A study of contemporary North American theater movements and selected individual works that are organized around issues of ethnic and socio-cultural identity. Class lectures and discussions analyze samples of African-American, Chicano, Asian-American, Puerto Rican and Native American theater taking into consideration their historical and political context. Performance exercises help students identify the theatrical context and theatrical forms and techniques used by these theaters.

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Word Count: 20468

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This discussion helps students begin to find their line between offensive and nonoffensive language.  The exercise allows them to consider what we as a society should, or should not, do with these occurances.

Each of the three modules in this series introducing the Little Red Schoolhouse principles aims to do several things:

Present an overview of the Little Red Schoolhouse method;
Review key LRS topics and terminology;
Examine one aspect of the writing and editing process more closely, working through selected examples
Writers often lack useful terms for talking about their writing with peers, editors, and collaborators. Developing a vocabulary for talking about good writing simplifies the composition, editing and review processes. These Modules introduce the Little Red Schoolhouse (LRS) method and terminology and discuss some of the major strategies of the LRS approach.

The Little Red Schoolhouse curriculum originated at the University of Chicago and was developed by Joe Williams, Greg Colomb, Frank Kinahan, Peter Blaney and others. The LRS curriculum has been adopted and adapted at, among others, the University of Chicago, Duke University, the University of Illinois, the University of Virginia, and the Georgia Institute of Technology. The approach formulates practical solutions to common difficulties of writing experienced by students across disciplines.

LRS Helps Writers

recognize and solve common problems;
achieve better writing through better reading and revision;
gain increased awareness of what makes their writing readable and persuasive.

Here are some tips to ensure successful small group work in your classroom!

This resource is useful in a first-year composition course. The examples are intended for a literature-based composition class. There are also examples of opening strategies intended for an expository composition class. The Word version will give both types of examples.

To Drill or Not to Drill is a multidisciplinary problem based learning exercise, which intends to increase students' knowledge of a variety of topics through a real world environmental topic. In addition, drilling in the Arctic National Wildlife Refuge (ANWR) impacts students either directly (depending on the age level) or indirectly (through their parents) as gas prices soar to record high levels.

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Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32461

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Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32474

ISBN: 978-0-7731-0777-9

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Tips and lessons learned from creating accessible documents. This is not an exhaustive list so please add your own guidance.

When students are assigned an argument paper of 7-9 pages for Composition II, they often struggle to gather enough research material to fill the required pages.  This lesson is intended to help them expand their topics in order to write a good research question as well as to gather the appropriate amount of information.

This multidisciplinary lecture / workshop engages students in a variety of approaches to the study and practice of performance as an area of aesthetic and social interaction. Special attention is paid to the use of diverse media in performance. Interdisciplinary approaches to study encourage students to seek out material histories of performance and practice.

Line B: Employability Skills

Short Description:
No matter what your job is, you will need to communicate with other people. Your communication skills determine how successfully you receive and transmit information. Communication is arguably the most important of all life skills and plays a significant role in all aspects of work and home life. Communication is verbal, written, and non-verbal, and every gesture, voice inflection, or facial movement speaks volumes and conveys information to others. An effective communicator is also an active listener. Employers actively seek out individuals who are good communicators.

Word Count: 12217

ISBN: 978-1-77420-160-2

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This OER provides an overview of traditional media platforms for advertising. This module details the benefits of print and broadcast media as well as their unique attributes to connect advertisers with their desired markets. As traditional media adapts alongside digital, it is important to understand the elements of these mediums that make them stand out. This module includes an application exercise that involves applying the information learned to a hypothetical client seeking advice for where to place advertisements. Navigate through the readings in the module and complete the exercise to evaluate your understanding of the material and practice creativity and strategic thinking. 

Teaching transitions to students in oral presentations can be tricky. In this short reading, students will explore the content being shared in a transition AND the delivery needed for the audience to understand the movement from one idea to another. 

Short Description:
Social media, digital devices, and networked communication systems have become fully integrated into our everyday living experience. This e-book touches upon the human experience of contemporary trends that affect how we perceive ourselves, others, and society.

Long Description:
Authored as a companion to COMM601 Trends in Digital & Social Media, Granite State College (USNH), Concord, NH.

