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Articles 1231 - 1260 of 13296
Full-Text Articles in Entire DC Network
Hank Aaron: A Highlight In Collections Of Miriam Jacobs, Si Burick, Kristina Schulz
Hank Aaron: A Highlight In Collections Of Miriam Jacobs, Si Burick, Kristina Schulz
University Libraries Blog Archive
Items in University Archives and Special Collections commemorate the life and accomplishments of Hank Aaron, who died Jan. 22.
Pulling Through — By Pulling Together, Eric F. Spina
Pulling Through — By Pulling Together, Eric F. Spina
President's Blog: From the Heart
In an assembly line operation in the RecPlex staffed largely by campus volunteers, between 500 and 600 students daily are receiving a COVID-19 test and result before they unpack their bags and move back into their residences.
College Faculty In The News: January 26, 2021, University Of Dayton
College Faculty In The News: January 26, 2021, University Of Dayton
College of Arts and Sciences Newsroom
News agencies across the region, the nation and throughout the world often reach out to our faculty experts for their perspectives on today's issues. This media coverage highlights the service, research and scholarship taking place in the College of Arts and Sciences. Find links to a number of recent stories below.
Basic Communication Course Annual Releases Volume 33, Brandi N. Frisby
Basic Communication Course Annual Releases Volume 33, Brandi N. Frisby
University Libraries Blog Archive
New volume has 12 peer-reviewed research articles on learning, leading and teaching basic communication in the popular and often required college course.
Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess
Looking Forward To Meet Needs: A Response To Edwards; Frey, Tatum, And Cooper; And Prentiss, Jon A. Hess
Basic Communication Course Annual
The essays you have just read offer valuable insights into the matter of matching communication knowledge and skills with employer needs. This topic is one of the more important issues facing the academy at present. Higher education in America is currently undergoing seismic shifts (Bok, 2013; Crow & Dabars, 2015). The model of higher education we have been developing since the late 1800s has served us well for over a century. But that model was developed to transition higher education from developing teachers and clergy to supporting broader societal needs of the Industrial Age (Davidson, 2017). With a very different …
Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss
Our Basic Course And Communication Skills Training: The Time For Innovation Is Now (Yes, Even In A Pandemic), Suzy Prentiss
Basic Communication Course Annual
Our basic communication courses have always been important for our students. COVID-19 presents us with many challenges as well as opportunities for innovation and reflection. We can now heed the call offered by Joyce et al. in 2019 to match the skills most in demand with those we teach and infuse intentionality and value throughout our courses. As we pivot to online education and digital communication, how can we craft the basic course to provide effective communication skills training in engaging, empowering and impactful ways?
Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper
Using The Basic Course To Prepare Digital Natives For New Role As Reverse Mentors, T. Kody Frey, Nicholas T. Tatum, Troy B. Cooper
Basic Communication Course Annual
When Millennials began to enter the workforce in the mid-2000s, employers struggled to engage this indecisive group (i.e., job-hoppers). At the same time, they also battled the threat of a labor shortage due to the impending retirement of an aging baby-boomer workforce (Chaudhuri & Ghosh, 2012). Organizations began to combat both issues by embracing intergenerational learning programs focused on the strengths of each group (Gerpott et al., 2017; Greengard, 2002). One strategy that has proved valuable in popular press and among companies, although fairly absent from academic literature (Kaše et al., 2019; McCann, 2017), is reverse mentoring.
