Digital Commons Network^™

Ud American Studies Scholar Named American Catholic Historical Association President, Kassidy Lammers

College of Arts and Sciences Newsroom

University of Dayton scholar Anthony Smith is bringing his expertise into the spotlight as president of the ACHA.

There Will No Longer Be Chocolate Cake At Every Meal, Kris Downey

Erma Bombeck Writers' Workshop Blog

The 2024 Erma Bombeck Writers’ Workshop has come to an end. It’s time to go home. Brace yourself. For the foreseeable future, no keynote speakers will be inspiring you as you sip Chardonnay while waiting for your food to appear before you.

Rising To The Occasion, University Of Dayton. School Of Education And Health Sciences

School of Education and Health Sciences Blog Archive

Vanessa Winn's profession of teaching course requires the students to present at the annual Stander Symposium, and her first-year students nail it every year.

Blue Army: Joining The Ranks Of Our Lady, Michele Jennings

Marian Library Blog Archive

A 1950s leaflet inviting membership in a crusade against communism carries the image of a notable apparition and gives evidence of American Catholic anticommunist sentiments in that era.

Call For Submissions For Volume 37, Angela M. Hosek

Basic Communication Course Annual

No abstract provided.

Forum Response — The Only Constant Is Change: Exploring Grief, Burnout, Ungrading, And Ai In The Basic Communication Course, Kristina Ruiz-Mesa, Ana Terminel Iberri

Basic Communication Course Annual

In the years since the start of the COVID-19 global pandemic, the world of higher education has seen incredible developments in teaching modalities, increased awareness of the socio-political and economic constraints facing many of our students and faculty, and an acute awareness of the rhetorical and material precarity that is facing higher education (Morreale et al., 2022; Ruiz-Mesa, 2022). These precarious conditions have contributed to questions regarding the future of higher education and adaptations needed to serve our diversifying student needs and address the pressing issues facing our world and our campuses. Conversations about well-being in the basic course classroom …

A Basic Investment In Mercy: Problematizing Assessment In The Basic Course, Kate Swartz

Basic Communication Course Annual

This essay addresses the assessment aspect of the Basic Course; namely, it problematizes our reliance as instructors on traditional grading schema that interfere with our students’ best interests. I address this problem with a mercy-centered approach that uses an ungrading assessment method. In doing so, I acknowledge potential issues with this approach as well as argue for its expanded use as a merciful, beneficial way to provide feedback.

Future-Ready Teaching: Embracing Ai In Basic Communication Courses, Dious Joseph

Basic Communication Course Annual

In a time when technology is being quickly incorporated into everyday life, artificial intelligence (AI) has taken on a significant role in education (Ocaña-Fernández et al., 2019). AI's ability to revolutionize society holds great promise for redefining human-machine communication (HMC) in the context of education (Edwards & Edwards, 2017). In basic communication courses, where foundational skills are taught and enhanced, AI introduces challenges and opportunities that warrant reexamining present teaching approaches. The present document envisions the significance of integrating artificial intelligence across educational platforms, including Blackboard and Canvas, by embedding AI technologies directly into these systems. This approach contrasts with …

Balancing Expansion And Exhaustion: Burnout In The Basic Communication Course, Nicholas T. Tatum, Jeffrey T. Child

Basic Communication Course Annual

In this forum, the pressing issue of burnout in the basic communication course is discussed as demand for this course continues to grow, posing challenges for administrators and instructors. The forum examines potential causes and consequences of burnout with a primary focus on the well-being of those involved. It aims to advocate proactive measures, including addressing director positions, supporting graduate teaching assistants, and tackling part-time faculty issues, emphasizing the importance of addressing burnout to ensure the course's future and uphold its quality.

Grief In The Basic Course, Carly Densmore, Jessica Cherry

Basic Communication Course Annual

In a broad search of the Basic Communication Course Annual, there is little discussion regarding student or instructor grief in the basic course. However, in our own experiences teaching the basic course, student expressions of grief are common. Grief is expected to be hidden or silenced, and is often not welcomed in the classroom (Hurst, 2009). Grief is unique to each individual; we can feel grief over a variety of losses, and there is no one way to cope with grief. Grief is not only an emotional but a physical experience, and it is not “a relinquishing of ties to …

Section Introduction: Basic Course Forum

Basic Communication Course Annual

No abstract provided.

