Education Commons^™

The Basic Communication Course And A University-Wide Critical Thinking Pedagogy Program, Brent Kice

Basic Communication Course Annual

This Basic Course Forum highlights authors’ responses to the following topics: What curricular programs present the best opportunity for curricular connections to the basic course? Building upon conversations from the July 2018 Basic Course Institute (hosted by University of Dayton), what administrative successes and challenges do basic course directors face?

Celebrating Community In The Basic Course, Aubrey A. Huber

Basic Communication Course Annual

This Basic Course Forum highlights authors’ responses to the following topics: What curricular programs present the best opportunity for curricular connections to the basic course? Building upon conversations from the July 2018 Basic Course Institute (hosted by University of Dayton), what administrative successes and challenges do basic course directors face?

Cross-Disciplinary Curricular Connections Between Communication And Stem: A Case For A Tailored Basic Course, Brandi N. Frisby, Jessalyn I. Vallade, Renee Kaufmann

Basic Communication Course Annual

This Basic Course Forum highlights authors’ responses to the following topics: What curricular programs present the best opportunity for curricular connections to the basic course? Building upon conversations from the July 2018 Basic Course Institute (hosted by University of Dayton), what administrative successes and challenges do basic course directors face?

Basic Course Forum: Section Introduction

Basic Communication Course Annual

No abstract provided.

Online Versus Face-To-Face Public Speaking Outcomes: A Comprehensive Assessment, Melissa A. Broeckelman-Post, Katherine E. Hyatt Hawkins, Anthony R. Arciero, Andie S. Malterud

Basic Communication Course Annual

In an attempt to meet rising student demand and cost-effectively deliver instruction, colleges and universities are offering more online courses. Despite the increasing growth of the online format, there remains a question of the effectiveness of this instructional delivery method. We evaluated the relative effectiveness of a public speaking course in both the online and the traditional face-to-face formats at a large, public university in the mid-Atlantic region. A series of MANOVAs were run to test the differences in performance and other student growth indicators between course formats. While the students in the online courses demonstrated higher behavioral engagement, the …

Anxiety And Communication Competence In The Honors Basic Public Speaking Course: An Intervention And Formative Assessment, Joshua N. Westwick, Karla M. Hunter, Barbara A. Kleinjan

Basic Communication Course Annual

This case study examines the effectiveness of a formative assessment intervention in an honors section of a basic public speaking course. Previous research has found significantly higher levels of public speaking anxiety among honors students than among non-honors students and has therefore identified these students as a population at risk for high public speaking anxiety (PSA). As a result, this analysis tested a one-hour tutoring session designed not only to aid students in maximizing learning outcomes for the first speech of the course, but, subsequently, to enhance markers of student development through reduced PSA and increased self-perceived communication competence (SPCC). …

Social Integration And Student Proactivity: Precursors To Improved Academic Outcomes In A First-Year Experience Basic Communication Course, Robert Sidelinger, Brandi N. Frisby

Basic Communication Course Annual

Based on interactionalist theory, we longitudinally examined first-year experience basic communication courses for students’ social integration and academic outcomes. Participants completed measures of proactivity, instructor rapport, classroom connectedness, participation, self-regulated and peer learning, and likelihood to persist in college. Results reveal that students perceptions of proactivity, instructor rapport, and peer connectedness all increased over the course of a semester. Instructor rapport predicted self-regulated, participation, and likelihood to persist. Connectedness predicted participation. Student proactivity predicted likelihood to persist. Generally, results suggest social integration (i.e., rapport and connectedness) and proactivity are important to student success.

