Elise J. Dallimore

Classroom participation and discussion effectiveness: student-generated strategies

Classroom discussion is one of the most frequently used and often embraced pedagogical strategies. In attempting to enhance participation quality and discussion effectiveness, there is concern over what to do about students who are less inclined to participate voluntarily. We examined the context of intensive graduate business classes—in which the instructor had high expectations for participation, placed significant weight on the participation grade, and cold called (i.e., called on students whose hands were not raised). In a questionnaire, we asked students to identify what enhanced the quality of participation and the effectiveness of discussion in this class. Qualitative content analysis indicated that student responses clustered in several areas: (1) required/graded participation, (2) incorporating ideas and experiences, (3) active facilitation, (4) asking effective questions, (5) supportive classroom environment, and (6) affirming contributions/constructive feedback. The results strongly endorse the practice of cold calling. The class instructor utilized student responses to formulate future teaching strategies.

Quality of life: Obstacles, advice, and employer assistance

This exploratory study examines obstacles working professionals face in their efforts to enhance quality of life including a discussion of the advice and employer assistance they desire. Based on a discursive formations’ framework, research findings emerged with implications for organizations including the importance of: a) clarifying expectations for employees, b) addressing employees’ desire for various types of advice, c) acknowledging obstacles that are internallybased, and d) understanding employees’ perceptions of work environments. A category of general-life issues (which bridge work and non-work domains) also emerged from the data.

Memorable Messages as Discursive Formations: The Gendered Socialization of New University Faculty

New university faculty are often socialized haphazardly or left to figure out organizational and occupational roles on their own. Further, female faculty often encounter an academic environment which can be hostile, discriminatory, and marginalizing for women. This study examines the impact of gender on the messages new faculty report receiving during socialization and finds gender-based differences among the memorable messages reported. Further, this study puts forward implications for universities as they socialize new faculty, especially women.

Nonvoluntary Class Participation in Graduate Discussion Courses: Effects of Grading and Cold Calling.

Classroom discussion is a frequently used “active learning” strategy; however, a dilemma this strategy produces is what to do about students who are less inclined to volunteer. This study examines an environment which uses cold calling and graded participation to include more students in discussions. The results suggest that despite widespread concerns about cold calling, students are not uncomfortable. This environment also is shown to increase participation frequency and marginally affect preparation, which in turn lead to increased comfort. Practical guidance is provided to help instructors design cold calls to ensure students have a positive experience and fully benefit from inclusion in the discussion.

Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies

Educators need to be more proactive in expanding course offerings to respond to the academic needs of university students. Draum by excellent pay and prospects of gaining valuable experience, more college graduates are pursuing employment in consulting. With consulting skills growing in importance for many of our students in the 21st century, business communication scholars are particularly well posi tioned to help students develop these requisite skills and knowledge. Offering a course dedicated to the topic of consulting, or including consulting experience in a standard business communication course prepares students for engaging in consult ing activities, including research, assessment, training and development, facilita tion, and evaluation. Our course foregrounds instructional frameworks and serv ice learning to assist students in systematically assessing organizational problems and designing and implementing organizational interventions.

Impact of Cold-Calling on Student Voluntary Participation

Classroom discussion is perhaps the most frequently used “active learning” strategy. However, instructors are often concerned about students who are less inclined to participate voluntarily. They worry that students not involved in the discussion might have lower quality learning experiences. Although instructors might consider whether to call on a student whose hand is not raised (“cold-call”), some instructors resist cold-calling fearing that the student will feel uncomfortable. This study examines the impact of cold-calling on students’ voluntary participation in class discussions and their comfort participating in discussions. The results demonstrate that significantly more students answer questions voluntarily in classes with high cold-calling, and that the number of students voluntarily answering questions in high cold-calling classes increases over time. Furthermore, students in classes with high cold-calling answer more voluntary questions than those in classes with low cold-calling; this also increases over time. Finally, in classes with high cold-calling, students’ comfort participating in class discussions increases while in classes with low cold-calling, students’ comfort participating does not change. Research findings show that cold-calling can be done fairly extensively without making students uncomfortable. Thus, the research reported here provides support for using this instructional strategy to engage more students to participate in discussions.

A Feminist Response to Issues of Validity in Research

Feminist research has been attacked by critics who claim that it is weak on issues of validity. Feminist researchers can effectively respond to these criticisms by reconceptualizing issues of validity as they relate to feminist goals and research methodologies. Various issues of validity can be addressed through reconceptualization in terms of “trustworthiness” and by demonstrating the “applicability” of research findings. Through such reconceptualizations, feminist researchers can position their work as rigorous, adopt an action orientation, achieve emancipation and social change for women, and in doing so, effectively respond to their critics.

What does the pursuit of a high quality of life entail?: Grounding a theoretical model in lived experience

In response to calls for a better understanding of quality of life, we draw upon working professionals’ perspectives and experiences to introduce a theoretical model that emerged from an inductive analysis of respondents’ language. A key element of this model includes a collective picture of factors representing quality of life. Further, this model suggests interrelatedness among these factors with pursuit of a high quality of life emerging as a dynamic process with a tensional nature. Our proposed model extends existing research by more fully capturing the complex ways in which people from the United States describe quality of life and its pursuit.

Work Stress: Help Me Get My Feet Back on the Ground

As stress in the workplace increases, so does the need to understand how stress can be managed and/or prevented. Tackling this issue is further complicated when stress-related decisions are experienced as ethical dilemmas. This chapter is designed to help employees “get their feet back on the ground” by focusing on internally based factors (i.e., self-efficacy, mood, and fatigue/exhaustion) that can influence stress coping; these efforts will, in turn, help employees with stress management, reduction, and prevention. Along with creating a culture supportive of reduction in stress (i.e., a culture in which making the decision to try and more effectively manage stress does not create an ethical dilemma), we suggest organizations consider: (a) training employees on boundary and coping strategies, (b) promoting short- and long-term recovery activities, and (c) incorporating life quality into socialization and mentoring programs and encouraging social support.