To help ESP college instructors improve the English curriculum taught at polytechnic institutes, colleges and universities, the current study proposes a model for designing English for Polytechnic Purposes (EPP) courses for undergraduate students majoring in mechanical engineering, chemistry, technology, economics, textile industry and other…

Courses: Introduction to Communication Studies, Interpersonal Communication, Nonverbal Communication. Objectives: After completing this single-class activity, students should be able to (1) describe and interpret face-work as a communicative act that both reflects and constructs identity, (2) explain the concept of intersectionality in basic…

Courses: Intercultural Communication, Conflict and Communication, Interpersonal Communication. Objectives: After completing this single-class activity, students should be able to (1) differentiate between the avowed versus ascribed dimensions of cultural identity construction; (2) articulate the contested nature of cultural identity, including how…

Courses: Intercultural Communication, Culture and Conflict, International Conflict and Alliance Building. Objectives: After completing this single-class activity, students should be able to (1) describe the concepts of identity, citizenship, and mobility; (2) empathize with the everyday struggles of students who hold citizenship outside of their…

Course: Organizational Communication. Objectives: After completing this single-class activity, students should be able to (1) identify stereotypes that are created and/or reinforced by images frequently used in communication materials, (2) explain how those stereotypes influence communication and relational barriers in organizations, and (3)…

Courses: Intercultural Communication, Communication and Identity, Interpersonal Communication. Objectives: After completing this semester-long activity, students should be able to (1) discuss and apply the concepts of social identities; (2) analyze the influence of self-identities on online communication practices of self to others and others to…

Courses: Communication and Diversity, Intercultural Communication, Gender Communication. Objectives: After completing this semester-long activity, students should be able to (1) articulate a systems-of-oppression (privilege??oppression) approach to thinking about difference; (2) confront and "interact differently" with one social…

The focus on construction in T&E education has drastically changed. This article presents a series of topics and design-based labs that can be taught at various grade levels to integrate STEM concepts while also increasing students' overall awareness of construction and structural technologies.

Courses: Ethics, Organizational Communication, Political Communication. Objectives: After completing this unit activity, students should be able to (1) apply multiple ethical perspectives to real-world diversity issues in a debate format, and (2) explain the role of informational and social category diversity in current controversies.

Courses: Argumentation, Public Speaking, Political Communication. Objectives: After completing this unit activity, students should be able to (1) demonstrate comprehension of Burke's (1941) concept of terministic screens; (2) apply the concept of terministic screens to write a brief political autobiography of themselves that analyzes the history…

This article describes a quizzing activity that aims to facilitate student cognitive engagement at a variety of Bloom's taxonomy levels and promote reading of course assignments. The quizzing activity described is potentially useful for any course. Because it is based on Bloom's cognitive taxonomy, which is itself designed to address the spectrum…

Lists the objectives and instructional procedures of a required business communication course. (RL)

Discusses a women's literature course designed to explore the connections between the narratives that students read and discuss and the narratives that they live and write. Examines a variety of sources, including fiction, biography, autobiography, literary criticism, history, psychology, sociology, and popular culture. (RS)

Argues that technical communicators must be prepared to communicate via multiple media, including video. Describes a technical scriptwriting course that develops skills useful in several media. Discusses pedagogical strategies, three major assignments, reading assignments, client assignments, production diary assignment, and new technology. (SR)

Argues that communication educators as well as those in the education discipline must begin to promote communication training for all teachers. Describes goals, objectives, units, activities, and assignments for a comprehensive communication course for all teachers. (SG)