Extended abstract: A professional communication course for engineering freshmen

2014 ◽  
Author(s):  
George Hayhoe ◽  
Helen Grady
Keyword(s):  
Professional Communication ◽  
Communication Course

scholarly journals Professional communication in a foreign language: designing a practical workshop for bachelors

2017 ◽  
Vol 6 (3) ◽  
pp. 293-296
Author(s):  
Natalia Vladimirovna Malova
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Educational Process ◽  
Professional Communication ◽  
Specialist Training ◽  
State Institute ◽  
Communication Course ◽  
Computer Mediated ◽  
Higher Professional Education ◽  
The University

The following paper discusses the actual task of modern technical specialist training: getting him/her ready to communicate professionally in a foreign language. Practice requests are naturally reflected in the development of curricula and programs of higher professional education. The author demonstrates the urgency of the task in connection with the constantly changing foreign language professional communication, especially computer-mediated part of it. The author identifies two main approaches to the organization of studies at the university: changing the structure, content, methods of the course Foreign Language and the development of new courses of the curriculum. Within the framework of the second approach, the process of designing an educational and methodical complex for a professional communication course on the basis of a process approach is considered in some detail. The paper emphasizes the importance of using professional skills of prospective specialists to increase the effectiveness of the educational process, in particular, the development of copyright audio and video materials. The workshop for audio engineers, developed by the author of the paper, is successfully used in the educational process of Samara State Institute of Culture.

Partnering With the Business School: The Business and Professional Communication Course

2008 ◽  
Vol 71 (3) ◽  
pp. 346-350 ◽  
Author(s):  
Ronald C. Arnett ◽  
Amanda McKendree ◽  
Janie Harden Fritz ◽  
Kathleen Glenister Roberts
Keyword(s):  
Business School ◽  
Professional Communication ◽  
Communication Course

scholarly journals Bridging conceptual gaps for smooth teaching and learning

2019 ◽  
Vol 24 (1-2) ◽  
pp. 126-146
Author(s):  
Haris C. Adhikari
Keyword(s):  
Teaching And Learning ◽  
Professional Communication ◽  
First Year ◽  
Reader Response Theory ◽  
Technical Problems ◽  
Communication Course ◽  
First Semester ◽  
Holistic Approaches ◽  
Revised Bloom's Taxonomy ◽  
Level Of Analysis

This paper primarily aims to reflect on the majority of my students’ inadequacies of using ‘remembering’, ‘understanding’, ‘analyzing’ and ‘evaluating’, four major levels of the Revised Bloom’s Taxonomy (2001), a helpful reading and writing technique included in Kathmandu University’s first year first semester undergraduate compulsory English and professional communication course, of course for the benefit of all the concerned ones—especially for those from the Asian regions whose communication in English reveals a number of linguistic and technical problems. The focus is more on the level of analysis, because the students had more problems regarding this level. My purpose is to make the level of analysis simpler, more systematic and practical, outlining its nature and various forms, and the inadequacies involved on the part of(the) students, analyzing alongside an analysis part of an assignment submitted by one of my students and a short, well known-about text taken from elsewhere. In doing so, I resort to certain assumptions of a body of theories, namely that of social support theory, reader response theory, and Gestalt theory, apart from my (experimental) experiences of teaching the Taxonomy. These assumptions and experiences gave me insights into how contextually analytical responses are safer when compared to shallow critical responses. I found that shorter texts are more helpful in introducing students to the Taxonomy. I also came across realizations about the importance of balance between textual contexts and extensions of mind, about the effectiveness and beauty of heuristic as well as holistic approaches with emphasis on bridging upon the basic conceptual gaps because of which inadequacies and difficulties arise.

scholarly journals Harry Potter and the First Order of Business: Using Simulation to Teach Social Justice and Disability Ethics in Business Communication

2018 ◽  
Vol 81 (1) ◽  
pp. 85-99 ◽  
Author(s):  
Stephanie K. Wheeler
Keyword(s):  
Social Justice ◽  
Business Communication ◽  
Harry Potter ◽  
Professional Communication ◽  
Business Writing ◽  
Communication Course ◽  
Simulation Based ◽  
Excellent Work ◽  
Communication Pedagogy

Despite the excellent work by scholars who invite us to consider disability, social justice, and business and professional communication pedagogy, little attention has been given to what a disability- and social-justice-centered business and professional communication course might look like in design and implementation. This case study offers an example of a simulation based within the Harry Potter universe that emphasizes the ways disability advocacy and civic engagement manifest themselves in foundational business writing theories and practices. This simulation enabled students to engage with social justice issues by understanding access as an essential part of business and professional communication.

