@inbook{cates_dannels_tate_mottet_mazer_harper_darling_2022, place={New York, NY}, title={Leading in a Pandemic: The Perspectives of Communication Administrators}, booktitle={Personal and Administrative Perspectives from the Communication Discipline during the COVID-19 Pandemic}, publisher={Lexington Books}, author={Cates, C.M. and Dannels, D.P. and Tate, H. and Mottet, T. and Mazer, J. and Harper, S. and Darling, A.}, editor={Kuypers, J.Editor}, year={2022} }
 @article{darling_dannels_2022, title={Passing it on}, volume={71}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2021.2005814}, number={1}, journal={COMMUNICATION EDUCATION}, author={Darling, Ann and Dannels, Deanna}, year={2022}, month={Jan}, pages={40–42} }
 @article{rudick_dannels_2020, title={"Yes, and ... " continuing the scholarly conversation about pandemic pedagogy}, volume={69}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2020.1809167}, abstractNote={Deanna: “Ok, we’ve got 3 years and 12 issues ahead of us. The sky's the limit … let's go BIG! What wicked problems do we want to tackle?” Kyle: “well, there's the obvious—the election … DACA … hate...}, number={4}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2020}, month={Oct}, pages={540–544} }
 @article{rudick_dannels_2020, title={"Yes, and ... *" continuing the scholarly conversation about student precarity in higher education}, volume={69}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2020.1724374}, abstractNote={You’ll see here the cost of tuition, room, and board here. We take pride in being a university that works very hard to address all unmet need for the cost of attendance here. We do not want money t...}, number={2}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2020}, month={Apr}, pages={276–280} }
 @article{dannels_2020, title={Be our guest INTRODUCTION}, volume={69}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2020.1804128}, abstractNote={*[brackets denote speaker notes] [breathe] Distinguished audience, my name is Deanna Dannels and I have the honor of standing before you, for the last time, as Editor of Communication Education. I ...}, number={4}, journal={COMMUNICATION EDUCATION}, author={Dannels, Deanna P.}, year={2020}, month={Oct}, pages={402–404} }
 @article{dannels_2020, title={Ode to light: a swan song}, volume={69}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2020.1812189}, abstractNote={ABSTRACT Raising the curtain to look back on my life as an editor, with hopes and goals and intentions and lessons learned taking center stage; this manuscript wanders through intersecting sounds, places, melodies, and scenes emblematic of my journey through and reflections on editorial work.}, number={4}, journal={COMMUNICATION EDUCATION}, author={Dannels, Deanna P.}, year={2020}, month={Oct}, pages={549–557} }
 @article{rudick_dannels_2020, title={Yes, and horizontal ellipsis : continuing the scholarly conversation about undue donor influence on higher education}, volume={69}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2020.1769904}, abstractNote={I (Dannels), in my role as Associate Dean of Academic Affairs, have participated in meetings with potential donors when donors have expressed interest in initiatives related to student success. 1 I...}, number={3}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2020}, month={Jul}, pages={395–398} }
 @article{rudick_dannels_2019, title={"Yes, and ... ": continuing the scholarly conversation about teacher labor in PK-12 education*}, volume={11}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2020.1684690}, abstractNote={Prior to my (Dannels’) daughter starting elementary school, I took on the challenge of finding a school as almost a full-blown research project. I toured multiple schools (we live in a school distr...}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2019}, month={Nov} }
 @article{rudick_dannels_2019, title={"Yes, and ... *" continuing the scholarly conversation about contingent labor in higher education}, volume={68}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2019.1572198}, abstractNote={In the past month, I (Dannels) was in a discussion with a long-time contingent faculty member in our college about her experiences in that role. She shared with me the following: It is kind of like...}, number={2}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2019}, pages={259–263} }
 @article{rudick_dannels_2019, title={"Yes, and ... *": continuing the scholarly conversation about mentoring in higher education}, volume={68}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2018.1538523}, abstractNote={I just want to recover. I want a reset button. It is one thing feeling like you do not belong in graduate school. It is another thing being told you do not belong here by the person you moved acros...}, number={1}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2019}, pages={128–131} }
