Journal of Communication Pedagogy最新文献_第10页

Service-learning as an Effective Pedagogical Approach for Communication Educators 服务学习:交际教育者有效的教学方法

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.07

S. C. Weintraub

引用次数: 0

Critical Communication Pedagogy in/about/through the Communication Classroom 交际课堂中的批判性交际教学法

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.05

Kathryn B. Golsan, C. K. Rudick

引用次数: 13

Best Practices for Facilitating Communication-Centered Professional Development for Non-Communication Faculty 促进非传播学教师以沟通为中心的专业发展的最佳实践

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.20

Stephanie Norander

{"title":"Best Practices for Facilitating Communication-Centered Professional Development for Non-Communication Faculty","authors":"Stephanie Norander","doi":"10.31446/JCP.2018.20","DOIUrl":"https://doi.org/10.31446/JCP.2018.20","url":null,"abstract":"Communication-across-the-curriculum (CxC) programs commonly support non-communication faculty by crafting robust professional development learning experiences. This article presents 10 best practices for facilitating professional development designed to support the teaching and learning of communication competencies in non-communication disciplines. These practices draw on lessons learned from a successful professional development course facilitated by the CxC program at the University of North Carolina at Charlotte. Grounded in a situated communication pedagogy framework, these best practices reflect a communication-centered approach to professional development, thus extending scholarly discourse and practices surrounding CxC programs, communication pedagogy, and professional development of faculty. Communication-across-the-curriculum (CxC) programs support non-communication faculty in facilitating teaching and learning of communication in the disciplines (see Dannels & Gaffney, 2009 for an overview of CxC scholarship). One common way for CxC programs to provide such support is through designing and delivering professional development opportunities. This article presents 10 best practices for facilitating what I term communication-centered professional development for noncommunication faculty. These best practices emerged from a successful professional development course created and facilitated by the CxC program at the University of North Carolina at Charlotte (UNCC) to support non-communication faculty teaching communication intensive courses (also known as oral communication intensive and writing intensive courses) in the disciplines. This course was a six month, blended, intensive learning experience with the goal of facilitating a course design and implementation process grounded in Dannels’s (2001) situated communication pedagogy framework. Stephanie Norander, Department of Communication Studies, University of North Carolina at Charlotte, Charlotte, NC CONTACT: Stephanie Norander snorande@uncc.edu The CxC program at UNC Charlotte is led by Stephanie Norander, Ph.D., Executive Director, and Dr. Heather Bastian, Associate Director. The author would like to acknowledge and express appreciation for Dr. Bastian’s work in co-creating and co-facilitating the professional development course described in this article. Best Practices for Facilitating Communication-Centered Professional Development for Non-Communication 125 Best Practice #1: Foreground Communication Theory and Praxis Although foregrounding communication theory and praxis may sound like an obvious best practice when facilitating communication-centered faculty development, it is important to make explicit this foregrounding for non-communication faculty. Faculty who are unfamiliar with CxC activities often ask questions such as “why can’t students learn how to communicate in a public speaking course?” or “why can’t you just come into my class and do a workshop on speaking or writing?” ","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75316834","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}

引用次数: 0

Creating a Speech Choir: The Bounty of Authentic Audience Experience for Students 创建演讲合唱团:学生的真实听众体验的赏金

