FRIDAYAPRIL20,201810:00am–12:00pmRegistration&HeavyHorsD’oeuvresponsoredbytheOfficeofStrategicPlanning&EngagementMadisonUnionBallroom12:00pm–1:00pmOpeningRemarks&KeynoteAddressMadisonUnionBallroomWelcomeDr.PaulMabrey,CommunicationCenterCoordinatorPresidentJonathanAlger,JamesMadisonUniversityPresidentKeynoteEmpoweringstudentvoicesforcivicengagementDr.DanielleR.Leek,DirectorofAcademicInnovation&DistanceEducation,BunkerHillCommunityCollege1:15pm-2:15pmOpenForumsOpenForumforStudents–ErinEllis-HarrisonMadisonUnionBallroomOpenForumforDirectors–AlyssaDavisMadisonUnion256OpenForumforStart-ups–JacquelynRaeHortonMadisonUnion2072:15pm–2:45pmSnackBreaksponsoredbyTheGraduateSchoolMadisonUnionBallroomRepresentativesfromTheGraduateSchool;SchoolofCommunicationStudies;andWriting,Rhetoric,&TechnicalCommunicationwillbepresenttospeakwithprospectivestudentsaboutgraduatestudiesatJMU2:45pm–4:00pmSessionITheAssessorsandtheAssessed:UtilizingOutsideAssessmentforContinuingGrowthMadisonUnion203Thepurposeofthispanelistodiscusswhatanoutsideassessmentlookslike,theadvantagesforthecenterandfortheassessor,andhowtoproductivelyusethereport.Havingfresheyescometoourcentersasanoutsideexpertoftenbringsanewperspectivetohelpwithbestpractices,futuregrowth,andfuturefunding.Ourpanelwillconsistofdirectorswhoseprograms

havebeenassessedandthosewhohaveservedasassessors.Thepanelistswillspeakfrombothperspectivesabouttheadvantagesandhowtobestusethereport.Wewillbeaskingparticipantstoengagewithusconcerningexperiences,providesuggestionsfortheutilizationoffindings,andofferhelpandtipsforfutureassessments.Thepanelwillbeusefulfornewcentersthatareintheirfirstfewyearsofoperationaswellasveterancentersthatwishtocontinuetogrowandimproveservices.Panelists:CarlBrown,GrandValleyStateUniversityJohnHathcoat,JamesMadisonUniversityLindaHobgood,UniversityofRichmondSusanWilson,DepauwUniversityChair:AlyssaDavis,ClemsonUniversityCommunicatingScienceMadisonUnion206JoinfacultyfromUNCGreensboroforthishighlyinteractivediscussionintendedtoshinelightoncommunicatingscienceinitiativesthataretransferrabletocommunicationcentersatotherinstitutionsSessionObjectives:1. Providealearningcenteredwayofdiscovering,understandingandapplyingimportant

speech/communicationprinciplesandpracticesinthecommunicationcenter.2. Openadialogueaboutissuesfacingleadershipofcommunicationcenters.3. Enhancediscussionaboutteaching.Panelists:TaylorWilliams,TheUniversityofNorthCarolinaGreensboroErinHarrison,TheUniversityofNorthCarolinaGreensboroBruceKirchoff,TheUniversityofNorthCarolinaGreensboroKimCuny,TheUniversityofNorthCarolinaGreensboroCommunicationCenterResearchinProgressMadisonUnionBallroomCommunicationcentersmustpositionthemselvesasrelevant,credible,andimpactfulontheircollegecampus.Toenvision,create,andoperateaneffectivecenter,wemustbuilduponthefoundationalresearchofthedisciplineandexplorewaystoenhancecenterinteractionsandoperations.Thispaperpaneladdressesdifferentresearchtopicsandapproachesasrelatedtocommunicationcenters.ImprovingCommunicationCompetencythroughSafeandBraveSpacesMirandaTonkins,TheUniversityofNorthCarolinaGreensboro

Thisautoethnographyisbasedonhowsafespaceandbravespacehelptoimprovecommunicationcompetency.Theauthordiscussesherexperiencesworkingatthecenterandhowshecametorealizehoweffectivethesetermsareincreatinglearningexperiencesfor

individuals,andhowimportantisthisthatwefacilitatediscussionsbasedonsocialinjusticeissues.Hownon-U.S.-basedcollegiatecommunicationcentersapproachworkwithmultilingualspeakersKarenBoger,UniversityofSouthernMississippi

Ascommunicationcentersoperatewiththeintenttofacilitateincreasedcommunicationandpresentationskillswithstudentclientele,itisoftheutmostimportancethatweexaminethetypesofmessagesourcenterssendtostudents,especiallydifferenttypesofstudents.Thispaperusesacomparativeanalysistounderstandhowcommunicationcentersrepresentthewaysinwhichtheyidentifyandaddressthespecificneedsofmultilingualspeakers.Ofparticularinterestisifthelanguageusedrunsonadeficiencymodelofperformanceandasegregationmodelofresourcesor,if—ideally—therhetoricofthecommunicationcenterencouragesamoreinclusivemultilingualenvironment.DiversitywithintheSpeakingCenter:WhatItMeanstoHaveEveryVoiceHeardontheStaffKevMcBride,UniversityofNorthCarolinaatGreensboro

Thispaperresearcheswhytherearen'talotofminorities,mainlyAfricanAmericansandHispanics,workinginCommunicationCenters.Tofindoutthisinformationasurveywasconductedforthespeakingcenterstaff.ResultscomparethedemographicsofUNCG(schoolofauthor)andotherschoolstoseekcorrelation.AnalysiswilluncoverreasonswhytherearenotalotofminoritiesonCommunicationCenterStaffs.AnalysisofSpeakingCenterAlumniBeccaRay,UniversityofNorthCarolinaatGreensboro)

Thispaperexploresspeakingcenteralumniwhodecidedtocontinueinthecommunicationfieldandwhatimpactedtheirdecisiontocontinue.Somegraduatesofacommunicationstudiesprogramworkinrelatedfieldsandtheyusetheirdegreeonaday-to-daybasiswhileotherschosecareersorpursuedhigherdegreesinadifferentdiscipline.EngagementSpotlightPaperPanelMadisonUnion256ExtendingEngagementofCommunicationCentersthroughCollaborationswithStudentLifePamelaConners&LeilaBrammer,GustavusAdolphusCollege

Toachievecommunicationcenters’goalofenhancingstudents’communicationcompetenciesandbuildingengagementacrosscampus,partnershipswithotheracademicareasandcampusdivisionsareessential.Ourcenter’spilotcollaborationswithStudentLifeevidencesthevalueofintegratingcommunicationtheoryandpracticeinotherrealmsofstudents’campusexperience.Inthispaper,wedetailourpilotprojectsanddiscussourprocessforbuildingStudentLifepartnerships,whichbeganwithfirstmakingacompellingargumenttoStudentLifestaffthatsuchapartnershipwouldbeaworthwhileendeavorforstudentsandtheStudentLifeprogramming.ThecollaborationentailedasummerofresearchinganddevelopingpilotcommunicationmodulesforStudentLifethatweredeployedintheFallof2017.Centralto

