Pub Date : 2022-08-16DOI: 10.1080/17404622.2022.2020417
David Kahl
As I publish my final issue of Communication Teacher, I would like to express the honor it has been to curate this journal during the past several years. I have always aspired to edit a National Communication Association (NCA) journal—specifically this journal. As a critical communication pedagogy (CCP) scholar who is focused on praxis, Communication Teacher has been an important outlet for my own scholarship because it has allowed me to articulate how CCP can be applied in the classroom to work toward societal change. My role as editor has helped me to recognize further the unique space that Communication Teacher occupies in NCA’s journal offerings Specifically, Communication Teacher fills an important gap in the extant scholarship. Communication Teacher allows communication instructors to improve pedagogical practice through the publication of original teaching activities that can be directly implemented in the classroom and through its educational assessment articles that can be used to modify and improve instruction. Thus, one strength of the journal is its applied pedagogical focus. During my time as editor, I have been provided with a unique vantage point from which I have been able to view the myriad ways in which communication scholars, instructors, and practitioners utilize the journal. My term has allowed me numerous opportunities to interact with the readers of Communication Teacher, which has helped me to better understand how readers use the journal and the impact that the journal has on their pedagogical experiences. It is these interactions that made me better recognize the journal’s second major strength. While attending NCA, International Communication Assocation (ICA), and regional communication conferences, I have spoken to many instructors about the journal. Specifically, I have spoken at NCA division meetings, NCA editor presentations, and on conference panels and workshops at ICA and regional conferences about the journal, its aims and scope, and strategies to publish in the journal successfully. These conversations made me more fully aware of the positive effect that Communication Teacher has on so many instructors and taught me a great deal about the ways in which readers use it. A multitude of conference attendees have communicated to me that Communication Teacher is the primary journal they read. Also, many faculty, whose primary focus is teaching, have indicated that they require scholarship that provides succinct, applicable ways to improve their pedagogy. Thus, for many readers, Communication Teacher does what scholarship needs to accomplish. These conversations also helped me to recognize the second
{"title":"Editor’s introduction: Communication Teacher’s impact as a journal of applied and translational scholarship","authors":"David Kahl","doi":"10.1080/17404622.2022.2020417","DOIUrl":"https://doi.org/10.1080/17404622.2022.2020417","url":null,"abstract":"As I publish my final issue of Communication Teacher, I would like to express the honor it has been to curate this journal during the past several years. I have always aspired to edit a National Communication Association (NCA) journal—specifically this journal. As a critical communication pedagogy (CCP) scholar who is focused on praxis, Communication Teacher has been an important outlet for my own scholarship because it has allowed me to articulate how CCP can be applied in the classroom to work toward societal change. My role as editor has helped me to recognize further the unique space that Communication Teacher occupies in NCA’s journal offerings Specifically, Communication Teacher fills an important gap in the extant scholarship. Communication Teacher allows communication instructors to improve pedagogical practice through the publication of original teaching activities that can be directly implemented in the classroom and through its educational assessment articles that can be used to modify and improve instruction. Thus, one strength of the journal is its applied pedagogical focus. During my time as editor, I have been provided with a unique vantage point from which I have been able to view the myriad ways in which communication scholars, instructors, and practitioners utilize the journal. My term has allowed me numerous opportunities to interact with the readers of Communication Teacher, which has helped me to better understand how readers use the journal and the impact that the journal has on their pedagogical experiences. It is these interactions that made me better recognize the journal’s second major strength. While attending NCA, International Communication Assocation (ICA), and regional communication conferences, I have spoken to many instructors about the journal. Specifically, I have spoken at NCA division meetings, NCA editor presentations, and on conference panels and workshops at ICA and regional conferences about the journal, its aims and scope, and strategies to publish in the journal successfully. These conversations made me more fully aware of the positive effect that Communication Teacher has on so many instructors and taught me a great deal about the ways in which readers use it. A multitude of conference attendees have communicated to me that Communication Teacher is the primary journal they read. Also, many faculty, whose primary focus is teaching, have indicated that they require scholarship that provides succinct, applicable ways to improve their pedagogy. Thus, for many readers, Communication Teacher does what scholarship needs to accomplish. These conversations also helped me to recognize the second","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"255 - 257"},"PeriodicalIF":0.4,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41757995","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 : 2022-08-08DOI: 10.1080/17404622.2022.2104891
Amy Arellano
Traditionally, informative speeches are relegated to be passive. The classic scope of informative speeches does not consider “live” or “lived” rhetoric. After teaching public speaking for most of my career, there are times when one needs to reinvigorate assignments. This assignment challenges how we utilize memory and place to encourage students to view spatial informative speeches as more than “giving directions.” This assignment design acknowledges the growing concern of accounting for the human impact one has on both place and space. Courses Public Speaking, Persuasion, Introduction to Communication. Objectives This assignment aims to (1) increase the student’s understanding of memory and how it relates to other canons; (2) encourage the student to engage in personal memory, spatial memory, and cultural memory; (3) challenge the classical function of memory as mere storage; and (4) expand mediated options and possibilities when considering visual aids.