 @article{rudick_dannels_2019, title={"Yes, and ... *": continuing the scholarly conversation about the dark side of social media}, volume={68}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2019.1608663}, abstractNote={Building a healthy campus climate, one that is respectful, inclusive, and supportive of intellectual growth for the entire university community, has always been a challenge faced by educators. Reports of social media being employed as a new tool to threaten these university communities, however, are understandably alarming. For example, two white Babson College students posted a video on Facebook of themselves spitting on a black student on the Wellesley campus (Dickerson & Saul, 2016). In another case, an anonymous user on the message board Yik Yak suggested performing acts of sexual violence at Kenyon College’s women’s center (Mahler, 2015). In 2017, social media trolls incited protest and rioting at U.C. Berkley (Marantz, 2018). From influencing students’ thought to facilitating individual cases of bullying and harassment, the mainstream media is awash with stories about the role social media may play in fostering a hostile environment on college campuses. Concerns raised over this relatively new technology are not new, though. From the printing press to television, humans have perennially been fraught with anxiety and concern regarding the ill effects of each new technology (Scott, 2018). We fear the effects of technology in how it may change and shape our culture; how demagogues may use it to subvert democracy; the pernicious side effects it may have on our minds and bodies; and, particularly, what technology may do to our young. Societies’ reactions to social media (and the anxieties associated with it) are, in fact, not qualitatively different from ways in which we have reacted to new technologies of the past. This is not to say that the reactions are not justified simply because they mirror those of the past; technology has always shaped society. We have seen that social media does have a variety of undesired and yet unknown potentials, and it clearly affects how campus communities today engage with and construe the world around them. However, the historical context is important when starting a conversation about the potential for social media to create a hostile environment on college campuses. When examining the dangers of social media to our campus communities, it is important to look at these platforms for what they are and not how concerned publics may portray them. One vexing problem in the academic study of any technology is the speed at which technology can be introduced, utilized, and ultimately discarded. Friendster and}, number={3}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2019}, pages={393–398} }
 @article{rudick_dannels_2019, title={"Yes, and ...": continuing the scholarly conversation about Hispanic Serving Institutions}, volume={68}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2019.1646979}, number={4}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2019}, month={Oct}, pages={528–533} }
 @article{rudick_dannels_2018, title={"Yes, and ... ": continuing the scholarly conversation about immigration and higher education}, volume={67}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2017.1392584}, abstractNote={To maintain the flow of the performance, a central rule in improv is to respond with “yes, and … ” to lines that come before you (instead of “no” or “yes, but”). The idea is to create an environmen...}, number={1}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2018}, pages={120–123} }
 @article{dannels_2018, title={In the thresholds of scholarly transition INTRODUCTION}, volume={67}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2017.1391401}, abstractNote={It felt like time had stopped. My heart was pounding. A bead of sweat rolled down my face. My arms were shaking. I looked up to the bright yellow plastic rock climbing hold on the wall above me. This was the one I was supposed to reach for. There it was: right in front of me. Right there. But I would have to let go of where I was—comfortably steady with all appendages firmly placed on other holds—to reach up and grab it. I could not move.}, number={1}, journal={COMMUNICATION EDUCATION}, author={Dannels, Deanna P.}, year={2018}, pages={1–6} }
 @article{dannels_2018, title={Riddles, mysteries, and enigmas: communication, teaching, and learning beyond the traditional classroom}, volume={67}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2018.1503312}, DOI={10.1080/03634523.2018.1503312}, abstractNote={I have been a teacher my entire adult life. Every full-time job I have ever had has been in a university setting. Every piece of research I have conducted and published, save one study, has been conducted within traditional classrooms. Understandable, right? My research has focused on how noncommunication majors work through the challenges of learning communication skills while also learning disciplinary content. I have also studied how new graduate teaching assistants negotiate communication difficulties of the classroom as they learn what it means to be a teacher. Where better to explore these questions than in the classroom? Where better to learn about the intersections between communication, teaching, and learning than in the classrooms within which these processes occur? Where else could I learn about those tricky issues that riddle novice teachers and learners who are trying to navigate through processes outside of their comfort zones? Where else? Well, let’s start here: Scene 1: Executive leadership workshop; timed teambuilding activity. Participants: Me, Dimitri (CEO of sales company in Greece).}, number={4}, journal={Communication Education}, publisher={Informa UK Limited}, author={Dannels, Deanna P.}, year={2018}, month={Aug}, pages={500–501} }