Word Count: 25859

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This resource is published by the Getting Better Foundation.Trust me documentary is a feature-length film that explores topics on misinformation in the media and builds a case for media literacy education to support skill development and resiliency. Educational licenses with teaching, collegiate, and parental guides are available at www.newday.com/film/trust-me.

Interconnectivity is the ability to tie course content together in ways that are meaningful to the student. Interconnectivity is the art of creating intentional bridges between learning objectives, course content, instructions, and activities using simple language.

An Introduction to Mass Communication

Short Description:
Understanding Media and Culture: An Introduction to Mass Communication, will support an engaging and interesting course experience for students that will not only show them the powerful social, political and economic forces will affect the future of media technology, but will challenge students to do their part in shaping that future. For questions about this textbook please contact textbookuse@umn.edu

Long Description:
Understanding Media and Culture: An Introduction to Mass Communication is adapted from a work produced by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. Though the publisher has requested that they and the original author not receive attribution, this adapted edition reproduces all original text and sections of the book, except for publisher and author name attribution. For questions about this textbook please contact textbookuse@umn.edu

Word Count: 185227

ISBN: 978-1-946135-26-1

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This book’s title tells its intent. It is written to help you understand media and culture. The media and culture are so much a part of our days that sometimes it is difficult to step back and appreciate and apprehend their great impact on our lives. The book’s title, and the book itself, begin with a focus squarely on media. Think of your typical day. If you are like many people, you wake to a digital alarm clock or perhaps your cell phone. Soon after waking, you likely have a routine that involves some media. Some people immediately check the cell phone for text messages. Others will turn on the computer and check Facebook, email, or websites. Some people read the newspaper. Others listen to music on an iPod or CD. Some people will turn on the television and watch a weather channel, cable news, or Sports Center. Heading to work or class, you may chat on a cell phone or listen to music. Your classes likely employ various types of media from course management software to PowerPoint presentations to DVDs to YouTube. You may return home and relax with video games, television, movies, more Facebook, or music. You connect with friends on campus and beyond with text messages or Facebook. And your day may end as you fall asleep to digital music. Media for most of us are entwined with almost every aspect of life and work. Understanding media will not only help you appreciate the role of media in your life but also help you be a more informed citizen, a more savvy consumer, and a more successful worker. Media influence all those aspects of life as well.

According to the author, the world did not need another introductory text in mass communication. But the world did need another kind of introductory text in mass communication, and that is how Understanding Media and Culture: An Introduction to Mass Communication was birthed.

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The focus on soil in this unit is accomplished by browsing and reading or browsing (in some detail) information from nine websites as well as a book chapter. This effort will help students to understand issues relating to soil erosion, the state factors of soil formation, methods of soil description and classification in the field, soil orders, soil surveys and threats to soil. Questions are posed that require written responses and the in-class activity involves a web-based soil survey using the Natural Resources Conservation Service Web Soil Survey. This activity can be accomplished individually or by groups and should involve a short report of findings.

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The term "Earth system science" is typically used to describe the science (especially quantitative modeling) of the interactions between the atmosphere, hydrosphere, and cryosphere, and biosphere---the addition of lithosphere to that list provides all of the main generalized components ("spheres") of the Critical Zone.
In this lesson, students will consider basic concepts of system science (studying complex systems), specifically as it can be applied to Critical Zone science. Students will engage in developing a qualitative systems model graphic of the Critical Zone. The knowledge gained here will be applied later in the semester to more in-depth systems thinking of the Critical Zone.

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In this introductory unit, students will learn about the fundamental role of observation by viewing photographs of both agricultural and non-agricultural (natural) landscapes and making independent observations. They will learn how to relate physiographic features to land use by drawing conclusions about how the physiography of the land affects or is affected by various land use practices. They will then discuss their observations in small groups, organize their thoughts, and explain their conclusions in a classroom oral presentation. Finally, students will consider landscape features in the context of Earth systems and discuss how these systems are impacted by human activity.

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This unit is designed to function as three days of instruction in an introductory urban planning, environmental science/studies or public health course.

