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Infusing Critical Thinking Into Communication Courses, James P. Dimock, Kristen P. Treinen, Daniel Cronn-Mills, Robert S. Jersak
Infusing Critical Thinking Into Communication Courses, James P. Dimock, Kristen P. Treinen, Daniel Cronn-Mills, Robert S. Jersak
Communication and Theater Association of Minnesota Journal
The importance of critical thinking is generally recognized by educators and during the past 20 years numerous initiatives have been taken to improve critical thinking. Although research demonstrates courses in communication study can have a positive impact on critical thinking skills, we argue that instruction in critical thinking can be more explicitly covered in basic communication courses. This article details our efforts to infuse critical thinking into an entrylevel communication course and outlines a guide to help communication teachers integrate critical thinking into their courses.
Making Historians Of Theatre History Students: The First Three Steps, David Wintersteen
Making Historians Of Theatre History Students: The First Three Steps, David Wintersteen
Communication and Theater Association of Minnesota Journal
Without the guidance of a clear hypothesis, student research projects founder. This paper outlines a process by which students undergo the essential first stages that lead to successful research projects in Theatre History. The paper outlines three stages: “Quest for Fire,” in which the student identifies a subject area that interests them; “Fence Me In,” in which the student defines the research area and established distinct parameters; and “The Dreaded Hypothesis,” in which the student articulates a clear, unique and functional hypothesis. By implementing these initial three stages, teachers can create the conditions under which students motivate themselves to complete …
Communication Is 93% Nonverbal: An Urban Legend Proliferates, David Lapakko
Communication Is 93% Nonverbal: An Urban Legend Proliferates, David Lapakko
Communication and Theater Association of Minnesota Journal
Perhaps the best-known numbers within the communication field are those that claim the total meaning of a message is “7 percent verbal, 38 percent vocal, and 55 percent facial.” Despite the fact that this finding is derived from two 1967 studies with serious methodological limitations, these percentages have appeared in a wide variety of communication textbooks. This study takes the investigation a step further, beyond the academic environment, to determine if the 7-38-55 “formula” has now become the equivalent of an “urban legend” about communication in our society-at-large. Overall, this article finds that the formula in question has been widely …