Digital Commons Network^™

Teaching With Challenged Books: Connections With Marianist Values, Jeanne Holcomb

Research and Reflection on Learning and Teaching in Higher Education

The focus of this reflective commentary is the use of banned and challenged books as the key reading assignment and pedagogical tool in teaching SOC 101, Principles of Sociology. Although it is estimated that the number of book challenges decreased between 2023 and 2024, there has been a significant increase since 2020, with many of the challenged books portraying issues central to the field of sociology. Starting in the fall 2024 semester, I have incorporated challenged books into my SOC 101 courses, with over 100 students being in those sections during the 2024-25 academic year. In this paper, I provide …

Preparation, Immersion, Reflection, Assessment (Pira): A Framework For High-Impact Experiential Learning, Karen Velasquez

Research and Reflection on Learning and Teaching in Higher Education

This article presents the PIRA framework—preparation, immersion, reflection, assessment—as a practical model for intentionally structuring high-impact experiential learning (EL). PIRA serves as a unifying pedagogical tool, bridging foundational frameworks in EL and institutional strategy to facilitate increased coherence across diverse types of EL. The framework’s adoption aligns EL with the University of Dayton’s core mission, advancing equity and student success through intentional design and more uniform standards. This paper examines PIRA’s conceptual foundations, details its benefits for student learning and success, and offers concrete strategies for implementation.

Cover And Front Matter

Research and Reflection on Learning and Teaching in Higher Education

Cover and Table of Contents for Volume 3 (2025)

A Taste Of The Humanities: Food, Culture And Connection At Ud, Devin Chivers

College of Arts and Sciences Newsroom

The Alumni Chair in the Humanities' 2025-26 programming will include a UD Food and Culture Festival in February.

Where Does This Go Now?, Bridget Retzloff

Marian Library Blog Archive

There are processes for adding new books, art and archives to the Marian Library's collections. Librarians make all of this happen for the benefit of students, researchers and visitors.

2025-11-07 Faculty Board Minutes, University Of Dayton. Faculty Board

Faculty Board Minutes

No abstract provided.

Cybersecurity And Student Research: Preventing Ai Deepfake Attacks On Ud Campus, Lauren Mccarty

College of Arts and Sciences Newsroom

A UD computer science major worked with a faculty mentor to create a deepfake detection tool.

Ud In The News Oct. 25-31, University Of Dayton

News Releases

UD faculty contributed to The Conversation, The National Desk, The World, The Regulatory Review and Statehouse News Bureau. Spectrum News 1 Ohio featured a new virtual reality lab to prepare students for health professions.

Finding A Certified Lymphedema Therapist: Access To Lymphedema Treatment In Minnesota, Emma M. Tsai, Linda Koehler

Oncology Rehabilitation in Practice

Introduction

Lymphedema is a progressive disease that leads to chronic swelling. Lymphedema treatment includes complete decongestive therapy (CDT) provided by a certified lymphedema therapist (CLT). Locating CLTs can be difficult for patients and providers. Our aims were to 1) describe a method for assessing accessibility of lymphedema treatment in a specific region, and 2) apply this method to a specific region (Minnesota) to describe the lymphedema care in that region.

Methods

This cross-sectional study searched therapist directories on websites related to lymphedema and lymphatic diseases (e.g. lymphedema training programs, professional associations) to assess the current distribution of CLTs in Minnesota. …

Artificial Intelligence And The Future Of Oncology Rehabilitation, Christopher M. Wilson

Oncology Rehabilitation in Practice

While the promise of AI in oncology rehabilitation is remarkable, successful adoption requires balance between enthusiasm and realism. These technologies must be thoughtfully integrated into existing workflows with safeguards for data privacy, accuracy, and clinician oversight. The goal is not to replace clinical judgment or the human connection at the heart of rehabilitation, but to amplify and augment them—restoring time, focus, and compassion to the clinical encounter. With deliberate implementation and continuous evaluation, AI can become a trusted partner in advancing the quality, accessibility, and humanity of oncology rehabilitation practice.

Editorial Board Message, Bryan A. Spinelli

Oncology Rehabilitation in Practice

With the release of this issue, we would like to announce that Oncology Rehabilitation in Practice have adopted a new publication schedule. Oncology Rehabilitation in Practice will continue to publish 2 issues each calendar year with issues now being released in May and November. The rationale for this change was that our previous publication schedule coincided with the release of the October and April issues of Rehabilitation Oncology, an official publication of APTA Oncology that is a peer-reviewed, indexed resource for advancing oncologic physical therapy practice and cancer rehabilitation. We hope this change will limit the challenges that clinicians …

Cover And Front Matter, Volume 2, Issue 2

Oncology Rehabilitation in Practice

No abstract provided.

