Pub Date : 2023-04-03DOI: 10.1080/17404622.2022.2091152
Elizabeth M. Minei, Elise Juvan
This teaching activity builds students’ interpersonal competencies in identifying Mark Knapp’s Stages of Relationships (Adler, Rosenfeld, Towne, & Scott, 2012, Interplay: The process of interpersonal communication, p. 504, Holt, Rinehart, and Winston). The activity establishes a theoretical understanding of each stage and asks students to use their knowledge to identify and pair the stages with popular song lyrics. The benefits of using music in the classroom are described and then the Staircase Model is introduced, followed by an outline of the activity and a debrief. Lastly, variations are described. Courses Interpersonal Communication, Introduction to Communication, Intercultural Communication. Objectives This activity engages students in discussion about Knapp’s Relational Staircase Model. By the end of this activity, students will be able to connect songs and lyrics to identify and interpret specific relational stages. Students will also be able to articulate their perceptions for where lines between cultural or personal expectations may blur. This activity also challenges students to identify their own expectations of relationship progression and dissolution while unpacking interpretations.
这个教学活动培养学生识别Mark Knapp的人际关系阶段的人际能力(Adler, Rosenfeld, Towne， & Scott, 2012, Interplay: process of interpersonal communication, p. 504, Holt, Rinehart, and Winston)。这个活动建立了对每个阶段的理论认识，并要求学生运用他们的知识来识别和搭配流行歌曲的歌词。介绍了在课堂上使用音乐的好处，然后介绍了楼梯模式，然后是活动大纲和汇报。最后，描述了变化。课程:人际交际、交际概论、跨文化交际。本活动吸引学生讨论Knapp的关系阶梯模型。到活动结束时，学生将能够将歌曲和歌词联系起来，以识别和解释特定的关系阶段。学生们也将能够清楚地表达他们对文化或个人期望之间界限模糊的看法。这项活动还挑战学生在解开解释的同时，确定自己对关系发展和破裂的期望。
{"title":"Using music to identify and evaluate Knapp’s Relationship Staircase Model","authors":"Elizabeth M. Minei, Elise Juvan","doi":"10.1080/17404622.2022.2091152","DOIUrl":"https://doi.org/10.1080/17404622.2022.2091152","url":null,"abstract":"This teaching activity builds students’ interpersonal competencies in identifying Mark Knapp’s Stages of Relationships (Adler, Rosenfeld, Towne, & Scott, 2012, Interplay: The process of interpersonal communication, p. 504, Holt, Rinehart, and Winston). The activity establishes a theoretical understanding of each stage and asks students to use their knowledge to identify and pair the stages with popular song lyrics. The benefits of using music in the classroom are described and then the Staircase Model is introduced, followed by an outline of the activity and a debrief. Lastly, variations are described. Courses Interpersonal Communication, Introduction to Communication, Intercultural Communication. Objectives This activity engages students in discussion about Knapp’s Relational Staircase Model. By the end of this activity, students will be able to connect songs and lyrics to identify and interpret specific relational stages. Students will also be able to articulate their perceptions for where lines between cultural or personal expectations may blur. This activity also challenges students to identify their own expectations of relationship progression and dissolution while unpacking interpretations.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"113 - 119"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42484557","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 : 2023-03-29DOI: 10.1080/17404622.2023.2192773
J. Cherry
Having conversations about death and dying can be very difficult to initiate and engage in with others. The following activity, based on the card game The Death Deck, was designed to encourage students to engage with others about difficult conversations surrounding death and dying. The activity provides students with questions and prompts that promote critical thinking about death and the end of life. This activity also seeks to promote engagement in death and end-of-life conversations outside of the classroom. Courses Family Communication, Interpersonal Communication, Communication Among Cultures, and End of Life and Grief Communication. Objectives By playing this game in small groups with classmates, students will be introduced to different questions and decisions surrounding death and the end of life. Engaging in this game aims to create a way for students to enter a conversation about a difficult topic through humorous yet critical-thinking prompts. The aim is to help students think more in depth about death and the end of life, as well as identify and understand some of the benefits and challenges that accompany discussing this topic. Overall, the primary learning objective of this activity it to increase student discussion and thinking about death and how to engage in these conversations with others.
