scholarly journals The Effect of an Integrated Course Cluster Learning Community on the Oral and Written Communication Skills and Technical Content Knowledge of Upper-Level College of Agriculture Students

2009 ◽  
Vol 50 (2) ◽  
pp. 1-11 ◽  
Author(s):  
Cynthia Barnett ◽  
Greg Miller ◽  
Thomas Polito ◽  
Lance Gibson
Keyword(s):  
Learning Community ◽  
Content Knowledge ◽  
Communication Skills ◽  
Written Communication ◽  
College Of Agriculture ◽  
Agriculture Students ◽  
Technical Content ◽  
Upper Level

Communication Roulette: Engaging Students in the Practice of Tailored Communication

2021 ◽  
Author(s):  
Bachman P. Fulmer ◽  
Sarah M. Fulmer ◽  
Yuebing Liu
Keyword(s):  
Learning Outcomes ◽  
Content Knowledge ◽  
Communication Skills ◽  
Peer Feedback ◽  
Written Communication ◽  
Accounting Profession ◽  
Content Areas ◽  
Learning Intervention ◽  
Tailored Communication ◽  
Survey Results

The ability to communicate effectively is critical in the accounting profession, yet research shows there is a gap between employer expectations and student abilities to adapt communication to various contexts. In this paper we introduce "Communication Roulette", a novel learning intervention that encourages students to practice their written communication skills by sensitizing them to the need to tailor their message to different audiences (i.e. shareholders, management, clients, etc.) using various communication formats (i.e. letter, email, presentation etc.) while simultaneously reinforcing their knowledge in important content areas. We provide implementation instructions and sample prompts, along with ideas to modify the intervention for a variety of classroom settings. Survey results indicate students find Communication Roulette increases both their confidence and ability to communicate effectively with different audiences and formats. We find these improvements in learning outcomes can largely be achieved through peer feedback alone, although we document incremental improvements in self-reported confidence with supplemental instructor feedback. Finally, pre- and post-assessments indicate an increase in student content knowledge following implementation of Communication Roulette.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

On the Importance of Written Communication Skills and Student Awareness

2021 ◽  
pp. 210-231
Author(s):  
Jennifer Schneider
Keyword(s):  
Communication Skills ◽  
Essential Role ◽  
Additional Research ◽  
Business Success ◽  
Student Writing ◽  
Written Communication ◽  
Instructional Unit ◽  
Course Materials

Students often experience significant challenges in adopting discipline-specific terminology and conforming to related writing expectations that are embedded in course materials, assignments, and discussions. Further, although written communication skills are desired by employers and broadly recognized as critical to business success, students commonly underestimate the essential role of these skills in their careers. Additional research was needed in terms of what types of resources might improve both student writing and related awareness regarding the value of written communication skills. This chapter summarizes a study that examined an intervention in the form of a supplemental (in-course), self-paced, instructional unit designed to address the above-described challenge.

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