From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards
From Ted Talks To Tiktok: Teaching Digital Communication To Match Student Skills With Employer Desires, Ashley A. Hanna Edwards
Basic Communication Course Annual
Digital communication provides an important opportunity for the basic communication course (BCC) to match student skills to employer desires and enhance our curriculum in ways that match our essential competencies. This essay argues that digital communication can be public speaking and incorporating it into the BCC will enhance our ability to meet our core competencies and equip students with the skills employers seek. This recommendation is timely and critical due to the cultural shift of the COVID-19 pandemic and an increased community focus on the merits and costs of digital communication. Incorporating digital communication is essential to the continued relevance …
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger
Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger
Basic Communication Course Annual
This study explores basic course directors’ (BCDs) perceptions of graduate teaching assistant (GTA) misbehaviors in introductory communication courses. BCDs (N = 30) responded to questions about GTA misbehaviors observed in their roles. BCDs were asked why they perceived communicative acts as misbehaviors, how they managed them, and what they did to proactively address them. Utilizing thematic analysis, participants indicated indolence as the most frequently occurring misbehavior, followed by incompetence and offensiveness. Six categories emerged for why behaviors and actions were perceived as misbehaviors. In response to how GTA misbehaviors were managed, six categories emerged. Five categories emerged for how misbehaviors …
Vocal Fillers, Contagion Effects, And, Um, Overlooked Pedagogical Opportunities In The, Uh, Public Speaking Classroom, W. Benjamin Myers, Theresa A. Wadkins
Vocal Fillers, Contagion Effects, And, Um, Overlooked Pedagogical Opportunities In The, Uh, Public Speaking Classroom, W. Benjamin Myers, Theresa A. Wadkins
Basic Communication Course Annual
The current study explores the relationship between social contagion and vocal fillers. An experiment was conducted in which 100 students presented speeches. Prior to presenting their speech, half of the students were exposed to a speech with excessive vocal fillers and half were exposed to a speech with no vocal fillers. Students who heard a speech with excessive vocal fillers used more vocal fillers in their own speech. Students were unaware of this transmission, which further demonstrates the example of social contagion. Social contagion highlights the presence of linguistic communities in public speaking classrooms. The study then provides a review …
Teacher Immediacy Behaviors And Students’ Public Speaking Anxiety: More And Less Helpful Than Anticipated, Beau Foutz, Michelle Violanti, Stephanie Kelly, Suzanne Marie Prentiss
Teacher Immediacy Behaviors And Students’ Public Speaking Anxiety: More And Less Helpful Than Anticipated, Beau Foutz, Michelle Violanti, Stephanie Kelly, Suzanne Marie Prentiss
Basic Communication Course Annual
Public speaking anxiety inhibits students in the basic course classroom, whether face-to-face, hybrid or online, and beyond. Equipping instructors with the tools necessary to empower students to manage that anxiety and excel in their basic communication course is a goal of scholars and practitioners. In this study, the researchers examine applying and testing a math anxiety model (i.e., Kelly at al., 2015) to the challenge of public speaking anxiety. We expanded the original model by examining instructor verbal immediate behaviors alongside their nonverbal immediate behaviors. We also tested the Instructional Beliefs Model (IBM; Weber et al., 2011), which indicates that …
Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre
Thriving Instead Of Surviving: The Role Of The Reasoned Action Model In Assessing The Basic Course, Michael E. Burns, Kristen L. Farris, Mark Paz, Sean Dyhre
Basic Communication Course Annual
The current study investigates the use of the reasoned action model (Fishbein & Ajzen, 2010) as an assessment tool for the basic communication course. Specifically, this study examines how attitude towards behaviors, subjective norms, and perceived behavioral control influence students’ behavioral intentions to use communication behaviors taught in the basic course outside of class. In addition to the stated variables in the reasoned action model, this study also examines how knowledge gain influences behavioral intention. Data was collected from 2,228 students enrolled in a basic communication course at a large southwestern university, and a random sample of 666 students was …
Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen
Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen
Basic Communication Course Annual
Students’ emotional responses often provide valuable indicators of whether they are languishing or flourishing in their first-year classes, including introductory communication courses. Grading often exerts a strong influence on students’ emotions. However, though students generally have positive moods after receiving high marks and negative ones when their grades are low, the intensity of these responses varies considerably. The current study examines whether Higgins’ (2012) regulatory fit theory accounts for students’ differing moods after receiving grades on introductory speech assignments. According to this perspective, prevention focus students use vigilance to avoid adverse outcomes. Thus, low evaluations provide a regulatory fit for …
A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey
A Longitudinal Analysis Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Border Sietman, John Vessey
Basic Communication Course Annual