Erma Bombeck Writers' Workshop Announces Spring Workshop, University Of Dayton

News Releases

The Erma Bombeck Writers’ Workshop marks its 25th anniversary this year and will keep the celebration going through next spring with a lineup of bestselling authors and rising comedy stars, hands-on workshops, and networking.

Welcome Home, Father Jim, Eric F. Spina

President's Blog: From the Heart

What kind of life is worth living? For more than eight decades, Father Jim Heft, S.M., has wrestled with that question, even as he's lived what I and many others would portray as a life chock-full of meaning.

2025-10-17 Minutes Of The Executive Committee Of The Academic Senate Senate, University Of Dayton. Academic Senate. Executive Committee

ECAS Minutes

Approved minutes of a meeting of the Executive Committee of the Academic Senate of the University of Dayton.

Sports Journalist Bomani Jones Selected For 2025 Roger Brown Residency In Social Justice, Writing And Sport, University Of Dayton

News Releases

Sports journalist, writer and podcast host Bomani Jones will give a free public talk Wednesday, Oct. 22, as part of the Roger Brown Residency in Social Justice, Writing and Sport at the University of Dayton.

Call For Editor, Volumes 39-41 (2027-2029), Angela M. Hosek

Basic Communication Course Annual

No abstract provided.

Call For Manuscripts For Volume 38, Angela M. Hosek, Elina Nikolskaya

Basic Communication Course Annual

No abstract provided.

Forum Response — Beyond Gatekeeping: Narratives And Infrastructures For Inclusive Foundational Courses, Sergio Fernando Juárez, Ana Isabel Terminel Iberri

Basic Communication Course Annual

No abstract provided.

Connection Over Convention: Promoting Collaboration Between Communication Centers And Foundational Communication Courses To Support Student Diversity And Inclusive Practices, Laura Stengrim, Miranda N. Rouse, Elizabeth Reeves O'Connor

Basic Communication Course Annual

Foundational communication courses and communication centers have the opportunity to work in tandem to better help students. Communication centers serve as a hub for students to receive help with their oral communication skills, serving students enrolled in foundational communication courses and across disciplines. As foundational communication course instructors and administrators adjust to changing student demographics and expectations, communication centers can take the lead in promoting inclusive practices by providing resources, professional development, and guidance to instructors, students, and the wider academic community, thus letting go of traditional approaches to promote more innovative practices that stem from collaboration between communication courses …

Using Public Narrative In The Basic Course, Jenifer Goblish, Mark Fokken, Ben Walker

Basic Communication Course Annual

Higher education is rapidly changing and in order to survive instructors need to meet students where they are; this means rethinking and challenging some of the traditional approaches to public speaking in the Basic Communication Course (BCC). This essay outlines how the authors implemented a new assignment in their BCC based on Marshall Ganz’s concept of the Public Narrative. The authors explain their approach and review the benefits and challenges of implementing the Public Narrative into their BCC.

Reimagining The Basic Course: Integrating Asian And African Storytelling Traditions In Public Speaking Pedagogy, Dious Joseph

Basic Communication Course Annual

Public speaking courses often reflect Eurocentric rhetorical traditions, focusing on argumentation, logic, and individual presentation styles. This essay proposes a redesign of public speaking curriculum by incorporating storytelling traditions from Asian and African cultures. These traditions emphasize communal narratives, moral lessons, and audience engagement through relatable stories, offering a richer, more inclusive approach. The essay contrasts the communal and narrative-focused traditions of Asian and African storytelling with Western argumentation and rhetoric. It advocates for integrating these storytelling techniques into public speaking courses to make them more representative of global perspectives, benefiting both international and domestic students. Such integration would prevent …

Is Seeing Believing? Comparing Students’ Mediated Social Learning About Public Speaking Anxiety Using Audio-Only Or Audio-Visual Instruction, Peter B. Gregg

Basic Communication Course Annual

This study examines how mediated instruction affects public speaking anxiety (PSA), self-efficacy, and motivation. Grounded in social cognitive and multimedia learning theories, 137 students viewed or listened to a brief lecture on PSA control. Results showed significant improvements in self-efficacy, reduced PSA, and increased motivation, with no significant differences between audio-only and audio-video formats. These findings suggest that audio-only instruction can be as effective as video-based content, offering an accessible alternative for diverse learners. The study highlights the value of brief, mediated interventions for improving public speaking outcomes in both traditional and online learning environments.

