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Reflections On A Pedagogical Shift: A Public Speaking For Social Justice Model, Angela L. Putman 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, Mary E. King, Albra Wheeler 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, Krista Hoffmann-Longtin 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, Sharon Lauricella 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, Mitchel Stengel, Leah Nolan, David Donnick, Wesley Skym, Anna M. Wright 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 ...


Developing A Digital Voice: Embedding Digital Communication Platforms, Networks, And Technologies In The 21st-Century Classroom, James M. Proszek 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.


Best Practices For Facilitating Difficult Dialogues In The Basic Communication Course, Kristina Ruiz-Mesa, Karla M. Hunter 2019 California State University, Los Angeles

Best Practices For Facilitating Difficult Dialogues In The Basic Communication Course, Kristina Ruiz-Mesa, Karla M. Hunter

Journal of Communication Pedagogy

Effective facilitation of classroom dialogue can stimulate open discussion and debate, challenge students to consider diverse perspectives, and promote critical student reflection and growth. Unfortunately, some instructors may be hesitant to approach controversial topics, for fear of losing face or risking chaos in the classroom. By learning and practicing established facilitation techniques, teachers can develop confidence and competence in harnessing the pedagogical power of difficult dialogue while maintaining classroom cohesion and community. This article provides 10 best practices for facilitating difficult classroom dialogues. These practices equip instructors with resources for building community, maintaining classroom immediacy, and grappling with disagreements without ...


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

“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.


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


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

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.


Argument Pedagogy For Everyday Life, Jeffrey P. Mehltretter Drury, Nicholas S. Paliewicz, Sara A. Mehltretter Drury 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, Deanna D. Sellnow 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, Nathan G. Webb, Mary Stairs Vaughn 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.


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

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 ...


Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child 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 ...


Addressing Divergent Audiences In Conservation Communication: An Examination Of Land Trust Websites In Northern California, Tova Fleming 2019 Humboldt State University

Addressing Divergent Audiences In Conservation Communication: An Examination Of Land Trust Websites In Northern California, Tova Fleming

Theses and projects

In a world rich with a diversity of stories and values, successful conservation must not rely on everyone thinking and feeling the same way. Values are the foundation of the cognitive hierarchy of human behavior and are relatively fixed and unlikely to change. As a result, environmental communication that is reliant on a particular set of values may cause polarization around conservation issues. The reasoned action approach offers a way to explore communication techniques that address the cognitive hierarchy of human behavior at its most malleable point, behavioral intentions. Because land trusts work with historically divergent audiences who are often ...


El Documental Como Recurso Educativo Una Aproximación Al Posconflicto Y A La Memoria Histórica En Colombia, María Alejandra Aponte Duque 2019 Universidad de La Salle, Bogotá

El Documental Como Recurso Educativo Una Aproximación Al Posconflicto Y A La Memoria Histórica En Colombia, María Alejandra Aponte Duque

Licenciatura en Español y Lenguas Extranjeras

El presente artículo se ocupa de evaluar la idoneidad del documental como recurso educativo frente al acercamiento sociopolítico que expone el panorama de Posconflicto y Memoria Histórica en Colombia. A partir de la concepción de la evaluación de recursos audiovisuales, se pretende valorar el documental comprendiendo Desde este panorama, se planteó la pregunta ¿Cómo evaluar la idoneidad de los documentales “La negociación” y “Rostros de las Memorias” como recursos educativos en el marco sociopolítico de Posconflicto y de Memoria Histórica en Colombia? Con base en este interrogante, el objetivo general fue: Determinar la idoneidad de los documentales “La negociación” y ...


Factores De Motivación Y Desmotivación En La Creación De Hábitos Lectores En El Colegio Orlando Higuita Rojas, Ana María Sandoval Velasco, Cristian Camilo Gutiérrez Díaz, Jennifer Paola Noguera Melo 2019 Universidad de la Salle, Bogotá

Factores De Motivación Y Desmotivación En La Creación De Hábitos Lectores En El Colegio Orlando Higuita Rojas, Ana María Sandoval Velasco, Cristian Camilo Gutiérrez Díaz, Jennifer Paola Noguera Melo

Licenciatura en Español y Lenguas Extranjeras

La motivación es el proceso que explica el inicio, la forma, la intensidad y la perseverancia de la conducta encaminada hacia el logro de una meta determinada. También puede ser entendida según Viau (2009) como una construcción teórica que no sólo es observable, sino que también identifica un estado dinámico de la situación, pues un sujeto al elegir una actividad o tarea se compromete y persevera para alcanzar su objetivo. Por ello, a partir de la pregunta ¿Qué factores de motivación y desmotivación afectan los hábitos lectores de los estudiantes de grado noveno del colegio Orlando Higuita Rojas? Se adelantó ...


Communication Concepts In Action: Best Practices In Case Study Pedagogy In The Organizational Communication Course, Andrea L. Meluch, Patricia E. Gettings 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 ...


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


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