Perspectives On Teaching The Family Communication Course,
2019
University of Montevallo
Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child
Journal of Communication Pedagogy
This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlightssome of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have …
Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?,
2019
Illinois State University
Engaging Persuasion: What Should Undergraduate Students Enrolled In A Persuasion Course Learn?, Stephen K. Hunt, Kevin Meyer
Journal of Communication Pedagogy
In our daily activities we are bombarded with persuasive messages. From advertising on mass and social media to interactions with friends, we are constantly exposed to attempts to change or reinforce our attitudes, values, beliefs, and behaviors. Conversely, we routinely attempt to influence others and gain their compliance through persuasive attempts of our own. Without question, persuasion is a central feature of virtually every aspect of human communication and is found wherever we find people communicating. Fortunately, scholars have developed a great number of empirically tested persuasive techniques, strategies, and theories that can help students become effective producers and consumers …
Multifaceted Contents And Techniques For Designing Health Communication Courses,
2019
IUPUI
Multifaceted Contents And Techniques For Designing Health Communication Courses, Maria Brann, Laura Russell
Journal of Communication Pedagogy
Health communication courses explore health phenomena from various angles. Whether focusing on interpersonal and organizational relationships or addressing community and national campaigns, instructors may choose from various contents to design these courses. This essay highlights critical questions, contents, and activities useful for instructors seeking information for designing health communication courses. Moreover, the authors reflect on sensitive issues unique to these courses that instructors should take into consideration when teaching.
A Pedagogical Guide To Teaching An Interpersonal Communication Course,
2019
Missouri Western State University
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.
Argument Pedagogy For Everyday Life,
2019
Wabash College
Argument Pedagogy For Everyday Life, Jeffrey P. Mehltretter Drury, Nicholas S. Paliewicz, Sara A. Mehltretter Drury
Journal of Communication Pedagogy
This article assists argumentation and debate instructors in developing courses that provide coverage of foundational concepts while reflecting their own interests. Courses in argumentation and debate also offer instructors an opportunity to teach through applied engagement with contemporary events. We encourage instructors to reflect on the various contexts of argumentation and debate as well as challenging questions concerning the role of technology in the classroom, the conflict between normative and descriptive examples of argumentation, how much to emphasize the role of argumentation and debate in societal change, and the connections between argumentation and deliberation.
Try It, You Might Like It: On Teaching Rhetorical Theory And Criticism,
2019
University of Central Florida
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.
Teaching The Communication Course: Intercultural Communication,
2019
Belmont University
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.
“You Have To Cry Before You Teach This Class”: Emotion With Work And Resistance In Teaching Intercultural Communication,
2019
University of San Francisco
“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.
Teaching Public Speaking Online–Not A Problem But An Opportunity!,
2019
University of Colorado Colorado Springs
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 …
Reflections On A Pedagogical Shift: A Public Speaking For Social Justice Model,
2019
Pennsylvania State University Brandywine
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 …
Reducing Secondary Trauma And Compassion Fatigue In The Dark Side Of Interpersonal Communication Classrooms,
2019
Bloomsburg University of Pennsylvania
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 …
Hearing Is Believing: Using Audio Feedback In The Online Interpersonal Communication Course,
2019
Indiana University
Hearing Is Believing: Using Audio Feedback In The Online Interpersonal Communication Course, Krista Hoffmann-Longtin
Journal of Communication Pedagogy
The introduction to interpersonal communication course (IPC) is popular for both communication majors and nonmajors alike, and as such, many departments have designed online versions of the course. Teaching IPC in this format has challenges, given its dual emphasis on theoretical understanding and skill-building. This reflection essay explores the efficacy of providing audio feedback on essays in the online IPC course, as a way to create a positive online presence, manage the grading load, and encourage students to implement the feedback. The rationale for this approach to feedback and implementation strategies are provided, as well as a discussion of outcomes …
The Practice Of Nonviolence: Teaching An Undergraduate Course In Nonviolent Communication,
2019
