Are we winning?! A team challenge to engage students in the large lecture introductory communication course

The development and implementation of a semester‐long team challenge in an introductory level communication course is described. The team challenge was developed to encourage active engagement of students with large lecture material and to build community within lab sections of the course. Teaching assistants were trained to observe and record participation, distraction, and attendance levels in the large lecture portion of a hybrid course, ‘Fundamentals of Communication.’ Assessment of the team challenge as a case study reveals higher levels of verbal participation and attendance, and lower levels of distractions (i.e. use of cell phones, side conversations, late arrivals to class). In addition, there were other unexpected outcomes related to the way in which students were dispersed in the lecture hall. Results are discussed along with implications pertaining to the role of teaching assistants, the utility of competition versus collaboration in academia, and the definition of participation across all student populations

A Preliminary Investigation of Empirically Based and Spiritually Based Marital Enrichment Programs

Similarities and differences of two empirically based marital enrichment programs, Prevention and Relationship Enhancement Program (PREP) and Couple Communication (CC), and two spiritually based marital enrichment programs, Couples’ Temperament Workshop and Heirs Together were examined. Using published literature and observation, foundations, goals, content, and outcomes were considered. Programs contained similar goals and content, with core curriculum surrounding communication skills and conflict management. Although outcome information is unavailable upon the spiritually based programs, it is possible that these programs may be as effective as empirically based programs validated through research considering the similarities in core curriculum; however, research is needed to determine the influence of context

The Trifecta Approach and More: Student Perspectives on Strategies for Successful Online Lectures

The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the online lectures were structured in an upper level online organizational communication course. Student evaluations from 27 students were used, with questions focused upon the structure of lectures in the online course as compared to other online courses and to traditional classrooms. Qualitative analyses reveal the use of the trifecta approach, the use of audio voice-overs with PowerPoint slides, the concise nature of lectures, the ability to review them, and the use of key points as significant to student success. The majority of students also found online lectures more effective than live lectures in traditional classrooms

The Trifecta Approach and More: Student Perspectives on Strategies for Successful Online Lectures

The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the online lectures were structured in an upper level online organizational communication course. Student evaluations from 27 students were used, with questions focused upon the structure of lectures in the online course as compared to other online courses and to traditional classrooms. Qualitative analyses reveal the use of the trifecta approach, the use of audio voice-overs with PowerPoint slides, the concise nature of lectures, the ability to review them, and the use of key points as significant to student success. The majority of students also found online lectures more effective than live lectures in traditional classrooms

What Motivates Students in the Online Communication Classroom? An Exploration of Self-Determination Theory

The purpose of this study was to examine instructional strategies used to motivate students to engage in online communication courses. Eighteen undergraduate students, seven graduate students, and ten faculty members were interviewed individually or in small focus groups. Results indicate the significance of instructional strategies that promote autonomy, perceived competence, and relatedness in motivating students. Two instructional strategies that promote autonomy (i.e., conveying choice in instructional language and validating negative feelings associated with arduous or tedious tasks) were not discussed by participants in this study, which poses interesting challenges for instructors. The results reveal the utility of Self-Determination Theory in aiding contemporary scholars in understanding the particular needs of online learners and the distinct challenges for today’s teachers

A Preliminary Investigation of Empirically Based and Spiritually Based Marital Enrichment Programs

Similarities and differences of two empirically based marital enrichment programs, Prevention and Relationship Enhancement Program (PREP) and Couple Communication (CC), and two spiritually based marital enrichment programs, Couples’ Temperament Workshop and Heirs Together were examined. Using published literature and observation, foundations, goals, content, and outcomes were considered. Programs contained similar goals and content, with core curriculum surrounding communication skills and conflict management. Although outcome information is unavailable upon the spiritually based programs, it is possible that these programs may be as effective as empirically based programs validated through research considering the similarities in core curriculum; however, research is needed to determine the influence of context

“Experimenting with our Education” or Enhancing It? Co-Teaching from the Perspective of Students

Previous research has explored the influence of co-teaching models on student learning in the K-12 grade curriculum. However, little research explores the effects of co-teaching models on college students. This study examines the benefits and drawbacks of co-teaching models in higher education from the perspective of students. Surveys with open questions pertaining to co-teaching and traditional approaches were used to collect data from 36 undergraduate students (17 students in a co-taught basic communication course and 19 students in a traditionally taught basic communication course) at a mid-sized Midwestern university. In addition, cognitive and affective learning scales were used to gather perceptions of cognitive and affective learning of students in co-teaching versus traditional classrooms. Results reveal diverse instructor perspectives, variety of teaching styles, increased communication skills, and fresh perspectives to be benefits of co-teaching in higher education. Students found drawbacks of co-teaching to include: a confusing class structure and rejection of traditional instructional styles. Additionally, students in co-teaching classrooms reported higher levels of affective learning when compared to students in traditional classrooms; however, there were not significant differences in perceptions of cognitive learning. Implications for utilizing co-teaching in higher education are explored

A New Publishing Landscape: The Curiosities, Opportunities, & Pitfalls of Open Access Publishing

Open access (OA) publishing is a unique model for disseminating academic work to a larger readership that is not controlled by traditional publishing/subscription gate-keepers. This panel provides an informative session reviewing OA as a new publishing landscape ripe with opportunities and potential pitfalls. To help you navigate this uncharted terrain, three presenters will guide you through a discussion covering OA\u27s origin story, models under which OA operates, pros and cons of the OA landscape, and differing perspectives on OA from a variety of academic stakeholders. The goal of the session is to educate participants about OA publishing and generate an open dialogue of the virtues and vices it offers academics. By the end of the session you will walk away with a mental map equipped to chart your own path into (or away from) OA territory

Bending Bars: A Dialogue between Four Prison Teacher-Researchers

This dialogue illustrates the various ways the four authors have undertaken literacy work inside prison--from writing workshops in jails and prisons, to exchanges between college students and incarcerated writers, to college classes in correctional facilities, to investigations of fragmented documents from a progressive era girls’ training school. We situate these ongoing efforts as methods for supporting writing that might heal the individual, social and cultural wounds evoked by our country’s mass incarceration policies and for making that writing public

It Takes the University to Close the Equity Gap

Measured as the difference in performance outcomes between domestic students of color and domestic white students, the equity gap is rooted in systemic racism and a lack of educational opportunities. The equity gap has ramifications for all stakeholders in higher education, especially for domestic students of color. In this paper, we explore the causes of the equity gap and why it requires a university-wide effort to close it. Potential solutions in closing it are offered based on our experiences at Minnesota State University, Mankato