Examining Students’ Learning And Preparation In A Basic Communication Course, Stevie M. Munz, Janet Colvin

Basic Communication Course Annual

Prior to beginning a basic communication course, students enter with learning expectations and motivations to transfer knowledge outside the classroom. The present study examined 373 qualitative pre and post-test responses from students enrolled in a basic communication course to assess their self-defined learning and speaking preparation expectations. Through our findings, we learn that students articulate their goals in relationship to communication skills (e.g., reduce anxiety, verbal/non-verbal, audience analysis, personal goals, and confidence) and preparation (e.g., writing, outlining, presenting, and past experiences). These findings are explored in greater detail and extend our understanding of students’ goals and expectations when they enter …

Growth Mindset: Associations With Apprehension, Self-Perceived Competence, And Beliefs About Public Speaking, Craig O. Stewart, John R. Mcconnell Iii, Lori A. Stallings, Rod D. Roscoe

Basic Communication Course Annual

The relationships among growth mindset for public speaking (i.e., the implicit theory that public speaking abilities can be developed and improved) and beliefs about the nature of public speaking, public speaking apprehension (PSA), and self-perceived public speaking competence (SPPSC) were investigated in intensive and traditional formats of a general education public speaking course. In general, growth mindset was associated with lower PSA, higher SPPSC, and more sophisticated beliefs about public speaking. Mindset remained somewhat stable, PSA significantly decreased, and SPPSC significantly increased from the beginning to the end of the course. More sophisticated beliefs about public speaking as an expressive, …

Synthesizing The Current State Of The Basic Communication Course Annual: Furthering The Research Of Effective Pedagogy, Jillian Joyce, Alex Kritselis, Samantha Dunn, Cheri J. Simonds, Ben Lynn

Basic Communication Course Annual

In 2005, 16 years after the initial publication of the Basic Communication Course Annual, Hunt, Novak, Semlak, and Meyer (2005) conducted the first synthesis of research published in the Basic Communication Course Annual. Since then, the Annual has used a variety of methods to enhance our understanding of the pedagogy, learning, and assessment of the basic course. Thirteen years later, the second synthesis of the Annual adds new research topics to the conversation, evaluates trends in past content, and looks to the future of the Annual to examine the themes that will drive research over the next several …

Research Articles: Section Introduction

Basic Communication Course Annual

No abstract provided.

Call For Editor

Basic Communication Course Annual

No abstract provided.

Editor's Page, Joseph P. Mazer

Basic Communication Course Annual

No abstract provided.

Front Cover, Title Page, Contents, Editorial Board

Basic Communication Course Annual

No abstract provided.

Preschool Parent Training For Traumatic Brain Injury Prevention And Response, Susan C. Davies, Allie E. Hundley, Shauna M. Adams

Counselor Education and Human Services Faculty Publications

This study evaluated a training procedure designed to increase low-income parents’ awareness of traumatic brain injury (TBI), knowledge of what to do for a suspected head injury, and confidence related to TBI response. Participants included 40 parents from low-income households who attended one of six identical 1-hour training sessions about preschool injury and TBI. The training utilized direct instruction, videos, discussion of scenarios, and an in-person helmet fitting. Results of a pre- and post-test indicated that the training significantly increased parent awareness, knowledge, and confidence related to TBI. Suggestions are provided for how educators and mental health professionals can structure …

Iact Undergraduate Certificate In Applied Creativity (Year 2 - 2019), Brian Laduca

IACT Certificate Program

At the Institute of Applied Creativity for Transformation (IACT) at ArtStreet, we seek to empower a creatively confident 21st-century student with the ability to discover, invent and innovate ambiguous ideas through a disruptive design process that will impact today’s ever-changing global world regardless of degree focus.

IACT is home to the nation’s first undergraduate certificate in Applied Creativity for Transformation. Open to undergraduate students of any major, the certificate is a first step in achieving the University of Dayton’s vision of innovation, applied creativity, entrepreneurship and community engagement for the common good.

