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Full-Text Articles in Curriculum and Instruction
Communication Pedagogy: The Coronavirus Pandemic, Ron C. Arnett
Communication Pedagogy: The Coronavirus Pandemic, Ron C. Arnett
Journal of Communication Pedagogy
In this historical moment defined by the coronavirus, the global community struggles with and against a seemingly invisible foe. Students, faculty, and administrators open the blinds on windows in the morning, witnessing the brightness of the sun and seemingly the clarity of a morning welcome. Yet, there lurks, not in the shadows, but in the brightness of the everyday sunshine, the possibility of sickness and death. This responsive essay weaves together my communicative rejoinders to the coronavirus and its implications for this challenging time in human history. I turn to the autoethnographic insights of Art Bochner and Carolyn Ellis (2016) …
Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty
Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty
Journal of Communication Pedagogy
As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.
Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier
Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier
Journal of Communication Pedagogy
This best-practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement servicelearning in a public speaking course, including reflection and assessment recommendations.