3. DYNAMIC TEACHING

I recently designed and will now be incorporating dynamic assignments that better understand how student-generated content and utilization can enhance social and cognitive presence. This assignment invites students to work in groups to select one interpersonal communication theory, conduct research on the theory and create a wiki resource page that includes a definition of the theory, a short video or audio file explaining the theory and a list of 3 resources (links) that support additional learning. In the future, I am considering using other platforms, such as Padelt or Google sites to make the assignment accessible for other students to view.

In my Small Group Communication class, I ask students to create presentations about our state-wide Guided Pathways initiative, which is focused on increasing course completion and closing the achievement gap. These recorded Zoom group presentations give students an opportunity to share their own perspective on Guided Pathways and with their permission, we share them with our Guided Pathways team on campus to help us centralize student voices as we implement pathways on campus.

In my Comm 121: Interpersonal Communication course, I have a Reflection Paper (Summative Assessments) to make adjustments to the course. Effective teaching is dynamic and involves using formative and summative assessments to monitor student learning and also developing a plan for improving courses each time they are taught. Aside from soliciting feedback from students throughout the course, I ask students to reflect on their experiences in the class and identify how the course has impacted their interpersonal communication skills.