共查询到20条相似文献，搜索用时 15 毫秒
1.
David H. Kahl Jr. 《Communication Teacher》2018,32(1):36-41
ABSTRACTCourses: Instructional Communication, Graduate Teaching Assistant Training ProgramsObjectives: Students will (1) understand critical communication pedagogy (CCP); (2) evaluate traditional and critical objectives and assessment procedures; and (3) create critical objectives and assessment procedures. 相似文献
2.
《Communication Teacher》2013,27(3):136-141
Courses: Communication Theory, Interpersonal Communication, Introduction to Human Communication Objective: Students will apply Uncertainty Reduction Theory to initial relationship development in the film Hitch 相似文献
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《Communication Teacher》2013,27(2):87-92
Objective: To improve students’ perceptions of, and capacity to interact with, persons with physical disabilities Courses: Intercultural Communication, Interpersonal Communication, Introduction to Human Condition 相似文献
5.
《Communication Teacher》2013,27(4):153-157
Objectives: Students will: (1) analyze course theories (e.g. family narratives, roles, rules, and systems) in a real world, service-learning context; (2) enhance their group communication skills by working in a positive team setting; and (3) perform basic camera and editing skills. Course: Family Communication 相似文献
6.
《Communication Teacher》2013,27(2):90-93
Objectives: Students will apply group communication concepts, terms, and theories to their reading of The Tipping Point through short quizzes, presentations, and papers. Courses: Undergraduate Group Communication courses (could also be adapted for Organizational, Leadership, or Interpersonal classes) 相似文献
7.
Practicing invention and style: Writing a persuasive résumé profile summary (like a Wikipedia entry)
Craig L. Engstrom 《Communication Teacher》2019,33(2):139-144
Courses: Business and Professional Communication, Persuasion
Objectives: Students demonstrate application of rhetorical invention and improved persuasive writing style through a brief, multi-draft writing activity. 相似文献
8.
Jonathan Eldredge Melissa A. Schiff Jens O. Langsjoen Roger N. Jerabek 《Journal of the Medical Library Association》2021,109(1):68
Objective:The authors used an assessment rubric to measure medical students'' improvement in question formulation skills following a brief evidence-based practice (EBP) training session conducted by a health sciences librarian.Method:In a quasi-experimental designed study, students were assessed using a rubric on their pre-instructional skills in formulating answerable EBP questions, based on a clinical scenario. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results:Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an average increase of 20.1 points on the 70-point scale, p<0.001.Conclusion:The brief instructional session aided by the rubric improved students'' performance in question formulation skills. 相似文献
9.
《Communication Teacher》2013,27(2):109-114
Course: Health Communication or Health Communication Campaigns, in cooperation with Ad/PR Campaigns Objectives: After completing this assignment students will develop basic skills to change some health-related aspect of their immediate environment via public health communication 相似文献
10.
Marisa L. Conte Mark P. MacEachern Nandita S. Mani Whitney A. Townsend Judith E. Smith Chase Masters Caitlin Kelley 《Journal of the Medical Library Association》2015,103(2):69-73
Objective:The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.Setting:The research took place at an academic health sciences library.Method:A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students. 相似文献
11.
Critical communication pedagogy and service learning in a mixed-method communication research course
ABSTRACTCourse: Mixed-Method Communication Research MethodsObjective: 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
12.
《The Reference Librarian》2013,54(86):81-91
SUMMARY This article discusses six interrelated categories of resources on ethical vegetarianism, and reviews titles for each of the six essential categories for libraries. 相似文献
13.
Christina G. Yoshimura 《Communication Teacher》2017,31(4):231-238
Courses: Communication and Conflict.
Objectives: Through the use of a game-based framework, students will build intrinsic motivation to engage with course material and course content, and will engage their critical-thinking, problem-solving, and communication skills in relation to conflict management over the length of the course. 相似文献
14.
Justin Michael Clark Elaine Beller Paul Glasziou Sharon Sanders 《Journal of the Medical Library Association》2021,109(2):201
Objective:The decisions and processes that may compose a systematic search strategy have not been formally identified and categorized. This study aimed to (1) identify all decisions that could be made and processes that could be used in a systematic search strategy and (2) create a hierarchical framework of those decisions and processes.Methods:The literature was searched for documents or guides on conducting a literature search for a systematic review or other evidence synthesis. The decisions or processes for locating studies were extracted from eligible documents and categorized into a structured hierarchical framework. Feedback from experts was sought to revise the framework. The framework was revised iteratively and tested using recently published literature on systematic searching.Results:Guidance documents were identified from expert organizations and a search of the literature and Internet. Data were extracted from 74 eligible documents to form the initial framework. The framework was revised based on feedback from 9 search experts and further review and testing by the authors. The hierarchical framework consists of 119 decisions or processes sorted into 17 categories and arranged under 5 topics. These topics are “Skill of the searcher,” “Selecting information to identify,” “Searching the literature electronically,” “Other ways to identify studies,” and “Updating the systematic review.”Conclusions:The work identifies and classifies the decisions and processes used in systematic searching. Future work can now focus on assessing and prioritizing research on the best methods for successfully identifying all eligible studies for a systematic review. 相似文献
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《Communication Teacher》2013,27(3):126-131
Courses: Persuasion; also Rhetoric, Health, Theory, Nonverbal, and Media classes Objectives: To understand Burke's dramatism and use the pentad as a tool to analyze advertisements in the Montana Meth Project anti-drug campaign 相似文献
16.
《Communication Teacher》2013,27(2):104-108
Course: Introduction to Communication Objectives: To provide students with a fun and interactive way to practice and observe communication concepts discussed in class. Students will (1) be able to identify nonverbal behaviors, (2) practice the stages of group development, (3) understand how important listening is in solving a murder mystery, and (4) gain an understanding of how perceptions are formed. 相似文献
17.
《Communication Teacher》2013,27(4):192-196
Courses: Public Speaking, Argumentation & Advocacy, Interpersonal Communication, Communication & Culture Objectives: Students will (1) connect a variety of communication concepts taught into a clear contextualized argument, and (2) become “critical producers” of a mix-tape, by recognizing course materials in a popular contexts 相似文献
18.
《Communication Teacher》2013,27(3):158-162
Course: Research Methods, Critical Thinking, Argumentation Objectives: Students will (1) become more practiced in critical thinking and logical reasoning skills, (2) become more familiar with the steps of the scientific method, and 3) be introduced to the concept of validity in measurement, a-priori hypothesis formation and the role of theory 相似文献
19.
《Communication Teacher》2013,27(3):154-158
Courses: Intermediate and advanced public relations courses. Can also be modified for graduate courses. Objectives: The following objectives, based on Fink's (2005) recommendations for writing learning objectives, focus on what students should learn about ethics in the practice of public relations: ? Understand basic notions of the philosophical basis for ethical decision making. ? Relate their intuitive senses of ethics to ethical decision making in public relations. ? Understand the social implications of ethical public relations practice. ? Use the Public Relations Society of America's (PRSA) code of ethics on in-class case examples and for all subsequent case analyses for the semester. ? Value ethics as an important dimension of effectiveness and professionalism. ? See ways to build on ethical understanding now and in their careers. 相似文献
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ABSTRACT ERes, an electronic system to put course reserves on the World Wide Web, is described. ERes runs as a stand-alone system, and uses intuitive, point-and-click interfaces and context-sensitive help to eliminate the need for technical training. 相似文献