Pub Date : 2023-11-06DOI: 10.1080/17404622.2023.2275580
Rachel Martin Harlow
AbstractInstitutions are increasingly supplementing their traditional class formats with hybrid approaches that mix in-person, remote synchronous, and remote asynchronous delivery methods. Even when the student population expects and appreciates more flexibility in scheduling, students still struggle with technology-enhanced instruction when course design does not effectively integrate such enhancements into “regular” in-person activities. Using hybrid workshops in the public-speaking course allows students to access recorded instruction, carefully managed online collaboration, guided practice, and reflective writing activities that improve the quality of their speeches while giving them practice in the workplace skills of teamwork and mediated communication. The structure of the hybrid workshops also means that course workload is consistent with its stated contact hours, even when the course does not meet completely in person.Courses This semester-long assignment series was used successfully for a hybrid introductory public-speaking class and is being adapted for use in a hybrid version of the basic communication course.Objectives Students will apply and practice public-speaking skills in both in-person and mediated contexts. Students will collaborate with peers both synchronously and asynchronously to develop specific skills related to public speaking.
{"title":"Using hybrid workshops to integrate online and in-person learning in a public-speaking course","authors":"Rachel Martin Harlow","doi":"10.1080/17404622.2023.2275580","DOIUrl":"https://doi.org/10.1080/17404622.2023.2275580","url":null,"abstract":"AbstractInstitutions are increasingly supplementing their traditional class formats with hybrid approaches that mix in-person, remote synchronous, and remote asynchronous delivery methods. Even when the student population expects and appreciates more flexibility in scheduling, students still struggle with technology-enhanced instruction when course design does not effectively integrate such enhancements into “regular” in-person activities. Using hybrid workshops in the public-speaking course allows students to access recorded instruction, carefully managed online collaboration, guided practice, and reflective writing activities that improve the quality of their speeches while giving them practice in the workplace skills of teamwork and mediated communication. The structure of the hybrid workshops also means that course workload is consistent with its stated contact hours, even when the course does not meet completely in person.Courses This semester-long assignment series was used successfully for a hybrid introductory public-speaking class and is being adapted for use in a hybrid version of the basic communication course.Objectives Students will apply and practice public-speaking skills in both in-person and mediated contexts. Students will collaborate with peers both synchronously and asynchronously to develop specific skills related to public speaking.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"408 2‐3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135636578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1080/17404622.2023.2268714
Cassidy Taladay-Carter
AbstractUndergraduate students entering the classroom are often expected to have the skills needed to find, utilize, and synthesize academic scholarship. Yet, few feel prepared to do so. The research methods classroom provides immense opportunities for developing a meaningful foundation for students to enhance information literacy such that they feel comfortable and confident using peer-reviewed scholarship. In this activity, students collaborate to engage with peers to access institutional databases, explore empirical articles, practice citation skills, and ask questions about the process of engaging in meaningful research.Courses Social science/communication research methods, introductory courses that require peer-reviewed sources, undergraduate capstones, Communication Theory.Objectives Students will: (1) gain hands-on tools for and experience with locating, searching for, and understanding content within peer-reviewed empirical articles from online databases; (2) engage in group collaboration to demystify the search for and use of scholarly article content in and beyond the research methods course; and (3) develop working relationships with peers to facilitate a positive, engaging, and supportive classroom climate early in the semester.
