المؤلفون: Waldeck, Jennifer H.

المصدر: Communication Education. 2019 68(1):113-121.

Peer Reviewed: Y

Page Count: 9

Descriptors: Prosocial Behavior, Mentors, Advocacy, Higher Education, Self Esteem, Competence, Communication Strategies, Communication Research, Barriers, Graduate Students, Minority Group Students, College Faculty, Undergraduate Students

مستخلص: Author Jennifer Waldeck writes that her earliest research exposed her to the difficulty that students appear to encounter in accessing potential mentors and building productive relationships with them. In fact, the lack of student mentees available to serve as research participants was one of the drivers behind a decision to explore communication strategies for initiating mentoring relationships in a 1997 study (developed with Victoria Orrego, Tim Plax, and Pat Kearney). Over 20 years later, students still report barriers to effective mentoring; thus, a new paradigm for mentoring could in fact be in order. In this essay, Waldeck shares her reactions and reflections to the advocate model and suggests how she believes communication research might help advance it. Then she discusses some institutional approaches that might enhance the experiences of students of color (SOC) create opportunities for them to connect with appropriate mentors, stay in school, and consider graduate school. Institutional attention to SOC that involves strong mentoring at the undergraduate and graduate levels will hopefully build a pipeline of prospective faculty of color (FOC). Waldeck believes more FOC to mentor future generations of scholars can potentially ameliorate many of the stunning difficulties such as perceptions of disenfranchisement and diminished confidence and competence Harris and Lee discuss in their essay.

Abstractor: ERIC

المؤلفون: Waldeck, Jennifer H., Weimer, Maryellen

المصدر: Communication Education. 2017 66(2):247-250.

Peer Reviewed: Y

Page Count: 4

Descriptors: Lecture Method, Teaching Methods, Higher Education, College Instruction, Communication Strategies

مستخلص: College instructors use lecture and its current counterpoint--active learning--widely and often rely on both strategies, but the question of which best promotes student learning has become a debate that ignores the fact that learning can result from both. Students still listen to and learn from lectures. They pass exams, obtain degrees, and function successfully as professionals. Additionally, people learn by doing: research on active learning supports its merits for enhancing affective and cognitive learning--even in those classes that students find difficult or uninteresting. However, contention focuses on how well each accomplishes learning. The authors' premise of this brief forum article is that lecture is neither dead nor necessarily "bad," and active learning is not a panacea. Instructors should build on the interplay between the two when deciding how best to promote learning. The authors argue that there are several ways in which instructors typically make decisions about their in-class pedagogy, and that each potentially limits instructional effectiveness. Teachers should make sound decisions based on the assumption that the deepest learning occurs when lecture and active learning are used strategically and in relationship with one another. [Other articles in this forum include: The Lecture's Absent Audience (EJ1132073); The Lost Art of Lecturing: Cultivating Student Listening and Notetaking (EJ1132054); Lecture and Active Learning as a Dialectical Tension (EJ1132004); What Is the Place of Lecture in Student Learning Today? (EJ1132078); Sage on the Stage or Bore at the Board? (EJ1132063); Rethinking Lecture-Learning from Communicative Lenses: A Response to Forum Essays (EJ1132088); and The Lecture and the Learning Paradigm (EJ1132080).]

Abstractor: ERIC

المؤلفون: Waldeck, Jennifer H., Orrego, Victoria O., Plax, Timothy G., Kearney, Patricia

Peer Reviewed: N

Page Count: 45

Descriptors: College Faculty, Communication Research, Educational Counseling, Faculty Advisers, Graduate Students, Higher Education, Interpersonal Communication, Mentors, Student Evaluation of Teacher Performance, Student Surveys, Teacher Student Relationship

مستخلص: Given the importance of mentoring in the academic context and in light of the weaknesses of previous research, this study proposed five objectives. Analyses of surveys from 145 students across 12 universities and diverse disciplines revealed first of all, a demographic profile of the typical graduate student protege and faculty mentor. Second, 10 diverse communication strategies emerged that demonstrate how students initiate a mentoring relationship. Third, protege evaluations of their initiation attempts revealed their efforts to be somewhat ineffective and unduly difficult. Fourth, students reported their mentors provided primarily psychosocial, rather than career support. And fifth, proteges characterized their mentoring relationships as extremely positive and satisfying. Results throughout are, for the most part, independent of both protege and mentor demographics (including ethnicity). (Contains 45 references; a table of data is appended.) (Author)

المؤلفون: Waldeck, Jennifer H.

Peer Reviewed: N

Page Count: 17

Descriptors: Classroom Environment, Communication Research, Higher Education, Interpersonal Relationship, Introductory Courses, Listening Skills, Research Utilization, Speech Communication, Student Problems, Teacher Behavior, Teacher Role, Teacher Student Relationship

مستخلص: Concerned basic communication course instructors are in a position to help students avoid personal tragedy by providing them with knowledge of communication theory, research, and skills. However, teachers' roles in helping students who are in the midst of crisis are less direct and should involve referring students to experts trained to advise them. Exposing students to the research on the role of communication in relationship dysfunction and decay is a direct way of influencing students; it provides them with strategies for avoiding or coping effectively with negative relationship experiences. Whatever framework an instructor uses to discuss relational break-ups, students should exit the basic course with a greater awareness of what a deteriorating relationship looks and feels like, and whether or not it is salvageable. However, instructors must realize their limitations as advocates and advisors when approached by students who are not coping effectively--who have experienced or are currently experiencing domestic violence, rape, and resulting depression, substance abuse, or suicidal feelings. The first step instructors can take to help students is to establish a climate of trust both in and out of the classroom. Instructors should avoid using "pop psych" techniques touted in trade books and on talk shows unless they know of sound research that validates their use. When approached by a distressed student, teachers should listen empathetically and nonjudgmentally. Instructors should keep a list of campus and community resources for assisting with students who may have a range of problems. (Contains 39 references.) (RS)

المؤلفون: Johnson, Zac D., LaBelle, Sara, Waldeck, Jennifer H.

المصدر: Communication Education. 2017 66(1):115-117.

Peer Reviewed: Y

Page Count: 3

Descriptors: Interpersonal Communication, Classroom Communication, Communication Research, Teacher Student Relationship, Interpersonal Relationship

مستخلص: Instructional communication (IC) scholars have made significant contributions to the study of educational outcomes by creating a deep understanding of the teacher-student relationship (Mottet & Beebe, 2006). IC research published in "Communication Education" and other outlets therefore appropriately emphasizes interpersonal communication--the relational, emotional, and affective component of communication related to learning. However, IC is suffering from an identity crisis and potential irrelevance as a result of continued dependence on theoretical frameworks and constructs coopted from other areas of the field. In this brief forum article, the author highlights four key distinctions between instructional and interpersonal relationships that render a treatment of instruction as an interpersonal context inappropriate and suggests that treating instruction as interpersonal communication not only impedes IC from growing in scope and legitimacy as a scholarly field, but also limits our conceptual and operational ability to understand the unique nature of instructional communication. [Other articles in this forum include: Interpersonal communication research in instructional contexts: A dyadic approach (EJ1121093); The interplay between interpersonal communication and instructional communication (EJ1121087); Raising new questions and restoring our focus on authentic student learning (EJ1121117); Improving situational awareness for instructional communication research: A forum response (EJ1121131); and What role should interpersonal communication play (or not) in instructional communication research: A response to the forum essays (EJ1121147).]

Abstractor: ERIC

المؤلفون: Waldeck, Jennifer H., Dougherty, Kathleen

المصدر: Learning, Media and Technology. 2012 37(4):355-378.

Peer Reviewed: Y

Page Count: 24

Descriptors: Student Attitudes, College Students, College Instruction, Outcomes of Education, Questionnaires, Online Surveys, Statistical Analysis, Computer Mediated Communication, Web 2.0 Technologies, Internet, Educational Technology, Web Sites, Electronic Publishing, Learning Motivation, Interpersonal Communication, Electronic Learning, Computer Uses in Education, Instructional Design, Correlation

مصطلحات جغرافية: California, Oregon, Washington

مستخلص: Web-based communication technologies that enable collaboration and sharing of information among users - such as podcasts, wikis, blogs, message boards, and others--are used commonly in contemporary organizations to increase and manage employee learning. In this investigation, we identify which of these collaborative communication technologies are used in relation to college courses, and with what frequency; we report student evaluations of their use and reasons why students indicate using them. Next, using Keller's "ARCS" theoretical framework, we examine the role of course-related communication technology use in four dimensions of course-specific motivation. Results indicate that in courses where students perceive that technology is used effectively, motivation to learn is higher than in courses where students perceive technology is used ineffectively--and that technology-related motivation is substantially related to course-specific learning outcomes. Importantly, students reported higher levels of cognitive learning for courses in which technology was perceived as being used effectively than for courses in which communication technology was perceived by students as ineffectively implemented. (Contains 6 tables and 1 note.)

