共查询到20条相似文献，搜索用时 31 毫秒
1.
Course: Intercultural Communication Objectives: After completing this intercultural service-learning activity, students should be able to (1) apply effective intercultural communication skills in culturally different sites; (2) analyze cultures different from their own through service-learning; (3) compare and evaluate course readings with service-learning experiences through directed reflection; and (4) build critical empathy, relational, and reflexivity skills by communicating with people who are culturally different. 相似文献
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Abstract The American Graduate School of International Management (Thunderbird) has an extensive English as a second language (ESL) program for graduate students. As a component of the content-based aspect of this program, students have a semester-long project involving finding information about a U.S. company and its place in its industry. The students must include information about corporate finance, marketing, corporate history, and an industry and competitor analysis. A business librarian at another institution created a website for a course in competitor analysis. A business librarian at another institution created a website for a course with a similar assignment; this website included hot links to sources of U.S. corporate and industrial data. This article discusses the structuring of the course, the creation of the website, the collaboration between the classroom instructor and the business librarian, and the effects of the website on the quality and quantity of the ESL students' research. 相似文献
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Courses: Intercultural Communication; any course with an intercultural communication unit. Objectives: Students will demonstrate the self-awareness imperative in intercultural communication, explore their own cultural identities, and reflect on others cultural identities in order to build their intercultural communication competence. 相似文献
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This study addressed patterns and correlates of communication apprehension, intercultural communication apprehension, and intercultural willingness to communicate in international teaching assistants. Results indicated an inverse relationship between communication apprehension of international TAs and their satisfaction with students, relationship with students, and perceptions of student ratings of instruction. Similar results were found for ITA state anxiety. Inverse relationships were also found between ITA intercultural communication apprehension and relationship with students and perceptions of student ratings of instruction. International teaching assistant CA and ICA were positively related with ITA state anxiety. 相似文献
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Courses: Communication Research Methods, Senior Capstone. Objectives: After completing this course, students will be able to: ? appreciate the role of empirical communication research in solving social and organizational problems; ? identify issues and needs in the community that can be addressed with empirical communication research; ? choose appropriate research methods for addressing different issues and needs; ? use various communication research methods to address community issues and needs; ? present research findings and recommendations to community organizations; ? demonstrate an increased commitment to active citizenship. 相似文献
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Objective: The goal for this project is for students to develop their interpersonal communication competence. Students identify an interpersonal competency (skill) that they wish to develop (or eliminate) to become a more effective communicator. Courses: This assignment is designed for use in a skills-focused undergraduate interpersonal communication course. 相似文献
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Courses: Any introductory undergraduate public-speaking course, in particular in ESL/EFL contexts Objectives: This single-class activity is intended to (1) build students’ ability to communicate orally “off the cuff;” (2) foster students’ understanding of the major organizational formats used in organizing speeches; and (3) increase students’ awareness of their nonverbal communication. 相似文献
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ABSTRACTCourse: Mixed-Method Communication Research Methods Objective: The purpose of this semester-long activity is to provide students with opportunities to cultivate mixed-method communication research skills through a social justice-informed service-learning format. Completing this course, students will be able to: recognize the unique strengths of quantitative and qualitative research methods; locate, evaluate, and utilize scholarly literature for a literature review; conduct an original research project using quantitative and qualitative research methods to gather and analyze data; and raise self and community awareness about a social issue through collaboration with a community organization. 相似文献
9.
Course: Any undergraduate interpersonal communication course Objective: Students will apply interpersonal communication concepts and theories to their readings of short stories; the goal is for students to see the utility of course material for understanding human interaction. 相似文献
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Courses: Interpersonal communication, relational communication, language and social interaction, professional communication, interviewing practices Objectives: This single class activity enables students to understand the theoretical foundations of conversation and to develop their conversational skills by talking in dyads with classmates. Upon completion of this activity, students will be able to: Understand the importance of conversational skill across communication contexts; Identify the four maxims of Grice’s cooperative principle within their conversations; Recognize the factors that affect language use (gender, intimacy, and power) within their conversations; and Produce communication strategies for furthering conversation in future face-to-face and mediated interactions.
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11.
