Communication Teacher最新文献_第6页

Using music to identify and evaluate Knapp’s Relationship Staircase Model 用音乐来识别和评价Knapp的关系阶梯模型

IF 0.4

Communication Teacher Pub Date : 2023-04-03 DOI: 10.1080/17404622.2022.2091152

Elizabeth M. Minei, Elise Juvan

{"title":"Using music to identify and evaluate Knapp’s Relationship Staircase Model","authors":"Elizabeth M. Minei, Elise Juvan","doi":"10.1080/17404622.2022.2091152","DOIUrl":"https://doi.org/10.1080/17404622.2022.2091152","url":null,"abstract":"This teaching activity builds students’ interpersonal competencies in identifying Mark Knapp’s Stages of Relationships (Adler, Rosenfeld, Towne, & Scott, 2012, Interplay: The process of interpersonal communication, p. 504, Holt, Rinehart, and Winston). The activity establishes a theoretical understanding of each stage and asks students to use their knowledge to identify and pair the stages with popular song lyrics. The benefits of using music in the classroom are described and then the Staircase Model is introduced, followed by an outline of the activity and a debrief. Lastly, variations are described. Courses Interpersonal Communication, Introduction to Communication, Intercultural Communication. Objectives This activity engages students in discussion about Knapp’s Relational Staircase Model. By the end of this activity, students will be able to connect songs and lyrics to identify and interpret specific relational stages. Students will also be able to articulate their perceptions for where lines between cultural or personal expectations may blur. This activity also challenges students to identify their own expectations of relationship progression and dissolution while unpacking interpretations.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"113 - 119"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42484557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Death Deck: Discussing death in the classroom 死亡牌:在课堂上讨论死亡

IF 0.4

Communication Teacher Pub Date : 2023-03-29 DOI: 10.1080/17404622.2023.2192773

J. Cherry

{"title":"The Death Deck: Discussing death in the classroom","authors":"J. Cherry","doi":"10.1080/17404622.2023.2192773","DOIUrl":"https://doi.org/10.1080/17404622.2023.2192773","url":null,"abstract":"Having conversations about death and dying can be very difficult to initiate and engage in with others. The following activity, based on the card game The Death Deck, was designed to encourage students to engage with others about difficult conversations surrounding death and dying. The activity provides students with questions and prompts that promote critical thinking about death and the end of life. This activity also seeks to promote engagement in death and end-of-life conversations outside of the classroom. \u0000 Courses\u0000 Family Communication, Interpersonal Communication, Communication Among Cultures, and End of Life and Grief Communication. \u0000 Objectives\u0000 By playing this game in small groups with classmates, students will be introduced to different questions and decisions surrounding death and the end of life. Engaging in this game aims to create a way for students to enter a conversation about a difficult topic through humorous yet critical-thinking prompts. The aim is to help students think more in depth about death and the end of life, as well as identify and understand some of the benefits and challenges that accompany discussing this topic. Overall, the primary learning objective of this activity it to increase student discussion and thinking about death and how to engage in these conversations with others.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"260 - 265"},"PeriodicalIF":0.4,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43231467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“I wouldn’t fall for that!” Exploring social influence and group decision making “我才不会上当呢!”探索社会影响和群体决策

IF 0.4

Communication Teacher Pub Date : 2023-03-03 DOI: 10.1080/17404622.2023.2182902

Samentha Sepúlveda

{"title":"“I wouldn’t fall for that!” Exploring social influence and group decision making","authors":"Samentha Sepúlveda","doi":"10.1080/17404622.2023.2182902","DOIUrl":"https://doi.org/10.1080/17404622.2023.2182902","url":null,"abstract":"This single-class activity augments the popular desert island activity to include a secret insider who aims to influence their group covertly. The motivation for this augmented activity is twofold: (1) to highlight and dispel notions of invulnerability to groupthink and (2) to provide an opportunity to engage in small-group decision making. To facilitate these goals, this paper presents an experiential learning activity that makes tangible several theoretical constructs of persuasion and decision making in small groups. Examining how people within groups influence one another is vital to understanding how decisions are made. Courses: This single-class activity is grounded in the theoretical orientation of social influence within small groups and is therefore suitable in persuasion, small-group communication, and any other course that discusses group decision making, group conformity, groupthink, and/or compliance gaining. Objectives: Working in small groups to solve a problem, students will apply, evaluate, and comprehend concepts of social influence, group decision making, and groupthink. In completing this activity and a subsequent debriefing, students will demonstrate their learning by debating and justifying their individual choices, formulating their group decision, and discussing and identifying the impact of groupthink on decision making within small groups.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"278 - 282"},"PeriodicalIF":0.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41689799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Arts-based feedback: Using memes for midterm evaluations 基于艺术的反馈:在期中评估中使用模因

IF 0.4

Communication Teacher Pub Date : 2023-03-03 DOI: 10.1080/17404622.2023.2182901

Amanda Grace Taylor, Patrick Stump

引用次数: 0

“Oh, that pesky DNA”: Using murder-mystery narratives to identify, evaluate, and organize arguments “哦，那讨厌的DNA”:用谋杀悬疑叙事来识别、评估和组织争论

