Pub Date : 2022-12-26DOI: 10.1080/17404622.2022.2153891
Robert L. Ballard, Tammy Swenson-Lepper
Young adults and teenagers spend a significant amount of time each day using social media, but very few of them have thought about the ethical implications of what they post or view on these platforms. This activity provides students with the opportunity to (1) log and evaluate the amount of time and types of posts they are creating on social media, and (2) view a made-up social media story from Snapchat where student can assess their own ethical sensitivity (Rest, J. R. (1983). Morality. In P. H. Mussen (Ed.), Handbook of child psychology: Vol. 3: Cognitive development 4th ed. (pp. 556–629). John Wiley) for a variety of ethical issues. Courses: Communication Ethics, Social Media and Communication, Communication, Diversity, and Inclusion. Objectives: The objectives of this single-class activity are to: (1) reflect on one’s own usage and communication behavior on social media; (2) identify and reflect on ethical dilemmas and moral awareness; (3) discuss the intersections of communication ethics and social media; and (4) articulate how social media and digitally mediated communication impact communication ethics and communication behavior.
{"title":"Examining students’ social media use and ethical awareness: Class activities and “Coastal Succulents”","authors":"Robert L. Ballard, Tammy Swenson-Lepper","doi":"10.1080/17404622.2022.2153891","DOIUrl":"https://doi.org/10.1080/17404622.2022.2153891","url":null,"abstract":"Young adults and teenagers spend a significant amount of time each day using social media, but very few of them have thought about the ethical implications of what they post or view on these platforms. This activity provides students with the opportunity to (1) log and evaluate the amount of time and types of posts they are creating on social media, and (2) view a made-up social media story from Snapchat where student can assess their own ethical sensitivity (Rest, J. R. (1983). Morality. In P. H. Mussen (Ed.), Handbook of child psychology: Vol. 3: Cognitive development 4th ed. (pp. 556–629). John Wiley) for a variety of ethical issues. Courses: Communication Ethics, Social Media and Communication, Communication, Diversity, and Inclusion. Objectives: The objectives of this single-class activity are to: (1) reflect on one’s own usage and communication behavior on social media; (2) identify and reflect on ethical dilemmas and moral awareness; (3) discuss the intersections of communication ethics and social media; and (4) articulate how social media and digitally mediated communication impact communication ethics and communication behavior.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"198 - 206"},"PeriodicalIF":0.4,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41729307","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 : 2022-10-07DOI: 10.1080/17404622.2022.2127820
Mega Fariziah Nur Humairoh
For many years, intercultural communicative competence (ICC) has been discussed to elucidate the development of students’ awareness, skill, and experience in regard to intercultural communication. Yet, practical suggestions for enhancing teachers’ or teacher educators’ practice in intercultural communication classrooms are scarce. To fill this void, this article presents the use of culture-based digital storytelling (DST) tasks to promote intercultural awareness and identity in multicultural classroom settings. To begin with, this article explores how DST tasks are designed to mediate students representing their cultural identity and building their intercultural awareness through a pedagogical intervention of DST. Then, reflection is presented to give potential practical implications for teachers and teacher educators in designing and implementing DST-mediated cultural learning. Courses: Language, Culture, and Society; Intercultural Communication; Cross-Cultural Understanding; any course with an intercultural communication unit/cultural study. Objectives: After completing this project, students are able to: (1) express their cultural identities from their point of view verbally and visually; (2) maximize their multimodal literacy and design creatively; (3) activate their background experiences to illustrate their intersecting cultural ideas critically; (4) further enhance their critical thinking and cultural awareness; (5) reflect their cultural identities in enhancing their intercultural competence; and (6) apply cultural identity theory to demonstrate and analyze their cultural ideas.
