Narrative mapping: Listening with health,healing, and illness narratives in the classroom     

Marie Thompson 《Communication Teacher》2019,33(2):132-138

Drawing on coursework associated with listening strategies in health communication, students will be guided through a process of reflection, contemplation and articulation as they map their health experience. As visual narrative, maps help to suspend preconceived notions and/or expectations about health; participants increase the capacity for a deeper understanding and clearer communication about health, the health of others, and course concepts.

Courses: Unit activity suited for undergraduate and/or graduate Health Communication courses.

Objectives: Students will increase their proficiency in working with health narratives. Students will apply listening strategies to improve their communication. Students will develop skills necessary for communicating with health professionals.  相似文献   

Addressing [HEALTH TOPIC] among [POPULATION]: A fill-in-the-blank activity to promote understanding of formative health communication campaign decisions     

Allyson C. Volinsky  Angeline Sangalang 《Communication Teacher》2019,33(2):122-126

Courses: Introduction to Communication Behavior, Health Communication, Public Communication Campaigns, Persuasion, Public Relations

Objectives: Students gain practice determining various components of a health communication campaign (e.g. selecting appropriate target population(s), media channels), while noting the need for synergy across key strategic and creative decisions involved in formulating a mass-media campaign.  相似文献   

Using mindfulness to teach perception     

Jessica A. Nodulman 《Communication Teacher》2019,33(1):11-15

Using the philosophy of mindfulness is an innovative way to teach about perception. By participating in a mindfulness awareness practice, engaging in an activity with all your senses and being in the moment without judgment, students learn about the concepts of perception and mindfulness; analyze their personal perception process before and after the activity; and reflect individually and in group discussion on how mindfulness can change the perception process.

Courses: Any course where perception and the perception process are taught including: Introduction to Communication, Interpersonal Communication, Intercultural Communication, and Health Communication.

Objectives: Students will (a) learn about the concepts of perception and mindfulness, (b) apply their knowledge by participating in a hands-on mindfulness awareness practice, (c) analyze their personal perception process before and after the activity, and (d) reflect individually and in group discussion on how mindfulness can change the perception process.  相似文献   

Teaching metatheory through research application and design     

Katharine E. Miller  Maureen Wieland 《Communication Teacher》2019,33(1):21-25

We present an engaging and practical exercise in which graduate students grapple with metatheoretical perspectives often presented in their introduction to graduate studies or communication theory courses. To expand their understanding of and engagement with the major elements of the paradigms central to our field, students work in groups to apply and compare various metatheoretical assumptions to a specific research context. The goal of this activity is to strengthen students’ grasp and understanding of these perspectives specifically in the role they hold in guiding one's research study and design. We provide various examples and directions to aid instructors in the presentation of this exercise, as such topics are often challenging from a pedagogical standpoint.

Courses: Communication Theory, Introduction to Graduate Studies.

Objectives: To aid students in grasping, understanding, and comparing the major elements of metatheoretical perspectives and assumptions through application to specific research contexts.  相似文献   

Learning supportive communication through an adaptation of the board game Apples to Apples     

Kristina M. Scharp  John S. Seiter  Timothy Curran 《Communication Teacher》2019,33(1):5-10

People who receive supportive communication when they are distressed benefit from a series of advantageous outcomes. We designed the following activity based on the popular board game Apples to Apples to provide students with an experiential understanding of different types of social support—(1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal—as well as to illustrate the concepts of support matching and person centeredness.

Courses: Interpersonal Communication, Relational Communication, Health Communication.

Objectives: To provide students with an experiential understanding of different types of social support: (1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal, as well as to illustrate the concepts of support matching and person centeredness.  相似文献   

Communicating grief and loss online: Evaluating person-centered support messages     

Jennifer Owlett 《Communication Teacher》2018,32(4):203-208

This single-class activity expands current literature on person-centered messages by providing attention to message quality in mediated contexts. Students begin the activity by reviewing a hypothetical scenario in which a friend has posted about a family death loss on social media. After reviewing this scenario, students then create sample supportive messages that they could share with a grieving friend. Students are also asked to apply their knowledge about person-centered messages to evaluate other fictional support messages. Students who participate in this activity will be provided with additional skills for comforting grieving friends effectively.

