Continuing a tradition dating back to 1968, this tenth study in a longitudinal series of surveys of the basic communication course has two goals: (1) to provide descriptive information about the basic course contemporarily and over time; and (2) to propose a framework for interpreting the impact of the extraordinary national and international…

In this article, we use grounded practical theory to develop a practical theory for using "difficult data" in Language and Social Interaction university classes. "Difficult data" are transcribed, audio/video-recorded data that contain language and ideologies that could be offensive, bigoted, or otherwise disturbing. We provide…

This interpretive study explored the communicative strategies teachers employ when constructing and presenting course syllabi to overcome challenges teachers face surrounding the syllabus. Data included 13 classroom observations, 19 teacher interviews, and document analysis of the instructors' syllabi. Communication strategies teachers used to…

Discusses philosophical and pedagogical issues in teaching a family communication course. Suggests a syllabus and some techniques for teaching, terminating, and following up the course. Lists selected resources. (SR)

Suggests adopting a performance-centered approach to the study of social movements to provide students with an experimental method of learning that breathes life into the social movements studied. Discusses goals and suggested course units. (MG)

Presents a course syllabus which incorporates recent research findings indicating that students that suffer from communication apprehension may be treated in a regular oral communication course with no detrimental side effects to the rest of the class. Claims that, in general, an immediate atmosphere of support and encouragement must be developed.…

Describes a course that uses the "people are implicit social scientists and rhetoricians" metaphor to weave together topics now standard for interpersonal texts: perception, language, self-concept, nonverbal communication, conflict, etc. (PD)

Describes an undergraduate course designed to teach students how to think rhetorically. Notes that the course is organized around three questions students/critics are likely to ask, and presents a four-step approach to teach both the questions and the critical methods used to answer them. (MM)

Advocates the interpretive communities approach to teaching political communication. Discusses philosophical issues in the teaching of political communication courses, and pedagogical techniques (including concepts versus cases, clustering examples, C-SPAN video examples, and simulations and games). (SR)

Describes a public address curriculum based upon a different way of conceptualizing public address. (Author)

Describes an undergraduate applied media research course which emphasizes student broadcaster contacts prior to graduation to familiarize students with 'real-life' broadcast functions in a commercial radio station. (MH)

Describes a communication course in organizational models and metaphors. Discusses teaching philosophy and six course units, including an exercise in organizational fieldwork. (SR)

Discusses assignments in discourse analysis and students' recurring methodological errors. (PD)

Discusses the goals, course units, instructional strategies, and tools for evaluation that might be used to equip students to understand interactive communication technologies in the workplace. (KEH)