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Students will learn about geoscience-specific methods used to analyze data in the Critical Zone from data-driven activities and short presentations by their peers. The topics include the use of carbon isotopes, rock and soil profile weathering rates, stream discharge, demographics, and soil carbon. Activities will build data analysis and communication skills while using real data to interpret Critical Zone processes and begin to think about human interactions in the Critical Zone. Students will use geoscience-specific methods when developing their research proposal for the summative assessment activity.

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In this activity, the student groups organized at the end of Unit 3.1 will prepare presentations representing different stakeholder positions. This artifact -- Part I of the Module Summative Assessment (Microsoft Word 2007 (.docx) 25kB Sep4 16) -- can be part of a presentation to the instructor, to a panel of faculty/students, or to a "board" representing some decision-making unit (Community Council, University Board of Trustees, City/County Planning Commission). At the conclusion of this unit, students will be prompted to reflect, individually, on an ecosystem services approach to natural resources management -- Part II of the Module Summative Assessment (Microsoft Word 2007 (.docx) 23kB Sep4 16) .

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In the capstone, Unit 3, students are provided a real-world example of local community action to address the challenge of "healthy food access." The 2015 Leon County (Florida) Sustainable Communities Summit highlights the results of communities working together to promote environmental and food justice. By the end of Unit 3, instructors can deliver a call to action to empower students to be participatory citizens in their communities. The summative assessment will evaluate the students' ability to synthesize the module learning objectives and demonstrate the use of science practices.

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Students will identify potential stakeholders and assess the importance of communication and interaction among these groups to make recommendations on how to define and develop prepared communities.

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Landslides can have profound societal consequences, such as did the slide that occurred near Oso, Washington in 2014. Forty-three people were killed and entire rural neighborhood was destroyed. In this unit, students consider the larger-scale tectonic and climatic setting for the landslide and subsequently use lidar and SRTM (Shuttle Radar Topography Mission) hillshade images, topographic maps, and InSAR (interferometric synthetic aperture radar) to determine relationships between landscape characteristics and different types of mass-wasting events. They conclude by considering the societal costs of such a disaster and ways that communities in similar situations may mitigate their risk.

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Online-adaptable: The exercises in unit are completely digital and thus at a logistical level it can be switched to online fairly easily. However, due to the relative complexity of the data investigations and group discussions, there will still be a fair bit of instructor support needed and/or extended small group that should be arranged.

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Building on the work they did in Unit 3, students will perform an "ecocritical" rhetorical reading (the theoretical lens for examining the way that literary texts engage with climate and climate issues) in order to analyze a short story chosen from several provided by the instructor. They will utilize literary terminology in discussing this text and generating a rhetorical analysis of it.

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In this unit, students construct and present a standards-based, K -- 8 Soils, Systems, and Society Kit that consists of lessons and supporting materials around a locally and broadly relevant societal issue that involves soils. After learning about the Kit assignment and choosing their societal issue, students have at least two weeks outside of classwork time to develop a kit that integrates soils content with interdisciplinary systems taught through scientific practices. After completing their Kits, students present them to the class for review and final summative assessments.

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Units 3 and 4 of this module explored how water resources are used for agriculture in the United States and how this can vary depending on location. In Unit 5, students explore how agricultural practices can affect the water quality in streams, rivers, lakes, and coastal areas. Important concepts in this unit include processes that transport suspended material (e.g., sediment) and dissolved material (e.g., nutrients) away from crop fields and into regional water bodies. The effects of dissolved nutrients on the health of the water ecosystems will be presented with examples of hypoxic zones in coastal areas and lake eutrophication. This last unit is well-suited to foster student advancement in systems thinking.

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In this unit, students will learn about the dynamic movement of nutrients among and within ecosystems primarily through the reading and discussion of scientific literature. This unit is generally subdivided into three sections: (1) allochthonous inputs (2) the role of organisms in biogeochemical cycles and how ecological theory can be applied to biogeochemistry and (3) how biogeochemical processes can assist in creating solutions for humanity's grand challenges. This unit is designed to provide students with the opportunity to develop their reading and interpretation of scientific literature. Students will also become familiar with the utility of isotopic techniques and their use in biogeochemistry through readings and data analysis of carbon and nitrogen isotopic data sets. Chosen scientific articles are provided, each with their own set of reading questions. Additionally, short introductory materials are provided to introduce students to some of the general concepts and processes in the study of biogeochemistry.