 @article{rudick_dannels_2018, title={Yes, and ... : continuing the scholarly conversation about mental health stigma in higher education}, volume={67}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2018.1467563}, abstractNote={Yeah, but … it really isn't my job to counsel students who have issues …  Yeah, but … I have too much content to cover, I can't fit in material on mental wellbeing …  Yeah but … college is hard for...}, number={3}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2018}, pages={404–408} }
 @article{rudick_dannels_2018, title={Yes, and... : continuing the scholarly conversation about freedom of speech at colleges and universities*}, volume={67}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2018.1431681}, abstractNote={“I’m not sure I want to be a teacher anymore…Actually, I am sure. I definitely don’t want to be a teacher anymore.”Earlier in the seminar, a colleague from university counsel gave a presentation on...}, number={2}, journal={COMMUNICATION EDUCATION}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2018}, pages={265–268} }
 @article{rudick_dannels_2018, title={“Yes, and  …  ”: continuing the scholarly conversation about anti-LGBT bullying in K-12 education}, volume={67}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2018.1503311}, DOI={10.1080/03634523.2018.1503311}, abstractNote={“Yes, and ... ”: continuing the scholarly conversation about anti-LGBT bullying in K-12 education C. Kyle Rudick & Deanna P. Dannels To cite this article: C. Kyle Rudick & Deanna P. Dannels (2018) “Yes, and ... ”: continuing the scholarly conversation about anti-LGBT bullying in K-12 education, Communication Education, 67:4, 528-531, DOI: 10.1080/03634523.2018.1503311 To link to this article: https://doi.org/10.1080/03634523.2018.1503311}, number={4}, journal={Communication Education}, publisher={Informa UK Limited}, author={Rudick, C. Kyle and Dannels, Deanna P.}, year={2018}, month={Aug}, pages={528–531} }
 @article{dannels_2017, title={Hows, whats, and (don't forget) whos: the future of inquiry in communication, teaching, and learning}, volume={66}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2017.1349918}, abstractNote={When our daughter was young, we would take her camping in the mountains of North Carolina, and one of the “must do’s” was always gem mining. I remember one of the first times we took her gem mining...}, number={4}, journal={COMMUNICATION EDUCATION}, author={Dannels, Deanna P.}, year={2017}, pages={496–499} }
 @book{dannels_palmerton_gaffney_2017, title={Oral communication in the disciplines: A resource for teacher development and training}, publisher={Anderson, South Carolina: Parlor Press}, author={Dannels, D.P. and Palmerton, P.R. and Gaffney, L.H.}, year={2017} }
 @article{learning 2.0: orality and technology in the disciplines and professions [special issue]_2016, year={2016} }
 @article{dannels_2016, title={Learning to Imagine: Introduction to Special Issue: Learning 2.0: Orality and Technology in the Disciplines and Professions}, volume={30}, ISSN={["1552-4574"]}, DOI={10.1177/1050651916636359}, abstractNote={‘‘The best thing for being sad,’’ replied Merlin . . . ‘‘is to learn something. That’s the only thing that never fails. . . . Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.’’ —T. H. White (1958, p. 177)}, number={3}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Dannels, Deanna P.}, year={2016}, month={Jul}, pages={279–284} }
 @article{dannels_2016, title={Opening lines: scholarly inquiry and learning outcomes in communication INTRODUCTION}, volume={65}, ISSN={["1479-5795"]}, DOI={10.1080/03634523.2016.1208260}, abstractNote={It was a dark and stormy night … Wait … . why does it always have to start with a dark and stormy night?We were around the campfire playing the “build a story” game; you know, the one where one per...}, number={4}, journal={COMMUNICATION EDUCATION}, author={Dannels, Deanna P.}, year={2016}, pages={480–483} }
 @article{anson_dannels_laboy_carneiro_2016, title={Students' Perceptions of Oral Screencast Responses to Their Writing: Exploring Digitally Mediated Identities}, volume={30}, ISSN={["1552-4574"]}, DOI={10.1177/1050651916636424}, abstractNote={ This study explores the intersections between facework, feedback interventions, and digitally mediated modes of response to student writing. Specifically, the study explores one particular mode of feedback intervention—screencast response to written work—through students’ perceptions of its affordances and through dimensions of its role in the mediation of face and construction of identities. Students found screencast technologies to be helpful to their learning and their interpretation of positive affect from their teachers by facilitating personal connections, creating transparency about the teacher’s evaluative process and identity, revealing the teacher’s feelings, providing visual affirmation, and establishing a conversational tone. The screencast technologies seemed to create an evaluative space in which teachers and students could perform digitally mediated pedagogical identities that were relational, affective, and distinct, allowing students to perceive an individualized instructional process enabled by the response mode. These results suggest that exploring the concept of digitally mediated pedagogical identity, especially through alternative modes of response, can be a useful lens for theoretical and empirical exploration. }, number={3}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Anson, Chris M. and Dannels, Deanna P. and Laboy, Johanne I. and Carneiro, Larissa}, year={2016}, month={Jul}, pages={378–411} }
