发布求助
文献互助 智能选刊 最新文献

Journal of Communication Pedagogy最新文献

筛选
英文 中文
Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course 行动中的沟通概念:组织沟通课程中案例研究教学法的最佳实践
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.21
Andrea L. Meluch, P. Gettings
{"title":"Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course","authors":"Andrea L. Meluch, P. Gettings","doi":"10.31446/JCP.2019.21","DOIUrl":"https://doi.org/10.31446/JCP.2019.21","url":null,"abstract":"Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable self-directed learning, vary assessment formats, welcome ambiguity, evaluate analyses and provide directed feedback, use varied case study formats, and encourage students to write case studies.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84977653","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: 4
Teaching the Introductory Public Relations Course: Pedagogical Recommendations 公共关系导论课程教学:教学建议
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.13
LaKesha N. Anderson
{"title":"Teaching the Introductory Public Relations Course: Pedagogical Recommendations","authors":"LaKesha N. Anderson","doi":"10.31446/JCP.2019.13","DOIUrl":"https://doi.org/10.31446/JCP.2019.13","url":null,"abstract":"This article explores the foundations and the content areas that ground the introductory public relations course. Examples of two assignments designed to help students think critically, apply knowledge, and improve their writing skills are offered, as well as the identification of several challenges both students and instructors face and a brief discussion of the unique advantages provided by this course.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86565191","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
The Practice of Nonviolence: Teaching an Undergraduate Course in Nonviolent Communication 非暴力的实践:非暴力沟通的本科教学
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.19
S. Lauricella
{"title":"The Practice of Nonviolence: Teaching an Undergraduate Course in Nonviolent Communication","authors":"S. Lauricella","doi":"10.31446/JCP.2019.19","DOIUrl":"https://doi.org/10.31446/JCP.2019.19","url":null,"abstract":"This Best Practices article outlines 10 tips relative to teaching a course in Nonviolent Communication (NVC). It outlines suggestions for readings, activities, and projects throughout a semester-long undergraduate course. The article addresses how students can learn both the theory and practice of nonviolence by means of readings and activities that address social problems such as sexism, racism, bias, and violence against oneself and the earth. Specific suggestions are provided for creative ways in which students can be engaged with readings so that they have ownership of their in-class experience. Details regarding an independent long-term project providing freedom of creativity in out-of-class work are included, as well as suggestions for interactive, face-to-face activities in class.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80265022","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: 2
Pedagogy, Gender, and Communication: Learning and Unlearning Gender 教育学、性别与交流:学习与放弃性别
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.08
M. Houser, R. J. Sidelinger, Angela M. Hosek
{"title":"Pedagogy, Gender, and Communication: Learning and Unlearning Gender","authors":"M. Houser, R. J. Sidelinger, Angela M. Hosek","doi":"10.31446/JCP.2019.08","DOIUrl":"https://doi.org/10.31446/JCP.2019.08","url":null,"abstract":"Courses in gender communication are designed to enable students to examine the role of gender and gender identity in everyday communication. To aid them to understand gender communication, they should be exposed to at least three foundational areas and supporting content. Sex and gender differences, the social construction of gender, and theoretical gender lenses (biological, psychological, and critical/cultural) are critical foundations that students should grasp to recognize the complexity of gender and gender communication.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79421311","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
Pedagogical Tools in Our Briefcases: Teaching the Business and Professional Communication Course 公文包里的教学工具:商务与专业沟通课程的教学
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.10
Suzy Prentiss, Justin D. Walton
{"title":"Pedagogical Tools in Our Briefcases: Teaching the Business and Professional Communication Course","authors":"Suzy Prentiss, Justin D. Walton","doi":"10.31446/JCP.2019.10","DOIUrl":"https://doi.org/10.31446/JCP.2019.10","url":null,"abstract":"As a practical and applied course, Business and Professional Communication is an excellent opportunity to blend theory and practice, prepare students with the knowledge and skills they will need in the “real world,” and continually innovate and experiment to meet the ever-changing communication needs of the workplace. Whether filled with students majoring in communication, business or another discipline, as a General Education or sequenced class, the Business and Professional Communication course is a worthwhile and value-added course that is both challenging and rewarding to teach.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89301841","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
Reducing Secondary Trauma and Compassion Fatigue in the Dark Side of Interpersonal Communication Classrooms 减少人际交往课堂黑暗面中的二次创伤与同情疲劳
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.17
Mary E. King, Albra Wheeler
