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Play provides an opportunity for students to learn information and concepts in an active format while facilitating different ways of learning. This puzzle activity is designed to increase student engagement, leverage different learning styles, help students make connections in communication theories, and enhance memory of important communication concepts. As an active learning exercise, play requires students to coordinate behaviors and participate in the learning process differently than through traditional lecture formats. Considering the information on active learning strategies, this activity involves using puzzle pieces labeled with theory components to help students learn each theory term and better understand how the terms work together to form the theory. Courses: This single-class activity is appropriate for courses across the communication curriculum and is particularly well suited for classes with multi-part concepts and/or theories, including communication theory, organizational communication, interpersonal communication, persuasion, conflict communication, and the public-speaking/basic course, among others. Objective: As a result of participating in this single-class activity, students will demonstrate understanding of key theoretical terms/concepts and how those concepts work together to inform communication theory. Further, students will work together in teams to bring in outside examples of the theory in action and practice explaining the concepts to their classmates to enhance learning and long-term memory of class concepts. 相似文献
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Course: Health Communication (doctor–patient communication) Objectives: Students analyze doctor–patient communication and practice interpersonal communication to understand effective communication in a patient–physician relationship 相似文献
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Objective: The goal for this project is for students to develop their interpersonal communication competence. Students identify an interpersonal competency (skill) that they wish to develop (or eliminate) to become a more effective communicator. Courses: This assignment is designed for use in a skills-focused undergraduate interpersonal communication course. 相似文献
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Courses: This activity can be used in a wide range of classes, including interpersonal communication, introduction to communication, and small group communication Objectives: After completing this activity, students should be able to: (1) define attribution theory, personality attribution, situational attribution, and attribution bias; (2) provide examples of both personality and situational attributions; and (3) recognize why and when each type of attribution is used. This activity provides students an opportunity to explore attribution theory and attribution bias in a low-stakes setting, where the ultimate goal is a deeper understanding of the theory itself. Therefore, this activity is typically not treated as a graded assignment, but rather an opportunity for exploration and discussion. 相似文献
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A number of contributors to Journal of Applied Communication Research have demonstrated communication research and theory can inform practical conduct in sundry situations. Less addressed has been the pragmatic potential of research to reform its own practice. Believing research is ideally self‐reflexive, we apply principles of scholarly inquiry to evaluate knowledge about gender and communication in close relationships. We document a prevalent bias that favors feminine styles of relating, characterized by verbal, emotional disclosure, and that devalues activity‐focused modes empirically more associated with masculinity. We then trace the presence of this bias in textbooks on gender and communication and interpersonal relationships, and we suggest teaching that relies on a non‐inclusive model of intimacy may misguide students’ communicative expectations and interpretations and may misdirect practical conduct in friendships and romantic relationships. Finally, we return to existing scholarship to extract information about masculine styles of experiencing and expressing closeness as a starting point for more inclusive research and teaching about gender, communication and human relationships. 相似文献
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Courses: This semester-long assignment can be featured in undergraduate or graduate communication courses that include a major writing assignment such as research methods, capstone classes, senior thesis sections, or advanced courses on topics such as interpersonal, intercultural, and interracial communication. This assignment is suitable for face-to-face, online, and blended courses. Objectives: By completing this assignment, students should be able to (a) outline and draft a full research paper or comprehensive literature review on a course-related topic, (b) tailor their papers to meet the requirements of an editor’s call for papers, (c) peer review and provide constructive feedback on classmates’ scholarly papers, and (d) revise and resubmit their original research papers to a mock journal. 相似文献
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ABSTRACTCourses: Introduction to Communication, Introduction to Interpersonal Communication, Family Communication, Small Group Communication, Communication and Listening Objectives: By this end of this activity, students will be able to identify and practice supportive and defensive communication; understand a dialogic approach to conflict; and reflexively imagine and perform dialogic interpersonal conflict communication as constitutive and transformative. 相似文献
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This single-class activity expands current literature on person-centered messages by providing attention to message quality in mediated contexts. Students begin the activity by reviewing a hypothetical scenario in which a friend has posted about a family death loss on social media. After reviewing this scenario, students then create sample supportive messages that they could share with a grieving friend. Students are also asked to apply their knowledge about person-centered messages to evaluate other fictional support messages. Students who participate in this activity will be provided with additional skills for comforting grieving friends effectively. Courses: This single-class activity can be implemented in several courses, including interpersonal communication, the dark side of interpersonal communication, and family communication. Objectives: Students who complete this activity should be able to: (1) outline what qualities comprise a person-centered support message; (2) discuss why highly person-centered messages are effective in providing support to others; and (3) evaluate death loss support messages across levels of person centeredness. 相似文献
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Course: This activity was used in an upper-level, undergraduate, special topics course entitled “Issues in Mobile Communication.” However, the activity could also be used in undergraduate courses relating to mediated communication, interpersonal communication and communication theory Objectives: The purpose of this activity is to increase students’ awareness of how norms for mobile communication technology use are established 相似文献