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.11

Susan Redding Emel

{"title":"Creating a Speech Choir: The Bounty of Authentic Audience Experience for Students","authors":"Susan Redding Emel","doi":"10.31446/JCP.2018.11","DOIUrl":"https://doi.org/10.31446/JCP.2018.11","url":null,"abstract":"For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to feedback intervention, and limited social activism in an atmosphere of collaboration and creativity. Quite unexpectedly, however, Speech Choir managed to attract both students with performance confidence and those professing high communication apprehension. After many years of teaching the basic course, an advanced public speaking course, and sponsoring a forensics team, I had become increasingly aware of the limitations of laboratorybased public speaking education. Classroom audiences were largely unappreciative and unresponsive to student efforts. Genuine opportunities for audience analysis and, thus, tailoring of presentations to specific audience exigencies, were minimal. At forensics tournaments, the realities of the competitive environment precluded most of the “real life” audience instruction opportunities I sought. Knowing the gap between real and laboratory audiences from my own speaking experiences, I found it difficult to fully explain to students how their training in these settings would translate into their own real-world lives. I thought, “It’s the best that can be done, given the available resources.” Looking into disciplinary research for possible answers, I found that facilitating genuine audience experiences for students on an ongoing basis was all but entirely unaddressed. While researchers have identified the value of authentic audience experiences for students (Derryberry, 59 Journal of Communication Pedagogy 1(1) 1989), the effects of audience-based practice and preparation time on grades (Menzel & Carrell, 1994; Smith & Frymier, 2006), and the idea of brief repeated exposure to audiences as a means of addressing public speaking state anxiety (Finn, Sawyer, & Schrodt, 2009), little research has examined the effects of regular authentic audience exposure on student speaking skills and anxiety-reduction as compared to classroom-only instruction. Moreover, a lack of models for structuring such an educational effort, much less how-to-implement advice, exists. Over the next several years of my teaching career, I discovered a model that provides exactly this regularly recurring genuine audience experience for students. This model—which I have labeled “Speech Choir”—has proved to be sustainable on limited resources and, according to students’ self-reports, has evolved into","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"416 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77130247","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}

引用次数: 0

From the Classroom to the Community: Best Practices in Service-Learning 从课堂到社区:服务学习的最佳实践

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.15

Donna R. Pawlowski

{"title":"From the Classroom to the Community: Best Practices in Service-Learning","authors":"Donna R. Pawlowski","doi":"10.31446/JCP.2018.15","DOIUrl":"https://doi.org/10.31446/JCP.2018.15","url":null,"abstract":"As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning. An essential core mission of many institutions of higher learning is service. One way that service is integrated into university life is through service-learning, which is considered to be a form of experiential education that provides students with an intentional and structured opportunity to apply what they are learning in the classroom to a particular community partner. With deliberate course planning, faculty members help students make meaningful connections between the course content and theory and their community experiences through guided reflective writing and classroom discussion. Service-learning is different from volunteerism or community service in that there is no specific connection of the volunteer work or the service to particular course content or academic activity (Flecky, 2009; Furco, 1996). In such instances, students are engaged in community service “for” the community. Conversely, academic service-learning occurs when faculty create purposeful opportunities for students, typically in a credit-bearing course, that include creating reciprocal relationships with community partners and developing intentional reflection (Crews, 2002; Jacoby, 2015; Heffernan 2001a). As such, Donna R. Pawlowski, Department of Communication Studies/English, Bemidji State University, Bemidji, MN CONTACT: Donna R. Pawlowski dpawlowski@bemidjistate.edu From the Classroom to the Community: Best Practices in Service-Learning 86 service-learning does not simply provide service opportunities for students; rather, it is a collaborative venture that exists among faculty, students, and community partners working “with” each other to meet the needs of all parties and empower the community (Furco, 1996; Howard, 2001). It is a purposeful pedagogy that enriches and connects students’ experiences in and out of the classroom, enhances community relationships, and meets community needs. Advocates (Furco, 2001; Pawlowski, Bruess, & Dickmeyer, 2010; Zlotkowski, 1998) generally agree that not only does academic service-learning encourage students to become more civic-minded, but also that well-designed service-learning opportunities invite students to remain active community members throughout their lives. While various models exist for implementing service-learning into any academic","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77151250","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}

引用次数: 3

Assessing Students' Writing and Public Speaking Self-Efficacy in a Composition and Communication Course 写作与交际课学生写作与演讲自我效能感之评估