{"title":"Supporting students’ “search for meaning” in empirical journal articles","authors":"Cassidy Taladay-Carter","doi":"10.1080/17404622.2023.2268714","DOIUrl":"https://doi.org/10.1080/17404622.2023.2268714","url":null,"abstract":"AbstractUndergraduate students entering the classroom are often expected to have the skills needed to find, utilize, and synthesize academic scholarship. Yet, few feel prepared to do so. The research methods classroom provides immense opportunities for developing a meaningful foundation for students to enhance information literacy such that they feel comfortable and confident using peer-reviewed scholarship. In this activity, students collaborate to engage with peers to access institutional databases, explore empirical articles, practice citation skills, and ask questions about the process of engaging in meaningful research.Courses Social science/communication research methods, introductory courses that require peer-reviewed sources, undergraduate capstones, Communication Theory.Objectives Students will: (1) gain hands-on tools for and experience with locating, searching for, and understanding content within peer-reviewed empirical articles from online databases; (2) engage in group collaboration to demystify the search for and use of scholarly article content in and beyond the research methods course; and (3) develop working relationships with peers to facilitate a positive, engaging, and supportive classroom climate early in the semester.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"46 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/17404622.2023.2269258
Sue Lim, Ralf Schmälzle
AbstractCourses Health Communication, Public Communication Campaigns, Public Relations, Introduction to Communication.Objectives By the end of this workshop, students will be able to: (1) understand how artificial intelligence–based large language learning models work and be able to explain core concepts such as word embeddings, neural networks, and prompting; and (2) apply what they have learned by building and improving an expert health chatbot. Overall, the workshop aims to empower students with the necessary knowledge to use rapidly advancing artificial intelligence responsibly for health communication. Notes1 Jupyter notebooks blend textbook-style explanations with executable code cells. They have become immensely popular as a platform for teaching computational skills, especially to newcomers who would struggle with installations and writing the code. Instead, notebooks allow users to run prewritten code, inspect the results, and learn by changing the code (Kluyver et al., Citation2016).2 The lecture slides with resources and the code templates (Jupyter notebooks) used for the Build-a-Bot workshop are available online at https://github.com/nomcomm/communication_teacher_nlg.
{"title":"Exploring the mechanisms of AI message generation: A chatbot development activity for students","authors":"Sue Lim, Ralf Schmälzle","doi":"10.1080/17404622.2023.2269258","DOIUrl":"https://doi.org/10.1080/17404622.2023.2269258","url":null,"abstract":"AbstractCourses Health Communication, Public Communication Campaigns, Public Relations, Introduction to Communication.Objectives By the end of this workshop, students will be able to: (1) understand how artificial intelligence–based large language learning models work and be able to explain core concepts such as word embeddings, neural networks, and prompting; and (2) apply what they have learned by building and improving an expert health chatbot. Overall, the workshop aims to empower students with the necessary knowledge to use rapidly advancing artificial intelligence responsibly for health communication. Notes1 Jupyter notebooks blend textbook-style explanations with executable code cells. They have become immensely popular as a platform for teaching computational skills, especially to newcomers who would struggle with installations and writing the code. Instead, notebooks allow users to run prewritten code, inspect the results, and learn by changing the code (Kluyver et al., Citation2016).2 The lecture slides with resources and the code templates (Jupyter notebooks) used for the Build-a-Bot workshop are available online at https://github.com/nomcomm/communication_teacher_nlg.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/17404622.2023.2271548
Angela M. McGowan-Kirsch, Grace V. Quinlivan
{"title":"Educating emerging citizens: Media literacy as a tool for combating the spread of image-based misinformation","authors":"Angela M. McGowan-Kirsch, Grace V. Quinlivan","doi":"10.1080/17404622.2023.2271548","DOIUrl":"https://doi.org/10.1080/17404622.2023.2271548","url":null,"abstract":"","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"2 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136070271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/17404622.2023.2263516
Grace McCleskey, Jasmine T. Austin
AbstractCourses This unit activity applies critical theories from the fields of communication, sociology, and gender studies and therefore can be used in any course that discusses gender studies, qualitative research, content analysis, media effects, film analysis, or LGBTQ studies. This can be modified as an activity for graduate or undergraduate courses.Objectives The activity utilizes clips from five popular horror films that feature common transphobic tropes and teaches students to apply each tenet of critical media effects (CME) theory into their analysis of the films. This encourages both students and instructors to adopt a trans-inclusive approach to communication theory. By the end of this activity, students will be able to describe CME theory and its tenets, apply components of CME to film analysis, and utilize queer theory as a lens for analyzing media.
