Teaching Communication: Theory, Research, and Methods

Table of contents

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• Title Page iii
• Contents v
• Introduction xi
• I Thinking About the Goals of Communication Education 1
• 1: The Communication Discipline 3
• REFERENCES 13
• 2: The Goals of Communication Education 15
• 3: An Ecological Perspective on College/University Teaching: The Teaching/ Learning Environment and Socialization 31
• REFERENCES 45
• 4: Becoming a Professional 49
• REFERENCES 60
• 5: Creating a New Course 61
• II Preparing Specific Communication Courses 73
• 6: Teaching Public Speaking 75
• 7: Teaching Interpersonal Communication 85
• REFERENCES 98

• Title Page iii
• Contents v
• Introduction xi
• I Thinking About the Goals of Communication Education 1
• 1: The Communication Discipline 3
• REFERENCES 13
• 2: The Goals of Communication Education 15
• 3: An Ecological Perspective on College/University Teaching: The Teaching/ Learning Environment and Socialization 31
• REFERENCES 45
• 4: Becoming a Professional 49
• REFERENCES 60
• 5: Creating a New Course 61
• II Preparing Specific Communication Courses 73
• 6: Teaching Public Speaking 75
• 7: Teaching Interpersonal Communication 85
• REFERENCES 98
• CONCLUDING THOUGHTS: GRADING AND CONFRONTING THE BIAS AGAINST GROUP WORK 109
• REFERENCES 111
• 9: Teaching Rhetorical Studies 115
• REFERENCES 127
• 10: Teaching Persuasion 131
• 11: Teaching Organizational Communication 141
• REFERENCES 154
• CONCLUSION 168
• REFERENCES 169
• 13: Teaching Intercultural Communication 171
• REFERENCES 179
• 14: Teaching Interviewing 181
• REFERENCES 192
• 15: Teaching Mass Communication and Telecommunication 195
• REFERENCES 206
• 16: Teaching Research Methods 209
• 17: Teaching a Special Topic Course 223
• REFERENCES 239
• III Organizing the Instructional Context 241
• 18: Classroom Roles of the Teacher 243
• 19: Diversity in Classroom Dynamics 257
• REFERENCES 268
• 20: Classroom Management: Contending With College Student Discipline 269
• REFERENCES 283
• 21: The First Day 287
• ACKNOWLEDGMENT 295
• REFFERENCES 295
• IV Selecting and Evaluating Instructional Strategies and Tools 297
• 22: Selected Tools and Methods to Engage Students in Learning 299
• REFERENCES 316
• 23: Explanatory Skills 319
• REFERENCES 329
• 24: Lecturing 333
• REFERENCES 345
• 25: Large Lecture Classes 347
• 26: Interaction Skills in Instructional Settings 359
• REFERENCES 373
• 27: Individualized Approaches to Instruction 375
• REFERENCES 389
• 28: Instruction by Design: Technology in the Discourse of Teaching and Learning 393
• REFERENCES 408
• 29: Evaluating the Process 409
• 30: Evaluating the Product 425
• V Tackling Some Unique Teaching Assignments 445
• 31: Directing Multiple Sections of the Basic Course 447
• REFERENCES 457
• 32: Directing Debate and Forensics 459
• REFERENCES 469
• 33: Communication in the 2-Year College 471
• REFERENCES 479
• 34: Distance Education 481
• 35: Extended Learning 497
• 36: Consulting 507
• VI Exploring Important Professional Issues 517
• 37: Ethical Issues In Teaching 519
• REFERENCES 530
• 38: Fitting Into the Department and the Profession 531
• Author Index 543
• Subject Index 555