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In an era marked by the rapid integration of Artificial Intelligence (AI) into our lives, the discourse surrounding its implications has intensified. The Role of Generative AI in the Communication Classroom is a pioneering book that delves into the multifaceted dimensions of AI, specifically focusing on OpenAI's revolutionary Chat Generative Pre-Trained Transformer (Chat GPT) and its profound influence on the landscape of communication education. This book navigates the intersection of technology, education, and ethics, shedding light on the imperative need for a collaborative approach to shape AI's evolution. AI's potential to reshape industries and human roles is undeniable. Rooted in the intricate workings of AI and its hallmark, Chat GPT, this book meticulously dissects the dynamic relationship between humans and machines. The discourse extends beyond technology and into the realm of education, asserting that the power to mold AI's trajectory cannot rest solely in the hands of developers. Collaboration involving educators and policymakers is fundamental to ensure AI's ethical and inclusive deployment in education. With an eye on the future, this book advocates for curriculum adaptations that cater to the digital generation, whose lives are intertwined with AI. Addressing the symbiotic interaction of AI and communication, it underscores the significance of communication studies engaging with AI to leverage its potential to foster societal benefits. While revealing AI's transformative potential in the communication classroom, the book conscientiously explores ethical concerns and biases, fostering a balanced approach to its integration. This book is instrumental to the ongoing discourse on AI's role in education. The call for ethical considerations, inclusivity, and regulation serves as a guiding compass for educators, students, developers, and policymakers alike. The book ensures a holistic perspective on AI's integration by addressing privacy, citation, voice ownership, and overall digital ethics. Targeting academic communities and organizations focused on communication, media studies, and AI in education, The Role of Generative AI in the Communication Classroom is an essential read. It aligns seamlessly with the agendas of educational departments across universities, presenting an insightful synthesis of computer science, education, and communication studies. By engaging with relevant conferences and journals, this book invigorates discussions and steers education toward a balanced and responsible AI-driven future.

In Teaching Communication Across Disciplines for Professional Development, Civic Engagement, and Beyond, contributors discuss topics inherent in merging communication across disciplines, including challenges and opportunities, teaching and research, communication and student identity, future directions, and the transformative possibilities of teaching communication across disciplines. A cross-disciplinary approach provides an avenue for the integration of a broad education that prepares students for global citizenship and civic engagement. Ultimately, this book argues that positioning communication as a theoretically rich process of social interaction and meaning with attention to rhetorical sensitivity can expand the vision of communication across the disciplines. The increased demand for communication expertise opens opportunities for exploration, growth, community development, and cross-disciplinary alliances. Scholars of communication, English, and education will find this book of particular interest.

Le premier ouvrage scientifique francophone sur l'oral universitaire. Les universités ont longtemps été associées à l'écrit. Néanmoins, l'oral reste omniprésent dans le milieu universitaire : l'oral circule, se pratique, s'enseigne et s'apprend, en étroite relation avec l'écrit. Il peut s'agir d'un oral pédagogique, scientifique et/ou institutionnel. L'oral à l'université a cependant été très peu étudié dans la recherche francophone, focalisée sur l'écrit. Former à l'oral, former par l'oral, ce sont pourtant deux facettes d'une même problématique : l'oral comme outil ; l'oral comme objectif d'enseignement-apprentissage à part entière. Adressées aux chercheurs, mais aussi aux enseignants et aux formateurs, les différentes contributions cherchent à articuler étroitement, dans une relation circulaire, connaissances scientifiques et situations ordinaires de formation, théorie et dimensions pratiques innovantes, facilement transférables dans d'autres contextes. Comment s'articulent et se distinguent écrit et oral à l'université? Comment qualifier les pratiques et les représentations, tant des étudiants que des enseignants? Comment étayer et évaluer leurs pratiques langagières orales? Cet ouvrage vise à fournir des pistes de réflexion sur l'oral universitaire ainsi que des outils pédagogiques à destination d'étudiants de tous horizons.

When Communication Became a Discipline argues that speech and journalism professors embraced the concept of communication between 1964 and 1982. They changed the names of their scholarly societies and journals and revised their academic curricula. Five “strands” of scholarship became and remain central to this transformation. Communication is not a traditional academic discipline, but its scholars convinced their colleagues to understand and embrace it. When Communication Became a Discipline presents an argument with historical evidence that illustrates scholarly creativity at its finest.

