Education Commons^™

An Examination Of The Experiences Of An African American Male Diver On A Power Four Swim Team: An Elite Interview, Steven N. Waller Ph.D., Tiffany M. Quash Ph.D.

International Journal of Aquatic Research and Education

Despite the incremental increase in the number of Black people who are learning to swim, the number of Black divers has not kept pace. In the NCAA Database, swimmers and divers were not segmented; thus, they all appear in the category of “swimming” by race and sex. When viewing the 2024 Division I NCAA Demographics Database, 89 (.02%) of 4307 student-athletes participating in swimming were Black women. For men, the data is equally dismal, revealing that 81 (.03%) of 2,608 student-athletes who were identified as swimmers were Black. The purpose of this research note is to examine the developmental experiences …

2025-October-14-The Memory Of Driver Chambers, University Advancement, East Tennessee State University, University Marketing And Communication, East Tennessee State University

ETSU News

No abstract provided.

2025-10-14 Minutes, Morehead State University. Staff Congress.

Staff Congress Records

Staff Congress meeting minutes from October 14, 2025.

2025 Sc Teacher Exit Survey: Summary Of Results, Brian Cartiff, Angela Starrett, Svetlana Dmitrieva

Reports

Each year, SC TEACHER administers the SC Teacher Exit Survey to public PK–12 classroom teachers who are leaving their current classroom or district. The survey is designed to offer insights into how working conditions and other factors relate to teachers’ decisions to leave their positions and their plans moving forward. This report highlights the SC Teacher Exit Survey results for the 2024–25 academic year.

Tableau Part Ii - October 2025, Rubab Shahzad

Day Family Research Lab Workshop Series

Part Two of Introduction to Tableau. Learn to make cool visualizations using Tableau. A hands-on opportunity where we will go over calculated fields, hierarchies, unions, dashboards, and stories.

Prior experience with Tableau is recommended

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.

Basic Course Forum Introduction, Angela M. Hosek

Basic Communication Course Annual

No abstract provided.

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.

Cover And Front Matter, Volume 37

Basic Communication Course Annual

Cover, editorial board, table of contents

When Faculty Profit: The Ethics Of Student Involvement, Kristy C. Grayson Dba, Kathryn Davis Phd, Phillip Garner

Mountain Plains Journal of Business and Technology

This study explores the ethical and educational implications of integrating classroom-based student assignments with faculty members' externally compensated business ventures outside of the educational institution. It examines both student and faculty perspectives on the practice, focusing on the potential benefits and ethical challenges of involving students in faculty-led, for-profit activities. The study challenges the assumption that faculty engagement in personal business ventures should exclude student involvement due to ethical concerns. Findings suggest that faculty members often view this integration as an ethically sound practice, while students perceive participating in these opportunities as beneficial to their professional development. The research sheds …

Pedagogic And Professional Competence Of Post-Ppg Teachers: An Empirical Study, Yuniawatika Yuniawatika, Dedi Prestiadi, Muhammad Alfan

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been …

2025 October 13 - University Council Agenda And Minutes, University Council, East Tennessee State University

University Council Agendas and Minutes

No abstract provided.

2025 October 13 - Staff Senate Agenda And Minutes, Staff Senate, East Tennessee State University

Staff Senate Agendas and Minutes

No abstract provided.

10.13.2025 Ored Connect, Liz Williamson

ORED Newsletter

• ORED Small Grants Program RFP
• Mississippi Impact Grants RFP
• Contest to Promote Lab Practices
• Field Fest
• AAAS Membership for Faculty, Staff, and Students 

Novice Teachers’ Perceptions Of In-Person Professional Development On Technological Self-Efficacy, Spencer James Kiper

Walden Dissertations and Doctoral Studies

The problem that prompted this study was the lack of professional development opportunities that address novice K–12 teachers’ technological self-efficacy. The purpose of this basic qualitative study was to explore the perceptions of novice K–12 teachers in a large urban school district in Louisiana regarding professional development opportunities for technological self-efficacy. The conceptual framework for this study was composed of Bandura’s theory of self-efficacy and the technological pedagogical content knowledge (TPACK) framework. Ten novice teachers with fewer than 5 years of teaching experience participated in semistructured interviews. Data analysis procedures included descriptive coding, axial coding, and thematic analysis. Results revealed …

Decoding Genetic And Network Signatures Of Susceptibility To Orthodontic Root Resorption: Toward Predictive And Personalized Orthodontics, Casey Morishige, Morgan Mecham, Gabriel Eisenhuth, Shilpa Bhandi, Frank Licari, Shankargouda Patil

Annual Research Symposium

No abstract provided.

Designing Assignments For Non-Traditional Students In Higher Education Using Andragogical Principles, Ajit Bhattarai, Beixi Li

Online Journal for Workforce Education and Development

This conceptual paper explores assignment design for non-traditional students in higher education, guided by andragogical principles. Recognizing the increasing presence of adult learners, the paper emphasizes the need for tailored educational strategies. Drawing upon Malcolm Knowles' assumptions of andragogy, it highlights self-directed learning, practical application, and relevance as key considerations. The paper discusses how assignments can be designed to engage adult learners by acknowledging their prior experiences and fostering a sense of ownership in their learning. This study contributes to the ongoing conversation on improving educational practices for non-traditional students, advocating for approaches that recognize them as students who bring …

Physical Classroom Environment Impact On Academic Achievement And Mental Well-Being, Reid P. Mckeown

Graduate Teacher Education

This paper examined existing research about the impact physical classroom environment can have on both academic achievement and student mental well-being. This research aided in the purpose of determining which practices are considered equitable in creating a physical classroom environment. The research utilized studies in classrooms of a variety of age levels, varying from primary to university-level classrooms. The studies on academic achievement aimed to determine which physical factors in a classroom can have the greatest impact on the academic success of a student. The studies on mental well-being delve into which practices are most effective in building self-esteem and …