thisprocesswerestudents:studentsconductedtheresearch,participatedindesignoftheplan,trainedstudentleaders,andledandfacilitatedstudentlifeeventsandactivitiestosupportimplementation.Thesecollaborationswithstudentlifeprovideafoundationuponwhichtobuildfurtherrelationshipsacrosscampustoengageandembedtheworkofthecenteracrosscampus.Thepaperdiscussesthecollaborativeprocessesofdevelopingandimplementingthesepilots,benefitsofthesecollaborationsinengagingStudentLifestaff,students,andthecampuscommunity,thechallengesofbuildingpartnershipsandimplementingtheplan,andfuturedirectionsforextendingandenhancingthesepilots.Debateacrossthecurriculumasengagedlearning:ACommunicationCentercasestudywithexceptionaleducationAlexConis,MichaelClay,&PaulE.MabreyIII,JamesMadisonUniversity Pre-serviceteachersneedtoentertheworkforcewithafoundationincollaborativediscourseandpositiveargument.Thiswillenablethemtopresentideasclearlyandtoadvocateforstudentneedsinapositivemanner.Developinga"DispositionofPractice''asalifelongeducatorandpubliccitizeninvolves"acollaborativediscourseinwhichallparticipantsassumethatnooneknowsorhasacompleteunderstandingofanyoneissuebutthat,together,thegroupcanattainit."(Martin-Kniep,2008) Additionally,inacknowledgementoftheneedforthedevelopmentof"traumasensitivelearningenvironmentsforallstudents"(Souers&Hall,2016),pre-serviceteacherscanhelpthestudentstheyteachthroughoraldiscourseinstruction.Inaworldwhereviolenceandinappropriaterhetoricareoftenexposed,youngstudentsmaydevelopdebateskillstoexpresstheirneedsandtheneedsofothersinthespiritofcitizenadvocacyandsocialjustice.Teachingoraldiscoursecanprovideatoolforchildrentocopewithstressathome,intheircommunitiesandatschool. Debatepedagogyisaninnovativeapproachuniquelysituatedwiththepotentialtoteachthesestudentstheoralcommunication,criticalthinking,collaboration,andlisteningskillsnecessarytoentertheteacherworkforceandcivicrealm(Rao,2010).Debatepedagogyisanactivewaytoengagestudentsthroughrole-playing,simulationsanddebates.Teachingthroughdebatehasbeendemonstratedtohelpstudentswithcommunicationskills,problemsolving,groupcollaboration,advocacy,research,empathyandmuchmore(Camp&Schnader,2010).Studentsareaskedtorigorouslyengageevidence-baseddecision-makingprocessesindifferentcontextsandfromdifferentperspectives.Whilesomeresearchhasbeendoneonthepedagogicalpotentialofdebatetoteachcriticalthinking,communication,andresearch,littlehasbeendonespecificallyonhowdebatecanbeleveragedtobetterpreparefutureteachersandtohelpfacultystayengagedwithintheclassroom.ThecollaborativepartnershipbetweenTheCommunicationCenterandExceptionalEducationfacultyexplorewhatimpactdoesintegratingdebatepedagogyintoanexceptionaleducationclassroomhaveonstudentlearning.CommunicationCenters’CentripetalForceasaCorrectiveforEngagementVisionsMattBrigham,JamesMadisonUniversity

Callsforgreateracademicengagementhavelargelymetwithenthusiasm.Somereluctanceexists,however,duetofearsthatevenwell-intentionedengagement(includingcommunity,civic,andundergraduatestudentresearchseparatefromcoursework)mightexert

centrifugalforce,envisioningengagementasbeyond,ratherthaninside,classrooms.Whilenumerousengagementmechanismsexist,enablingstudents,faculty,andstafftoextendtheirimpact,theclassroom’spotentialasanintrinsicallyvaluablespacerisksneglect.TheCommunicationCenteroffersameaningfulcorrective.Oneprimarycomponentofthesecentersisassistingundergraduatestudents,withthetelosofhelpingthemtoimproveandreturntotheclassroom,areversalofthisinward/outwarddynamic.CommunicationCentersproducecentripetalforce,focusedinwardlyonenablingstudentstobemoresuccessfulincoursework,ratherthanaskingthemtoattainengagementbylookingpast/beyondtheirclasses.Communicationscholarsareparticularlywell-positionedherebyreturningtoourpast,namelyIsocrates’rhetoricalpedagogy.AsJeffreyWalkerdescribes,Isocratesmadesubstantialuseofpracticaltechniques,includingprogymnasmataanddeclamations,toproducerhetors.Similarly,farfromlamentingafocusonfundamentalsassomehowlesstheoreticallyrobust,CommunicationCenterscanarticulateuniquecapabilitiesandimportance:focusingonpracticesmostinstrumentaltobuildingengagedcommunicators.Byenvisioningthosepracticesasnotbeyond/aftercourseworkbutratherinconstantdialoguewithit,enablingastrongerreturntotheclassroom,CommunicationCentersofferanimportantcorrectivetotheengagementnarrative,byaimingtogeneratecentripetal,ratherthanonlyorprimarilycentrifugal,force.4:15pm–5:30pmSessionIIStrategiesforFormingandPublishingCommunicationResearch:PerspectivesfromAuthorsandEditorsMadisonUnion203ThispanelfeaturesmembersoftheCommunicationCenterJournal’seditorialleadershipteamandauthorsfromissue3.1,whichwaspublishedinNovember2017beforetheannualNationalCommunicationAssociationconferenceheldinDallas,TX.Panelistsofferstrategiesforplanning,designing,andwritingupcommunicationcenterresearchbasedontheirexpertiseandexperience.Attendeesarewelcometobringideas,questions,andinsightsfromtheirownresearchandwritingexperiences.Panelists:RusselCarpenter,EasternKentuckyUniversityKimCuny,TheUniversityofNorthCarolinaGreensboroPaulE.MabreyIII,JamesMadisonUniversityAlyssaDavis,ClemsonUniversityJoeC.Martin,UniversityofKentuckyInnovativeInterventionsattheCommunicationCenterMadisonUnionBallroomNon-Verbal(Cap)Ability:RefiguringPeer-to-PeerFeedbackthroughFeministDisabilityPedagogyLaurenBeard,TheUniversityofNorthCarolinaGreensboro

InCommunicationCenters,consultantsunderstandthatwhatissaidisasimportantashowit’ssaid.Thus,theyaretrainedonnon-verbalcommunication.Buthowdowemeasurenon-verbalsuccesswhenconsultingspeakerswithdisabilities?Non-verbalfeedbackisimportant,butthemultiplicityofthedisabilityexperienceshouldbecelebrated.Thefeedbackconsultantsgiveoughttobeeffectiveandapplicableyetavoidableistlanguage.CommunicationCentersmustbeplaceswhereconsultantsandspeakerscanengageindialoguethatundoestheoppressionplacedonnon-normalbodiesandcelebratestheuniquenessofcommunicationstylesthateverysinglebodyoffers. MypaperelucidatesthepossibilitiesofapplyingaFeministDisabilityperspectivetonon-verbalfeedback.Inarrateoneofmyexperiencesconsultingaspeakerwithdisabilities.Inthisongoingcasestudy,IexplainthestepsthespeakerandItook(andarestilltakingtogether)toredefinewhatnon-verbalsuccesslooksliketohimspecifically,andhowreimaginingthespaceofnon-verbalcompetencygiveshimgreateragencyoverhisidentityasaspeaker.MypaperthenutilizestheworksofdisabilitytheoristssuchasRosemarieGarland-Thomson,andcommunicationethicsphilosopherMikhailBakhtin,tomovetowardsanactivistframeworkforhowconsultantscanengageethicallywith,andfindeffectivewaystomeettheneedsof,speakerswhosebodiesfalloutofsociety’sparametersofnormalcy.ItismyhopethispapercanbedevelopedintoalongerworkwhichaddstotheongoingdiscourseofCommunicationCentersas“sitesofcriticalengagementandintervention.”VirtualReality&SpeechAnxietyLaurenBlitz&OliviaAdams,JamesMadisonUniversity