{"title":"Building undergraduate students’ cultural identity through digital storytelling","authors":"Mega Fariziah Nur Humairoh","doi":"10.1080/17404622.2022.2127820","DOIUrl":"https://doi.org/10.1080/17404622.2022.2127820","url":null,"abstract":"For many years, intercultural communicative competence (ICC) has been discussed to elucidate the development of students’ awareness, skill, and experience in regard to intercultural communication. Yet, practical suggestions for enhancing teachers’ or teacher educators’ practice in intercultural communication classrooms are scarce. To fill this void, this article presents the use of culture-based digital storytelling (DST) tasks to promote intercultural awareness and identity in multicultural classroom settings. To begin with, this article explores how DST tasks are designed to mediate students representing their cultural identity and building their intercultural awareness through a pedagogical intervention of DST. Then, reflection is presented to give potential practical implications for teachers and teacher educators in designing and implementing DST-mediated cultural learning. Courses: Language, Culture, and Society; Intercultural Communication; Cross-Cultural Understanding; any course with an intercultural communication unit/cultural study. Objectives: After completing this project, students are able to: (1) express their cultural identities from their point of view verbally and visually; (2) maximize their multimodal literacy and design creatively; (3) activate their background experiences to illustrate their intersecting cultural ideas critically; (4) further enhance their critical thinking and cultural awareness; (5) reflect their cultural identities in enhancing their intercultural competence; and (6) apply cultural identity theory to demonstrate and analyze their cultural ideas.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"235 - 245"},"PeriodicalIF":0.4,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355572","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 : 2022-10-06DOI: 10.1080/17404622.2022.2127821
Isabelle Bauman
Courses: Communication Theory; Research Methods; Mass Communication Theory. Objectives: This activity introduces students to the socially constructed nature of theorizing through having a few students sort a bag of random items in ways of their choice. The class then discusses the categories of sorted items in terms of their properties as theories examining things like, how the theory used affected perceptions of the items and how the theorist affected the qualities of the theory.
{"title":"Bagging a theory: A random sorting activity for teaching theorizing","authors":"Isabelle Bauman","doi":"10.1080/17404622.2022.2127821","DOIUrl":"https://doi.org/10.1080/17404622.2022.2127821","url":null,"abstract":"Courses: Communication Theory; Research Methods; Mass Communication Theory. Objectives: This activity introduces students to the socially constructed nature of theorizing through having a few students sort a bag of random items in ways of their choice. The class then discusses the categories of sorted items in terms of their properties as theories examining things like, how the theory used affected perceptions of the items and how the theorist affected the qualities of the theory.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"194 - 197"},"PeriodicalIF":0.4,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43938287","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 : 2022-09-30DOI: 10.1080/17404622.2022.2123110
Evan K. Perrault
It may be possible to teach students in undergraduate research methods courses about replication, while simultaneously providing the discipline a means to solve what some have called a replication “crisis.” Over the span of three consecutive fall semesters, students replicated Cialdini and Schroeder’s “even a penny will help” (EPH) donation solicitation experiment. A meta-analysis of the three semesters supports the original study’s finding: a larger percentage donated in the EPH condition. However, it does not find support for no differences in contribution size; instead, the standard request generated greater donation amounts. Recommendations for utilizing methods courses for increasing replication attempts are discussed.
{"title":"Teaching replication through replication to solve the replication “crisis”","authors":"Evan K. Perrault","doi":"10.1080/17404622.2022.2123110","DOIUrl":"https://doi.org/10.1080/17404622.2022.2123110","url":null,"abstract":"It may be possible to teach students in undergraduate research methods courses about replication, while simultaneously providing the discipline a means to solve what some have called a replication “crisis.” Over the span of three consecutive fall semesters, students replicated Cialdini and Schroeder’s “even a penny will help” (EPH) donation solicitation experiment. A meta-analysis of the three semesters supports the original study’s finding: a larger percentage donated in the EPH condition. However, it does not find support for no differences in contribution size; instead, the standard request generated greater donation amounts. Recommendations for utilizing methods courses for increasing replication attempts are discussed.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"220 - 226"},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881796","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 : 2022-09-14DOI: 10.1080/17404622.2022.2117395
Weixu Lu
“Zoom class” has become a prevailing norm for online synchronous learning during the COVID-19 pandemic. However, Zoom classes are often associated with fatigue and lack of student engagement. Theories of computer-mediated communication suggest that text-based, low-bandwidth, online communication may yield more positive communication outcomes than face-to-face and high-bandwidth channels. This paper introduces an innovative teaching method that uses Slack—a text-based, persistent-chat platform in online synchronous classes. Courses Instructors can implement this learning method into a wide variety of courses that benefit from in-class discussions and student participation. Objectives This teaching practice will help improve students’ engagement and buy-in in synchronous online classes.
