@article{schwartzman_simon_hyman_2024, title={Confronting Conundrums of Care in College Student Advising}, url={https://doi.org/10.34190/icgr.7.1.2275}, DOI={10.34190/icgr.7.1.2275}, abstractNote={At colleges and universities throughout the United States, academic advisors play a central role in stemming the tide of declining student enrollment and academic underachievement—especially in the wake of academic, physical, emotional, and interpersonal setbacks incurred during the COVID-19 pandemic. For many undergraduates, the mentoring relationship with their academic advisor provides the longest lasting and deepest connection with a faculty or staff member throughout their college experience. Increasingly, the expectations that institutions and students place on academic advisors have escalated far beyond simply guiding course selection and checking fulfillment of graduation requirements. While this more holistic approach to advising can cultivate a greater sense of belonging, it also places the advisors in a precarious position as the parameters of their responsibilities and the extent of caregiving continue to broaden. The ever-expanding expectations of caregiving placed on college academic advisors exemplify how pandemic-informed labor practices across many workplaces inadequately acknowledge caregivers while the care recipients may become overly dependent.
 This study investigates how advising evolves to become an extrapolation of the caregiving demands socially placed upon women in traditional, patriarchally structured families and workplaces. Using methods derived from critical incident theory that identify systemic crisis points and opportunities for intervention, the authors examine narratives of two women who serve as the lead advisors for their departments in southeastern United States universities. Their narratives delineate two double binds. First, the presumably bottomless reservoir of care demanded from women places nurturance of students in tension with career advancement and other care responsibilities (e.g., self and family). Second, setting boundaries to caregiving may generate accusations of insensitivity, but boundless care can accommodate and encourage learned helplessness among students. The investigation concludes with suggestions to reform institutional policies and build student resilience that equips them to learn independently.}, journal={International Conference on Gender Research}, author={Schwartzman, Roy and Simon, Jenni and Hyman, Cynthia Zuckerman}, year={2024}, month={Apr} }
 @article{schwartzman_simon_2023, title={Weaponizing Resilience: Women in the Trenches and Fringes of Pandemic Pedagogy}, url={https://doi.org/10.34190/icgr.6.1.1048}, DOI={10.34190/icgr.6.1.1048}, abstractNote={This study foregrounds the conflicting social pressures that women educators in the United States face in dealing with the ongoing COVID-19 pandemic in higher education. Narratives from three standpoints interweave to provide three perspectives on pandemic-informed practices that can build resilience as an inclusive rather than simply an individual process. The three points of view are: a mother in a non-tenure track teaching position who juggles caregiving duties; a male department head navigating how to energize allyship within a neoliberal educational system that suppresses acknowledgment and support of caretaking; and interactions among members of the Facebook group Pandemic Pedagogy, a global social media hub for educators adjusting to the pandemic’s impact. Collectively, these standpoints constitute a critical autoethnographic multilogue to deconstruct and remediate the systemic gender inequities exposed and exacerbated by the pandemic. The three perspectives converge on implementing feminist ethics of care as both a philosophical and practical foundation for constructively cultivating resilience at the personal, community, and institutional levels.}, journal={International Conference on Gender Research}, author={Schwartzman, Roy and Simon, Jenni}, year={2023}, month={Apr} }
 @inbook{schwartzman_simon_2021, title={COVIDiots and Cogency}, ISSN={2372-109X 2372-1111}, url={http://dx.doi.org/10.4018/978-1-7998-7439-3.ch004}, DOI={10.4018/978-1-7998-7439-3.ch004}, abstractNote={The COVID-19 pandemic in the United States spawns a perplexing polemic. Intransigent coronavirus skeptics who defy public health recommendations often get cast as ideological zealots or as perniciously ignorant. Both characterizations overlook a more fundamental epistemic opposition. The authors recast the conflict between COVID-19 skeptics and public health advocates as the rhetorical incompatibility between the deliberative, scientifically grounded public health experts and the intuitive, emotion-driven mental heuristics of the non-compliant. This study examines the discourse of COVID-19 misinformation purveyors on broadcast media and online. Their main contentions rely on heuristics and biases that collectively not only undermine trust in particular medical experts, but also undercut trust in the institutions and reasoning processes of science itself. The findings suggest ways that public health campaigns can become more effective by leveraging some of the intuitive drivers of attitudes and behaviors that scientists and argumentation theorists routinely dismiss as fallacious.}, booktitle={Advances in Linguistics and Communication Studies}, publisher={IGI Global}, author={Schwartzman, Roy and Simon, Jenni M.}, year={2021}, month={Jun}, pages={1–24} }
