A response to Randy Barker's call for research.

Imagine with me for a moment.

Imagine that you've recently stumbled on an instructional technique that you think dramatically improves the learning atmosphere in your classes. Imagine that it makes students walk into your classes--even your 8:00 A.M. classes--with smiles on their faces. Imagine

that you feel it improves students' attitudes toward your course and their relationships with one another. Imagine that you believe it both improves your teaching effectiveness and enhances your professional image with your students. Next, imagine that you know of no other professor using your technique and no research to support it, so you're afraid that your colleagues would consider you unprofessional if they knew you were using it.

Finally, imagine that one day you happen into an untitled convention session presented by an outstanding researcher in your profession who, as he reviews research he and others have done, both establishes a basis for the teaching technique you've been using and inspires you to conduct research into the technique.

That's precisely what happened to me on Thursday, October 28, 2004, when I attended Randy Barker's presentation at the Association for Business Communication annual convention.

A year before, I had gotten a golden retriever, Yukon, from a Humane Society shelter. Yukon was so well behaved that I had him tested, and he was eventually certified by Therapy Dogs International, Inc., as a therapy animal. I started taking him with me for my weekly office hour as a faculty mentor at a residence hall on my campus. Many of the hall's students, who had left beloved pets when they came to campus, loved Yukon's visits, and I wondered whether students in my classes would also benefit from them.

Before bringing Yukon into a class, I first survey my students. If any have pet allergies, are afraid of dogs, or have religious or cultural taboos against dogs, I don't bring Yukon to their class. In those classes to which I do bring him, students coming into the classroom are greeted with a wagging tail. During class, Yukon wanders around, and students--often two or three at the same time--pet him. If they tire of doing this, he curls up at their or my feet and sleeps.

I believe that having Yukon in my business writing classes improves the class dynamic--that it creates a warm and welcoming atmosphere in the classroom. It seems to stimulate students to talk more with one another and with me before and after class. It also seems to keep students alert in class and make them smile and laugh more. And, because I am the one who brings Yukon to the class and he occasionally comes to me for petting, I believe it humanizes me and may improve my standing in my students' eyes.

After my classes, Yukon also spends several hours at my office, which is located in our campus Tutoring-Learning Center. Many tutors and learners enjoy his visits, and some even go out of their way to visit the center when they know he'll be here. Before attending Randy Barker's presentation, however, I knew of no research basis for my use of a therapy animal ... and that troubled me.

I was delighted to hear Randy Barker's review of research on human-animal interaction, and I was especially struck by his call for research into "communication between and among faculty and students when pets are present." I'm not a member of our Communication Department, but I decided to heed Randy's call nonetheless.

When I returned to my campus, I identified and met with four colleagues in our biology, communication, and psychology departments who share my interest in researching the impact of therapy animals in academe. I contacted Randy, who provided me with additional guidance and support. Our campus authority on the scholarship of teaching and learning offered her help, and I'm now attempting to construct a research plan.

Since I have no experience in this type of research, I don't know whether I'll succeed at planning and conducting an effective study. Nonetheless, I'm absolutely convinced of the importance of such research, and I'm grateful to Randy Barker for sparking my interest in conducting it.

Dan Dieterich (Ph.D., University of Illinois at Urbana--Champaign) is a professor in the Department of English at the University of Wisconsin-Stevens Point. Correspondence concerning this article should be addressed to Dr. Dan Dieterich, Department of English, Collins Classroom Center, University of Wisconsin-Stevens Point, Stevens Point, WI 54481; e-mail: dan.dieterich@uwsp.edu.