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Social and Behavioral Sciences Commons™
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Articles 1 - 15 of 15
Full-Text Articles in Social and Behavioral Sciences
Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds
Basic Course: Informing Communication Pedagogy Through Teacher Training And Program Assessment, Cheri J. Simonds
Journal of Communication Pedagogy
The basic course serves as a training ground for our future faculty as well as an introduction for students to the discipline. Through curriculum design and assessment, the basic course provides a context for practicing communication pedagogy and research within general education.
Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa
Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa
Journal of Communication Pedagogy
Graduate Teaching Assistants (GTAs) are often the first college instructors who new students meet when they arrive for their first day of class, and as instructors and as students, GTAs are the future of the discipline. As such, GTAs need to receive comprehensive training in a variety of pedagogical, procedural, and professional areas to help graduate students continue to develop as instructors and, eventually, into full-time faculty. To assist basic course directors, department chairs, and faculty in creating and supporting a comprehensive and ongoing GTA training program, this article provides 10 best practices for training new GTAs who will be …
The Evolution Of Communication Pedagogy, Jerry D. Feezel
The Evolution Of Communication Pedagogy, Jerry D. Feezel
Journal of Communication Pedagogy
This article is an overview of the major developments in the field of communication in education. From the history of the national association over 100 plus years, specific attention is paid to changes leading to the advent of this publication. Changes in nomenclature, conferences, publications, research, and educational trends are discussed. The essay is intended to provide a view of history as setting for inauguration of the Journal of Communication Pedagogy. It also is intended to invite and stimulate other scholars’ reflections on the nature and evolution of the field.
Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick
Critical Communication Pedagogy In/About/Through The Communication Classroom, Kathryn B. Golsan, C. Kyle Rudick
Journal of Communication Pedagogy
Critical Communication Pedagogy (CCP) signals a critical approach to Communication and Instruction scholarship. Critical signals a recognition that social reality is inherently political and encourages individuals to work with/in communities to identify, intervene into, and change oppressive systems. Communication and Instruction scholarship refers to (a) research concerning how to teach communication principles, theories, or knowledge (i.e., Communication Pedagogy or Communication Education) and (b) research about communication as it manifests in or about all types of educational spaces (i.e., Instructional Communication). CCP is not guided by a single methodology; rather, it signifies both an intellectual tradition and an umbrella term for …
Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford
Classroom Ideas For Promoting Social Justice: Encouraging Student Activism In Intercultural And Gender Communication Courses, Amy Aldridge Sanford
Journal of Communication Pedagogy
Communication courses (e.g., intercultural communication and gender communication) dedicated to the promotion of social justice often result in students’ raised consciousness regarding privilege and the oppression of people who have been marginalized historically. Affected students, however, often are at a loss about what to do with the newly acquired knowledge; consequently, they may experience anger and frustration that causes them to feel overwhelmed and leaves them with a sense of hopelessness. This essay provides 10 suggestions to help communication pedagogues guide students from anger and hopelessness to action and empowerment. Tips offered center on classroom discourse, curriculum choices, and potential …
Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian
Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian
Journal of Communication Pedagogy
Student apathy—a lack of motivation or mental presence in the classroom—is common in many academic institutions and courses of study. In Public Speaking courses, speech anxiety can be a factor that contributes to student apathy. To solve this problem, I suggest implementing an unconventional approach—in-class unguided longhand freewriting—that requires students to write nonstop about anything that comes to mind, without censoring or editing, during the first five minutes of each class session. I base this recommendation on my own observations of the students’ body language during the freewriting period, as well as my qualitative analysis of 95 students’ written feedback …
Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers
Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers
Journal of Communication Pedagogy
Communication pedagogy is the systematic study, reflection, and identification of teaching practices across communication course curricula that results ultimately in effective classroom instruction, gains in student learning, and the establishment of a supportive learning environment. Systematic study focuses on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Reflection centers on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Best practices offer tips for teaching or assessing a specific communication course, extra-curricular activity, or …
Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub
Service-Learning As An Effective Pedagogical Approach For Communication Educators, Sara Chudnovsky Weintraub
Journal of Communication Pedagogy
Service-learning combines the learning goals of a course with service to the community. Through service-learning, students engage in action and reflect on their experiences in order to connect what they see and do in the community with what they are learning in their courses. Whether service-learning projects account for part of a course or an entire course is centered on service-learning, service-learning works because it connects theory with practice. Service-learning is an important pedagogy because it offers students a chance to do meaningful work that helps their community and teaches them the importance of civic engagement.
Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman
Best Practices For Retaining Public Speaking Students, Kimberly M. Weismann, Shannon B. Vanhorn, Christina G. Paxman
Journal of Communication Pedagogy
This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness.
Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel
Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel
Journal of Communication Pedagogy
For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to …
Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence
Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence
Journal of Communication Pedagogy
Tips offered center on classroom discourse, curriculum choices, and potential assignments. In this article, we present tips for creating a thriving undergraduate and graduate communication research lab. Based on our experiences developing and co-directing the Communication and Social Robotics Labs (CSRLs), we offer 10 best practices for acquiring resources and recognition, building a strong lab community, and attaining faculty and student goals for scholarship and beyond. Our overarching approach is framed by Dewey’s (1916) pragmatist educational metaphysic, which stresses student- and subject-centered learning, enlarging experiences, and the co-construction of meaning and knowledge. Although our labs are focused on human-machine communication …
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.
Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy
Instructional Communication Scholarship: Complementing Communication Pedagogy, Alan K. Goodboy
Journal of Communication Pedagogy
Instructional communication and communication pedagogy are complementary areas of inquiry; that is, communication instructors will not be effective educators without strategically considering--for each course taught in a given semester--both pedagogical techniques (e.g., writing accurate course objectives; choosing or creating activities that align with the objectives; teaching communication skills using proven pedagogical strategies) and instructional communication practices (e.g., communicating with students clearly; confirming students; integrating appropriate humor). These disciplines offer micro (i.e., communication pedagogy) and macro (i.e., instructional communication) perspectives on teaching that both deserve close attention as instructors strive to be the best educators (and communicators) in the communication courses …
From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski
From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski
Journal of Communication Pedagogy
As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.