 @inbook{schwartzman_2021, title={Risky Jews}, ISSN={2372-109X 2372-1111}, url={http://dx.doi.org/10.4018/978-1-7998-7439-3.ch009}, DOI={10.4018/978-1-7998-7439-3.ch009}, abstractNote={Focusing on many previously untranslated articles in popular national magazines and newspapers, as well as works by prominent racial theorists, this chapter traces how outrage was systematically fomented against Jews in Nazi-era Germany, creating perceived imperatives for drastic discriminatory measures. Rather than locate the core of Nazi antisemitism in historical or psychological factors, this study approaches antisemitism using the theoretical framework of risk communication. The heuristics of risk perception reveal an array of rhetorical tactics that fomented visceral aversion impervious to logical refutation. Portraying Jews as embodying maximal and uncontrollable risk, political, academic, and mass media discourse converged on the theme of Jews as posing unacceptable dangers that required progressively more drastic measures to control. The principles of risk communication, especially the means of inflaming outrage, could furnish useful interpretive frames for analyzing current antisemitism and other types of repressive discourse.}, booktitle={Advances in Linguistics and Communication Studies}, publisher={IGI Global}, author={Schwartzman, Roy}, year={2021}, month={Jun}, pages={1–17} }
 @inbook{schwartzman_2021, title={Trumping Reason}, url={https://doi.org/10.4018/978-1-7998-7439-3.ch015}, DOI={10.4018/978-1-7998-7439-3.ch015}, abstractNote={Why does support for Donald Trump remain resilient despite the preponderance of arguments and evidence that should refute so many of his claims? The answer lies in how Trump's rhetoric fully embraces intuitively based rationales for allegiance. This chapter analyzes Donald Trump's rhetoric throughout his campaign and presidency through the lens of moral foundations theory, which identifies clusters of value commitments that correlate with political allegiance. Trump activates connections with foundational values of his constituents through specific heuristic devices, especially loss aversion, availability, and representativeness. Synthesizing behavioral economics with the dramatistic rhetorical theories of Kenneth Burke reveals how Trump's claims resist counterargument and what rhetorical resources offer potential avenues for alternative positions to gain traction.}, author={Schwartzman, Roy}, year={2021}, month={Jun} }
 @article{schwartzman_2021, title={Unpacking Privilege in Pandemic Pedagogy: Social Media Debates on Power Dynamics of Online Education}, volume={5}, ISSN={2578-2568}, url={http://dx.doi.org/10.31446/JCP.2021.2.04}, DOI={10.31446/JCP.2021.2.04}, abstractNote={As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.}, journal={Journal of Communication Pedagogy}, publisher={Central States Communication Association}, author={Schwartzman, Roy}, year={2021}, pages={17–24} }
 @article{schwartzman_2020, title={(Re)Mediating Holocaust Survivor Testimony}, volume={7}, url={http://dx.doi.org/10.14738/assrj.712.9410}, DOI={10.14738/assrj.712.9410}, abstractNote={As the number of Holocaust survivors declines, their live eyewitness testimony will be preserved and communicated via other media. This transformation prompts a key question. What value can personal testimony have when disembodied and presented in a medium more manipulable by the audience? The response addresses three types of mediated testimony: the first televised broadcast of a Holocaust survivor’s story, on the 1953 U.S. television series This Is Your Life; archival video testimonies; and “unsettled testimony” consisting of less structured, first-person testimonies gathered by the author that reveal the challenges of discursive representation. Each type of testimony offers distinct advantages and limitations in reducing prejudice and fostering understanding.}, number={12}, journal={Advances in Social Sciences Research Journal}, publisher={Scholar Publishing}, author={Schwartzman, Roy}, year={2020}, month={Dec}, pages={68–80} }
 @article{communication centers as wellsprings of community engagement and collaborative research_2020, year={2020} }
 @article{schwartzman_2020, title={Performing pandemic pedagogy}, volume={69}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85092186864&partnerID=MN8TOARS}, DOI={10.1080/03634523.2020.1804602}, abstractNote={ABSTRACT As schools began the frantic switch to fully remote education while the COVID-19 pandemic escalated in the United States, the Facebook group Pandemic Pedagogy rapidly became a worldwide interdisciplinary hub for navigating online instruction. Autoethnographic reflection on the development of that group leads to analysis of key issues emerging from discourse among the members. Critical examination of the home as a learning environment and concerns about synchronous online learning suggest broader systemic inequities that affect online education. Two areas of crisis rise to prominence: digital divides based on disparities in access, skill, and technological features; and the reassertion of neoliberal approaches to education. Original poems within this essay immerse readers in the tensions and disruptions that infuse education during the pandemic. The traumas inflicted by the pandemic can stimulate more vigorous practice of communal, care-based, collaborative resilience through reimagining the nature and purpose of communication instruction.}, number={4}, journal={Communication Education}, author={Schwartzman, R.}, year={2020}, pages={502–517} }