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This unit is the module's capstone project: developing a conceptual model of the climatic and societal effects of a catastrophic volcanic eruption occurring in modern times. Through independent research and in-class collaboration, students explore the climatic and societal effects of past volcanic eruption events. Students are then introduced to the large Toba eruption event, review concept maps, concept sketches, and system diagrams, and are are given examples and guidelines for conceptual model design. Students complete their written summary outside of class.

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Students watch a video and read about past evacuations, including a premature or unnecessary evacuation, a late or botched evacuation, and about people determined to stay put no matter what. Students participate in a role-playing exercise about making the decision to evacuate in the face of uncertain predictions.

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Unit 6 provides an opportunity for students to present their action plans and exchange knowledge about what they have learned in their team case study work. This unit builds on food security and Earth system science covered in the first three units. It can be taught in any course discussing food security or it can be modified to fit a variety of courses of in the sciences and social sciences. The activities included in this unit are appropriate for introductory-level college students or as a basis for more in-depth class discussions on food security for upper-level students.

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This in-class exercise is an alternative to standard review sessions and models the systems thinking students need to do when working on complex, interdisciplinary issues. Students quiz each other on course material and then find authentic (and often creative) connections between seemingly disparate topics in the course. This approach challenges students to use holistic thinking when reviewing, and can be readily customized for any course.

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Humans are agents of change in the Critical Zone. This unit focuses on the land/water connection and on how human-induced land use change affects local hydrology. Students will apply what they learned in the previous Hydrology Module about how hydrologists use data (land-cover type, soil texture, and slope) to predict the amount and destination of water as it moves through a built environment. Students will use the Generic Model from the Model My WatershedR application to evaluate the impact of human alterations to the landscape and will also investigate how best-management practices can lesson those impacts. While doing so, students will also be asked to consider impacts to society both from the increased runoff and from some mitigation measures.

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Peer review is an important process in determining priorities for scientific research. Students will participate in a panel review of proposals for new CZOs and as a class decide on the proposal most worthy of funding. Students will read proposals, craft a detailed review of the merits and limitations of the proposal, and then discuss the proposals during an in-class panel review. Proposals will be evaluated on how well the proposed CZO would help address global challenges and advance Critical Zone science and require students to use knowledge gained in previous modules to assess and communicate which proposals meet these goals.

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Open-ended, field, inquiry projects can be very useful in sedimentary geology courses to explore dynamic relationships in sedimentary systems. I have used this approach to allow students to "do" their own science in a small stream near our campus. These projects generally involve studying relationships between the nature of stream flow, stream dynamics, geometries of the channel, and characteristics and rates of movement of bedforms. The small-group inquiry project begins with students observing a section of the stream (located a couple miles from campus), followed by brainstorming questions about the features observed in the stream and on its bed, then to designing and implementing experiments to answer specific questions that they have formulated, and concluding with data analysis and student presentations of their research. Approximately a dozen steps comprise the complete inquiry approach.

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These assignments are adaptations of field labs to incorporate writing. For each field lab, students write a partial geologic report, consisting of a description (or "Structural Data") section, an interpretation section, and appropriate supporting figures (potentially including stereonets, field sketches, maps, cross-sections, etc.).
Handouts given at the beginning of lab list: the goals to be accomplished in the field (measurement of foliations and lineations, measurement of bedding around a fold, description of structures, field sketches, etc.),
the figures expected in the write-up (stereonets, field sketches, etc.),
a list of information to include in the description section, and a list of questions to address in the interpretation section. Depending on the field area, students may be given two or more competing models to test in the field or may be asked to relate descriptive analysis to kinematic or mechanical analysis. This adaptation can be used for field labs at all levels, from labs designed to review field techniques and identify basic types of secondary structures to labs that simulate research experience. This type of write-up improves student writing by giving students practice using terminology and describing spatial relationships, and improves critical thinking skills by requiring written interpretation of structural data.