{"title":"Teaching critical media effects through classic horror films","authors":"Grace McCleskey, Jasmine T. Austin","doi":"10.1080/17404622.2023.2263516","DOIUrl":"https://doi.org/10.1080/17404622.2023.2263516","url":null,"abstract":"AbstractCourses This unit activity applies critical theories from the fields of communication, sociology, and gender studies and therefore can be used in any course that discusses gender studies, qualitative research, content analysis, media effects, film analysis, or LGBTQ studies. This can be modified as an activity for graduate or undergraduate courses.Objectives The activity utilizes clips from five popular horror films that feature common transphobic tropes and teaches students to apply each tenet of critical media effects (CME) theory into their analysis of the films. This encourages both students and instructors to adopt a trans-inclusive approach to communication theory. By the end of this activity, students will be able to describe CME theory and its tenets, apply components of CME to film analysis, and utilize queer theory as a lens for analyzing media.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/17404622.2023.2264368
Noor Ghazal Aswad, Damariyé L. Smith
AbstractThis unit teaches students how to perform racial rhetorical criticism and positions them to engage in discussions of race through experiential learning, namely through exploring the links between rhetoric, public memory, and campus history projects.Courses Rhetorical Criticism, Rhetorical Theory, Communication Theory.Objective Students will gain a better appreciation of racial rhetorical criticism as a research method through an analysis of campus architecture.
{"title":"Teaching racial rhetorical criticism: Racial reckoning on campus","authors":"Noor Ghazal Aswad, Damariyé L. Smith","doi":"10.1080/17404622.2023.2264368","DOIUrl":"https://doi.org/10.1080/17404622.2023.2264368","url":null,"abstract":"AbstractThis unit teaches students how to perform racial rhetorical criticism and positions them to engage in discussions of race through experiential learning, namely through exploring the links between rhetoric, public memory, and campus history projects.Courses Rhetorical Criticism, Rhetorical Theory, Communication Theory.Objective Students will gain a better appreciation of racial rhetorical criticism as a research method through an analysis of campus architecture.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/17404622.2023.2263533
Zane Austin Willard
AbstractBuilding on two common practices in higher education, the first-year seminar and service learning, this project uses a critical service-learning model guided by intersectional reflexivity to foster critical consciousness among first-year students. Working in small groups, students participate in a four-part critical service-learning project by engaging in reflexivity, conducting an intersectional analysis, and imagining new futures for social justice on their university campus. This project develops skills in reflexive thinking and introduces intersectionality as an analytical framework for students to understand their positionalities and how interlocking system of oppression shape and impact the world around them.Courses First-Year Seminar, Introduction to Communication, Communication and Civic Engagement.Objectives The main objective of the project is to foster critical consciousness in first-year students. To do this, students will (1) demonstrate awareness of current social issues through critical service learning, (2) engage in reflexive writing to identify connections between themselves and systemic inequality, (3) apply intersectionality as an analytical framework for understanding interlocking systems of oppression, and (4) imagine possibilities for creating social change on their university campus. AcknowledgementsI would like to thank Mahuya Pal and Aubrey A. Huber for reading earlier drafts of this manuscript and providing generous and insightful feedback. I am also grateful to Alisha L. Menzies for providing the space for me to first use this project in the classroom.
