Perceived ideological bias in the college classroom and the role of student reflective thinking: A proposed model

The role ideology plays in the university classroom is a continual issue of debate. A common public perception has been that academics are a liberal elite, and that they, in the words of conservative activist David Horowitz, “behave as political advocates in the classroom, express opinions in a partisan manner on controversial issues irrelevant to the academic subject, and even grade students in a manner designed to enforce their conformity to professorial prejudices” (2007, p. 188). The Chronicle of Higher Education demonstrated how pervasive this view has become with a 2004 public opinion poll that found 51% of 1,000 individuals surveyed in the United States (U.S.) believed college faculty improperly introduced a liberal bias into their classrooms (A Special Report). In contrast, the American Association of University Professors’ Statement on Professional Ethics states “As teachers, professors encourage the free pursuit of learning in their students … Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors” (2009, p. 4). There is clearly a disconnect between what faculty profess to do and what many outside of higher education perceive to be happening. If this disconnect can be addressed through changes in pedagogy, even if only partially, then such changes should be explored. This study explores how student reflective thinking, student perceptions of ideological bias, and student reactions to ideological bias interact. Understanding the relationship between these three variables may help educators communicate more effectively with students in an effort to foster open minded inquiry

College Students and Yik Yak: An Exploratory Mixed-Methods Study

This study, employing an exploratory mixed-methods approach, explores college students’ use of Yik Yak, a pseudo-anonymous social media platform that allows users to post short messages and engage primarily with other nearby users. Study 1 qualitatively examined student uses and perceptions of the app through 12 in-depth interviews with Yik Yak users. Study 2 conducted a content analysis of yaks (N = 3,905) from 24 colleges and universities to gain a better understanding of the content that students post and engage with inside the app. The combination of qualitative and quantitative findings offers insight into the complex phenomena of Yik Yak in a university setting. Limitations and future directions of research are discussed

Communication Center Effectiveness: The Impact of Tutoring on Speech Performance

In this study, the researchers explore required public speaking tutoring in communication centers and the effect it has on students’ grades, speaking apprehension, and expected speech outcomes. Test and control group participants completed the Situational Communication Apprehension Measure after the completion of their persuasive speeches in a traditional public speaking course. Recorded speeches were also analyzed by the researchers. No significant difference was identified between the test and control group related to either communication apprehension or speech delivery. Students in the test g roup (those students attending required tutoring) did, however, have statistically higher scores related to organizational outcomes and final speech grades. Future directions of research and limitations are discussed

Communicating Political Bias in the College Classroom

The concern that academia is a liberal ivory tower with faculty endeavoring to brainwash undergraduates into holding liberal views is a perennial issue for American higher education. A recent survey indicated that nearly 70% of Americans felt academia favors professors with liberal social and political views and nearly 40% believed political bias in the college classroom is a serious problem. Organizations and pundits critical of the current status quo have published repeated scathing critiques of the role ideology plays in academia, and in communication studies classrooms in particular. Various solutions to the perceived problem have also been recommended, many of which involve the need for significant structural reform. In a particularly interesting flipping of the scripts, Bill O’Reilly recently called for affirmative action in the hiring of conservative academics in higher education. Our research, however, suggests a solution to the issue that, while longer term, may be simpler and rooted in a shared educational mission

Replication Data for: Engaging with Others: How the IRA Coordinated Information Operation Made Friends

Replication Data for Engaging with Others: How the IRA Coordinated Information Operation Made Friend

Run, Hide, Fight: Leveraging Academics to Enhance Emergency Preparedness Training for Active Shooter Events

College and university campuses are regularly faced with various types of crises. One category of crisis that is becoming a more regular event of concern is the active shooter event. Trainings exist that can help individuals respond more confidently in the event of an active shooter incident on campus. However, the authors were concerned that students with certain personality traits may be less likely to abide by active shooter training guidelines. We surveyed undergraduate students and compared the Big Five personality traits with perceptions of self and response efficacy related to the “Run, Hide, Fight” active shooter training video. Our findings confirm prior research findings and suggest a small, significant relationship between certain personality types and perceptions of efficacy