University of Ontario Institute of Technology
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 …
Best Practices For Teaching Discussion As Part Of High School Common Core State Standards,
2019
Illinois State University
Best Practices For Teaching Discussion As Part Of High School Common Core State Standards, Mitchel Stengel, Leah Nolan, David Donnick, Wesley Skym, Anna M. Wright
Journal of Communication Pedagogy
Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students …
Communication Concepts In Action: Best Practices In Case Study Pedagogy In The Organizational Communication Course,
2019
Indiana University South Bend
Communication Concepts In Action: Best Practices In Case Study Pedagogy In The Organizational Communication Course, Andrea L. Meluch, Patricia E. Gettings
Journal of Communication Pedagogy
Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable …
Developing A Digital Voice: Embedding Digital Communication Platforms, Networks, And Technologies In The 21st-Century Classroom,
2019
Northwestern University
Developing A Digital Voice: Embedding Digital Communication Platforms, Networks, And Technologies In The 21st-Century Classroom, James M. Proszek
Journal of Communication Pedagogy
Introductory communication courses are an invaluable resource for improving students’ abilities to speak confidently, passionately, and persuasively, while also inspiring them to become more engaged citizens. However, digital media present new opportunities and challenges for designing courses that are relevant to students’ personal and professional interests and goals. Instructors who incorporate digital communication platforms, networks, and technologies into their classrooms can better prepare students to meet the complex demands of the technologically-mediated 21st century. In this essay, I offer 10 best practices for developing students’ digital media literacies within multiple communication contexts.
Pedagogy, Gender, And Communication: Learning And Unlearning Gender,
2019
Texas State University
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.
Information And Communications Technology Strategies For Improving Global Virtual Teams' Success Rates,
2019
Walden University
Information And Communications Technology Strategies For Improving Global Virtual Teams' Success Rates, Sadie Lee Soto
Walden Dissertations and Doctoral Studies
Ineffective strategies to integrate information and communication technology (ICT) to support global virtual teams (GVTs) have adversely affected organizations' performance. The purpose of this multiple case study was to explore the effective strategies participating GVT managers in 2 organizations in the United States used to integrate ICT to support teams' success. The population comprised managers in New York with at least 3 years of service integrating successful strategies in ICT to support GVT success. Transformational leadership theory was used as the conceptual framework for this study. The data collection process included asking 4 participants semistructured interview questions as well as …
Technology And Organizational Decision-Making: A Qualitative Case Study Approach,
2019
Walden University
Technology And Organizational Decision-Making: A Qualitative Case Study Approach, Brad Marcus Mcrae
Walden Dissertations and Doctoral Studies
Technology and communication skills simultaneously increase organizational productivity and decision-making. However, excessive use of technology to make decisions can diminish the added benefits that nonverbal communication can bring. The interpersonal sensitivity effects on perception of service quality model, face-to-face communication versus teleconferencing, the technology acceptance model, and decision-making were the conceptual framework of the study. The research questions examined how excessive use of technology to make decisions can diminish the added benefits that nonverbal communication can bring to organizational leadership decision-making. Employing an exploratory multiple case study design, organizational leaders from the Southern California region, ranging in seniority from team-leader …
What’S In A Name? Department Name Revision And Its Relationship To Scholarly Productivity And Prestige Score In The Communication Discipline,
2019
Nazareth College
What’S In A Name? Department Name Revision And Its Relationship To Scholarly Productivity And Prestige Score In The Communication Discipline, Carolyn Lagoe, Archana Krishnan, David J. Atkin, Timothy D. Stephen
Journal of the Association for Communication Administration
The field of communication is one that must change and evolve with current trends to survive. Part of this transition involves updating institutional curricula and departmental identities to reflect current norms and practices in the field. To explore this phenomenon, the present study offers a snapshot of how communication units behave in transitioning to new names or altering their current ones. Study data are based on a dataset from the CIOS database containing a subset of communication programs that underwent departmental name revisions from 2009-2015. Trends indicate that departments are moving toward “communication studies” designations and away from those of …
