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Articles 1 - 30 of 55
Full-Text Articles in Social and Behavioral Sciences
Pursuing Inclusion And Justice While Affirming The Mental Health Of Marginalized Students, Tyshee E. Sonnier, Claire J. Stevenson, Joshua H. Miller
Pursuing Inclusion And Justice While Affirming The Mental Health Of Marginalized Students, Tyshee E. Sonnier, Claire J. Stevenson, Joshua H. Miller
Journal of Communication Pedagogy
This article provides best practices that instructors can use to affirm and support marginalized students’ mental health with a specific focus on students of color. Recently, campuses have witnessed renewed calls for diversity and inclusion in the wake of anti-Black violence. Advocates have called for needed structural changes. To build upon these calls for change, this article provides instructors with tools they can use in the interim to navigate questions of diversity, inclusion, and justice in the classroom. The essay centers the mental health needs of students from marginalized populations to hedge against the possibility that efforts to foster inclusion, …
Sounds About White: Critiquing The Nca Standards For Public Speaking Competency, Adam Key
Sounds About White: Critiquing The Nca Standards For Public Speaking Competency, Adam Key
Journal of Communication Pedagogy
Using critical discourse analysis, I critically examined the National Communication Association’s (NCA) standards for public speaking competency to determine what type of ideal speaker the standards would produce. Highlighting NCA’s emphasis on “suitable” and “appropriate” forms of communication and the use of Standard American English, I argue that the ideal competent speaker in our classrooms sounds White. I complete the essay by reimagining the basic course using methods of Africana Study to explore ways that the standards for public speaking might be decolonized and made more inclusive to students of all backgrounds.
Coming To Terms Will Do It: Students Engaging With Climate Change Through Sensemaking And Collective Efficacy Perceptions, Sean Quartz
Journal of Communication Pedagogy
Within climate change instruction, effective instructional crisis communication is necessary to attain cognitive, affective, and behavioral learning outcomes so students comprehensively learn the reality and implications of this planetary crisis. I locate this learning as coming to terms with climate change. This study explores how students affectively and cognitively learned to come to terms with the immense threat of the climate crisis outside their initial exposure to climate change fear appeals communicated in their classrooms. Drawing from interviews and focus groups with college students, I found students came to terms with climate change outside their classrooms by coping with the …
A Professing Parent's Reflection On The Covid Classroom And Research Illustrates The Full Utility Of Communication Pedagogy, Robin S. Mathis
A Professing Parent's Reflection On The Covid Classroom And Research Illustrates The Full Utility Of Communication Pedagogy, Robin S. Mathis
Journal of Communication Pedagogy
This essay uses an ethnonarrative method to illustrate why and how to communicate compassion in the K–12, college, and workplace classroom during a pandemic. Reflecting on my experiences as a parent and professor, my students’ journal entries March–May 2020, and field research notes, I conclude that the feeling of powerlessness in the classroom and compassion within the organization creates an innovative ethnonarrative research opportunity for the Journal of Communication Pedagogy reader. Ultimately, my reflection as a parent and professor emphasized the value of communication pedagogy. Ultimately, I argue that practitioners in traditional classrooms, as well as the workplace, can advance …
Lessons From The Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation, Miles C. Coleman, Susana C. Santos, Joy M. Cypher, Claude Krummenacher, Robert Fleming
Lessons From The Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation, Miles C. Coleman, Susana C. Santos, Joy M. Cypher, Claude Krummenacher, Robert Fleming
Journal of Communication Pedagogy
Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful …
Encouraging College Student Democratic Engagement Through A Collaborative Voter, Angela M. Mcgowan-Kirsch
Encouraging College Student Democratic Engagement Through A Collaborative Voter, Angela M. Mcgowan-Kirsch
Journal of Communication Pedagogy
Drawing on challenges I experienced when teaching a political communication course, I designed an upper-level undergraduate course with the objective of developing students’ civic competence and democratic engagement. The major class assignment, which is the focal point of this best practices essay, was a four-step collaborative voter mobilization project designed and executed by undergraduate students. I use research, classroom conversations, and student observations to discuss four best practices for encouraging students to participate in electoral politics: (a) fostering political efficacy, (b) peer-to-peer learning, (c) experiential learning, and (d) learning through reflection. This essay breaks a four-step collaborative voting mobilization project …