{"title":"Reducing Secondary Trauma and Compassion Fatigue in the Dark Side of Interpersonal Communication Classrooms","authors":"Mary E. King, Albra Wheeler","doi":"10.31446/JCP.2019.17","DOIUrl":"https://doi.org/10.31446/JCP.2019.17","url":null,"abstract":"This essay describes the experiences faculty may encounter when teaching tough topics. When professionals are in the position as the individual who cares for, hears about, or witnesses the trauma and suffering of others, they might themselves be at risk for experiencing vicarious stress, or secondary trauma. If ongoing and untreated, this traumatic stress can morph into compassion fatigue, which can impede professional success and contribute to burnout. This essay reflects on the experiences of teaching the Dark Side of Interpersonal Communication where students openly shared course-related personal experiences. We reflect on how to successfully manage the delicate climate of the Dark Side classroom for optimal discussion and application of sometimes personal, and oftentimes difficult, course content. The pedagogical strategies reflected in this essay can be adopted for use in other courses with similar potential for student disclosure.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81020732","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: 5
Hearing Is Believing: Using Audio Feedback in the Online Interpersonal Communication Course 听觉即信仰:在线人际交往课程中音频反馈的运用
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.18
Krista Hoffmann-Longtin
{"title":"Hearing Is Believing: Using Audio Feedback in the Online Interpersonal Communication Course","authors":"Krista Hoffmann-Longtin","doi":"10.31446/JCP.2019.18","DOIUrl":"https://doi.org/10.31446/JCP.2019.18","url":null,"abstract":"The introduction to interpersonal communication course (IPC) is popular for both communication majors and nonmajors alike, and as such, many departments have designed online versions of the course. Teaching IPC in this format has challenges, given its dual emphasis on theoretical understanding and skill-building. This reflection essay explores the efficacy of providing audio feedback on essays in the online IPC course, as a way to create a positive online presence, manage the grading load, and encourage students to implement the feedback. The rationale for this approach to feedback and implementation strategies are provided, as well as a discussion of outcomes from the intervention. A review of course data and perceptions indicated gains in student application of course material and satisfaction with the audio feedback mechanism.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88309923","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
Argument Pedagogy for Everyday Life 日常生活的论证教学法
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.09
Jeffrey P. Mehltretter Drury, Nicholas S. Paliewicz, S. Drury
{"title":"Argument Pedagogy for Everyday Life","authors":"Jeffrey P. Mehltretter Drury, Nicholas S. Paliewicz, S. Drury","doi":"10.31446/JCP.2019.09","DOIUrl":"https://doi.org/10.31446/JCP.2019.09","url":null,"abstract":"This article assists argumentation and debate instructors in developing courses that provide coverage of foundational concepts while reflecting their own interests. Courses in argumentation and debate also offer instructors an opportunity to teach through applied engagement with contemporary events. We encourage instructors to reflect on the various contexts of argumentation and debate as well as challenging questions concerning the role of technology in the classroom, the conflict between normative and descriptive examples of argumentation, how much to emphasize the role of argumentation and debate in societal change, and the connections between argumentation and deliberation.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76157700","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
Multifaceted Contents and Techniques for Designing Health Communication Courses 健康传播课程设计的内容与技巧
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446/JCP.2019.06
M. Brann, L. Russell
{"title":"Multifaceted Contents and Techniques for Designing Health Communication Courses","authors":"M. Brann, L. Russell","doi":"10.31446/JCP.2019.06","DOIUrl":"https://doi.org/10.31446/JCP.2019.06","url":null,"abstract":"Health communication courses explore health phenomena from various angles. Whether focusing on interpersonal and organizational relationships or addressing community and national campaigns, instructors may choose from various contents to design these courses. This essay highlights critical questions, contents, and activities useful for instructors seeking information for designing health communication courses. Moreover, the authors reflect on sensitive issues unique to these courses that instructors should take into consideration when teaching.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84958978","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
“NOT My Issue!!!”: Teaching the Interpersonal Conflict Course “不关我的事!!”:教授人际冲突课程
Journal of Communication Pedagogy Pub Date : 2019-01-01 DOI: 10.31446//JCP.2019.05
Nancy J. Brule, J. Eckstein
{"title":"“NOT My Issue!!!”: Teaching the Interpersonal Conflict Course","authors":"Nancy J. Brule, J. Eckstein","doi":"10.31446//JCP.2019.05","DOIUrl":"https://doi.org/10.31446//JCP.2019.05","url":null,"abstract":"Students who enroll in communication courses to improve their conflict management abilities should be provided with both an understanding of, and skills pertaining to, interpersonal conflict across diverse contexts. In this article, we offer pedagogical guidance for teaching the Interpersonal Conflict course. With an emphasis on building communication skills usable in a variety of real-life situations and settings, this article includes discussion of necessary foundational concepts and applied content areas, sample application assignments, and relevant considerations for those teaching the course.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79642618","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书