 @article{students’ perceptions of oral screencast responses to their writing: exploring digitally mediated identities_2016, year={2016} }
 @article{dannels_toale_backlund_frederick_love_2016, title={Upside down/side up: problematizing teacher communication behaviors and learning outcomes in communication}, volume={65}, DOI={10.1080/03634523.2016.1203008}, abstractNote={Coach was smiling and talking like we were BFFs. I mean, this was our first session! I wanted to say: you don’t know me, don’t pretend we’re close. So … ya, I didn’t really hear anything she said a...}, number={4}, journal={Communication Education}, author={Dannels, Deanna and Toale, M. C. and Backlund, P. M. and Frederick, J. G. M. and Love, B.}, year={2016}, pages={495–498} }
 @article{gaffney_dannels_2015, title={Reclaiming affective learning}, volume={64}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2015.1058488}, DOI={10.1080/03634523.2015.1058488}, abstractNote={There is a curious paradox that no one can explain. Who understands the secret of the reaping of the grain? Who understands why spring is born out of winter's laboring pain? Or why we all must die ...}, number={4}, journal={Communication Education}, publisher={Informa UK Limited}, author={Gaffney, Amy L. Housley and Dannels, Deanna P.}, year={2015}, month={Oct}, pages={499–502} }
 @article{dannels_2015, title={Teacher Communication Concerns Revisited: Calling into Question the Gnawing Pull Towards Equilibrium}, volume={64}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2014.978796}, DOI={10.1080/03634523.2014.978796}, abstractNote={This study revisits the long-standing teacher communication concerns framework originating over three decades ago. Analysis of 10 years of contemporary GTA teacher communication concerns reveals a typology of 10 concerns, which taken together construct teaching as a process of negotiating relationships, managing identities, and focusing attention. Results add depth to the original teacher communication concerns framework, yet complicate the typological distinctions that often define that framework. Specifically, results suggest that teacher communication concerns are multidimensional, multimodal, dynamic, iterative, and equilibrium-driven. Based on the results, I suggest a new metaphorical framework for teacher-training scholarship and practice.}, number={1}, journal={Communication Education}, publisher={Informa UK Limited}, author={Dannels, Deanna P.}, year={2015}, month={Jan}, pages={83–106} }
 @book{dannels_2014, title={Eight essential questions teachers ask: A guidebook for communicating with students}, publisher={New York: Oxford University Press}, author={Dannels, D. P.}, year={2014} }
 @article{dannels_darling_fassett_kerssen-griep_lane_mottet_nainby_sellnow_2014, title={Inception: Beginning a New Conversation about Communication Pedagogy and Scholarship}, volume={63}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2014.934849}, DOI={10.1080/03634523.2014.934849}, abstractNote={Drawing on past pedagogical and scholarly lines of inquiry, this article advances—in a dialogic form—several questions for future research and practice in areas of communication, teaching, and learning. The dialogic form of this article offers a metamessage, inviting colleagues to consider creative approaches to inquiry and collaboration in the 21st century. The ideas and questions presented in this essay serve to push the field beyond disciplinary silos, advance research and pedagogy about teaching and learning, and offer thought-provoking insight into what scholars and practitioners who explore communication, teaching, and learning can contribute to those inside and outside of our discipline.}, number={4}, journal={Communication Education}, publisher={Informa UK Limited}, author={Dannels, Deanna P. and Darling, Ann and Fassett, Deanna L. and Kerssen-Griep, Jeff and Lane, Derek and Mottet, Timothy P. and Nainby, Keith and Sellnow, Deanna}, year={2014}, month={Jul}, pages={366–382} }
 @article{big rubrics and weird genres: the futility of using generic assessment tools across diverse instructional contexts_2012, year={2012} }
 @article{dannels_2011, title={Relational Genre Knowledge and the Online Design Critique: Relational Authenticity in Preprofessional Genre Learning}, volume={25}, ISSN={["1552-4574"]}, DOI={10.1177/1050651910380371}, abstractNote={ This study explores the types of feedback and implicated relational systems in an online design critique using an inductive analysis of an online critique about a project focused on designing a new food pyramid. The results reveal eight types of feedback and three implied relational systems, all of which suggest relational archetypes that are disconnected from typical preprofessional activity systems. These results illustrate the potential for the online medium to be a space in which participants pursue idealized relational identities and interactions that are not necessarily authentic approximations of actual relational systems. Using these results as a foundation, the author discusses the potential relevance of the online medium to this setting and the implications of relational authenticity and genre knowledge on oral genre teaching and learning. }, number={1}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Dannels, Deanna P.}, year={2011}, month={Jan}, pages={3–35} }