{"title":"Rephotography: Reviving spatial speeches and memory","authors":"Amy Arellano","doi":"10.1080/17404622.2022.2104891","DOIUrl":"https://doi.org/10.1080/17404622.2022.2104891","url":null,"abstract":"Traditionally, informative speeches are relegated to be passive. The classic scope of informative speeches does not consider “live” or “lived” rhetoric. After teaching public speaking for most of my career, there are times when one needs to reinvigorate assignments. This assignment challenges how we utilize memory and place to encourage students to view spatial informative speeches as more than “giving directions.” This assignment design acknowledges the growing concern of accounting for the human impact one has on both place and space. Courses Public Speaking, Persuasion, Introduction to Communication. Objectives This assignment aims to (1) increase the student’s understanding of memory and how it relates to other canons; (2) encourage the student to engage in personal memory, spatial memory, and cultural memory; (3) challenge the classical function of memory as mere storage; and (4) expand mediated options and possibilities when considering visual aids.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"89 - 92"},"PeriodicalIF":0.4,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613609","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 : 2022-06-22DOI: 10.1080/17404622.2022.2085756
Timothy P. McKenna-Buchanan
Courses Foundations of Human Communication, Interpersonal Communication, Intercultural Communication. Objectives Through this assignment, students will: (1) identify examples of microaggressions, and (2) apply supportive communication climates of description, problem orientation, and empathy through communicative behaviors.
{"title":"Let’s talk about it: Identifying microaggressions and applying supportive communication climates through interpersonal role-plays","authors":"Timothy P. McKenna-Buchanan","doi":"10.1080/17404622.2022.2085756","DOIUrl":"https://doi.org/10.1080/17404622.2022.2085756","url":null,"abstract":"Courses Foundations of Human Communication, Interpersonal Communication, Intercultural Communication. Objectives Through this assignment, students will: (1) identify examples of microaggressions, and (2) apply supportive communication climates of description, problem orientation, and empathy through communicative behaviors.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"106 - 112"},"PeriodicalIF":0.4,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408072","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 : 2022-06-12DOI: 10.1080/17404622.2022.2083646
Chen Kertcher, Ornat Turin
Courses Media Literacy, Collective Memory, Political History. Objectives The aim of this unit is for students to understand the role of feature films in the construction of historical memory. The proposed teaching unit deals with the analysis of biases and the construction of narrative in war films. The class was divided into groups, and competition was declared; students were challenged to find as many mistakes as possible in three contemporary war films. Discussing flaws allowed the unveiling of narrative biases, myths, and the role of feature films in the construction of historical memory.
{"title":"Understanding the construction of historical memory: Identifying mistakes in war movies","authors":"Chen Kertcher, Ornat Turin","doi":"10.1080/17404622.2022.2083646","DOIUrl":"https://doi.org/10.1080/17404622.2022.2083646","url":null,"abstract":"Courses\u0000 Media Literacy, Collective Memory, Political History. \u0000 Objectives\u0000 The aim of this unit is for students to understand the role of feature films in the construction of historical memory. The proposed teaching unit deals with the analysis of biases and the construction of narrative in war films. The class was divided into groups, and competition was declared; students were challenged to find as many mistakes as possible in three contemporary war films. Discussing flaws allowed the unveiling of narrative biases, myths, and the role of feature films in the construction of historical memory.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"126 - 131"},"PeriodicalIF":0.4,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44354539","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 : 2022-05-29DOI: 10.1080/17404622.2022.2077973
Sandra L. Faulkner, Wendy Watson, Jaclyn R. Shetterly
Young adults hold many stereotypes about aging and older adults that formal education cannot always address. Interaction and community engagement projects with older adults can challenge and dispel stereotypes young adults hold about older adults. This semester-long project is designed for undergraduate students in interpersonal and relational communication classes to engage in intergenerational dialogue to ease social isolation, interact across generations, and dispel ageist stereotypes through community engagement. Courses Communication across the Life Course, Family Communication, Interpersonal Communication, Intergenerational Communication, Relational Communication. Objectives The purpose of this semester-long project is for participants: (1) to engage in meaningful conversation and dialogue with older adults; (2) to build relationships with community partners; (3) to learn skills in interacting across generations; and (4) to reflect on their attitudes and attitude change toward older adults.