Courses: This single-class activity can be implemented in several courses, including interpersonal communication, the dark side of interpersonal communication, and family communication.

Objectives: Students who complete this activity should be able to: (1) outline what qualities comprise a person-centered support message; (2) discuss why highly person-centered messages are effective in providing support to others; and (3) evaluate death loss support messages across levels of person centeredness.  相似文献   

Who are you? Teaching symbolic interaction and perceptions of the self in the classroom     

Caroline Waldbuesser 《Communication Teacher》2019,33(2):99-102

Courses: Interpersonal Communication, Fundamentals of Human Communication, Communication Theory, Public Speaking, and Intercultural Communication

Objectives: After completing this single-class activity, students will be able to (1) describe how meaning is created through symbolic interaction, (2) explain how the self is created through symbolic interaction, and (3) give examples of their own self-concept that was co-created, reflected upon, and revised through interaction with others in the classroom.  相似文献   

Practicing invention and style: Writing a persuasive résumé profile summary (like a Wikipedia entry)     

Craig L. Engstrom 《Communication Teacher》2019,33(2):139-144

Courses: Business and Professional Communication, Persuasion

Objectives: Students demonstrate application of rhetorical invention and improved persuasive writing style through a brief, multi-draft writing activity.  相似文献   

Critically fun: Analyzing humor in political comedy     

Douglas E. Pruim 《Communication Teacher》2019,33(1):26-30

Courses: Critically fun is a single-class activity for communication classes discussing persuasive messages, the effects of mass media, or rhetorical analysis (e.g. public speaking, communication theory, mass media, and rhetoric).

Objectives: By the end of the activity, students should be able to analyze critically the rhetorical significance of the setting, visual features, message content, humor, persuasive elements, and impact of a humorous, political artifact. This activity was designed to help students engage in critical thinking, evaluation, and assessment of humor. Although this can function as a non-graded, in-class activity, it could be modified into an out-of-class assignment for traditional, hybrid, or online courses.  相似文献   

Using the outdoor scavenger hunt to teach theories of organizational communication     

Whitney L. Tipton  Virginia W. Kupritz 《Communication Teacher》2017,31(2):79-84

Courses: Communication Theory, Organizational Communication, Strategic Communication.

Objectives: Students will identify and categorize organizational discourses on their campuses; students will become aware of the ethical considerations of communication; students will recognize the different perceptions of organizational culture on campus.  相似文献   

Cultural identity forum: Enacting the self-awareness imperative in intercultural communication     

Karen Anderson-Lain 《Communication Teacher》2017,31(3):131-136

Courses: Intercultural Communication; any course with an intercultural communication unit.

Objectives: Students will demonstrate the self-awareness imperative in intercultural communication, explore their own cultural identities, and reflect on others cultural identities in order to build their intercultural communication competence.  相似文献   

Ingredients for great sex: Discussing sexual preferences and intimacy     

Min Liu  Dayna S. Henry 《Communication Teacher》2019,33(1):31-37

Course: This activity is intended for a course on romantic relationships, communication between intimate partners, or a special topics class where partner communication about sex may be discussed.

Objective: The objective is to provide students a non-threatening environment to articulate their conceptualization of sexual pleasure, and to practice communication about sexual pleasure and preferences. Students will also examine challenges and opportunities for communication about sexual pleasure.  相似文献   

Tweet for support,blog for peace     

Maria I. Marino 《Communication Teacher》2019,33(2):103-106

Courses: Intercultural Communication

Objectives: Students will achieve the following learning outcomes: (1) demonstrate knowledge of intercultural systems by identifying roots of intercultural communication conflict, (2) address intercultural problems by taking action within the context of their own lives, (3) collaborate with peers to problem solve based on voices from Twitter, assigned academic resources and intercultural competence theories in class, and (4) assemble and deliver their plan through a blog and 15-minute presentation.  相似文献   

Teaching students how to publish communication research     

Lisa K. Hanasono  Ellen W. Gorsevski 《Communication Teacher》2019,33(2):151-157

Courses: This semester-long assignment can be featured in undergraduate or graduate communication courses that include a major writing assignment such as research methods, capstone classes, senior thesis sections, or advanced courses on topics such as interpersonal, intercultural, and interracial communication. This assignment is suitable for face-to-face, online, and blended courses.

