Pub Date : 2022-11-03DOI: 10.1080/03634523.2022.2136395
Melissa A. Broeckelman-Post, Stephanie Norander, T. Ball, Brandi Quesenberry, Adebanke Adebayo, Sammi Munson, Aayushi Hingle Collier, Briana M. Stewart, Shannon M. Taylor-Heflin
ABSTRACT This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public universities, and qualitative follow-up interviews were conducted with 12 faculty across institutions and disciplines. Results showed that there is wide variation in the complexity with which our colleagues define communication. Group and interaction skills were among the most valued communication skills, along with a variety of presentation skills. While explanatory and argumentation skills were highly valued, they are also areas where growth is needed. Online and mediated communication skills were rated as least important in the survey that was completed prior to COVID-19, but were discussed as an emerging need in the interviews conducted during the pandemic.
{"title":"What communication skills do other disciplines value most? A communication across the curriculum needs analysis","authors":"Melissa A. Broeckelman-Post, Stephanie Norander, T. Ball, Brandi Quesenberry, Adebanke Adebayo, Sammi Munson, Aayushi Hingle Collier, Briana M. Stewart, Shannon M. Taylor-Heflin","doi":"10.1080/03634523.2022.2136395","DOIUrl":"https://doi.org/10.1080/03634523.2022.2136395","url":null,"abstract":"ABSTRACT This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public universities, and qualitative follow-up interviews were conducted with 12 faculty across institutions and disciplines. Results showed that there is wide variation in the complexity with which our colleagues define communication. Group and interaction skills were among the most valued communication skills, along with a variety of presentation skills. While explanatory and argumentation skills were highly valued, they are also areas where growth is needed. Online and mediated communication skills were rated as least important in the survey that was completed prior to COVID-19, but were discussed as an emerging need in the interviews conducted during the pandemic.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44088720","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 : 2022-10-23DOI: 10.1080/03634523.2022.2131856
Sara Pitts, S. Myers
ABSTRACT The purpose of this study was to explore the role that confirmation plays in the academic advising context, with a focus on identifying the specific confirmation behaviors that advisees perceive their advisors to use with them during advising sessions. Participants were 33 undergraduate students who participated in one of six focus groups. Data analysis identified four confirming behaviors used by academic advisors: recognize students’ experiences outside the classroom, collaborate on educational/career goals, recall prior interactions with students, and offer praise and positive feedback. Participants also identified three disconfirming behaviors used by academic advisors: fail to give students their full attention, answer questions indirectly, and refuse to personalize student experiences. This study extends the conceptualization of confirmation into the academic advising context; while academic advising and teaching are often likened, this study found distinct confirmation behaviors are used in the academic advisor–advisee relationship.
{"title":"Academic advising as teaching: undergraduate student perceptions of advisor confirmation","authors":"Sara Pitts, S. Myers","doi":"10.1080/03634523.2022.2131856","DOIUrl":"https://doi.org/10.1080/03634523.2022.2131856","url":null,"abstract":"ABSTRACT The purpose of this study was to explore the role that confirmation plays in the academic advising context, with a focus on identifying the specific confirmation behaviors that advisees perceive their advisors to use with them during advising sessions. Participants were 33 undergraduate students who participated in one of six focus groups. Data analysis identified four confirming behaviors used by academic advisors: recognize students’ experiences outside the classroom, collaborate on educational/career goals, recall prior interactions with students, and offer praise and positive feedback. Participants also identified three disconfirming behaviors used by academic advisors: fail to give students their full attention, answer questions indirectly, and refuse to personalize student experiences. This study extends the conceptualization of confirmation into the academic advising context; while academic advising and teaching are often likened, this study found distinct confirmation behaviors are used in the academic advisor–advisee relationship.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42210949","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105918
Cicely T. Wilson, K. Hendrix
We are two communication scholars at di ff erent points in our careers, with Cicely being midcareer, and Katherine a senior faculty member. As two individuals at disparate points in our careers, our perspectives are not identical. Cicely was mentored by me (Katherine), and our perspectives are in sync based on several factors, including being Black women in academia. In this paper, we synthesize fi ve essays motivated by Waymer ’ s (2021) article. Waymer asks how communication education scholars will respond to bold acts of hatred and employ our expertise to promote social and racial justice in our classrooms, cam-puses, broader communities, and the world.