IF 0.4

Communication Teacher Pub Date : 2023-02-06 DOI: 10.1080/17404622.2023.2172441

Lara C. Stache

引用次数: 0

Corporate migration: Exploring the use of language to construct power when organizing 企业迁移:探索组织中语言建构权力的运用

IF 0.4

Communication Teacher Pub Date : 2023-01-31 DOI: 10.1080/17404622.2023.2168715

Ifeoluwatobi Abiodun Odunsi

引用次数: 0

A performative and dialogic approach to teach group roles, group conflict, and conflict management styles 一个表演和对话的方法来教授小组角色，小组冲突，和冲突管理风格

IF 0.4

Communication Teacher Pub Date : 2023-01-29 DOI: 10.1080/17404622.2023.2168714

Patrick McElearney

{"title":"A performative and dialogic approach to teach group roles, group conflict, and conflict management styles","authors":"Patrick McElearney","doi":"10.1080/17404622.2023.2168714","DOIUrl":"https://doi.org/10.1080/17404622.2023.2168714","url":null,"abstract":"Undergraduate courses on small-group communication often cover group roles, group conflict, and conflict management styles. Although these concepts are valuable to learn, merely memorizing them does not address the practical skills students need to employ conflict management strategies when situated in group conflict. This activity provides a dialogic and performative approach to teach small-group roles, small-group conflict, and conflict management styles. Through a dialogic role-play, this activity asks students to create and to perform scenarios depicting small-group conflict where other students in the audience step into the scene to perform new strategies to resolve the conflict. Courses: Small-Group Communication, Organizational Communication, Business and Professional Communication, and Conflict Management and Mediation. This activity is designed for courses that meet in-person for 50 minutes three times per week and have an enrollment of no more than 25 students. The activity may be adapted for courses with larger enrollments that meet in-person for 75 minutes twice per week, but three class periods will still be needed to complete the activity. Additionally, the activity can be adapted for a hybrid modality. However, the conflict scenarios should be in-person. Objectives: This unit activity helps students to (1) understand the roles people perform in small groups, types of group conflict, and conflict management styles through reflecting, writing, discussing, staging, and performing those concepts for the class; (2) apply concepts of small-group roles, types of group conflict, and conflict management styles through scripting, staging, and performing those concepts for the class; (3) analyze and evaluate concepts of small groups, types of group conflict, and conflict management styles through reflecting and discussing those concepts in class; and (4) create a performance to embody concepts of small-group roles, types of group conflict, and conflict management styles.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"227 - 234"},"PeriodicalIF":0.4,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integration of game-based learning to teach levels of measurement in research methods and statistics 整合基于游戏的学习，教授研究方法和统计的测量水平

IF 0.4

Communication Teacher Pub Date : 2023-01-18 DOI: 10.1080/17404622.2022.2164322

C. H. Storm, Anna Penner

引用次数: 0

Normalizing disability using children’s literature 利用儿童文学使残疾正常化

IF 0.4

Communication Teacher Pub Date : 2023-01-01 DOI: 10.1080/17404622.2022.2162558

Rebecca Bryant Penrose

引用次数: 0

Incorporating mini lessons on the hidden curriculum in communication classrooms 在沟通课堂中加入关于隐藏课程的迷你课程

IF 0.4

Communication Teacher Pub Date : 2023-01-01 DOI: 10.1080/17404622.2022.2162559

Sophie S. Downing, China Billotte Verhoff

{"title":"Incorporating mini lessons on the hidden curriculum in communication classrooms","authors":"Sophie S. Downing, China Billotte Verhoff","doi":"10.1080/17404622.2022.2162559","DOIUrl":"https://doi.org/10.1080/17404622.2022.2162559","url":null,"abstract":"The hidden curriculum (HC) consists of implicit knowledge rooted in curricula and found throughout students’ experiences navigating higher education (e.g. understanding professional email etiquette, graduate school applications and funding opportunities, or often taken-for-granted programs like Title IX and disability accommodations). In this semester-long activity, we encourage communication instructors to integrate HC mini lessons to share information that mitigates social capital and knowledge disparities, facilitates student reflection, and fosters classroom community. Through considering one’s positionality, strategically incorporating HC mini lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include increased understanding of how to navigate higher education and positive student–instructor relational dynamics. Courses: This semester-long activity is suited to introductory communication courses (especially regarding identity, positionality, power, and/or privilege) and other topical communication courses (e.g. interpersonal, organizational, cultural, or critical theory). Objectives: Hidden curriculum (HC) mini lessons will help students to: (1) understand the HC and analyze how it impacts their academic experiences, (2) identify specific areas of the HC that they struggle with, (3) gain important knowledge to better navigate systems of higher education, and (4) foster a connected classroom community.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"37 1","pages":"246 - 253"},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45000673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0