Editor’s introduction and reflection: Recognizing economic hegemony as a communication pedagogy issue

2021 ◽  
pp. 1-4
Author(s):  
David H. Kahl
2020 ◽  
Vol 3 ◽  
pp. 20-26
Author(s):  
Lawrence Frey ◽  
Emily Loker

Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.


2013 ◽  
Vol 2 (2) ◽  
pp. 3
Author(s):  
Gerald Savage

Since the early 1980s, Illinois State University’s English Department has educated numerous technical communication practitioners as well as dozens of teachers of technical communication throughout the United States. Today, the program’s faculty members are nationally recognized for their contributions to scholarship and education and its Ph.D. and M.A. students are sought after to teach in the technical communication programs of other universities. A critical component of this success was the development of the graduate course, Teaching Technical Writing in 1990. This essay situates the development of that course in the history not only of the technical communication program at Illinois State University but in the history of the technical communication field, particularly since 1950. Although the essay focuses on one course in one midsized, Midwestern U.S. University, it is, I believe, exemplary of the development and current status of technical communication pedagogy throughout the U.S.


Author(s):  
Gulsun Kurubacak ◽  
T. Volkan Yuzer

The main purpose of this chapter is to define, analyze, and discuss the qualifications of distance education experts to comprehend the relation between distance education knowledge and exceptional performance in action. The key focuses are the following: (a) Who are the distance education experts in action? (b) What are the main behavioral, social, cognitive, and emotional characteristics of distance education experts? (c) What are the main critical and creative skills of distance education experts? (d) What is the main professional knowledge of distance education experts? and (e) What are the main intellectual and distinguishing characteristics of distance education experts? The overall objectives and mission of this chapter are to carefully define distance education experts based on the current and future trends, needs, and priorities, which affect and modify the development of distance education experts in a post-modem world; we need to learn how to break down the digital walls. Past and future developments must be considered in order to devise a unique, open, and democratic system of distance education through management, communication, pedagogy, technology, and evaluation in the education system. There is an urgent need to define and discuss distance education experts recognized as a reliable resource of techniques and skills.


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