Abstract
In the post-pandemic learning era, communication faculty experience tensions among expectations for flexibility, sensitivity to students’ well-being, and our commitment to the academic rigor of our courses. These tensions, we argue, may be resolved through offering academic (re)socialization as a stand-alone element of the communication curriculum. This essay explicates the development and implementation of a for-credit workshop-style course aimed at bridging gaps in student academic capital laid bare by the COVID-19 learning crisis. “Communication Fundamentals for College Success” is a collaborative effort among six communication instructors to support practical and socio-emotional skills that undergird students’ transdisciplinary intellectual growth. We reflect on the early implementation of the course and the role of faculty in directly cultivating students’ emotional, aspirational, and navigational capital.
DOI
10.31446/JCP.2025.1.05
Author ORCID Identifier
Kendra Knight: 0000-0002-9242-5350 
Stephanie Grau: 0009-0002-0249-5513
Elissa Foster: 0000-0003-4177-5825
Jay Baglia: 0000-0002-9570-6676
Recommended Citation
Knight, K., Grau, S., Foster, E., & Baglia, J. (2025). Rigor and academic (re)socialization: The faculty role in student success curriculum. Journal of Communication Pedagogy, 9, 52–58. https://doi.org/10.31446/JCP.2025.1.05
Included in
Communication Commons, Curriculum and Instruction Commons, Educational Psychology Commons, Scholarship of Teaching and Learning Commons