{"title":"The Death Deck: Discussing death in the classroom","authors":"J. Cherry","doi":"10.1080/17404622.2023.2192773","DOIUrl":"https://doi.org/10.1080/17404622.2023.2192773","url":null,"abstract":"Having conversations about death and dying can be very difficult to initiate and engage in with others. The following activity, based on the card game The Death Deck, was designed to encourage students to engage with others about difficult conversations surrounding death and dying. The activity provides students with questions and prompts that promote critical thinking about death and the end of life. This activity also seeks to promote engagement in death and end-of-life conversations outside of the classroom. \u0000 Courses\u0000 Family Communication, Interpersonal Communication, Communication Among Cultures, and End of Life and Grief Communication. \u0000 Objectives\u0000 By playing this game in small groups with classmates, students will be introduced to different questions and decisions surrounding death and the end of life. Engaging in this game aims to create a way for students to enter a conversation about a difficult topic through humorous yet critical-thinking prompts. The aim is to help students think more in depth about death and the end of life, as well as identify and understand some of the benefits and challenges that accompany discussing this topic. Overall, the primary learning objective of this activity it to increase student discussion and thinking about death and how to engage in these conversations with others.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"260 - 265"},"PeriodicalIF":0.4,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43231467","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 : 2023-03-03DOI: 10.1080/17404622.2023.2182902
Samentha Sepúlveda
This single-class activity augments the popular desert island activity to include a secret insider who aims to influence their group covertly. The motivation for this augmented activity is twofold: (1) to highlight and dispel notions of invulnerability to groupthink and (2) to provide an opportunity to engage in small-group decision making. To facilitate these goals, this paper presents an experiential learning activity that makes tangible several theoretical constructs of persuasion and decision making in small groups. Examining how people within groups influence one another is vital to understanding how decisions are made. Courses: This single-class activity is grounded in the theoretical orientation of social influence within small groups and is therefore suitable in persuasion, small-group communication, and any other course that discusses group decision making, group conformity, groupthink, and/or compliance gaining. Objectives: Working in small groups to solve a problem, students will apply, evaluate, and comprehend concepts of social influence, group decision making, and groupthink. In completing this activity and a subsequent debriefing, students will demonstrate their learning by debating and justifying their individual choices, formulating their group decision, and discussing and identifying the impact of groupthink on decision making within small groups.
{"title":"“I wouldn’t fall for that!” Exploring social influence and group decision making","authors":"Samentha Sepúlveda","doi":"10.1080/17404622.2023.2182902","DOIUrl":"https://doi.org/10.1080/17404622.2023.2182902","url":null,"abstract":"This single-class activity augments the popular desert island activity to include a secret insider who aims to influence their group covertly. The motivation for this augmented activity is twofold: (1) to highlight and dispel notions of invulnerability to groupthink and (2) to provide an opportunity to engage in small-group decision making. To facilitate these goals, this paper presents an experiential learning activity that makes tangible several theoretical constructs of persuasion and decision making in small groups. Examining how people within groups influence one another is vital to understanding how decisions are made. Courses: This single-class activity is grounded in the theoretical orientation of social influence within small groups and is therefore suitable in persuasion, small-group communication, and any other course that discusses group decision making, group conformity, groupthink, and/or compliance gaining. Objectives: Working in small groups to solve a problem, students will apply, evaluate, and comprehend concepts of social influence, group decision making, and groupthink. In completing this activity and a subsequent debriefing, students will demonstrate their learning by debating and justifying their individual choices, formulating their group decision, and discussing and identifying the impact of groupthink on decision making within small groups.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"278 - 282"},"PeriodicalIF":0.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41689799","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 : 2023-03-03DOI: 10.1080/17404622.2023.2182901
Amanda Grace Taylor, Patrick Stump
In most higher education institutions, course evaluations are conducted at the end of the term. While many instructors implement a feedback system such as a questionnaire or poll at the midterm point, we propose that having students use an arts-based representation (i.e. memes) for a feedback channel can help students and the course instructor to create community. This activity can be completed in approximately 20 minutes over two class meetings. Not only does this allow students a creative outlet to express their feedback, it also allows instructors to consider common themes that are unique to the individual group and alter current and future classes accordingly. Courses: All/any. Objectives: This activity will allow students the opportunity to (1) evaluate pain points and pivotal moments in a course critically, (2) give the course instructor midterm feedback in a humorous way, and (3) strengthen classroom community by creating a portfolio of memes.