Leading Change For School Improvement, Corinne Brion

Educational Leadership Faculty Publications

This teaching case study is meant to help current and future school leaders become change agents who lead effectively and improve their schools. I discuss one case in a fictitious city and school that is representative of many other American schools. In particular, I examine adaptive challenges that educational leaders commonly face. This case encourages administrators to participate in meaningful conversations with stakeholders to solve complex issues around leading change. The hope is to better understand how school leaders can transform schools, embrace adaptive challenges, and use change as opportunities for growth. I also pose questions designed to make future …

Community As An Institutional Learning Goal At The Unversity Of Dayton, Steve Herndon, Kelly S. Johnson, Kimberly Edginton Bigelow, Una M. Cadegan, Diana Cuy-Castellanos, Alan Demmitt, Chris Fishpaw, Hunter Phillips Goodman, Daria-Yvonne J. Graham, Joseph Krella, Chad Painter, Kathy Sales, Kellie Schneider, Castel Sweet, William Vance Trollinger, Erick Salvador Vasquez, Chanel Wright, Mary B. Ziskin

Documents of the Provost's Office

This working paper summarizes the work of the Habits of Inquiry and Reflection Community Fellows. It considers the meaning of community both in UD’s historic mission and in the ways it is practiced at UD now; identifies obstacles and failures; and offers recommendations for advancing community as a learning goal at UD.

A Student Journal To Celebrate, Preserve, And Improve Beginning Undergraduate Writing, Ann E. Biswas, Maureen E. Schlangen, Heidi Gauder

Books and Book Chapters by University of Dayton Faculty

At the end of each semester, composition instructors at the University of Dayton (UD) collected portfolios of student writing for the annual program assessment, encouraging their students to return the following semester to pick up their folders of work. However, the stacks of unclaimed portfolios that piled up in faculty offices each year was an indication that students cared little about what they had written, perhaps believing no one beyond their instructor was interested in reading their writing now or in the future. Nevertheless, academic scholars have recognized that student writing improves—as do a sense of ownership and pride in …

Voices Of Ghanaian Head-Teachers Working In Low-Fee Private Schools, Corinne Brion, Paula A. Cordeiro

Educational Leadership Faculty Publications

The year 2000 was pivotal for the developing nations of the world. During the Millennium Summit, 189 member nations of the United Nations and 23 international organizations came together to adopt the United Nations Millennium Declaration and to commit to help achieve eight Millennium Development Goals (MDGs). Those goals were to eradicate extreme poverty and hunger; achieve universal primary education; promote gender equality and empower women; reduce child mortality; improve maternal health; combat HIV/AIDS, malaria, and other diseases; ensure environmental sustainability; and develop a global partnership for development. These ambitious goals had specific targets to be achieved by 2015 (United …

Uncovered Truths Of The Inequalities Encountered By Female Educators, Rachel Katoll

Undergraduate Voices

This paper was conducted to illustrate the paradox of a female dominated field praising male educators over their female counterparts. This is proven to be the case through workplace mistreatment, professional growth opportunities, and struggles encountered through recruitment. Through this paper, I evaluate the tear down of female educators as men become the prioritized employee. The information drawn together throughout this paper came from a collection of online sources, personal interviews, and articles.

Lessons Of Resilience From Our Founding Mothers: An Examination Of Women From 1776 To 1830, Jody A. Kunk-Czaplicki

Journal of Research, Assessment, and Practice in Higher Education

The role of women in American society during its first 50 years (1776-1830) varied. Women, however, built and maintained the Republic but were not granted access to the Academy (Nash, 2005, Kerber, 1997). At the threshold of the Revolutionary War, women served not only their home, family, and husbands, they began to serve the broader country. In the first third of the 19^th century, white women of wealth engaged in political acts of service and in acts of disruption (Kerber, 1997). The rest of this paper examines how women leaders of early America laid the foundation for women’s access …

Onboarding Employees Through Shared Values, Jenny Hall-Jones, Todd Simmons, Elizabeth Stermer, Jivanto P. Van Hemert, Megan Vogel

Journal of Research, Assessment, and Practice in Higher Education

How employees are on-boarded and welcomed into their new positions sets the tone for the culture of a place, the people, and the values of a new institution and can have a significant impact on employees sense of belonging. At Ohio University, the Division of Student Affairs employs approximately 400 staff and annually welcomes around 40-50 new employees a year, 25 of which are College Student Personnel (CSP) graduate students. New employees are welcomed with an ethic of care through a five day onboarding process rooted in Bolman and Deal’s human resource frame. This process includes departmental specific welcomes and …

Ocpa Proceedings Cover

Journal of Research, Assessment, and Practice in Higher Education

No abstract provided.