Theoverallpurposeofthisresearchpaperwillbetoinvestigatetheroleofvirtualrealitytechnologyasaninterventionstrategyforpublicspeakinganxiety.ThisexperimentwillemploytheuseofVirtualReality(VR)asamethoddesensitizationandinoculationforstudentswithvariouslevelsofspeechanxiety.ThegoalistouseVRtobeabletoimmersestudentsinthefeelingsofanxietytheywillfeelduringarealandgradedspeech,withhopesofallowingthemtoworkthroughtheanxietyinasafeandcontrolledsetting.TheparticipantsinthisstudywillbeselectedfromJamesMadisonUniversity’sSchoolofCommunicationStudiesResearchParticipationSystem(SONA)andwillconsistofundergraduatestudentsatJamesMadisonUniversity,ages18-22.Participantswillbewalkedthroughapre-testdeterminingtheirapprehensionaboutpublicspeakingbeforethedesensitizationexercise.Participantswillthenbedividedintooneofthreevirtualscenariosthatdepictdifferentcommunicativescenarios,includingtheanticipatoryperiodofaspeech,thestart-finishofaspeech,oranopportunitytowatchthemselvesgiveaspeechasamemberoftheirownaudience.Thesewillallowparticipantstoexperienceoneormoreoftheactualscenariosplayedduringarealclassspeech.ParticipantswillcompletethePersonalReportofPublicSpeakingAnxiety(PRPSA)beforeandaftertheexperimenttakesplacetodeterminetheself-perceivedlevelsofanxiety.Furthermore,studentswillanswerquestionsexploringtheirperceptionoftheexperimentalprocessitself,withthehopesofstrengtheningourmethodofintervention.PublicSpeakingApprehension,EffectivesofTreatmentsinCommunicationCenters*SkyeGregory-Hatch,GrandValleyStateUniversity

Publicspeakingapprehensionisthemostcommonadultphobia(Miller&Stone,2009)withabout70%ofcollegestudentsexperiencingthisanxiety(Dwyer&Davidson,2012:McCroskey,2000).Ascollegiatecoursesoftenrequiresomeformofpublicspeaking,communicationcentersregularlyworkwithstudentsattemptingtoovercomepublicspeakingapprehension(Dwyer,2015).Someapproachesusedbycentersincludebeingprepared(Ayres,1996),usingdeepbreathingtechniques(Beebe,Beebe,&Ivy,2010),andgainingpublicspeakingexperience(Addison,Clay,Xie,Sawyer,andBehnke).However,thereisnocurrentresearchthathastestedtheeffectivenessofcombinationsofthesesolutionsatcommunicationcenters.Thegoalofthispaperistoanalyzeandcomparetheeffectivenessoftwomajorapproachestocombatingpublicspeakingapprehension:thetreatmentofsymptomsandthetreatmentofthesourceofthefear.TheeffectivenessofthesesolutionsisbasedontheSelf-DeterminationTheory(SDT)whichpositsthatanindividual’sdecisionmakingisdependentupontheirintrinsicmotivation(Deci&Ryan,1980).Humanshaveadesiretosucceed,however,publicspeakingoftenforcespeopleintovulnerablesituations,whichaccordingtoSDT,createsanxiety(Deci&Ryan,1985).Aquantitativeapproachisusedtodetermineifthereisasignificantdifferencebetweenthepre-testandpost-testscoresmeasuringpublicspeakingapprehensionlevels.Thesefindingswillhelptodeterminethemoreeffectiveapproachcommunicationcenterscanusetohelpstudentsovercomepublicspeakingapprehension.Additionally,thefindingswillexpandresearchregardingcommunicationcenters,publicspeakingapprehension,andSelf-DeterminationTheory.*SubmittedfortheHuddyGunnGraduatePaperCompetitionUsingmusicasatooltoreducespeechanxietyRachelMangan,JamesMadisonUniversityAsatutoratJamesMadisonUniversity’sCommunicationCenter,Icomeintocontactwithsomesortofmanifestationofspeechanxietyineverysingleappointment.Similarly,IknowwhatspeechanxietyfeelslikebecauseImanageitinmyselfeverytimeIpresentinfrontofmypeers.Assomeonewhoispassionateaboutmusic,inadditiontoeffectivepubliccommunication,Ipersonallyuseitasatooltocalmmyselfdowninsituationsofincreasedstress.Perviousscholarshaveamassedlargequantitiesofliteraturecitingmusicasamoodstabilizer,relaxant,andanxietyreduce.However,thereislittlecurrentresearchontheeffectofmusiconthereductionofpublicspeakinganxiety.Atechniquecommunicationcentertutorscoulduseforclientswithespeciallyhighpublicspeakinganxiety,isallowingthestudent10minutestolistentorelaxingmusicbeforerehearsingtheirspeech.Evidenceshowsthatastudentwhospendstimelisteningtorelaxingmusicbeforegivingaspeech,haslowersalivarycortisollevelsandselfreportedfeelingmoreateaseandlessanxious(Thomaetal.,2013;West,2003;Khalfaetal.,2003).Thisarticlewilldetailtheresearchdesigntofurtherdeterminewhetherornotmusicreducesspeechanxietywithinauniversitycommunicationcenterandhowtousemusicasatooltorelaxespeciallyanxiousstudentspreparingforanupcomingspeech.GroupCohesionandAnxietyinGroupWork

MadisonUnion256Asanxietydecreases,groupcohesionincreases.Atanygiventimeinone’slife,groupworkisgoingtobeexpected.Byresearchingstrategiestoincreasegroupcohesion,studentswillleaveShippensburgUniversityknowinghowtomakethemostofthesesometimesstressfulsituations.Everyintrolevelcourseforhumancommunicationrequiressomesortofgroupproject,andoftentimesitspansthewholeyearleadinguptoafinalpresentation.Webelievethatifourconsultantsplayaroleinthebondingofthegroup,thegroupmemberswillbecomelessanxiousandthiswillresultinbettergroupwork.Weourresearchingthequestion:DoestutoringpositivelyaffectgroupcohesivenessanddecreaseanxietywhenworkingingroupsinHCS100classesatShippensburgUniversity.Byfindingoutifourroleastutorshelpsthestudents,wecanfurtherdevelopstrategiesandpossibleworkshopstohelpstudentsacrosscampusexcelingroupwork.Panelists:AndreaCapitella,ShippensburgUniversityTerriHoover,ShippensburgUniversityVictoriaCampbell,ShippensburgUniversityCandaceMekins,ShippensburgUniversityTylerRock,ShippensburgUniversityMistyKnight,ShippensburgUniversityPlanningforEngagementMadisonUnion206TheCommunicationAssessmentandLearningLab(CALL)fostersengagementthroughundergraduatementoring,communityoutreach,andprofessionaldevelopmentservices.Thisthree-prongedapproachtoengagementisactualizedinourlabasourstudentsparticipateinacollaborative,hands-onmethodofmodelingcommunicationexcellenceforothers,fromFortune500leaderstohighschoolorganizations.Settingthecourseforrobustengagementrequiresstrategicplanningthatemphasizestheimportanceoffoundationalexcellenceinpeermentoring.Thisisaccomplishedbyutilizingaflippedclassroommodelthatpromotesaninteractiveandsymbioticprocessofteachingandlearning.Itisthroughthisprocessthatstudentsareequippedforcredible,effectivementoringthatisversatileenoughtoservethediverseneedsofourgreatercommunity.Panelists:BonnieWetzel,ArizonaStateUniversityKendraEstle,ArizonaStateUniversityAlexisStarks,ArizonaStateUniversity

SATURDAYAPRIL21,20188:00am–8:45amNACCBusinessMeeting&BreakfastBreakfast:StudentSuccessCenter4thFloorHallway

NACCBusinessMeeting:StudentSuccessCenter40449:00am–10:15amSessionIIIOrganizationalCommunicationPraxis:TheDirector’sDilemma1.0StudentSuccessCenter3202Thepurposeofthispaneldiscussionistobringtolightnewandlongstandingissuesofinteresttocommunicationcenterdirectors.Thisisnotmeanttobeaseriesofpresentations,ratherasharingofsituations,ideas,andconcerns.Panelistswilloffertheirdilemmafordiscussionwiththeaudience.SessionObjectives:1. Providealearningcenteredwayofdiscovering,understandingandapplyingimportantspeech/communicationprinciplesandpracticesinthecommunicationcenter.2. Openadialogueaboutissuesfacingleadershipofcommunicationcenters.3. Enhancediscussionaboutteaching.Panelists:AmyMay,UniversityofAlaska-FairbanksChristopherVolker,UniversityofDelawareSuzannePrentiss,TheUniversityofTennessee,KnoxvilleJadeOlson,UniversityofMarylandAmandaParke,FloridaGulfCoastUniversityMargaretHambrick,FloridaGulfCoastUniversityChair:BrandiA.Quesenberry,VirginiaTech“PushingtheBoundariesinSearchofCreativeEngagementProjectsintheCommunicationLab:Baloothedog(YES,WEHAVEADOG),GMODebates,“HearMeSpeak”Project,andtheCrisisHotlineSimulations”StudentSuccessCenter4046Inthecommunicationlab,westrivetostayrelevantanddriveinnovationinthepracticeofcommunicationasadiscipline.TutorsworkedthisyeartosupportspecificprojectsthatexpandtheroleofcommunicationinPsychology,SocialWork,EducationandEthics,engagingstudentsinhighimpactpracticesthatdevelophighimpactlearning.