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/jcp.2018.08

K. Frey, Jessalyn I. Vallade

{"title":"Assessing Students' Writing and Public Speaking Self-Efficacy in a Composition and Communication Course","authors":"K. Frey, Jessalyn I. Vallade","doi":"10.31446/jcp.2018.08","DOIUrl":"https://doi.org/10.31446/jcp.2018.08","url":null,"abstract":"One avenue for assessing learning involves evaluating self-efficacy, as this psychological belief is a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing selfefficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N = 380) from preand post-test data suggest that students’ reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students’ mastery experiences, operationalized as informative essay and informative speech grades, were related positively to changes in self-efficacy at the end of the semester. These results offer three implications for teaching within this course design and structure. Hart Research Associates (2016) reported that of the Association of American Colleges and Universities (AAC&U) member institutions, 99% assessed general education learning outcomes related to students’ writing skills and 82% assessed oral communication skills (e.g., public speaking). Together, these outcomes represent two of the top four skills desired for undergraduate students (Hart Research Associates, 2016), echoing Booher’s (2005) position that “the ability to express yourself orally and in writing is the single most important skill to career advancement” (p. 13). Consequently, many institutions have shifted towards general education courses planned around principles of multimodal communication, highlighting written and oral outcomes (Reid, Snead, Pettiway, & Simeneaux, 2016). This focus on a variety of skills has led researchers to refer to this design as the basic composition and communication Assessing Students’ Writing and Public Speaking Self-Efficacy in a Composition and Communication Course 28 course (BCCC; see Housley Gaffney & Frisby, 2013; Strawser, Housley Gaffney, DeVito, Kercsmar, & Pennell, 2017). This nuanced design reflects the changing needs of university administration (Valenzano III, 2013) by building competencies across multiple modes and forms of communication. Such changes in curricula necessitate additional approaches to the assessment of students’ achievement of competence regarding these two communication skills. This study meets this need by investigating students’ perceptions of their writing and public speaking competence in a BCCC. To this end, the researchers utilized the concept of self-efficacy from Bandura’s (1986, 1997) social cognitive theory (SCT) as a framework for understanding students’ capabilities. Although self-efficacy does not directly evaluate learning, it has been strongly linked to academic achievements (Klassen & Usher, 2010; Multon, Brown, & Lent, 1991) and conceptually framed as an affective learning outcome (Hou","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75503067","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}

引用次数: 1

Privileged Pedagogy, Vulnerable Voice: Opening Feminist Doors in the Communication Classroom 特权教学法，弱势声音:打开交际课堂的女权主义之门

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.09

D. Stern

{"title":"Privileged Pedagogy, Vulnerable Voice: Opening Feminist Doors in the Communication Classroom","authors":"D. Stern","doi":"10.31446/JCP.2018.09","DOIUrl":"https://doi.org/10.31446/JCP.2018.09","url":null,"abstract":"This interview study analyzes 22 communication scholars’ experiences of teaching about feminism. Beyond questioning understandings of feminism in the communication classroom, a theory of privileged vulnerability emerged regarding the privilege of teaching about feminism and the vulnerability we--as self-identified feminist educators--embody via this privilege. Implications include recognizing our privileges and vulnerabilities, as well as how they relate to student interactions, to enact a reflexive, embodied pedagogical praxis. Ten years. The amount of time at my current institution. Sixteen years. The length of my teaching career since I first stepped into a communication classroom teaching news writing in the Midwest as a second-year master’s student. Just one year prior, my thesis advisor introduced me to the works of Friere (2000), Giroux (1994), and hooks (1994), who provided the terminology and examples of a liberatory, critical pedagogy. As a twentysomething woman questioning her sexuality amidst a slow burn of feminist, social justice awakening, I had never felt more vulnerable than I did standing outside that classroom doorway. My heart raced. My throat tightened. My hands shook. I wanted to vomit. Instead, I took a deep breath and gently nudged open the door. The metaphor of opening the door fits the vision of feminist pedagogy, which is informed by a critical approach that opens a line of questioning power dynamics at the structural and interpersonal levels. Following a tradition of social justice-oriented critical pedagogy that transforms “oppressive educational institutions into sites of emancipation and equality” (Allen, 41 Journal of Communication Pedagogy 1(1) 2011, p. 104), feminism interrupts and intervenes. Fassett and Warren (2007) introduced the concept of critical communication pedagogy (CCP) specifically to interrogate power dynamics within and about the communication classroom. The explicit connections of critical communication pedagogy to identity, ideology, and multiple ways of knowing transformed the way scholars of communication education practiced and researched our craft. CCP disrupted the dominant paradigm of studying best practices and effective teaching. Those of us who infuse feminism that questions structural hierarchies in our institutions and everyday lives into our already critical pedagogy across the communication discipline found a theoretical framework in CCP that informed our existing praxis. According to Warren (2001), research about critical communication pedagogy encourages us “to name the practices that promote effective learning that is centered in critical, embodied, and liberatory theory” (p. 32). For my predecessors, peers, and now my students, many of us likely first read about this lens via the work of bell hooks (1994), who explained that the “privileged act of naming often affords those in power access to modes of communication” (p. 62). The ways in which scholars of feminist pedagogy and com","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"238 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74695354","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}

