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Full-Text Articles in Education
"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
"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 …
Defining Feedback: Understanding Students’ Perceptions Of Feedback In The Introductory Communication Course, Drew T. Ashby-King, Raphael Mazzone, Lindsey B. Anderson
Defining Feedback: Understanding Students’ Perceptions Of Feedback In The Introductory Communication Course, Drew T. Ashby-King, Raphael Mazzone, Lindsey B. Anderson
Journal of Communication Pedagogy
Feedback is an essential part of the teaching/learning processes. This statement is especially true in the introductory communication course where students receive feedback throughout the presentational speaking process. This paper explores how students define useful feedback based on 1,600 qualitative questionnaires that asked students about their perceptions of feedback. A thematic analysis of a randomly selected subset of 163 responses uncovered two themes: (1) feedback content characteristics (e.g., specific, constructive, praiseworthy, and purposive) and (2) process of instructor-provided feedback (e.g., iterative, timely). Based on these findings, a set of best practices for providing feedback is offered as a means to …
Editor’S Note To Volume 4 Of The Journal Of Communication Pedagogy “If You Build It, They Will Come.”, Deanna D. Sellnow
Editor’S Note To Volume 4 Of The Journal Of Communication Pedagogy “If You Build It, They Will Come.”, Deanna D. Sellnow
Journal of Communication Pedagogy
This volume features instructional communication research articles ranging using mHealth patients with invisible chronic illnesses to machine teachers (e.g., Robots) as teachers. It also includes reflective and best practice essays on incorporating audio podcasts into teaching and learning, communication training and development in the multigenerational workforce, managing speech anxiety online, and the role of edutainment in teaching public relations.
Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd
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 …
Project-Based Learning: Lessons Learned With Teaching The Non-Communication Majors, Sarah Leblanc
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.
“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
“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.
Hearing Is Believing: Using Audio Feedback In The Online Interpersonal Communication Course, Krista Hoffmann-Longtin
Hearing Is Believing: Using Audio Feedback In The Online Interpersonal Communication Course, Krista Hoffmann-Longtin
Journal of Communication Pedagogy
The introduction to interpersonal communication course (IPC) is popular for both communication majors and nonmajors alike, and as such, many departments have designed online versions of the course. Teaching IPC in this format has challenges, given its dual emphasis on theoretical understanding and skill-building. This reflection essay explores the efficacy of providing audio feedback on essays in the online IPC course, as a way to create a positive online presence, manage the grading load, and encourage students to implement the feedback. The rationale for this approach to feedback and implementation strategies are provided, as well as a discussion of outcomes …
Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds
Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds
Journal of Communication Pedagogy
The basic course serves as a training ground for our future faculty as well as an introduction for students to the discipline. Through curriculum design and assessment, the basic course provides a context for practicing communication pedagogy and research within general education.
Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick
Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick
Journal of Communication Pedagogy
Critical Communication Pedagogy (CCP) signals a critical approach to Communication and Instruction scholarship. Critical signals a recognition that social reality is inherently political and encourages individuals to work with/in communities to identify, intervene into, and change oppressive systems. Communication and Instruction scholarship refers to (a) research concerning how to teach communication principles, theories, or knowledge (i.e., Communication Pedagogy or Communication Education) and (b) research about communication as it manifests in or about all types of educational spaces (i.e., Instructional Communication). CCP is not guided by a single methodology; rather, it signifies both an intellectual tradition and an umbrella term for …
Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford
Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford
Journal of Communication Pedagogy
Communication courses (e.g., intercultural communication and gender communication) dedicated to the promotion of social justice often result in students’ raised consciousness regarding privilege and the oppression of people who have been marginalized historically. Affected students, however, often are at a loss about what to do with the newly acquired knowledge; consequently, they may experience anger and frustration that causes them to feel overwhelmed and leaves them with a sense of hopelessness. This essay provides 10 suggestions to help communication pedagogues guide students from anger and hopelessness to action and empowerment. Tips offered center on classroom discourse, curriculum choices, and potential …
Privileged Pedagogy, Vulnerable Voice: Opening Feminist Doors In The Communication Classroom, Danielle M. Stern
Privileged Pedagogy, Vulnerable Voice: Opening Feminist Doors In The Communication Classroom, Danielle M. Stern
Journal of Communication Pedagogy
This interview study analyzes 22 communication scholars’ experiences of teaching about feminism. Beyond questioning understandings of feminism in the communication classroom, a theory of privileged vulnerability emerged regarding the privilege of teaching about feminism and the vulnerability we--as self-identified feminist educators--embody via this privilege. Implications include recognizing our privileges and vulnerabilities, as well as how they relate to student interactions, to enact a reflexive, embodied pedagogical praxis.
Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers
Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers
Journal of Communication Pedagogy
Communication pedagogy is the systematic study, reflection, and identification of teaching practices across communication course curricula that results ultimately in effective classroom instruction, gains in student learning, and the establishment of a supportive learning environment. Systematic study focuses on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Reflection centers on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Best practices offer tips for teaching or assessing a specific communication course, extra-curricular activity, or …
Assessing Students’ Writing And Public Speaking Self-Efficacy In A Composition And Communication Course, Terrell K. Frey, Jessalyn I. Vallade
Assessing Students’ Writing And Public Speaking Self-Efficacy In A Composition And Communication Course, Terrell K. Frey, Jessalyn I. Vallade
Journal of Communication Pedagogy
One avenue for assessing learning involves evaluating self-efficacy, as this psychological beliefis a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N= 380) from pre- and post-test data suggest that students’ reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students’ …
Relational Storytelling And Critical Reflections On Difference, Laura Russell
Relational Storytelling And Critical Reflections On Difference, Laura Russell
Journal of Communication Pedagogy
This essay explores unique practices for teaching relational ethics through storytelling. Drawing from my experiences teaching an advanced undergraduate Narrative Ethics seminar, I explain how my students responded to a storytelling unit through which they examined their values and storytelling ethics. I interweave observations from my teaching with insights gathered from my students’ in-class discussions and written reflections to demonstrate the pedagogical aims, outcomes, and challenges encountered when engaging this material. I focus particularly on offering suggestions for encouraging students to (a) embrace limits to their understandings of others and (b) recognize how listening for, and expressing, difference plays a …
Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman
Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman
Journal of Communication Pedagogy
This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness.
Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel
Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel
Journal of Communication Pedagogy
For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to …
Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence
Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence
Journal of Communication Pedagogy
Tips offered center on classroom discourse, curriculum choices, and potential assignments. In this article, we present tips for creating a thriving undergraduate and graduate communication research lab. Based on our experiences developing and co-directing the Communication and Social Robotics Labs (CSRLs), we offer 10 best practices for acquiring resources and recognition, building a strong lab community, and attaining faculty and student goals for scholarship and beyond. Our overarching approach is framed by Dewey’s (1916) pragmatist educational metaphysic, which stresses student- and subject-centered learning, enlarging experiences, and the co-construction of meaning and knowledge. Although our labs are focused on human-machine communication …
Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty
Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty
Journal of Communication Pedagogy
As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.
Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier
Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier
Journal of Communication Pedagogy
This best-practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement servicelearning in a public speaking course, including reflection and assessment recommendations.
Journal Of Communication Pedagogy, Complete Volume, 2018
Journal Of Communication Pedagogy, Complete Volume, 2018
Journal of Communication Pedagogy
No abstract provided.
Communication Pedagogy And The Scholarship Of Teaching And Learning: A Natural Match And A Promising Future, Mary Ann Danielson
Communication Pedagogy And The Scholarship Of Teaching And Learning: A Natural Match And A Promising Future, Mary Ann Danielson
Journal of Communication Pedagogy
Engaging in principles of good Scholarship of Teaching and Learning practice elucidates communication pedagogy and offers communication scholars opportunities to contribute to both the Communication discipline and a(n) (inter)national body of scholarship. Felten (2013) identified five principles of good practice in SoTL: (a) inquiry focused on student learning; (b) grounded in context; (c) methodologically sound; (d) conducted in partnership with students; and (e) appropriately public.
From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski
From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski
Journal of Communication Pedagogy
As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.
Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy
Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy
Journal of Communication Pedagogy
Instructional communication and communication pedagogy are complementary areas of inquiry; that is, communication instructors will not be effective educators without strategically considering--for each course taught in a given semester--both pedagogical techniques (e.g., writing accurate course objectives; choosing or creating activities that align with the objectives; teaching communication skills using proven pedagogical strategies) and instructional communication practices (e.g., communicating with students clearly; confirming students; integrating appropriate humor). These disciplines offer micro (i.e., communication pedagogy) and macro (i.e., instructional communication) perspectives on teaching that both deserve close attention as instructors strive to be the best educators (and communicators) in the communication courses …
Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub
Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub
Journal of Communication Pedagogy
Service-learning combines the learning goals of a course with service to the community. Through service-learning, students engage in action and reflect on their experiences in order to connect what they see and do in the community with what they are learning in their courses. Whether service-learning projects account for part of a course or an entire course is centered on service-learning, service-learning works because it connects theory with practice. Service-learning is an important pedagogy because it offers students a chance to do meaningful work that helps their community and teaches them the importance of civic engagement.