 @article{dannels_housley gaffney_martin_2011, title={Students' Talk about the Climate of Feedback Interventions in the Critique}, volume={60}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2010.487111}, DOI={10.1080/03634523.2010.487111}, abstractNote={Similar to many courses in communication, oral communication is central to the learning goals in the discipline of design. Design critiques, the primary communication activity in design classrooms, occur in every studio course multiple times. One key feature of the critique, as an oral genre, is the amount of time and emphasis placed on feedback. The feedback intervention process within the critique plays a large role in determining the overall communicative climate of the teaching and learning event. The purpose of this study was to explore how students talk about the communication climate of the critique and the feedback within it. Drawing on feedback intervention theory and using an ethnographic interviewing framework, we conducted in-depth interviews of students in design studios. Results of this study identified four ways students characterized the critique climate and six kinds of feedback students suggested contribute to a climate for learning. Discussion suggests that feedback intervention spaces (specifically those focused on oral genres) are dialectical and relational spaces—necessitating attention not only to the cognitive processes of feedback (as feedback intervention theory suggests), but also to the emergent relational tensions that demand communicative energy within the feedback intervention process.}, number={1}, journal={Communication Education}, publisher={Informa UK Limited}, author={Dannels, Deanna P. and Housley Gaffney, Amy L. and Martin, Kelly Norris}, year={2011}, month={Jan}, pages={95–114} }
 @inbook{dannels_2010, place={Thousand Oaks, CA}, title={Communication Across the Curriculum Problematics and Possibilities: Standing at the Forefront of Educational Reform}, booktitle={The SAGE Handbook of Communication and Instruction}, publisher={Sage}, author={Dannels, D.P.}, editor={Fassett, D. and Warren, J.Editors}, year={2010} }
 @article{dannels_housley gaffney_2009, title={Communication Across the Curriculum and in the Disciplines: A Call for Scholarly Cross-curricular Advocacy}, volume={58}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634520802527288}, DOI={10.1080/03634520802527288}, abstractNote={Communication-across-the-curriculum (CXC) programs provide assistance to other disciplines on the teaching and learning of communication—meeting an increasingly important need for students not only to be content specialists, but also coherent communicators. Research emerging from this initiative details programmatic challenges and emphases, but also provides insight into the unique interdisciplinary issues involved with teaching communication in other disciplinary cultures. Through a systematic thematic analysis, this review provides a synopsis of CXC scholarship over the past 25 years—highlighting three distinct eras of CXC scholarship that illustrate differing approaches to negotiating the mission of interdisciplinary change: cross-curricular proactiveness, cross-curricular skepticism, and cross-curricular curiosity. Over this time period researchers in this scholarly discussion have engaged in work that has produced detailed program descriptions and assessment, transferable instructional resources, and increasingly more discipline-specific empirical results and theoretical contributions. To increase CXC's impact, though, future scholarship could respond to pressing challenges by adopting a stance of cross-curricular advocacy that is proactive in ways characteristic of early research but with a more focused commitment to empirical rigor, theoretical sophistication, and reflective scholarly partnerships.}, number={1}, journal={Communication Education}, publisher={Informa UK Limited}, author={Dannels, Deanna P. and Housley Gaffney, Amy L.}, year={2009}, month={Jan}, pages={124–153} }
 @article{dannels_2009, title={Features of Success in Engineering Design Presentations A Call for Relational Genre Knowledge}, volume={23}, ISSN={["1552-4574"]}, DOI={10.1177/1050651909338790}, abstractNote={This study explores design presentations that were graded by engineering faculty in order to assess the distinguishing features of those that were successful. Using a thematic analysis of 17 videotaped, final presentations from a capstone chemical engineering (CHE) course, it explores the rhetorical strategies, oral styles, and organizational structures that differentiate successful and unsuccessful team presentations. The results suggest that successful presenters used rhetorical strategies, oral styles, and organizational structures that illustrated students’ ability to negotiate the real and simulated relational and identity nuances of the design presentation genre—in short, they illustrated students’ relational genre knowledge.}, number={4}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Dannels, Deanna P.}, year={2009}, month={Oct}, pages={399–427} }