{"title":"Less talk, more action: moving Communication Education toward racial justice","authors":"Cicely T. Wilson, K. Hendrix","doi":"10.1080/03634523.2022.2105918","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105918","url":null,"abstract":"We are two communication scholars at di ff erent points in our careers, with Cicely being midcareer, and Katherine a senior faculty member. As two individuals at disparate points in our careers, our perspectives are not identical. Cicely was mentored by me (Katherine), and our perspectives are in sync based on several factors, including being Black women in academia. In this paper, we synthesize fi ve essays motivated by Waymer ’ s (2021) article. Waymer asks how communication education scholars will respond to bold acts of hatred and employ our expertise to promote social and racial justice in our classrooms, cam-puses, broader communities, and the world.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150322","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105920
Chandra A. Maldonado
Damion Waymer (2021) argues in Addressing Disciplinary Whiteness and Racial Justice Advocacy in Communication Education that as communication educators, we must con-tinue to teach students to “ recognize their privilege and convince them to be allies in the fi ght for equity, while simultaneously providing safe and welcoming academic spaces for underrepresented students ” (pp. 115 – 116). If we are to show our students that diversity matters, it is essential that we as communication educators recognize the privileges entangled in our most basic research practices. and publication process, equitable processes in the normative value economy of communication Addressing is foundational to equitable and
{"title":"Commemorative alchemy: defining value and letting go of our past","authors":"Chandra A. Maldonado","doi":"10.1080/03634523.2022.2105920","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105920","url":null,"abstract":"Damion Waymer (2021) argues in Addressing Disciplinary Whiteness and Racial Justice Advocacy in Communication Education that as communication educators, we must con-tinue to teach students to “ recognize their privilege and convince them to be allies in the fi ght for equity, while simultaneously providing safe and welcoming academic spaces for underrepresented students ” (pp. 115 – 116). If we are to show our students that diversity matters, it is essential that we as communication educators recognize the privileges entangled in our most basic research practices. and publication process, equitable processes in the normative value economy of communication Addressing is foundational to equitable and","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41330032","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105917
Melissa A. Broeckelman-Post, Joseph P. Mazer
{"title":"Editors’ introduction: addressing disciplinary whiteness and racial justice advocacy in communication education","authors":"Melissa A. Broeckelman-Post, Joseph P. Mazer","doi":"10.1080/03634523.2022.2105917","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105917","url":null,"abstract":"","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46619392","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105923
Brandon J. Colbert
As one approaches the emancipation of today ’ s Negro from all those traumatic ties that still bind him to slaveries other than the physical, this shadowed footnote, this half-forgotten history of a system that bartered dignity for dollars, stands as a painful reminder of the capacity of society to remain complacent in the midst of injustice. (King & Jackson, 2000, pp. 155 – 156)
{"title":"Why communication can’t wait any longer … Putting 30 years of critique into action","authors":"Brandon J. Colbert","doi":"10.1080/03634523.2022.2105923","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105923","url":null,"abstract":"As one approaches the emancipation of today ’ s Negro from all those traumatic ties that still bind him to slaveries other than the physical, this shadowed footnote, this half-forgotten history of a system that bartered dignity for dollars, stands as a painful reminder of the capacity of society to remain complacent in the midst of injustice. (King & Jackson, 2000, pp. 155 – 156)","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45712425","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105919
S. Brammer, Ryan J. Martinez, Narissra Maria Punyanunt-Carter
{"title":"Practical tools for the teacher-scholar: four ways to advance racial justice through transformative learning","authors":"S. Brammer, Ryan J. Martinez, Narissra Maria Punyanunt-Carter","doi":"10.1080/03634523.2022.2105919","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105919","url":null,"abstract":"","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49266952","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105921
C. K. Rudick
I was a graduate student at a time when Communication Education was still actively and aggressively hostile to any form of critical scholarship about race. I vividly remember the 2009 National Communication Association ’ s conference panel, “ Five Years Out in the Instructional Development Division: It ’ s Always Something! ” when one prominent posi-tivist scholar stated social science was “ real research ” and, after the panel, that it “ pissed [him] o ff ” to share the panel with “ those idiots ” (referring to the two critical scholars on the panel). This sentiment was met with a nervous laugh and an eye roll — not because many in the audience disagreed with him — but because he was gauche enough to say the quiet part out loud. It was clear that he, and those like him in the room, were embol-dened because they had almost complete sway over the editorial direction and tone of the fi eld and its most prestigious outlet. Their e ff orts to guard the journal against critical in fl uences were largely successful. As Myers et al. (2016) showed, only nine pieces of critical scholarship were published between 1976 and 2014 — as opposed to 505 pieces of positivistic scholarship during the same span. 1 graduate color see the pages the journal; mid/late fi ’ s
