Pub Date : 2023-08-05DOI: 10.1080/03634523.2023.2234514
Luke LeFebvre, W. Keith
I do not suppose that the younger generation — to talk like a grandpa for a few minutes — can realize how great a change has come over us. Any time back of twenty-fi ve years ago each teacher stayed in [their] own little corner, hugging to [their] own pet “ system, ” and believing all the other fellows were nitwits and freaks …
{"title":"Communication education scholarship: a reclamation for the future","authors":"Luke LeFebvre, W. Keith","doi":"10.1080/03634523.2023.2234514","DOIUrl":"https://doi.org/10.1080/03634523.2023.2234514","url":null,"abstract":"I do not suppose that the younger generation — to talk like a grandpa for a few minutes — can realize how great a change has come over us. Any time back of twenty-fi ve years ago each teacher stayed in [their] own little corner, hugging to [their] own pet “ system, ” and believing all the other fellows were nitwits and freaks …","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-05DOI: 10.1080/03634523.2023.2238839
Joseph P. Mazer
{"title":"With much appreciation","authors":"Joseph P. Mazer","doi":"10.1080/03634523.2023.2238839","DOIUrl":"https://doi.org/10.1080/03634523.2023.2238839","url":null,"abstract":"","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42314148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1080/03634523.2023.2222005
Brandi N. Frisby, D. Mansson, Caroline Girudeau
{"title":"The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning","authors":"Brandi N. Frisby, D. Mansson, Caroline Girudeau","doi":"10.1080/03634523.2023.2222005","DOIUrl":"https://doi.org/10.1080/03634523.2023.2222005","url":null,"abstract":"","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47652999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/03634523.2023.2207146
Paul R. Raptis
Resilience is conceptualized as a communication process “situated in everyday life at ordinary moments of loss as well as at extraordinary and profound disruptions caused by war, disaster, death, and mass violence. These events can provoke responses such as stress, anxiety, or trauma” (Buzzanell & Houston, 2018, p. 2). Afifi (2018) describes social relationships as playing a significant role in influencing how individuals respond to adversity. Interpersonal communication research tends to examine communication processes related to resilience such as affection and social support as means by which to improve mental health, reduce loneliness, and enhance relationship satisfaction and quality. As such, our social relationships have the potential to positively or negatively influence how we adapt to stressful events. Fox andWalter (2022) indicate resilience results from an interplay between individual and environmental factors. On an individual level, those exhibiting traits such as selfefficacy, flexibility, and use of coping strategies are more likely to persevere when encountering challenging circumstances. Conversely, individuals finding it difficult to cope with the emotional demands of their work are more likely to experience stress and job-related burnout. Environmental factors influencing teacher resilience include the availability of new teacher support, opportunities for mentoring, positive relationships with colleagues, administrators, and students, as well as the existence of a positive institutional culture. Furthermore, those exhibiting high levels of resilience also tend to maintain a strong sense of well-being when confronted with stress.
{"title":"Building resilience by applying trauma-informed practices","authors":"Paul R. Raptis","doi":"10.1080/03634523.2023.2207146","DOIUrl":"https://doi.org/10.1080/03634523.2023.2207146","url":null,"abstract":"Resilience is conceptualized as a communication process “situated in everyday life at ordinary moments of loss as well as at extraordinary and profound disruptions caused by war, disaster, death, and mass violence. These events can provoke responses such as stress, anxiety, or trauma” (Buzzanell & Houston, 2018, p. 2). Afifi (2018) describes social relationships as playing a significant role in influencing how individuals respond to adversity. Interpersonal communication research tends to examine communication processes related to resilience such as affection and social support as means by which to improve mental health, reduce loneliness, and enhance relationship satisfaction and quality. As such, our social relationships have the potential to positively or negatively influence how we adapt to stressful events. Fox andWalter (2022) indicate resilience results from an interplay between individual and environmental factors. On an individual level, those exhibiting traits such as selfefficacy, flexibility, and use of coping strategies are more likely to persevere when encountering challenging circumstances. Conversely, individuals finding it difficult to cope with the emotional demands of their work are more likely to experience stress and job-related burnout. Environmental factors influencing teacher resilience include the availability of new teacher support, opportunities for mentoring, positive relationships with colleagues, administrators, and students, as well as the existence of a positive institutional culture. Furthermore, those exhibiting high levels of resilience also tend to maintain a strong sense of well-being when confronted with stress.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/03634523.2023.2207145
Brandi N. Frisby