Promoting Critical Deliberation: Bridging Civic Engagement And Social Justice In The Basic Course, Jennifer Y. Abbott, Jordin Clark, James Proszek

Basic Communication Course Annual

With increasing threats to democracy, we call for communication educators to renew and re-examine their commitment to advancing civic engagement in the basic course. Given recent scholarly criticism that civic engagement pedagogies falsely present democratic practice as neutral or apolitical and reinforce the status quo, we set an agenda for basic course instructors to re-envision civic engagement through a more critical and equity-oriented approach. To aid that effort, we present a Critical Deliberation speech assignment that challenges student groups to prepare a 20–25-minute informative presentation about a public controversy and then lead their classmates in a 25-minute deliberative discussion. In …

Are We Really Basic Bitches? A Call For Resistance And Recognition, Joshua E. Young, Allison D. Brenneise

Basic Communication Course Annual

We explore the history and position of the foundational communication course (FCC) in communication education. The material impact of calling the course basic since the 1940s has caused internalized oppression, which results in a lack of innovation and general disempowerment. The use of the term basic to describe the foundational communication course reflects little cultural awareness of the impact of the word. The term basic also demonstrates a need to adapt the course to meet the needs of its constituents. Failing to adapt may result in more oppressive conditions for communication education, a problem if the discipline is to make …

Assessment ‘Responsabilities’ In The Basic Course: Evaluating Public Speaking Rubrics, Miranda N. Rouse

Basic Communication Course Annual

Procedures and practices that are ableist in the educational system have been long overlooked. Speakers having differing abilities than neurotypical or able-bodied individuals is often not something that is considered in basic course assessment tools. This is important to address because although there are institutional policies and procedures in place to help students with differing abilities, instructors of public speaking have the autonomy or power to determine how such accommodations will affect the speech grade determined by the assessment tool. Power relations are significantly complicated in educational settings when strict hierarchies are imposed, and when instructors abuse their authority, which …

Section Introduction: Research Articles

Basic Communication Course Annual

No abstract provided.

Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback In The Introductory Communication Course, Drew T. Ashby-King, Melissa A. Lucas, Lindsey B. Anderson

Basic Communication Course Annual

Feedback is a foundational communicative aspect of the teaching/learning processes in introductory communication courses as students seek to improve their presentational speaking skills throughout the term. Drawing on 1,673 qualitative questionnaire responses, this paper explores how students used and interpreted instructor feedback. Through our thematic analysis of a randomly selected subset of 335 responses, we identified two tensions in how students used and interpreted instructor feedback: (1) feedback as a process vs. a product and (2) feedback as integrated into the course structure vs. a justification for a grade. Theoretically, this research extends Feedback Intervention Theory by highlighting the importance …

Editor's Page, Angela M. Hosek

Basic Communication Course Annual

With my first volume with BCCA, I have extended and built upon the tremendous work of previous editors and scholars who have championed and shared their work in the Annual. In doing so, Issue 36 features empirical, theoretical, and analytical essays that require us to think about how students use instructor feedback in the classroom, to consider new ways to conduct assessment, to contemplate the implications of course names and labels, and to imagine how critical deliberation might promote social justice in the basic course.

Cover And Front Matter

Basic Communication Course Annual

Cover, Editorial Board, Table of Contents for Volume 36 (2024)

Ud Historian Preserves Iraqi Minority Cultural Heritage Under $1m Usaid Grant, Dave Larsen

College of Arts and Sciences Newsroom

A University of Dayton historian is working to preserve the cultural heritage of minority communities in Iraq.

First-Of-Its-Kind Partnership Delivers A Waste-Heat-To-Power Project That Will Reduce Ud’S Carbon Footprint By More Than 70%, University Of Dayton

News Releases

Tallgrass, the University of Dayton and AES Ohio entered into an innovative long-term agreement that fosters the University of Dayton’s efforts to achieve its renewable energy goals. The new waste heat to power facility will capture the heat produced by an existing process and generate decarbonized power, which will be sold to AES Ohio for the benefit of the University of Dayton.