{"title":"Arts-based feedback: Using memes for midterm evaluations","authors":"Amanda Grace Taylor, Patrick Stump","doi":"10.1080/17404622.2023.2182901","DOIUrl":"https://doi.org/10.1080/17404622.2023.2182901","url":null,"abstract":"In most higher education institutions, course evaluations are conducted at the end of the term. While many instructors implement a feedback system such as a questionnaire or poll at the midterm point, we propose that having students use an arts-based representation (i.e. memes) for a feedback channel can help students and the course instructor to create community. This activity can be completed in approximately 20 minutes over two class meetings. Not only does this allow students a creative outlet to express their feedback, it also allows instructors to consider common themes that are unique to the individual group and alter current and future classes accordingly. Courses: All/any. Objectives: This activity will allow students the opportunity to (1) evaluate pain points and pivotal moments in a course critically, (2) give the course instructor midterm feedback in a humorous way, and (3) strengthen classroom community by creating a portfolio of memes.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"182 - 187"},"PeriodicalIF":0.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45555820","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 : 2023-02-06DOI: 10.1080/17404622.2023.2172441
Lara C. Stache
Utilizing popular murder-mystery texts that transcend boundaries of race, class, age, and sex, students apply Toulmin’s 1958 concept of claim, data, warrant (Toulmin, S. E. 2003. The uses of argument. Cambridge University Press). Ultimately, students engage in an activity that demonstrates how argumentation plays a role outside of the college classroom writing assignment. Courses: Introduction to Communication, Argumentation and Debate, Rhetorical Theory, Critical Analysis, and Communication writing courses. It is also applicable to secondary K-12 courses. Objective: The aim of this activity is to introduce concepts of argumentation, including organization of information within written work, evaluation of argumentative data/evidence, and articulation of a well-supported claim. It is designed to help students recognize (1) how they analyze argumentative messages in their daily lives, specifically by focusing on a popular culture text, and (2) how organization of an argument is structured, with the goal of clearly communicating a message to the audience.
{"title":"“Oh, that pesky DNA”: Using murder-mystery narratives to identify, evaluate, and organize arguments","authors":"Lara C. Stache","doi":"10.1080/17404622.2023.2172441","DOIUrl":"https://doi.org/10.1080/17404622.2023.2172441","url":null,"abstract":"Utilizing popular murder-mystery texts that transcend boundaries of race, class, age, and sex, students apply Toulmin’s 1958 concept of claim, data, warrant (Toulmin, S. E. 2003. The uses of argument. Cambridge University Press). Ultimately, students engage in an activity that demonstrates how argumentation plays a role outside of the college classroom writing assignment. Courses: Introduction to Communication, Argumentation and Debate, Rhetorical Theory, Critical Analysis, and Communication writing courses. It is also applicable to secondary K-12 courses. Objective: The aim of this activity is to introduce concepts of argumentation, including organization of information within written work, evaluation of argumentative data/evidence, and articulation of a well-supported claim. It is designed to help students recognize (1) how they analyze argumentative messages in their daily lives, specifically by focusing on a popular culture text, and (2) how organization of an argument is structured, with the goal of clearly communicating a message to the audience.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"178 - 181"},"PeriodicalIF":0.4,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46424813","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 : 2023-01-31DOI: 10.1080/17404622.2023.2168715
Ifeoluwatobi Abiodun Odunsi
The corporate migration activity is designed to help students connect practical concepts of how language creates power within organizational structures. By engaging in this activity, students will demonstrate and observe how unclear language, (in)effective communication, and disorganization (re)create and sustain power within an organization. This activity further discusses modifications that can be made to engage students in concepts of power within organizations. Courses: Organizational Communication, small group, and business professional courses. Objective: Students will demonstrate how language creates power structures within organizations.