Optimizing Multicultural Competence: Influence Of Language Programs On College Students, Ghada Awad

Journal of Research, Assessment, and Practice in Higher Education

Building on concepts of cross cultural awareness, the current study examined the impact of foreign language learning on increasing the cultural competence on college students who persisted in learning the language to the advanced levels. Qualitative data collection tools were used to examine aspects influencing learners’ cultural awareness of speakers of other nationalities especially those where the foreign language is spoken. Classroom observations; open ended interviews with students and instructors; and document analysis were used to obtain relevant data. Triangulation, inter-coding, and participant feedback validated the trustworthiness of findings. The study findings filled in a void in the literature about …

Seeking Unity Despite Differences: Female Muslim College Students And Cultural Bridges Of Social Media, Toqa Hassan

Journal of Research, Assessment, and Practice in Higher Education

Through the lens of co-cultural and social construction of reality, this research explores the impact of social media on the lives of female Muslim college students in the United States. Two research questions were posed: 1) How social media allows female Muslim college students to bridge the gap between minority groups in their communities and 2) How do they perceive the presence of diversity among themselves online and offline. Results of 11 semi-structured interviews showed that social media allows female Muslim college students to unite with others globally and expand their local circle of friends to grow beyond their socially …

Cognitive Factors In Higher Education Students: Goals, Mindset, And Internalized Motivation, Mary Kovach

Journal of Research, Assessment, and Practice in Higher Education

This manuscript demonstrates the value of understanding three cognitive factors in higher education. These three cognitive factors (i.e. goals, mindset, and internalized motivation) provide educators with the ability to enhance academic outcomes and to motivate students towards achievement. Each cognitive factor is dissected and applied to students in the higher education classroom. Additionally, research is presented to create a motivational atmosphere, specifically within the classroom environment, that will improve student mindset and develop stronger academic goals for students. Lastly, this manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation in an …

Socializing In The Halls? Chinese First-Year Experiences Of Residence Climate, Jamie Chong Brown, Nasser A. Razek

Journal of Research, Assessment, and Practice in Higher Education

Composing the largest nationality of international students at American universities, Chinese undergraduate students in the United States have dramatically increased over the previous decade (Institute of International Education, 2014). Despite the extensive research on the challenges facing Chinese students in the American classroom, in-depth research on the residence hall socialization process for Chinese students remains lacking (Briguglio & Smith, 2012). This mixed methods study assessed first-year Chinese students’ perceptions of racial climate and community in residence halls at a mid-sized Midwestern private institution. Quantitative data indicated that the students’ attitude toward floor acceptance and racial harmony correlates with their perceived …

Unmasking Of Impostor Syndrome, Aishwarya Joshi, Haley Mangette

Journal of Research, Assessment, and Practice in Higher Education

Members of minority populations are forced to hide behind a mask of stereotypes others associate to them. Individuals who feel fraudulent when they fulfill certain stereotypes, associate their success to external forces, define the problem as impostor syndrome (IS). The paper focuses on the prevalence and relevance of IS on college campuses. The session will explore the affect and effect of IS from different cultural lenses and discuss possible preventive and coping strategies for academic and mental health professionals. The purpose is to ‘unmask’ the impostor syndrome caused by stereotypes and stereotype threats that prevents individuals from reaching ‘new heights’ …

Title Page, Table Of Contents

Journal of Research, Assessment, and Practice in Higher Education

No abstract provided.