{"title":"Socrates on Slack: Text-based, persistent-chat platforms as an alternative to “Zoom classes” in synchronous online learning","authors":"Weixu Lu","doi":"10.1080/17404622.2022.2117395","DOIUrl":"https://doi.org/10.1080/17404622.2022.2117395","url":null,"abstract":"“Zoom class” has become a prevailing norm for online synchronous learning during the COVID-19 pandemic. However, Zoom classes are often associated with fatigue and lack of student engagement. Theories of computer-mediated communication suggest that text-based, low-bandwidth, online communication may yield more positive communication outcomes than face-to-face and high-bandwidth channels. This paper introduces an innovative teaching method that uses Slack—a text-based, persistent-chat platform in online synchronous classes. Courses Instructors can implement this learning method into a wide variety of courses that benefit from in-class discussions and student participation. Objectives This teaching practice will help improve students’ engagement and buy-in in synchronous online classes.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"141 - 150"},"PeriodicalIF":0.4,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42052386","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 : 2022-09-13DOI: 10.1080/17404622.2022.2120627
K. Miller
Courses: Introduction to Corporate Communication, Introduction to Organizational Communication, Topics in Organizational Communication. Objectives: This activity aims to give students an opportunity and space to critique and examine organizational activities and business practices, and how this may impact students’ future employment or consumer choices. In other words, this activity illustrates the notion of organizational identification through evaluation of company activities, mission and vision statements, business practices, and efforts.
{"title":"Reverse cybervetting: Evaluating company practices to illustrate organizational identification","authors":"K. Miller","doi":"10.1080/17404622.2022.2120627","DOIUrl":"https://doi.org/10.1080/17404622.2022.2120627","url":null,"abstract":"Courses: Introduction to Corporate Communication, Introduction to Organizational Communication, Topics in Organizational Communication. Objectives: This activity aims to give students an opportunity and space to critique and examine organizational activities and business practices, and how this may impact students’ future employment or consumer choices. In other words, this activity illustrates the notion of organizational identification through evaluation of company activities, mission and vision statements, business practices, and efforts.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"188 - 193"},"PeriodicalIF":0.4,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41991242","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 : 2022-09-11DOI: 10.1080/17404622.2022.2118340
Brandon B. Golob
ABSTRACT Social media is a defining part of contemporary communication. College-aged students, as frequent users of these platforms, are often aware of their functionality but less knowledgeable about their additional impact beyond social networking. In sum, these platforms intersect with a vast legal landscape that can be difficult for even the most avid users to navigate. Thus, this course and its primary project are designed as a “Know Your Rights” primer, equipping students with the skills and knowledge necessary to use social media responsibly in both personal and professional contexts. Each student creates a primer that consist of three central chapters—(1) Social Media Self-Assessment, (2) In-Depth Platform Analysis, and (3) Legal Considerations—that train them to articulate, analyze, and apply their digital rights across the most commonly used social media platforms. Ultimately, students learn how to navigate an online world better that many believe they have already mastered and are empowered to think twice before they click once. Courses Media Studies, Digital Communication, Introduction to Mass Communication, Communication Ethics, Social Media. Objectives Through this course and its primary project, students will learn to: (1) explain their individual rights as they pertain specifically to social media and more broadly to the U.S. Constitution; (2) describe ways new and emerging communication technologies have reshaped, and continue to impact, issues related to law, justice, and social relations generally; (3) critique how social media, Internet television, and other communication technologies have affected their own understandings of privacy and law; (4) classify the differences among social media platforms’ evolutions, as well as their terms of use and data privacy policies; and (5) recognize the potential positive and negative ramifications of their personal online media presence.