Toward An Invitational Andragogy: Articulating A Teaching Philosophy For The Andragogic Classroom, Whitney Tipton, Stephanie Wideman
Toward An Invitational Andragogy: Articulating A Teaching Philosophy For The Andragogic Classroom, Whitney Tipton, Stephanie Wideman
Journal of Communication Pedagogy
Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be …
Toward A New Community Of Care: Best Practices For Educators And Administrators During The Covid-19 Pandemic, Cody M. Clemens, Tomeka M. Robinson
Toward A New Community Of Care: Best Practices For Educators And Administrators During The Covid-19 Pandemic, Cody M. Clemens, Tomeka M. Robinson
Journal of Communication Pedagogy
The onset of COVID-19 left people feeling unsettled, confused, and afraid of what tomorrow may hold. As university professors specializing in health communication, we too were left with these same feelings. As health communication scholars, we focus on issues surrounding illness, risk, crisis, care, health inequities, and wellness. COVID-19 is a health crisis, yes, but it has also changed the way we operate not only in higher education but in daily life. We begin this essay with an overview of COVID-19 and its impact on students, educators, and administrators. Then, we suggest four best practices to foster a community of …
"Minor Setback, Major Comeback": A Multilevel Approach To The Development Of Academic Resilience, Brandi N. Frisby, Jessalyn I. Vallade
"Minor Setback, Major Comeback": A Multilevel Approach To The Development Of Academic Resilience, Brandi N. Frisby, Jessalyn I. Vallade
Journal of Communication Pedagogy
This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, …
Pandemic Pedagogy: Elements Of Online Supportive Course Design, Nate Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle Buehl, Jeff Vomund
Pandemic Pedagogy: Elements Of Online Supportive Course Design, Nate Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle Buehl, Jeff Vomund
Journal of Communication Pedagogy
The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote teaching, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, …
Reflexivity And Practice In Covid-19: Qualitative Analysis Of Student Responses To Improvisation In Their Research Methods Course, Elizabeth L. Spradley, R. Tyler Spradley
Reflexivity And Practice In Covid-19: Qualitative Analysis Of Student Responses To Improvisation In Their Research Methods Course, Elizabeth L. Spradley, R. Tyler Spradley
Journal of Communication Pedagogy
The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, …
"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 …
Invisibility As Modern Racism: Redressing The Experience Of Indigenous Learners In Higher Education, Amy R. May, Victoria Mcdermott
Invisibility As Modern Racism: Redressing The Experience Of Indigenous Learners In Higher Education, Amy R. May, Victoria Mcdermott
Journal of Communication Pedagogy
Indigenous Peoples represent the smallest group of ethnic minorities in the United States, and they are significantly underrepresented in the academy. The tumultuous relationship between institutions of higher learning and First Nation Peoples can be explained in part by the use of education to colonize and force the assimilation of Native Peoples. The end result of centuries of dehumanization and marginalization is invisibility, “the modern form of racism used against Native Americans” (the American Indian College Fund, 2019, p. 5). Educators are challenged to identify institutional inequities and redress barriers to promote social justice through informed and genuine practice, indigenization, …
“No Justice, No Peace”: Yard Signs As Public Pedagogy And Community Engagement At The Intersection Of Public Health Crises, Brigitte Mussack
“No Justice, No Peace”: Yard Signs As Public Pedagogy And Community Engagement At The Intersection Of Public Health Crises, Brigitte Mussack
Journal of Communication Pedagogy
This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment; as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among …
Pedagogy, Protests, And Moving Toward Progress, Nannetta Durnell-Uwechue, Deandre J. Poole, Felton O. Best
Pedagogy, Protests, And Moving Toward Progress, Nannetta Durnell-Uwechue, Deandre J. Poole, Felton O. Best
Journal of Communication Pedagogy
Our world is in constant flux and educators are at the ship’s helm steering toward what former U.S. Representative John Lewis called “good trouble.” However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of “No Justice, No Peace!” Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in the classroom.
