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
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
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
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
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
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
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
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
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
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
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
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
Methods: An electronic survey was administered among medical librarians of the New England/South East regions. The collected statistics was compared to the national leisure statistics and previously published studies on personality traits.
Results: The respondent group exhibited prevailing Artistic, Investigative, and Conventional types, with a slightly higher number of introverts.
Conclusions: Personalities of the respondents fit into the job environment quite well, which could positively influence their interaction with patrons and the overall quality of work. 相似文献
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
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
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