Digital Commons Network^™

Does This Picture Make Me Look Fat?, Alexis Reynolds

Line by Line: A Journal of Beginning Student Writing

For this assignment, my English 200H class was asked to research and form an argument surrounding a pertinent issue regarding gender in the United States. The topic I chose to explore was the relationship between women’s body image and the growing thin ideal portrayed in the media. Throughout the research process, I compiled an annotated bibliography, conducted original research in the form of a survey, and composed three drafts, two of which were peer edited and one of which received feedback from my professor. I hope my paper brings awareness for the necessity of action regarding this issue in our …

Searching For A Nonexistent Childhood, Josh Segalewitz

Line by Line: A Journal of Beginning Student Writing

When I started this writing process, I knew that I wanted it to be as personal as possible. I remember a wave of relief coming over me when the topic of Anti-semetism was revealed because, being Jewish with a grandfather who survived the holocaust, it is something that I am very familiar with and comfortable discussing. This was the first major research project I had been assigned, but I found that I had a knack for researching (and even found it enjoyable). While much of the research was particularly painstaking because of the tragic nature of it and its closeness …

Served Through Service: Undergraduate Students’ Experiences In Community Engaged Learning At A Catholic And Marianist University, Elizabeth M. Fogle, Savio D. Franco, Edel M. Jesse, Brent Kondritz, Lindsay Maxam, Heidi Much-Mcgrew, Cody Mcmillen, Carolyn Ridenour, Daniel J. Trunk

Educational Leadership Faculty Publications

Students participating in sustained community service at an urban Catholic and Marianist university were volunteer informants in this qualitative exploration of the meaning they make of their service experiences. A PhD student research team (nine members) interviewed fourteen undergraduate students (eleven of whom were seniors). Findings were organized as themes constructed within three domains: background, experience, and meaning. Within “background,” students who had prior work in faith-based service before college deepened their meaning of service. Within “experience,” there were social and cultural dynamics of navigating on and off campus life, including the roles students played as well as the challenge …

University Of Dayton Magazine. Spring 2017, University Of Dayton Magazine

University of Dayton Alumni Publications

This issue includes articles about Mary's Garden exhibit, the 1967 basketball tournament, 200 years of Marianist brothers and sisters, mental health after a trauma, and Joseph T. Dickman.

Voices Raised, Issue 50, University Of Dayton. Women's Center

Women’s Center Newsletter

Included in this issue: 50 issues strong; Women's history month, super she-roes; Alumna profile, Ashley Solomon; WGS students March on Washington; How gender affects health; An update on the director search.

Hegelian Dialectical Analysis Of U.S. Voting Laws, Charles Edward Andrew Lincoln Iv

University of Dayton Law Review

No abstract provided.

The Traveling Scarf, Julia Hall

Materials from the University of Dayton Magazine Website

Sisterhood of the Traveling Scarf is in full swing this spring semester. University of Dayton’s Women’s Center hopes that the exchanges will foster a closeness and connectedness with women on campus.

Call For Manuscripts, Joseph P. Mazer

Basic Communication Course Annual

Submissions are invited for publication consideration in Volume 30 of the Basic Communication Course Annual (2018). Managed by the Basic Course Division of the National Communication Association and published by the University of Dayton, the Annual publishes the best scholarship available on topics related to the basic course and is distributed nationally to scholars and educators interested in the basic communication course. Each article will be published online and indexed on the journal’s website.

All manuscripts submitted to the Annual will undergo blind peer review. Two or three members of the editorial board read and review each manuscript. The …

Embracing Social Media In The Basic Communication Course: Recommendations For The Digital Age, Soo-Kwang Oh, Jennifer S. Owlett

Basic Communication Course Annual

For communication scholars, the “bread and butter” (Dance, 2002), or “front porch” (Beebe, 2013), of the discipline is the basic course. The basic course is “that communication course either required or recommended for a significant number of undergraduates; that course which the department has, or would recommend as a requirement for all or most undergraduates” (Morreale, Hanna, Berko, & Gibson, 1999, p. 3). Most departments provide either a public speaking or hybrid course as their basic course (Valenzano, Wallace, & Morreale, 2014). Part of maintaining this “porch” is understanding what adaptations are needed. The basic communication course has undergone several …

A Blended Basic Course Examination Of Communication Apprehension And Self-Efficacy: A Comparative Analysis, Michael G. Strawser, Amy. L. Housley Gaffney, Allyson Devito, Sarah E. Kercsmar, Michael Pennell

Basic Communication Course Annual

Students desire rich subject-matter and relevant pedagogy despite rising tuition costs, greater demands for flexibility, and unique learning preferences (Allen & Seaman, 2014; Donnelly, Rizvi, & Summers, 2013; Reed & Sork, 2009; Moore, 2007). As higher education modalities have evolved a careful examination of these newer approaches is necessary. This study is a comparative assessment of communication apprehension and self-efficacy of students in traditional (face-to-face) and blended (face-to-face and online instructional components) basic course modalities. Parallel sections of a basic communication course are assessed and results indicated no significant differences between the two groups with minor exceptions.

