Cover: Coordinating the Communication Course, 1st Edition by Deanna L. Fassett; John T. Warren

Coordinating the Communication Course

First Edition  ©2012 Deanna L. Fassett; John T. Warren Formats: Print

Authors

  • Headshot of Deanna L. Fassett

    Deanna L. Fassett

    DEANNA L. FASSETT is Professor of Communication Pedagogy at San José State University, where she has served as a course coordinator of a variety of introductory and advanced communication studies courses for more than ten years.  She has also served as her departments Graduate Teaching Associate supervisor since 2002.  Her research, published in journals such as Communication Education, Basic Communication Course Annual and Communication and Critical/Cultural Studies, addresses issues of power and privilege, continuity, and care, with respect to instructional communication in general, and foundational courses in the discipline in particular.  She is the author and editor of three books, including Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction and Communication: A Critical/Cultural Introduction.

  • Headshot of John T. Warren

    John T. Warren

    JOHN T. WARREN (1974-2011). Professor of Communication Pedagogy at Southern Illinois University, Carbondale, John served as director of the introductory course at Bowling Green State University and Southern Illinois University, Carbondale. His research, published in journals such as Communication Education, Basic Communication Course Annual, and Communication and Critical/Cultural Studies, often included analysis of foundational communication courses.  Dr. Warren’s research interests lay at the intersections of pedagogy, performance, and difference, examining culture and power through critical, performative lenses.  He was an author/editor of six books, including Performing Purity, Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction, and Communication: A Critical/Cultural Introduction. 

Table of Contents

Preface

Part I: Creating Continuity
 
Chapter 1: The Course Coordinator’s Role
Differing Roles and Responsibilities of the Course Coordinator
Course Coordination Configurations
What Constitutes Effective Coordination?
How This Book Can Help You Coordinate More Effectively (Or Better   
Understand What Course Coordination Entails)
References
Recommended Readings
 
Chapter 2: Program Vision
The Foundations of Program Vision
Key Elements of Program Vision
Understanding Program Vision for Introductory Course Success
Understanding Program Vision for Coordinator Success
Learning and Evaluating Program Vision     
Articulating Program Vision
Program Vision as a Source of Program Strength
Dialogue and Vision
References
Recommended Readings
 
Chapter 3: Meaningful Assessment
Understanding Assessment Constructively
An Effort at Meaningful Assessment
Assisting Colleagues with Assessment
Designing Appropriate Assessment
Methods for Assessment
The Power of Assessment
References
Recommended Readings
 
Chapter 4: Creating Continuity through Common Syllabi and Grading Expectations
The Coordinator and the Common Syllabus
Structure vs. Flexibility
Elements of a Common Syllabus
Strategies for Creating Common Grading Expectations
     Sample: Speech Assignment Instructions
     Sample: Speech Outline Grading Checklist
     Sample: Speech Grading Rubric
Sample Common Syllabi
     Sample: Public Speaking Syllabus #1
     Sample: Public Speaking Syllabus #2
     Sample: Human Communication Syllabus #1
     Sample: Human Communication Syllabus #2
Recommended Readings
 
Part II: Professional Development
 
Chapter 5: Hiring, Evaluating, and Dismissing Instructors
Hiring Instructors
Evaluating Instructors
Dismissing Instructors
Conclusion
Recommended Readings
 
Chapter 6: Training and Development Opportunities for Less Experienced Instructors
Training and Development Objectives
New Instructor Orientation
     Sample: GTA Orientation Schedule #1
     Sample: GTA Orientation Schedule #2
Beyond Orientation
A Special Note on Training Adjuncts
Summary
     Sample: Support Course Syllabi #1 and #2
     Sample: Support Course Syllabus #3
References
Recommended Readings
 
Chapter 7: Professional Development Opportunities for (and with) More Experienced Instructors
Drawing on Instructor Experience
Training and Development Objectives
Training and Development Activities
Summary
Recommended Readings
 
Chapter 8: Directing the Course towards Meaningful Teaching and Learning: Aligning Pedagogy and Vision
Implementing Extensive Change
Adding Creatively to an Established and Effective Program
Adapting to Exigencies
Conclusion
Recommended Reading
 
Chapter 9: On Responding to Students’ Needs
Responding to Students’ Needs as an Ethic of Care
Diversity in the Coordinated Course
Diversity: Challenges and Opportunities for the Course Coordinator
Technology in the Coordinated Course
Conclusion
References
Recommended Readings
  
Part III:  Advocacy
 
Chapter 10: Self-Advocacy
Public Perceptions of the Introductory Course
Strategies for Self-Advocacy 
Conclusion
Recommended Readings
 
Chapter 11: Research
Reconceptualizing Research
Sharing Your Work 
Building Connections between Your Interests and Your Assignment
Finding and Making Time for Research
Reference
Recommended Reading
 
Chapter 12: Campus Advocacy
Your Role as Advocate 
Effective Campus Advocacy
Advocating during Difficult Financial Times
Conclusion

Product Updates

Authors

  • Headshot of Deanna L. Fassett

    Deanna L. Fassett

    DEANNA L. FASSETT is Professor of Communication Pedagogy at San José State University, where she has served as a course coordinator of a variety of introductory and advanced communication studies courses for more than ten years.  She has also served as her departments Graduate Teaching Associate supervisor since 2002.  Her research, published in journals such as Communication Education, Basic Communication Course Annual and Communication and Critical/Cultural Studies, addresses issues of power and privilege, continuity, and care, with respect to instructional communication in general, and foundational courses in the discipline in particular.  She is the author and editor of three books, including Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction and Communication: A Critical/Cultural Introduction.

