Great Ideas For Teaching (G.I.F.T.) 2012 Call for Papers
Central States Communication Association
Cleveland, OH March 28th – 31st
Great Ideas For Teaching (G.I.F.T.) is seeking submissions of teaching ideas to share with veteran and new instructors. G.I.F.T. is a round-table discussion of class tested teaching activities appropriate in communication courses. Teaching activities that demonstrate theories or concepts in any communication class are appropriate for submission to G.I.F.T. Traditionally submissions to G.I.F.T. have focused on public speaking, interpersonal, small group, organizational or hybrid courses but great ideas for any communication class are welcomed and encouraged.
A new component of G.I.F.T. for 2012: We hope to have one session devoted only to online activities. These would be assignments or activities for any communication classroom that is done in an online platform. But the presentation of the activity will be done in person at the conference.
Selected presenters will share their ideas several times with small groups of panel attendees. Typically about 8 minutes are available for sharing with each small group during the session. The top idea/activity submitted will be recognized with an award.
We welcome any topic related to teaching activities. However, we encourage submissions that specifically focus on the convention theme, Connecting in Cleveland: Exploring Intersections that Unite a Discipline.
Typically the following information is included in G.I.F.T. submissions:
Submissions should be no longer than two pages. All identifying information should be removed from the submission. A one-page detachable cover page should be included with the submission. The cover page should include the author's name, school affiliation, current CSCA membership status, mailing address, email address, and phone number.
Please submit all proposals as a Microsoft Word attachment to G.I.F.T. planner Nancy Curtin no later than September 30, 2011. Email proposals to: ncurtin@millikin.edu
If you are submitting a proposal for the session about online activities, please make it clear on the title page and in the heading of the proposal by labeling it an ONLINE ACTIVITY.
If you have questions about G.I.F.T. or your submission, please contact Nancy Curtin at the above email address.
Here is a sample submission for reference:
MODELING THE COMMUNICATION PROCESS
COURSES: The Basic Course, Public Speaking, Interpersonal, Small Group
OBJECTIVE: To illustrate that although the elements of the communication process are fairly standard in most communication texts, the actual visual depiction and choice of words used to define similar concepts can be vastly different.
RATIONALE: Since the foundation of any communication course, regardless of the focus, is based upon a thorough understanding of the elements involved in the communication process, it is important that diverse interpretations are explored, processed and expanded for optimum comprehension. Incorporating the creative and critical thinking components with this exercise enhances the potential for students to take ownership of the theory. The diversity of interpretations lends itself to a discussion of how perception can play a part in developing a text and that there is more than one way to explain this concept. The students are then engaged in creative and critical thinking in the development of their own model
TIME FOR ACTIVITY: 45-55 MIN.
RESOURCES NEEDED: 4-5 different copies of communication texts that include a model of communication (one for every group of 5-7 students).
ACTIVITY: After a thorough explanation of the elements of the communication process based on your own course textbook, assign students to small groups of 5-7 students each. Give each group one copy of another text and ask them to find the communication model by that author. Ask them to discuss within their group the major similarities and differences they find between the two models of communication. Why is there a difference? 10 minutes.
Direct the groups to "re-interpret" the modeling process and ask them to design a new one. Assign each group appropriate space on the board (newsprint or poster board may also be used) to display their new model. 15 minutes.
Have one member of each group explain this new model and what, if any, changes they made and why they made those changes. 2-5 minutes each.
DEBRIEF: After all "new" models have been explained, ask for input on the significant differences, if any, between the "new" models. Explore the reasons that may have influenced the perceptions of one group or another. What are the possible explanations for the differences in interpretations by the "communication professionals"? 5-10 minutes.
APPRAISAL: This activity appeals to visual, auditory and experiential learners. The ability to see multiple interpretations of the same concept in image and word choice increases the opportunity of connecting with the multiple learning styles of the typical college classroom. The comparison of the https://associationdatabase.com/aws/CSCA/am/gi in the various texts increases learning on the part of the visual learner, listening to the student presentations of the "new" models appeals to the auditory learner and the process of designing and explaining the "new" model helps experiential learners to understand the fundamental concepts. All of the students are engaged in creative and critical thinking. Since this activity is usually done in the first week of the semester, it sets the stage for the on-going process of creative and critical thinking in applying the other communication theories and concepts to the students' everyday life.
BIBLIOGRAPHY: Appropriate citations following APA style would be included here.