 @article{schwartzman_2017, title={Unma(s)king Education in the Image of Business: A Vivisection of Educational Consumerism}, volume={17}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85024130503&partnerID=MN8TOARS}, DOI={10.1177/1532708617706126}, abstractNote={Configuring students as consumers and higher education as a commodity have been widely suggested as ways to empower students and improve efficiency. This critical autoethnography challenges the assumptions and implications of modeling education after free market economic principles. Personal perspectives on the promotion and tenure process, students confronting the marketplace, and exemplary mentoring accompany poetic reflections on market-infused university life.}, number={4}, journal={Cultural Studies - Critical Methodologies}, author={Schwartzman, R.}, year={2017}, pages={333–346} }
 @article{communication centers as sites for identity (re)negotiation_2016, year={2016} }
 @article{schwartzman_2015, title={Sutured Identities in Jewish Holocaust Survivor Testimonies}, volume={71}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84931298930&partnerID=MN8TOARS}, DOI={10.1111/josi.12110}, abstractNote={The Holocaust disrupted the foundations of identity for Jewish survivors: religious and social communities evaporated, families dwindled. This study explores the process of identity reconstruction within oral testimonies gathered through personal interviews with Jewish Holocaust survivors who immigrated to the United States. Thematically, their narratives confront three major forces that place conflicting demands on survivors: disclosure or nondisclosure of Holocaust experiences, autonomy and connection with religion and family, and the clash between stability and change in the transition to America. Each site of conflict exposes gaps in how identity becomes manifest through personal beliefs, observable behaviors, relationships with others, and communal affiliations. Attention to how narratives configure identity suggests ways that personal narratives illustrate the process of actively recrafting fractured selves.}, number={2}, journal={Journal of Social Issues}, author={Schwartzman, R.}, year={2015}, pages={279–293} }
 @article{reviving a digital dinosaur: text-only synchronous online chats and peer tutoring in communication centers_2013, year={2013} }
 @article{schwartzman_2012, title={Re-searching my scar: Interrogating otherness in the searchers and in my racial rearing}, volume={12}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84869037314&partnerID=MN8TOARS}, DOI={10.1177/1532708612457640}, abstractNote={ This essay juxtaposes the process of “Othering” in the 1956 John Ford western The Searchers with my own indoctrination into White privilege as a child growing up in suburban Atlanta during the mid-to-late 1960s. The film’s stark portrayal of anti-Native American attitudes confronts the problematic construction of the non-White racial “Other” in westerns as a threat to racial and sexual purity. Its relentless pursuit of the implications of racism triggers my own confrontation with the subtle but persistent degradations of African Americans in my upbringing. }, number={6}, journal={Cultural Studies - Critical Methodologies}, author={Schwartzman, R.}, year={2012}, pages={513–517} }
 @inbook{schwartzman_morrissey_2010, title={Collaborative student groups and critical thinking in an online basic communication course}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84900660925&partnerID=MN8TOARS}, DOI={10.4018/978-1-61520-863-0.ch002}, abstractNote={This chapter examines discussion board postings of ten undergraduate student groups (n = 45 students) who participated in collaborative problem-solving in a fully online, introductory communication course. Postings during a full academic year—three sections offered during three consecutive 15-week trimesters—reveal that student usage of the online format did not exhibit progressive development of critical thinking. Few student posts exhibited qualities of interrogation, exploration, convergence, or application that constitute the reflective thought process. Instead, students used threaded discussions primarily as forums for personal assertions, relational maintenance, and summaries of research. The study suggests that concepts of critical thinking require adaptation to an online environment that diverges from the linear cognitive process assumed in traditional approaches to critical inquiry. The online learning environment must reconcile the strong need to establish group cohesion with the impetus toward groupthink that limits critical thinking.}, booktitle={Cases on Online Discussion and Interaction: Experiences and Outcomes}, author={Schwartzman, R. and Morrissey, M.}, year={2010}, pages={39–65} }
 @article{a car of her own: volvo's 'your concept car' as a vehicle for feminism?_2008, year={2008} }
 @article{schwartzman_2007, title={Refining the question: How can online instruction maximize opportunities for all students?}, volume={56}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33845734228&partnerID=MN8TOARS}, DOI={10.1080/03634520601009728}, abstractNote={Although research on computer-assisted and online instruction abounds, researchers have expressed concern about the lack of theoretical frameworks for these studies (Timmerman & Kruepke, 2006). While ample research documents learning outcomes in individual courses, few attempts have been made to link computer-assisted or fully computer-mediated instruction with philosophical concerns pertinent to media, education, or cognition. Ironically, the same issue of the journal that contained this lament (Communication Education) included a major step toward its remedy. 
