In this book eleven teacher-scholars of communication provide a robust study of the challenges and opportunities facing first-year communication courses. Divided evenly into paradigmatic analyses and discussions of innovative classroom practices, it offers teachers of communication ways to navigate the often complex ecology of first-year courses while embracing robust and novel teaching methods. This book was originally published as a special issue of the Review of Communication.
In this book eleven teacher-scholars of communication provide a robust study of the challenges and opportunities facing first-year communication courses. Divided evenly into paradigmatic analyses and discussions of innovative classroom practices, it offers teachers of communication ways to navigate the often complex ecology of first-year courses while embracing robust and novel teaching methods. This book was originally published as a special issue of the Review of Communication.
Pat J. Gehrke is Associate Professor in the Department of English at the University of South Carolina, USA. He has two decades of experience in teaching communication, has directed first-year communication courses, and has conducted system-wide communication competency assessments. He publishes in the history of communication studies and communication ethics, including The Ethics and Politics of Speech (2009).
Inhaltsangabe
Introduction Part I: Paradigms for First-Year Communication Courses 1. Understanding the ecology of the public speaking course 2. Beyond basic: Developing our work in and through the introductory communication course 3. The gap between rhetorical education and civic discourse 4. The case for core competencies in introductory communication courses 5. An unsettled bookcase: A critical paradigmatic approach to connect theory and pedagogy Part II: Innovations in Classroom Practice 6. Socially constructing learning space: Communication theory and pedagogy for social justice 7. Team-based learning for the basic communication course: A transformative pedagogical approach 8. Practices of response in public speaking: The transformation of revision techniques into oral feedback 9. It's not the same thing: Considering a path forward for teaching public speaking online 10. The value of literature in introducing performance studies Epilogue: a manifesto for teaching public speaking
Introduction Part I: Paradigms for First-Year Communication Courses 1. Understanding the ecology of the public speaking course 2. Beyond basic: Developing our work in and through the introductory communication course 3. The gap between rhetorical education and civic discourse 4. The case for core competencies in introductory communication courses 5. An unsettled bookcase: A critical paradigmatic approach to connect theory and pedagogy Part II: Innovations in Classroom Practice 6. Socially constructing learning space: Communication theory and pedagogy for social justice 7. Team-based learning for the basic communication course: A transformative pedagogical approach 8. Practices of response in public speaking: The transformation of revision techniques into oral feedback 9. It's not the same thing: Considering a path forward for teaching public speaking online 10. The value of literature in introducing performance studies Epilogue: a manifesto for teaching public speaking
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