Table 4.2. Types of Content-Focused Questions
Table 4.3. Questions to Expand Ways of Thinking
Table 4.4. Holding Students Accountable for Informal Communication Activities
Figure 4.1. Template for Informal Communication Activities
Figure 4.2. Sample Informal Communication Activity (Rotating Discussion). Adapted from an exercise created by created by Professor George Vane, Hamline University.
Figure 4.3. Sample Informal Communication Activity (Less Structured). Exercise created by Professor George Vane, Hamline University.
Figure 4.4. Sample Informal Communication Activity Template (Gallery Walk). Adapted from: http://serc.carleton.edu/introgeo/gallerywalk/examples.html
Table 4.5. Sample Discussion-Based Informal Communication Activities
Table 4.6. Sample Micro Presentation Informal Communication Activities
Table 4.7. Sample In-Class Debate Activities
Table 4.8. Sample Dialogue and Role Plays
Table 4.9. Sample Pair/Group Work
Table 4.10. Sample Visual Activities
Table 5.1. Scaffolding Informal Communication Activities
Figure 5.1. Template for Formal Communication Assignments
Table 5.2. Presentation-Focused Communication Assignments
Table 5.3. Interview or One-to-One Focused Communication Assignments
Table 5.4. Debate-Focused Communication Assignments
Figure 5.2. Formal Communication Assignment Example, Progress Presentation
Figure 5.3. Formal Communication Assignment Example, Introduction Presentation
Figure 5.4. Formal Communication Assignment Example, Pin Up
Table 6.1. Types of Communication Apprehension
Table 6.2. Signs of Communication Apprehension
Table 6.3. Effects of Communication Apprehension
Table 6.4. Communication Apprehension Treatments
Table 6.5. Setting up Your Classroom to Reduce Communication Apprehension
Table 7.1. Typical Participation Patterns
Table 7.2. Influences on Participation
Table 7.3. Processes that Facilitate Discussion
Table 7.4. Responsibilities of Facilitators and Participants in Discussion
Table 8.1. Critical Issues in Group Work
Table 8.2. Communication Behaviors Associated with Leadership Functions
Table 8.3. Special Considerations for Managing Virtual Groups
Table 8.4. Scaffolding Support for Group Work in Your Class
Table 9.1. Common Conflict Phenomena
Table 9.2. Strategies for Setting Up a Classroom to Prevent Conflict
Table 9.3. Statements for Collaborative Conflict Resolution
Table 10.1. Key Definitions of Diversity Terms
Table 10.2. Common Language and Perception Differences between Men and Women
Table 10.3. Ways to Deal with Racist, Sexist, and Ethnocentric Behaviors in the Classroom
Table 11.1. Planning Questions: Evaluating Oral Communication
Table 11.2. Genre-Specific Considerations for Evaluation
Figure 11.1. Form for Students to Evaluate Discussion Performance of Themselves and Their Peers.
Figure 11.2. Evaluation Form for Students to Provide Feedback on a Classmate as Discussion Leader. Used with permission from Diane Clayton, Asian Studies, Hamline University.
Figure 12.1. Sample Holistic Grading Rubric to Evaluate a Group Proposal of Project Topic
Figure 12.2. Sample Categorical Rubric: Presentations about Light in Physics for Teachers. Used with permission from Jon D. H. Gaffney, Physics and Astronomy, Eastern Kentucky University.
Figure 12.4. Sample Combined Rubric for Design Final Presentation
Table 12.1. Translating Outcomes into Teachable, Measureable, and Observable Criteria
Table 12.2. Example Anchors for Rubrics
Table 12.3. Criteria and Possible Descriptions in Different Disciplines
Table 13.1. Implementing Tact, Solidarity, and Approbation in Instruction
Acknowledgments
We are grateful to the many people who have contributed to this text and our scholarship throughout the years. David Blakesley’s support of this project has been vital as we brought the text to fruition. We are also grateful to Jared Jameson for copyediting the manuscript. Thanks also go to the students who assisted us with sources and citations at various points in the project: Hannah Jaffe (North Carolina State University), Raven Timmons (University of Kentucky), and Aubrey Fonfara (Hamline University).
We extend our thanks to colleagues who provided reviews of the manuscript: Susan McLeod (University of California, Santa Barbara), Sean Connin (Trinity University), Jon P. Rust (North Carolina State University), Krysta Kirsch (Ohio State University), Wendy Atkins-Sayre (University of Southern Mississippi), Ann Darling (University of Utah), and April Kedrowicz (North Carolina State University). Thank you to the faculty who granted permission for us to use rubrics and assignment descriptions: Diane Clayton (Hamline University), Jon D. H. Gaffney (Eastern Kentucky University), and George Vane (Hamline University).
Deanna Dannels would like to acknowledge several people who have influenced the project in important ways. Co-authors Patricia Palmerton and Amy Housley Gaffney have been collaborative and engaged partners; their commitment to the project and the process of writing made the time working together fulfilling and productive. Deanna is also grateful for Ann Darling who provided her with the initial opportunity (twenty years ago) to learn in the trenches about what it means to do communication across the curriculum. Working with the engineers during that time changed the path of her work and forever sculpted the way she thinks about and tinkers with teaching and learning. She would
