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In this essay, disciplinary "convergence" is offered as a construct that references the blurring of disciplinary walls, academic borders and institutional divisions, a construct that can frame conversations about the role of disciplines in addressing today's student needs in higher education. Convergence as a construct allows for a consideration of converging academic structures as well as the obligation of scholars and practitioners in higher education to address the needs of contemporary students aiming for life and work in a converging and increasingly mediated world. Ultimately, this work suggests that contemporary problems in an information society can be best addressed with broadly trained experts who can think, imagine and solve problem across traditional academic boundaries.

This paper analyses the online talk of students working in groups collaboratively in a hybrid university course. In particular, this study investigates how students situate themselves relationally through their use of language and how particular moments of talk contribute to the construction of community in an online classroom environment. The data suggest a strong sense of community across groups of learners, with student-student encouragement and peer acceptance emerging as the most salient themes. These findings are considered theoretically in relation to contemporary literature on accounts, facework, politeness and apologies. Practical issues and research avenues tied to classroom format and computer-mediated student culture are also discussed.

In this essay, disciplinary ‘convergence’ is offered as a construct that references the blurring of disciplinary walls, academic borders and institutional divisions, a construct that can frame conversations about the role of disciplines in addressing today’s student needs in higher education. Convergence as a construct allows for a consideration of converging academic structures as well as the obligation of scholars and practitioners in higher education to address the needs of contemporary students aiming for life and work in a converging and increasingly mediated world. Ultimately, this work suggests that contemporary problems in an information society can be best addressed with broadly trained experts who can think, imagine and solve problem across traditional academic boundaries. [ABSTRACT FROM AUTHOR]

This autoethnography offers an account of my experience with mental illness and provides an analysis of the performative aspects of obsessive-compulsive disorder (OCD). OCD is a genetic disorder triggered by environmental stressors involving a chemical imbalance in the brain. The resulting biologically altered state leaves individuals to steer themselves among and between “appropriate” performance and secret rituals. Analyzing my own communication practices through a performance lens highlights the importance of image management for people struggling with disability. In telling my own story, this article provides readers an in-depth look at OCD as a traumatic brain disorder whose sufferers rely on communicative performance to maintain their public and private identities, and as a disease that impedes social life for its sufferers. Implications of this account for those struggling with mental disability and for practitioners aiming to help them are discussed. [ABSTRACT FROM PUBLISHER]