• Thelabhasanewpartner,Baloo,whohappilylistenstostudentspeechesandprovidesmuchlovedsupportforstudents.BalooeveninspiredCarlowtocreateapetsoncampuspolicy!

• Wesupportdebate!Oneinstructorreplacedatraditionalfinalexamwithalivedebate,allowingthestudentsnewwaystoconsiderethicalquestionsaboutGMOs.

• TheHopkinsLabwasaskedtoworkonprojecttocreate“HearMeBoxes,whichpresentsaudioclipsofyoungchildren,giving“real”voicestohomelessness.

• WedevelopedanewsimulationthatgaveSocialWorkstudents“real”practicewithcrisishotlinesituations.

Panelists:PeerTutor,MoiraStuart,CarlowUniversityPeerTutor,AshleyPannaman,CarlowUniversityLeadPeerTutorI,ErikaKellerman,CarlowUniversityLeadPeerTutorII,PaigeCholewinski,CarlowUniversityLeadPeerTutorI,AlexDolnack,CarlowUniversityChair:ProfessorRachelMayerFurman,CarlowUniversity

EngagingPublicSpeakingAnxietythroughtheCommunicationCenterStudentSuccessCenter1075IstheWorldEnding,OrIsItJustMyAnxiety?MirandaRouse,TheUniversityofNorthCarolinaCharlotte

WhenIfirststartedpublicspeaking,Iwasnotahugefanduetonervesuntilafterafewyearsofpracticingandreceivingpositivefeedback.Fastforwardyearslater,intograduateschool,whereIworkwithaspeakingcenter.Oneofmydutiesinvolvesworkshopswithstudents,however,onespecificworkshopendedupmuchdifferentthantheothers.Theoutcome:insteadofapositiveexperience,wasnegative.Afterthisexperience,IfeltasthougheverythingthatIhavebeentoldthusfaraboutmyskillswasnottrue.“AmIevengoodatpublicspeaking?”Ithinktomyself.Allofasudden,alltheanxietythatIpusheddowninsidebegantoarise,andIstartedtohaveasmanydoubtsaboutmyselfasIdidat14yearsoldgivingmyfirstspeech.ThusIthink…“IsTheWorldEnding,OrIsItJustMyAnxiety?”

Understandingstudents’anxietyaboutpublicspeakingisanessentialparttoincludewhendeterminingwhyspeakingcentersarenecessaryforstudents.TheresponsestoPSAcanbeverynegative.Thisiswherespeakingcenterscanoffersupporttoincreasesuccessforstudentsanddecreaseanxiety.Studentscanlearnallaboutcommunicatingandspeakingeffectivelyfromaninstructorbuttheycannotcorrectanymistakesorimproveonspecificareasaseffectivelyastheycanfromspeakingcenters.Thepurposeofthispaperwillbetoprovideinsighttohowanxietylooksandfeelsandhowspeakingcenterscansupportthat.Gender&SpeechAnxietyJuliannaBoettger,JamesMadisonUniversity

Priorresearchshowsboththatfemalecollegestudentshavehistoricallyshownhigherlevelsofcommunicationapprehension,andthatcommunicationcentershavebeenproventobeaneffectiveresourcetodecreasecommunicationapprehension.Gender’simpactontheeffectivenessofacommunicationcentertutoringsessionhasnotbeenexplored,settingthepremiseforthisresearch.Utilizingapreconsultationsurveyandapostconsultationsurveythegeneraltrendofthedifferencesinapprehensionbetweengendersaswellasthedecreasedifferenceinapprehensionwillbemeasured.YogaandPublicSpeakingAnxiety:BringingtheMind-BodyConnectiontotheCenter*SamanthaRadecki,GrandValleyStateUniversity

Thoughpublicspeakingisknowntobeessentialforsuccess,itisoneofthemostfearedactivitiesamongAmericanadults–aboutone-in-fivefearpublicspeakingandavoiditatallcosts.Thesestatisticswillnotsurprisecommunicationresearcherswhohavebeentryingtocombatspeakinganxietyfordecades.Incommunicationcenters,consultantstellanxiousclientstoflexandrelaxmusclestoshiftbloodflow,tousedeepbreathingtechniquestoslowdowntheheartrate,andtothinkpositively.However,somespecificyogatechniquesthataresimilartothissomewhatstandardadvicehavenotyetbeenthoroughlyexploredfortheireffectivenessofuseinthecenter.Thesetechniquesincludeasanas(poses),pranayama(breath-work),andmeditation.Thestudycomparesanxietyandempowermentvaluesfrompre-and-post-testresultsofayogicinterventiontoresultsfromatraditionalspeakingpreparationinterventiontoresultsfromacontrolgroupwithnointervention.Interventionsarecurrentlyunderwayandiftheresultsarefavorable,communicationcenterconsultantscanlearnandemploythesetechniquesduringconsultationswithanxiousclients.*SubmittedfortheHuddyGunnGraduatePaperCompetitionBringaFriendConsultationsStudentSuccessCenter4044AtUNCG,studentswhotaketheintroductiontocommunicationstudiescourse(CST105)areoftenrequiredtobringarecordingoftheirfirstspeechtothespeakingcenterandwatchitwithaconsultant.Thisiswhatwecallagoalsetting/videoviewingconsultation.Formanysemesters,theconsultationinvolvedtheconsultantinstructingthestudentonhowtogivedescriptive(insteadofevaluative)feedback,watchingaspeechfromYouTube,andhavingthespeakergivefeedbackontheYouTubespeech.Then,theconsultantwouldwatchthespeakers’videoandgivethemfeedbackontheirspeech.Duetoincreasingnumbersofstudentsenrolledinthisclassandastagnantbudget,theconsultationhaschanged.Now,anystudentenrolledinCST105isinstructedtopairwithafriendwhentheyhavetheirconsultation.Thedifferencebeingthattheconsultantnowwillinstructeachstudenthowtogivefeedbackandtheywillgiveeachotherfeedbackontheirspeeches,inadditiontogettingfeedbackfromtheconsultant.Allpanelshaveledthistypeofconsultationandwilldiscusshowtofacilitatethistypeofconsultation.Panelistswillallottimetoengagetheaudienceandopenthefloortodiscussquestionssuchas:Whatisthebenefitofteachingstudentshowtogivefeedback?Howcould‘bringingafriend’beconduciveforothertypesofconsultations?Inwhatwayscouldthistypeofconsultationbeimproved?Panelists:JennySouthard,TheUniversityofNorthCarolinaGreensboroGabbiTorello,TheUniversityofNorthCarolinaGreensboroJordanWright,TheUniversityofNorthCarolinaGreensboroBriFerraro,TheUniversityofNorthCarolinaGreensboroChair:JennySouthard,TheUniversityofNorthCarolinaGreensboro

