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
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
Objectives: Students demonstrate application of rhetorical invention and improved persuasive writing style through a brief, multi-draft writing activity. 相似文献
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
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
Objective: This activity increases students’ understanding of audience adaptation and improves their ability to adapt presentations to specific audiences. 相似文献
Objectives: In this single-class activity, students apply their knowledge of mediated communication theory by playing a twist on the classic party game Pictionary. Students attempt to communicate messages using only emojis. In doing so, they refine their understanding of how individuals adapt their mediated messages to account for the lack of nonverbal cues in many online environments. 相似文献
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
Objective: At the end of this activity, students should be able to define key components of expectancy violations theory and apply the theory to analyze violations that occurred in Clint Eastwood’s speech at the 2012 Republican National Convention. 相似文献
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
Objectives: The purpose of this semester-long project is student application of research-based strategic communication strategies and techniques used in executing a professional strategic communication campaign for a client. 相似文献
Objectives: Students will demonstrate their ability to work effectively both individually and in teams to apply health communication theory to emerging, practical, on-campus health issues via formative research, multimodal message development, community engagement, and effective presentation of findings. 相似文献
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
Objectives: This activity will introduce Monroe's Motivated Sequence as a way to organize persuasive arguments; improve students’ ability to deliver presentations with consistent content, voice, and style; and improve team-based delivery skills. 相似文献
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
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
Objectives: This single-class activity aims to engage students actively in explaining and applying systems components, processes, and properties. 相似文献
Objectives: This semester-long activity helps students implement a solutions–strategies–tactics framework into their advocacy work. More specifically, students learn to (1) designate, research, and assess the causes of significant social/political problems; (2) design long-term strategies and chronologically arrange step-by-step tactics to address those problems; (3) devise different kinds of messages for purposes of influencing public opinion/behavior, mobilizing collective action, organizing communities into political constituencies, and swaying decision makers; and (4) develop skills and competencies for becoming agents—rather than observers—of social change. 相似文献