<div dir="ltr"><p class="MsoNormal" style="margin:0in;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Segoe Fluent Icons",serif">Hi
all,</span></p>

<p class="MsoNormal" style="margin:0in;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Segoe Fluent Icons",serif">I</span><span style="font-size:12pt;font-family:"Times New Roman",serif">’</span><span style="font-size:12pt;font-family:"Segoe Fluent Icons",serif">m happy to
announce the online first publication of three new articles for <i>Communication
Design Quarterly</i>. You can find <a href="https://cdq.sigdoc.org/online-first-articles/" style="color:rgb(5,99,193)">all our online first
articles on this page</a>, and I</span><span style="font-size:12pt;font-family:"Times New Roman",serif">’</span><span style="font-size:12pt;font-family:"Segoe Fluent Icons",serif">m including the titles and abstracts
below. I hope you enjoy the articles!</span></p>

<p class="MsoNormal" style="margin:0in;font-size:11pt;font-family:Calibri,sans-serif"> </p>

<p class="MsoNormal" style="margin:0in 0in 15pt;line-height:14.4pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:13.5pt;font-family:"Segoe UI",sans-serif;color:black">Introducing
the Method of Exhibit-Based Research</span></b><b><span style="font-size:13.5pt;font-family:"Segoe UI",sans-serif"></span></b></p>

<p class="MsoNormal" style="margin:0in 0in 19.2pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">by Kathryn Eccles, Laura Herman, Caterina Moruzzi, and
Maggie Mustaklem (all authors share equal authorship)</span></p>

<p class="MsoNormal" style="margin:0in 0in 19.2pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">Abstract</span></b><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">: This paper introduces
a method, Exhibit Based Research (EBR), in which we deploy standalone gallery
exhibits as a central component of our research program. We adopt this method
to distill complex visual research problems and problematize technological
affordances. In the two case studies outlined in this paper, we deploy this
method to articulate the role played by algorithms in processes of inspiration,
design, and curation. EBR includes a practice-based component, the co-design of
an exhibit, a participant engagement component, and interactive, multimodal
data collection. The EBR approach creates a dynamic engagement between the
public, academia, and creatives, increasing the relevancy of findings across
audiences and advancing public understandings. This methodological paper aims
to encourage other researchers in the community to consider EBR as an
inclusive, immediate, and effective means of revealing opaque concepts and
mechanisms via exhibition design.</span></p>

<h3 style="margin:0in 0in 15pt;line-height:14.4pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;font-size:13.5pt;font-family:Calibri,sans-serif"><span style="font-family:"Segoe UI",sans-serif;color:black">Publicly
available, transparent, and explicit: An analysis of academic publishing policy
and procedure documents</span><span style="font-family:"Segoe UI",sans-serif"></span></h3>

<p style="margin:0in 0in 19.2pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;box-sizing:inherit;outline:0px;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">by Hannah L. Stevens</span></p>

<p style="margin:0in 0in 19.2pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;box-sizing:inherit;outline:0px;font-size:11pt;font-family:Calibri,sans-serif"><strong style="box-sizing:inherit"><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">Abstract: </span></strong><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">This
article forwards a document analysis of the University Press of Colorado’s
publicly available academic and scholarly publishing policies and procedure
materials. This analysis utilizes the online heuristic “Anti-Racist Scholarly
Reviewing Practices: A Heuristic for Editors, Reviewers, and Authors,” (ARRH)
and a framework developed by the author that works to pinpoint places within
publishing policy and process documents that may allow for discriminatory and
oppressive practice. To conclude, this article forwards tangible changes to
academic publishing process documents to ensure that inclusion remains an
important consideration in the drafting of publishing policy and guideline
documents.</span></p>

<h3 style="margin:0in 0in 15pt;line-height:14.4pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;font-size:13.5pt;font-family:Calibri,sans-serif"><span style="font-family:"Segoe UI",sans-serif;color:black">Developing
Asynchronous Workshop Models for Professional Development</span><span style="font-family:"Segoe UI",sans-serif"></span></h3>

<p style="margin:0in 0in 19.2pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;box-sizing:inherit;outline:0px;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">by Imari Cheyne Tetu, Shannon Kelly, Jun Fu, Caitlin K. Kirby,
Scott Schopieray, and Stephen Thomas</span></p>

<p style="margin:0in 0in 19.2pt;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;vertical-align:baseline;box-sizing:inherit;outline:0px;font-size:11pt;font-family:Calibri,sans-serif"><strong style="box-sizing:inherit"><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">Abstract: </span></strong><span style="font-size:13pt;font-family:"Segoe UI",sans-serif;color:rgb(75,79,88)">Asynchronous
workshops have potential as a flexible and accessible tool for instructor
professional development. Translating synchronous workshops into asynchronous
versions represents an opportunity to expand access to training materials, but
translating across modalities is a challenge. As facilitators of the Colleges
Online Learning Academy summer fellowship program, we outline our process for
developing asynchronous workshops focused on pedagogy and digital learning for
graduate student instructors. We evaluated participant engagement and
accessibility based on survey responses (n=10) and workshop artifacts. Our four
asynchronous workshops consisted of multimodal modules with video clips from
the synchronous sessions and engagement opportunities on Jamboard. We found low
Jamboard engagement from asynchronous participants, but high engagement in
multimodal modules. Potential barriers to access included mental health, Wi-Fi
access, English language comprehension, and a lack of discussion, but many
participants (4 of 9) reported no access barriers. We provide recommendations
for developing engaging, accessible, and content-rich asynchronous workshops
from synchronous workshop materials.</span></p><div><br></div><span class="gmail_signature_prefix">-- </span><br><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><p class="MsoNormal"><span style="font-size:10pt;font-family:Arial,sans-serif;color:rgb(34,34,34);background-image:initial;background-position:initial;background-repeat:initial">Jordan Frith, Ph.D.</span></p>

<p class="MsoNormal" style="background-image:initial;background-position:initial;background-repeat:initial"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#222222">Pearce Professor of Professional
Communication</span></p>

<p class="MsoNormal" style="background-image:initial;background-position:initial;background-repeat:initial"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#222222">Clemson University</span></p>

<p class="MsoNormal" style="background-image:initial;background-position:initial;background-repeat:initial"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#222222">Pronouns: He/Him</span></p>

<p class="MsoNormal" style="background-image:initial;background-position:initial;background-repeat:initial"><font color="#222222" face="Arial, sans-serif"><span style="font-size:13.3333px">My new <i>Object Lessons </i>book: <i><a href="https://bookshop.org/p/books/barcode-jordan-frith/19896061?ean=9781501399916" target="_blank">Barcode </a></i></span></font></p>

<p class="MsoNormal" style="background-image:initial;background-position:initial;background-repeat:initial"><br></p><p class="MsoNormal" style="background-image:initial;background-position:initial;background-repeat:initial"><br></p></div></div></div></div></div></div></div></div></div></div>