{"title":"Finding me in social me-dia: Teaching students to use social networking platforms legally and mindfully","authors":"Brandon B. Golob","doi":"10.1080/17404622.2022.2118340","DOIUrl":"https://doi.org/10.1080/17404622.2022.2118340","url":null,"abstract":"ABSTRACT Social media is a defining part of contemporary communication. College-aged students, as frequent users of these platforms, are often aware of their functionality but less knowledgeable about their additional impact beyond social networking. In sum, these platforms intersect with a vast legal landscape that can be difficult for even the most avid users to navigate. Thus, this course and its primary project are designed as a “Know Your Rights” primer, equipping students with the skills and knowledge necessary to use social media responsibly in both personal and professional contexts. Each student creates a primer that consist of three central chapters—(1) Social Media Self-Assessment, (2) In-Depth Platform Analysis, and (3) Legal Considerations—that train them to articulate, analyze, and apply their digital rights across the most commonly used social media platforms. Ultimately, students learn how to navigate an online world better that many believe they have already mastered and are empowered to think twice before they click once. Courses Media Studies, Digital Communication, Introduction to Mass Communication, Communication Ethics, Social Media. Objectives Through this course and its primary project, students will learn to: (1) explain their individual rights as they pertain specifically to social media and more broadly to the U.S. Constitution; (2) describe ways new and emerging communication technologies have reshaped, and continue to impact, issues related to law, justice, and social relations generally; (3) critique how social media, Internet television, and other communication technologies have affected their own understandings of privacy and law; (4) classify the differences among social media platforms’ evolutions, as well as their terms of use and data privacy policies; and (5) recognize the potential positive and negative ramifications of their personal online media presence.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"151 - 158"},"PeriodicalIF":0.4,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43760616","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 : 2022-08-30DOI: 10.1080/17404622.2022.2113903
L. Mark, Elena Steiner
ABSTRACT This experiential activity invites students to investigate the mental, affective, and behavioral effects of personal investment and authenticity during intercultural conversation. We invite students to create intercultural interactions through engaging in un/familiar conversational subject matter to simulate the sensations of navigating cultural unfamiliarity. In our test runs of this activity, we explored how common ground is generated and extended when a participant navigates unfamiliar conversational terrain. We share student discoveries about their perceived affordances and connect their experiences to Cultural Intelligence (CQ) development. These results may inform future learning activities to develop intercultural competence through embodied attunement. Courses Interpersonal Communication, Intercultural Communication, Conflict Resolution and Negotiation, Leadership and Ethics, Civil Discourse, Nonverbal Communication. Objectives Through this assignment, students will (1) investigate mental, affective, and behavioral adaptive effects during intercultural conversations; (2) articulate embodied responses and practice navigating discomfort in un/familiar terrain; (3) identify aspects that generate and extend common ground or create disengagement in intercultural conversations; (4) explore adjusting conversational rhythms to improve topical understanding; and (5) practice approaches that allow partners to engage more fully.
{"title":"Mind–body connections during intercultural conversations","authors":"L. Mark, Elena Steiner","doi":"10.1080/17404622.2022.2113903","DOIUrl":"https://doi.org/10.1080/17404622.2022.2113903","url":null,"abstract":"ABSTRACT This experiential activity invites students to investigate the mental, affective, and behavioral effects of personal investment and authenticity during intercultural conversation. We invite students to create intercultural interactions through engaging in un/familiar conversational subject matter to simulate the sensations of navigating cultural unfamiliarity. In our test runs of this activity, we explored how common ground is generated and extended when a participant navigates unfamiliar conversational terrain. We share student discoveries about their perceived affordances and connect their experiences to Cultural Intelligence (CQ) development. These results may inform future learning activities to develop intercultural competence through embodied attunement. \u0000 Courses\u0000 Interpersonal Communication, Intercultural Communication, Conflict Resolution and Negotiation, Leadership and Ethics, Civil Discourse, Nonverbal Communication. \u0000 Objectives\u0000 Through this assignment, students will (1) investigate mental, affective, and behavioral adaptive effects during intercultural conversations; (2) articulate embodied responses and practice navigating discomfort in un/familiar terrain; (3) identify aspects that generate and extend common ground or create disengagement in intercultural conversations; (4) explore adjusting conversational rhythms to improve topical understanding; and (5) practice approaches that allow partners to engage more fully.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"83 - 88"},"PeriodicalIF":0.4,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45900889","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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