{"title":"Intergenerational Connections: An online community engagement project","authors":"Sandra L. Faulkner, Wendy Watson, Jaclyn R. Shetterly","doi":"10.1080/17404622.2022.2077973","DOIUrl":"https://doi.org/10.1080/17404622.2022.2077973","url":null,"abstract":"Young adults hold many stereotypes about aging and older adults that formal education cannot always address. Interaction and community engagement projects with older adults can challenge and dispel stereotypes young adults hold about older adults. This semester-long project is designed for undergraduate students in interpersonal and relational communication classes to engage in intergenerational dialogue to ease social isolation, interact across generations, and dispel ageist stereotypes through community engagement. Courses Communication across the Life Course, Family Communication, Interpersonal Communication, Intergenerational Communication, Relational Communication. Objectives The purpose of this semester-long project is for participants: (1) to engage in meaningful conversation and dialogue with older adults; (2) to build relationships with community partners; (3) to learn skills in interacting across generations; and (4) to reflect on their attitudes and attitude change toward older adults.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"132 - 140"},"PeriodicalIF":0.4,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44542843","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 : 2022-05-27DOI: 10.1080/17404622.2022.2075023
Carolyn E. Nielsen, Arwa Kooli
Access to online data sets and free, data-visualization software programs that don’t require coding skills has given journalism students the ability to produce charts, maps, and graphs quickly. Maps that used to require weeks of software training and expensive programs to create can now be produced in less than an hour. However, students must learn to question their own biases when using these powerful tools—particularly when reporting on the unfamiliar. Working in an international context illuminates these assumptions and helps students learn the need to challenge their inherent biases habitually in using data to visualize “the other.” Courses This lesson is appropriate for undergraduate or graduate classes that teach skills such as reporting, digital storytelling, international reporting, global journalism, and data visualization. The international focus broadens students’ critical thinking about ethics and representation. Objectives This lesson introduces students to data analysis and visualization using a blend of skills acquisition and ethical questions meant to stimulate cross-cultural critical thinking. It helps students explore the power of data to reinforce or challenge assumptions and reinforces the idea that data are not neutral. Students learn the importance of contextualizing data and building understanding before analyzing or visualizing. This lesson also aims to help students challenge stereotypes they might have about one another’s cultures. By working in cross-national teams, they learn to explore biases and question assumptions as they create the visualization together.
{"title":"Not “just the facts”: Challenging assumptions in cross-national data journalism","authors":"Carolyn E. Nielsen, Arwa Kooli","doi":"10.1080/17404622.2022.2075023","DOIUrl":"https://doi.org/10.1080/17404622.2022.2075023","url":null,"abstract":"Access to online data sets and free, data-visualization software programs that don’t require coding skills has given journalism students the ability to produce charts, maps, and graphs quickly. Maps that used to require weeks of software training and expensive programs to create can now be produced in less than an hour. However, students must learn to question their own biases when using these powerful tools—particularly when reporting on the unfamiliar. Working in an international context illuminates these assumptions and helps students learn the need to challenge their inherent biases habitually in using data to visualize “the other.” \u0000 Courses\u0000 This lesson is appropriate for undergraduate or graduate classes that teach skills such as reporting, digital storytelling, international reporting, global journalism, and data visualization. The international focus broadens students’ critical thinking about ethics and representation. \u0000 Objectives\u0000 This lesson introduces students to data analysis and visualization using a blend of skills acquisition and ethical questions meant to stimulate cross-cultural critical thinking. It helps students explore the power of data to reinforce or challenge assumptions and reinforces the idea that data are not neutral. Students learn the importance of contextualizing data and building understanding before analyzing or visualizing. This lesson also aims to help students challenge stereotypes they might have about one another’s cultures. By working in cross-national teams, they learn to explore biases and question assumptions as they create the visualization together.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"100 - 105"},"PeriodicalIF":0.4,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297445","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 : 2022-05-24DOI: 10.1080/17404622.2022.2075024
Elizabeth A. Munz, R. D. Gatchet, Maxine Gesualdi
Inspired by “choose your own adventure” books, this unit activity helps students differentiate between ontology, epistemology, axiology, methodology, and method. While completing the activity over two weeks, students apply these concepts to the study of a topic of the instructor’s choosing (illustrated here through the lens of family communication). Students who completed the full unit activity improved their exam performance compared to students in a previous semester who did not. Courses Communication Research, Communication Theory. Objectives Upon completion of this unit, students will be able to (1) apply the concepts ontology, epistemology, axiology, methodology, and method to a research exemplar; (2) differentiate between ontology, epistemology, and axiology; and (3) differentiate between methodology and method.