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ABSTRACTCourses: This single-class teaching activity was designed for courses on critical communication pedagogy (CCP), gender and race, communication education, research methods, and visual communication. Objectives: By completing this activity, students should be able to (1) describe the principles of CCP, (2) examine critically how race and gender are represented in communication textbooks, and (3) identify how textbooks reproduce and reflect dominant assumptions about the study of communication, race, and gender. 相似文献
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Course: This activity is intended for a course on romantic relationships, communication between intimate partners, or a special topics class where partner communication about sex may be discussed. Objective: The objective is to provide students a non-threatening environment to articulate their conceptualization of sexual pleasure, and to practice communication about sexual pleasure and preferences. Students will also examine challenges and opportunities for communication about sexual pleasure. 相似文献
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ABSTRACTCourse: Mixed-Method Communication Research Methods Objective: The purpose of this semester-long activity is to provide students with opportunities to cultivate mixed-method communication research skills through a social justice-informed service-learning format. Completing this course, students will be able to: recognize the unique strengths of quantitative and qualitative research methods; locate, evaluate, and utilize scholarly literature for a literature review; conduct an original research project using quantitative and qualitative research methods to gather and analyze data; and raise self and community awareness about a social issue through collaboration with a community organization. 相似文献
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Since the 1970s, communication researchers have utilized social network analysis to understand mass, health, organizational, and interpersonal communication. This article introduces communication researchers to a new class of social network analysis methods, exponential random graph ( p*) models. This new method represents the latest advancement in social network methodology and will enhance the trajectory of social network research in the communication discipline. The benefits of this class of models include allowing for the simultaneous estimation of attribute and structural parameters, accounting for the interdependent nature of network data, and retaining the complexity of network observations throughout the analysis. An example analysis using data from Shumate, Fulk, and Monge (2005) is provided to illustrate the potentials of exponential random graph modeling. Five different social network software programs capable of the analysis discussed in this article are introduced with regard to their respective benefits. Finally, a brief tutorial based on data from Palazzolo (2005) is given on how to conduct an ERGM analysis using the PNET software program. 相似文献
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Objective: The objective of this activity is to help students evaluate practical advice about communication with theories of communication Applicable courses: This activity can be adopted by a variety of different communication courses including: persuasion, interpersonal (family, gender, and/or intercultural), organizational or small-group communication, and other communication courses 相似文献
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The 4Ps activity provides a unique approach to first-day class introductions and creates a positive classroom climate that encourages student engagement. The assignment generates initial self-disclosure that facilitates interpersonal and group communication throughout the semester. Additionally, the activity can be used as a unit activity with a follow-up assignment that introduces foundational public speaking concepts. Courses: Public Speaking, Interpersonal, and other communication courses. Objectives: To promote connectedness within the class from the first meeting forward To extend the usual “icebreaker” in a meaningful way by incorporating a public-speaking assignment To provide a basis for discussion of key communication concepts such as self-disclosure, relational development, and stereotyping. Materials: 4×6 note cards
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Courses: Qualitative research methods, health communication, organizational communication, or any course that could incorporate advocacy or social change into the content area Objectives: On completion of this assignment, students will (1) understand why and how action research is undertaken; (2) develop skill in perceiving and representing the social world as a scholar, using both pictures and words; (3) collaborate with others to analyze qualitative data and theorize how a social problem emerges and is reproduced; and (4) give voice to those advocating change. 相似文献
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ABSTRACTThe theory of stigma management communication has helped identify and categorize the tactics people use to manage stigmatization, but tactics' predictors remain unknown. To address this gap, we considered stigmatization through the lens of interpersonal influence: as an act in which stigmatizers attempt to persuade their targets to accept categorization and de-individualization into a social group with a marginalized social status. Obstacle hypothesis, a theory of resistance to interpersonal influence, was used to derive predictors. Participants ( N = 124) facing possible stigmatization due to their genetic risk for a chronic health condition completed a survey and shared memories of their initial test disclosures. The empirical tests showed that having a stronger sense of meaning in life, more unsafe experiences, and a broader information network predicted resisting stigmatization. The practical implications of bolstering one's sense of meaning in life and argumentation skills and their connections to resilience research are discussed. 相似文献
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Courses: Science communication, public speaking, technical communication, professional and/or management communication Objectives: This activity about scientific and technical communication uses narrative principles to communicate complex information to broader audiences. Upon completion of the activity, students will be able to: (1)?Explain the four fundamental elements of Cohen’s framework for creating memorable anecdotes. (2)?Identify the four elements of Cohen’s framework in sample scientific presentations. (3)?Provide examples of how to apply Cohen’s framework to communicate complex information. (4)?Identify one or two complex concepts in their subject area that would benefit from a narrative approach. (5)?(Optional) Use Cohen’s framework to create a narrative relevant to their subject area.
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Courses: This unit activity is suited for upper-level college courses on persuasion, intercultural communication, diversity, leadership, social justice, civil discourse, argumentation, debate, and political communication. Objectives: After completing this unit, learners should be able to: improve their capacity to examine arguments; enhance their ability to self-reflect; improve their ability to engage in civil discourse; take a position on a social justice issue based on research and recursive communications; and make connections to learners and social activists who share their perspectives. 相似文献
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本文在前人研究的基础上,对美国人际传播的研究视角进行了划分,并梳理出每种视角的代表性理论。本文认为,美国人际传播研究的视角有情境、能力、关系、过程、规则、功能、文化和心理八个方面的视角。这些研究视角对我国学者从事人际传播研究,建立具有中国特色的人际传播理论具有重要的借鉴价值。 相似文献
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