Summer 2012     ISSN 1096-1453     Volume 16, Issue 2        Editorial:

Effective communication skills are essential for a positive and engaged classroom environment. As instructors, we are tasked with providing our students the most up-to-date knowledge in our fields, fostering productive discussions about course material, and helping students grow in their studies. As such, we are constantly seeking out new and more effective ways to interact, present lessons, or communicate with students. Technology in the classroom can add to the communicative learning experience by providing students with a fusion of academic concepts and their everyday use of technology devices.

With this issue of the Academic Exchange Quarterly, different areas of communication in the classroom are explored. We received a large number of excellent articles examining communication in a variety of settings and disciplines that explore how to make the classroom experience richer for both instructor and students.

Studentís perception of legitimacy in discussing disappointing grades with instructors is the topic of Courtney Wrightís article. Using a sample of 366 undergraduate students, findings demonstrated that students perceived higher levels of legitimacy when discussing disappointing grades with their instructors.

Luke LeFebvre and Leah LeFebvre explored using video as an instructional tool for feedback in public speaking courses. In this article, they make strong suggestions for more effective results when critiquing a communicative performance.

The use of online forums for discussion in college-level courses is the focus of the article by Nitin Aggarwal and Leslie Albert. Although research in this area shows support for the use of online forums, many instructors do not include forums as a part of the course. The authors discuss potential instructor concerns and how they have overcame these concerns.

The experiences of several professors teaching online courses are at the center of the article by Mary Ashlock. Her article looks at the challenges that instructors face when interacting with students enrolled in online education. Additionally, the article addresses many different types of courses and provides concrete examples of best practices.

Chris Gurrie looks at the use of technology in the classroom by students. Past research indicates that a large number of studentís use current technologies, but not for academic reasons. This study explores the gap between what technologies students actually use and what they may use in the classroom.

Communication is important to the success of first-year of teachers and is the topic of Debra Pattersonís article. This qualitative study looks at eight first-year teachers in the field of physical education, exploring their expectations and perceptions of working with their colleagues and administrators.

Tamara Warhol examines the communication practices of instructors when teaching English as a Second Language (ESL) courses. This article explores how the highlighting practices used in these courses influence how novice teachers interpret research on writing pedagogy.

Since its presence entered China in 2006, Google has been watched closely in its controversial decisions regarding issues of censorship and the Chinese government. Marwin Britto provides a history of Google in China and explores the issues of censorship and the government.

A case study on a five-year professional design charrette is the focus of Elizabeth Allanís contribution. The case study looks at the how the reduction of faculty involvement and intensity of the assignment brought about an increase of collaboration between novice and upper-level students. Better professional communication skills were a main result of the study.

This was the first feature issue in Academic Exchange Quarterly that examined the role of communication in the educational environment. We are pleased to announce that AEQ will again feature communication in its Summer 2013 issue. Please consider submitting your own work and sending the call to your colleagues and graduate students. Please indicate your submission with the keyword COMMUNICATION and feel free to contact us with any questions. We look forward to seeing the great submissions for next yearís feature.

Feature Co-Editors
Chad Edwards, Ph.D. Associate Professor of Communication
    Western Michigan University Email: Chad.edwards@wmich.edu
Patric Spence, Ph.D Associate Professor of Communication
    University of Kentucky Email: patric.spence@uky.edu
Autumn Edwards, Ph.D. Associate Professor of Communication
    Western Michigan University Email: Autumn.edwards@wmich.edu

Editorial Intern/Assistant
Stephen Spates Teaching Assistant and Graduate Student in Communication
    Western Michigan University Email: Stephen.spates@wmich.edu