Educational Psychology Commons^™

Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence

Journal of Communication Pedagogy

Tips offered center on classroom discourse, curriculum choices, and potential assignments. In this article, we present tips for creating a thriving undergraduate and graduate communication research lab. Based on our experiences developing and co-directing the Communication and Social Robotics Labs (CSRLs), we offer 10 best practices for acquiring resources and recognition, building a strong lab community, and attaining faculty and student goals for scholarship and beyond. Our overarching approach is framed by Dewey’s (1916) pragmatist educational metaphysic, which stresses student- and subject-centered learning, enlarging experiences, and the co-construction of meaning and knowledge. Although our labs are focused on human-machine communication …

Privilege And Oppression In Counselor Education: An Intersectionality Framework, Christian D. Chan, Deanna N. Cor, Monica P. Band

Counselor Education Faculty Publications and Presentations

Multiculturalism and social justice are considered major forces in the counseling profession, revolutionizing the complexity of social identity, cultural identity, and diversity. Although these major forces have influenced the profession, many challenges exist with their implementation within counselor education curriculum and pedagogy. A major challenge is the complex dynamics of privilege and oppression that both counselor educators and counseling students face. This article discusses the use of intersectionality to approach counselor education pedagogy and practice.

Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub

Journal of Communication Pedagogy

Service-learning combines the learning goals of a course with service to the community. Through service-learning, students engage in action and reflect on their experiences in order to connect what they see and do in the community with what they are learning in their courses. Whether service-learning projects account for part of a course or an entire course is centered on service-learning, service-learning works because it connects theory with practice. Service-learning is an important pedagogy because it offers students a chance to do meaningful work that helps their community and teaches them the importance of civic engagement.

From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski

Journal of Communication Pedagogy

As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.

Relational Storytelling And Critical Reflections On Difference, Laura Russell

Journal of Communication Pedagogy

This essay explores unique practices for teaching relational ethics through storytelling. Drawing from my experiences teaching an advanced undergraduate Narrative Ethics seminar, I explain how my students responded to a storytelling unit through which they examined their values and storytelling ethics. I interweave observations from my teaching with insights gathered from my students’ in-class discussions and written reflections to demonstrate the pedagogical aims, outcomes, and challenges encountered when engaging this material. I focus particularly on offering suggestions for encouraging students to (a) embrace limits to their understandings of others and (b) recognize how listening for, and expressing, difference plays a …

Community College Students' Deep Learning Approaches In Oer Courses, Kim Ellen Grewe

Educational Leadership & Workforce Development Theses & Dissertations

Open Educational Resources (OER) have the potential to bridge the gap for community college students not only because they are more affordable or provide access but also because they have the potential to make learning more meaningful for these same students. Although issues related to access and affordability have been extensively researched, less is known about the ways in which OER use may impact community college students’ deep approaches to learning. More qualitative research around OER efficacy from the student perspective is needed. The purpose of this study was to describe the ways students use OER and how students’ OER …

Secondary Student Information Literacy Self-Efficacy Vs. Performance, Jen Spisak

Theses and Dissertations

The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, …

Social Media & Teacher Professional Development, Tonia A. Dousay, Tutaleni I. Asino, Tian Luo, Dan G. Krutka, Spencer P. Greenhalgh, Luke Rodesiler, Dan E. Walster, Elizabeth Langran (Ed.), Jered Borup (Ed.)

STEMPS Faculty Publications

The idea of social media’s existing application and future potential for professional development drives a growing subset of academic research. As we encourage preservice and inservice teachers to engage in these platforms to hone or refine their classroom practice, a number of questions emerge: How do we assess participation in these spaces? What uses in particular should we recommend? Further, the very notion of conducting research in these spaces also poses interesting questions. From methodologies to frameworks, commonly accepted practices help shape the future of the field. Lastly, the issue of privacy and policy poses perhaps the most significant area …

Differences In Spatial Visualization Ability And Vividness Of Spatial Imagery Between People With And Without Aphantasia, Anita Crowder

