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Articles 1141 - 1170 of 2622

Full-Text Articles in Other Communication

Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub Jan 2018

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.

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From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski Jan 2018

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.

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Relational Storytelling And Critical Reflections On Difference, Laura Russell Jan 2018

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 …

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“Feeling Warmth And Close To Her”: Communication And Resilience Reflected In Turning Points In Positive Adult Stepchild–Stepparent Relationships, Dawn O. Braithwaite, Vincent R. Waldron, Jordan Allen, Bailey Oliver, Gretchen Bergquist, Katie Storck, Jaclyn S. Marsh, Nathan Swords, Carol L. Tschampl-Diesing Jan 2018

“Feeling Warmth And Close To Her”: Communication And Resilience Reflected In Turning Points In Positive Adult Stepchild–Stepparent Relationships, Dawn O. Braithwaite, Vincent R. Waldron, Jordan Allen, Bailey Oliver, Gretchen Bergquist, Katie Storck, Jaclyn S. Marsh, Nathan Swords, Carol L. Tschampl-Diesing

Department of Communication Studies: Faculty Publications

With the goal of understanding the development of positive stepchild–stepparent relationships, the researchers focused on turning points characterizing the interaction of adult stepchildren who have a positive bond with a stepparent. Engaging a relational turning points perspective, 38 stepchildren (males and females, ages 25 to 52 years old) who reported a positive stepparent relationship were interviewed, generating 269 turning points which were categorized into 15 turning point types and coded by valence. Turning points occurring most frequently were: prosocial actions, quality time, conflict/ disagreement, changes in household/family composition, and rituals. Findings are discussed, including implications for developing and enacting resilient …

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Community Health Worker Employer Survey: Perspectives On Chw Workforce Development In The Midwest, Virginia Chaidez, Angela L. Palmer-Wackerly, Kate Trout Jan 2018

Community Health Worker Employer Survey: Perspectives On Chw Workforce Development In The Midwest, Virginia Chaidez, Angela L. Palmer-Wackerly, Kate Trout

Department of Communication Studies: Faculty Publications

A statewide Community Health Worker Employer Survey was administered to various clinical, community, and faith-based organizations (n = 240) across a range of rural and urban settings in the Midwest. At least 80% of participants agreed or strongly agreed that items characterized as supervisory support were present in their work environment. Thirty-six percent of respondents currently employed CHWs, over half (51%) of survey respondents reported seeing the need to hire/work with more CHWs, and 44% saw the need for CHWs increasing in the future. Regarding CHW support, a majority of respondents indicated networking opportunities (63%), paid time for networking (80%), …

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“Say Something Instead Of Nothing”: Adolescents’ Perceptions Of Memorable Conversations About Sex-Related Topics With Their Parents, Amanda Holman, Jody Koenig Kellas Jan 2018

“Say Something Instead Of Nothing”: Adolescents’ Perceptions Of Memorable Conversations About Sex-Related Topics With Their Parents, Amanda Holman, Jody Koenig Kellas

Department of Communication Studies: Faculty Publications

This study examined adolescents’ (n = 389) perceptions of parent– adolescent communication about sex, including what their parents say about sex, what types of conversations adolescents report as memorable, the degree to which messages are perceived as effective, and how parental messages predict adolescents’ sexual attitudes and behaviors. Six conversation types emerged: underdeveloped, safety, comprehensive talk, warning/ threat, wait, and no talk. When adolescents were asked to report how those could have been improved, five types emerged from the analysis of their responses: no change, be more specific/provide guidance, talk to me, appropriateness, and collaborate …

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Relational Uncertainty Management In Adult Children Of Divorce, Sylvia L. Mikucki-Enyart, Sarah R. Petitte, Sarah E. Wilder Jan 2018

Relational Uncertainty Management In Adult Children Of Divorce, Sylvia L. Mikucki-Enyart, Sarah R. Petitte, Sarah E. Wilder

