UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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Teaching Communication Activism: Communication Education for Social Justice
Get PDFTeaching Communication Activism: Communication Education for Social Justice provides an innovative account of activist teaching. It is an excellent read for instructors navigating an increasingly overburdened and underfunded academic environment. The contributors of this edited volume provide inspirational accounts of social activism in the classroom. Teaching Communication Activism is a hopeful compilation with the potential to reinvigorate higher education by reuniting theory with practice and celebrating the cacophonous melody of multiple voices
Rooting the Study of Communication Activism in an Attempted Book Ban
Get PDFCultivating deeply rooted community partnerships is vital to the mission of teaching and scholarship that answers the call for robust civic learning and democratic engagement. This paper recognizes that such teaching and research, particularly when it delves into political and contested questions, may provoke criticism and skepticism. So, for those scholars and their students who enter the fray of political action, we argue that the move may be eased and nurtured with strong, sustained university-community partnerships built upon support, action, and, importantly, a commitment to common cause. We argue that unexpected moments in public life can create opportunities to stretch and strengthen those relationships to invigorate our democracy if we have done the work previously to think about, express, and challenge our thinking about what we owe to our communities
Reflections on Interdisciplinary Teamwork in Service-Learning
Get PDFThis article examines partnership experiences in a community-based research project that involved an interdisciplinary team composed of nursing and social work clinical faculty and graduate students. Using Bronfenbrenner’s social ecology theory, the project assessed individual and community levels of health and quality of life in a low-income housing community. Students were involved in research activities that required community collaboration and needs assessment. They also actively engaged community members in problem solving related to their health concerns. The effects of these experiences on student learning were examined using a student reflection technique. Service-learning activities led to mutual positive regard, increased cultural sensitivity, improved organizational and research skills, growth in ethical decision making, and valuing interdisciplinary teamwork. These findings are discussed in light of the literature on the social determinants of health. Reflection on work in an interdisciplinary team and the importance of mutuality in relationships with community members were determined to be important considerations in service-learning. Student learning in this setting has implications for graduate teaching and learning, and the conduct of research. Keywords: service-learning, research, health disparities, community, reflection, graduate studen
The Hereditary Approach to Time Dependent Modeling with Fractional Exponential Function
Get PDFFor polymer based composites, the creep and relaxation parameters are examined using the hereditary approach to time dependent mechanical behavior. Specifically, methods of optimization are utilized to determine the optimal parameter estimates for the fractional exponential functions. The relative advantages of the Rabatnov kernel over the Abel kernel have been examined. Finally, the results of this parameter estimation using the Rabatnov kernel (i.e. fractional exponential) are compared to results obtained from experimental data
Leading a successful change initiative
Get PDFIn July of 2011 the Hesburgh Libraries welcomed a new University Librarian. Three months later the University announced a staff voluntary early retirement incentive program that would be followed by a request for campus departments to undergo an Organizational Analysis and Design (reorganization). Over a six-month period a Change Team was created to develop, implement and communicate a plan for reorganization.begin. At the end of six months we had a new organizational structure which included changes in leadership, reporting lines, staff roles, and recommendations designed to create a culture shift. By all accounts to date, our redesign met or is improving (as we make adjustments by assessing our efforts at six-month intervals) all of our organizational design criteria. Our process included several key components (use of a player's coach, change style training for everyone, a talent survey, and follow-up assessments to help keep us flexing in the right direction) that helped contribute to our success
2014 conference program
No full textProgram from the Fourth Conference for Entrepreneurial Librarians
Intercultural Contact, Communication Apprehension, and Social Perspective Taking
Get PDFThis research examined the relationship between intergroup contact, intercultural communication apprehension, and social perspective taking. Participants were examined in one of three conditions: a course which facilitates interactions between culturally diverse students around the globe via internet technologies, an introductory psychology course, and upper-level psychology courses. Participants in the intercultural contact condition were expected to show gains in social perspective taking and a decrease in intercultural communication apprehension when compared to the two comparison groups. No significant differences between the three groups were found for either change in intercultural communication apprehension or social perspective taking. Potential explanations for this lack of change are explored, along with a path model to explain the influence of personality factors on intercultural communication apprehension, and social perspective taking
From Teaching Democratic Thinking to Developing Democratic Civic Identity
Get PDFUsing theory and research from the cognitive and social sciences as well as the literature of service-learning and community-campus engagement, we critically examine an over-emphasis on democratic thinking as the primary construct of interest in American higher education’s efforts to prepare young people for meaningful participation in democracy. We propose developing democratic civic identity as a more appropriate superordinate goal than teaching democratic thinking. We examine relationships between and among cognition, behavior, and attitudes generally and within the context of democratically-engaged community-campus partnerships and democratic critical reflection as a basis for developing and refining persons as civic agents in a diverse democracy. We conclude with implications of the analysis for service-learning—a pedagogy that, when designed and implemented accordingly, provides a uniquely powerful means to cultivate democratic civic identity