 @article{profiling programs: formative uses of departmental consultations in the assessment of communication across the curriculum_2009, year={2009} }
 @article{dannels_gaffney_martin_2008, title={Beyond Content, Deeper than Delivery: What Critique Feedback Reveals about Communication Expectations in Design Education}, volume={2}, url={https://doi.org/10.20429/ijsotl.2008.020212}, DOI={10.20429/ijsotl.2008.020212}, abstractNote={In design education, the critique is a communication event in which students present their design and critics provide feedback. Presumably, the feedback gives the students information about their progress on the design. Yet critic feedback also serves a socializing function—providing students information about what it means to communicate well in the design education context. Using a qualitative research methodology, this study explores what critic feedback reflects about expected communication competencies in design studios. Results suggest that communication competence in this setting involves interaction management, demonstration of design evolution, transparent advocacy of intent, explanation of visuals, and the staging of the performance—all of which imply a communicative identity for students that is tethered to the content and delivery of the presentation, but has implications beyond the content and delivery to the broader disciplinary culture. Implications of this study provide insight for faculty and students involved in pedagogical spaces in which feedback plays an important role in the instructional process—suggesting its potential for shaping disciplinary identities, relationships, and social contexts.}, note={In design education, the critique is a communication event in which students present their design and critics provide feedback. Presumably, the feedback gives the students information about their progress on the design. Yet critic feedback also serves a socializing function—providing students information about what it means to communicate well in the design education context. Using a qualitative research methodology, this study explores what critic feedback reflects about expected communication competencies in design studios. Results suggest that communication competence in this setting involves interaction management, demonstration of design evolution, transparent advocacy of intent, explanation of visuals, and the staging of the performance—all of which imply a communicative identity for students that is tethered to the content and delivery of the presentation, but has implications beyond the content and delivery to the broader disciplinary culture. Implications of this study provide insight for faculty and students involved in pedagogical spaces in which feedback plays an important role in the instructional process—suggesting its potential for shaping disciplinary identities, relationships, and social contexts.}, number={2}, journal={International Journal for the Scholarship of Teaching and Learning}, publisher={Georgia Southern University}, author={Dannels, Deanna and Gaffney, Amy and Martin, Kelly}, year={2008} }
 @article{dannels_martin_2008, title={Critiquing critiques - A genre analysis of feedback across novice to expert design studios}, volume={22}, ISSN={["1552-4574"]}, DOI={10.1177/1050651907311923}, abstractNote={ In the discipline of design, the most common presentation genre is the critique, and the most central aspect of this genre is the feedback. Using a qualitative framework, this article identifies a typology of feedback, compares the frequencies of feedback types between different levels of design studios ranging from novice to expert, and explores what the feedback reflects about the social and educational context of these design studios. Results suggest that the feedback socialized students into egalitarian relationships and autonomous decision-making identities that were perhaps more reflective of academic developmental stages or idealized workplace contexts than of actual professional settings—therefore potentially complicating the preprofessional goals of the critique. }, number={2}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Dannels, Deanna P. and Martin, Kelly Norris}, year={2008}, month={Apr}, pages={135–159} }
 @book{public speaking student handbook: supplemental handbook for communication 110 (4th rev. ed.)_2006, ISBN={9780757545030}, publisher={Dubuque, Iowa: Kendall/Hunt Pub.,}, year={2006} }
 @article{dannels_2005, title={Leaning In and Letting Go}, volume={54}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634520500076638}, DOI={10.1080/03634520500076638}, abstractNote={The “Communication in the Disciplines” (Dannels, 2001) framework suggests that communication norms, genres, and standards for success are situated and disciplinary. In this introductory essay, I explore complexities that accompany a “communication in the disciplines” identity in practice—adopting a mindset of curiosity, an ability to listen carefully to other disciplines, and a willingness to let go of our own disciplinary biases. I discuss how contributing articles provide insight into various aspects of these CID complexities and offer McClintock's (as cited in Keller, 1983) idea of “leaning in” as a salient metaphor for CID work.}, number={1}, journal={Communication Education}, publisher={Informa UK Limited}, author={Dannels, Deanna P.}, year={2005}, month={Jan}, pages={1–5} }