Department of Communication Studies: Faculty Publications

Utilizing uncertainty management theory (UMT) and a multiple goals theory of personal relationships (MGPR) the present study examined how adult children of divorce (ACOD) manage relational uncertainty following parental divorce. In-depth, semistructured interviews with 25 adult children who had experienced parental divorce when they were 18 years of age or older revealed two broad types of information acquisition strategies: deliberate (i.e., information-seeking and information-avoiding) and incidental (i.e., incidental information acquisition). Deliberate information acquisition strategies were animated by several goals, including reducing and maintaining uncertainty, avoiding feeling caught, and protection. Alongside goals, various constraints (e.g., target efficacy, coping efficacy) played a …

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Asset, Liability, Possibility: Metaphors Of Human Difference And The Business Case For Diversity, Jennifer J. Mease (Also Peeksmease), Brittany L. Collins Jan 2018

Asset, Liability, Possibility: Metaphors Of Human Difference And The Business Case For Diversity, Jennifer J. Mease (Also Peeksmease), Brittany L. Collins

Department of Communication Studies: Faculty Publications

Purpose – This analysis draws on interviews with 19 self-identified US diversity consultants and 94 diversity statements posted on corporate websites. The findings challenge existing literature that characterizes the business case for diversity as monolithic and wholly problematic for the way it constructs understandings of human difference. The authors accomplish this using metaphor analysis to demonstrate how business case arguments incorporate three metaphorical systems for thinking and speaking about human differences – as asset, as liability and as possibility. Given this diversity of metaphors, the business case does not construct human difference in a monolithic way, but in a variety …

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From Exemptions To Censorship: Religious Liberty And Victimhood In Obergefell V. Hodges, Calvin Coker Jan 2018

From Exemptions To Censorship: Religious Liberty And Victimhood In Obergefell V. Hodges, Calvin Coker

Faculty and Staff Scholarship

This article analyzes the Supreme Court decision in Obergefell v. Hodges, showing that a subset of the dissent constructed devout religious groups as victims to re-articulate power relations between the state, LGBT groups, and religious entities. This re-articulation is possible as a consequence of ambiguity in the legal concept religious liberty, which is explored in depth. That ambiguity is employed to mount an argument against the decision, moving LGBT individuals from oppressed to oppressor of religious groups. The study contextualizes this inversion against the material and symbolic conditions of both the LGBT, and devout Christian, communities in the United …

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Technological Literacy Across Disciplines: Examining Graduate Instructors' Experiences, Sidouane Patcha Lum Jan 2018

Technological Literacy Across Disciplines: Examining Graduate Instructors' Experiences, Sidouane Patcha Lum

Open Access Theses & Dissertations

This dissertation critically examines graduate instructors’ technological literacy across disciplines in a four-year university, in order to explore avenues through which their challenges teaching with classroom technologies can be met. It also investigates the possibility that non- resident instructors and resident instructors’ difference in cultural orientations (patterns, norms and ways of doing) influence instructors’ ability to use technology for their specific functions. For this purpose, Multi (modal) literacy theories and the TPACK framework (technological, pedagogical and content, knowledge) are used as theoretical underpinnings which foster a better understanding of instructors’ technological literacy, while grounded theory developed by Glaser and Strauss …

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Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers Jan 2018

Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers

Journal of Communication Pedagogy

Communication pedagogy is the systematic study, reflection, and identification of teaching practices across communication course curricula that results ultimately in effective classroom instruction, gains in student learning, and the establishment of a supportive learning environment. Systematic study focuses on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Reflection centers on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Best practices offer tips for teaching or assessing a specific communication course, extra-curricular activity, or …

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The Evolution Of Communication Pedagogy, Jerry D. Feezel Jan 2018

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.

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Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy Jan 2018

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 …

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Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds Jan 2018

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.

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Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick Jan 2018

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 …

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Communication Pedagogy And The Scholarship Of Teaching And Learning: A Natural Match And A Promising Future, Mary Ann Danielson Jan 2018

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.

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Assessing Students’ Writing And Public Speaking Self-Efficacy In A Composition And Communication Course, Terrell K. Frey, Jessalyn I. Vallade Jan 2018

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’ …

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Privileged Pedagogy, Vulnerable Voice: Opening Feminist Doors In The Communication Classroom, Danielle M. Stern Jan 2018

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.

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Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel Jan 2018

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 …

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Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian Jan 2018

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 …

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Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford Jan 2018

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 …

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Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa Jan 2018

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 …

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Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty Jan 2018

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.

