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Educational Methods

2019

Journal of Communication Pedagogy

Articles 1 - 13 of 13

Full-Text Articles in Education

Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn Jan 2019

Teaching The Communication Course: Intercultural Communication, Nathan G. Webb, Mary Stairs Vaughn

Journal of Communication Pedagogy

Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.

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Reflections On A Pedagogical Shift: A Public Speaking For Social Justice Model, Angela L. Putman Jan 2019

Reflections On A Pedagogical Shift: A Public Speaking For Social Justice Model, Angela L. Putman

Journal of Communication Pedagogy

While the basic content of the public speaking course has changed little, the method and manner in which these skills are taught can, and should, reflect the dynamic socio-political contexts in which we live and teach. This reflection essay addresses a struggle to keep the public speaking course relevant, innovative, and practical while also incorporating necessary learning outcomes. As a potential solution, I introduce a Public Speaking for Social Justice Model for the introductory course. The model requires that students thoroughly examine a timely social justice issue; situate themselves and their classmates within the issue while featuring marginalized voices and …

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Try It, You Might Like It: On Teaching Rhetorical Theory And Criticism, Deanna D. Sellnow Jan 2019

Try It, You Might Like It: On Teaching Rhetorical Theory And Criticism, Deanna D. Sellnow

Journal of Communication Pedagogy

Students rarely question the relevance of most communication courses. For example, most students realize that courses focused on improving public speaking and interpersonal skills will benefit them personally and professionally after graduation. Convincing them that a rhetorical theory and criticism course is equally empowering can be a bit more challenging. This essay explores one approach for teaching rhetorical theory and criticism as uniquely relevant in the educational experience of communication students. By applying various rhetorical perspectives to artifacts that resonate with students’ actual lived experiences, students become empowered advocates for positive change.

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Pedagogical Tools In Our Briefcases: Teaching The Business And Professional Communication Course, Suzy Prentiss, Justin Walton Jan 2019

Pedagogical Tools In Our Briefcases: Teaching The Business And Professional Communication Course, Suzy Prentiss, Justin Walton

Journal of Communication Pedagogy

As a practical and applied course, Business and Professional Communication is an excellent opportunity to blend theory and practice, prepare students with the knowledge and skills they will need in the “real world,” and continually innovate and experiment to meet the ever-changing communication needs of the workplace. Whether filled with students majoring in communication, business or another discipline, as a General Education or sequenced class, the Business and Professional Communication course is a worthwhile and value-added course that is both challenging and rewarding to teach.

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And So It Goes: An Introduction To Volume 2 Of The Journal Of Communication Pedagogy, Scott A. Myers Jan 2019

And So It Goes: An Introduction To Volume 2 Of The Journal Of Communication Pedagogy, Scott A. Myers

Journal of Communication Pedagogy

As part of the larger instructional communication education umbrella and similar to, yet distinct enough from, its related subdisciplines such as basic course scholarship, the scholarship of teaching and learning, and critical communication pedagogy, the articles published in this volume of JCP demonstrate the three forms through which communication pedagogy can emerge. That is, whether communication pedagogy centers on the systematic study (i.e., Original Research Studies), reflection (i.e., Reflection Essays), or identification of teaching practices (i.e., Best Practices) across communication curricula, the end result is that communication pedagogy acts as a vehicle through which teaching effectiveness can be improved, strengthened, …

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A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan Jan 2019

A Pedagogical Guide To Teaching An Interpersonal Communication Course, Jordan Atkinson, David Mcmahan

Journal of Communication Pedagogy

This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.

