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Courses: Small group communication or any courses with units on group/team work. Objective: In this single-class activity, students will use reality TV to identify Tuckman’s five phases of group development: forming, storming, norming, performing, and adjourning. Students analyze how phases of group development manifest through group interaction and ultimately contribute to group performance. 相似文献
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Courses: Small group communication and advanced group dynamics. Objectives: After completing this single-class activity, students should be able to: (1) evaluate successful communication characteristics that enhance the group's ability to achieve specific goals; (2) identify small group communication barriers; and (3) develop strategies to overcome small group communication challenges to achieve shared goals. 相似文献
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Courses: Any communication course requiring a semester-long team project. Objectives: After using the Scrum approach to plan and manage a group project, students will have increased awareness of collaborative needs, improved skills for sharing information in non-evaluative ways, improved time management skills, and enhanced ability to assess their group dynamic constructively. 相似文献
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Courses: Conflict Management, Interpersonal Communication, Organizational Communication, Small Group Communication Objectives: Students will distinguish between collaboration and compromise. Students will also engage in group processes and make decisions using compromising and collaborating strategies 相似文献
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Course: Online Group Communication Objective: To provide online students the semester-long opportunity to experience the challenges of working with geographically dispersed group members, as well as the viability of accomplishing tasks using technology. 相似文献
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Courses: Basic Course, Public Speaking, Hybrid Objectives: Students will execute a small group activity designed to improve the quality of their presentations through peer feedback and video “drafting” and to enhance the creative possibilities for their informative speeches 相似文献
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Courses: Introduction to Communication; small group; interpersonal Objectives: This single activity demonstrates: (1) how interdependence can lead to better group outcomes than individual outcomes can; (2) how diversity of knowledge from multiple contributors helps group functioning; and (3) how students can be introduced to members of the department in a creative way. Successful completion of this activity familiarizes students with both administration, staff, and faculty members, as well as undiscovered resources. 相似文献
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Objective:The purpose of this study was to compare pharmacy students’ ability to correctly answer drug information questions using Micromedex with Watson, Micromedex without Watson, or Google. Methods:This multicenter randomized trial compared pharmacy student responses to drug information questions using Micromedex with Watson, Micromedex without Watson, or Google from January to March of 2020. First- to fourth-year pharmacy students at two institutions were included. The primary outcome was the number of correct answers. Secondary outcomes were the time taken to answer the questions and differences in number of correct answers by pharmacy student year and institution. Results:The analysis included 162 participants: 52 students in the Micromedex group, 51 students in the Watson group, and 59 students in the Google group. There was a significant difference among groups in the total number of questions answered correctly (p=0.02). Post-hoc analysis revealed that participants in the Micromedex group answered more questions correctly than those in the Google group (p=0.015). There were no significant differences between Micromedex and Watson groups (p=0.52) or between Watson and Google groups (p=0.22). There was also no difference in time to complete the questions among groups (p=0.72). Conclusion:Utilizing Google did not save students time and led to more incorrect answers. These findings suggest that health care educators and health sciences librarians should further reinforce training on the appropriate use of drug information resources. 相似文献
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Objectives: Students will apply group communication concepts, terms, and theories to their reading of The Tipping Point through short quizzes, presentations, and papers. Courses: Undergraduate Group Communication courses (could also be adapted for Organizational, Leadership, or Interpersonal classes) 相似文献
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Courses: Introductory Public Speaking, Introductory Small Group Communication Objectives: Students will locate, analyze, evaluate, and utilize secondary sources through an in-depth research process. They will complete a comprehensive research portfolio. Students will practice effective group dynamics skills. They will demonstrate effective oral presentation skills in a panel presentation. 相似文献
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Objectives: Students will: (1) analyze course theories (e.g. family narratives, roles, rules, and systems) in a real world, service-learning context; (2) enhance their group communication skills by working in a positive team setting; and (3) perform basic camera and editing skills. Course: Family Communication 相似文献
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ABSTRACTCourses: Intercultural Communication, Interracial Communication, or an Interpersonal Communication class that covers co-cultural theory. Objectives: Students will be able to demonstrate a practical application of co-cultural theory by creating scenes that illustrate different communicative approaches and desired outcomes based on communication between marginalized and dominant group identities. In this experience, students will reflect on their own marginalized and dominant identities and consider ways in which they experience privilege and disadvantage based on these identities. 相似文献
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Course: Introduction to Communication Objectives: To provide students with a fun and interactive way to practice and observe communication concepts discussed in class. Students will (1) be able to identify nonverbal behaviors, (2) practice the stages of group development, (3) understand how important listening is in solving a murder mystery, and (4) gain an understanding of how perceptions are formed. 相似文献
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Courses: Public speaking, business and professional communication, group communicationObjectives: 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
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Course: Small Group Communication Objectives: Students will apply small group communication principles to a service learning project and learn how autoethnography is a means of writing reflexively about their experiences. Specifically, students will do so by (1) applying their understanding of oppression to their own lives, (2) analyzing how their community experiences relate to other experiences in their lives, (3) evaluating power relationships, and (4) creating a coherent piece of writing that reflects their learning about power in society. 相似文献
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Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication. Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the activity, students should be able to (1) display fundamental speech skills by researching a topic quickly, organizing an informative speech, and delivering a presentation; (2) function effectively in a group by working cooperatively on a project with a tight deadline; and (3) understand basic elements of upcoming skills by creating an informative and visually appealing presentation for a mass audience before having visual aid instruction. DD has similar learning objectives to activities occurring later in the term (i.e., graded speeches) in order to introduce the students to expectations of future, more advanced assignments. As such, I do not treat DD as a graded activity, but rather a fun, low-risk, and useful practice opportunity. 相似文献
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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
18.