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Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman Jan 2018

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.

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Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier Jan 2018

Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier

Journal of Communication Pedagogy

This best-practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement servicelearning in a public speaking course, including reflection and assessment recommendations.

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Best Practices For Facilitating Communication-Centered Professional Development For Non-Communication Faculty, Stephanie Norander Jan 2018

Best Practices For Facilitating Communication-Centered Professional Development For Non-Communication Faculty, Stephanie Norander

Journal of Communication Pedagogy

Communication-across-the-curriculum (CxC) programs commonly support noncommunication faculty by crafting robust professional development learning experiences. This article presents 10 best practices for facilitating professional development designed to support the teaching and learning of communication competencies in non-communication disciplines. These practices draw on lessons learned from a successful professional development course facilitated by the CxC program at the University of North Carolina at Charlotte. Grounded in a situated communication pedagogy framework, these best practices reflect a communicationcentered approach to professional development, thus extending scholarly discourse and practices surrounding CxC programs, communication pedagogy, and professional development of faculty.

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Journal Of Communication Pedagogy, Complete Volume, 2018 Jan 2018

Journal Of Communication Pedagogy, Complete Volume, 2018

Journal of Communication Pedagogy

No abstract provided.

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Music To Mend Heartache: Song Choices To Match, Change, And Distract Mood, Rhiannon Kallis, Anna V. Ortiz Juarez-Paz Dec 2017

Music To Mend Heartache: Song Choices To Match, Change, And Distract Mood, Rhiannon Kallis, Anna V. Ortiz Juarez-Paz

The Qualitative Report

Romantic turmoil is something that most people experience in their life. When faced with an upsetting event, such as a breakup or fight with a partner, a person may turn to music to achieve a more desirable state of mind. The current study extended past research on music and coping by focusing specifically on a person’s use of music when they have emotional distress due to a romantic event. Ten interviews revealed the major theme “Music as a Tool,” regarding how people use music as social support. The first subtheme, Alliance with Mood, describes how participants used music as a …

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Effect Of Female Superhero Body Types On Parasocial Relationships, Perceived Homophily And Self-Esteem Of College Women, Ashe C. Cleveland, Michael John Farzinpour, Alyssa Aroz Vega Dec 2017

Effect Of Female Superhero Body Types On Parasocial Relationships, Perceived Homophily And Self-Esteem Of College Women, Ashe C. Cleveland, Michael John Farzinpour, Alyssa Aroz Vega

Student Scholar Symposium Abstracts and Posters

This study examines how exposure to female superheroes’ body images increases the strength of parasocial relationships, perceived homophily, and level of self-esteem that female college students experience. Three images of female superheroes were manipulated into round, muscular, and hyper-thin body types. Eighty-one students at a west coast university were randomly assigned to view one of three images of the female superhero. After viewing the images, the participants were asked to answer three Likert scales to determine the strength of parasocial relationships to the superheroine (bonds with the character), perceived homophily (perceived similarity), and self-esteem. The results of the study indicate …

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Deflection, Disassociation, & Acknowledgement: A Content Analysis Of The 2011-2014 Media Framing Of Hydraulic Fracturing And Oklahoma Earthquakes, Alicia Mason, Catherine Hooey, James Triplett Dec 2017

Deflection, Disassociation, & Acknowledgement: A Content Analysis Of The 2011-2014 Media Framing Of Hydraulic Fracturing And Oklahoma Earthquakes, Alicia Mason, Catherine Hooey, James Triplett

Faculty Submissions

In June of 2014, geologists reported that, for the first time, more earthquakes greater than magnitude 3.0 occurred in Oklahoma than in California [Terry-Cobo, 2014]. In Oklahoma, the frequency of earthquakes that are strong enough to be felt has increased 44 times in recent years and this has been correlated to a dramatic increase in high-volume, horizontal hydraulic fracturing (HVHHF) operations [Hume, 2014]. The aims of this study are: (1) to determine how hydraulic fracturing, commonly called fracking, and Oklahoma earthquakes are framed by print-based media at the local, national, and international levels; (2) to understand how the association between …

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