C. Kyle Rudick

Dissenting intellectuals often seem to feel that they are morally on trial for being intellectuals, and their moral responsibility is then interpreted as a responsibility primarily to repudiation a...

Extant research in Communication Education has long been dominated by cross-sectional research design. Although cross-sectional work has its place in furthering our knowledge of communication, teac...

Imagine a student comes to your office and asks about your position on artificial intelligence (AI). The student is concerned about the environmental consequences of AI infrastructure and the growi...

The purpose of this study was to explore the nuances of instructor-student relationships with a nationally representative sample of students. Participants were randomly assigned to describe relationships with their best, worst, and/or last instructor and rate their satisfaction with each relationship, and the level of closeness with the instructor. Coding of student descriptions revealed 13 themes, organized into six pairs of constructive/destructive relationship anchors and one neutral category (Professional Relationship). Importantly, professional relationships were not as close as constructive relationships but were equally satisfying, indicating the closeness in instructor-student relationships has diminishing returns. Results are discussed in the context of instructional communication research and pedagogy.

The opportunity to write critiques, self-appraisals, or agenda-setting essays is perhaps one of the great vanities of academia. That the scholars who write them are often, themselves, a part of the...

I was a graduate student at a time when Communication Education was still actively and aggressively hostile to any form of critical scholarship about race. I vividly remember the 2009 National Comm...