Integrating C-I with other Pedagogies
Communication is a key component of knowledge acquisition and transmission within most disciplines, and as such, student learning activities involving communication are often inherent within other teaching approaches such as project-based learning, service-learning, research courses, and the like. While the mere occurrence of communication within these pedagogies doesn’t automatically make a course Communication-Intensive (C-I), because C-I is situated in foundational teaching theory, C-I can often be effectively incorporated through intentional course design.
The common link between all quality pedagogies is that they encourage deep learning, and many of these practices achieve this by engaging students in iterative processes of self- and peer-reflection, ideation, planning, and/or implementation. Some of these critical thinking activities might be accomplished by sharing ideas through oral presentations, explaining processes through visuals, or articulating strategies through written reports. When we intentionally integrate communication-rich activities relevant to the discipline, our students begin to make connections between existing and new knowledge, formulate new understanding, advance their communication skills, and elevate their overall learning.
What pedagogical methods are you using, or plan to use, in your course? What types of discipline-specific communication activities already exist, and what might you do to further enhance students’ learning?
Check out these resources to explore how C-I can be integrated into specific pedagogical practices.
Have other ideas or want to share your work with through the C-I Teaching Hub? Drop us a line at cxc@lsu.edu.