摘要本研究以高等教育中一年级研讨课和服务学习两种常见的实践为基础，运用交叉反身性指导下的批判性服务学习模式，培养一年级学生的批判性意识。学生以小组为单位，参与一个由四部分组成的批判性服务学习项目，参与反思，进行交叉分析，并想象大学校园中社会正义的新未来。该项目培养学生的反身性思维技能，并引入交叉性作为分析框架，让学生了解自己的位置，以及压迫的连锁系统如何塑造和影响他们周围的世界。课程一年级研讨会、传播导论、传播与公民参与。该项目的主要目的是培养一年级学生的批判意识。要做到这一点，学生将(1)通过批判性服务学习展示对当前社会问题的认识，(2)从事反思性写作，以确定自己与系统性不平等之间的联系，(3)将交叉性作为理解连锁压迫系统的分析框架，(4)想象在大学校园中创造社会变革的可能性。我要感谢Mahuya Pal和Aubrey A. Huber阅读了本文的早期草稿，并提供了慷慨而有见地的反馈。我也很感谢Alisha L. Menzies为我提供了一个空间，让我第一次在课堂上使用这个项目。
{"title":"Fostering critical consciousness: Critical service learning and intersectional reflexivity in the first-year classroom","authors":"Zane Austin Willard","doi":"10.1080/17404622.2023.2263533","DOIUrl":"https://doi.org/10.1080/17404622.2023.2263533","url":null,"abstract":"AbstractBuilding on two common practices in higher education, the first-year seminar and service learning, this project uses a critical service-learning model guided by intersectional reflexivity to foster critical consciousness among first-year students. Working in small groups, students participate in a four-part critical service-learning project by engaging in reflexivity, conducting an intersectional analysis, and imagining new futures for social justice on their university campus. This project develops skills in reflexive thinking and introduces intersectionality as an analytical framework for students to understand their positionalities and how interlocking system of oppression shape and impact the world around them.Courses First-Year Seminar, Introduction to Communication, Communication and Civic Engagement.Objectives The main objective of the project is to foster critical consciousness in first-year students. To do this, students will (1) demonstrate awareness of current social issues through critical service learning, (2) engage in reflexive writing to identify connections between themselves and systemic inequality, (3) apply intersectionality as an analytical framework for understanding interlocking systems of oppression, and (4) imagine possibilities for creating social change on their university campus. AcknowledgementsI would like to thank Mahuya Pal and Aubrey A. Huber for reading earlier drafts of this manuscript and providing generous and insightful feedback. I am also grateful to Alisha L. Menzies for providing the space for me to first use this project in the classroom.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"549 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/17404622.2023.2254363
Joshua M. Parcha
AbstractPublic speaking creates discomfort for many students. Instead of seeking to avoid this inevitable discomfort, six speech-variation activities explained in this paper are intentionally designed for, a little bit at a time, embracing momentary discomfort in public speaking. By embracing the inevitable discomfort of public speaking head-on in a fun and supportive environment, these speech-variation activities should help students gain confidence, attenuate anxiety, and paradoxically increase comfort during public speaking. Why these activities should be conducted, how they can be conducted with success, and whether students find the activities helpful or not are also discussed.Courses: Designed specifically for use in public-speaking courses, these speech-variation activities can also be used in any class that incorporates student presentations.Objectives: The ultimate goal of these activities is to have students, especially those who find public speaking a debilitating experience, increase confidence and reduce anxiety toward public speaking.
{"title":"Speech-variation activities: Embracing momentary discomfort to gain confidence, attenuate anxiety, and paradoxically increase comfort during public speaking","authors":"Joshua M. Parcha","doi":"10.1080/17404622.2023.2254363","DOIUrl":"https://doi.org/10.1080/17404622.2023.2254363","url":null,"abstract":"AbstractPublic speaking creates discomfort for many students. Instead of seeking to avoid this inevitable discomfort, six speech-variation activities explained in this paper are intentionally designed for, a little bit at a time, embracing momentary discomfort in public speaking. By embracing the inevitable discomfort of public speaking head-on in a fun and supportive environment, these speech-variation activities should help students gain confidence, attenuate anxiety, and paradoxically increase comfort during public speaking. Why these activities should be conducted, how they can be conducted with success, and whether students find the activities helpful or not are also discussed.Courses: Designed specifically for use in public-speaking courses, these speech-variation activities can also be used in any class that incorporates student presentations.Objectives: The ultimate goal of these activities is to have students, especially those who find public speaking a debilitating experience, increase confidence and reduce anxiety toward public speaking.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/17404622.2023.2255653
Dron M. Mandhana, Daliah Ouedraogo, Alessandra S. Vicente
Courses Theories of Organizational Communication; Communication Theory.Objectives The proposed activity utilizes a digitally interactive global positioning system–based augmented reality game to help students (a) gain a richer learning experience through immersion and engagement with their surroundings, (b) learn how to interpret culture from observable artifacts (e.g. buildings, statues, stories), and (c) reflect on organizational culture’s multilayered, multifaceted, and emergent nature.
