Digital Commons Network^™

Do College Students’ Rap Sheets Matter To Faculty And Staff?, Andrea Cantora, Crystal C. Rodriguez, Joel Capellan

Journal of College Access

This study examines college faculty and staff attitudes toward students with criminal convictions. Electronic surveys were administered to faculty and staff at five public colleges and universities in Maryland and New York (N = 264), measuring support for inclusive campus policies across three conviction categories: non-violent, violent non-sexual, and sexual violent offenses. Support was strong for students with non-violent convictions, but declined sharply as offense severity increased. Two factors were associated with more inclusive attitudes: prior experience teaching or serving this population, and the presence of a campus support program. Both mattered, but they appeared to operate through different mechanisms. …

Journal Of Communication Pedagogy, Complete Volume, 2026

Journal of Communication Pedagogy

No abstract provided.

Artificial Intelligence (Ai) As A Communication Pedagogy Mega-Risk, Deanna Sellnow

Journal of Communication Pedagogy

With the ever-expanding capabilities offered by artificial intelligence (AI), communication teachers, scholars, and practitioners are currently in the midst of heated debates about whether and how to use AI both in our classrooms and in our research. This essay contextualizes the debate by describing generative AI as a technological mega-risk that, if left unchecked, may manifest into a mega-crisis impacting people and planet in extraordinarily harmful ways. Consequently, I argue that it is our responsibility as instructional communication scholars, communication education teachers, and communication pedagogy experts to discover strategies for harnessing its power to manage the potential threats posed by …

The Mundanity Of Ai, David Westerman, Nicholas Bowman

Journal of Communication Pedagogy

The emergence of ChatGPT in late 2022 brought with it a reemergence of utopian and dystopian claims of the grand power of AI. Yet, AI has failed to achieve such lofty expectations and instead has trended toward far more banal, yet productive, tasks and goals. We argue that this mundanity is precisely what makes AI an important technology, and moreover, those “mundane tasks” are central to communication education. Specifically, we advocate for a decreased focus on the hyped ideas of AI that dominate popular discourse and obfuscate more reasoned analyses of AI as communication technology. A more pragmatic focus should …

Teaching Ai Through Communication: Rethinking Evidence, Interaction, And Learning, Chad Edwards, Matthew J. A. Craig, Varun Rijhwani, Habeeb Abdulrauf

Journal of Communication Pedagogy

This conceptual essay advances a central claim: Communication pedagogy is increasingly engaged in teaching AI through communicative interaction. Moving beyond the familiar distinctions between teaching with AI and teaching about AI, it argues that classrooms function as sites where AI communication is shaped through prompting, critique, revision, and ethical evaluation. Drawing on human–machine communication scholarship, the essay reconceptualizes evidence of learning as visible in students’ reasoning, justification, and contextual adaptation rather than in polished outputs. By foregrounding relational engagement, transparency, and communicative judgment, it positions teaching AI as a defining pedagogical task in AI-mediated educational environments.

How To Blow Up An Ai Data Center, Tyler Rife

Journal of Communication Pedagogy

This essay advocates a critical pedagogical orientation to AI guided by a politics of refusal. I pursue this advocacy by, first, showing how the social and environmental harms of AI technology outweigh any promises to its social good and then, second, locating resonances between our contemporary technological situation and similar inflection points in the histories of labor organizing and environmental justice activism. Together, these material implications of the emergent technology help form a pedagogical framework for how communication educators can advance critical literacy about AI in the classroom as a constructive counterpoint to its uncritical adoption in the learning process. …

Creating Safe(R) Classrooms: Trauma-Informed Teaching Practices In Higher Education, Shannon Pappas, Nolan Bowers, Lili R. Romann

Journal of Communication Pedagogy

Trauma is a public health issue, with effects being increasingly harmful for adolescents. While instructors cannot control how students respond to trauma, they can work to create traumainformed teaching practices to support student learning and safety. Based on the principles of trauma-informed pedagogy, this manuscript details how safety, trustworthiness and transparency, choice, collaboration, and empowerment can be implemented in higher education communication courses. Additionally, a sixth principle, responding to the current climate, is introduced. Currently, instructors are grappling with supporting vulnerable students and answering to those in power. These practices offer insights into classroom adaptations to assist instructors in these …