Each year instructors and scholars contemplate their instructional spaces in search of information about incoming students and how best to relate course content to a new generation of learners. Communication Instruction in the Generation Z Classroom: Educational Explorations outlines communication considerations for effectively interacting with and instilling pedagogical practices that appeal to Gen Z using communication tools and course design principles to effectively engage students. Contributors raise questions about research areas in need of additional exploration as instructors and scholars seek to understand how communication influences classrooms, learners, and the broader world. Given the relationship between teacher communication and student success, instructors across disciplines, as well as scholars of communication, pedagogy, and social sciences will find this book particularly interesting. It is also suitable for graduate students in teaching assistant positions, faculty developers, and educators at various institutions.

Although mentoring occupies a paramount role in higher education and is part of a faculty's expected duties, nowadays increasingly so, it is not an area to which graduate schools pay close attention. There is no formalized training and faculty and graduate students alike are expected to know how to mentor effectively once they graduate or start a new teaching or administrative position. This book tackles two interrelated issues: the role and importance of mentoring in the communication discipline as well as critical/cultural studies and using critical communication to illuminate the ways in which students and junior faculty among others are mentored in higher education. The authors of these chapters present a position or an issue in regards to mentoring students and faculty or the lack of it in higher education. Their goal is to generate a scholarly discussion by utilizing qualitative and narrative-based research approaches and critical and cultural perspectives to promote awareness about the importance of mentoring. Additionally, the authors highlight some of the important issues in mentoring as a form of critical communication pedagogy and present some guidelines, ideas, and examples to mentor more effectively. This edited book will be helpful for various audiences. First, it will provide guidance for graduate students, junior and senior faculty members who are asked to mentor others at various stages of their academic careers. Second, it will help students and faculty who are currently trying to identify and work with mentors. And third, it gives ideas on what to do and not to do in successful mentor-mentee relationships.

This concise and flexible core textbook integrates a design thinking approach, rhetorical strategies, and a global perspective to help students succeed as technical and professional communicators in today's multimodal, mobile, and global community. Design thinking and good communication practices are rooted in empathy and human values. The integrated approach fosters students'ability to address the complex problems they will face in their careers, where they will collaborate with people who present diverse expertise, cultures, languages, and values. This book introduces the knowledge and skills as well as agile activities that help students communicate on projects within local and global communities. Parts 1 and 2 introduce the strategies for design thinking, audience analysis, communicating ethically, collaborating professionally, and managing projects to define problems and implement solutions. In Parts 3 and 4, students learn to compose content in text and visuals. They learn to structure and deliver content by choosing the right genre and selecting effectively from the communication options available in today's multimodal environment.Designing Technical and Professional Communication serves as a flexible core textbook for technical and professional communication courses. An instructor's manual containing exercises, sample syllabus, and guidance for teaching in a variety of settings is available online at www.routledge.com/9780367549602.

Die vorliegende Einführung vermittelt wesentliche Eigenheiten der akademischen Kommunikation am Beispiel der Wirtschaftswissenschaften und angrenzender Wissenschaften. Der Aufbau des Buches ist dabei vom Leitziel wissenschaftlichen Lernens bestimmt: Nach einer Einführung in den Umgang mit Begriffen, Definitionen und Theorien führt der Weg vom Schema der wissenschaftlichen Erklärung über Ziel-Mittel-Systeme bis hin zum Werturteilsstreit in den Sozialwissenschaften. Der zweite Teil greift diese Inhalte auf und vermittelt Anleitungen zum wissenschaftlichen Arbeiten. Er zeigt die einzelnen Schritte einer wissenschaftlichen Untersuchung von der Themensuche über die Durcharbeitung bis zum abschließenden Bericht auf. Im dritten Teil folgt eine kurze wissenschaftsphilosophische Ergänzung mit einer Einführung in das moderne Wissenschaftsverständnis und mit einem Exkurs über das zwar ungelöste, im wissenschaftlichen Argumentieren aber immer noch durchscheinende Universalienproblem. Ergänzend finden sich noch wertvolle Hinweise zum Aufbau einer akademischen Arbeit, zur Vermeidung von Fehlern und zum korrekten Zitieren.

In an age of accelerating information and increasing technology, media matters more now than ever. In this book, Read Mercer Schuchardt helps us navigate the digital age from a distinctly Christian perspective, offering guidance for becoming wise users of media rather than simply being used by media. Highlighting the importance of studying and understanding communication arts and how they are changing, this book will help you think creatively about using media effectively for the sake of the gospel, the church, and the world. Part of the Reclaiming the Christian Intellectual Tradition series.