{"title":"Choose your own adventure: Expanding students’ theoretical and methodological vocabularies","authors":"Elizabeth A. Munz, R. D. Gatchet, Maxine Gesualdi","doi":"10.1080/17404622.2022.2075024","DOIUrl":"https://doi.org/10.1080/17404622.2022.2075024","url":null,"abstract":"Inspired by “choose your own adventure” books, this unit activity helps students differentiate between ontology, epistemology, axiology, methodology, and method. While completing the activity over two weeks, students apply these concepts to the study of a topic of the instructor’s choosing (illustrated here through the lens of family communication). Students who completed the full unit activity improved their exam performance compared to students in a previous semester who did not. Courses Communication Research, Communication Theory. Objectives Upon completion of this unit, students will be able to (1) apply the concepts ontology, epistemology, axiology, methodology, and method to a research exemplar; (2) differentiate between ontology, epistemology, and axiology; and (3) differentiate between methodology and method.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"120 - 125"},"PeriodicalIF":0.4,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46005946","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 : 2022-05-18DOI: 10.1080/17404622.2022.2072922
David E. Clementson
ABSTRACT Public relations and strategic communication are offered in communication departments with a field of study largely geared toward professional communicators. The majors place a heavy emphasis on internships, which seem to be more competitive than ever. A class project can jumpstart students’ preparation for entry-level positions in the industry by bolstering their ability to receive and excel at an internship. This paper provides instructors of courses in public relations and strategic communication with the tools to implement a semester-long class project. The series of assignments will embolden students to enter the communication profession with confidence and ethical certitude, grounded in practice and theory of ethics in public relations and strategic communication. Grading rubrics and further detailed instructions for each assignment are provided in the Supplementary Information.
{"title":"Approaching the public relations profession with ease and ethical expertise: A class project to encourage, equip, and empower students entering the internship market","authors":"David E. Clementson","doi":"10.1080/17404622.2022.2072922","DOIUrl":"https://doi.org/10.1080/17404622.2022.2072922","url":null,"abstract":"ABSTRACT Public relations and strategic communication are offered in communication departments with a field of study largely geared toward professional communicators. The majors place a heavy emphasis on internships, which seem to be more competitive than ever. A class project can jumpstart students’ preparation for entry-level positions in the industry by bolstering their ability to receive and excel at an internship. This paper provides instructors of courses in public relations and strategic communication with the tools to implement a semester-long class project. The series of assignments will embolden students to enter the communication profession with confidence and ethical certitude, grounded in practice and theory of ethics in public relations and strategic communication. Grading rubrics and further detailed instructions for each assignment are provided in the Supplementary Information.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"159 - 170"},"PeriodicalIF":0.4,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47215626","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 : 2022-05-15DOI: 10.1080/17404622.2022.2070647
Kaylin Lane, Hunter Scott Thomas
“Targeting an Audience: A Discussion of Relevant Variables and a Test of Priming” is a teaching activity created to further students’ knowledge of persuasive message reception and priming—a persuasion tactic often used in advertising by brands. Explanations of intended courses, learning objectives, and rationale are provided to help instructors understand why this activity may be impactful in their classrooms. Additionally, advice for facilitating the activity, including information on the materials, preparation, and a breakdown of the activity’s two parts, is provided as a guide for instructors to add this activity to their lesson plan. This activity was written for submission after successful facilitation in a graduate-level communication course, although applications extend beyond this level. An appraisal of the activity suggests limitations and variations of the activity. Originally developed as part of an instructional discussion for a graduate seminar in persuasion, “Targeting an Audience: A Discussion of Relevant Variables and a Test of Priming” is presented in this manuscript as an engaging activity to introduce any college-level student to the ideas of persuasive message reception and priming. Myers et al. (A curricular view of communication course offerings of national communication association department members. Communication Education, 70(4), 421–434, 2021) found persuasion to be the second most commonly offered course among National Communication Association department members, which may suggest that materials and activities to teach persuasion, such as presented in this manuscript, are in high demand. Courses: This activity is intended for use as part of a persuasive communication course lesson in which persuasive message effects on receivers are discussed. Although originally developed for a graduate seminar in persuasion, this activity may also be facilitated in undergraduate persuasion or introductory communication courses. Objectives: By participating in this activity, students will: (1) be able to define individual variables that influence a message receiver; (2) understand the effect of the variables on message reception through discussion of basic research findings and personal experiences; (3) apply the variables to suggest the “target audience” of real-life advertising examples; and (4) understand that receivers are not blank slates.
