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Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory Into Practice.

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Title: Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory Into Practice.
Authors: Cunningham, Summer1, Bartesaghi, Mariaelena1, Bowman, Jim1, Bender, Jennifer1
Source: International Journal of Teaching & Learning in Higher Education. 2017, Vol. 29 Issue 2, p381-388. 8p.
Subject Terms: *Interpersonal communication, *Process education, *Classroom environment, *Career development, Social sciences
Abstract: How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory Into Practice.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Teaching+%26+Learning+in+Higher+Education%22">International Journal of Teaching & Learning in Higher Education</searchLink>. 2017, Vol. 29 Issue 2, p381-388. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Process+education%22">Process education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences%22">Social sciences</searchLink>
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  Data: How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Classroom environment
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              Text: 2017
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