UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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Consultants in the Classroom: Pilot Study Assessing Multidisciplinary Center Collaboration
Get PDFCommunication and collaborative center clients come in various forms. Many centers work with individuals, others with groups, and some with entire classrooms, departments, or colleges. Very few centers partner with other campus consulting services and interact with these large units. While a considerable amount of literature focuses on one-on-one consultations, little to no research deals with this unique partnership and client type or size. This research examines how one communication center partnered with two other campus consulting services and created an embedded consultant relationship with three courses for a semester each. For one course, a control group excluded all consultant participation. For another course, the services embedded themselves into each class meeting. An unexpected third course saw the services provide service-specific workshops during select class meetings. This research included speaking, writing, and research consultants, pre- and post-semester evaluations, and comparisons of empowerment and subject knowledge values between courses. Results indicate the workshop group produces higher empowerment and learning levels than other groups.
Enrich Consultants and the Public
Get PDFThis essay asserts that advocacy work outside of the communication center was valuable not only to the Greensboro Community but also to the Speaking Center consultants who volunteered, and that similar opportunities should therefore be afforded to employees at other speaking centers as well.
Editorial Introduction: Communication Centers Spanning Campus and Communities
Get PDFThis editorial introduction offers a framework for the 2019 issue of CCJ
Migrating pedagogies: Encountering immigrant pupils through movement and dance
Get PDFIn this article the author reflects on her experiences as a visiting dance teacher for preparatory class pupils at a public school in Finland. Preparatory classes are intended for children who have arrived in Finland recently from another country, and who do not yet know Finnish language. As part of a broad research initiative, Art as public service: Strategic steps towards equality, the author entered the school with an intention to approach language learning through movement and dance, an approach aligned with the notion of embodied learning. As a broader aim, she wanted to understand how movement and dance can support intersubjective understanding, social interaction and communication especially in groups where the members come from diverse cultural and ethnic backgrounds, and do not have a common spoken language. The reality of the school context, and the pupils’ life situations, however, posited unforeseen challenges to these aims. The author approaches this inquiry into the complex social reality through autoethnographical, performative writing. She unravels her observations, reflections and embodied experiences. Through revealing her experiences and vulnerable moments she attempts to illuminate others’ vulnerabilities, and incite discussion on embodied sensibilities that may help us understand the challenges of “migrating” pedagogies; a notion that is connected to critical, dialogical pedagogy, ecojustice education, and socio-material approaches to education. She concludes that embodied interaction, when creatively and carefully nurtured, may at least temporarily generate a space where words are not needed for intersubjective understanding and dialogue, and where something new may emerge. For her, these moments give hope and trust in the possibility of migration towards a place called dance
Reimagining the Airport as Classroom—Immediacy, Place, and Presence
Get PDFThis paper discusses a post-conference experience involving attendees who utilized airport space to debrief through face-to-face (FtF) communication. Their temporary spatial proximity led to an idea generation process of recalling, rethinking, and getting ready for what’s next. Literature about learning spaces, knowledge management, and the affordances and preferences of FtF communication are explored as they relate to using spaces for purposive conversation. The paper highlights a proposed debriefing model of immediacy, place, and presence. This framework allows organizations to leverage unique affordances of FtF communication and geography of the airport, or other similar spaces, to maximize engagement and benefit
Student Partnerships in Service Learning: Assessing the Impact
Get PDFPartnership with student leaders is an evolving practice that engages peer leaders to work with service learning faculty, administrators, and community partners to administer the service learning experience. This study identifies ways in which service learning associates differ from their undergraduate peers by comparing their responses to questions about goals, values, and careers on the HERI College Senior Survey to those of their undergraduate peers. The study uses a second survey, of former service learning associates one to five years after graduation, to assess the long-term impact that former student leaders attribute to their experience. This study finds that student leaders differ significantly from their peers at graduation in values and career goals, and those values do not change one to five years after graduation. Alumni report that the peer leadership program shaped their career pathways, and that the experience was fundamental to their college career
Combining Community-Based Learning and Project-Based Learning: A Qualitative Systemic Analysis of the Experiences and Perceptions of Students and Community Partners
Get PDFThis article presents findings regarding a community-based learning experience that took place from 2014 to 2017, involving 379 undergraduate students from the Federal University of Sao Paolo. The students developed 82 projects on behalf of 20 community partners (NGOs, public institutions, hospitals, libraries and individual families). The research objective is to reveal the systemic impacts of this experience. The experiment followed an action research approach. Quantitative and qualitative data was gathered by means of questionnaires, focus group notes, community partners’ project evaluations, project documents and project blogs. The data was analyzed following a convergent parallel mixed method approach. The main findings were: 1) Working in real-life projects on behalf of a network of community partners that help people in need motivates the students to do their best to accomplish the projects; however, real-life projects may also bring difficulties that could negatively impact students’ motivation; 2) The need to solve real-life problems encourages students to search for learning opportunities, which encourages self-learning, learning with peers and learning with community partners; 3) The academic projects bring many benefits (material, educational, research opportunities, motivational) to the participants, which foster the continuity of the partnership
Voices from the Field: A Qualitative Exploration of Community Partners’ Definitions of Service-Learning
Get PDFDuring the last two decades, the knowledge base regarding the benefits and burdens for all stakeholders in service learning has expanded. However, service-learning research has neglected to address the foundation of the pedagogy, its definition, and stakeholders’ perspectives on the meaning of service learning. The current research addresses this deficiency through the use of focus group methodology to explore how community partners, specifically, define service learning. By recognizing the community voice, we hope to empower all those engaged in service-learning pedagogy to communicate understandings, experiences, and expectations to develop beneficial service-learning partnerships
Knowledge into Action in a Latinx Neighborhood
Get PDFWhat are academic obstacles for Mexican-heritage youth? How can we be critical change agents and turn knowledge into action? This longitudinal study explores these research questions through epistemological, axiological, and ontological discussions. Data gathering occurred at an after-school tutorial agency in a Texas neighborhood near Mexico. The 461 co-researchers were 238 children, 91 parents, and 4 tutorial staff (all Latinx), and 128 mostly-Latinx teacher candidates (TCs). Data sources involved field notes, questionnaires, written reflections, interviews, focus groups, children’s drawings, a news station’s Promesa depictions, and Census data. From a social justice framework and grounded theory data analysis, these themes emerged: outsiders’ stereotypes of Promesa and academic obstacles. In response, we created a Promesa college scholarship and organized financial aid presentations to improve residents’ college graduation rate. Additionally, we launched a technology mentoring program involving TCs and Promesa children as part of community service-learning
On game chromatic number analogues of Mycielsians and Brooks' Theorem
Get PDFThe vertex coloring game is a two-player game on a graph with given color set in which the first player attempts to properly color the graph and the second attempts to prevent a proper coloring from being achieved. The smallest number of colors for which the first player can win no matter how the second player plays is called the game chromatic number of the graph. In this paper we initiate the study of game chromatic number for Mycielskians and a game chromatic number analogue of Brooks' Theorem (which characterizes graphs for which chromatic number is at most the maximum degree of the graph). In particular, we determine the game chromatic number of Mycielskians of complete graphs, complete bipartite graphs, and cycles. In the direction of Brooks' Theorem, we show that if there are few vertices of maximum degree or if all vertices of maximum degree are at least three edges apart, then the game chromatic number is at most the maximum degree of the grap