Declining enrollments and increased competition for college students have emphasized the need to demonstrate students are learning what we think they are learning. Taking a longitudinal look at speech evaluations from the basic course, this study tracked student learning gains in each rubric area on speeches evaluated between 2009-2019. Using a digital evaluation template called WebGrader (Cooper, 2011), students who had delivered informative (exposition) speeches and persuasive speeches to convince (N = 2,725) were compared, with a separate analysis comparing gains from the informative speech to the persuasive speech to actuate (N = 2,764). The study furthers instrument validation and …
A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood
A 14-Year Empirical Analysis Of Undergraduates’ Pre- And Post-Test Scores In Three Introductory Communication Courses: Lessons Learned For Pedagogy And Assessment, Sherwyn P. Morreale, Pamela S. Shockley-Zalabak, Barbara Gaddis, Janice Thorpe M.A., Constance M. Staley, Erica Allgood
Basic Communication Course Annual
Conducting long-term assessment of the impact of students’ participation in introductory communication courses is an important endeavor for enhancing pedagogy and understanding the contribution of communication instruction to the student experience. This 14-year study reports data from a campus-wide assessment program extending from 2004 to 2018. The study analyzed a large sample of undergraduate students’ self-reported pre- and post-test scores on critical variables related to student outcomes in three introductory communication courses. The variables examined were demographic characteristics, self-esteem and communication apprehension in both the public speaking course and the business communication course, and self-esteem and willingness to communicate in …
‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill, Victoria Ledford, Hillary M. Adams
‘Public Speaking Is A Skill That Everyone Needs No Matter What’: Exploring Peer Perceptions Toward Students On The Autism Spectrum In Basic Course Classrooms, Jill C. Underhill, Victoria Ledford, Hillary M. Adams
Basic Communication Course Annual
The interactive nature of basic communication courses creates an ideal environment for students to form connections with their peers. Unfortunately, when students on the autism spectrum display atypical communication and behaviors, their classmates often reject and isolate them. Basic course programs can change these social dynamics through building connected classrooms and proactively fostering inclusion. Understanding peer perceptions and willingness to engage with autistic students is necessary, as peers play a central role in creating connected classrooms. This investigation explores basic communication course peers’ knowledge of how autism can influence students; peer perceptions of full inclusion of students on the autism …
The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post
The Impact Of Communication Center Visits On Students’ Performance And Engagement, Nate S. Brophy, Adebanke Loveth Adebayo, Melissa A. Broeckelman-Post
Basic Communication Course Annual
This study sought to empirically evaluate the extent to which visiting the communication center before delivering the first major speech in an introductory communication course improved students’ academic performance and engagement. A total of 262 students were included in this study, half of whom visited the communication center prior to their first speech, and half of whom did not. Between-subjects MANOVAs showed that students who visited the communication center had significantly higher speech grades, course grades, and attendance than students who did not. Likewise, those who visited the communication center also had higher levels of behavioral and cognitive engagement, but …
Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post
Student Perceptions Of Value: A Qualitative Study Of Student Experiences In The Communication Center, Briana M. Stewart, Andie Malterud, Heidi Y. Lawrence, Melissa A. Broeckelman-Post
Basic Communication Course Annual
The goal of this study was to understand student experiences in and perceptions of a new communication center. Researchers conducted 22 semi-structured qualitative interviews with students who visited the communication center and conducted a thematic analysis of the interview transcripts. Overall, the findings suggest that students had positive experiences and indicated some areas for future development. The primary value of communication center lies in the knowledge and perceived credibility of the coaches. The communication center also serves as a unique site for addressing communication apprehension and helping students transfer communication skills to other contexts. To continue to develop, additional resources …
Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick
Critical Pedagogy Of Preparation: Structuring Best Practices For Introductory Course Relevance, Daniel M. Chick
Basic Communication Course Annual
In this article, I argue that the public speaking introductory course should follow a pedagogy of preparation. A pedagogy of preparation develops within students a toolkit that has become increasingly necessary for them to become active, compassionate citizens, and to understand what social pressures impact that perception, through the moral and ethical framework of critical communication pedagogy (CCP). To make this case, I propose a theory which structures and legitimizes many existing introductory course practices and, in so doing, articulate a clear narrative of the introductory course’s relevance to students, faculty, and the university. I also outline three goals of …
The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan
The Neutrality Myth: Integrating Critical Media Literacy Into The Introductory Communication Course, Meggie Mapes, Lindsey Kraus, Elnaz Parviz, Joshua Morgan
Basic Communication Course Annual
Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media’s materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer’s (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to “read, critique, and produce media” rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting dominant ideologies …
Research Articles: Section Introduction
Research Articles: Section Introduction
Basic Communication Course Annual
No abstract provided.
