NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ910340
Record Type: Journal
Publication Date: 2005-Jan
Pages: 8
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-1527-9316
The Communication Triad: A Participatory Model for the Scholarship of Teaching and Learning in Communication
Seamon, Marc
Journal of Scholarship of Teaching and Learning, v5 n1 p49-56 Jan 2005
As an area of research, instructional communication has struggled to map out the role of communication in the teaching process. More recently, the scholarship of teaching and learning (SOTL) movement has emphasized the importance of applying the same systematic, informed rigor in the teaching that educators do in their research pursuits. Both concepts share considerable overlap and stem from the desire to improve education. But how can one advance the SOTL beyond buzzword status and put it into substantive practice? For communication educators, the key to applying scholarly rigor to the improvement of their teaching lies first in embracing all sides of the communication discipline and then in capitalizing on the many similarities between what they are teaching (communication) and the act of good teaching itself. These prerequisites are vital to a full understanding of the discipline and to generating thoughtful questions about how its teaching might be improved. This paper proposes a model that facilitates discipline-wide understanding for communication educators by illustrating the connections between three components of the discipline--(1) professional practice; (2) the classroom; and (3) the research academy. The model suggests that familiarity with each of the three components increases one's purview of the discipline and enables a more thoughtful inquiry into the teaching of communication. (Contains 1 figure.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A