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Using Internet Communication enhances students' theoretical understanding of electronic communication and their ability to communicate as professionals, scholars, and citizens using the Internet. Participants learn core communication theoretical models and principles, and apply them to electronic communication methods that enhance interpersonal, small group, and public interactions. These methods include electronic meetings, discussion forums, co-authoring tools, audio, and video.

Students work in small groups to record interviews capturing public attitudes on various types of waste. Students then edit shorter videos into a larger film that incorporates student analysis and synthetic commentary on waste in our society.

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Watch this video to learn some strategies to use reflective writing as a tool to support professional and academic development as a practitioner-scholar.

Music "We are On Our Way" by Purple Planet Music

Nowadays, among all the online dating sites and apps, Tinder is one of the most innovative apps because link users’ contacts from Facebook and the apps’ algorithm immediately gives them an endless photos of potential mates with no questionnaires or forms –as the previous traditional dating sites and apps do-, only faces, and then users need to swipe right if a user likes a person, and by the contrary swipe left if not (Bertoni, 2014).  Tinder is the biggest player in the online dating market. In the last three years, the newest app has reached 30 million users representing one fourth of the total market. But, to our knowledge, the research on addressing what makes this online dating app more or less interactive and how the communicative affordances offered by this online dating app may have an effect on the subsequent romantic outcomes is scarce.

This material was created by Steven Ginley at Morton College. He argues “the purpose of an introduction to public speaking course should be to provide a human communication overview. It should use independent study, textbook readings and exercises, group work, class discussions, library research, oral presentations and lectures to prepare students for successful lives by improving their oral and written communication skills. It should stress personal responsibility, ethics and the ability to understand and follow written and oral directions.” The all-inclusive site includes a textbook, workbook, presentations, practice quizzes and tests, motivational aids, and more.

This video is geared towards folks using PowerPoint and Zoom to give speeches in academic courses. It uses the "reveal/conceal" method of showing and hiding slides. If you are looking for a more basic tutorial of using PowerPoint with Zoom, see my other tutorial : Giving PowerPoint Presentations on Zoom (Remote Instruction Series) --https://youtu.be/RagDree80-Y

This video shows to way to use a speakers triangle during an academic or forensics speech.

This is a comprehensive project using the Highland Road Park Observatory camera. This project encompasses the formal portions for both written and spoken communication, and carries 55% of the course credit.

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This activity helps students learn about communication competence and improve their computer-mediated communication competence skills.  Students understand the importance of collaboration, team-building skills, and negotiation. The digital game, Minecraft, is used to help students craft better messages.

Brief three-line description of the activity or assignment and its strengths:

This is a 10-week group project for a Volcanic Hazards elective course, for undergraduate geology students. Students will access and analyze data from the current eruption of Pu`u `O`o, Kilauea volcano, Hawaii, and make interpretations of the activity. They will use data (mostly near-real-time) from a number of monitoring techniques, including seismic, deformation, observational, gas, and thermal. The activity will culminate with a written report and an oral presentation.

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Created by a librarian and science communication professional for COVID Alliance Senior Support team of New Hampshire, an all volunteer effort supporting long term care and other senior residential facilities during the COVID-19 pandemic. This tool provides communication tips and links to resources for understanding and responding to vaccine hesitancy. Useful for any courses dealing with this topic or with misinformation and trust, such as librarianship, information literacy, public health, and behavioral science.

This resource provides an overview of types of visual aids and how to effectively use visual aids during a presentation. 

Short Description:
A General Education textbook for the study of visual rhetoric

Long Description:
A General Education textbook for the study of visual rhetoric

Word Count: 11447

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To eliminate disposable assignments, students will produce a classroom zine together for use in future classes. Future classes will build upon previous students’ work by adding to it, remixing it, or reusing it.

This course is an introduction to principles and techniques of visual communication, and provides opportunities for science and engineering majors to acquire practical skills in the visual computer arts, in a studio environment. Students will learn how to create graphics for print and web, animations, and interactive media, and how to use these techniques to effectively communicate scientific and engineering concepts for learning and teaching. This class involves three hands-on creative projects, which will be presented in class.