 @article{dannels_2005, title={Performing Tribal Rituals: A Genre Analysis of "Crits'' in Design Studios}, volume={54}, ISSN={["1479-5795"]}, DOI={10.1080/03634520500213165}, abstractNote={Grounded in a communication in the disciplines (CID) theoretical framework, this study was the first phase of a multiphased project exploring oral genres in the academic discipline of design. The purpose of this study was to provide a baseline understanding of how faculty perceive and assign meaning to the oral genres that students performed in their studios. Through qualitative observation and ethnographic interviewing over a year-long period, I explored the types of oral genres in design education, their distinguishing features, skills faculty ascribe to success for these genres, and the role of oral genres in the social communities and practices of design studios. Results illustrate four distinct oral genres in this context—specifically defined by the prominence of visual and spatial elements and audience feedback—within which specific skills mark success. Results also suggest oral genres function as ritualistic performances—a metaphor that illustrates the social, situated, and rhetorical role of oral genres in this context. Ultimately, this study provides an empirically grounded foundation for communication across the curriculum practitioners and makes important theoretical contributions by suggesting a complex connection between orality and the academic discipline of design.}, number={2}, journal={COMMUNICATION EDUCATION}, author={Dannels, Deanna}, year={2005}, month={Apr}, pages={136–160} }
 @inbook{teaching and learning a multimodal genre in a psychology course_2005, year={2005} }
 @article{daubert_peretti_berardinelli_dannels_anson_bullard_2004, title={Assessment Of Teaming, Writing, And Speaking Instruction In Che Capstone Design}, url={http://peer.asee.org/13461}, note={ASEE Conferences ; Comment: 16 pages}, author={Daubert, Chris and Peretti, Steven and Berardinelli, Paula and Dannels, Deanna and Anson, Chris and Bullard, Lisa}, year={2004} }
 @book{public speaking student handbook: supplemental handbook for communication 110 (3rd ed.)_2004, ISBN={9780757512490}, publisher={Dubuque, Iowa: Kendall/Hunt Pub.,}, year={2004} }
 @book{lee_greene_wellman_al._2004, title={Teaching and learning through inquiry: A guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Lee, V. S. and Greene, D. B. and Wellman, D. J. and al.}, year={2004} }
 @article{dannels_anson_bullard_peretti_2003, title={Challenges in learning communication skills in chemical engineering}, volume={52}, DOI={10.1080/03634520302454}, abstractNote={Communication across the curriculum initiatives face multiple curricular and pedagogical challenges that are especially appropriate for investigation within a scholarship of teaching and learning framework. Using qualitative methodologies, this study examined technical classes that emphasize speaking and writing. Four learning issues emerged in student reflection logs: integrating multidisciplinary information, managing varied audiences and feedback, aligning content and communication tasks, and addressing interpersonal team issues. Data indicated that students were resistant toward the incursion of communication in their engineering classes. Through reflective practice, teachers and cross-curricular consultants came to understand and address that resistance.}, number={1}, journal={Communication Education}, author={Dannels, Deanna and Anson, C. M. and Bullard, Lisa and Peretti, S.}, year={2003}, pages={50–56} }
 @article{peretti_berardinelli_kleid_dannels_anson_bullard_kmiec_2003, title={Instruction And Assessment Of Multidisciplinary Teaming Skills In Senior Design}, url={http://peer.asee.org/11418}, note={ASEE Conferences ; Comment: 8 pages}, author={Peretti, Stephen and Berardinelli, Paula and Kleid, Naomi and Dannels, Deanna and Anson, Chris and Bullard, Lisa and Kmiec, Dave}, year={2003} }
 @inproceedings{dannels_berardinelle_anson_bullard_kleid_kmeic_peretti_2003, title={Instruction and assessment of multidisciplinary teaming skills in senior design}, booktitle={Proceedings of the American Association of Engineering Education, USA}, author={Dannels, D. P. and Berardinelle, P. and Anson, C. and Bullard, L. and Kleid, N. and Kmeic, D. and Peretti, S.}, year={2003} }
 @article{peretti_spivey_berardinelli_kleid_dannels_anson_bullard_kmiec_2003, title={Integrating Teaming, Writing, And Speaking In Che Unit Operations Lab}, url={http://peer.asee.org/11461}, note={ASEE Conferences ; Comment: 6 pages}, author={Peretti, Steven and Spivey, James and Berardinelli, Paula and Kleid, Naomi and Dannels, Deanna and Anson, Chris and Bullard, Lisa and Kmiec, Dave}, year={2003} }
 @article{mutual support: cac programs and institutional improvement in undergraduate education_2003, year={2003} }
 @article{anson_carter_dannels_rust_2003, title={Mutual support: CAC programs and institutional improvement in undergraduate education}, volume={6}, journal={Language and Learning Across the Disciplines}, author={Anson, C. M. and Carter, M. and Dannels, D. and Rust, J.}, year={2003}, pages={25–37} }