Basic Communication Course Students’ Perceptions Of The Purpose And Their Role In The Peer Feedback Process, Angela M. Hosek, Stevie Munz, Keith C. Bistodeau, Zamzam Jama, Andrew Frisbie, Sonia Rains Ivancic

Basic Communication Course Annual

Students enrolled in the basic communication course often engage in peer feedback workshops to enhance presentational speaking competence. As such, peer feedback workshops in the basic communication course provide an opportunity for students to provide and receive feedback on speech form, structure, and delivery (Broeckelman-Post & Hosek, 2014). The present study qualitatively examined data from 110 students enrolled in a basic communication course to determine their perceptions of the peer feedback process and what role(s), if any, they believed they had in the peer feedback process. Our thematic analysis revealed that students’ perceive peer feedback as a form of agency, …

The Impact Of Public Speaking And Hybrid Introductory Communication Courses On Student Perceptions Of Homophily And Classroom Climate, Melissa A. Broeckelman-Post, Brenda L. Macarthur

Basic Communication Course Annual

This study examines whether public speaking and hybrid introductory communication courses contribute to whether students feel connected to one another as a result of taking the course. Results indicate that students develop stronger perceptions of homophily and connected classroom climate over time, and this growth is slightly larger in public speaking courses than in hybrid introductory communication courses. Attendance impacted the levels of perceived homophily and connected classroom climate at the end of the course. However, perceived homophily did not predict academic performance in either course, and perceptions of classroom connectedness only predicted the academic performance of students in the …

Making A Difference, Meagan Pant

College of Arts and Sciences Newsroom

"I got a job today," she said. "And I got offered a place to live."

Discovering Similarities, Larry Burgess

Materials from the University of Dayton Magazine Website

Samantha Monendob (from left), first-year pre-med major from Kalamazoo, Michigan, Ben Bratton, first-year computer science major from Ann Arbor, Michigan, and Tijaun Kelly, sophomore psychology major from Chicago, learn about the evolutionary relationships of animal skeletons in a biology lab in the Science Center. Here they compare the bones of a large bird's skeleton with other animal bones.

Hard Knocks, Shannon Shelton Miller

Materials from the University of Dayton Magazine Website

Susan Davies has seen up-close the impact of concussions on children — on a student’s ability to learn and on educators unequipped to address the brain’s measured healing. The UD associate professor is now educating others to create a community of care that helps students return to learn.

Alumni Profile: Pay It Forward, Erin Frey

Materials from the University of Dayton Magazine Website

Ashley Solomon ’05 talks about how UD influenced her career and outlook on life: “UD teaches us that we are blessed with so many gifts and opportunities, and it is our responsibility to give back and support each other.”

Honorslink, Issue 2017.1, University Of Dayton. Honors Program

HonorsLINK Newsletter

News and notes from the University of Dayton Honors Program. Articles include Introducing John McCombe, Changing Perspectives and Class Notes.

Why Audit Teams Need The Confidence To Speak Up, Susan Lightle, Joseph F. Castellano, Bud Baker

Accounting Faculty Publications

A climate of psychological safety is an important prerequisite for effective interpersonal relationships among audit team members and for audit teams to properly meet their fiduciary responsibilities. Audit processes can be more effective and the quality of audits can be improved if auditors understand the concept of psychological safety and its application for audit teams. The failure to create a climate of psychological safety among audit team members can have harmful effects on audit quality, but fortunately CPA firms can take steps to enhance psychological safety and enable more effective audit processes and audit work.

Doc 2017-02 Undergraduate Certificate In Applied Creativity For Transformation, University Of Dayton. The Institute Of Applied Creativity For Transformation, University Of Dayton. School Of Engineering

Senate Documents

Art. III. B. 1-7: DOC 2015-04

School Psychologists’ Knowledge And Self-Efficacy In Working With Students With Tbi, Ann E. Glang, Melissa Mccart, Christabelle Moore, Susan C. Davies

Counselor Education and Human Services Faculty Publications

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more …

Learning While Teaching: Disability And Religion In The Classroom, Meghan Henning, Kirk Vangilder

Theology and Religious Studies Faculty Publications

This article serves as an introduction to themes explored in the special issue of the Journal of Disability and Religion on disability and religion in the classroom. Dr. Kirk VanGilder (Gallaudet University) and Dr. Meghan Henning (University of Dayton) share their reflections from two academic workshops focusing on pedagogical strategies for teaching at the intersection of disability studies, religion, and theology. Rather than limiting the concept of classrooms only to higher education environments, the authors explore the variety of sites where teaching and learning about disability and religion occur. Challenges, resources, and future directions are mapped out for transdisciplinary teaching …

Dancing In Time, Aili W. Bresnahan

Philosophy Faculty Publications

This chapter will analyze the experience and, in particular the conscious experience, of dancing in time from the perspective of the trained dancer while performing. The focus is thus on the experience and consciousness of a dancer who is moving her body in time rather than on the experience of a seated audience member or dance appreciator who is watching a dancer move. The question of how temporality is experienced in dance by the appreciator will therefore not be addressed here.