Connection Over Correction: Engaging Students In Conversational Commitments For Effective Communication Across Difference And Difficulty, Jennifer Sandoval
Connection Over Correction: Engaging Students In Conversational Commitments For Effective Communication Across Difference And Difficulty, Jennifer Sandoval
Journal of Communication Pedagogy
In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their authentic …
Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman
Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman
Journal of Communication Pedagogy
As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …
What Covid-19 Taught Us About Pedagogy And Social Justice—Pandemic Or Not, Brandi Lawless, Yea-Wen Chen
What Covid-19 Taught Us About Pedagogy And Social Justice—Pandemic Or Not, Brandi Lawless, Yea-Wen Chen
Journal of Communication Pedagogy
The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface …
Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer
Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer
Journal of Communication Pedagogy
COVID-19 drastically changed many aspects of life in the U.S. and most certainly changed standard operating procedures in higher education. Moving all classes completely online created numerous challenges not only for students, but also for faculty. For students, these challenges included issues related to physical and mental health, job loss, and caregiving, as well as access to internet and even access to a home computer. Faculty also faced challenges. For example, many colleges and universities rely on adjunct faculty who are compensated on a course-by-course basis. Although most institutions provided faculty development sessions to make a smooth transition to online …
Incorporating Virtual Reality Training In An Introductory Public Speaking Course, Kevin Kryston, Henry Goble, Allison Eden
Incorporating Virtual Reality Training In An Introductory Public Speaking Course, Kevin Kryston, Henry Goble, Allison Eden
Journal of Communication Pedagogy
This study presents the results of two studies using a virtual reality (VR) public-speaking training simulation as an instructional aid in a basic communication course. Results from the first study suggest that VR practice was associated with higher subsequent speech delivery grades in the course compared to no practice. However, VR practice did not reduce public speaking anxiety (PSA). In a follow-up study, VR practice was compared with other forms of lab-based practice including in front of a mirror and a recorded video session. All forms of lab practice (VR, mirror, or video) were associated with higher speech grades than …
Human-Robot Teaming Configurations: A Study Of Interpersonal Communication Perceptions And Affective Learning In Higher Education, Bryan Abendschein, Chad Edwards, Autumn P. Edwards, Varun Rijhwani, Jasmine Stahl
Human-Robot Teaming Configurations: A Study Of Interpersonal Communication Perceptions And Affective Learning In Higher Education, Bryan Abendschein, Chad Edwards, Autumn P. Edwards, Varun Rijhwani, Jasmine Stahl
Journal of Communication Pedagogy
Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot …
Eureka: Identifying What It Means To Practice Student- Centered Teaching In A Hypermodern Age, Audra Diers-Lawson
Eureka: Identifying What It Means To Practice Student- Centered Teaching In A Hypermodern Age, Audra Diers-Lawson
Journal of Communication Pedagogy
Contemporary professional reports and research suggest that in corporate communication and related programs, we are not creating environments for modern students to thrive nor are we meeting the industry’s expectations in a ‘hypermodern’ world. Using personal ethnography, this article to analyzes industry-articulated limitations in the knowledge and skill sets of new communication practitioners, reviews contemporary literature identifying the learning needs of today’s students, and proposes a set of best practices based on the literature and the author’s own journey as a higher education practitioner of 20 years. Best practices identified incorporate elements of entertainment, engagement, and an ‘open-world’ approach that …
Variations On Exposure Therapy: Best Practices For Managing Public Speaking Anxiety In The Online Communication Classroom, Sarah K. Chorley
Variations On Exposure Therapy: Best Practices For Managing Public Speaking Anxiety In The Online Communication Classroom, Sarah K. Chorley
Journal of Communication Pedagogy
Exposure and response prevention (ERP) therapy techniques offer unique opportunities for comprehensive management of public speaking anxiety in the online public speaking classroom beyond exposure to only the speech-giving act itself. This best practices article outlines nontraditional strategies for incorporating ERP practices in a distance-learning setting.