 @article{darling_dannels_2003, title={Practicing engineers talk about the importance of talk}, volume={52}, DOI={10.1080/03634520302457}, abstractNote={In the last decade engineering education and industry have requested assistance from communication educators. Responding to increased attention on the changing expectations for practicing engineers and an attendant need for better communication skills, these teams of engineering and communication educators have been working to incorporate speaking and writing in engineering education. Despite a great deal of anecdotal evidence that communication is important to working engineers, relatively little data based information is available to help us understand better the specifics of how and why communication is important for these particular professionals. This paper reports the results of practicing engineers' descriptions of the importance of oral communication. These data suggest that engineering practice takes place in an intensely oral culture and while formal presentations are important to practicing engineers, daily work is characterized more by interpersonal and small group experiences. Communication skills such as translation, clarity, negotiation, and listening are vital.}, number={1}, journal={Communication Education}, author={Darling, A. L. and Dannels, Deanna}, year={2003}, pages={1–16} }
 @article{dannels_2003, title={Teaching and learning design presentations in engineering - Contradictions between academic and workplace activity systems}, volume={17}, ISSN={["1050-6519"]}, DOI={10.1177/1050651902250946}, abstractNote={ In courses within technical disciplines, students are often asked to give oral presentations that simulate a professional context. Yet learning to speak like a professional in this academic context is a process often laden with complications. Using activity theory and situated learning as theoretical frameworks, this article explores the teaching and learning of one of the most common oral genres in technical fields—the design presentation. A study of the teaching and learning of this oral genre in three sequential engineering design courses reveals critical academic and workplace contradictions regarding audience, identity, and structure. Results of this study show that in the teaching and learning of design presentations, audience and identity contradictions were managed by a primary deference to the academic context whereas structural contradictions were addressed by invoking both workplace and academic activity systems. }, number={2}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Dannels, DR}, year={2003}, month={Apr}, pages={139–169} }
 @article{dannels_2002, title={Communication across the curriculum and in the disciplines: Speaking in engineering}, volume={51}, DOI={10.1080/03634520216513}, abstractNote={This study embraces a communication in the disciplines (CID) theoretical framework and explores meanings associated with speaking competently as an engineer. Using qualitative methodology, I analyze faculty lectures and evaluations, student dress and final presentations, and course materials from a senior design series and describe emerging features of speaking competence in engineering. Results indicate five important features of speaking in engineering: simplicity, persuasiveness, results-oriented, numerically rich and visually sophisticated-all of which invoke the skill of translation. Ultimately, this study makes theoretical contributions that suggest orality as a site for disciplinary knowledge construction, disciplinary socialization, and negotiation of disciplinary tension.}, number={3}, journal={Communication Education}, author={Dannels, Deanna}, year={2002}, pages={254–268} }
 @inbook{developing rubrics for instruction and evaluation_2002, year={2002} }
 @inbook{it's all academic_2002, year={2002} }
 @inbook{the medium and the message: developing responsible methods for assessing teaching portfolios_2002, year={2002} }
 @article{dannels_2001, title={Taking the pulse of communication across the curriculum: A view from the trenches}, volume={30}, number={2}, journal={Rapid Communications in Mass Spectrometry}, author={Dannels, D. P.}, year={2001}, pages={50–71} }
 @article{dannels_2001, title={Time to speak up: A theoretical framework of situated pedagogy and practice for communication across the curriculum}, volume={50}, number={2}, journal={Communication Education}, author={Dannels, D. P.}, year={2001}, pages={1–16} }
 @article{dannels_2000, title={Learning to be professional - Technical classroom discourse, practice, and professional identity construction}, volume={14}, ISSN={["1050-6519"]}, DOI={10.1177/105065190001400101}, abstractNote={Instruction in the technical and scientific disciplines often provides students with the technical skills necessary to succeed in industry. However, these disciplines also focus on socializing students into professional identities. This study examines one exemplar discipline, mechanical engineering, to see how classroom discourse and practice construct professional identities for students (as future engineers) and their customers. Results suggest that although students' conceptions of the customer provided glimpses of professional identity, design processes in these classrooms were ultimately driven and shaped by academic communicative practices, audiences, and goals. Given this, instructional interventions are provided to integrate professionalization processes within classrooms where situated learning is apparent.}, number={1}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Dannels, DP}, year={2000}, month={Jan}, pages={5–37} }