This is a take-home exercise for junior or senior-level students in a Sedimentation/Stratigraphy course. It may be used to bridge topics of geomorphology, depositional environments and clastic sedimentology.
The exercise focuses on visualizing journal article data in a meaningful way. In addition to defining technical terms, students are asked to use background knowledge of Walther's Law to complete a series of vertical sections. Approximate time to complete the exercise is 4-5 hours. Individual assignment (as opposed to group work) is recommended.

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Students write an original work of fiction that includes aspects of the eruptive behavior of stratovolcanoes and the types of hazards that accompany stratovolcano eruptions. These aspects may appear as plot elements, or setting, or in some other fashion. Students must include background information other than their textbooks and must include references.

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This collection an be used as group or individual activities in psychology, sociology, communications, or related courses. The WWHoA model aims to first engage students in the "Why" of the concept or lesson, then moves them into the "what" and "how," before concluding with "assessments." The materials cover four lessons, and are intended to be used as is and also expanded upon for other concepts. These activities were created by Maria Gross, Psychology, Mid Michigan Community College; Kelley Eltzroth, Psychology, Mid Michigan Community College;
Nicole Korzetz, Psychology, Lee College; Philip B. Terry-Smith,Ph.D, Sociology, Anne Arundel Community College; and Diane Miller, Communication, Mid Michigan Community College.

This virtual field trip takes students to the site of a local groundwater controversy in Gallatin Valley, Montana. Students virtually travel through seven stops which highlight the groundwater hydrology, local geology, geologic history of the valley and local groundwater policy. During the virtual field trip, students are asked to role-play as geologists hired to evaluate the area. Ultimately, they are asked to formulate an argument for or against the development of a nearby subdivision and to support that argument with evidence they gathered on the virtual field trip. Evidence may include observational field notes, hypotheses and questions regarding the geology and geohydrology of the area as well as limited hydrological data. Students must produce a final report discussing the decision they made as a consulting geologist. Reports should include a well-supported argument using the data and information collected during the virtual field trip. This virtual field trip gives students an opportunity to explore a local dispute regarding groundwater and learn how geology, geohydrology and scientific data are involved in policy issues.

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The identification of clay mineral assemblages in soils provides a unique opportunity to demonstrate how basic principles of petrology and geochemistry are applied to engineering design criteria in construction site preparation. Specifically, the problem investigates the conditions leading to the formation of smectite in soils and the resulting construction risk due to soil expansion. Students examine soils developed on igneous, metamorphic, and sedimentary rocks near Denver, Colorado. The field locations are areas of suburban growth and several have expansive soil problems. The 2-week exercise includes sample collection, description, and preparation, determining clay mineralogy by XRD, and measurement of Atterberg Plasticity Indices. This problem develops skills in X-ray diffraction analysis as applied to clay mineralogy, reinforces leacture material on the geochemistry of weathering, and demonstrates the role of petrologic characterization in site engineering.

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The outcomes for this module include: outline some of the key skills needed for effective teamwork; consider how effective the communication skills have been in teams you have been part of; explain four models of decision making; understand how to give feedback effectively.

About once a week, which approximately corresponds to each chapter covered, students are required to write a 2-3 paragraph reflection on the material covered in class. They may use information found in the book, or their experiences during lecture and lab, but they need to discuss their thoughts on the material. This written assignment encourages students to think more deeply about the material discussed, as well as to become more comfortable with the writing process.

What do we know about the world? Rhetorical and Argumentative Perspectives is a book trying to answer the title question by contributing to rhetorical and argumentative studies. It consists of papers presented at the “First International Conference on Rhetoric in Croatia: the Days of Ivo Škarić” in May, 2012, and subsequently revised for publication. Through a variety of different routs, the papers explore the role of rhetoric and argumentation in various types of public discourse and present interdisciplinary work connecting linguists, phoneticians, philosophers, law experts and communication scientists in the common ground of rhetoric and argumentation.. The Conference was organized with the intent of paying respect to the Croatian rhetorician and professor emeritus Ivo Škarić who was the first to introduce rhetoric at the Department of Phonetics at the Faculty of Humanities and Social Sciences, University of Zagreb.

