Communication Commons^™

Book Review Of: Univision, Telemundo, And The Rise Of Spanish-Language Television In The United States, Elizabeth Sotelo

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

Craig Allen’s Univision, Telemundo, and the Rise of Spanish-Language Television in the United States (2020) meticulously encapsulates the business challenges and subsequent success of Spanish-language television networks in the United States. Grounded in hard data, archival research, reporting, and interviews, the author expands the study beyond the U.S. to trace the initiatives’ roots to Mexico. The book’s nine chapters weave a chronological narrative that covers the period from 1961 to 2012. Throughout the book, Allen explores the beginning of Univision in San Antonio in 1961, the birth of Telemundo in 1986, the pioneers and the investments involved, and the creation …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Fraggin’ The Superhero Genre: Parody And Carnival In Dc’S Lobo, Ryan L. Johnson

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

This essay examines the DC anti-hero Lobo as an ideal example of the constructive, creative power of parody and Bakhtinian carnival. Unlike Bakhtin’s assertion that carnival since the Renaissance has lost its spirit of play and become purely destructive, Lobo uses grotesque violence to create just as much as he destroys social norms. Ultimately, the mini-series under consideration provide a valuable tool for students to understand carnival, parody, and its power as criticism.

A Word From The Writing Team (November 2025), Pam Walter, Mfa, Laura Deloretta, Phd

A Word From the Writing Team (Newsletter)

No abstract provided.

Witnessing Healing Through Fantasy: Trauma, Community, And Art In A Court Of Thorns And Roses, Alexandria A. Remm

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

Drawing on theorists such as Bruno Bettelheim, Lucy Bonds, Stef Craps, Dominick LaCapra, and Laura Loumeau-May, this paper explores the role of trauma and healing in Sarah J. Maas’ A Court of Thorns and Roses (ACOTAR) series by examining protagonist Feyre Archeron’s journey. Specifically, Feyre’s journey with trauma and how she heals throughout the series. The analysis highlights how Feyre’s recovery is deeply tied to empathy, her acts of artistic creation, and her evolving relationships with others, especially with those who have also endured their own trauma. In addition to textual analysis, the paper incorporates reader and fan responses—particularly fanart …

The Current - Volume 36 Issue 4, Nova Southeastern University

Student Newspapers

No abstract provided.

The Big Bang Theory’S Blurred (Tele)Vision Of Scientific Ethics: Some Thoughts For Educators Who Want To Change The Channel, Lee-Anne Broadhead, Sean J. Howard

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

This article investigates the way the popular American television program The Big Bang Theory represents the pursuit of scientific knowledge and reflects on the cultural and educational implications of the show’s contradictory problematization and valorization of the reductionist method at the core of modern Eurocentric science. Drawing on story-lines relating to military research, animal experimentation, and pharmaceutical drug trials, we consider the show’s precarious balance of implicit critique (the consistent exposé of systematically violent, often unethical research) and overt celebration (the presentation of science as “cool,” and its practitioners as flawed but endearing). This tension, we argue, enhances the show’s …

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

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

The Current - Volume 36 Issue 3, Nova Southeastern University

Student Newspapers

No abstract provided.

A Word From The Writing Team (October 2025), Pam Walter, Mfa, Laura Deloretta, Phd

A Word From the Writing Team (Newsletter)

This issue includes:

• Publications Spotlight
• Wiley is Hosting Two Workshops
• Join us for the Launch Party of Evanescent Issue 6: Growing. Learning. Aging.
• Pam is Out of the Office until October 14^th!
• October 3rd is our First Friday Writing Retreat!

Generative Ai In Higher Education: A Comparative Study Of Chatgpt Adoption, Perception, And Use Among College Students In The Global North And Global South, Shudipta Sharma, Louisa Ha

Human-Machine Communication

Generative AI tools like ChatGPT have become the fastest-adopted technology, raising concerns about its misuse in education. This study explores ChatGPT usage for class assignments among 646 college students in the U.S. and Bangladesh, focusing on their perceptions and trust in the tool. Using the technology acceptance model, along with internet efficacy and social persuasion theories, we found that students in both countries had high levels of awareness and adoption. Individual factors did not significantly influence ChatGPT usage, while social persuasion, perceived usefulness, perceived ease of use, and country were the strongest predictors. The findings suggest that AI technology may …

“Made Classes Easier Than A Coloring Sheet”: Student Perceptions And Uses Of Genai, Jessalyn I. Vallade, Renee Kaufmann, Trenton Upchurch

Human-Machine Communication

Student use of GenAI is growing and so are the faculty concerns. With research providing mixed suggestions and approaches, this study sought to understand the student perspective on ethical uses, their own motives and perceived benefits of GenAI use, the risks involved, and their perceptions of susceptibility and severity related to unethical use (i.e., plagiarism/cheating). Results revealed the complexity of student considerations regarding the uses, risks, and benefits of GenAI and its potential for personalized learning enhancement. Students generally view the likelihood of being caught submitting AI-generated work as their own as high and the consequences as severe. The viability …

The Current - Volume 36 Issue 2, Nova Southeastern University

Student Newspapers

No abstract provided.

Like Playing Plinko: A Conceptual Framework For Student Financial Aid Communication, Alyssa Takatori, Karla A. Weber-Wandel, Z.W. Taylor

Journal of Research Initiatives

The process of applying for and receiving student financial aid is an incredibly complex process involving multiple stakeholders (students, institutions, parents, counselors), levels of information (federal, state, institutional, personal), and modes of communication (print, email, text message, social media, phone calls). Moreover, first-generation students, low-income students, and students of color are most likely to struggle with the financial aid application and awarding process, further marginalizing these students. To date, research has examined how complicated the financial aid process is, how to identify financial aid communication issues, and how to remediate financial aid communication to render it simpler and more intuitive …