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Miller, Katharine E.; Wieland, Maureen – Communication Teacher, 2019
We present an engaging and practical exercise in which graduate students grapple with metatheoretical perspectives often presented in their introduction to graduate studies or communication theory courses. To expand their understanding of and engagement with the major elements of the paradigms central to our field, students work in groups to apply…
Descriptors: Communication (Thought Transfer), Theories, College Instruction, Graduate Students
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Haugen, Jenna; Lucas, Kristen – Communication Teacher, 2019
Courses: Public speaking, business and professional communication, group communication. Objectives: This activity will introduce Monroe's Motivated Sequence as a way to organize persuasive arguments; improve students' ability to deliver presentations with consistent content, voice, and style; and improve team-based delivery skills.
Descriptors: Sequential Approach, Communication Skills, Group Activities, Public Speaking
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Scharp, Kristina M.; Sanders, Matthew L. – Communication Teacher, 2019
Course: Qualitative Research Methods. Objectives: To provide students with an experiential understanding of the six steps to conducting a thematic analysis: (1) gaining familiarity with the data, (2) creating coding categories or subcategories, (3) generating themes, (4) reviewing themes, (5) labeling themes, and (6) identifying exemplars. To help…
Descriptors: Research Methodology, Qualitative Research, Class Activities, Experiential Learning
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Field-Springer, Kimberly; Striley, Katie Margavio – Communication Teacher, 2016
The "Amazing Race" activity utilizes experiential learning by encouraging students to venture outside the classroom to collect and cite sources for an upcoming assignment. In the popular TV show, "Amazing Race," teams compete to complete tasks that take them around the world. Similarly, in this classroom activity, groups…
Descriptors: Experiential Learning, Assignments, Citations (References), Information Sources
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Pruim, Douglas E. – Communication Teacher, 2016
Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication. Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the…
Descriptors: Speech Skills, Cooperative Learning, Teaching Methods, Class Activities
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Mino, Mary – Communication Teacher, 2014
Working effectively in groups is essential for college graduates (Hart Research Associates, 2013). University and college administrators have responded to this need by increasing the number of group communication courses by 25% (Bertelsen & Goodboy, 2009). However, it is the quality of course instruction that determines how well prepared…
Descriptors: Communication (Thought Transfer), College Instruction, Group Activities, Class Activities
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Ribarsky, Elizabeth – Communication Teacher, 2014
Media have become ever-present factors in most college students' lives (Turan, Tinmaz, & Goktas, 2013). Despite this infiltration, students (and most of the public) remain remarkably unaware of the significant role the media can play in the construction of a social reality and, in turn, how individuals act and interact on a daily basis…
Descriptors: Mass Media Role, Interpersonal Relationship, Social Theories, Active Learning
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Fedesco, Heather Noel – Communication Teacher, 2014
This single class activity described here: (1) illustrates the importance of interdependence in groups; (2) can be used to measure group productivity and performance; (3) can encourage groups to engage in group learning; and (4) can facilitate group cohesion for newly formed groups. Students will be working in groups for the majority of their…
Descriptors: Group Activities, Class Activities, Group Unity, Group Dynamics
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George, Ashley Joiner – Communication Teacher, 2013
This article describes an activity whose objective is for students to gain self-awareness related to the ways in which humans (consciously or not) alter their self-presentation depending upon the context, thereby maintaining different "faces." Also, this activity aims to highlight effectiveness related to different modes of nonverbal…
Descriptors: Nonverbal Communication, Interpersonal Communication, Class Activities, Group Activities
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Morrow, Jennifer Ann; Kelly, Stephanie; Skolits, Gary – Communication Teacher, 2013
Understanding and conducting research is a complex, integral skill that needs to be mastered by both undergraduate and graduate students. Yet many students are reluctant and often somewhat apprehensive about undertaking research and understanding the underlying statistical methods used to evaluate research (Dauphinee, Schau, & Stevens, 1997).…
Descriptors: Undergraduate Students, Graduate Students, Student Research, Research Methodology
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Lynch, Christopher O. – Communication Teacher, 2010
This article presents a classroom activity that introduces students to the concept of themed space. Students learn to think critically about the spaces they encounter on a regular basis by analyzing existing spaces and by working in groups to create their own themed space. This exercise gives students the chance to see the relevance of critical…
Descriptors: Class Activities, Rhetoric, Critical Thinking, Facilities
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McBride, M. Chad – Communication Teacher, 2006
Group cohesiveness is a topic addressed in most small group communication texts and courses and is often defined as the degree of attraction members feel towards one another, the degree of loyalty within a group, or the "groupness" felt among members. Further, groups which are cohesive tend to be happier and more productive. When working on…
Descriptors: Assignments, Group Unity, Ethics, Group Dynamics
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Aldridge, Amy N. – Communication Teacher, 2004
Whenever group work takes place, rules and norms are established by group members. Rules are typically written and formally stated by group members, whereas norms are more informal and are implicitly stated. But regardless of how rules and norms are established, they enable group members to develop procedures from which the group can function.…
Descriptors: Cooperative Learning, Group Dynamics, Group Activities, Models