This is a introductory lab exercise that is intended to convey the concept of the logarithmic scale used for earthquake magnitude. The students will visualize magnitude as a distance over the ground, by using a contrived conversion between magnitude and distance. Using distances helps the students understand how logarithmic scales, like magnitude, work because this is one of the few scales that students are familiar with that spans several orders of magnitude. Students typically use calculators to determine the distance associated with each magnitude. Maps should be provided in the lab/classroom that are on several scales: campus maps, city maps, state maps, and a national map work well. This activity gives the students practice in making unit conversions and in developing arguments by analogy.
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Addresses student misconceptions

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This publication contains the results of an easy to read survey to discover which kind of easy to understand information people with learning disability/low literacy skills need.
The survey involved twenty people from each of the following 6 European Countries: Italy, Estonia, Lithuania, Poland, Portugal
and Spain. People with low literacy skills, with cognitive disabilities and refugees answered to the questionnaire showing an international view about people’s needs in terms of accessible information.
The questionnaire was specially created by the partners of the project Accessible Information Material (an Erasmus+ strategic partnership for innovation coordinated by Associazione Uniamoci Onlus) and adapted to the specific target of people which the organizations are most concerned with.

Benefits of using chatbots.

Made with Vyond.

A short introduction to wikis focused a group of people that plan a camping trip using a wiki.

An OpenLearn course exploring diversity within teams and team roles with a focus on the workplace and employer/employee dynamics. Includes a section on virtual teams.

This chapter by Suzan Last, focuses on document design. It specifically speaks to working with various types of lists. The topics in this resource provide the appropriate use of and formatting for lists in documents.

Why writing is still crucial in a digital and visual world

Short Description:
Print and electronic communication, social media and even visual messaging all require a core skill: writing. Learn how to write and develop messages in different formats from professionals with expertise in different areas of communication.

Long Description:
Print and electronic communication, social media and even visual messaging all require a core skill: writing. This book is a practical guide to planning and writing strategically, concisely and effectively for many of the communication channels used in the current public relations environment. It connects students to professionals with expertise in different aspects of message creation and highlights the types of writing and other skills needed to be competitive in the current communication job market.

Word Count: 13250

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This video gives a brief overview of how to create an executive summary.

This is an explanimation video that walks students through the key areas of writing an executive summary.

This is a professional email for LAPU's course: Writing a Professional Email. Upon course completion, participants will master the art of writing emails, and will be deemed an email wizard with a course badge.

In this video, we will go over some resources that can help you write magical emails.

This video provides participants with tips and tricks for writing concisely and professionally. Follow these suggestions and double-check your email before you click send to ensure you sound professional.

This course takes rhetoric as a system for designing meaning that helps us understand complex situations and ideas, enlighten and persuade others to act, and thus reshape our world. We’ll study rhetoric systematically and empirically, both analyzing how it works on us as readers, and testing how we can make informed rhetorical choices as we design our own texts.

This course seeks to provide a supportive context for students to grow significantly as writers by discovering and engaging with issues that matter to them. Writing on social and ethical issues, we can see ourselves within a tradition of authors such as Charles Dickens, Frederick Douglass, Elizabeth Cady Stanton, George Orwell, Rachel Carson, John F. Kennedy and Martin Luther King, Jr., who have used the power of the pen to inspire social change.

This book explores writing in the workplace by examining theoretical and practical approaches to professional and technical writing. The book chapters focus on knowledge and skills, including writing in digital spaces and how to be an ethically considerate communicator. Each chapter is designed to help students understand what professional writers do on the job. This text also includes discussion on what students can consider about their professional presence as they begin to enter the workplace as writers.

4th Edition (2023)

Word Count: 91767

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Short Description:
Good writing skills are important in today’s competitive work environment. This is especially the case for communication-related professions such as public relations, brand communication, journalism, and marketing.

Long Description:
Good writing skills are important in today’s competitive work environment. This is especially the case for communication-related professions such as public relations, brand communication, journalism, and marketing. Writing for Strategic Communication Industries emphasizes practical application of academic inquiry to help readers improve their writing skills. This book gives readers: Straightforward chapters that use real-world examples to illustrate key points. Discussion of different writing styles and techniques. Examples of communication materials such as press releases, creative briefs, feature articles, and more. Embedded videos of insights from communication professionals. Tips on pitching to the media. A collection of popular sources for further explanation.

