Round-robin presentations: Increasing opportunities for public speaking in large lectures and beyond     

Brenda L. Berkelaar  Erin A. O’Connor  Claire M. Schneider 《Communication Teacher》2019,33(2):145-150

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   

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   

Leisure Activities and Personality Traits of Medical Librarians     

Mariana Lapidus  Samuel King 《The Reference Librarian》2019,60(1):1-13

Objectives: This study examines medical librarians’ personality based on their leisure activities to find out which personal characteristics prevail among working medical librarians.

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   

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   

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   

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   

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   

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   

4Ps: A purposeful introduction     

Sarah E. Vartabedian  Laurel C. Klinger 《Communication Teacher》2019,33(1):16-20

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

  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   

Ingredients for great sex: Discussing sexual preferences and intimacy     

Min Liu  Dayna S. Henry 《Communication Teacher》2019,33(1):31-37

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   

Reviving thinking in a speaking course: A critical-thinking model for public speaking     

Phillip E. Wagner 《Communication Teacher》2019,33(2):158-163

  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   

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   

What is a theme? Teaching thematic analysis in qualitative communication research methods     

Kristina M. Scharp  Matthew L. Sanders 《Communication Teacher》2019,33(2):117-121

Course: Qualitative Research Methods

Objectives: To provide students with an experiential understanding of the six steps to conducting a thematic analysis: (1) gaining familiarity with the data, (2) creating coding categories or subcategories, (3) generating themes, (4) reviewing themes, (5) labeling themes, and (6) identifying exemplars. To help students understand the value of verification procedures: (1) peer debriefing, (2) referential adequacy, and (3) the audit trail.  相似文献   

Tweet for support,blog for peace     

Maria I. Marino 《Communication Teacher》2019,33(2):103-106

Courses: Intercultural Communication

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   

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   

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   

Teaching technological determinism and social construction of technology using everyday objects     

Gina Giotta 《Communication Teacher》2018,32(3):136-140

Courses: Communication Technology, Communication Theory, History of Communication, Media and Society.

Objectives: Students will develop an understanding of the two principal theories of technology and culture: technological determinism and the social construction of technology.  相似文献   

Critically fun: Analyzing humor in political comedy     

Douglas E. Pruim 《Communication Teacher》2019,33(1):26-30

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