Theses and Dissertations

Mathematics education researchers have examined the relationship between visualization and mathematics for decades (e.g., Arcavi, 2003; Bishop, 1991; Duval, 1999; Fennema & Tartre, 1985; Presmeg, 1986). Studies have linked spatial visualization ability, such as measured in mental rotation tasks, directly to mathematics self-efficacy (Pajares & Kranzler, 1995; Weckbacher & Okamoto, 2014), which in turn influences mathematics achievement (Casey, Nuttall, & Pezaris, 1997). With the important role that spatial visualization plays in learning mathematics, the recent identification of congenital aphantasia (Zeman, Dewar, & Della Sala, 2015), which is the lack of mental imagery ability, has raised new questions for mathematics education …

The Concurrent Validity Of The Learning Component Of The Missouri Ability Scale, Nicholas Johnson

Murray State Theses and Dissertations

ABSTRACT

The present study was designed to determine the concurrent validity of the Missouri Ability Scale (MAS), a new measure of independent functioning and learning currently in development. The MAS consists of 10 subtests and is designed to be administered to the examinee and an informant. Fifty individuals (M = 13.1 years; SD = 5.8 years) were administered the MAS and a cognitive abilities test (i.e. WISC-V, KABC-II, WJ-IV). Overall, the Spearman correlations between the MAS learning component and the measures of intellectual ability were moderate-to-strong, indicating good validity. Consistent with the hypotheses, the MAS learning component and the Cattel-Horn-Carroll …

Adolescent Perceptions Of Behavioral Functioning: Measuring Perceptions Of One's Own Behavior, Aaron Hale

Murray State Theses and Dissertations

As bullying type behaviors have increased in recent years, many school districts have responded by implementing rigid zero-tolerance policies that punish students with no regard toward situational or social contexts. These policies have been shown to have many negative social, psychological, and academic consequences. Numerous social and developmental factors involved in bullying-type situations make it necessary to gather information on both the frequency and the social contexts in which they occur: exhibiting these behaviors toward close friends versus exhibiting these behaviors toward individuals who are not close friends. Of particular interest is if students exhibit bullying-type behaviors more often in …

A Single-Subject Evaluation Of Facilitated Communication In The Completion Of School-Assigned Homework, Nancy A. Meissner

Antioch University Dissertations & Theses

Few projects have combined quantitative and qualitative approaches in the analysis of facilitated communication as did this study of a 17-year-old nonverbal autistic male responding to homework questions using facilitated communication. Findings were consistent with prior studies: Tim was minimally able to produce correct responses independent of facilitator influence under controlled conditions; whereas, at least some typed messages in the spontaneous narratives appear to be his authentic communications independent of facilitator control.

An overview of the history of facilitated communication, its related research, and the heated debates around its validity are presented. Disparate findings between controlled and non-controlled circumstances are …

Persistence And Relapse Of Reinforced Behavioral Variability, Ann Galizio, Charles C. J. Frye, Jeremy M. Haynes, Jonathan E. Friedel, Brooke M. Smith, Amy L. Odum

Psychology Faculty Publications

The present study examined persistence and relapse of reinforced behavioral variability in pigeons. Pigeons emitted four‐response sequences across two keys. Sequences produced food according to a lag schedule, in which a response sequence was followed by food if it differed from a certain number of previous sequences. In Experiment 1, food was delivered for sequences that satisfied a lag schedule in both components of a multiple schedule. When reinforcement was removed for one component (i.e., extinction), levels of behavioral variability decreased for only that component. In Experiment 2, food was delivered for sequences satisfying a lag schedule in one component …

The Role Of Experiential Avoidance In Problematic Pornography Viewing, Michael E. Levin, Eric B. Lee, Michael P. Twohig

