How does central rock? The 2004 CSCA keynote address

Teachers and scholars from the Central region have been leaders in Communication Studies virtually since the beginnings of the modern era of the field, beginning with the organization of what is now the National Communication Association. Our predecessors in the Central States were imaginative risk‐takers. They saw ways for our discipline to make greater contributions to students and to knowledge and they moved the field in those ways. Such movement is more difficult today, but no less important. The authors encourage innovation and suggest ways to make innovations possible, despite the difficulties.     

论“风险社会”危机的跨文化传播

世界已经进入“风险社会,”风险并非自然的风险,乃是“人造风险”。风险具有全球性、知识依赖性和“不确定性”等特征,对危机的跨文化传播研究显得尤为必要和紧迫。传媒具有风险认知和沟通功能,预测、凸现隐形的风险并对现实危机进行“定义”、“冠名,”以提高不同文化背景下的人们对同一危机的“在场感”以及经验、认知的相互交流。大众传媒要尽量减少传播的悖论和破除话语中心论,同时,对危机的跨文化传播研究应该从研究“误传”、“误读”转向研究如何协调合作与建构意义。     

Rethinking “Difficult” Conversations in Communication Instruction From an Intercultural Lens: Pedagogical Strategies for “SWAP-ping” the Communication Classroom

Intercultural communication offers both theoretical and pedagogical implications for communication instruction. As such, we interweave theories and concepts of intercultural communication and instructional communication in (re)thinking “difficult,” “sensitive,” or “uncomfortable” classroom conversations that involve privilege, power, and intersecting cultural identities (e.g., racism). In juxtaposing these areas side by side, we first interrogate why intercultural and instructional communication scholars have neglected what the other takes as central: pedagogy and diversity. In particular, we ask: Why are certain conversations deemed “difficult” in the mainstream communication classroom? To whom are they difficult conversations? Why might these conversations feel “uncomfortable or risky”? Second, we crystalize how intercultural communication makes strides toward feeling/thinking/understanding difficult conversations in ways that promote social justice by proposing a pedagogy of “SWAP-ping” the communication classroom.     

Nonverbal Communication in Friends

Objective: To demonstrate how relational levels of meanings are communicated through nonverbal behaviors in a cultural context

Courses: Interpersonal Communication, Gendered Communication, Nonverbal Communication     

紧急状态下跨文化传播的焦虑及其消解

跨文化传播的焦虑常常表现为文化身份焦虑,其原因可从“自我不一致”理论、归因理论以及认知失调理论中得到解释。要摆脱焦虑,必须回到文化的主体间性上来建构文化身份,使之处于动态的过程之中。     

“Cool” Communication in the Classroom: A Preliminary Examination of Student Perceptions of Instructor Use of Positive Slang

This study explored participants' perceptions of instructor use of positive slang (e.g., “cool,” “awesome,” “sweet”) and its perceived impact on the classroom environment and teacher's credibility, as well as the rules governing its usage. Participants viewed a video of a positive slang-using teacher and then responded to several open-ended survey questions. The results demonstrate that students generally appreciate teacher use of positive slang and cite the potential benefits of its usage. Implications of teacher use of positive slang are discussed.     

“Making a Lion into a Pussycat”: Working with Difficult Group Members

Objectives: The primary objective of this activity is to identify the role of interpersonal communication skills in the small group process. Secondary objectives include engaging students in a brainstorming activity and providing an opportunity for groups to determine ways to work with difficult group members

Courses: Small-Group Communication, Business and Professional Communication, Hybrid Course