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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19.
Whitney Stine's Mother Goddam: The Story of the Career of Bette Davis (New York: Hawthorne, 1974---$12.95) Elizabeth: The Life and Career of Elizabeth Taylor (New York: Doubleday, 1974---$10.00) Marilyn Monroe, My Story (New York: Stein & Day, 1974---$5.95) Raymond Strait's The Tragic Secret Life of Jayne Mansfield (Chicago: Henry Regnery, 1974---$7.95) Jack Hawkins' Anything for a Quiet Life: An Autobiography (New York: Stein and Day, 1974---$7.95) Richard Schickel's Harold Lloyd: The Shape of Laughter (Greenwich, Conn.: New York Graphic Society, 1974---$14.50) Roger Manvell's Chaplin (Boston: Little-Brown, 1974---$6.95) John McCabe's The Comedy World of Stan Laurel (New York: Doubleday, 1974---$7.95) Arthur Lennig's The Count: The Life and Films of Bela “Dracula” Lugosi (New York: Putnam, 1974---$10.00) Donald F. Glut's The Dracula Book (Metuchen, N.J.: Scarecrow Press) David Dalton's James Dean: The Mutant King (New York: Straight Arrow Books, 1974---$9.95) Ray Milland's Wide-Eyed in Babylon: An Autobiography (New York: Morrow, 1974---$7.95) Warren G. Harris' Gable and Lombard (New York: Simon and Schuster, 1974---$7.95) Anthony Curtis (ed.) The Rise and Fall of the Matinee Idol: Past Dieties of Stage and Screen, Their Roles Their Magic, and Their Worshippers (New York: St. Martin's Press, 1974---$9.95) Sol Chaneles and Albert Wolsky's The Movie Makers (Secaucus, N.J.: Derbibooks, 1974---$19.95) John Kobal's 50 Super Stars (New York: Bounty Books/Crown, 1974---$9.95, paper) John Springer and Jack Hamilton's They Had Faces Then: Super Stars, Stars and Starlets of the 1930s (New York: Citadel, 1974---$19.95) James Robert Parish's Hollywood's Great Love Teams (New Rochelle, N.Y.: Arlington House, 1974---$14.95) 相似文献
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Charles Roetter, The Art of Psychological Warfare:1914-1945 (New York: Stein and Day, 1974–$8.95). Benjamin Draper (ed.) Pacific Nations Broadcasting III and Bibliography (Broadcast Inudstry Conference, San Francisco State University, 1600 Holloway Ave., San Francisco, Cal. 94132—$10.00, paper) Structures of Television by Nicholas Garnham (48 pp.) Light Entertainment by Richard Dyer (43 pp.): The Cultural Policy of the United Republic of Tanzania by L.A. Mbughuni (72 pp., paper, $3.30): Cultural Policy in Hungary (79 pp., paper, $3.30): Culturalyolicy in Liberia by Kenneth Y. Best (59 pp., paper, $2.65): Cultural Policy in Romania by Ion Dodu Balan (70 pp., paper, $3.30): Unesco in Perspective by Rene Maheu (129 pp., paper, $3.30): For Books: Unesco and its Programme by Emile Delavenay (74 pp., paper, $1.00): 相似文献
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