Publication Date

2022

Abstract

In this article, we use the lens of Tinto’s (1987) separation and transition phases to reflect on lessons learned when moving classes with oral communication components from in-person to online. We believe that being mindful and intentional in how we include oral communication instruction, opportunities for improvement, and incorporating feedback can positively impact retention and persistence of students. First, we describe the timelines of events, then we connect Tinto’s essential features of effective retention programs to oral communication pedagogy, and finally offer resources and strategies for incorporating oral communication into courses.

Author Biography

Kimberly M. Cuny (MA, MFA) is a Communication Studies faculty member at the University of North Carolina Greensboro, where she is director of the University Speaking Center. Kim is a School of Theatre Adjunct Assistant Professor and teaches in the Master of Public Affairs program. Kim has earned awards for teaching, scholarship, and service.

Jenny M. Southard (MA) is a Communication Studies faculty member at the University of North Carolina Greensboro, where she is the Coordinator for the University Speaking Center. She teaches the basic communication course and workplace relationships course. Jenny has earned awards for teaching and contributions to communication centers.

Erin Ellis-Harrison (MA) is a Communication Studies faculty member at the University of North Carolina Greensboro and serves as the Assistant Director of the University Speaking Center. Erin has earned awards for teaching and currently serves as the subscription manager of the Communication Center journal.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Let’s Talk: Learning to Communicate Well in Emergency Online Learning

In this article, we use the lens of Tinto’s (1987) separation and transition phases to reflect on lessons learned when moving classes with oral communication components from in-person to online. We believe that being mindful and intentional in how we include oral communication instruction, opportunities for improvement, and incorporating feedback can positively impact retention and persistence of students. First, we describe the timelines of events, then we connect Tinto’s essential features of effective retention programs to oral communication pedagogy, and finally offer resources and strategies for incorporating oral communication into courses.