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Direct linkWeber, David E. – Communication Teacher, 2007
When learning about a phenomenon, one must directly experience it in order to fully understand it (Kolb, 1984). So how may an instructor of introductory organizational communication ensure that students "directly experience the phenomenon" of organizing? The author describes an activity he developed to enable students to share a direct experience…
Descriptors: Organizational Communication, Curriculum Design, Instructional Design, Class Activities
Peer reviewedGraham, Betsy P.; Schwartz, Stuart H. – Journalism Educator, 1983
The use of the case method technique in a newswriting course stresses intensive analysis and discussions of carefully chosen "cases"--professionally written feature stories--that show what a feature is and how one should be written. (HOD)
Descriptors: Case Method (Teaching Technique), Course Descriptions, Higher Education, Journalism Education
Peer reviewedCronin, John J. – Business Communication Quarterly, 1995
Describes the development of a graduate business communication course that emphasized technology and intercultural communication without ignoring fundamental skills. Explains course objectives and design. Describes the conduct of the course itself. (SR)
Descriptors: Business Communication, Case Method (Teaching Technique), Course Content, Course Descriptions
Peer reviewedRangachari, P. K. – Advances in Physiology Education, 2000
Describes a problem-based course in which students in an interdisciplinary program explored the manufacture of biological knowledge. Discusses how students gained an appreciation of the complex interactions between ideals, individuals, institutions, and investments that comprise modern biological research through study of a variety of problems and…
Descriptors: Active Learning, Biology, Case Method (Teaching Technique), Course Descriptions
