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Technology in the Consultation: Using Videos to Achieve Engaging Dialogue and Authentic Feedback
Get PDFThis essay covers a case study of my experience working with a non-native English-speaking (NNES) student in several consultations. These consultations took place in summer 2018 at the UNCG Speaking Center. At our center, NNES students comprise roughly 30% of the consultations (Sorenson, 2017). Many times, if a NNES student comes in several times throughout a week, month, or semester, consultants struggle with providing authentic dialogue and feedback with them. Because of this, the consultant ends up going over the same strengths and areas for improvement with the student during each consultation. Thus, I argue for the use of videos in consultations with NNES students to spark this authentic dialogue and feedback and to prevent repetitiveness in this dialogue and feedback between the consultant and student
Classroom Interaction Redefined: Multidisciplinary Perspectives on Moving Beyond Traditional Classroom Spaces to Promote Student Engagement
Get PDFStudent learning and engagement are paramount for educational institutions. This paper examines the impact of an interactive learning space on teaching and learning for both faculty and students. Specifically, four faculty from disparate disciplines examine the impacts on teaching and learning of an active learning space designed for student engagement compared to traditional classrooms. Statistically significant results favor learning experiences in an interactive classroom due to ease of movement in the space as well as increased collaboration and active engagement. This work provides evidence that classroom design affects student learning
Students as Partners in a Service-Learning Program: Speech Pathology Students in Cambodia
Get PDF“Students as partners” participating in service-learning programs abroad are uncommon in speech pathology. This study reports on a staff-student collaboration that took place in regional Cambodia in which four final-year speech pathology students participated in a service-learning program over a 10-day period. The team and students worked together, formulating plans and activities for the program and conducting assessments and therapeutic interventions collaboratively. Outcomes of the study were that a “students as partners approach” to mobility programs abroad creates many benefits for students in general and Speech Pathology students more specifically. Additionally, service-learning in this context was an extremely positive experience. This model should be considered in community-based international mobility programs
Resistance versus Transformation: Exploring the Transformative Potential of High-Impact Service-Learning Experiences
Get PDFGuided by the Social Change Paradigm of Service (Morton, 1995), this case study focuses on the service-learning experience emerging out of the partnership between the Community Development Program at Brescia University College and the Regional HIV/AIDS Connection (RHAC) in London, Ontario, Canada. Critical to the experience is a relationship based on trust and mutual learning between the professor and community partner. Service-learning is conceptualized as a transformational learning model that has as its foundation, Cranton’s (2002) facets of transformative learning. Particularly important to this model are activating events. When an activating event occurs that does not fit with a student’s expectation of how things should be, two outcomes are possible: resistance or transformation. When combined with personal reflection and dialogue, the sharing of lived experience by a person connected to RHAC has been a powerful activator for moving students from being resistant towards personal transformation
Collaboration in the Center: A Librarian and Faculty Member Explore Eportfolio Development
Get PDFCollaboration between faculty members and librarians has the potential to enrich the work of both Communication Centers and campus libraries. A collaborative, ePortfolio development project that a library instructional technologist and rhetoric faculty member facilitated in an upper level public speaking course at a small liberal arts college demonstrates this potential. The collaborative ePortfolio project allowed students to showcase their rhetorical skills across multiple modalities: written, digital, visual -- and for this particular project -- oral. Through a series of hands-on workshops and a reliance on the services of the Communication Center, facilitators guided students through the processes of developing their ePortfolios and incorporating videos of their own oral presentations within them
Book Review: Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success
No full textWithin their work, Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, Kim and Aquino (2017) highlight the unfortunate cultural and structural phenomenon of excluding disability representation from larger discourse regarding diversity initiatives within education. The authors strongly advocate against over-use of the medical model of disability, which frames disability as inherently deviant from the typical human experience that must be modified, treated, and/or cured. Instead, they advise exploring disability as a unique social experience facing similar stigmatization and oppression to the other widely explored facets of diversity literature: i.e., race, class, gender, sexuality, etc. Posited in response to current intersectional diversity discourse within higher education, this book serves as a valuable resource for Communication Center administrators to gain insight into accommodating current students with disabilities and proactively begin including disability in communication instruction and resource construction
STEM Tell Research: How Communication Centers Can Impact the Scientific Communication Competency of Grade School STEM Students
Get PDF This article details ways Communication Center consultants can use their training and skill sets to impact their community. Specifically, it will relay how one Communication Center spent a couple weeks working with Junior High STEM students from marginalized districts on their scientific research presentations, giving special detail to consultant methods of student empowerment, context, and agency. This article also outlines the different theories and practices at work, such as hook’s radical pedagogy, when consultants engage ethically and effectively with diverse community populations. By placing Communication Center theory, Feminist theory, Composition theory, Education theory, and personal narrative in dialogue with one another, this article lays an analytical, pedagogical framework for why it is important that Communication Center consultants not limit their influence to only the students who fall within their university’s boundaries. Ultimately, this article will prove, through storytelling and analysis, that the demographics Communication Centers can collaborate with are virtually limitless
Rewriting Critical Pedagogy for Public Schools: Technological Possibilities
Get PDFCritical pedagogy has been a powerful and persistent force in academia, informing dissertations, courses, and research. Despite this impact on higher education, critical pedagogy has not had similar success in public schools, even though these institutions host large numbers of marginalized students. One reason for this lack of influence in public schools is that the space of schooling is not particularly receptive to the ambitions and priorities of critical pedagogy. In this article, we build on the claim that there is a poor fit between public schools and critical pedagogy by laying out an argument for improving this fit by extending critical pedagogy. This extension can lead to the creation of new school spaces—spaces of difference—that will provide a more conducive environment to use critical pedagogy. To do this, we take the unconventional position that critical pedagogy be used with technology to create spaces of difference that will further opportunities for marginalized students and their ability to “name the world.” An in-depth consideration of these spaces of difference and their relation to critical pedagogy is presented to reveal how it can lead to forms of critical learning to address the needs of all students, including those most marginalized as they move through public schools.
Learning the ropes: The influence of the roundtable classroom design on socialization
Get PDFThis study investigated the influence of physical and virtual learning spaces on students’ socialization into future professions while attending a modern university. Qualitative analysis of an undergraduate liberal arts program that employs the use of roundtable classrooms was conducted. Findings revealed that the roundtable classroom promotes socialization by facilitating the exchange of elaborate feedback and intellectual talk between students and instructors. However, some students reported feeling exposed or uncomfortable and thus less likely to participate. Virtual learning spaces influenced socialization, and their effectiveness was heavily moderated by the instructor and by the frequency and use of educational technology. Recommendations and suggestions for future research are provided