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Journal of Communication Pedagogy

2020

Articles 1 - 11 of 11

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Journal Of Communication Pedagogy, Complete Volume, 2020 Jan 2020

Journal Of Communication Pedagogy, Complete Volume, 2020

Journal of Communication Pedagogy

No abstract provided.

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Accelerating Professional Socialization With An Undergraduate Proseminar Course, Carrie Anne Platt Jan 2020

Accelerating Professional Socialization With An Undergraduate Proseminar Course, Carrie Anne Platt

Journal of Communication Pedagogy

Guiding students on their professional paths, from selecting a major to pursuing a particular career after graduation, can be a significant challenge for faculty and program leaders. Students, particularly those in broad fields like Communication, rarely know what the major involves, or how their studies will translate into a meaningful career. This uncertainty makes it harder for students to see connections between their coursework, campus resources, and extracurricular activities, a disconnect that impacts engagement, academic performance, and retention. In this best practices article, I explain how an undergraduate proseminar can accelerate professional socialization and help students develop more integrated perspectives …

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Editor’S Note To Volume 3 Of The Journal Of Communication Pedagogy: Where Do We Go From Here?, Deanna D. Sellnow Jan 2020

Editor’S Note To Volume 3 Of The Journal Of Communication Pedagogy: Where Do We Go From Here?, Deanna D. Sellnow

Journal of Communication Pedagogy

Editor’s Note to Volume 3 of the Journal of Communication Pedagogy

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Communication Pedagogy: The Coronavirus Pandemic, Ron C. Arnett Jan 2020

Communication Pedagogy: The Coronavirus Pandemic, Ron C. Arnett

Journal of Communication Pedagogy

In this historical moment defined by the coronavirus, the global community struggles with and against a seemingly invisible foe. Students, faculty, and administrators open the blinds on windows in the morning, witnessing the brightness of the sun and seemingly the clarity of a morning welcome. Yet, there lurks, not in the shadows, but in the brightness of the everyday sunshine, the possibility of sickness and death. This responsive essay weaves together my communicative rejoinders to the coronavirus and its implications for this challenging time in human history. I turn to the autoethnographic insights of Art Bochner and Carolyn Ellis (2016) …

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Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd Jan 2020

Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd

Journal of Communication Pedagogy

The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are …

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Project-Based Learning: Lessons Learned With Teaching The Non-Communication Majors, Sarah Leblanc Jan 2020

Project-Based Learning: Lessons Learned With Teaching The Non-Communication Majors, Sarah Leblanc

Journal of Communication Pedagogy

Family communication, as an upper-level communication course, attracts communication majors and students studying in other disciplines. As such, instructors employ pedagogies that appeal to both majors and non-majors. This essay reflects on how I used project-based learning (PBL) in a family communication course filled with mostly non-majors. The essay highlights my rationale for choosing PBL, provides an explanation of the PBL activity, describes how PBL addresses two key problems I experienced in teaching the family communication course, and offers conclusions regarding lessons learned.

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Covid 19 And The Pedagogy Of Culture-Centered Community Radical Democracy: A Response From Aotearoa New Zealand, Mohan J. Dutta, Gayle Moana-Johnson, Christine Elers Jan 2020

Covid 19 And The Pedagogy Of Culture-Centered Community Radical Democracy: A Response From Aotearoa New Zealand, Mohan J. Dutta, Gayle Moana-Johnson, Christine Elers

Journal of Communication Pedagogy

In this essay, drawing on our ethnographic work at the “margins of the margins” in Aotearoa New Zealand, we depict the role of communicative pedagogy for radical democracy in sustaining spaces for community participation in pandemic response. Based on accounts offered by community advisory group members and observations of emergent community spaces of co-operation amidst the pandemic, we suggest that the ongoing work of building co-creative pedagogy for “habits of democracy” is vital to community response. The work of learning to learn together the habits of radical democracy in communities is permanent work that prepares communities for crises, simultaneously building …

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“It’S Hidden, After All:” A Modified Delphi Study Exploring Faculty And Students’ Perceptions Of A Graduate Professional Seminar In Communication, Krista Hoffmann-Longtin, Maria Brann, The Professional Seminar Delphi Working Group Jan 2020

“It’S Hidden, After All:” A Modified Delphi Study Exploring Faculty And Students’ Perceptions Of A Graduate Professional Seminar In Communication, Krista Hoffmann-Longtin, Maria Brann, The Professional Seminar Delphi Working Group

Journal of Communication Pedagogy

Graduate student socialization has been studied in multiple disciplines, including communication. As their career trajectories change, faculty must consider how to socialize students into the field and their subsequent careers. Using a modified Delphi survey, we examined the differences in faculty and students’ perceptions regarding the content of a graduate professional seminar in communication. Results indicate that students would prefer a focus on implicit norms and the hidden curriculum, while faculty would prefer to focus on disciplinary content. We offer recommendations for developing a course that addresses both needs and, thus, simultaneously attends to the changing job market.

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You May Call Me Professor: Professor Form Of Address In Email Communication And College Student Reactions To Not Knowing What To Call Their Professors, Grace M. Hildenbrand, Evan K. Perrault, Taylor M. Devine Jan 2020

You May Call Me Professor: Professor Form Of Address In Email Communication And College Student Reactions To Not Knowing What To Call Their Professors, Grace M. Hildenbrand, Evan K. Perrault, Taylor M. Devine

Journal of Communication Pedagogy

This experimental study tested whether a professor’s form of address (FOA) and email signature influenced students’ perceptions of the professor’s credibility, approachability, and likability. Guided by communication accommodation theory, the study investigated the likelihood that students would reciprocate a professor’s FOA in email communication. Participants were randomly assigned to one of seven conditions varying by professor FOA (doctor, professor, first name) and email signature (present or not), with a signature only control condition. Results indicated students were more likely to reciprocate the FOA when an email signature was not present. Open-ended responses suggested students perceive instructors more positively when instructors …

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Presidential Spotlight: Dialoguing The Possible — Creating A Public Record Of Csca Challenges, Lessons Learned, And Envisioning The Future, M. Chad Mcbride, Chad Edwards Jan 2020

Presidential Spotlight: Dialoguing The Possible — Creating A Public Record Of Csca Challenges, Lessons Learned, And Envisioning The Future, M. Chad Mcbride, Chad Edwards

Journal of Communication Pedagogy

No abstract provided.

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Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker Jan 2020

Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker

Journal of Communication Pedagogy

Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.

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