{"title":"You have to name the problem to fix it: White supremacy in Communication Education","authors":"C. K. Rudick","doi":"10.1080/03634523.2022.2105921","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105921","url":null,"abstract":"I was a graduate student at a time when Communication Education was still actively and aggressively hostile to any form of critical scholarship about race. I vividly remember the 2009 National Communication Association ’ s conference panel, “ Five Years Out in the Instructional Development Division: It ’ s Always Something! ” when one prominent posi-tivist scholar stated social science was “ real research ” and, after the panel, that it “ pissed [him] o ff ” to share the panel with “ those idiots ” (referring to the two critical scholars on the panel). This sentiment was met with a nervous laugh and an eye roll — not because many in the audience disagreed with him — but because he was gauche enough to say the quiet part out loud. It was clear that he, and those like him in the room, were embol-dened because they had almost complete sway over the editorial direction and tone of the fi eld and its most prestigious outlet. Their e ff orts to guard the journal against critical in fl uences were largely successful. As Myers et al. (2016) showed, only nine pieces of critical scholarship were published between 1976 and 2014 — as opposed to 505 pieces of positivistic scholarship during the same span. 1 graduate color see the pages the journal; mid/late fi ’ s","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46673049","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 : 2022-09-04DOI: 10.1080/03634523.2022.2105922
N. Lacy, Yea-Wen Chen
Despite good intentions, the U.S.-based communication discipline has “hardly addressed these [raceless/genderless/cultureless] underrepresentation issues” (Waymer, 2021, p. 114). One considerable gap remains in mentoring underrepresented students, as evidenced in Calafell’s (2007) letter calling for mentorship as “a site of embodied resistance” (p. 425). As a Black male doctoral student and an Asian/immigrant female associate professor, we reflect on critical moments as a mentee–mentor dyad and advocate (co-)mentoring approaches to diversify the communication (education) professions that reflect the diverse U.S. populations. Responding to Waymer’s (2021) stimulus essay, we believe that communication education scholarship, as aligned with critical communication pedagogy, plays a critical role in (co-)mentoring underrepresented students as future educators for racial and intersectional justice advocacy.
{"title":"“It takes a village”: proposing critically reflexive (co-)mentoring with underrepresented students as racialized, gendered, and othered","authors":"N. Lacy, Yea-Wen Chen","doi":"10.1080/03634523.2022.2105922","DOIUrl":"https://doi.org/10.1080/03634523.2022.2105922","url":null,"abstract":"Despite good intentions, the U.S.-based communication discipline has “hardly addressed these [raceless/genderless/cultureless] underrepresentation issues” (Waymer, 2021, p. 114). One considerable gap remains in mentoring underrepresented students, as evidenced in Calafell’s (2007) letter calling for mentorship as “a site of embodied resistance” (p. 425). As a Black male doctoral student and an Asian/immigrant female associate professor, we reflect on critical moments as a mentee–mentor dyad and advocate (co-)mentoring approaches to diversify the communication (education) professions that reflect the diverse U.S. populations. Responding to Waymer’s (2021) stimulus essay, we believe that communication education scholarship, as aligned with critical communication pedagogy, plays a critical role in (co-)mentoring underrepresented students as future educators for racial and intersectional justice advocacy.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48806797","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 : 2022-08-10DOI: 10.1080/03634523.2022.2107690
Matt Shin, S. Myers, Zac D. Johnson
ABSTRACT We integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students’ (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students’ achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgroups of students characterized by differences in their achievement motivation. Students between these latent profiles differed to some degree in their use of expressive and vengeful dissent but not rhetorical dissent. When examining instructor clarity as a triggering agent of dissent, lack of clarity was positively associated with all three types of instructional dissent; however, auxiliary moderation models revealed that latent profile membership did not moderate these effects. Our results suggest that although instructor clarity has similar effects on students’ instructional dissent—regardless of their latent profile membership—students still experience some differences in instructional dissent which can be explained by their achievement motivation profiles.
{"title":"Profiles of achievement motivation and instructional dissent","authors":"Matt Shin, S. Myers, Zac D. Johnson","doi":"10.1080/03634523.2022.2107690","DOIUrl":"https://doi.org/10.1080/03634523.2022.2107690","url":null,"abstract":"ABSTRACT We integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students’ (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students’ achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgroups of students characterized by differences in their achievement motivation. Students between these latent profiles differed to some degree in their use of expressive and vengeful dissent but not rhetorical dissent. When examining instructor clarity as a triggering agent of dissent, lack of clarity was positively associated with all three types of instructional dissent; however, auxiliary moderation models revealed that latent profile membership did not moderate these effects. Our results suggest that although instructor clarity has similar effects on students’ instructional dissent—regardless of their latent profile membership—students still experience some differences in instructional dissent which can be explained by their achievement motivation profiles.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48537113","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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