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One Relationship at a Time
Get PDFA small group of alumni, whose graduation years span more than half a century, have come together as volunteers to lead the We Soar campaign. Like the Marianists, they\u27re fostering community one relationship at a time
Family First
Get PDF“You’ll never get that time back.” That’s how Matt Hoyng, an industrial engineer in the University of Dayton Research Institute, talks about the value of UD’s expanded parental leave policy that allowed him to take six weeks off after his second son, Palmer, was born in July
\u27Into the Woods\u27: Modern Reinvention or Traditional Retelling?
Get PDFEditor\u27s note: This paper was selected to receive the Barbara Farrelly Award for Best Writing in ENG 198 or ENG 200.
The purpose of this essay is to critically analyze the 2014 Disney film Into the Woods and examine the ways in which it utilizes the plot and key characteristics of the Little Red Riding Hood fairy tale to reinforce traditional gender roles and maintain the status quo. Into the Woods uses the traditional story line and stereotypical characters of the original written versions of Little Red Riding Hood, while maintaining a similar message about stranger danger. I examined the many ways in which traditional gender roles were represented in this film, through the predator/prey relationship between Little Red and the wolf, the victimization of Little Red, and the sexualization and loss of innocence that she experiences. I utilized scholarly critiques and analyses of “Little Red Riding Hood” to further examine the representation of gender roles in this film and consider the weight of these stereotypes. Overall, I concluded that Into the Woods provides the audience with a very traditional depiction of the Little Red Riding Hood story and stays consistent with traditional gender roles and stereotypes
Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback in the Introductory Communication Course
Get PDFFeedback is a foundational communicative aspect of the teaching/learning processes in introductory communication courses as students seek to improve their presentational speaking skills throughout the term. Drawing on 1,673 qualitative questionnaire responses, this paper explores how students used and interpreted instructor feedback. Through our thematic analysis of a randomly selected subset of 335 responses, we identified two tensions in how students used and interpreted instructor feedback: (1) feedback as a process vs. a product and (2) feedback as integrated into the course structure vs. a justification for a grade. Theoretically, this research extends Feedback Intervention Theory by highlighting the importance and nuance of this communicative process in educational settings. Pedagogically, our findings emphasize the need for discursive opportunities that facilitate the co-construction of meaning surrounding the feedback provided in the introductory communication course
Assessment ‘ResponsAbilities’ in the Basic Course: Evaluating Public Speaking Rubrics
Get PDFProcedures and practices that are ableist in the educational system have been long overlooked. Speakers having differing abilities than neurotypical or able-bodied individuals is often not something that is considered in basic course assessment tools. This is important to address because although there are institutional policies and procedures in place to help students with differing abilities, instructors of public speaking have the autonomy or power to determine how such accommodations will affect the speech grade determined by the assessment tool. Power relations are significantly complicated in educational settings when strict hierarchies are imposed, and when instructors abuse their authority, which might lead to unequal power dynamics, especially at the beginning of a course, because the instructor holds power in shaping the course. Additionally, since assessment tools such as rubrics reinforce societal norms, they can also encourage bias from the instructor (Ashby-King et al., 2021). This analysis will examine current assessment tools used by instructors in the public speaking course from a critical disability lens paired with rhetorical content analysis to uncover ableist perspectives
Promoting Critical Deliberation: Bridging Civic Engagement and Social Justice in the Basic Course
Get PDFWith increasing threats to democracy, we call for communication educators to renew and re-examine their commitment to advancing civic engagement in the basic course. Given recent scholarly criticism that civic engagement pedagogies falsely present democratic practice as neutral or apolitical and reinforce the status quo, we set an agenda for basic course instructors to re-envision civic engagement through a more critical and equity-oriented approach. To aid that effort, we present a Critical Deliberation speech assignment that challenges student groups to prepare a 20–25-minute informative presentation about a public controversy and then lead their classmates in a 25-minute deliberative discussion. In this assignment, we maintain deliberation’s valuable lessons that help students co-create knowledge, identify across differences, and engage in participatory decision-making. Yet, we adapt common deliberative practices in the speech and discussion to attend more explicitly to systems of power, equity, and positionality in the deliberative process. In so doing, the assignment helps students to recognize varied social identities and inequity while perceiving themselves as part of a diverse public that must engage in collective decision-making
Student Academic Policies Committee Minutes of the Academic Senate 2024-02-02
Get PDFApproved minutes of a meeting of the Student Academic Policies Committee of the Academic Senate of the University of Dayton
Student Academic Policies Committee Minutes of the Academic Senate 2024-01-26
Get PDFApproved minutes of a meeting of the Student Academic Policies Committee of the Academic Senate of the University of Dayton
Student Academic Policies Committee Minutes of the Academic Senate 2023-01-19
Get PDFApproved minutes of a meeting of the Student Academic Policies Committee of the Academic Senate of the University of Dayton
Faculty Advisory Committee Minutes of the Academic Senate 2024-03-05
Get PDFApproved minutes of a meeting of the Faculty Affairs Committee of the Academic Senate of the University of Dayton