10:30am–11:45amSessionIVOrganizationalCommunicationPraxis:TheDirector’sDilemma2.0StudentSuccessCenter3202Thepurposeofthispaneldiscussionistobringtolightnewandlongstandingissuesofinteresttocommunicationcenterdirectors.Thisisnotmeanttobeaseriesofpresentations,ratherasharingofsituations,ideas,andconcerns.Panelistswilloffertheirdilemmafordiscussionwiththeaudience.SessionObjectives:1. Providealearningcenteredwayofdiscovering,understandingandapplyingimportantspeech/communicationprinciplesandpracticesinthecommunicationcenter.2. Openadialogueaboutissuesfacingleadershipofcommunicationcenters.3. Enhancediscussionaboutteaching.Panelists:AmyMay,UniversityofAlaska-FairbanksChristopherVolker,UniversityofDelawareSuzannePrentiss,TheUniversityofTennessee,KnoxvilleJadeOlson,UniversityofMarylandAmandaParke,FloridaGulfCoastUniversityMargaretHambrick,FloridaGulfCoastUniversityChair:BrandiA.Quesenberry,VirginiaTechInsightsintoManagingtheFrontDeskStudentSuccessCenter4046StudentsworkingatthefrontdeskcansetthetoneforhowaspeakerviewstheCenterevenbeforethestudenthasreceivedhelp.Inadditiontosettingthetoneofthespace,thepersonatthefrontdeskmustanswerphonecalls,checkinspeakers,managewalk-inappointments,andworkwiththestaffintransferringinformationaboutwhohascheckedin,hasnotshown,orisrunninglate.Panelistsallworkatthefrontdeskandwillofferdiscussiononthistopicandinviteparticipantstosharetheirbestpracticesforschedulingappointments,handlingunpleasantspeakers,andhandlingstudentswhomaynotunderstandwhattheCenterdoesormaynotbeabletounderstandduetolanguagebarriers.Someofthequestionsthepanelwishestoaddressare:Whatarewaystominimizeerrorwhenschedulingappointments?HowcanwebestcommunicatewithspeakerswhoclearlydonotwanttovisittheCenter?Inwhatwayscouldthepersonatthefrontdeskhelpstreamlineothertasksperformedbyconsultants?Panelists:JonnaHicklin,TheUniversityofNorthCarolinaGreensboroShakieraNichols,TheUniversityofNorthCarolinaGreensboroErikaForslund,TheUniversityofNorthCarolinaGreensboroChair:JonnaHicklin,TheUniversityofNorthCarolinaGreensboro

CollaboratinginaDiverseWorld:TowardsaUtilizationofInterdisciplinaryGroupCommunicationWorkshopsStudentSuccessCenter1075Inourever-changingworld,withincreasesmobilityandtechnologicaladvances,weknowthatemployersdemandourstudentsgraduatewithexcellentcollaborativecommunicationskills.Thereliesaninherentassumptionthatassigningagroupprojectmeansthatourstudentsmetthecompetencyexpectationsforgroupwork.ThispresentationdiscussestheutilizationofinterdisciplinarygroupcommunicationworkshopsattheHopkinsCommunicationLabatCarlowUniversitytofacilitateeffectivegroupcollaboration.Wedevelopedcriticalworkshopsthatteachstudentshowtocollaborateeffectivelyongroupprojects.Theworkshopstakestudentsthroughpersonalityinventoriesanddiscusshowthosepersonalitytraits(self)directlyaffectgroupwork,bothpositivelyandnegatively.Additionally,theworkshopsdiscussculturalcommunicationvariations,astheyrelatetothegroupmembers(other),andworkshopsexplorehowevensubtledifferencesinsuchvariationsintimeorientationorconsiderabledifferencesincollectivist/individualistorientationscreatesignificantbarrierstosuccessfulcommunication,thusgroupcollaboration.Panelists:ProfessorRachelMayerFurman,CarlowUniversityLeadPeerTutorII,ClaireWolfe,CarlowUniversityLeadPeerTutorII,BrookeWateska,CarlowUniversityPeerTutor,DanielleMerlina,CarlowUniversityEngagingDifferentPopulationsthroughtheCommunicationCenterStudentSuccessCenter4044InternationalCommunicationCenterApproachestoMultilingualSpeakersKarenBoger,TheUniversityofSouthernMississippi

Inanincreasinglyglobalizedworld,thestandardexpectationsofinstitutionsofhigherlearningareconstantlyadaptingtobeabletobettermeettheneedsoftheirstudentpopulationbase.Immigrants,migrants,refugees,andasylumseekersnowmakeupsignificantportionsofmanystudentpopulationsglobally,andtheybringwiththemamultitudeofconcernsspecifictotheiridentitiesandexperiences,withonekeyelementbeingtheirstatusasamultilingualspeaker—oftenreferredtobytranslingual,bilingual,orsimplyEnglish-as-a-Second-Language(ESL)designations.Ascommunicationcentersoperatewiththeintenttofacilitateincreasedcommunicationandpresentationskillswithstudentclientele,itisoftheutmostimportancethatweexaminethetypesofmessagesourcenterssendtostudents,especiallydifferenttypesofstudents.Inthisstudy,Iintendtousecomparativeanalysistounderstandhowcommunicationcentersrepresentthewaysinwhichtheyidentifyandaddressthespecificneedsofmultilingualspeakers.Ofparticularinterestisifthelanguageusedrunsonadeficiencymodelofperformance(communicationconsultantsidentifyweaknessesinspeakingperformanceandclientsarerequiredtoreachatheoreticallevelofproficiencybeforetheirspeakingperformanceissatisfactory)andasegregationmodelofresources(specificcommunicationconsultantsarereservedspecificallyforconsultationsinvolvingmultilingual

speakers);or,if—ideally—therhetoricofthecommunicationcenterencouragesamoreinclusivemultilingualenvironment.Datawillbegatheredthroughananalysisofpubliclyavailablematerials—e.g.websites,promotionalmaterials,events—thatbroadcastthecommunicationcenters’presenceandservicestothestudentpopulationsoffourdifferentGreatBritain-baseduniversities.TheCrossroadsofAt-RiskStudents,Mentoring,andSpeakingCentersJonathanBridenbaker,TheUniversityofSouthernMississippi

Asauniversityresource,communicationcentersmustbeconscientiousoftheservicestheyareprovidingandmustalsounderstandthepopulationstheyserve.Oftentimes,weaskspeakerstoconsideraudiencecomposition;thus,communicationcentersmustleadbyexample.Specifically,communicationcentersareoneofthemanytoolsthatcollegestudentsusetopursuesuccess,buttheachievementofsuccessinhighereducationisnotequitablydistributedorachieved.Acrosssurveysofliterature,at-riskstudentsareshowntobelesslikelytostayincollegeandfinishtheirdegrees.At-riskstudentsaredefinedasstudentsthatfacegreaterobstaclestoachievingacollegeeducation,oftenmeasuredbyfirst-generationcollegestudentstatus,race,sexualorientation,genderidentity,andlowerhouseholdoforiginsocio-economicstatus.