Abrupt adaption: A review of the impact of the covid-19 pandemic on faculty in higher education. The authors present thought-provoking and inspirational ideas to consider as we transition to what a postpandemic higher education culture should look like. This forum forced scholars to examine hard questions about what was and what is, and to give us the space to reflect on the swift evolution of higher education culture exacerbated by a pandemic. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Forum response: joining our colleagues to advocate and act for meaningful change","authors":"Brandi N. Frisby","doi":"10.1080/03634523.2023.2207145","DOIUrl":"https://doi.org/10.1080/03634523.2023.2207145","url":null,"abstract":"Abrupt adaption: A review of the impact of the covid-19 pandemic on faculty in higher education. The authors present thought-provoking and inspirational ideas to consider as we transition to what a postpandemic higher education culture should look like. This forum forced scholars to examine hard questions about what was and what is, and to give us the space to reflect on the swift evolution of higher education culture exacerbated by a pandemic. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42874807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/03634523.2023.2207144
Brandi Lawless
Are we burnt out or are we exploited? This forum asks how we can sustain ourselves as teachers and scholars. I propose we can’t... or at least we shouldn’t. Yes, we are tired, but it isn’t only the pandemic’s fault. The neoliberalization of higher education has pushed a “do more with less” mentality that thrives off of individual meritocracy. Rather than double down on the narrative that it’s our job to find better mechanisms of sustainability, I argue that it’s time to burn it all to the ground (metaphorically). The only way to sustain is to resist. It’s time to quiet quit the shit out of academia. The neoliberalization of the academy is well documented (Bousquet & Nelson, 2008; Darder, 2012; Lawless & Chen, 2017). Under this ideology, instructors are treated like customer service representatives, providing a marketplace of ideas for students (Lawless et al., 2019). The well-documented decline of enrollment in higher education (Fischer, 2022; Williams June, 2022) pushes professors to be the harbinger of ideas, the counselor, the mom, the networker, the recruiter, the administrator, the friend, the bully, and/or the advisor. We do it because “the university is going through a hard time” or “it’s a labor of love.” When students leave with the “product” that they paid for, they are strapped with debt for the rest of their lives, only to be teased with a dangled carrot of loan forgiveness that comes back and forth into their periphery. It’s no wonder we see the largest faculty strikes in history (Alvarez, 2022) garnering student support and, at the same time, frustration at the loss of a product they are paying for (Asimov, 2022). If the system of higher education wants to treat us all like consumers and providers in a business, then we should act like we work in a business. Recently, Twitter’s CEO Elon Musk told his newly acquired employees that they need to make a choice to stay and be “extremely hardcore” or resign. He explained, “This will mean working long hours at high intensity. Only exceptional performance will constitute a passing grade” (Hesse, 2022). Media outlets rushed to point out that forcing people to resign put hundreds of employees in jeopardy with their visa status, essentially forcing them to make a choice between exploitation and leaving the country. While this sounds like a rare case—a Muskism—something similar happened at my university during the pandemic. The administration claimed that the pandemic put the university in financial precarity (despite a booming endowment). They proposed that faculty take temporary pay cuts to stabilize the budget. To force our hand, they threatened to lay off all pretenure faculty, many of whom were on working visas. What’s more, when
{"title":"Performative enactments of resistance to academic neoliberalization: quiet quitting as educational transgression and sustainability","authors":"Brandi Lawless","doi":"10.1080/03634523.2023.2207144","DOIUrl":"https://doi.org/10.1080/03634523.2023.2207144","url":null,"abstract":"Are we burnt out or are we exploited? This forum asks how we can sustain ourselves as teachers and scholars. I propose we can’t... or at least we shouldn’t. Yes, we are tired, but it isn’t only the pandemic’s fault. The neoliberalization of higher education has pushed a “do more with less” mentality that thrives off of individual meritocracy. Rather than double down on the narrative that it’s our job to find better mechanisms of sustainability, I argue that it’s time to burn it all to the ground (metaphorically). The only way to sustain is to resist. It’s time to quiet quit the shit out of academia. The neoliberalization of the academy is well documented (Bousquet & Nelson, 2008; Darder, 2012; Lawless & Chen, 2017). Under this ideology, instructors are treated like customer service representatives, providing a marketplace of ideas for students (Lawless et al., 2019). The well-documented decline of enrollment in higher education (Fischer, 2022; Williams June, 2022) pushes professors to be the harbinger of ideas, the counselor, the mom, the networker, the recruiter, the administrator, the friend, the bully, and/or the advisor. We do it because “the university is going through a hard time” or “it’s a labor of love.” When students leave with the “product” that they paid for, they are strapped with debt for the rest of their lives, only to be teased with a dangled carrot of loan forgiveness that comes back and forth into their periphery. It’s no wonder we see the largest faculty strikes in history (Alvarez, 2022) garnering student support and, at the same time, frustration at the loss of a product they are paying for (Asimov, 2022). If the system of higher education wants to treat us all like consumers and providers in a business, then we should act like we work in a business. Recently, Twitter’s CEO Elon Musk told his newly acquired employees that they need to make a choice to stay and be “extremely hardcore” or resign. He explained, “This will mean working long hours at high intensity. Only exceptional performance will constitute a passing grade” (Hesse, 2022). Media outlets rushed to point out that forcing people to resign put hundreds of employees in jeopardy with their visa status, essentially forcing them to make a choice between exploitation and leaving the country. While this sounds like a rare case—a Muskism—something similar happened at my university during the pandemic. The administration claimed that the pandemic put the university in financial precarity (despite a booming endowment). They proposed that faculty take temporary pay cuts to stabilize the budget. To force our hand, they threatened to lay off all pretenure faculty, many of whom were on working visas. What’s more, when","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/03634523.2023.2207029