  • Headshot of John T. Warren

    John T. Warren

    JOHN T. WARREN (1974-2011). Professor of Communication Pedagogy at Southern Illinois University, Carbondale, John served as director of the introductory course at Bowling Green State University and Southern Illinois University, Carbondale. His research, published in journals such as Communication Education, Basic Communication Course Annual, and Communication and Critical/Cultural Studies, often included analysis of foundational communication courses.  Dr. Warren’s research interests lay at the intersections of pedagogy, performance, and difference, examining culture and power through critical, performative lenses.  He was an author/editor of six books, including Performing Purity, Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction, and Communication: A Critical/Cultural Introduction. 

Table of Contents

Preface

Part I: Creating Continuity
 
Chapter 1: The Course Coordinator’s Role
Differing Roles and Responsibilities of the Course Coordinator
Course Coordination Configurations
What Constitutes Effective Coordination?
How This Book Can Help You Coordinate More Effectively (Or Better   
Understand What Course Coordination Entails)
References
Recommended Readings
 
Chapter 2: Program Vision
The Foundations of Program Vision
Key Elements of Program Vision
Understanding Program Vision for Introductory Course Success
Understanding Program Vision for Coordinator Success
Learning and Evaluating Program Vision     
Articulating Program Vision
Program Vision as a Source of Program Strength
Dialogue and Vision
References
Recommended Readings
 
Chapter 3: Meaningful Assessment
Understanding Assessment Constructively
An Effort at Meaningful Assessment
Assisting Colleagues with Assessment
Designing Appropriate Assessment
Methods for Assessment
The Power of Assessment
References
Recommended Readings
 
Chapter 4: Creating Continuity through Common Syllabi and Grading Expectations
The Coordinator and the Common Syllabus
Structure vs. Flexibility
Elements of a Common Syllabus
Strategies for Creating Common Grading Expectations
     Sample: Speech Assignment Instructions
     Sample: Speech Outline Grading Checklist
     Sample: Speech Grading Rubric
Sample Common Syllabi
     Sample: Public Speaking Syllabus #1
     Sample: Public Speaking Syllabus #2
     Sample: Human Communication Syllabus #1
     Sample: Human Communication Syllabus #2
Recommended Readings
 
Part II: Professional Development
 
Chapter 5: Hiring, Evaluating, and Dismissing Instructors
Hiring Instructors
Evaluating Instructors
Dismissing Instructors
Conclusion
Recommended Readings
 
Chapter 6: Training and Development Opportunities for Less Experienced Instructors
Training and Development Objectives
New Instructor Orientation
     Sample: GTA Orientation Schedule #1
     Sample: GTA Orientation Schedule #2
Beyond Orientation
A Special Note on Training Adjuncts
Summary
     Sample: Support Course Syllabi #1 and #2
     Sample: Support Course Syllabus #3
References
Recommended Readings
 
Chapter 7: Professional Development Opportunities for (and with) More Experienced Instructors
Drawing on Instructor Experience
Training and Development Objectives
Training and Development Activities
Summary
Recommended Readings
 
Chapter 8: Directing the Course towards Meaningful Teaching and Learning: Aligning Pedagogy and Vision
Implementing Extensive Change
Adding Creatively to an Established and Effective Program
Adapting to Exigencies
Conclusion
Recommended Reading
 
Chapter 9: On Responding to Students’ Needs
Responding to Students’ Needs as an Ethic of Care
Diversity in the Coordinated Course
Diversity: Challenges and Opportunities for the Course Coordinator
Technology in the Coordinated Course
Conclusion
References
Recommended Readings
  
Part III:  Advocacy
 
Chapter 10: Self-Advocacy
Public Perceptions of the Introductory Course
Strategies for Self-Advocacy 
Conclusion
Recommended Readings
 
Chapter 11: Research
Reconceptualizing Research
Sharing Your Work 
Building Connections between Your Interests and Your Assignment
Finding and Making Time for Research
Reference
Recommended Reading
 
Chapter 12: Campus Advocacy
Your Role as Advocate 
Effective Campus Advocacy
Advocating during Difficult Financial Times
Conclusion

Product Updates

The indispensable resource for every course director

Written by leading scholars and course directors, Deanna Fassett and John Warren, Coordinating the Communication Course: A Guidebook offers the most practical advice on every topic central to the coordinator/director role.  Starting with setting a strong foundation—establishing a clear program vision—this professional resource continues on with thoughtful guidance, tips, and best practices on crucial topics such as creating continuity across multiple sections, orchestrating meaningful assessment, hiring and training instructors, and advocating for promotion, and for the course and program itself.  Model course materials, recommended readings, and insights from successful coordinators from around the country make this professional resource a must have book for anyone directing a course in communication—whether they are a first timer or a seasoned pro.

A strong foundation starts with program vision.  The authors emphasize the ways in which developing a clear sense of program vision, articulating that vision to stakeholders, and ensuring that the course adheres to its guiding principles can support course and program success on every level. 
 
A focus on continuity, professional development, and advocacy, with insight in these areas on both a day-to-day and big picture level.  These topics are covered in a collegial, relatable tone, and special attention is paid throughout to ways in which coordinators can find balance and avoid burn out.    

Strategies and tips from diverse perspectives.  The authors share guidance and model best practices, calling on their own experience and that of other veteran coordinators from a variety of institutions.  This allows the book to speak to a wide range of experiences and courses.  
 
Helpful models from real courses.  The book is chock full of valuable models from real coordination situations, including syllabi for coordinated courses, assignments, grading rubrics, position postings, new instructor orientation calendars, and syllabi for new instructor training courses.
 
Valuable “Recommended Readings” lists.  At the end of every chapter the authors provide a curated list of the most useful readings from seminal books, essays, and journals such as Basic Communication Course Annual, Communication Teacher, and Communication Education, to help readers delve further into chapter material.       

ISBN:9780312623456

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