Community Problems Need Community Solutions: Feminist Collaboration Across Campuses To Create Transformative Outcomes Through Community Engaged Learning, Elizabeth Wilhoit Larson, Jasmine R. Linabary, Ziyu Long, Kylie J. Johnson

Journal of Communication Pedagogy

This study presents a multi-institutional engaged pedagogy project responding to college food insecurity that involved partnerships among students, instructors, and campus food pantries from three U.S. universities. Through analysis of pre- and post-class surveys, class assignments, and instructor and community partner reflections, we argue that our feminist collaborative approach resulted in transformative outcomes in three areas: (a) heads, as the collaboration enabled critical understandings of food insecurity and how to combat it; (b) hearts, as the collaboration fostered a culture of care and (re)ignited shared passion in doing change work, and (c) hands, as the collaboration inspired actions to address …

Meeting Rhetorical And Relational Goals In Online Higher Education: Insights From A South African Case Study, Rentia Du Plessis, Diana Breshears, Luzelle Naudé Prof

Journal of Communication Pedagogy

This qualitative study examines the degree to which synchronous and asynchronous online learning platforms both supported and constrained the achievement of rhetorical and relational goals in a resource-constrained South African higher education context. As online teaching practices persist in the post-COVID era, understanding how to design pedagogically sound online environments is increasingly important, particularly in the Global South where cost, access, and connectivity pose significant constraints. Drawing on the Rhetorical and Relational Goals Theory (RRGT; Mottet et al., 2006) and Kaufmann et al.’s (2016) online learning climate dimensions, the study analyzes undergraduate students’ perceptions of Blackboard Collaborate, PowerPoint voice-overs, WhatsApp, …

The Co-Educators Framework: An Illustrative Account Of Shared Pedagogical Practice And Inclusive Teaching In A Large-Enrollment Communication Course, Divya S, Man Luo, Jisha Jacob, Shahla Shahnaz Dyuti, Victoria Michelle Main

Journal of Communication Pedagogy

Large-enrollment courses present structural challenges to inclusive and relational pedagogy, particularly when instructional labor is shared across teaching teams that include graduate teaching assistants (GTAs). This study examines inclusive teaching as a communicative and practical process enacted through co-education, the coordinated instructional work of faculty and GTAs. Using a diary-based reflexive design, four doctoral GTAs contributed teaching journals across one semester of an undergraduate Communication Theory course. Reflexive thematic analysis identified four themes: collaborative course design, communication as pedagogical infrastructure, equitable assessment, and reflexive care. The study offers the Co-Educators Framework as an illustrative account of how shared, communicative pedagogical …

Exploring Power In The Classroom Through The Lens Of Relational Power, Aubree A. Herman, Narissra Maria Punyanunt-Carter Phd

Journal of Communication Pedagogy

This study explores how French and Raven’s relational power model shapes student communication in higher education. Through a survey of 530 undergraduates, the research investigates how TA age and gender, and student gender, impact student perceptions of power. Results indicate that TA gender and age impact student perceptions of referent power, but not expert power; however, expert and referent power emerged as the strongest predictors of course satisfaction and intention to take future courses, while coercive power negatively predicted both outcomes. These findings underscore the importance of expertise and interpersonal interaction in the TA–student relationship and suggest that French and …

Documenting The Language Documentation Process In Dardosipcat, Part I, Enrique Rodríguez Sánchez, Robert Vann

DARDOSIPCAT Documentation

No abstract provided.

Documenting The Language Documentation Process In Dardosipcat, Part Ii, Diana S. Ovalle Martinez, Robert E. Vann

DARDOSIPCAT Documentation

No abstract provided.