Mapping Research Directions In The Introductory Communication Course: A Meta-Synthesis Of Published Scholarship, Lindsey B. Anderson, Ashley Jones-Bodie, Jennifer Hall
Mapping Research Directions In The Introductory Communication Course: A Meta-Synthesis Of Published Scholarship, Lindsey B. Anderson, Ashley Jones-Bodie, Jennifer Hall
Journal of Communication Pedagogy
The introductory communication course has a history of producing meaningful scholarship that shapes teaching and learning at institutions of higher education around the world. The scope of this research is broad and, as such, calls for a meta-synthesis of trends in and avenues for future research. This project examines published work from the past decade—2010 through 2019—in key outlets that regularly publish introductory course-focused research (The Basic Communication Course Annual, Communication Education, Communication Teacher, The Journal of Communication Pedagogy). This analysis of 98 articles revealed that publications tend to focus on three primary areas: (1) students and instructors, (2) the …
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 …
Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski
Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski
Journal of Communication Pedagogy
Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, …
The Power Of Voice: Using Audio Podcasts To Teach Vocal Performance And Digital Communication, Amanda Hill
The Power Of Voice: Using Audio Podcasts To Teach Vocal Performance And Digital Communication, Amanda Hill
Journal of Communication Pedagogy
Today’s students often speak through mediated technologies. Thus, understanding how nonverbal cues impact meaning-making is key to understanding effective communication across mediums. This case study explores a group project where students created audio podcasts to teach others about a specific aspect of communication studies while considering the way sound and vocal performance affect the transference of the message. This article examines the use of audio podcasts as a vehicle for teaching university students about the power of paralinguistic and chronemic nonverbal behaviors.
Toward Improving Physician/Patient Communication Regarding Invisible Chronic Illness (Ici): The Potential Of Mhealth Technology In Instructional Communication, Jami Leigh Warren, Karen Clancy, Christy Brady, Kendall Rump, Tayla New-Oglesby
Toward Improving Physician/Patient Communication Regarding Invisible Chronic Illness (Ici): The Potential Of Mhealth Technology In Instructional Communication, Jami Leigh Warren, Karen Clancy, Christy Brady, Kendall Rump, Tayla New-Oglesby
Journal of Communication Pedagogy
Patients that suffer from invisible chronic illness (ICI) such as autoimmune conditions, neurological conditions, and gastrointestinal problems often struggle to obtain a proper medical diagnosis due to a lack of objective indicators to help health-care providers diagnose patients with ICIs. Thus, researchers conducted interviews with 21 participants with Postural Orthostatic Tachycardia Syndrome (POTS) to determine what messages they received from health-care providers as they pursued a diagnosis, how they interpreted those messages, and what role mHealth technology may play in improving patient/provider communication and effective diagnosis/treatment of ICIs. Several themes regarding potential instructional communication intervention content emerged from the interview …
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Journal of Communication Pedagogy
Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty …
Training And Development: Communication And The Multigenerational Workplace, Michael G. Strawser
Training And Development: Communication And The Multigenerational Workplace, Michael G. Strawser
Journal of Communication Pedagogy
Communication practitioners, especially those who facilitate training and development workshops, should focus on generational differences as a subset of their communication training efforts. This article positions the multigenerational workplace and generational differences as a relevant topic for communication trainers and provides cursory information related to different generations. Ultimately, 10 best practices to address generational differences in business contexts are discussed.