Teaching Communication: Theory, Research, and Methods

Teaching Communication: Theory, Research, and Methods

Teaching Communication: Theory, Research, and Methods

Teaching Communication: Theory, Research, and Methods

Synopsis

This new edition provides guidance to anyone involved in teaching communication at the college level. Audience includes graduate students, lecturers, instructors, professors, and administrators.

Excerpt

The field of communication was founded, in part, because of a felt need to make people better communicators. That meant teaching them how to communicate more effectively, whether it be in public settings (e.g., public address, groups) or in private (e.g., interpersonal). Most of that teaching has happened within the classroom and many professionals have spent their lives instructing others on various aspects of communication. Yet, in the 70 years or so that the field of communication has existed, very little integrated attention has been paid to the methods involved in teaching communication. Although there have been journal articles on techniques, and classes on instruction in communication, there have been few attempts to integrate the many issues and concerns that face teachers. This book attempts to do that.

Who is this book for? Many readers should find it especially useful when they start their careers as communication educators. One of the toughest parts of graduate school is moving from one side of the desk to the other with little or no preparation or guidance. There are few fields of endeavor in which people expect so much quality so quickly, yet provide so few resources. At best, most beginning graduate students are hired to teach undergraduate courses (at paltry rates) and receive a single 3-hour class in teaching. Many times these beginning teachers do not even receive credit for the course and are forced to fit that course in with more so-called substantive classes. This book is for them. One of the prime motivations for compiling this volume was to provide a useful reference for beginning teachers in communication--whether they be graduate students or, per-

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