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Social and Behavioral Sciences Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Journal of Communication Pedagogy
Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty …
Training And Development: Communication And The Multigenerational Workplace, Michael G. Strawser
Training And Development: Communication And The Multigenerational Workplace, Michael G. Strawser
Journal of Communication Pedagogy
Communication practitioners, especially those who facilitate training and development workshops, should focus on generational differences as a subset of their communication training efforts. This article positions the multigenerational workplace and generational differences as a relevant topic for communication trainers and provides cursory information related to different generations. Ultimately, 10 best practices to address generational differences in business contexts are discussed.
Trends In The Introductory Communication Course From 1956 To 2016: A Systematic Review Of The Results Of 11 National Survey Studies, Sherwyn Morreale
Trends In The Introductory Communication Course From 1956 To 2016: A Systematic Review Of The Results Of 11 National Survey Studies, Sherwyn Morreale
Journal of Communication Pedagogy
Researchers have conducted surveys of the introductory communication course for more than 60 years, starting with two seminal studies in 1956 and 1965, followed by a series of nine replicative studies extending from 1970 to 2016. This systematic review examines the results from those 11 surveys. The results of that review are presented here, including historical trends observed in the thematic categories that indicate how the course has remained consistent or changed during the time period of the surveys. This study concludes with recommendations to inform decision-making about the future of the introductory course, based on the identified historical trends …
Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd
Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd
Journal of Communication Pedagogy
The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are …
Project-Based Learning: Lessons Learned With Teaching The Non-Communication Majors, Sarah Leblanc
Project-Based Learning: Lessons Learned With Teaching The Non-Communication Majors, Sarah Leblanc
Journal of Communication Pedagogy
Family communication, as an upper-level communication course, attracts communication majors and students studying in other disciplines. As such, instructors employ pedagogies that appeal to both majors and non-majors. This essay reflects on how I used project-based learning (PBL) in a family communication course filled with mostly non-majors. The essay highlights my rationale for choosing PBL, provides an explanation of the PBL activity, describes how PBL addresses two key problems I experienced in teaching the family communication course, and offers conclusions regarding lessons learned.
You May Call Me Professor: Professor Form Of Address In Email Communication And College Student Reactions To Not Knowing What To Call Their Professors, Grace M. Hildenbrand, Evan K. Perrault, Taylor M. Devine
You May Call Me Professor: Professor Form Of Address In Email Communication And College Student Reactions To Not Knowing What To Call Their Professors, Grace M. Hildenbrand, Evan K. Perrault, Taylor M. Devine
Journal of Communication Pedagogy
This experimental study tested whether a professor’s form of address (FOA) and email signature influenced students’ perceptions of the professor’s credibility, approachability, and likability. Guided by communication accommodation theory, the study investigated the likelihood that students would reciprocate a professor’s FOA in email communication. Participants were randomly assigned to one of seven conditions varying by professor FOA (doctor, professor, first name) and email signature (present or not), with a signature only control condition. Results indicated students were more likely to reciprocate the FOA when an email signature was not present. Open-ended responses suggested students perceive instructors more positively when instructors …