{"title":"Targeting an audience: A discussion of relevant variables and a test of priming","authors":"Kaylin Lane, Hunter Scott Thomas","doi":"10.1080/17404622.2022.2070647","DOIUrl":"https://doi.org/10.1080/17404622.2022.2070647","url":null,"abstract":"“Targeting an Audience: A Discussion of Relevant Variables and a Test of Priming” is a teaching activity created to further students’ knowledge of persuasive message reception and priming—a persuasion tactic often used in advertising by brands. Explanations of intended courses, learning objectives, and rationale are provided to help instructors understand why this activity may be impactful in their classrooms. Additionally, advice for facilitating the activity, including information on the materials, preparation, and a breakdown of the activity’s two parts, is provided as a guide for instructors to add this activity to their lesson plan. This activity was written for submission after successful facilitation in a graduate-level communication course, although applications extend beyond this level. An appraisal of the activity suggests limitations and variations of the activity. Originally developed as part of an instructional discussion for a graduate seminar in persuasion, “Targeting an Audience: A Discussion of Relevant Variables and a Test of Priming” is presented in this manuscript as an engaging activity to introduce any college-level student to the ideas of persuasive message reception and priming. Myers et al. (A curricular view of communication course offerings of national communication association department members. Communication Education, 70(4), 421–434, 2021) found persuasion to be the second most commonly offered course among National Communication Association department members, which may suggest that materials and activities to teach persuasion, such as presented in this manuscript, are in high demand. Courses: This activity is intended for use as part of a persuasive communication course lesson in which persuasive message effects on receivers are discussed. Although originally developed for a graduate seminar in persuasion, this activity may also be facilitated in undergraduate persuasion or introductory communication courses. Objectives: By participating in this activity, students will: (1) be able to define individual variables that influence a message receiver; (2) understand the effect of the variables on message reception through discussion of basic research findings and personal experiences; (3) apply the variables to suggest the “target audience” of real-life advertising examples; and (4) understand that receivers are not blank slates.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"93 - 99"},"PeriodicalIF":0.4,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44924905","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 : 2022-05-10DOI: 10.1080/17404622.2022.2069838
Minglei Zhang
The increasing popularity of the team-based learning (TBL) approach signifies how much the student-centered learning environment contributes to the effectiveness of teaching. Given the need to establish an agreement for groups to communicate their visions for collaborative efforts within the teamwork, this activity provides a basic communicative template for group members to exchange their thoughts and ideas on what distinguishes teamwork from groupwork and what constitutes good teamwork. This activity essentially offers a playground for student groups to engage with the notion of teamwork, identify potential challenges in their team communication, and actively seek solutions to improve their TBL experience. Courses: This activity applies to foundational courses in communication (courses requiring students to work in a team setting for an extended time). Objectives: This activity engages students in a conversational space within a group-based setting, sharing their understanding of what constitutes good teamwork. Thus, the activity is intended to: (1) encourage team members to communicate their goals and expectations, (2) increase the understanding of contribution and appreciation of teamwork, (3) improve the overall TBL experience for team members, and (4) help students understand the differences between group-based learning and TBL experiences.
{"title":"“Groupwork or teamwork?”: Creating the same page for improving team-based learning experience","authors":"Minglei Zhang","doi":"10.1080/17404622.2022.2069838","DOIUrl":"https://doi.org/10.1080/17404622.2022.2069838","url":null,"abstract":"The increasing popularity of the team-based learning (TBL) approach signifies how much the student-centered learning environment contributes to the effectiveness of teaching. Given the need to establish an agreement for groups to communicate their visions for collaborative efforts within the teamwork, this activity provides a basic communicative template for group members to exchange their thoughts and ideas on what distinguishes teamwork from groupwork and what constitutes good teamwork. This activity essentially offers a playground for student groups to engage with the notion of teamwork, identify potential challenges in their team communication, and actively seek solutions to improve their TBL experience. Courses: This activity applies to foundational courses in communication (courses requiring students to work in a team setting for an extended time). \u0000 Objectives:\u0000 This activity engages students in a conversational space within a group-based setting, sharing their understanding of what constitutes good teamwork. Thus, the activity is intended to: (1) encourage team members to communicate their goals and expectations, (2) increase the understanding of contribution and appreciation of teamwork, (3) improve the overall TBL experience for team members, and (4) help students understand the differences between group-based learning and TBL experiences.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"30 - 34"},"PeriodicalIF":0.4,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43123458","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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