Inmyresearch,IhighlighthowthesocialneedsofthesestudentsareandarenotbeingmetbytheUniversityofSouthernMississippiSpeakingCenter,howmuchstudentsvaluetheSpeakingCenterinmeetingtheseneeds,whereelsetheinstitutionismeetingtheirneeds,andhowmanystudentsqualifyas“at-risk”basedondemographicinformation.Iplantocollectthisdatainasurveypromptedafterclientshavecompletedourstandardexitsurvey.Throughthisdata,IhopetogaininsightintohowourSpeakingCenterisservingvulnerablestudentswhocomeinwithuniquechallengesandhowwecanbetterservethemintheprocessofsocializingthemintotheenvironmentofhighereducationinordertoimproveretentionratesandat-riskstudentengagement.TheWorkAround:Howteachingwithandragogicalpracticescannormalizelearningdisabilitiesineducation*KimCuny,TheUniversityofNorthCarolinaGreensboro

Inmymanuscript,Iwillprovidemyownlearningdisabilities(LD)experiencesasfacultydirectorofacommunicationcenter.ThenIwillexamineandragogyastheframeworkthathelpsmetobetterensureallofmystudentshaveopportunitiestolearnregardlessofwhotheyare[aslearners].IwillprovideanexplorationofhowandwhyIapplythebasicassumptionsofandragogytoteachingmystudentstobecomepeereducatorsattheoralcommunicationcenter.IwillsetmyselfintheheartofthisexplorationasIaddresstheroleofdisabilitiesintheinterplaybetweenmeandmycommunicationcenterstudents.Ibelievethatself-reflectionandpersonalnarrativetogetherarepowerfulforcesinmyownnormalizingofdisabilityintheclassroomandthecenter.Inalargersense,Iwanttobeapartofhelpingnon-LDandLDteacherstonormalizedisabilitiesinallclassrooms.*SubmittedfortheJoyceFergusonFacultyPaperCompetition

11:45am–1:00pmLunchLunchisprovidedviacampusmealvoucher,goodatanyon-campuseatingestablishment.Please follow instructions in book on how to get best value from your voucher. 1:00pm–2:15pmSessionVDatacollectionandapplicationStudentSuccessCenter4046ThePresentationPracticeCenterisstillinitsinfancyinregardstoitspotential.Inordertoimprovetheefficiency,reachofthecenter,andbroadentheexperienceofthetutors,thereneedstobeanorganizationalevaluationmadetodiscoverpossiblepracticesthatneedtostart,stoporcontinuetobedone.DatahasbeencollectedforthelastsevenyearsatthePresentationPracticeCenterandnowneedstobeanalyzedtofindanytrendsthatwouldchangethecourseofthecenter.Thisworkshopwouldshowhowthedatawascollected,whatthedataissaying,andwhatapplicationswillbedonebasedonthosefindingsFacilitators:SpencerHaacke,BrighamYoungUniversityJustineBertelsen,BrighamYoungUniversityReaganO’Reily,BrighamYoungUniversityCraigVanWagenen,BrighamYoungUniversityBreakingtheBoundaries:DefeatingPublicSpeakingAnxietyStudentSuccessCenter4044UnderstandingPublicSpeakingAnxiety(PSA)isimportanttocommunicationcenterresearchbecausePSAissomethingthatmanystudentsstrugglewith.Communicationcentershavetheopportunitytoengagestudentsthroughcriticalthinkingandself-empowermentwhendiscussingPSA.Becauseofthepeer-to-peersettinginacommunicationcenter,thereischancetorelatesimilarsituationsinasettingthatislesspressuredtohelpovercomePSA.TheconversationaboutPSAneedstoshiftintoadifferentlighttohelpstudentsfeelcomfortableaboutfacingtheirfears.Studentsreportfeelinglessanxiousaboutpublicspeakingafterdiscussingtheirfearsandrealizingthattheyarenotalone.ThroughaworkshopthatIhavedevelopedfrommyownexperiencesandresearch,Ifocusonempoweringstudents,helpingthemtounderstandwhyPSAmayhappen,andbyexploringtechniquestolowerPSAandovercomeit.Thisworkshopcanbetailoredforconsultantstolearntakeawaystouseinindividualconsultations.Facilitator:MirandaRouse,TheUniversityofNorthCarolinaCharlotteEngagingAt-RiskStudentsintheCommunicationCenterStudentSuccessCenter1075Panelparticipantswilldiscusstheireffortstoengage“at-risk”studentsattheirrespectiveinstitutions,includingtheUniversityofSouthernMississippi,ShippensburgUniversity,The

UniversityofAlaska-Fairbanks,andGrandValleyStateUniversity.Wewillbeginbydiscussing,first,whatwemeanbythecategoryof“at-risk”andhowwetakecertainstudentpopulationsintoconsiderationinplanning,delivering,andevaluatingourprogramsandprocessesforpeer-to-peerlearning.Then,wewillturntospecificeffortssuchaspartneringwith“FearfulSpeaking”sectionsofintroductorycommunicationclasses,creatingamobileSpeakingCenterthataddressestheneedsoffirst-generationandruralpopulations,andtrainingconsultantstoworkspecificallywithstudentswithautismspectrumdisorders.Panelists:LauraStengrim,UniversityofSouthernMississippiCarleyYoung,UniversityofSouthernMississippiMistyL.Knight,ShippensburgUniversityAmyMay,UniversityofAlaska-FairbanksCarlBrown,GrandValleyStateUniversityOrganizationalConsultationsTimesTwoStudentSuccessCenter3202Consultantsregularlyworkwithaspeakerontheorganizationoftheirspeech.Theseconsultationsgenerallyhaveoneconsultantworkingwithanindividualorsmallgroupwithinthetimeframeofanhour.Althoughthisistypicallywhatorganizationconsultationslooklikeinourspeakingcenter,wearealwaysreadytoadapttoaninstructors’needfortheirclass.Lastsemester,aninstructorrequestedagroupofconsultantsgointoherclassroomandworkwithherstudentsduringclasstime.Whatmadethisdifferentwasthattherewereonlysixconsultantsthatcouldworkduringthehourtheclassmetbuttherewere12studentsintheclass.Eachconsultanthadtoworkwithtwodifferentspeakersontheirassignment.Twodifferenttopics,twodifferenttypesofsupportingmaterials,twodifferentgrades.Panelswillsharetheirexperiences,challenges,andinsightsintohowbesttoworkconcurrentlywithtwospeakersondifferentspeechtopics.Someofthequestionsthepanelwilladdressinclude:Whataresomebestpracticeswhenworkingwithtwostudentsondifferenttopics,fordifferentgrades?Whatstrategiescanbeusedwhenstudentsareindifferentstagesofthespeechmakingprocess?Howcanwebesthelpstudentswhentheycannotcometothecenterbutarerequiredtoutilizetheirresources?Panelists:ErinEllis-Harrison,TheUniversityofNorthCarolinaGreensboroErikaForslund,TheUniversityofNorthCarolinaGreensboroKevMcBride,TheUniversityofNorthCarolinaGreensboroCoreyBussiere,TheUniversityofNorthCarolinaGreensboroJohnAndrade,TheUniversityofNorthCarolinaGreensboroChair:ErinEllis-Harrison,TheUniversityofNorthCarolinaGreensboro

2:30pm–3:45pmSessionVIPreparingScholarshipforPublication:TrendsandRecommendationsfortheCommunicationCenterJournalStudentSuccessCenter3202Areyoudoingresearchorscholarshipfocusedoncommunicationcenters?Areyouinterestedinwritingforthenational,peer-reviewedCommunicationCenterJournalorshapingyourNACCpresentationintoapublishablemanuscript?Thisinteractiveworkshopwilloverviewrecommendationsandtipsforpreparingmanuscriptsforpublication.Examplesfromtheprocesswillbediscussedandanalyzed.Participantswilllearnpracticalstrategiesforpreparingtheirscholarshipforpeerreview.Questionsandideaswelcome.Facilitator:RussellCarpenter,EasternKentuckyUniversityandEditor-in-ChiefCommunicationCenterJournalInternationalStudentsinCommunicationCenters:Activities,BestPractices,andReflectionsStudentSuccessCenter4044PanelistswillofferperspectivesonwaysthatworkingwithInternationalstudentshasimpactedtheirworkintheCommunicationCenter.Thissessionisintendedtoshareexperienceswhilealsolearningfromparticipantswhocurrentlyworkwiththisdemographicandthosewhowishtoreachoutinthefuturetothispopulation.AllpanelistshaveworkedwithInternationalstudentsandwillofferinsightsaboutconversationpractice,Englishlanguagelearningactivities,andofferreflectionsonbestpracticesandlessonslearned.PanelistswillallottimetoengagetheaudienceandopenthefloortodiscussionSomeofthequestionsthepanelwilladdressinclude:Howcanconsultantsbetterrelateinternationalstudentsandhelpthemintheiroralcommunicationgoals?Howmightcommunicationcentersassistthisdemographicinnewandinnovativeways?Whatinsightscouldbesharedwithotherswhoarelookingtoworkwiththesestudentsinthefuture?Panelists:MirandaTonkins,TheUniversityofNorthCarolinaGreensboroJoyBen-Israel,TheUniversityofNorthCarolinaGreensboroTamMarsh,TheUniversityofNorthCarolinaGreensboroSarahPearson,DepauwUniversityCharlotteKohn,Jr.,TheUniversityofNorthCarolinaGreensboroChair:MirandaTonkins,TheUniversityofNorthCarolinaGreensboroBeyondNestling:ACreativeCampusCollaborationtoPromotetheSpeakingCenterForSustainabilityStudentSuccessCenter4046