Courses: This activity could be used in courses where persuasion, dialogue, and communication ethics are primary. Thus, a communication ethics course, or course units where students discuss ethics, would be appropriate. For instance, even a human communication course could use this activity to describe ethical treatment of “the other” or a mass communication class can use this activity to discuss ethical power (i.e. the power of technology or news media). This activity could also be modified for use in a public speaking, rhetoric, organizational, or small group communication. Objective: This activity should be used in tandem with the National Communication Association (NCA) ethical credos on communication. In 2014, to mark the 100th anniversary of the NCA, NCA reaffirmed three ethical credos: The Credo for Free and Responsible Communication in a Democratic Society (National Communication Association, 2013); The Credo for Free and Responsible Use of Electronic Communication Network (National Communication Association, 1963); and the Credo for Ethical Communication (National Communication Association, 1999). When training students to think ethically, it is important to help them develop categories and determine declarative statements. Thus, the NCA documents are effective examples of communication manifestos. Ultimately, through collaboration with partners, small groups of students will develop a communication ethics manifesto in a format similar to the NCA examples. Specifically, they will identify ethical dilemmas, in the activity these are called “Urgent 21st Century Communication Ethics Issues,” and determine declarative statements that provide an ethical framework to address the issue. The “big question”: can student groups create a declarative and collaborative manifesto that addresses urgent 21t century communication ethics issues? 相似文献
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Courses: Interpersonal Communication, Health Communication, Intercultural Communication Objectives: After completing this semester-long activity students, should be able to (1) apply course concepts (i.e., stereotypes, identity, listening, language, and conflict) to diverse real-world scenarios; (2) explain the utility of intergroup contact theory in relationship to communication and social diversity; (3) critically reflect on social diversity explored through communication behaviors; and (4) develop communication competence toward diverse others, specifically persons with disabilities (PWDs). 相似文献
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ABSTRACT The Writing in the Discipline (WID) concepts lend themselves to execution in an online realm, where written communication is the primary means of contact between students and instructors. The author instituted WID in an online section of a 1-credit research class and found the WID framework also made it easier for students to demonstrate information literacy. WID provides space within a course for students to become accustomed to the discourse of a discipline, writing to understand before being asked to formally communicate. This article explains the concepts behind WID and outlines how it was executed within an urban community college online class. 相似文献
14.
Play provides an opportunity for students to learn information and concepts in an active format while facilitating different ways of learning. This puzzle activity is designed to increase student engagement, leverage different learning styles, help students make connections in communication theories, and enhance memory of important communication concepts. As an active learning exercise, play requires students to coordinate behaviors and participate in the learning process differently than through traditional lecture formats. Considering the information on active learning strategies, this activity involves using puzzle pieces labeled with theory components to help students learn each theory term and better understand how the terms work together to form the theory. Courses: This single-class activity is appropriate for courses across the communication curriculum and is particularly well suited for classes with multi-part concepts and/or theories, including communication theory, organizational communication, interpersonal communication, persuasion, conflict communication, and the public-speaking/basic course, among others. Objective: As a result of participating in this single-class activity, students will demonstrate understanding of key theoretical terms/concepts and how those concepts work together to inform communication theory. Further, students will work together in teams to bring in outside examples of the theory in action and practice explaining the concepts to their classmates to enhance learning and long-term memory of class concepts. 相似文献
15.
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
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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
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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
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ABSTRACT This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model. 相似文献
19.
Graduate courses are designed to help students learn discipline -specific knowledge, theories, and methods, but also to socialize them into the larger professional network. The awards assignment in this paper is designed to familiarize students with a wide variety of scholars and research within a field of study, to engage them creatively with synthesizing and assessing a field of study, to build strong arguments, and to enhance their socialization and networking opportunities. Course: Any graduate-level survey course focused on a particular area of communication studies (e.g. instructional communication, health communication, family communication). Objectives: (1)?Understand the historical, philosophical, and foundational roots of a field of study, including people, concepts, theories, and research studies. (2)?Critically evaluate scholars, constructs, theories, and research. (3)?Develop sound and supported arguments regarding critical evaluations and decisions. (4)?Socialize students into a field of study. (5)?Begin building students’ scholarly networking opportunities.
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Courses: Undergraduate or graduate organizational/crisis communication or public relations courses Objective: The goal for this single class activity is for students to apply discourse of renewal to an organizational crisis fueled through social media. 相似文献
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