Abstractor: As Provided

المؤلفون: Waldeck, Jennifer H.

المصدر: Communication Education. Oct 2008 57(4):452-463.

Peer Reviewed: Y

Page Count: 12

Descriptors: Online Courses, Professional Associations, Learning Centers (Classroom), Online Systems, Intervention, Communication (Thought Transfer), Counselor Client Relationship, Case Studies, Focus Groups, Evaluation

مستخلص: This paper describes the development and delivery of a complex and large-scale consulting intervention for a national professional association of landscape professionals. My consulting team worked with this professional association and a third partner to develop an online learning center which provided training, professional development, and the opportunity for professional certification to over 50,000 registered users. Here, I describe the client, the challenges that the client faced, and the ways in which the online learning center addressed the clients' problems. I also provide seven key lessons which other instructional communication consultants should take away from their reading of my experience. Finally, I discuss how communication theory and scholarship informed this project.

Abstractor: As Provided

المؤلفون: Waldeck, Jennifer H.

المصدر: Communication Teacher. Oct 2008 22(4):97-106.

Peer Reviewed: Y

Page Count: 10

Descriptors: Communication Research, Academic Standards, Communication Skills, Electronic Journals, Web Sites, Educational Strategies, Integrated Curriculum, Mass Media Use, Instructional Design, Educational Practices

مستخلص: The purpose of this report is to describe a rationale and strategies for use of the National Communication Association's online magazine, "Communication Currents", in the undergraduate communication curriculum. "Communication Currents" features essays that translate current scholarship published in NCA journals, making the research "understandable and usable for broad audiences, including communication experts working with lay audiences, instructors and students, the press, and other interested members of the public" ("Communication Currents", 2007, p. 1). This report explores the use of the "Communication Currents" website results in discussions that provide students an enhanced understanding of their degree and its centrality to society. (References and suggested readings are included.)

Abstractor: As Provided

المؤلفون: Waldeck, Jennifer H.

المصدر: Communication Education. Oct 2007 56(4):409-432.

Peer Reviewed: Y

Page Count: 24

Descriptors: College Faculty, Student Attitudes, Individualized Instruction, Student Needs, Undergraduate Students, Correlation, Mentors, Teacher Student Relationship, Academic Achievement, Class Size, Noninstructional Responsibility, Teacher Role, Questionnaires, Factor Analysis, Teaching Skills, Teacher Influence, Interpersonal Communication

مصطلحات جغرافية: United States

مستخلص: The primary objective of the present investigation was to learn what college teachers say and do to create student perceptions of "personalized education," and to identify any meaningful factor structure underlying these categories of personalized education characteristics. Additionally, this study was designed to identify how the personalized education construct, as it is perceived by students, may be conceptually and theoretically linked to other instructional communication variables and to establish concurrent validity of a measure of personalized education. Finally, this study examined the relationship between personalized education and learning outcomes. Results should demonstrate the role of instructional communication scholarship in institutional and faculty efforts to create systematic and effective personalized educational experiences for students. (Contains 4 tables and 1 note.)

Abstractor: Author

المؤلفون: Waldeck, Jennifer H.

المصدر: Communication Education. Jul 2006 55(3):345-352.

Peer Reviewed: Y

Page Count: 8

Descriptors: Individualized Instruction, Educational Practices, Educational Strategies, Coping, Student Educational Objectives, College Faculty, Class Size, Teacher Student Relationship, Concept Formation, Performance Factors

مستخلص: "Personalized education" has become a buzzword in the academic community--on both small, private liberal arts campuses and at large, publicly funded research universities. Personalized education is viewed by many faculty, administrators, and researchers as accomplishing a number of important objectives. Despite the many promises of personalized education, there appears to be little or no empirical work defining the concept or validating strategies for delivering it. The purpose of this essay is to raise the question, "What IS personalized education?", and to engage in a conversation about how teachers can best accomplish this seemingly Utopian educational goal while maintaining standards, keeping their workload manageable, and most importantly, attaining strong student learning outcomes. Toward the end, the author (1) discusses and critiques common responses that colleges and universities have had to the mandate for "personalized education"; and (2) sets a research agenda for testing the relationship between various personalized learning delivery strategies and a number of student- and teacher outcome variables.

Abstractor: ERIC

URL الوصول: http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=H582474973Q3237N