{"title":"Teaching organizational culture using an augmented reality game","authors":"Dron M. Mandhana, Daliah Ouedraogo, Alessandra S. Vicente","doi":"10.1080/17404622.2023.2255653","DOIUrl":"https://doi.org/10.1080/17404622.2023.2255653","url":null,"abstract":"Courses Theories of Organizational Communication; Communication Theory.Objectives The proposed activity utilizes a digitally interactive global positioning system–based augmented reality game to help students (a) gain a richer learning experience through immersion and engagement with their surroundings, (b) learn how to interpret culture from observable artifacts (e.g. buildings, statues, stories), and (c) reflect on organizational culture’s multilayered, multifaceted, and emergent nature.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/17404622.2023.2252911
Rentia du Plessis, Diana Breshears
Communication and dietetics departments co-created an assignment to design health campaign materials for a rural South African community that promotes healthy eating habits for pregnant mothers and mothers of young children. The goal of this assignment was twofold. First, we explored the possibility of incorporating a service-learning element into a large module (approximately 500 students) that lacks resources to take students into the community. Second, we explored the impact of the service-learning element on students’ investment in the assignment. The dietetics department provided students on the persuasive communication course with information to develop material for the Trompsburg community. The communication students applied the skills they learned to design audience-centered health campaign materials for the dietetics students to take to the Trompsburg community. Students overwhelmingly provided positive feedback, indicating that they were more invested in the project, that the projects would have a positive impact, and that they were able to apply course concepts in a real-life situation. We argue that cross-disciplinary partnerships can effectively provide larger and/or underfunded classes with service-learning assessment opportunities. Courses This project was implemented in a large, multi-campus persuasive communication class, but could also be applied to any module that teaches content creation, such as marketing communication, strategic communication, visual communication, and so on. Objectives The objective of this project was to create an assignment that allowed students to apply the persuasive skills they learned throughout the semester in a way that benefitted a rural, poverty-stricken, South African community. Additionally, we wanted to assess whether students could receive the same benefits of service-learning projects without directly engaging with the community they were serving.
{"title":"“Backstage” service learning: Using interdisciplinary collaboration to provide service-learning experiences to large and/or underfunded communication courses","authors":"Rentia du Plessis, Diana Breshears","doi":"10.1080/17404622.2023.2252911","DOIUrl":"https://doi.org/10.1080/17404622.2023.2252911","url":null,"abstract":"Communication and dietetics departments co-created an assignment to design health campaign materials for a rural South African community that promotes healthy eating habits for pregnant mothers and mothers of young children. The goal of this assignment was twofold. First, we explored the possibility of incorporating a service-learning element into a large module (approximately 500 students) that lacks resources to take students into the community. Second, we explored the impact of the service-learning element on students’ investment in the assignment. The dietetics department provided students on the persuasive communication course with information to develop material for the Trompsburg community. The communication students applied the skills they learned to design audience-centered health campaign materials for the dietetics students to take to the Trompsburg community. Students overwhelmingly provided positive feedback, indicating that they were more invested in the project, that the projects would have a positive impact, and that they were able to apply course concepts in a real-life situation. We argue that cross-disciplinary partnerships can effectively provide larger and/or underfunded classes with service-learning assessment opportunities. \u0000 Courses\u0000 This project was implemented in a large, multi-campus persuasive communication class, but could also be applied to any module that teaches content creation, such as marketing communication, strategic communication, visual communication, and so on. \u0000 Objectives\u0000 The objective of this project was to create an assignment that allowed students to apply the persuasive skills they learned throughout the semester in a way that benefitted a rural, poverty-stricken, South African community. Additionally, we wanted to assess whether students could receive the same benefits of service-learning projects without directly engaging with the community they were serving.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：