This study revisits the long-standing teacher communication concerns framework originating over three decades ago. Analysis of 10 years of contemporary GTA teacher communication concerns reveals a typology of 10 concerns, which taken together construct teaching as a process of negotiating relationships, managing identities, and focusing attention.…

Drawing on past pedagogical and scholarly lines of inquiry, this article advances--in a dialogic form--several questions for future research and practice in areas of communication, teaching, and learning. The dialogic form of this article offers a metamessage, inviting colleagues to consider creative approaches to inquiry and collaboration in the…

Similar to many courses in communication, oral communication is central to the learning goals in the discipline of design. Design critiques, the primary communication activity in design classrooms, occur in every studio course multiple times. One key feature of the critique, as an oral genre, is the amount of time and emphasis placed on feedback.…

Communication-across-the-curriculum (CXC) programs provide assistance to other disciplines on the teaching and learning of communication--meeting an increasingly important need for students not only to be content specialists, but also coherent communicators. Research emerging from this initiative details programmatic challenges and emphases, but…

Grounded in a communication in the disciplines (CID) theoretical framework, this study was the first phase of a multiphased project exploring oral genres in the academic discipline of design. The purpose of this study was to provide a baseline understanding of how faculty perceive and assign meaning to the oral genres that students performed in…

The "Communication in the Disciplines" (Dannels, 2001) framework suggests that communication norms, genres, and standards for success are situated and disciplinary. In this introductory essay, I explore complexities that accompany a "communication in the disciplines" identity in practice--adopting a mindset of curiosity, an ability to listen…

Reports the results of practicing engineers' descriptions of the importance of oral communication. Suggests that engineering practice takes place in an intensely oral culture and while formal presentations are important to practicing engineers, daily work is characterized more by interpersonal and small group experiences. Notes that communication…

Notes that communication across the curriculum initiatives face multiple curricular and pedagogical challenges that are especially appropriate for investigation within a scholarship of teaching and learning framework. Examines technical classes that emphasize speaking and writing. Indicates that students were resistant toward the incursion of…

Embraces a communication in the disciplines (CID) theoretical framework and explores meanings associated with speaking competently as an engineer. Indicates five important features of speaking in engineering: simplicity, persuasiveness, result-oriented, numerically rich and visually sophisticated - all of which invoke the skill of translation.…

Discusses a theoretical framework of situated pedagogy and practice for communication across the curriculum (CXC). Gives principles of a situated communication pedagogy. Examines implications of a situated communication pedagogy for communication in the disciplines (CID) practice. Notes the benefits of a situated communication pedagogy and…