Reimagining "Public Speaking" Projects: A Creative And Inclusive Experience, R. Brandon Anderson, Jennifer A. Butler

Basic Communication Course Annual

This article advocates for an inclusive approach to public speaking instruction by incorporating Universal Design for Learning (UDL). We describe an alternative assignment—“Telling Your Story”—that emphasizes narrative and multimodal expression through a gallery walk format. Designed to support neurodivergent students while benefiting all learners, the assignment reframes traditional speech models and offers a flexible, creative way to enhance public speaking skills. We argue that inclusive design should be viewed as pedagogical best practice, not merely accommodation.

Feeling At Home In The Basic Communication Course: A Qualitative Case Study Of Faculty And Student Perceptions Of A Connected Classroom Climate At One Midwestern University, Cynthia Grobmeier

Basic Communication Course Annual

The concept of a connected classroom climate considers that peer-to-peer interaction, not just instructor-student interaction, contributes to a sense of community in the classroom that can impact student outcomes. This qualitative case study considers both student and instructor perceptions of what contributes to that sense of connection in the classroom at a mid-size, four-year, Hispanic-serving university. Data was collected using semi-structured interviews and member checks with students and instructors who engaged in the first-year basic communication course during the Spring 2022 semester. Four themes emerged in this study: a) the communication classroom is uniquely positioned to create a sense of …

Speech Delivery Versus Speech Content: How Do Non-Expert Audiences Assess Public Speeches?, David G. Levasseur, Elizabeth A. Munz

Basic Communication Course Annual

Public speaking classes should ideally produce students whose speeches are favorably received by an audience. Unfortunately, we actually know very little about how non-expert audiences assess such speeches. Given this information gap, the present study asked untrained public speakers to watch and rate a variety of speeches. Participants were also asked to provide qualitative comments to justify their speech ratings. These qualitative comments were content analyzed, and the content analysis results revealed that participants’ evaluative observations: (1) focused much more on speech delivery than on speech content; (2) referenced specific nonverbal channels (e.g. eye contact) more than combined nonverbal clusters …

“I Did Not Come Back The Same”: Implications Of A Study Abroad Basic Communication Course, Kristen L. Farris, Andrea Avila, Lauren Green, Michael Burns, Marian L. Houser

Basic Communication Course Annual

The goal of this case study was to explore students’ experiences in a study abroad program of the basic communication course. Thirty-six students enrolled in a study abroad program in the summer of 2023 participated in focus groups tasked to understand more about students’ challenges and learning outcomes. Results from our study suggest students’ significant takeaways from the study abroad experience were their personal growth through improved communication skills and cultural appreciation via expanded worldviews. The findings also suggest these students experienced challenges including language barriers and nonverbal behavioral differences as well as initial negative expectations of intercultural interactions. However, …

From Public Speaking To Multimodal Communication: A Reevaluation Of The Basic Communication Course, Stephanie Medden, Brian Myers, Kristin Roberts-Raymond, Maik Stanitzke

Basic Communication Course Annual

This article contributes to ongoing discussions regarding the evolution of the basic communication course. The authors detail the multi-year process of redesigning their institution's basic communication course, now centered on multimodal communication, and share insights from its implementation. Emphasizing the need to respond to increased cultural and linguistic diversity, a high prevalence of speaking anxiety, and the need to development multimodal communication competencies, the course redesign underscores the necessity for communication educators to adapt proactively to changing cultural, educational, and professional landscapes. Drawing from data collected through faculty and student surveys and focus groups, the authors highlight how incorporating linguistic …

“It Would Just Show The Teachers Don’T Care”: Exploring Student Perceptions Of Introductory Communication Courses And Instructor Value In The Ai Era, Brandi N. Frisby, Joe C. Martin, Jessalyn I. Vallade, Renee Kaufmann

Basic Communication Course Annual

As generative AI grows in popularity, so do the concerns regarding whether this technology has the capability to effectively teach written and oral communication skills, thereby affecting the perceived value students place on introductory communication courses (ICC). This study sought to address that concern by asking students to provide qualitative and quantitative responses on (a) the effect of generative AI on their development of essential communication skills, (b) the value of the ICC in the face of generative AI capabilities, and (c) perceptions of instructors’ use of generative AI for instructional responsibilities. Results highlight students’ preference for human instruction over …

Editor's Page, Angela M. Hosek

Basic Communication Course Annual

No abstract provided.