In this essay, we move towards theorizing an asexual-affirming communication pedagogy. We position asexual-affirming (or ace-affirming) communication pedagogy as having two core commitments: (1) challenging allonormativity and (2) creating ace-affirming spaces. In developing pedagogical praxis points for these commitments, we address the tensions…

In today's communication landscape, the public often turn to the Internet and social media instead of their physician for health information. To remain relevant and respected amidst the wealth of health information available online, physicians need to offer something the Internet cannot fully emulate: empathetic imagination and an ability to…

This study examined learning differences for students who were given instructor-provided examples during a lesson compared with student-generated examples. In an experiment, 348 students were exposed to an online lesson about fear appeals and were randomly assigned to either a condition where (a) examples of key concepts were provided by the…

In response to the articles in this forum, the authors write that they were struck by the way most of the authors assumed that generations are stable entities characterized by readily identifiable factors, such as age, attitudes or circumstances. Following a constitutive philosophy of communication and instruction (Fassett & Warren, 2007;…

This study seeks to better understand why faculty accept or resist seeking academic leadership positions such as dean or director, associate dean, or department chair. It seeks to improve understanding of the attitudes faculty hold about administration, the barriers they see to moving into administrative roles, and the reasons some choose an…

Survey data on mass communication students' perceptions of plagiarism and fabrication indicate an ethics gap in which students are more concerned about ethical breaches in journalism than in academics. Further analyses found that the ethics gap increases among students near graduation who had higher levels of concern and suggested harsher…

Argues that the mass media deprivation experience is a potent means with which to sensitize students to the seductive, yet iron-fisted, grip of the mass media. Offers advice with respect to guiding the experience; describing typical before and after reactions; and identifying theoretical discussion issues. (SR)

Provides a framework for an upper-level basic radio production course. Covers course structure, production assignments, equipment, studio/lab time, grading procedures, textbook and audiovisual materials. Emphasizes theory and practice to provide students with critical and production skills. (PD)

Describes a teaching technique for preparing students for film viewing. (MH)

Suggests that speech communication instructors consider teaching a unit advertising course and offers a series of instructional alternatives for constructing such a unit. (MH)

Discusses the need for establishing instruction which aids student understanding of mass media process and effects and which facilitates rational and influential responses to media. (MH)

Uses ERIC documents to examine ethics in forensics, media, and communication research. Considers implications for speech communication teachers. (PD)

Describes a media history assignment in which students interview older adults about changes they have observed in communication media. (PD)