Communication Center Journal - Vol. 7, No. 1, 2021 - Transforming Communication Centers to IDEAL spaces

Oct 15, 2026

Transforming Communication Centers to IDEAL spaces argues that communication centers should be intentionally redesigned to advance inclusion, diversity, equity, and access (IDEA). It emphasizes shifting beyond visible identifiers like race and disability to address invisible challenges, especially neurodiversity and mental health. Drawing on related scholarship and a 2020 journal issue call for reflection, it explores language diversity, student empowerment, and the role of communication in belonging. The essay focuses on invisible disabilities, defines them, and outlines how centers can reduce stigma and better support learners.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Transforming Communication Centers to IDEAL spaces

A Call to Reflection

Exploring Invisible Disabilities

Communication Center Journal 108 Vol. 7, No. 1, 2021 Transforming Communication Centers to IDEAL spaces Suzy Prentiss The University of Tennessee Our Communication Centers have a long and storied tradition on countless campuses as the place where communication skills are developed, presentations are created, and speech anxiety is reduced (Stewart et al, 2021, Turner & Sheckels, 2015, Yook & Sayre, 2012) . Research supports they are seen as safe and supportive spaces where connections are made, confidence is built, and voices are shared (Cuny et al 2012, Carpenter & Apostel, 2012) . As Communication Center professionals examine the larger societal issues of diversity, equity, inclusion, and access and reflect on how we can promote those ideals in our spaces, we are almost overwhelmed by the importance of the situation, the responsibility it entails, and the multitude of approaches and plans we can enact. With reflection, we know that we intentionally craft places that support diversity, equity, and inclusion efforts. We do that primarily to support the more visible aspects of diversity, such as race, gender, and physical disability. Of course, even then, many of these visible identifiers may be perceived inaccurately and/or paint an incomplete picture, such as a biracial student of African American and Caucasian heritage being regarded as Black, or a transgendered student being labeled as their gender assigned at birth. Despite our best intentions, more work needs to be done, and I invite us to expand our definitions of diversity, equity, inclusion, and access to include invisible challenges, such as neurodiversity and mental health. There are many types of invisible disabilities, and I urge us to be mindful of them and especially those that influence learning and might serve as barriers to the good work we do in our centers. A Call to Reflection Before we can truly leverage our IDEA (Inclusion, Diversity, Equity, and Access) commitment and take it to the next level of sustained and meaningful advocacy, we must examine what we have left to do. The 2020 edition of the Communication Center Journal is an inspiring place to start. Co-editors Cuny and Mabrey curated an issue focused on “challenging ourselves for challenging times,” offering a call for reflection that will, ultimately, lead to thoughtful action. The issue was full of insightful, thoughtful, and provocative research and scholarship. Three pieces, in particular, connect to this essay and the continued evolution of our Communication Centers. They offer ideas for us to consider, aspirational goals for us to reach, and perspectives for us to contemplate that may (or may not) be new and/or uncomfortable. The first, by Ladva, challenged us to consider the prevalence of White Mainstream English (WME) as the standard of “good” communication on our campuses and in our centers. How can we leverage the power of diverse stories and experiences told in a variety of dialects and languages as valid and effective forms of authentic Communication Center Journal 109 Vol. 1, No. 1, 2021 communication? That should be part of our transformation. The second article, by Villano, showcased that our centers have been and should continue to be places that support student empowerment and agency. Think of what we can do if we open our doorseven wider, make our front porch even bigger, and expand our view of authentic human communication. Finally, in a third piece, Wilkinson, reminds us of the power of language to include and empower. We can follow her lesson and intentionally craft messages that leverage IDEA principles, foster, and promote belonging and celebrate our safe and supportive spaces for all voices, stories, and experiences. In this essay, I focus on diversity as invisible disability, particularly neurodiversity. Exploring Invisible Disabilities First, let us explore a broader sense of IDEA challenges by examining invisible disabilities and the ways we can su

FAQs

What does the essay argue communication centers must transform into?

It argues communication centers should become IDEAL spaces that intentionally support inclusion, diversity, equity, and access through sustained, meaningful advocacy.

How does the essay extend IDEA beyond visible diversity?

It calls for including invisible challenges, particularly neurodiversity and mental health, explaining that many invisible disabilities can be misunderstood or judged due to their non-visible symptoms.

Why are neurodiversity and invisible disabilities important for students and communication centers?

The essay notes that neurodiversity can be beneficial and that students may need support as they enter campuses. Communication centers can reduce stigma and move beyond one-size-fits-all approaches to presentations and communication.

Oct 15, 2026

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