In Master Class: Teaching Advice for Journalism and Mass Communication Instructors, members of the AEJMC Elected Standing Committee on Teaching take readers behind the scenes to explain the teaching strategies, preparation tips, exercises, and project ideas that have, in many cases, earned them university and national teaching awards. It is designed to benefit everyone from instructors-in-training who are about to teach their first class to more experienced professors who are looking for ways to freshen their approach in the classroom. A companion website with additional resources can be found at http://www.aejmc.org/home/resources/teaching-help/.

This book is a philosophical introduction to the field of communication and media studies. In search of the philosophical backgrounds of that relatively young field, the book explores why this overwhelmingly popular discipline is in crisis. The book discusses classic introductions on communication, provides an update on lessons learned, and re-evaluates the work of pioneers in the light of up-to-date philosophical standards. It summarizes various debates surrounding the foundations of system theory and especially its applicability to the Social Sciences in general and to Communication Studies in particular.Communication schools promise their students an understanding of the source of a principal and dynamical power in their lives, a power shaping societies and identities, molding aspirations, and deciding their fates. They also promise students a practical benefit, a chance to learn the secret of controlling that dynamical power, improving a set of skills that would ensure thema critical edge in the future job market: become better media experts for all media. Yet no one seems to know how such promises are met. Can there be a general theory of communication? If not, what can (should) communication students learn? This book looks at the problem from a philosophical perspective and proposes a framework wherein critical cases can be tested.

Designed for advanced undergraduate and graduate courses, Research from the Inside Out is an insider's guide to conducting empirically-based research. Showcasing eight research projects resulting in academic and professional papers, this practical supplementary text is an indispensable resource for those intending to further their academic studies in communication or other related social science disciplines. In the text, Thomas Hugh Feeley guides students as he'looks under the hood'of the entire research process, including the writing skills needed to present research accurately and convincingly for different audiences. Feeley provides real conversations with communication researchers, often quoting directly from interviews he conducted with them. Showing students and future researchers in communication what they learned during each of the eight exemplary studies, the researchers candidly reveal the pitfalls, discoveries, and synchronicities that can happen when conducting research.

In a rapidly changing media landscape, THE MEDIA TEACHER'S BOOK SECOND EDITION and website is the one-stop shop for all media teachers, whatever your level of experience. Providing you with invaluable lesson ideas and guidance through key areas that form the core of all specifications, whether you are teaching GCSE, A-level or Creative and Media Diplomas and BTECS, you will find this an essential teaching tool.THE MEDIA TEACHER'S BOOK SECOND EDITION offers you:- a strategy for contemporary media teaching based in active, practical learning- access to 100 easily implementable, time-saving lesson ideas for approaching concepts and content- sound advice on preparing lessons effectively- strategies for raising achievement among your students- guidance on how to assess your students'work effectively- practical advice on best practice for teaching specific areas.The authors combine the experience of a principal examiner and media teaching expert with that of a practised classroom teacher leading the delivery of new media qualifications in a successful and well-respected sixth form college.

Academic Communication Skills is designed to assist international graduate students as they create their own opportunities to expand their linguistic and strategic repertoires in academic English conversations. The needs of international graduate students are often different than those of others who have learned English as an additional language because they participate in academic conversations at advanced levels, encounter daily opportunities to discuss topics about which they have sophisticated knowledge, and are required to share their expertise with others (in their roles as teaching assistants or research assistants). As students progress in their academic studies, they increasingly understand that their fluency in academic oral communications plays an important role in their academic performance and future career options. While they recognize the importance, many voice frustrations, finding that speaking English is more difficult than writing and engaging in impromptu dialogues is more difficult than presenting prepared monologues. This book is an excellent resource for either classroom instruction or for self-study. It provides effective confidence-building strategies that speakers can try when participating in a range of different academic interactions. By guiding both students and instructors in examining common conversational challenges in academic environments, including many of the assumptions that frequently cause miscommunication, the book provides proven strategies for increased effectiveness and confidence in cross-cultural academic conversations.

En retraçant les fondements de l'étude des phénomènes de communication, les auteurs étudient les aspects humains et interpersonnels de la communication et examinent les divers phénomènes liés à la mise en forme de l'information pour la diffusion (relations publiques, journalisme, téléréalité). Ils décrivent certains aspects de la communication liés aux technologies de l'information et plongent ensuite dans l'univers des communautés virtuelles, puis dans celui des jeux électroniques et de la synthèse d'images.