The primary kind of “experience” that will be the focus of my discussion of temporal experience comes from classical …

[Not] Buying It: Prostitution As Unwanted Sex, Rebecca Whisnant

Philosophy Faculty Publications

Noting the relative invisibility of prostitution buyers, or Johns, in discussions of the morality of prostitution, this article criticizes Johns’ behavior on the grounds that they are culpably involved in causing the typical harms of prostitution in the lives of the women whom they pay for sex. Those harms are, at bottom, the result of being habitually subjected to unwanted sex, and they are exacerbated rather than mitigated by such sex being bought and paid for. Efforts to normalize and legalize sex-buying should therefore be resisted.

Appreciating Dance: The View From The Audience, Aili W. Bresnahan

Philosophy Faculty Publications

Dance can be appreciated from all sorts of perspectives: For instance, by the dancer while dancing, by the choreographer while watching in the wings, by the musician in the orchestra pit who accompanies the dance, or by the loved-one of a dancer who watches while hoping that the dancer performs well and avoids injury. This essay will consider what it takes to appreciate dance from the perspective of a seated, non-moving audience member. A dance appreciator in this position is typically someone who can hear and see, who can feel vibrations of sound through their skin, and who can have …

Does Self-Enhancement Facilitate Task Performance?, Erin M. O'Mara, Lowell Gaertner

Psychology Faculty Publications

Self-enhancement is a pervasive motivation that manifests broadly to promote and protect the positivity of the self. Research suggests that self-enhancement is associated with improved task performance. Untested, however, is whether that association is causal. The present research experimentally manipulated self-enhancement to examine its causal effect on task performance. Participants in 5 experiments were randomly assigned to self-enhance or not before completing a creativity task (Experiments 1–4) or pain-inducing cold-pressor task (Experiment 5). Results indicate that self-enhancing (but not self-effacing) on a dimension relevant (but not irrelevant) to the task facilitated performance. Furthermore, the data were consistent with the possibility …

Social Violence: The Role Of Gun Culture, Binod Kumar

Books and Book Chapters by University of Dayton Faculty

The roots of violence are many because they sprout from diverse sources. Often the sources interact and confound to make violence a complex societal phenomenon. In the context of this chapter, violence is defined as intents and/or acts of doing harm to an individual or a group of people. Violence is thus a very broad term and encompasses numerous social and political grievances. The sources of violence can be broadly classified as natural, social, political, commercial, and technological. The classification of the sources, their respective roots, and associated impacts are presented in Table 4.1. Each of the sources of violence …

Prosocial/Civic Interests, Prosocial/Civic Behaviors, And Participation In The Arts, Donald J. Polzella

Psychology Faculty Publications

Executive Summary

A useful strategy for understanding the benefits of participating in the arts is to focus on audience members rather than on artists or performers (Brown & Novak, 2007). Previous research employing this strategy provided a framework for the present study. Polzella & Forbis (2013, 2014) used logistic regression to analyze data from 6257 households who took part in the 2008 Survey of Public Participation in the Arts (SPPA). Three pro-social behaviors (voting in the 2004 presidential election, making charitable donations or volunteering time, and attending community meetings) were regressed on what the NEA considers “traditional” music audience participation …

Ltc Newsletter, University Of Dayton. Ryan C. Harris Learning Teaching Center

LTC Newsletter

Spring 2017

Metaphorical, Punitive, And Pedagogical Blindness In Hell, Meghan Henning

Books and Book Chapters by University of Dayton Faculty

What is the role of the blind body in hell? Does it gesture to broader cultural conceptions of physical impairment? Can the blind be healed in places of eternal punishment? Does this ‘healing’ function similarly to the understandings of blindness available in contemporaneous medical texts? This article will examine the depictions of the blind in the extra-canonical apocalypses that describe hell. We will begin with a discussion of the apocalyptic tours of hell that describe blindness, paying special attention to the different roles (metaphorical, punitive, and pedagogical) that blindness plays in each text. We will also consider the impact that …

Student Profile: Carlos Rodriguez, Dawnn Fann

College of Arts and Sciences Newsroom

University of Dayton junior Carlos Rodriguez has traveled to India and Africa through University-sponsored immersion trips. The San Antonio native is majoring in psychology and human rights studies with a minor in political science. He is interested in development work and advocating strongly for individuals with special needs.