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   

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   

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   

Cues filtered in,cues filtered out,cues cute,and cues grotesque: Teaching mediated communication with emoji Pictionary     

Nicholas Brody  Lesley Caldwell 《Communication Teacher》2019,33(2):127-131

Courses: Any course that examines mediated and/or online communication, including but not limited to: Computer-Mediated Communication, Communication Theory, Interpersonal Communication, Introduction to Communication, and Organizational Communication

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   

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   

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   

Rube Goldberg salad system: Teaching systems theory in communication     

Jasmine R. Linabary  Ziyu Long  Ashton Mouton  Ranjani L. Rao  Patrice M. Buzzanell 《Communication Teacher》2016,30(2):77-81

Courses: Undergraduate Organizational Communication, Communication Theory, and Small Group Communication courses.

Objectives: This single-class activity aims to engage students actively in explaining and applying systems components, processes, and properties.  相似文献   

Teaching audience adaptation using connected presentations and teamwork     

Susan K. Opt 《Communication Teacher》2017,31(2):85-89

Courses: Introduction to Communication, Public Speaking, Persuasion, Business Communication.

Objective: This activity increases students’ understanding of audience adaptation and improves their ability to adapt presentations to specific audiences.  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   

Critical communication pedagogy as a response to the petroleum industry’s neoliberal communicative practices     

David H. Kahl Jr. 《Communication Teacher》2018,32(3):148-153

Courses: Professional Speaking, Business and Professional Communication, Environmental Communication, or any course covering topics related to neoliberalism and the environment.

Objectives: In this single-class activity, students will first examine the possible environmental effects of fracking near the Bakken Oil Formation in North Dakota. Second, students will evaluate how the petroleum industry obscures the effects of fracking through the use of corporate ventriloquism. Third, students will respond to the petroleum industry’s power by utilizing critical communication pedagogy.  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   

Understanding and representing changing work structures and practices through art     

Stacey M. B. Wieland 《Communication Teacher》2018,32(2):61-65

Courses: Organizational Communication, Advanced Organizational Communication, Organizing Work, Management/Organizational History

Objectives: This activity will help students to understand major shifts in the organization of work and creatively represent changing work structures and practices.  相似文献   

The names that bind us     

Terilyn J. Goins 《Communication Teacher》2019,33(1):1-4

Course: Gender Communication

Objectives: The aims of this activity are (1) to illustrate, through language, the ways in which names artificially polarize individuals, and (2) to demonstrate the power of words to frame reality and perspective.  相似文献   

Mediated images of success: Hegemonic media representations and social justice     

Antonieta Mercado 《Communication Teacher》2019,33(2):94-98

This activity highlights the concept of cultural hegemony, illustrating it by a reflection on the images of success and successful people portrayed in the media. The purpose of the exercise is to introduce students to this concept, and for them to examine how hegemonic views of others and the self affect the way they conceptualize success and perceive who a successful person is. Students will understand the role of the media in reproducing hegemonic representations of reality in terms of gender, race, ethnicity, national origin, disability, and so on, and how these representations limit their world view and are detrimental for those who do not abide by the dominant stereotypical images. The exercise also intends to expose students to complex narratives of what success may mean beyond accumulation of wealth, competition, nationality, whiteness, and patriarchal values, and for them to reflect upon intersectionality, by challenging and critiquing dominant portrayals of human achievement.

Courses: Introduction to Media Studies, Introduction to Media and Culture, or any introductory communication course discussing media representation.

Objectives: Students will (1) identify the role of cultural hegemony in the mediated construction of success; (2) understand and critically evaluate how hegemonic media representations of gender, class, race, ethnicity, physical ability, national origin, and so on limit people’s world views about human achievement; and (3) self-reflect on their own representations of success and reframe “success” moving beyond hegemonic representations attached to patriarchy, heteronormativity, whiteness, physical ability, competition, and capitalist accumulation.  相似文献   

“Listening is an act of love”: Learning listening through StoryCorps     

Nathaniel Simmons  Kelly E. Tenzek 《Communication Teacher》2016,30(1):17-21

Courses: Interpersonal Communication, Basic Survey Course, Group Communication, Organizational Communication, Intercultural Communication, Listening, Family Communication, Interviewing, Business and Professional Communication.

Objectives: After completing this single class activity, students will be able to: (a) define listening; (b) identify listening as a top skill employers desire; (c) explain how listening may be perceived as an act of love; and (d) critically assess ways in which their listening behaviors may be improved.  相似文献   

The good,the bad,and the unexpected: Violating audience expectations in Clint Eastwood’s speech at the 2012 Republican National Convention     

Roger Davis Gatchet  Amanda Davis Gatchet  Zoe C. Farquhar 《Communication Teacher》2018,32(4):192-197

Courses: Communication Theory, Nonverbal Communication, Public Speaking

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   

Let's go toy shopping! Exploring early anticipatory socialization for careers and gender expectations     

Ashley Jones-Bodie 《Communication Teacher》2016,30(2):57-61

Courses: Gender Communication, Communication and Careers, Organizational Communication.

Objectives: At the end of the activity, students will be able: to identify and analyze the socialization of gender expectations, to recognize and describe how early this type of socialization can occur, to critique the early socialization of gendered career expectations through the analysis of toy-store shopping, and to propose new ways to approach this experience.  相似文献   

Unify and present: Using Monroe's Motivated Sequence to teach team presentation skills     

Jenna Haugen  Kristen Lucas 《Communication Teacher》2019,33(2):112-116

Courses: Public speaking, business and professional communication, group communication

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