Developingastudent-focusedspeakingcenterwhilebeingfundedfromafaculty-drivenprogramcreatesacruxofhowtosustainthedevelopmentofthecenterafterourone-timebudgetaryallocationends.ThisGIFTSsessionisdesignedforfledgingcenterstoexplorecreativeinterimpartnershipswithcampusentitiestohelpgarnishethosandreinforcecentersupportforsustainability.Inthissession,wewillspecificallydiscusshowtheUniversitySpeakingCenterpartneredwiththeCenterforGraduateLifetoshapethe3MT(ThreeMinuteThesis)pilotcompetition.DevelopedbyTheUniversityofQueensland(UQ),thiscompetitioncelebratedtheexcitingresearchconductedbydoctoralandmasterstudentsincultivatingstudents’academic,presentation,andresearchcommunicationskills.Graduatestudentswererequiredtoeffectivelyexplaintheirresearchinthreeminuteswithjustoneslide.Additionally,thecross-promotionsandresultshaveallowedustoleverageourethosamongstthegraduatestudentpopulationandbuildanetworkofcampusalliesinsupportingourcenter’sautonomy.Facilitators:DebbieBaker,TheUniversityofNorthCarolinaCharlotteMirandaRouse,TheUniversityofNorthCarolinaCharlotteGreatIdeasforTeachingSessionsattheCommunicationCenterStudentSuccessCenter1075EngagingL2SpeakersandWritersattheUniversitythroughClassroomDesignSarahKegley,GeorgiaStateUniversity

OnewaytoencourageengagementofL2studentsattheuniversityisthroughspecializedcoursesections.ByexploringcharacteristicsofL2learners,presenterwillcategorizetypesofacademiclanguageneedsoftenunmetbytheselearners,andofferstrategiesforfacilitatingformalacademiclanguageacquisition.PresenterwillsuggestwaystomeetL2learners’needsthroughcurricularplanninginIntrotoHumanCommunicationandFirst-yearCompositionclasses,aswellasofferideasformodificationofclassroomactivitiesandassignments.Sampleassessmentofstudentworkwillbeshared.ThecreationofNNS/L2coursesectionswithintheUniversitywillalsobediscussed.Inaddition,participantswillcollectideasforusingCommunicationandWritingcurriculatopromoteinterculturallearning,anddiscussandcreatesuggestionsforfacilitatingfeedbacktoL2learnersintheuniversityclassroom.PresenterworkswithbothundergraduateandgraduateL2students(internationalandresidentbilingualstudents)atamajorresearchuniversity.InteractiveOrientationforFirst-YearsKimberlyKresser,EckerdCollege

Whatifyourentirefreshmanclassknewandexperiencedyourcommunicationcenterduringthefirstthreeweeksoftheschoolyear?HereatEckerd,wehavecreatedausefulandinteractiveorientationthatencouragesstudents,specificallyfirst-years,toengagewithourcommunicationcenter.Itisa30to40-minutepresentationontheusesandskillsstudentscangainfromutilizingourresourcesandincorporatesactivitiesthatbegintofamiliarizestudentswithpublicspeaking.Thisinteractionhasproventoincreasestudents’engagementwithcommunicationaswellaseffectivelymarketingthecentertothecommunity.

StrivingtoImproveClinicalStaffCommunicationSkillsinECUClinicsPamelaD.Hopkins,EastCarolinaUniversity

Recognizingthatclinicalstaffmembersneedhelpwiththeircommunicationskillsinvolvingpatients,theEastCarolinaUniversityPhysicians’leadershipteaminitiatedaprojecttoimprovepatientsatisfactionscoresonsurveyscompletedbypatientsatallECUclinics.IhavebeencollaboratingwiththeOfficeofClinicalInformaticsandECUPleadershiptoworkwithprovidersandfrontdeskstaffmemberswhoneedhelpwiththeirinterpersonalcommunicationskills.Ihaveshadoweddesignatedprovidersduringtheirclinicalhours,providingspecificfeedbackabouttheirverbalandnon-verbalcommunicationskills.Thisfeedbackwassharedwithclinicmanagementwhoaddressedtheidentifiedissueswitheachprovider.IhaveposedasasecretshopperinECUclinics,madepresentationsatallclinics,workedindividuallywithclinicalstaffmembers,andcollaboratedonincentiveprogramstoinspireclinicalgroupswhoneedhelpwiththeircommunicationskills.3:45pm–4:15pmSnackBreakSponsoredbytheSchoolofCommunicationStudiesStudentSuccessCenter4thFloorHallway4:15pm–5:30pmSessionVIIImprovisationalStorytellingStudentSuccessCenter4042Thisexperientialworkshop,facilitatedbyfacultywhoarestorytellers,willprovidecommunicationcenterpeereducatorswithstrategiestoaddstorytellingsupporttotheirhomecenter.SessionObjectives:

1. Providealearningcenteredwayofdiscovering,understandingandapplyingimportantspeech/communicationprinciplesandpracticesinthecommunicationcenter.

2. Openadialogueaboutstorytellingincommunicationcenters.3. Enhancediscussionaboutteaching.

Facilitators:BruceKirchoff,TheUniversityofNorthCarolinaGreensboroKimberlyMCuny,TheUniversityofNorthCarolinaGreensboroSpeakingCentersintheCommunityStudentSuccessCenter4046Whilecommunicationcentersareestablishedtosupportuniversitystudents,schoolsandprogramswithcommunity-basedinitiativeshavetheadditionalobligationtocollaboratewiththeirlocalcommunity.Thethreespeakingcentersrepresentedonthispanelusetheir

resourcestobridgethegapbetweentheiruniversityandthesurroundingareas.Forexample,collectively,thesethreeschoolsassistcommunitymemberswithgovernmentspeeches,hostworkshopsforlocalorganizations,collaboratewithhighschools,andworkcloselywithcommunityleaderstohoston-campusevents.AsrepresentativesofECU,UNCG,andWFU,wehavebeenabletouseourspeakingcenterstomakeconnectionsforourstudentswiththelocalcommunity,andareconstantlyseekingwaystostrengthenourrelationshipswiththeneighborhoodsthatsurroundus.Panelists:ErinEllis-Harrison,UniversityofNorthCarolinaPamelaD.Hopkins,EastCarolinaUniversityAnsleyRikard,WakeForestUniversityRayCelesteTanner,WakeForestUniversityDeepeningPeerTutorEngagement:MiningtheServiceofOthersforMeaningfulLearningStudentSuccessCenter4044Typically,CommunicationCentersfocusonstrugglinglearnersandrefiningskillsofstrongerstudents.Identifyingimpactsintermsofprogramming,supportservicesoffered,improvedstudentperformance,andnumbersservedisunnecessarilynarrow.Transformativevaluecantranscendintendedlearners.Beyondwork-study,tuitiondiscounts,andresumelines,peertutorslearnessentiallessonsfromthetutoringprocessandthosetheytutorifinvolvedincriticalreflection.Welearnaboutourselves,others,andvariouswide-rangingcommunicationprocesses.Ourexperiencesreshapeourattitudes,behaviors,anddispositions.Welearnaboutdiversity,humandignity,fear,shame,andhumility.Welearnfromothers’frustrations--andencounterourown--asweseektoassist.Wediscoverlearningaspartnershipandcometorecognizeourselvesinthosewetutor;thiskinshipchangesus!JoinusinengageddialogueasweexploresignificantlessonsthatdemonstratethevalueofCommunicationCenterstothosewhoserveothersaspeertutors.Panelists:BrookeWateska,CarlowUniversityAlexDolnack,CarlowUniversityErikaKellerman,CarlowUniversityDanielleMerlina,CarlowUniversityMichaelE.Balmert,CarlowUniversityEngagingCommunicationCenterAdministration&ReflectionStudentSuccessCenter1075Interpersonal&RelationalCommunicationintheSpeakingCenterAnnaGoretski,TheUniversityofSouthernMississippi