Reframing Neurodiversity as Competitive Advantage: Opportunities, Challenges, and Resources for Business and Professional Communication Educators

2020 ◽  
Vol 83 (3) ◽  
pp. 261-284
Author(s):  
Lorelei A. Ortiz
Keyword(s):  
Competitive Advantage ◽  
Soft Skills ◽  
Business Communication ◽  
Professional Communication ◽  
Diverse Students ◽  
Communication Course ◽  
Talented Students ◽  
The Ideal

This article outlines opportunities and challenges of teaching neurologically diverse students in the business communication course, providing basic resources and information for instructors to supplement their knowledge and pedagogical ability to support neurodiverse students. While the business communication course may represent obstacles for neurodiverse students, it also provides the ideal opportunity for them to practice and develop the soft skills that are essential to their success. Included are implications for neurodiversity as competitive advantage as employers look to harness the unique talents of neurodivergent graduates through active recruitment programs and universities increase programming to support these diverse and talented students.

scholarly journals Distributing the Modal Load: the Oral Presentation Ensemble and Professional Identity Formation

2020 ◽  
Vol 3 (4) ◽  
pp. p26
Author(s):  
Terri Grant
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Communication ◽  
Cultural Backgrounds ◽  
Sustainable Business ◽  
Communication Course ◽  
Team Members ◽  
Fine Grained ◽  
Authorial Identity ◽  
Gaze Behaviour

Scenario Learning and Pedagogy (SLP) involves immersing an entire university professional communication course within a selected sustainable business practice scenario. This article focuses on the draft and final oral presentations of two teams who chose recycling and sustainable building practices as their institutional “workplace” scenarios respectively. A semiotic and metafunctional approach combined with authorial identity markers produced a sound theoretical frame and methodology against which a multi-layered analysis and comparison of their presentations could be instantiated. Video recordings of both their rehearsal and final presentations allowed for fine-grained scrutiny of selected video clips to focus a lens on various verbal and non-verbal elements of communication such as speech, vocal intonation and projection, dress (appearance), posture, gesture and movement, eye contact and gaze behaviour, and facial expression. The emergence of confidence as a proxy of growing professional identity to a greater or lesser extent could be determined within each team. How each team member leveraged their linguistic and cultural backgrounds, age, gender and scenario knowledge provided individual as well as collective insights into the team dynamic. Although some team members fared better than others, their collective support worked to suppress weaknesses and disjunctures to the benefit of the team effort.

scholarly journals Pedagogical Tools in Our Briefcases: Teaching the Business and Professional Communication Course

2019 ◽  
Vol 2 ◽  
pp. 43-47
Author(s):  
Suzy Prentiss ◽  
Justin Walton
Keyword(s):  
General Education ◽  
Real World ◽  
Value Added ◽  
Theory And Practice ◽  
Professional Communication ◽  
Pedagogical Tools ◽  
Communication Course ◽  
Knowledge And Skills ◽  
Excellent Opportunity ◽  
Communication Needs

As a practical and applied course, Business and Professional Communication is an excellent opportunity to blend theory and practice, prepare students with the knowledge and skills they will need in the “real world,” and continually innovate and experiment to meet the ever-changing communication needs of the workplace. Whether filled with students majoring in communication, business or another discipline, as a General Education or sequenced class, the Business and Professional Communication course is a worthwhile and value-added course that is both challenging and rewarding to teach.

A Survey of Technical Communication Students: Attitudes, Skills, and Aspirations

1983 ◽  
Vol 13 (3) ◽  
pp. 205-219 ◽  
Author(s):  
David H. Covington ◽  
Clifford M. Krowne
Keyword(s):  
North Carolina ◽  
Long Range ◽  
Communication Skills ◽  
Technical Communication ◽  
Professional Communication ◽  
State University ◽  
Communication Course ◽  
North Carolina State University ◽  
Career Plans ◽  
Students Attitudes

A survey of technical communication students at North Carolina State University has revealed information about students' perceptions of their communication skills and abilities, their immediate and long-range career plans, and what should be offered in a technical communication course. This information complements information gathered from surveys of business and industrial employers and of technical graduates on the job. The results of the survey suggest the desirability of increased technical communication course emphasis on oral reports and simulating professional communication activities. The survey also suggests specific areas for emphasis in the teaching of organization, format, and style.

Artist Communication: An Interdisciplinary Business and Professional Communication Course

2019 ◽  
Vol 82 (2) ◽  
pp. 133-152
Author(s):  
Stephen Carradini
Keyword(s):  
Digital Communication ◽  
Professional Communication ◽  
Workplace Communication ◽  
Communication Course ◽  
Teaching Artist ◽  
The Arts

The arts have not received much attention from business and professional communication (BPC) scholars who are interested in workplace communication. This article begins to fill that gap by explaining a course focused on the BPC that artists produce in their careers. Students learned BPC genres by addressing arts situations: They crafted email pitches to promoters, took promotional photography, created crowdfunding proposals, and more. I argue that teaching artist communication can give a new context to existing BPC assignments, encourage interdisciplinary initiatives, and allow for the incorporation of natively digital communication genres into existing courses.

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