Masculinity, Psychological Flexibility, And Machismo: An Initial Examination Of Relationships To Interpersonal Violence, Geraldine Granados Todd

Dissertations

Intimate Partner Violence (IPV) is a grave problem in many areas of the world. Latin American countries have some of the highest rates of IPV in the world. One factor potentially impacting these rates has been hypothesized to be traditional machismo. Machismo is a complex construct that has proven difficult to define. A substantial challenge lies in distinguishing the characteristics that are unique to machismo from broader masculine gender role norms. Additionally, machismo seems to have a more “positive” side to it, encompassing loyalty to family, honor, and responsibility. This has been coined caballerismo. Studies looking at the impact of …

“Dynt Of Dede:” Reading The Medieval Combat Scene Through The Helmet-Cleave Motif, Andrew Sherwood Thomas

Dissertations

This research explores the continuity of chivalric combat descriptions throughout medieval literature. By tracing the history, development, and distribution of the helmet-cleave motif, this study is able to examine combat scenes spanning a wide reach of time, genera, and language. The purpose of this work is to suggest a reading methodology for the chivalric combat scene that appropriately situates it in its cross-textual context and so reveals the nuance of its expression and the value in its study.

Despite the volume of surviving combat descriptions in medieval literature, they remain underrepresented in the scholarship due to their apparent repetitious and …

Deferred Understandings: A Critical Content Analysis Of Representations Of War In Picturebooks, Heeyoung Kim, Jongsun Wee

Reading Horizons: A Journal of Literacy and Language Arts

This article reports on a study that examined eight picturebooks published since 2021 that portray contemporary wars, exploring picturebooks’ potential role in shaping children’s understandings of armed conflict. It investigated how these texts present historical context and construct representations of war. The authors’ analysis focuses on three key elements: the causes of war, depictions of wartime scenes, and the resolutions of war. The findings indicate that the picturebooks portray war realistically through textual and visual narratives, illustrating how war disrupts the child protagonist’s everyday life. However, the books rarely address the underlying causes of war. This study suggests that teachers …

Knowledge, Physician Communication, And Psychological Predictors Of Willingness To Engage In Dementia Risk Reduction Across The Lifespan, Thomas Fisher

Dissertations

Dementia represents a growing global public health concern, with increasing evidence suggesting that a substantial portion of dementia risk may be attributable to modifiable lifestyle and health-related factors. However, relatively little is known about public knowledge of these risk factors, willingness to engage in dementia risk reducing behaviors, and psychological factors that may be associated with willingness. The present study examines these factors among adults living in the United States across the lifespan. Participants (N = 308) completed an anonymous online survey assessing dementia risk-factor knowledge, willingness to engage in dementia risk reducing behaviors, primary care provider communication regarding dementia …

Black Adolescents' Understanding Of Racial Trauma: An Interpretive Phenomenological Analysis, Winifred Wilson

Dissertations

Over the past two decades, scholars have increasingly recognized that chronic stress from racism can cause racial trauma in Black individuals. However, research on the impact of racial trauma on Black adolescents remains limited. Understanding the language and experiences of Black adolescents is essential for identifying and addressing the biopsychosocial effects of racial trauma. This study used interpretive phenomenological analysis to examine how 12 Black adolescents (9 boys, 3 girls, aged 14-17) from the Midwest conceptualize, experience, and cope with racial trauma. Participants completed two interviews: an initial session exploring their understanding and experiences, and a member-checking interview (completed by …

A Quantitative Exploration Of Public School Teachers’ Colorblind Racial Attitudes And Their Teaching Practices, Lindsey Dopheide

Dissertations

Teachers play a significant role in shaping student’s academic experiences, social development, and understanding of race and diversity within school settings. Because schools function as important sites of racial socialization, teachers’ beliefs about race may influence how they interpret student behavior, respond to inequities, select instructional practices, and engage with culturally diverse classrooms. One framework that has received increasing attention within psychological and educational research is colorblind racial ideology (CBRI) which reflects the minimization or denial of the continuing significance of race and racism in society. Colorblind racial ideology has been identified in prior literature as a dominant framework for …

Community Detection In Bipartite Networks Using Bipartite Stochastic Block Models With Node-Level Covariates, Geraldine Elaine Percival

Dissertations

In this age, monumental webs of data demands for perpetual cultivation of ways to untangle these webs of information. One of the many curiosities is how to systematically group entities. When clustering, one avenue to take is ascertaining the interconnectedness between the data points, and gauging their influence to each other. This perspective is programmed to model the relationships between the data presented as a network. Many of the methods being used today are algorithm-based, which may pose limitations in understanding and explaining the uncertainty revolving around the data. Hence, it is proposed to steer towards a model-based approach that …