Psychology Faculty Publications

Research suggests that online pornography use can have harmful consequences for some individuals, but the psychological processes that contribute to problematic viewing are unclear. This study sought to evaluate the role of experiential avoidance in the negative consequences of online pornography viewing in a small cross sectional survey sample of 91 male college students who reported viewing. Results indicated that viewing pornography for experientially avoidant motivations was related to more frequent viewing and predicted self-reported negative consequences of viewing over and above other motivations (e.g., sexual pleasure, curiosity, excitement seeking). Although more frequent viewing was related to more self-reported negative …

Tailoring Acceptance And Commitment Therapy Skill Coaching In-The-Moment Through Smartphones: Results From A Randomized Controlled Trial, Michael E. Levin, Jack Haegar, Rick A. Cruz

Psychology Faculty Publications

There is growing evidence for the efficacy of acceptance and commitment therapy (ACT) interventions delivered through smartphones, but research has not yet focused on how to optimize such interventions. One benefit of mobile interventions is the ability to adapt content based on in-the-moment variables. The current randomized controlled trial evaluated whether an ACT app that tailored skill coaching based on in-the-moment ecological momentary assessments (EMAs) would be more efficacious than the same app where skill coaching was random or an EMA-only condition. A sample of 69 adults interested in using a self-help app were randomized to one of three app …

Scaling Out Evidence-Based Interventions Outside The U.S. Mainland: Social Justice Or Trojan Horse?, Melanie M. Domenech-Rodriguez, Ana A. L. Baumann, Alejandro L. Vázquez, Nancy G. Amador-Buenabad, Natalie Franceschi Rivera, Nydia Ortiz-Pons, J. Rubén Parra-Cardona

Psychology Faculty Publications

Global health disparities continue to widen as professional standards for effectiveness of mental health services provision become more precise and difficult to achieve across varied economic and social contexts. Within the U.S., health disparities are evident in Latinx populations. Globally, the health disparities are also evident in Latin America as compared to the U.S. and other economically affluent nations. The diversification of psychology in content and persons has led to a unique opportunity to build bridges that can help reduce disparities in- and outside of the U.S. mainland. Collaborations can be of great use in addressing health disparities internationally but …

Acceptance And Commitment Therapy For A Case Of Scrupulosity-Related Obsessive-Compulsive Disorder, Eric B. Lee, Clarissa W. Ong, Woolee An, Michael P. Twohig

Psychology Faculty Publications

Acceptance and Commitment Therapy (ACT) is a modern form of Cognitive Behavior Therapy (CBT) with growing support for treating obsessive-compulsive disorder (OCD). We present a case wherein a client presented with scrupulosity-related OCD. We briefly review scrupulosity, explain the theory behind ACT, and present a case, the treatment process, and desired outcomes. Exposure and response prevention (ERP) is described from an ACT perspective and discussed as an option for people with OCD who may be reluctant to engage in more traditional forms of ERP.

The Evolution Of Communication Pedagogy, Jerry D. Feezel

Journal of Communication Pedagogy

This article is an overview of the major developments in the field of communication in education. From the history of the national association over 100 plus years, specific attention is paid to changes leading to the advent of this publication. Changes in nomenclature, conferences, publications, research, and educational trends are discussed. The essay is intended to provide a view of history as setting for inauguration of the Journal of Communication Pedagogy. It also is intended to invite and stimulate other scholars’ reflections on the nature and evolution of the field.

Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy

Journal of Communication Pedagogy

Instructional communication and communication pedagogy are complementary areas of inquiry; that is, communication instructors will not be effective educators without strategically considering--for each course taught in a given semester--both pedagogical techniques (e.g., writing accurate course objectives; choosing or creating activities that align with the objectives; teaching communication skills using proven pedagogical strategies) and instructional communication practices (e.g., communicating with students clearly; confirming students; integrating appropriate humor). These disciplines offer micro (i.e., communication pedagogy) and macro (i.e., instructional communication) perspectives on teaching that both deserve close attention as instructors strive to be the best educators (and communicators) in the communication courses …

Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds

Journal of Communication Pedagogy

The basic course serves as a training ground for our future faculty as well as an introduction for students to the discipline. Through curriculum design and assessment, the basic course provides a context for practicing communication pedagogy and research within general education.

Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick

Journal of Communication Pedagogy

Critical Communication Pedagogy (CCP) signals a critical approach to Communication and Instruction scholarship. Critical signals a recognition that social reality is inherently political and encourages individuals to work with/in communities to identify, intervene into, and change oppressive systems. Communication and Instruction scholarship refers to (a) research concerning how to teach communication principles, theories, or knowledge (i.e., Communication Pedagogy or Communication Education) and (b) research about communication as it manifests in or about all types of educational spaces (i.e., Instructional Communication). CCP is not guided by a single methodology; rather, it signifies both an intellectual tradition and an umbrella term for …

Communication Pedagogy And The Scholarship Of Teaching And Learning: A Natural Match And A Promising Future, Mary Ann Danielson

Journal of Communication Pedagogy

Engaging in principles of good Scholarship of Teaching and Learning practice elucidates communication pedagogy and offers communication scholars opportunities to contribute to both the Communication discipline and a(n) (inter)national body of scholarship. Felten (2013) identified five principles of good practice in SoTL: (a) inquiry focused on student learning; (b) grounded in context; (c) methodologically sound; (d) conducted in partnership with students; and (e) appropriately public.

Assessing Students’ Writing And Public Speaking Self-Efficacy In A Composition And Communication Course, Terrell K. Frey, Jessalyn I. Vallade

Journal of Communication Pedagogy

One avenue for assessing learning involves evaluating self-efficacy, as this psychological beliefis a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N= 380) from pre- and post-test data suggest that students’ reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students’ …

Privileged Pedagogy, Vulnerable Voice: Opening Feminist Doors In The Communication Classroom, Danielle M. Stern

Journal of Communication Pedagogy

This interview study analyzes 22 communication scholars’ experiences of teaching about feminism. Beyond questioning understandings of feminism in the communication classroom, a theory of privileged vulnerability emerged regarding the privilege of teaching about feminism and the vulnerability we--as self-identified feminist educators--embody via this privilege. Implications include recognizing our privileges and vulnerabilities, as well as how they relate to student interactions, to enact a reflexive, embodied pedagogical praxis.

Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel

Journal of Communication Pedagogy

For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to …

Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian

Journal of Communication Pedagogy

Student apathy—a lack of motivation or mental presence in the classroom—is common in many academic institutions and courses of study. In Public Speaking courses, speech anxiety can be a factor that contributes to student apathy. To solve this problem, I suggest implementing an unconventional approach—in-class unguided longhand freewriting—that requires students to write nonstop about anything that comes to mind, without censoring or editing, during the first five minutes of each class session. I base this recommendation on my own observations of the students’ body language during the freewriting period, as well as my qualitative analysis of 95 students’ written feedback …

Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford

Journal of Communication Pedagogy

Communication courses (e.g., intercultural communication and gender communication) dedicated to the promotion of social justice often result in students’ raised consciousness regarding privilege and the oppression of people who have been marginalized historically. Affected students, however, often are at a loss about what to do with the newly acquired knowledge; consequently, they may experience anger and frustration that causes them to feel overwhelmed and leaves them with a sense of hopelessness. This essay provides 10 suggestions to help communication pedagogues guide students from anger and hopelessness to action and empowerment. Tips offered center on classroom discourse, curriculum choices, and potential …

Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa

Journal of Communication Pedagogy

Graduate Teaching Assistants (GTAs) are often the first college instructors who new students meet when they arrive for their first day of class, and as instructors and as students, GTAs are the future of the discipline. As such, GTAs need to receive comprehensive training in a variety of pedagogical, procedural, and professional areas to help graduate students continue to develop as instructors and, eventually, into full-time faculty. To assist basic course directors, department chairs, and faculty in creating and supporting a comprehensive and ongoing GTA training program, this article provides 10 best practices for training new GTAs who will be …

Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty

Journal of Communication Pedagogy

As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.

Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman

Journal of Communication Pedagogy

This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness.