207Environmental communication pedagogy and practice toolbox

2018 ◽  
pp. 207-274
Author(s):  
MISSING-VALUE MISSING-VALUE
Keyword(s):  
Communication Pedagogy

scholarly journals Confronting Students’ Personal and Interpersonal Communication Anxieties and Needs through Constitutive, Experiential Communication Pedagogy

2020 ◽  
Vol 3 ◽  
pp. 20-26
Author(s):  
Lawrence Frey ◽  
Emily Loker
Keyword(s):  
Interpersonal Communication ◽  
Positive Outcomes ◽  
Significant Issue ◽  
Human Relations ◽  
High Anxiety ◽  
Communicative Behaviors ◽  
Communication Difficulties ◽  
Communication Competencies ◽  
Experiential Pedagogy ◽  
Communication Pedagogy

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.

scholarly journals Educating Technical Communication Teachers: The Origins, Development, and Present Status of the Course, “Teaching Technical Writing” at Illinois State University

2013 ◽  
Vol 2 (2) ◽  
pp. 3
Author(s):  
Gerald Savage
Keyword(s):  
Technical Communication ◽  
Technical Writing ◽  
The United States ◽  
Current Status ◽  
State University ◽  
Graduate Course ◽  
Communication Program ◽  
Illinois State University ◽  
History Of ◽  
Communication Pedagogy

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.

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