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1.
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

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2.
Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projects

Objectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students’ abilities to give concise and focused presentations; to reduce public speaking anxiety.  相似文献   


3.
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   


4.
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   


5.
Courses: This three-part semester-long assignment was designed for an undergraduate course in interracial communication. While interracial communication is the primary focus of this assignment, it could easily be adapted to a variety of courses focused on diversity with the goals of improving communication and connectedness among members of other social and cultural groups.

Objectives: The interracial communication course seeks to promote a better understanding of, and sensitivity to, the communication dynamics of interracial interactions.  相似文献   


6.
Courses: This semester-long project is suited for courses on persuasion, diversity, social media, communication and technology, social advocacy, service-learning, or social justice.

Objective: This assignment challenges students to research, design, launch, maintain, and assess an anti-hate social media campaign.  相似文献   


7.
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   


8.
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   


9.
Courses: This assignment can be implemented in wide-range of courses that have research-related goals at the undergraduate or master's degree level. Applicable courses include Research Methods, Capstone, Interpersonal Communication, Organizational Communication, Intercultural Communication, Health Communication, Gender, and Family Communication.

Objectives: This assignment serves to increase students’ information literacy related to research gathering, critique, analysis, and implementation. For this assignment, students will: (a) identify and examine a news article that uses research; (b) trace the origins and conduct an analysis of the research study cited in the news article or a related research study; and (c) deliver an informative discussion that explains the news article, selected research study, and connect their analysis to research and research methodology principles. In all, this assignment improves students' media literacy related to social media and technology, and increases student affect for research practices. Finally, this assignment describes one model of using curriculum assessment to generate innovative pedagogical opportunities.  相似文献   


10.
Course: This assignment is a unit activity designed for use in a skills-focused undergraduate public relations, organizational communication, or crisis communication course.

Objective: The goal of this activity is to increase students’ understanding of and ability to apply discourse of renewal in a crisis scenario. Students will work collaboratively to craft responses that affirm an organization’s core values in light of a tragic event.  相似文献   


11.
Courses: Public speaking; communication courses requiring speeches.

Objective: Students will learn how to apply humor principles to speeches through a slideshow method supportive of this goal, and to become more discerning about the possibilities and pitfalls of humorous communication.  相似文献   


12.
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   


13.
Course: This assignment is a unit activity designed for use in a skills-focused undergraduate public relations, organizational communication, or crisis communication course.

Objective: The goal of this activity is to increase students’ understanding and ability to apply message design concepts in an unfamiliar context. Students will work collaboratively to craft messages that include key message features in response to an unfamiliar threat.  相似文献   


14.
Courses: Qualitative research methods, health communication, organizational communication, or any course that could incorporate advocacy or social change into the content area

Objectives: On completion of this assignment, students will (1) understand why and how action research is undertaken; (2) develop skill in perceiving and representing the social world as a scholar, using both pictures and words; (3) collaborate with others to analyze qualitative data and theorize how a social problem emerges and is reproduced; and (4) give voice to those advocating change.  相似文献   


15.
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   


16.
Courses: This semester-long collaboration occurs in an introductory public-speaking course, but could be applied to other communication courses that emphasize research and information literacy skills.

Objectives: This semester-long collaboration between a communication professor and campus librarian is designed to increase the information literacy and research skills of students in the introductory speech course. Upon completion of the course, students will demonstrate their ability to: locate, assess, and effectively use a variety of credible supporting materials in their presentations; effectively assess the credibility of supporting materials used in classmates’ speeches; and make full use of library resources.  相似文献   


17.
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18.
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   


19.
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   


20.
Courses: Environmental Communication, Environmental Media, or Critical Media Studies courses

Objectives: This unit activity is designed to guide students in a critical examination of advertising that utilizes green appeals to sell products or brands. The assignment asks students to use concepts from media analysis, communication ethics, and social justice to critique advertising claims and potential influences of advertising on society's environmental discourse. Students should be able to identify greenwashing in advertisements, research whether the statements of the advertisements are accurate, and discuss the significance of the advertisements’ messages in shaping environmental and social thought. A secondary purpose of the assignment is to give students experience writing for a popular audience in a public forum.  相似文献   


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