Fitting Linear Mixed-Effects Models using lme4

Maximum likelihood or restricted maximum likelihood (REML) estimates of the parameters in linear mixed-effects models can be determined using the lmer function in the lme4 package for R. As for most model-fitting functions in R, the model is described in an lmer call by a formula, in this case including both fixed- and random-effects terms. The formula and data together determine a numerical representation of the model from which the profiled deviance or the profiled REML criterion can be evaluated as a function of some of the model parameters. The appropriate criterion is optimized, using one of the constrained optimization functions in R, to provide the parameter estimates. We describe the structure of the model, the steps in evaluating the profiled deviance or REML criterion, and the structure of classes or types that represents such a model. Sufficient detail is included to allow specialization of these structures by users who wish to write functions to fit specialized linear mixed models, such as models incorporating pedigrees or smoothing splines, that are not easily expressible in the formula language used by lmer.Comment: 51 pages, including R code, and an appendi

Connecting to Students: Self-disclosure as a Motivational Tool for Collegiate Forensic Coaches

Forensic coaches spend a large amount of time with their students and often struggle to find effective methods of motivation; however, studies have shown that teachers (Christophel, 1990) and athletic coaches (Turman, 2008) can use immediacy as a way to increase student/competitor motivation. This paper examines how forensic coaches can use a specific interpersonal tactic (self-disclosure) to potentially increase student motivation. The review of literature covers self-disclosure and the link between immediacy and motivation in both educational and competitive settings; next, Petronio’s Communication Privacy Management theory is contextualized with forensic coaches; finally, suggestions are offered to forensic coaches who wish to effectively motivate students through self-disclosure

Student Research as a Method for Developing New Forensics Leaders

For years, a call for more forensic research has echoed across the nation. While some respond to the continued challenge, many others have not. Numerous programs have disappeared from the collegiate forensic map over the years, with the questioned legitimacy and effectiveness of forensic programs and forensic professionals cited as the reason for their disappearance. In order to maintain a strong participation of programs, students, and coaches, we must develop strong leaders who, through research, will promote and stabilize forensics in the collegiate scene. As forensic leaders, it is our responsibility to nurture students into leadership positions where they, through research, will help ensure the activity’s survival. I advocate for student-authored forensic research as a method for transitioning students from competitors into active forensic scholars. I will share the gains of involving students in forensic research and then offer suggestions on how to encourage student to engage in forensic research

The 2015 State of Delta Sigma Rho-Tau Kappa Alpha

Brief history and update of the Delta Sigma Rho-Tau Kappa Alpha organization

Connecting to Students: Self-disclosure as a Motivational Tool for Collegiate Forensic Coaches

Forensic coaches spend a large amount of time with their students and often struggle to find effective methods of motivation; however, studies have shown that teachers (Christophel, 1990) and athletic coaches (Turman, 2008) can use immediacy as a way to increase student/competitor motivation. This paper examines how forensic coaches can use a specific interpersonal tactic (self-disclosure) to potentially increase student motivation. The review of literature covers self-disclosure and the link between immediacy and motivation in both educational and competitive settings; next, Petronio’s Communication Privacy Management theory is contextualized with forensic coaches; finally, suggestions are offered to forensic coaches who wish to effectively motivate students through self-disclosure

Experiential Learning and the Basic Communication Course: A New Path to Assessing Forensic Learning Outcomes

Scholars have often touted the educational benefits of forensics (e.g.: Bartanen, 1998; Beasley, 1979; Brownlee, 1979; Ehninger, 1952; Gartell, 1973; Jensen, 2008; McBath, 1975; Millsap, 1998; Schroeder & Schroeder, 1995; Stenger, 1999; Yaremchuk, 1979). Critics, most notably Burnett, Brand, and Meister (2003), have argued forensics is only a competitive game with the idea of education used as a crutch to uphold the activity in the eyes of schools. While attempting to counter critics, many forensic educators have scrambled to find proof of student learning. Besides theoretical approaches to potential learning methods (e.g., Dreibelbis & Gullifor, 1992; Friedley, 1992; Sellnow, Littlefield, & Sellnow, 1992; Swanson, 1992; Zeuschner, 1992), the evidence of student learning in collegiate forensics has been scarce.Kelly and Richardson (2010) and the 2010 NFA Pedagogy Report represented a new era of forensic assessment by trying to nail down learning objectives for the activity. Kelly (2010) argued, “Higher education is being reshaped by standardized assessment practices, and collegiate forensics must reshape practice accordingly” (p. 131). As the debate rages on about appropriate learning objectives in the community, assessment practices to measure any form of learning still remain missing. Many scholars have called for a better understanding of forensic learning outcomes but have never applied genuine academic learning objectives to forensics (e.g., Church, 1975; Holloway, Keefe, & Cowles, 1989; McMillan & Todd-Mancillas, 1991).Beyond identifying learning objectives, forensic scholars have had difficulty accurately measuring learning outcomes of the activity. These struggles are reflected in communication studies assessment; Morreale et al., (2011) noted communication educators have trouble providing accurate assessment data due the performative nature of the field. To help answer the call most recently initiated by Kelly and Richardson (2010) and Kelly (2010), this article will identify and explore an appropriate assessment method for forensic learning outcomes, and provide data for use by future forensic educators and scholars

DSR-TKA: Rolling with the Times

Introductory address from Professor Ben Walker, President of Delta Sigma Rho-Tau Kappa Alpha, on the future of DSR-TKA

Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors

The significance of personal tutoring continues to increase as a result of contextual developments and the outcomes of key research on student retention and success, and yet these developments simultaneously create significant challenges in delivery within the pastoral model of personal tutoring. In addition, it remains an under-developed and under-researched area. Personal tutors’ needs and concerns have been established, and assessment of an intervention to address them has been recommended. This study examines the impact of the intervention of tailored professional development materials for tutoring within a pastoral model created in response to these issues. It reveals the usefulness of this developmental support and the need for such guidance for this work. It is argued that there are implications in terms of approaches to tutoring within this pastoral model, developmental support provision and a need for consistency of standards in personal tutoring across the sector