Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 12 of 12
Full-Text Articles in Social and Behavioral Sciences
Counselor Educators' Teaching Practices In Contemporary Society, Don P. Trahan Jr, Jeanmarie Keim
Counselor Educators' Teaching Practices In Contemporary Society, Don P. Trahan Jr, Jeanmarie Keim
Journal of Counselor Preparation and Supervision
Counselor education programs aim to provide students with curricula that enables them to effectively engage culturally diverse populations. However, there are no universal standards for infusing multiculturalism into curricula. This qualitative study provides an in-depth understanding of how various counselor educators infused multiculturalism/diversity into their counseling curricula. Implications for practice and future research are offered.
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …
Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist
Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist
The Qualitative Report
There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. …
Engagement In Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology To Include Students In The Discussion, Rayecarol Cavender, Trina Gannon
Engagement In Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology To Include Students In The Discussion, Rayecarol Cavender, Trina Gannon
Journal of Human Sciences and Extension
A criticism of cross-cultural course requirements at the collegiate level is just how effective these courses are in promoting multiculturalism among students. Many of these courses are also taught in large lecture format, cultivating an environment in which students are passive receivers of information rather than active participants in open interactions with the instructor and their peers. Incorporating a student response system (SRS) into a cross-cultural large lecture course allows students to respond to questions anonymously while facilitating the active involvement and engagement that is necessary to facilitate student openness to adopting more pluralistic perspectives over the span of the …
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
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 …
Crisis Communication In Context: History And Publication Trends, Kenneth A. Lachlan, Patric R. Spence, Matt Seeger, Christine Gilbert, Xialing Lin
Crisis Communication In Context: History And Publication Trends, Kenneth A. Lachlan, Patric R. Spence, Matt Seeger, Christine Gilbert, Xialing Lin
Journal of the Association for Communication Administration
This study aims to describe the development of crisis communication as a subfield of Communication Studies, through an analysis of data taken from journal publications. By tracing the origins of crisis communication, this study identifies some of the primary forces that have influenced its development. Next, the results of an analysis of crisis communication articles drawn from twelve periodicals over nineteen years within the larger communication discipline are offered. The results suggest that Journal of Applied Communication Research has been the most common outlet for this subdiscipline, human subjects data accounts for less than half of the published research, and …
Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn
Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn
Journal of Communication Pedagogy
Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.
Organizing The Organizational Communication Course: Content And Pedagogical Recommendations, Sarah E. Riforgiate, Ali L. Gattoni, Erika L. Kirby
Organizing The Organizational Communication Course: Content And Pedagogical Recommendations, Sarah E. Riforgiate, Ali L. Gattoni, Erika L. Kirby
Journal of Communication Pedagogy
Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.
Teaching The Introductory Public Relations Course: Pedagogical Recommendations, Lakesha N. Anderson
Teaching The Introductory Public Relations Course: Pedagogical Recommendations, Lakesha N. Anderson
Journal of Communication Pedagogy
This article explores the foundations and the content areas that ground the introductory public relations course. Examples of two assignments designed to help students think critically, apply knowledge, and improve their writing skills are offered, as well as the identification of several challenges both students and instructors face and a brief discussion of the unique advantages provided by this course.
A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan
A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan
Journal of Communication Pedagogy
This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.
Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child
Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child
Journal of Communication Pedagogy
This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlightssome of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have …
Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?, Stephen K. Hunt, Kevin Meyer
Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?, Stephen K. Hunt, Kevin Meyer
Journal of Communication Pedagogy
In our daily activities we are bombarded with persuasive messages. From advertising on mass and social media to interactions with friends, we are constantly exposed to attempts to change or reinforce our attitudes, values, beliefs, and behaviors. Conversely, we routinely attempt to influence others and gain their compliance through persuasive attempts of our own. Without question, persuasion is a central feature of virtually every aspect of human communication and is found wherever we find people communicating. Fortunately, scholars have developed a great number of empirically tested persuasive techniques, strategies, and theories that can help students become effective producers and consumers …