James L. Cartee
In the spring semester of 2020, at the peak of campus closures, more than 1,300 universities in the United States shifted from a traditional campus environment to an online delivery system or canceled classes entirely for the rest of the term (Smalley, [15]). A shared trauma with college faculty and student experiences During the height of the COVID-19 pandemic, faculty and students experienced a shared trauma, also known as a shared traumatic reality. As a first inclination, kindness toward the students contagiously led to kindness toward each other in university interactions among fellow faculty, colleagues, leadership, and staff roles. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Kindness in shared trauma during times of crisis: breaking the barriers of resilience among faculty and students","authors":"James L. Cartee","doi":"10.1080/03634523.2023.2207029","DOIUrl":"https://doi.org/10.1080/03634523.2023.2207029","url":null,"abstract":"In the spring semester of 2020, at the peak of campus closures, more than 1,300 universities in the United States shifted from a traditional campus environment to an online delivery system or canceled classes entirely for the rest of the term (Smalley, [15]). A shared trauma with college faculty and student experiences During the height of the COVID-19 pandemic, faculty and students experienced a shared trauma, also known as a shared traumatic reality. As a first inclination, kindness toward the students contagiously led to kindness toward each other in university interactions among fellow faculty, colleagues, leadership, and staff roles. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46454941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/03634523.2023.2207028
M. Allison Cato, R. Mathis
Women faced barriers in academia during the pandemic, and the implications on higher education, their career, and students are meaningful. Research focuses on how the pandemic has affected college students' mental health (Son et al., [12]) and the effects of the pandemic on student success (Lederer et al., [7]). (Re)membering pre-COVID leaks to build resilient community Factors causing the "leaky pipeline" phenomenon, pre-COVID, were not fully understood or addressed;then, we experienced societal upheaval and a pandemic. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Patch leaks in the pipeline post-pandemic by preparing a resilient and sustainable community: classroom to college","authors":"M. Allison Cato, R. Mathis","doi":"10.1080/03634523.2023.2207028","DOIUrl":"https://doi.org/10.1080/03634523.2023.2207028","url":null,"abstract":"Women faced barriers in academia during the pandemic, and the implications on higher education, their career, and students are meaningful. Research focuses on how the pandemic has affected college students' mental health (Son et al., [12]) and the effects of the pandemic on student success (Lederer et al., [7]). (Re)membering pre-COVID leaks to build resilient community Factors causing the \"leaky pipeline\" phenomenon, pre-COVID, were not fully understood or addressed;then, we experienced societal upheaval and a pandemic. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41304093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/03634523.2023.2210228
Stephanie Norander
In our classrooms, the trauma-informed practices and student-centered pedagogies can be read as resistance to enduring and outdated pedagogical practices as well as a "back to normal" or "business as usual" approaches to the ongoing effects of COVID-19 (Cartee;Raptis). As the COVID-19 pandemic and its lingering effects have shown us, long-term sustenance of ourselves and others as learners, teachers, scholars, and human beings is perhaps most worthy of our focus when cultivating a meaningful career - more so than traditional measures of productivity and success. Hosek and Verhoff complement these institutional and classroom-level considerations with their essay on crafting a sustainable career, emphasizing personal agency. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
在我们的课堂上，创伤知识实践和以学生为中心的教学方法可以被解读为对持久和过时的教学实践的抵制，以及对COVID-19持续影响的“回归正常”或“一切照旧”方法(Cartee;Raptis)。正如2019冠状病毒病大流行及其持续影响向我们表明的那样，在培养有意义的职业生涯时，作为学习者、教师、学者和人类的自己和他人的长期维持可能是最值得我们关注的——比传统的生产力和成功衡量标准更重要。Hosek和Verhoff在他们关于打造可持续职业的文章中补充了这些机构和课堂层面的考虑，强调了个人的能动性。【摘自文章】传播教育的版权是Taylor & Francis Ltd的财产，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)
{"title":"Forum response: sustaining ourselves as scholars","authors":"Stephanie Norander","doi":"10.1080/03634523.2023.2210228","DOIUrl":"https://doi.org/10.1080/03634523.2023.2210228","url":null,"abstract":"In our classrooms, the trauma-informed practices and student-centered pedagogies can be read as resistance to enduring and outdated pedagogical practices as well as a \"back to normal\" or \"business as usual\" approaches to the ongoing effects of COVID-19 (Cartee;Raptis). As the COVID-19 pandemic and its lingering effects have shown us, long-term sustenance of ourselves and others as learners, teachers, scholars, and human beings is perhaps most worthy of our focus when cultivating a meaningful career - more so than traditional measures of productivity and success. Hosek and Verhoff complement these institutional and classroom-level considerations with their essay on crafting a sustainable career, emphasizing personal agency. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45244030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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