scholarly journals And So It Goes: An Introduction to Volume 2 of the Journal of Communication Pedagogy

2019 ◽  
Vol 2 ◽  
pp. 1-2
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Instructional Communication ◽  
Original Research ◽  
Communication Education ◽  
Scholarship Of Teaching ◽  
Critical Communication Pedagogy ◽  
Communication Pedagogy ◽  
Basic Course

As part of the larger instructional communication education umbrella and similar to, yet distinct enough from, its related subdisciplines such as basic course scholarship, the scholarship of teaching and learning, and critical communication pedagogy, the articles published in this volume of JCP demonstrate the three forms through which communication pedagogy can emerge. That is, whether communication pedagogy centers on the systematic study (i.e., Original Research Studies), reflection (i.e., Reflection Essays), or identification of teaching practices (i.e., Best Practices) across communication curricula, the end result is that communication pedagogy acts as a vehicle through which teaching effectiveness can be improved, strengthened, or even realized, with the goal of enriching—in some way—the educational lives of instructors and students and assisting instructors, students, and classmates in the development and maintenance of productive and satisfying communication relationships with and among each other.

scholarly journals Innovations and best practice in undergraduate education

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 646
Author(s):  
George R. Littlejohn ◽  
Graham Scott ◽  
Mary Williams
Keyword(s):  
Science Education ◽  
Best Practices ◽  
Undergraduate Education ◽  
Teaching And Learning ◽  
Best Practice ◽  
Collective Responsibility ◽  
Experimental Biology ◽  
Next Generation ◽  
Scholarship Of Teaching

University-based scientists hold the collective responsibility for educating the next generation of citizens, scientists and voters, but the degree to which they are individually trained and rewarded for this pursuit is variable. This F1000Research channel has its origin in a Society for Experimental Biology Conference held in Prague, 2015 and brings together researchers who excel at undergraduate education or the scholarship of teaching and learning to discuss challenges and best practices in contemporary higher science education.

Access and Inclusion in Emergency Management Online Education: Challenges Exposed by the COVID-19 Pivot

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Caroline S. Hackerott ◽  
Alyssa L. Provencio ◽  
Jenniffer M. Santos-Hernandez
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Emergency Management ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Extant Literature ◽  
Learning Framework

Abstract This paper reviews the extant literature on the development of online education within the discipline of emergency management and identifies areas exposed by the COVID-19 pivot needing further examination. We suggest utilizing a Scholarship of Teaching and Learning framework to identify best practices for responding to issues of access and inclusion.

scholarly journals Assessing Outcomes of Simulation in Communication Sciences and Disorders

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Erin Clinard
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Simulation Research ◽  
Simulation Based

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.

scholarly journals Mapping Research Directions in the Introductory Communication Course: A Meta-Synthesis of Published Scholarship

2021 ◽  
Vol 4 ◽  
pp. 85-95
Author(s):  
Lindsey Anderson ◽  
Ashley Jones-Bodie ◽  
Jennifer Hall
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Communication Education ◽  
Research Directions ◽  
Communication Course ◽  
Introductory Course ◽  
The Past ◽  
Basic Communication Course ◽  
History Of ◽  
Communication Pedagogy

The introductory communication course has a history of producing meaningful scholarship that shapes teaching and learning at institutions of higher education around the world. The scope of this research is broad and, as such, calls for a meta-synthesis of trends in and avenues for future research. This project examines published work from the past decade—2010 through 2019—in key outlets that regularly publish introductory course-focused research (The Basic Communication Course Annual, Communication Education, Communication Teacher, The Journal of Communication Pedagogy). This analysis of 98 articles revealed that publications tend to focus on three primary areas: (1) students and instructors, (2) the structure of the course, and (3) assessment—while calling for future research to “replicate” past studies. Based on this meta-synthesis, we propose directions for future scholarship that will continue to impact teaching and learning practices beyond replication.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Sign in / Sign up

Export Citation Format

Share Document