{"title":"Corporate migration: Exploring the use of language to construct power when organizing","authors":"Ifeoluwatobi Abiodun Odunsi","doi":"10.1080/17404622.2023.2168715","DOIUrl":"https://doi.org/10.1080/17404622.2023.2168715","url":null,"abstract":"The corporate migration activity is designed to help students connect practical concepts of how language creates power within organizational structures. By engaging in this activity, students will demonstrate and observe how unclear language, (in)effective communication, and disorganization (re)create and sustain power within an organization. This activity further discusses modifications that can be made to engage students in concepts of power within organizations. Courses: Organizational Communication, small group, and business professional courses. Objective: Students will demonstrate how language creates power structures within organizations.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"207 - 212"},"PeriodicalIF":0.4,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41450442","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 : 2023-01-29DOI: 10.1080/17404622.2023.2168714
Patrick McElearney
Undergraduate courses on small-group communication often cover group roles, group conflict, and conflict management styles. Although these concepts are valuable to learn, merely memorizing them does not address the practical skills students need to employ conflict management strategies when situated in group conflict. This activity provides a dialogic and performative approach to teach small-group roles, small-group conflict, and conflict management styles. Through a dialogic role-play, this activity asks students to create and to perform scenarios depicting small-group conflict where other students in the audience step into the scene to perform new strategies to resolve the conflict. Courses: Small-Group Communication, Organizational Communication, Business and Professional Communication, and Conflict Management and Mediation. This activity is designed for courses that meet in-person for 50 minutes three times per week and have an enrollment of no more than 25 students. The activity may be adapted for courses with larger enrollments that meet in-person for 75 minutes twice per week, but three class periods will still be needed to complete the activity. Additionally, the activity can be adapted for a hybrid modality. However, the conflict scenarios should be in-person. Objectives: This unit activity helps students to (1) understand the roles people perform in small groups, types of group conflict, and conflict management styles through reflecting, writing, discussing, staging, and performing those concepts for the class; (2) apply concepts of small-group roles, types of group conflict, and conflict management styles through scripting, staging, and performing those concepts for the class; (3) analyze and evaluate concepts of small groups, types of group conflict, and conflict management styles through reflecting and discussing those concepts in class; and (4) create a performance to embody concepts of small-group roles, types of group conflict, and conflict management styles.
{"title":"A performative and dialogic approach to teach group roles, group conflict, and conflict management styles","authors":"Patrick McElearney","doi":"10.1080/17404622.2023.2168714","DOIUrl":"https://doi.org/10.1080/17404622.2023.2168714","url":null,"abstract":"Undergraduate courses on small-group communication often cover group roles, group conflict, and conflict management styles. Although these concepts are valuable to learn, merely memorizing them does not address the practical skills students need to employ conflict management strategies when situated in group conflict. This activity provides a dialogic and performative approach to teach small-group roles, small-group conflict, and conflict management styles. Through a dialogic role-play, this activity asks students to create and to perform scenarios depicting small-group conflict where other students in the audience step into the scene to perform new strategies to resolve the conflict. Courses: Small-Group Communication, Organizational Communication, Business and Professional Communication, and Conflict Management and Mediation. This activity is designed for courses that meet in-person for 50 minutes three times per week and have an enrollment of no more than 25 students. The activity may be adapted for courses with larger enrollments that meet in-person for 75 minutes twice per week, but three class periods will still be needed to complete the activity. Additionally, the activity can be adapted for a hybrid modality. However, the conflict scenarios should be in-person. Objectives: This unit activity helps students to (1) understand the roles people perform in small groups, types of group conflict, and conflict management styles through reflecting, writing, discussing, staging, and performing those concepts for the class; (2) apply concepts of small-group roles, types of group conflict, and conflict management styles through scripting, staging, and performing those concepts for the class; (3) analyze and evaluate concepts of small groups, types of group conflict, and conflict management styles through reflecting and discussing those concepts in class; and (4) create a performance to embody concepts of small-group roles, types of group conflict, and conflict management styles.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"227 - 234"},"PeriodicalIF":0.4,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897743","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 : 2023-01-18DOI: 10.1080/17404622.2022.2164322
C. H. Storm, Anna Penner
Students typically find research methods and statistics classes intimidating. In particular, learning different types of data measurement and operationalization can take significant time and practice to understand. Utilizing a pedagogical approach that turns a party game into a fun exercise, students collaboratively learn to operationalize variables and determine levels of measurement. Outcomes and feedback from students are discussed.
