M. Valenzano Iii
What’S In A Name? Exploring The Definitions Of 'Public' And 'Speaking', Joseph M. Valenzano Iii
Basic Communication Course Annual
The purpose of this essay is more of an intellectual exercise than an attempt at a pragmatic redesign of the basic course. Essentially, I submit that we as a discipline have lost sight of what the phrase “public speaking” actually means and have erroneously and dangerously equated it with simply delivering formal presentations. When the term is broken down into its component parts of “public” and “speaking” it is understood as something much broader, and thus allows for the curricular flexibility forwarded by Hess (2012), West (2012), Valenzano (2013) and Wallace (2015), to name a few. In this essay, I …
Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins
Can Course Format Drive Learning? Face-To-Face And Lecture-Lab Models Of The Fundamentals Of Communication Course, Melissa A. Broeckelman-Post, Andie Malterud, Anthony Arciero, Katherine E. Hyatt Hawkins
Basic Communication Course Annual
Combining traditional classroom instruction and online instruction, or hybrid/blended learning, has emerged as a popular option to mitigate rising enrollments and non-traditional student needs while maintaining the known advantages to the face-to-face learning format. We evaluated the effectiveness of a Fundamentals of Communication course (also known as the “hybrid” course) taught in the traditional face-to-face format and in the hybrid/blended learning format, which included the equivalent of one credit taught face-to-face and two credits taught online (graded together as one course).
Students in the blended format had stronger performances in two areas of their speeches (introduction and overall impression), had …
Using Virtual Reality For Speech Rehearsals: An Innovative Instructor Approach To Enhance Student Public Speaking Efficacy, Brandi N. Frisby, Renee Kaufmann, Jessalyn I. Vallade, T. Kody Frey, Joe C. Martin
Using Virtual Reality For Speech Rehearsals: An Innovative Instructor Approach To Enhance Student Public Speaking Efficacy, Brandi N. Frisby, Renee Kaufmann, Jessalyn I. Vallade, T. Kody Frey, Joe C. Martin
Basic Communication Course Annual
Basic communication courses (BCCs) are evolving, and technology is a driver of this change. Guided by self-efficacy theory, this study examined the use of virtual reality speaking rehearsals as one technology that instructors can adopt to enhance students’ public speaking efficacy. Students (N = 32) in this study practiced their final informative speeches in virtual reality 360-degree videos. They perceived their efficacy was enhanced in five ways including preparedness, realism, self-awareness, feedback, and comfort level. Conversely, efficacy inhibitors included the lack of presentational aids, technology issues, and lack of audience realism. The results are used to provide practical advice …
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Basic Communication Course Annual
This study explored the formal and informal resources students enrolled in a basic communication course use to gather information and receive feedback about their course experience, including presentations and work in the class. To do so, an online survey was completed by 393 students at three universities. The data were analyzed thematically using an iterative process facilitated through NVivo coding software. This process not only allowed for a descriptive summary of the students’ responses and the creation of a typology of resources, but also revealed four emergent themes related to student motivations to seek out and use sources of information/feedback: …
Measuring Essential Learning Outcomes For Public Speaking, Melissa A. Broeckelman-Post, Karla M. Hunter, Joshua N. Westwick, Angela Hosek, Kristina Ruiz-Mesa, John Hooker, Lindsey B. Anderson
Measuring Essential Learning Outcomes For Public Speaking, Melissa A. Broeckelman-Post, Karla M. Hunter, Joshua N. Westwick, Angela Hosek, Kristina Ruiz-Mesa, John Hooker, Lindsey B. Anderson
Basic Communication Course Annual
Basic Course Directors (BCDs) are typically expected to assess course learning outcomes, but few formal guidelines and resources exist for new BCDs. As one part of a larger multi-methodological assessment tool development project, this manuscript maps existing quantitative measures onto the six essential competencies and associated learning outcomes established by the Social Science Research Council Panel on Public Speaking. This manuscript compiles dozens of measurement resources, aligned by outcome, and also identifies areas where future assessment measures development is needed. While there are many measures available for evaluating outcomes related to creating messages, critically analyzing messages, and demonstrating self-efficacy, there …
Research Articles: Section Introduction
Research Articles: Section Introduction
Basic Communication Course Annual
No abstract provided.
Editor's Page, Joseph P. Mazer
Editor's Page, Joseph P. Mazer
Basic Communication Course Annual
No abstract provided.
Front Cover, Title Page, Contents, Editorial Board
Front Cover, Title Page, Contents, Editorial Board
Basic Communication Course Annual
No abstract provided.