Theresearchprojectwillstudythedifferencesbetweenrelationalandinterpersonalrelationshipswhenitcomestopeerconsultantsworkingwithstudents/clientsintheSpeakingCenter.Withinthedisciplineofcommunicationstudies,theconceptofrelationalcommunicationisdistinctfrominterpersonalcommunicationbecauseitinvolvesinteractions

thathappenonaneverydaybasisthatsupportasenseofcommunityandsocialconnectionthatincludesromantic,family,andclosefriendrelationships,whileinterpersonalcommunicationdealsmorewithacquaintances.

Theresearchquestiondrivingtheprojectisasfollows:HowdoSpeakingCenterconsultantsadapttheirapproachestointeractionswithclientsthattheyknowoutsideofthecenter(e.g.,throughclubs/groups,classes,andpreviousappointments),ascomparedwithclientsthattheyaremeetingforthefirsttime?Itwillalsoexploredifferentstrategiesorcommunicationstylesthatconsultantsmayhavewithclientsdependingonthepriorrelationshipwithsaidclient.

Toexplorethisresearchquestion,Iwillconductsemi-structuredinterviewswithfourSpeakingCenterpeerconsultantsatTheUniversityofSouthernMississippiinordertounderstandhowtheyviewtheirinteractionswithclientstheyarefamiliarwith(throughoutsideactivitiesorrepeatappointments)versusthosetheyarelessfamiliarwith(throughfirsttimeclients)andwhethertheseinteractionschangeornot.

Inaddition,Iwillcompleteareviewofthescholarlyliteraturesurrounding,relationalcommunication,peertopeerlearning,andinterpersonalcommunicationincommunicationcentersettings.Thisprojectcontributestoallthreeofthoseimportantandgrowingareasofresearch.RecruitmentandRetention:ThereIsMoreToItKimberlyKresser,EckerdCollege

Communicationcentersoftenstrivetopromoteacomfortable,ifnotperfect,relationshipwithpublicspeakingandprofessionalpresentationsfortheclientswithwhomtheywork.Thisideawouldnotbepossiblewithouttheconsultantswhoaimtofulfillthecommunicationcenter’spurpose.ThepeerconsultantswhostafftheCenterbearmostoftheresponsibilityforachievingtheCenter’spurpose.However,Centerscanfacechallengesretainingandrecruitingconsultants,dependingontheresourcesandinstitutionalstructureofthehomeuniversity.Withoutthevaluableskillsoftheconsultants,theengagementofthecenterwiththeinstitutionanditsstudentsbecomeminimized.Therefore,examiningwhatmotivatesandinspiresstudentstoworkinthecommunicationcenteriscrucialtoincreasingthecenter’sengagementwithintheirinstitutionalcommunity.Thestudyusesrespondentinterviewsaswellasnarrativeinterviewstograspthethemesinwhichconsultantshavetowardstheposition.Thisstudyoffersathematicanalysisbasedonrespondentandnarrativeinterviewswithcommunicationpeerconsultants.Eachconsultantparticipantinthestudywasinterviewedinapublicspaceandaskedfivebasequestions.Participantswerealsoencouragedtoelaborateupontopicsthatwererelevanttothestudy.OneparametertobenotedinthisstudyisthefactthatconsultantswhoparticipatedarefinanciallycompensatedfortheirworkatthecenterbytheirCollege.Thisparameterisdefinedandacknowledgedwithinthestudy.Themesthatemergedassignificantmotivatorsamongtheintervieweesincluded:monetaryincentive,passionforpublicspeaking,andtheinfluenceofpreviousconsultantsandprofessors.Theemergentthemesofferinsightforadministrators,Centerdirectorsandpeerconsultantsabouthowbesttomaintainanengagedandmotivatedstaff.Overall,understandingthethemesofmotivationbehindconsultants’desirestoworkorcontinuetoworkatcenterscouldleadtoimprovedretentionandrecruitment.

ConsultantsintheClassroom:AComparisonofEmpowermentValuesfortwoModels*CarlJ.Brown,AshleyRapp,AdrienneWallace,JenniferTorreano,MelanieRabine,&PatrickJohnson,GrandValleyStateUniversity

Communicationandcollaborativecenterclientscomeinvariousforms.Manycentersworkwithindividuals,otherswithgroups,andsomewithentireclassrooms,departments,orcolleges.Veryfewcenterspartnerwithothercampusconsultingservicesandinteractwiththeselargeunits.Whileaconsiderableamountofliteraturefocusesonone-on-oneconsultations,littletonoresearchdealswiththisuniquepartnershipandclienttypeorsize.Thisresearchexamineshowonecommunicationcenterpartneredwithtwoothercampusconsultingservicesandcreatedanembeddedconsultantrelationshipwiththreecoursesforasemestereach.Foronecourse,acontrolgroupexcludedallconsultantparticipation.Foranothercourse,theservicesembeddedthemselvesintoeachclassmeeting.Anunexpectedthirdcoursesawtheservicesprovideservice-specificworkshopsduringselectclassmeetings.Thisresearchincludedspeaking,writing,andresearchconsultants,pre-andpost-semesterevaluations,andcomparisonsofempowermentandsubjectknowledgevaluesbetweencourses.Resultsindicatetheworkshopgroupproduceshigherempowermentandlearninglevelsthanothergroups.UnderstandingRelationshipDevelopmentattheCenter:BlendingExistingStaffandNewStaff**JeannineLane&JaneUlrey,GrandValleyStateUniversity Communicationcenters,designedtoaidstudentsinvaryingaspectsofthespeechwritinganddeliveryprocesses,currentlyexistatselecthighereducationinstitutions.Inorderforthesecenterstooperateefficiently,relationshipsbetweenandamongstaffmembersareparticularlyimportantduetotheuniquerolethatcommunicationcentersplayoncampuses.AccordingtoSchwartzmanandSanchez(2016),“Acommunicationcenterismorelikelytoachieve[apositive]outcomeifitsconsultantscanexpressthemselvesgenuinelyandfeelacceptedbytheirpeers”(p.36).Duetotheimportanceofacomfortableenvironment,oneispromptedtofurtherunderstandhowrelationshipsdevelopinthesesettings.RelationshipsmaydevelopinamannerthatcloselyfollowsAltmanandTaylor’sSocialPenetrationTheory(1979),whichstatesthatnewrelationshipsgothroughfourstagesofgrowth:orientation,exploratoryaffective,affective,andstable.Tobetterunderstandthisrelationshipdevelopmentprocessatonecommunicationcenter,thisinterview-focusedresearchconductedinterviewswithconsultantsandexecutiveassistants.Thegoalwastobetterunderstandcenterrelationshipsandtheirdevelopmentinordertofacilitateasmoothtransitionforfutureconsultantsenteringthegroup.Findingshavethepotentialtobeusefulforothercommunicationcentersandsimilartutoringservices.*SubmittedfortheJoyceFergusonFacultyPaperCompetition**SubmittedfortheBobandAnnWeissUndergraduatePaperCompetition

6:00pm–8:00pmAwardsBanquetMadisonUnionBallroom