Word Count: 20764

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This syllabus provides an overview for the English 21002 City College of New York course Writing in the Social Sciences 21002.

This course places contemporary youth activities in perspective by surveying young American's political participation over the past 200 years. Each week, students will look at trends in youth political activism during a specific historical period, as well as what difference—if any—youth media production and technology use (radio, music, automobiles, ready-made clothing) made in determining the course of events. A central theme in accounts of political participation by those who have not yet reached the age of majority are the opportunities for mobilization and expression that new technologies supply. This class explores what is truly new about "new media" and reviews lessons from history for present-day activists based on patterns of past failure and success.

In contemporary society, the media, including the Internet, television, smart phones, radio, magazines, movies, music, newspapers, and books, saturate our everyday lives to an extent unprecedented in human history. Their effects are wide-ranging and transformative, including affecting our perception of reality, influencing how and what we think about, and framing our understanding of the world around us. Yet, due to their pervasiveness, rarely do we seriously consider the media and the issues they raise. This course will introduce you to the seminal theories in media studies. By considering these different approaches, we will situate the media in a broader historical, social, political, and economic context to better understand their nature and their roles in (re)producing the (global) societies we live in. We will examine the structures, forces, and environments that produce media; we will analyze mediated texts and images and their roles in shaping our ideas, cultures, and identities; and, we will explore the different ways people actively engage in using and interpreting the media.

This course examines issues related to the internationalization of media and communication. Topics include a comparison of information rich and information poor countries, an analysis of global media, trends in communication technology, the role of English as a world language, U.S. influences on world cultures, and international perceptions of the United States.

This course provides an overview of the development of research and theorizing on international communication. In the first half of the semester, we will trace the intellectual trajectory of international communication, covering international development and cultural imperialism. We will critically examine responses to these ideas, including work on the global turn, postcolonial studies, multiple modernities, and hybridity. The second half of the semester will bring these theories to life with case studies of production, distribution, and reception of media and communication from across the globe, covering the Middle East, India, Africa, Asia, and Latin America. These case studies will help students explore relations, connections, exchanges, and entanglements between seemingly regionally and nationally separated media systems that shape the unequal global flows of cultural forms, expressions, and experiences. The course seeks to understand: what is globalization? What are the roles of international/global media of communication in it? What are the forces that are driving it?

This course examines issues related to the internationalization of media and communication. Topics include a comparison of information rich and information poor countries, an analysis of global media, trends in communication technology, the role of English as a world language, U.S. influences on world cultures, and international perceptions of the United States.

This course focuses on small-group communication in private, public, and business settings. Topics include types and functions of groups, group-communication theory, issues of power and trust in group communication, effective communication in face-to-face and virtual teams, group conflict, group cohesiveness and team-building, and communication strategies for collaborative problem-solving and decision-making. The format of the course is designed so you will have the opportunity to develop and practice your group communication skills. Therefore, the goal is to provide you with new perspectives on the process of group and team communication, as well as increased options for communicating effectively in group and team settings. You will take part in student-facilitated discussion, group/team interaction and projects, lectures, and individual assignments. This course relies heavily on self-initiated learning and is enhanced by group interaction and personal reflection,

LIB 3040 Information and Society. 3 hours; 3 credits. Prerequisite: ENG 2100. This course examines the nature, production, value and uses of information in historical perspective; the latest development in information technology; the ways information is produced and disseminated and how they affect business, politics, media, science, arts and culture; the growth of the “information society;” and major information policy issues. (Cross-listed with COM 3040 and PAF 3040)

This activity is based on a discussion in pairs or groups. It can be a pre-activity or a post activity. The main purpose of this activity is to make learners  start with a brainstorming and then discuss their  ideas in relation to entrepreneurship and fund raising.  One important objective is to use the linguistic devices and transition tools to properly use the language for professional purposes or for academic purposes ( communication course). It can be a speaking activity and then developed in a written activity. 

An ePortfolio project to allow students an opportunity to present their best work and demonstrate essential skills. This ePortfolio can be used when applying for internships, jobs, scholarships, or college admissions.