Bridging The Gap: Action-Oriented Vs. Community-Minded Mentalities And Behaviors In Cold Case Investigation Units, Samantha Strine

Dissertations

One key group in policing that has seen an increase in public and media attention but not research is the cold case investigation unit. These units tend to be more “bureaucratic”, focusing on communication, community-engagement skills, and “desk work”. Thus, this is a potential area for learning techniques and policies that shift the mentalities within police culture to be more accepting of new community focused policies. This study also seeks to address a gap in current research related to studying specialized police units.

The purpose of this study is to describe the organizational dynamics and officers’ tactics, perceptions, and interactions …

A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko

Teaching/Writing: The Journal of Writing Teacher Education

ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …

Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed

Teaching/Writing: The Journal of Writing Teacher Education

In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.

What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross

Teaching/Writing: The Journal of Writing Teacher Education

This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.

“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo

Teaching/Writing: The Journal of Writing Teacher Education

In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …

Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark

Teaching/Writing: The Journal of Writing Teacher Education

Writing pedagogy educators need approaches for designing the writing methods course in ways that will make a positive impact on practicing teachers’ decision-making. In this article, the co-authors—a writing pedagogy educator and a former student—address this need by providing a reflective conversation about the former student’s transition from the writing methods course to the student teaching experience. Together, the co-authors explore the extent to which a hands-on learning experience built into the writing methods course (designing and hosting an online writing competition for middle and high school students) impacted the former student’s experience of teaching writing as a student teacher. …

Bridging The Gap: Critical Resources For Grandparent Caregivers And Their Grandchildren, Kathy Dial, Cara Tonn, Omotomilola Jegede, Cindy Kekeh, Loriena Yancura, Michele Kekeh

GrandFamilies: The Contemporary Journal of Research, Practice and Policy

US population estimates indicate that approximately 2.5 million children live apart from both parents. Family relatives, often called kinship caregivers, care for 70% to 90% of these children, with grandparents making up the largest category (Radel et al., 2016). This study aimed to identify the most helpful resources and sources for grandparent caregivers to support the overall well-being of their families. Phone or Zoom interviews were conducted among a purposive sample of 24 grandparent caregivers from February to March 2022 to examine their initial experiences as caregivers, the current support services and resources they received, and other resources and services …

From Strangers To Family: Fostering Resilience Through Social Support In Grandmothers Raising Grandchildren, Nancy Mendoza

GrandFamilies: The Contemporary Journal of Research, Practice and Policy

Grandparents often unexpectedly assume the role of caregiver with little support. Supporting these caregivers is critical for their health and well-being and that of their grandchildren. This study examines how family-like relationships formed during the GC+ intervention, increasing social support and resilience among grandparent caregivers. Four grandmothers, raising a total of five grandsons, participated in a focus group six months post-intervention. Grandmothers were asked to share their opinions and thoughts regarding the intervention. Using the Convoy Model and Resilience Theory, researchers conducted a deductive content analysis of participants’ perspectives on close family-like relationships cultivated during the intervention. Findings suggest close …

Complete Issue Vol. 8, Issue 2

GrandFamilies: The Contemporary Journal of Research, Practice and Policy

Complete Issue Vol. 8, Issue 2

Occupational Therapy's Role In Optimizing Health Using 4ms Framework: Primary Care And Beyond, Nicole Karabas, Lydia Royeen, Bridget Hahn

The Open Journal of Occupational Therapy

As the older adult population in the United States continues to grow rapidly, the health care system faces increasing challenges in meeting their complex needs. A proactive, rather than reactive, approach to health care is necessary to support older adults in maintaining function and well-being. The Age-Friendly Health Systems 4Ms Framework; What Matters, Medication, Mentation, and Mobility, provides an evidence-based model for optimizing care across settings. Occupational therapists are uniquely positioned to implement the 4Ms framework because of their holistic and client-centered approach to evaluation and intervention.

By addressing "What Matters," occupational therapists  align care with individual goals and daily …