Using self‐directed teams to integrate service‐learning into an organizational communication course

2001 ◽  
Vol 66 (3) ◽  
pp. 226-238 ◽  
Author(s):  
Mark J. Braun
Keyword(s):  
Service Learning ◽  
Organizational Communication ◽  
Communication Course

Media Literacy Facilitation as Service Learning and Public Engagement

2022 ◽  
pp. 499-522
Author(s):  
Christine Olson ◽  
Erica Scharrer
Keyword(s):  
Service Learning ◽  
Media Literacy ◽  
Interactive Media ◽  
Media Analysis ◽  
Practical Implementation ◽  
Written Feedback ◽  
Communication Course ◽  
K 12 ◽  
Practical Constraints

This chapter offers insights from a 15-year partnership between a public university and local K-12 schools to explore how the facilitation of media literacy education (MLE) programs by university students can offer rewarding outcomes for both research and learning. The MLE program that serves as the case study for this chapter takes place at local elementary schools each spring in conjunction with an undergraduate communication course and includes interactive media analysis discussions as well as a culminating creative production activity. Reflections and written feedback from participating graduate, undergraduate, and elementary students emphasize the strengths of this pedagogical model for collaboration and learning while also acknowledging the practical constraints of such a partnership. By detailing the institutional-level support, instructional design, and practical implementation of this MLE program, the chapter enumerates the benefits and challenges of engaged research and service learning for advancing media literacy goals.

Media Literacy Facilitation as Service Learning and Public Engagement

2018 ◽  
pp. 112-135 ◽  
Author(s):  
Christine Olson ◽  
Erica Scharrer
Keyword(s):  
Service Learning ◽  
Media Literacy ◽  
Interactive Media ◽  
Media Analysis ◽  
Practical Implementation ◽  
Written Feedback ◽  
Communication Course ◽  
K 12 ◽  
Practical Constraints

This chapter offers insights from a 15-year partnership between a public university and local K-12 schools to explore how the facilitation of media literacy education (MLE) programs by university students can offer rewarding outcomes for both research and learning. The MLE program that serves as the case study for this chapter takes place at local elementary schools each spring in conjunction with an undergraduate communication course and includes interactive media analysis discussions as well as a culminating creative production activity. Reflections and written feedback from participating graduate, undergraduate, and elementary students emphasize the strengths of this pedagogical model for collaboration and learning while also acknowledging the practical constraints of such a partnership. By detailing the institutional-level support, instructional design, and practical implementation of this MLE program, the chapter enumerates the benefits and challenges of engaged research and service learning for advancing media literacy goals.

Structuring a Competency-Based Accounting Communication Course At the Graduate Level

2009 ◽  
Vol 72 (2) ◽  
pp. 177-199 ◽  
Author(s):  
Mohsen Sharifi ◽  
Gary B. McCombs ◽  
Linda Lussy Fraser ◽  
Robert K. McCabe
Keyword(s):  
Service Learning ◽  
Oral Communication ◽  
Communication Course ◽  
Master Of Science ◽  
Accounting Faculty ◽  
Science Degree ◽  
Hands On ◽  
Accounting Practitioners ◽  
Competency Based ◽  
Different Order

The authors describe a graduate capstone accounting class as a basis for building communication skills desired by both accounting practitioners and accounting faculty. An academic service-learning (ASL) component is included. Adopted as a required class for a master of science degree in accounting at two universities, this course supports accounting accreditation. Surveys offer evidence that both accounting practitioners and faculty rate, in slightly different order, the three most important skills as written communication, oral communication, and analytical/critical thinking. Accounting curricula worldwide are under pressure to develop better skills in these areas as well as to meet assessment and accreditation directives and criteria. The authors designed a communication course utilizing ASL that not only meets all of the above objectives but also provides the student with hands-on experiential learning. Information about this course provides a guide to accounting and business faculty who may wish to pursue such an approach in their schools.

scholarly journals Service Learning That Saves Lives

2005 ◽  
Vol 3 (1) ◽  
pp. 73-83
Author(s):  
Mary Portis
Keyword(s):  
College Students ◽  
High School ◽  
Problem Solving ◽  
Health Education ◽  
Service Learning ◽  
Organizational Communication ◽  
Perfect Health ◽  
Community Benefits ◽  
Education Service ◽  
The Gift

Blood drives make a perfect health education service learning project for high school and college students, especially college students majoring in health education. It is a true win-win project. Students learn about the gift of life and have a chance to practice valuable organizational, communication, problem-solving, marketing and evaluation skills. The community benefits from additional blood stores and expansion of the community blood donor base.

Cross-cultural Service Learning: American and Russian Students Learn Applied Organizational Communication

2001 ◽  
Vol 64 (3) ◽  
pp. 59-69 ◽  
Author(s):  
Betsy Stevens
Keyword(s):  
Nursing Home ◽  
Service Learning ◽  
Public Relations ◽  
Organizational Communication ◽  
Cross Cultural ◽  
Non Profit ◽  
The Press ◽  
American Students ◽  
Cultural Service ◽  
Non Profit Organizations

In an unusual cross-cultural endeavor, American and Russian students engaged in service learning as part of an organizational communication class in which they applied their skills to assist non-profit organizations. American students worked with a nursing home to plan a public relations event and the Russian students gave a party for children at an orphanage in Tomsk, Russia. Students worked in teams and accomplished assigned responsibilities. Both groups produced a public relations event and each contacted the press seeking news cover age. The Americans surveyed stakeholders about the effectiveness of the organiza tion's ability to communicate with its constituents. The Russians went about their project differently (they participated in the course online) .

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