{"title":"Integration of game-based learning to teach levels of measurement in research methods and statistics","authors":"C. H. Storm, Anna Penner","doi":"10.1080/17404622.2022.2164322","DOIUrl":"https://doi.org/10.1080/17404622.2022.2164322","url":null,"abstract":"Students typically find research methods and statistics classes intimidating. In particular, learning different types of data measurement and operationalization can take significant time and practice to understand. Utilizing a pedagogical approach that turns a party game into a fun exercise, students collaboratively learn to operationalize variables and determine levels of measurement. Outcomes and feedback from students are discussed.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"213 - 219"},"PeriodicalIF":0.4,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724916","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 : 2023-01-01DOI: 10.1080/17404622.2022.2162558
Rebecca Bryant Penrose
Courses: Interpersonal Communication, Communication & Identity, Social Cognition/Influence, Diversity Studies, Rhetorical Theory and Criticism. Objectives: This activity examines children’s books as a tool in the formation of social expectations, attitudes, and acceptance. It offers an opportunity to discuss effective ways to promote inclusion and discourage ableism accurately and respectfully. Students also practice critical analysis using established standards for high-quality literature in this subgenre.
{"title":"Normalizing disability using children’s literature","authors":"Rebecca Bryant Penrose","doi":"10.1080/17404622.2022.2162558","DOIUrl":"https://doi.org/10.1080/17404622.2022.2162558","url":null,"abstract":"Courses: Interpersonal Communication, Communication & Identity, Social Cognition/Influence, Diversity Studies, Rhetorical Theory and Criticism. Objectives: This activity examines children’s books as a tool in the formation of social expectations, attitudes, and acceptance. It offers an opportunity to discuss effective ways to promote inclusion and discourage ableism accurately and respectfully. Students also practice critical analysis using established standards for high-quality literature in this subgenre.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"171 - 177"},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46210920","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 : 2023-01-01DOI: 10.1080/17404622.2022.2162559
Sophie S. Downing, China Billotte Verhoff
The hidden curriculum (HC) consists of implicit knowledge rooted in curricula and found throughout students’ experiences navigating higher education (e.g. understanding professional email etiquette, graduate school applications and funding opportunities, or often taken-for-granted programs like Title IX and disability accommodations). In this semester-long activity, we encourage communication instructors to integrate HC mini lessons to share information that mitigates social capital and knowledge disparities, facilitates student reflection, and fosters classroom community. Through considering one’s positionality, strategically incorporating HC mini lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include increased understanding of how to navigate higher education and positive student–instructor relational dynamics. Courses: This semester-long activity is suited to introductory communication courses (especially regarding identity, positionality, power, and/or privilege) and other topical communication courses (e.g. interpersonal, organizational, cultural, or critical theory). Objectives: Hidden curriculum (HC) mini lessons will help students to: (1) understand the HC and analyze how it impacts their academic experiences, (2) identify specific areas of the HC that they struggle with, (3) gain important knowledge to better navigate systems of higher education, and (4) foster a connected classroom community.
{"title":"Incorporating mini lessons on the hidden curriculum in communication classrooms","authors":"Sophie S. Downing, China Billotte Verhoff","doi":"10.1080/17404622.2022.2162559","DOIUrl":"https://doi.org/10.1080/17404622.2022.2162559","url":null,"abstract":"The hidden curriculum (HC) consists of implicit knowledge rooted in curricula and found throughout students’ experiences navigating higher education (e.g. understanding professional email etiquette, graduate school applications and funding opportunities, or often taken-for-granted programs like Title IX and disability accommodations). In this semester-long activity, we encourage communication instructors to integrate HC mini lessons to share information that mitigates social capital and knowledge disparities, facilitates student reflection, and fosters classroom community. Through considering one’s positionality, strategically incorporating HC mini lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include increased understanding of how to navigate higher education and positive student–instructor relational dynamics. Courses: This semester-long activity is suited to introductory communication courses (especially regarding identity, positionality, power, and/or privilege) and other topical communication courses (e.g. interpersonal, organizational, cultural, or critical theory). Objectives: Hidden curriculum (HC) mini lessons will help students to: (1) understand the HC and analyze how it impacts their academic experiences, (2) identify specific areas of the HC that they struggle with, (3) gain important knowledge to better navigate systems of higher education, and (4) foster a connected classroom community.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"246 - 253"},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45000673","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}
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