引用次数: 1

Best Practices for Retaining Public Speaking Students 留住演讲学生的最佳实践

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.18

K. Weismann, S. B. VanHorn, Christina G Paxman

{"title":"Best Practices for Retaining Public Speaking Students","authors":"K. Weismann, S. B. VanHorn, Christina G Paxman","doi":"10.31446/JCP.2018.18","DOIUrl":"https://doi.org/10.31446/JCP.2018.18","url":null,"abstract":"This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness. Coined as the discipline’s “front porch” (Beebe, 2013, p. 3), the public speaking course provides a gateway for students to the communication major. It often is the first communication course a student takes, it can act either as a recruitment tool or as a deterent in choosing or continuing with the major, and it can play an integral role in college retention because students often reap benefits from the public speaking course (e.g., reduced communication apprehension, increased self-efficacy) that enable their success in other courses and, thereby, encourages their persistence across the entire college or university (Mahmud, 2014). Therefore, a fundamental goal of institutions should be to enroll and retain students in the public speaking course. To assist in attaining this goal, this article identifies 10 best practices for facilating student persistence in the public speaking course. Kimberly M. Weismann, Arts and Human Sciences Department, Williston State College, Williston, ND Shannon Borke VanHorn, School of Education and Graduate Studies, Valley City State University, Valley City, ND Christina G. Paxman, Communication Arts Department, Minot State University, Minot, ND CONTACT: Kimberly M. Weismann Kim.weismann@willistonstate.edu Best Practices for Retaining Public Speaking Students 110 Best Practice #1: Engage in Immediacy Immediacy—the verbal and nonverbal behaviors instructors use to create perceptions of closeness between themselves and their students—provides benefits which are well-documented within the instructional communication field. These benefits include improving student affect toward the subject matter, the instructor, and the course; increasing student interest; and improving student reports of cognitive learning (Richmond, Houser, & Hosek, 2017). Essentially, students will listen more, learn more, and enjoy the course more when instructors engage in both verbal and nonverbal immediacy. Public speaking instructors can demonstrate verbal immediacy during lectures, discussions, activities, and student speeches by calling students by name, asking students questions, including personal examples, and using prounouns such as “we” and “us,” thus making the course seem warm and inlusive. They can do so nonverbally by making eye contact, smiling, using vocal variety, and moving around the classroom. Instruct","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88993102","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}

引用次数: 1

Best Practices for Training New Communication Graduate Teaching Assistants 培养新的传播学研究生助教的最佳实践

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.16

Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa

引用次数: 7

Relational Storytelling and Critical Reflections on Difference 关系叙事和对差异的批判性反思

Journal of Communication Pedagogy Pub Date : 2018-06-13 DOI: 10.31446/JCP.2018.10

L. Russell

引用次数: 2