• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Power point 2

Power point 2






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Power point 2 Power point 2 Presentation Transcript

    • Teaching Communication Students How to Consult Aaron Cannistraci Gonzaga University September 21, 2010
    • Introduction
      • Being a teacher, the aspect of consulting and training I find most interesting is teaching the subject.
    • The Problem
      • Hines & Basso (2008) posit that young professionals have been graduating without the skills to be effective and entering the workforce only to disappoint their superiors.
    • The Solution
      • The communication professor must work to instill specific skills into their student in order to prepare them for the workforce.
    • Skills for teachers to emphasize
      • Be concise
      • Listen
      • Consider their audience
    • Be Concise
      • “ All three academics/consultants I interviewed emphasized the importance of conciseness (specifically, using bulleted lists) in business writing”
      • (Dave, 2009, pg 2)
    • Listen
      • “Two of the academics/consultants I interviewed gleaned important insights by simply listening to their clients”
      (Dave, 2009, pg 3)
    • Consider Their Audience
      • Communication graduates need to think about how to craft their message to fit their business audience
    • Case Studies
      • MATRF
        • For-fee academic consultancy service
      • UNT
        • Classroom project model
    • MATRF
      • “ Clemson University’s Multimedia Authoring, Teaching, and Research Facility (MATRF), which operates as an academic consultancy service that matches students with industry projects on a for-fee basis”
        • Gives students the ability to put something other than their degree on their resume.
        • Potentially a chance to develop a relationship with a future employer.
    • UNT’S classroom project model
      • Brings client’s projects into the classroom to be worked on throughout the semester
        • Offers a realistic workplace experience
        • Safer environment because all of the problem solving takes place in the classroom
    • Service Learning
      • “ Both [business communication] teaching and research may gain from a greater engagement with business academics/consultants”
      (Dave, 2009, pg 4).
    • Consulting as Teaching
      • “The consultant is not only researcher and communicator, but also, and perhaps more important, teacher”
      (Dallimore, 2002, pg 8)
    • References
      • Cooke, L., & Williams, S. (2004). TWO APPROACHES TO USING CLIENT PROJECTS IN THE COLLEGE CLASSROOM. Business Communication Quarterly , 67 (2), 139- 152.
      • Curtis, D., & Cox, E. (1989). MARKETING THE COMMUNICATION TRAINING COURSE ON AND OFF CAMPUS. Association for Communication Administration Bulletin , (69), 39-55.
      • Dallimore, E., & Souza, T. (2002). Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies. Business Communication Quarterly , 65 (4), 86-113.
      • Dave, A. (2009). CONSULTING BY BUSINESS COLLEGE ACADEMICS: LESSONS FOR BUSINESS COMMUNICATION COURSES. Business Communication Quarterly , 72 (3), 329-333.
      • Hines, R., & Basso, J. (2008). Do Communication Students Have the "Write Stuff"?: Practitioners Evaluate Writing Skills of Entry-Level Workers. Journal of Promotion Management , 14 (3/4), 293-307.
      • Lattimore, D., Baskin, O., Heiman, S. T., & Toth, E. L. (2007). Public relations: The profession and the practice . New York: McGraw-Hill.
      • McEachern, R.W. (2001). Problems in service learning and technical/professional writing: Incorporating the perspective on nonprofit management. Technical Communication Quarterly, 10 (2), 211-225.