In the first of the series of essays published in this journal, called “Raising the Question,” Allen (2006, p. 122) asked whether online instruction is “setting our students up for failure” by depriving them of the social and intellectual stimulation present at the physical college campus. I seek to expand the discussion by going beyond the dichotomy of online versus on-campus instruction to probe when and why online instruction might be desirable. This essay addresses Allen's (2006) concerns about online instruction and student retention, extending the dialogue to examine how online coursework may reach students who might be bypassed by the traditional classroom instruction. The central issue for Allen (2006) and for me is how to offer online instruction according to the principles of effective pedagogy.}, number={1}, journal={Communication Education}, author={Schwartzman, R.}, year={2007}, pages={113–117} }
 @article{schwartzman_2002, title={Poeticizing scholarship}, volume={6}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-3042663486&partnerID=MN8TOARS}, number={1}, journal={American Communication Journal}, author={Schwartzman, R.}, year={2002} }
 @article{recasting the american dream through horatio alger's success stories_2000, year={2000} }
 @article{schwartzman_1997, title={Letter to the brother I never had: Pa[i]ra-/dia-/logically talking back to Ono}, volume={61}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85024009792&partnerID=MN8TOARS}, DOI={10.1080/10570319709374592}, abstractNote={This piece addresses the scholarly concept of voices by combining the personal voice of an epistle with the impersonal propositional format characteristic of Wittgenstein's philosophical writing. The resultant hybrid genre of academic prose examines how “voice” is employed in a variety of intellectual and everyday uses, thereby forming a phenomenological pastiche. Of particular consequence are the roles voice plays in constructing human identity and asserting political power.}, number={4}, journal={Western Journal of Communication}, author={Schwartzman, R.}, year={1997}, pages={485–492} }
 @article{schwartzman_1997, title={Peer review as the enforcement of disciplinary orthodoxy}, volume={63}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85007875062&partnerID=MN8TOARS}, DOI={10.1080/10417949709373078}, abstractNote={Recently Omar Swartz (1997) solicited further discussion regarding Blair, Brown, and Baxter's article "Disciplining the Feminine" that appeared in the Quarterly Journal of Speech three years ago. I remember reading Blair, Brown, and Baxter's article with exultation. Finally, well-established scholars openly discussed the unstated ideological foundations-in this case, the "male paradigm" (Blair, Brown, and Baxter, 1994, p. 389-395)-underlying two hallowed institutions: the standards of scholarly achievement and the practice of peer review. The authors used two artifacts to show how disciplinary boundaries are established and maintained: Hickson et al.'s (1992) report on research productivity of female scholars in communication and the reviewers' comments regarding an earlier version of Blair, Brown, and Baxter's article. Although Blair, Brown, and Baxter have called attention to two scholarly practices (measurements of scholarly productivity and peer review), I concentrate on peer review because it serves as the primary mechanism for authorizing what counts as legitimate research. Scholarly research that has passed the gauntlet of peer review, therefore, appears in publications perhaps less to convey new information than to declare that such research carries the seal of approval from academic gatekeepers (Crane, 1972, p. 122). Usually the values of information and certification do not conflict. Problems arise, however, when innovative research is significant because it violates disciplinary norms and expectations.}, number={1}, journal={Southern Communication Journal}, author={Schwartzman, R.}, year={1997}, pages={69–75} }
 @book{racial theory and propaganda in triumph of the will_1996, year={1996} }