Ud's Urban Leadership Academy Preparing Future Leaders In Dayton Public Schools, University Of Dayton. School Of Education And Health Sciences

School of Education and Health Sciences Blog Archive

A new partnership between the University of Dayton and Dayton Public Schools allows DPS educators to earn a master's degree or principal licensure in the context of the unique needs of urban school leaders.

Prepared To Teach, University Of Dayton. School Of Education And Health Sciences

School of Education and Health Sciences Blog Archive

Spring semester means many teacher education students are out in the field, completing their student teaching experience. Thanks to the robust field experience that is incorporated into prior classes, our seniors went in prepared.

Another Fine Mess, Jerry Zezima

Erma Bombeck Writers' Workshop Blog

If the remains of Jimmy Hoffa are ever found, ending a nearly half-century search for the notorious union boss, I know just where they will be: My Office.

Erma Bombeck Made Me Do It, Erma Bombeck Writers' Workshop

Erma Bombeck Writers' Workshop Blog

Yes, Erma Bombeck made me do it.

Do What? Isn’t she … ?

I know, it seems a bit confusing.

But first, if you’re new here, welcome! If not, welcome back!

Fieldwork Learning Opportunities For Trainees In Behavior Analysis: A Survey Of Current Practices, Madison Crandall, Clare Liddon, Regan Weston

Thomas C. Hunt Building a Research Community Day

Individuals seeking certification as a Board-Certified Behavior Analyst (BCBA®™) by the Behavior Analyst Certification Board (BACB®™) must meet certain eligibility requirements. In addition to passing the BCBA examination, students are required to complete supervised practical fieldwork. In accruing fieldwork hours, trainees must be provided with the opportunity to complete unrestricted activities. The BACB defines unrestricted activities as “…those that are most likely to be performed by a BCBA,” and requires that 60% of fieldwork hours are comprised of these activities (BACB, 2022a). Fieldwork hours may be accrued across a number of different host sites (e.g., hospital units, schools, community locations, …

Performance Orientations: A Critical Inquiry With The Mmai In An Urban High School, Kenneth Butler

Thomas C. Hunt Building a Research Community Day

In this study, the Motivation for Mathematics Abbreviated Instrument (MMAI) was administered to students in an urban high school in one Midwestern city. Demographically, the vast majority of these students identify with categories other than white. There is a strong emphasis on college readiness and high expectations within the school’s culture. Exploratory factor analysis (EFA) of the 168 responses revealed strong fit to a four-factor model. The items within each factor are shown to discriminate between factors, converge together within factors, and to reliably measure their individual factors. This model strongly aligned with the four intended motivational constructs; however, EFA …

No Tremors Or Totality, But Still, Lots Of Wonder, Cara Mcdonough

Erma Bombeck Writers' Workshop Blog

Two unique events shaped our lives recently: a rare earthquake that hit the northeast, and last week's solar eclipse.

Insights, Laughter And Lessons Learned, Amber Shaw

Erma Bombeck Writers' Workshop Blog

I’ve been home from the Erma Bombeck Writer’s Workshop for a week. My dog is still a little upset with me that she is no longer dining on the good dishes. Apparently, I hid her dog bowls in the dishwasher while I was away.

Interpreting English-Medium Instruction In Affiliated Colleges In India From A Third Space Perspective, Matthew A. Witenstein

Thomas C. Hunt Building a Research Community Day

English-medium instruction (EMI) as a global phenomenon continues to rapidly grow in non-native English-speaking countries (Dang et al. 2021). In Asia, evidence of this growth can be inferred by the sheer number of EMI-centered journal articles and edited volumes (Barnard and Hasim 2018; Fenton-Smith et al. 2017). I focus this study on affiliated colleges in India, where EMI interests reflect the aforementioned. Organizationally, the Indian higher education system is based on University of London’s federal university (Singh, 2003) where universities provide central functions like curricular and exam development and degree conferral. Colleges affiliated to them contain nearly 90% of the …

Scholarships, Internships Part Of Long-Term Tax-Sharing Plan Between Onmain And Dps, University Of Dayton

News Releases

Dayton Public Schools, the University of Dayton and Premier Health announced the approval of a property-tax-sharing plan at the Dayton Public Schools board meeting April 16 for the development of onMain, Dayton’s Imagination District, on the former Montgomery County fairgrounds property.