Objectives: By completing this assignment, students should be able to (a) outline and draft a full research paper or comprehensive literature review on a course-related topic, (b) tailor their papers to meet the requirements of an editor’s call for papers, (c) peer review and provide constructive feedback on classmates’ scholarly papers, and (d) revise and resubmit their original research papers to a mock journal.  相似文献   

Using initial,derived, and terminal credibility to help students understand how they are perceived by others     

Marcia Berry 《Communication Teacher》2018,32(2):66-70

Courses: Public Speaking, Interpersonal Communication, Organizational Communication, Introduction to Communication Studies, Business Communication

Objectives: The goal for this activity is not only to provide students with an understanding of their initial, derived, and terminal credibility when relating a personal, edifying story but also to understand how they are initially perceived by their fellow students.  相似文献   

4Ps: A purposeful introduction     

Sarah E. Vartabedian  Laurel C. Klinger 《Communication Teacher》2019,33(1):16-20

The 4Ps activity provides a unique approach to first-day class introductions and creates a positive classroom climate that encourages student engagement. The assignment generates initial self-disclosure that facilitates interpersonal and group communication throughout the semester. Additionally, the activity can be used as a unit activity with a follow-up assignment that introduces foundational public speaking concepts.

Courses: Public Speaking, Interpersonal, and other communication courses.

Objectives:

• To promote connectedness within the class from the first meeting forward

• To extend the usual “icebreaker” in a meaningful way by incorporating a public-speaking assignment

• To provide a basis for discussion of key communication concepts such as self-disclosure, relational development, and stereotyping.

  Materials: 4×6 note cards

  相似文献   

Teaching communication and conflict as a game     

Christina G. Yoshimura 《Communication Teacher》2017,31(4):231-238

Courses: Communication and Conflict.

Objectives: Through the use of a game-based framework, students will build intrinsic motivation to engage with course material and course content, and will engage their critical-thinking, problem-solving, and communication skills in relation to conflict management over the length of the course.  相似文献   

Changing resistant audience attitudes using social judgment theory’s “anchor” point perspectives     

Leslie Ramos Salazar 《Communication Teacher》2017,31(2):90-93

Courses: Public Speaking, Business and Professional Communication, Persuasion, or any other skill-based oral communication course.

Objectives: Students will practice the development and demonstration of persuasive arguments in this single-class social judgment theory activity to improve their ability to change resistant audience attitudes.  相似文献   

From Ferguson to Charleston and beyond: Talking about race and diversity in the classroom     

Karen M. Turner  Elizabeth L. Sweet  Elisabeth Fornaro 《Communication Teacher》2019,33(1):38-44

Courses: News Reporting, Advertising, Strategic Communication, Media Studies, Introduction to Communication, Intercultural and Interracial Communication, Business Communication, and Hybrid Public Speaking.

Objectives: This module facilitates a process for students to interrogate how they relate to the public and to understand the profound implication of past policies on today’s communities, thereby engaging in productive race talk. Through five successive parts, students are better prepared for effective conversations about race and diversity by: (1) moving progressively toward understanding racial and ethnic identity formation; (2) exploring intersectionality (the oppression resulting from compounding effects of multiple identities) and relative power as it relates to broader socioeconomic, political, and environmental structures; and (3) the historicization of power, privilege, and oppression.  相似文献   

Irreplaceable: Exploring identity and relationships through the discussion of invaluable personal objects     

Kristina M. Scharp  Clair Canfield 《Communication Teacher》2017,31(2):107-111

Courses: Interpersonal Communication, Family Communication, Relational Communication.

Objectives: Students reflect on and discuss how personal objects are connected to their identity and relationships with others. This activity illustrates the ways course concepts such as relational metaphors, stories, rules, rituals, and other patterns of communication influence the meaning we ascribe to an object and how that object helps to construct beliefs about ourselves and important others. This exercise can also help students connect with each other in a supportive environment.  相似文献