Editor's Page, Brandi N. Frisby
Editor's Page, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Front Cover, Title Page, Contents, Editorial Board
Front Cover, Title Page, Contents, Editorial Board
Basic Communication Course Annual
No abstract provided.
Secrets, Shenanigans And The Sister Code, Lisa Marlin
Secrets, Shenanigans And The Sister Code, Lisa Marlin
Erma Bombeck Writers' Workshop Blog
When I first laid my newborn daughter in my seven-year-old daughter’s arms in 2001, I told both my girls that they now had all they would ever need to get through the ups and downs of life: a sister.
Ud In The News Jan. 15-22, University Of Dayton
Ud In The News Jan. 15-22, University Of Dayton
News Releases
Dayton media covered the University's commemoration of the Rev. Dr. Martin Luther King and The Conversation highlighted the expertise of two faculty members. Several faculty experts lent their expertise to local and regional news outlets to explain political and legal issues.
Computer Science Building To Honor Jessie S. Hathcock, First African American Woman Ud Graduate, University Of Dayton
Computer Science Building To Honor Jessie S. Hathcock, First African American Woman Ud Graduate, University Of Dayton
News Releases
The University of Dayton on Jan. 22 announced that its newly renovated computer science academic building will be named in honor of Jessie Hathcock ‘30, the first African American woman to graduate from the University, a noted educator and humanitarian in the Dayton community.
Greater West Dayton Incubator Names Advisory Council, Expands Work, University Of Dayton
Greater West Dayton Incubator Names Advisory Council, Expands Work, University Of Dayton
News Releases
The Greater West Dayton Incubator, an initiative envisioned by and developed in partnership between the University of Dayton and community leaders of Greater West Dayton with the support of the Entrepreneurs' Center, has named an advisory council; identified a temporary location; begun building stronger connections between entrepreneurs and opportunities on campus and at the Dayton Arcade; and developed plans for a micro-loan program expected to begin taking applications in the coming months.
Plasmon-Driven Nanowire Actuators For On-Chip Manipulation, Shuangyi Linghu, Zhaoqi Gu, Jinsheng Lu, Wei Fang, Zongyin Yang, Huakang Yu, Zhiyuan Li, Runlin Zhu, Jian Peng, Qiwen Zhan, Songlin Zhuang1, Min Gu, Fuxing Gu
Plasmon-Driven Nanowire Actuators For On-Chip Manipulation, Shuangyi Linghu, Zhaoqi Gu, Jinsheng Lu, Wei Fang, Zongyin Yang, Huakang Yu, Zhiyuan Li, Runlin Zhu, Jian Peng, Qiwen Zhan, Songlin Zhuang1, Min Gu, Fuxing Gu
Electro-Optics and Photonics Faculty Publications
Chemically synthesized metal nanowires are promising building blocks for next-generation photonic integrated circuits, but technological implementation in monolithic integration will be severely hampered by the lack of controllable and precise manipulation approaches, due to the strong adhesion of nanowires to substrates in non-liquid environments. Here, we demonstrate this obstacle can be removed by our proposed earthworm-like peristaltic crawling motion mechanism, based on the synergistic expansion, friction, and contraction in plasmon-driven metal nanowires in non-liquid environments. The evanescently excited sur- face plasmon greatly enhances the heating effect in metal nanowires, thereby generating surface acoustic waves to drive the nanowires crawling along …