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Teaching Public Speaking Online–Not A Problem But An Opportunity!, Sherwyn Morreale, Janice Thorpe, Susan Ward Jan 2019

Teaching Public Speaking Online–Not A Problem But An Opportunity!, Sherwyn Morreale, Janice Thorpe, Susan Ward

Journal of Communication Pedagogy

This reflection essay focuses on the problems inherent in the design and development of an online public speaking course, which in part result from presuming the course must mirror its face-to-face counterpart. Based on our own experiences and background in designing an online public speaking course, we recommend that instructors and administrators of this course solve such problems by employing design strategies that effectively adapt the course content and pedagogy to a digital context. The essay begins with a description of an integrated course design model (Fink, 2005) that proved useful to us for accomplishing this task. Then we discuss …

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“Not My Issue!!!”: Teaching The Interpersonal Conflict Course, Nancy Brule, Jessica J. Eckstein Jan 2019

“Not My Issue!!!”: Teaching The Interpersonal Conflict Course, Nancy Brule, Jessica J. Eckstein

Journal of Communication Pedagogy

Students who enroll in communication courses to improve their conflict management abilities should be provided with both an understanding of, and skills pertaining to, interpersonal conflict across diverse contexts. In this article, we offer pedagogical guidance for teaching the Interpersonal Conflict course. With an emphasis on building communication skills usable in a variety of real-life situations and settings, this article includes discussion of necessary foundational concepts and applied content areas, sample application assignments, and relevant considerations for those teaching the course.

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Journal Of Communication Pedagogy, Complete Volume, 2019 Jan 2019

Journal Of Communication Pedagogy, Complete Volume, 2019

Journal of Communication Pedagogy

No abstract provided.

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“You Have To Cry Before You Teach This Class”: Emotion With Work And Resistance In Teaching Intercultural Communication, Brandi Lawless, Yea-Wen Chen Jan 2019

“You Have To Cry Before You Teach This Class”: Emotion With Work And Resistance In Teaching Intercultural Communication, Brandi Lawless, Yea-Wen Chen

Journal of Communication Pedagogy

In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discussing implications for teacher training programs designed for the Intercultural Communication classroom.

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Reducing Secondary Trauma And Compassion Fatigue In The Dark Side Of Interpersonal Communication Classrooms, Mary E. King, Albra Wheeler Jan 2019

Reducing Secondary Trauma And Compassion Fatigue In The Dark Side Of Interpersonal Communication Classrooms, Mary E. King, Albra Wheeler

Journal of Communication Pedagogy

This essay describes the experiences faculty may encounter when teaching tough topics. When professionals are in the position as the individual who cares for, hears about, or witnesses the trauma and suffering of others, they might themselves be at risk for experiencing vicarious stress, or secondary trauma. If ongoing and untreated, this traumatic stress can morph into compassion fatigue, which can impede professional success and contribute to burnout. This essay reflects on the experiences of teaching the Dark Side of Interpersonal Communication where students openly shared course-related personal experiences. We reflect on how to successfully manage the delicate climate of …

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The Practice Of Nonviolence: Teaching An Undergraduate Course In Nonviolent Communication, Sharon Lauricella Jan 2019

The Practice Of Nonviolence: Teaching An Undergraduate Course In Nonviolent Communication, Sharon Lauricella

Journal of Communication Pedagogy

This Best Practices article outlines 10 tips relative to teaching a course in Nonviolent Communication (NVC). It outlines suggestions for readings, activities, and projects throughout a semester-long undergraduate course. The article addresses how students can learn both the theory and practice of nonviolence by means of readings and activities that address social problems such as sexism, racism, bias, and violence against oneself and the earth. Specific suggestions are provided for creative ways in which students can be engaged with readings so that they have ownership of their in-class experience. Details regarding an independent long-term project providing freedom of creativity in …

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Pedagogy, Gender, And Communication: Learning And Unlearning Gender, Marian L. Houser, Robert J. Sidelinger, Angela Hosek Jan 2019

Pedagogy, Gender, And Communication: Learning And Unlearning Gender, Marian L. Houser, Robert J. Sidelinger, Angela Hosek

Journal of Communication Pedagogy

Courses in gender communication are designed to enable students to examine the role of gender and gender identity in everyday communication. To aid them to understand gender communication, they should be exposed to at least three foundational areas and supporting content. Sex and gender differences, the social construction of gender, and theoretical gender lenses (biological, psychological, and critical/cultural) are critical foundations that students should grasp to recognize the complexity of gender and gender communication.

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