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Faculty learn to embed power skills like communication, teamwork and emotional intelligence into their classrooms 

What skills are employers looking for most today? According to job market research, it’s not just technical expertise — it’s power skills like organization, teamwork, problem-solving and communication. These traits are often the key to early promotions and long-term career success. 

Two �ձ�av��Ƶ alumni, Jim and Rita Edwards, are helping ensure �ձ�av��Ƶ students graduate with those essential power skills by funding a new faculty training initiative focused on workforce communication. 

Alumni inspired by experience 

Rita Satzinger Edwards (B.A., 1981) and James O. Edwards Jr. (B.S., 1982) met at �ձ�av��Ƶ. Rita, a speech communication and theatre major, found that her studies in the classroom, scene shop and on stage gave her a powerful foundation for lifelong learning. Jim, an electrical engineering major, supported Rita’s involvement in State University Theatre and Prairie Repertory Theatre. 

Over the years, both noticed a trend in their industries. The most successful professionals weren’t just technically skilled — they were strong communicators. 

“In my career, I saw one of the shortcomings throughout industries: being able to communicate with their peers or bosses,” Jim explained. “The ones who could communicate well moved up to be executives, and the ones that couldn’t communicate never really moved up.” 

When the couple became involved in advisory councils at �ձ�av��Ƶ, they began brainstorming ways to give back. Their goal: help students build effective communication skills earlier, while still on campus. 

“We both solidified the idea that there may be something we could do to help overcome that communication difficulty that some students had,” Rita said. 

Training the trainers 

After discussions with the �ձ�av��Ƶ Foundation, the idea took shape to create a faculty workshop that equips instructors to embed power skills into their courses. Rather than one standalone course, this “train-the-trainer” model would have a ripple effect across disciplines and departments. 

With the support of Josh Westwick, director of the School of Communication and Journalism, and Tom Becker of the �ձ�av��Ƶ Foundation, a call was released for a program leader. Communication studies professor Karla Hunter, known for her expertise in interpersonal communication and her dedication to faculty development, was selected to lead the initiative. 

Hunter invited Amber Jensen, a senior lecturer in the School of English and Interdisciplinary Studies, to partner in developing the training. Hunter described Jensen’s “values, talents and good-hearted nature” as essential to the project’s success. 

Work began in summer 2023. Alongside two graduate students, Hunter and Jensen began building the program framework. 

Designing tools that stick 

Their early work involved brainstorming critical communication skills and common gaps students face as they transition into the workforce. 

“I remember a day when we brainstormed communication areas we thought students would need but might be lacking, and we filled up two lengths of whiteboard in Yeager 229,” Hunter recalled. “We had all these ideas that we started drawing circles around which ones were most important to cover.” 

A central theme that emerged was the rhetorical triangle: speaker, message and audience. 

“We discussed how that seems to be one of the complications for young people entering the professional workforce,” Jensen explained. “They are used to communicating in these different ways that are not necessarily the most efficient or expected channels of communication in the workforce.” 

Understanding the rhetorical triangle — knowing who you are, what message you want to convey and how to effectively reach your audience — became a guiding principle for the workshop.  

Workshop impact across the college 

While the workshop is currently hosted in the College of Arts, Humanities and Social Sciences, the goal is to expand universitywide with future funding and support. 

Participants so far have represented a wide range of disciplines, including economics, design, English and music. 

“Our hope is that the program grows outside the college and into other colleges at �ձ�av��Ƶ,” Jim said. “Our faculty are asked to do so much. If we give them even a few additional tools to add into their curriculum, it becomes second nature to offer these important skills to students.” 

One of the key takeaways has been a mindset shift. 

“The biggest thing that comes up again and again is a different mindset in teaching and modeling skills more visibly, rather than just thinking our students know it,” Hunter said. “It’s so much more of a partnership mindset with our students.” 

Topics covered in the workshop include nonverbal skills, listening, emotional intelligence, communicating across differences and team building. Faculty explore a variety of research-backed strategies, then present their own Great Idea for Teaching (GIFT) at the end of the workshop. 

“We show examples of rubrics or other tools that help draw attention to the importance of these skills,” Jensen said. “So, they can leave each workshop inspired to say, ‘OK, I can just add this to my rubric, or I can discuss this with my class, or I can use this example I heard from one of my colleagues.’” 

Kevin Kessler, director of athletic bands and assistant professor of music, was part of the workshop’s first cohort. He quickly applied what he learned in his music education courses. 

“In MUS 362 — Methods and Materials for Instrumental Music Education — the students are asked to create a recruiting presentation for potential band students,” Kessler explained. “In the past, students did a good job of incorporating the proper content into the presentation but lacked delivery skills.” 

After the workshop, Kessler revised the assignment to focus more intentionally on communication strategy. 

“I asked, ‘What communication strategies, both verbal and nonverbal, are effective for a 9- or 10-year-old? How does it differ from communicating with their parents?’ These considerations strengthened the presentations a great deal.” 

Another faculty member, Bruce Johnson, instructor of management in the Ness School of Management and Economics, called the training “one of the best I have been to.” A colleague encouraged him to attend after recognizing parallels between his teaching approach and the workshop topics. 

“When our students come to �ձ�av��Ƶ, they not only need a technical education in their fields of study, but also emotional intelligence and emotional maturity,” Johnson said. “These traits make a person desirable to be around in almost every situation.”

He appreciated how Jensen and Hunter fostered an open, trusting atmosphere where meaningful conversations could happen. Discussions explored communication, personality variations, team building, storytelling, critical thinking and theories of motivation. 

“Amber and Karla did a phenomenal job encouraging us to add this type of content into our classes,” Johnson said. 

Even small shifts in how faculty frame assignments are making a big impact. 

Building community and momentum 

One of the most rewarding outcomes, Hunter noted, has been the sense of camaraderie among participants. 

“We just really have a stronger sense of belonging on campus, even for us,” she said. “When you see each other and we’ve shared these experiences and walked through the creation of these GIFTs, it’s just something that I haven’t experienced in any other way as deeply on campus.” 

For Hunter, the workshop has been both energizing and affirming — not only for her own teaching, but also for colleagues across the college. 

“To feel inspired in the classroom, there has to be a sense of hope that there is something we can do,” she said. “There is something we can give to these students to give them a stronger start in the workplace.” 

Looking ahead, continued support and funding will help reach more faculty and prepare even more Jackrabbits for professional success.