How to create citations in either APA or MLA format using Microsoft Word (365). 

In this video you will learn about the differences between in-text citations and oral citations. In addition, we will cover the four criteria of citing sources orally. Please watch the Citing Sources Orally video (2 min. 36 sec.) below.  Closed captions in English are available. Recorded with Adobe Spark.  Citing Sources Orally 

This course is a service-learning, project-based studio course that focuses on collaborative design of civic media. Students will work in diverse teams with community partners to create civic media projects grounded in real-world community needs. This course covers co-design and lean UX methods, and best practices for including communities in iterative stages of project ideation, design, prototyping, testing, launch, and stewardship. Students should have an interest in collaboration with community-based organizations.

The Civic Media Codesign Studio is a project-based studio course in collaborative design of civic media. Students work with a range of organizations to create civic media projects grounded in real-world community needs. It covers theory and practice of codesign, including methods for community participation in iterative stages of project ideation, design, prototyping, testing, launch, and stewardship. This semester, the course will focus on building systems of collaboration between municipal government and local care networks to facilitate effective cocreation of policy.

This lesson plan focuses on helping high school students learn and understand cultural diversity, empathy, and online bias as concepts to develop through civil discourse. It promotes debate and sharing of ideas regarding the three different themes. It is intended for pre-intermediate English language learners (A2-B1 CEFR).

This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion through

Analyzing persuasive texts and speeches
Creating persuasive texts and speeches

Through class discussions, presentations, and written assignments, you will get to practice your own rhetorical prowess. Through the readings, you'll also learn some ways to make yourself a more efficient reader, as you turn your analytical skills on the texts themselves. This combination of reading, speaking, and writing will help you succeed in:

learning
to read and think critically
techniques of rhetorical analysis
techniques of argument
to enhance your written and oral discourse with appropriate figures of speech
some techniques of oral presentation and the use of visual aids and visual rhetoric.

In a world where climate change has never been experienced, it is time to do something. This poster aims to encourage people to act, by raising awareness of the importance of talking about climate change. This poster highlights the respect for nature by using powerful images and colors.

This poster is about Climate Change: A Call to Action. This material can be used in mitigating Climate Change around the world. 

This is a resource for teachers to teach students reading strategies for the textbook.

College Success takes a fresh look at what it means, in today’s world, with today’s students, to be successful in college.Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success texts that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college texts. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that currently nationwide, 34% of college freshmen do not return to their college for their sophomore year. This book is designed to help change that.

Course outline that adopts the textbook Stand up, Speak out: https://open.lib.umn.edu/publicspeaking/. Spreadsheet tabs include assessments.

Course Description
Introduces speechmaking based primarily on a traditional public speaking approach. Covers classical rhetorical theory and highlights rhetoric's importance to public speaking. Develops theoretical understanding and practical application of oral communication skills. Includes techniques in controlling speech anxiety, how to structure and organize information to present to a variety of audiences, and physical and vocal delivery skills.

Upon successful completion, students should be able to:

Use learned public speaking skills in order to present an effective and efficient message.
Use an understanding of the 5 canons of rhetoric to create and present effective speeches.
Provide skills for community leadership through increased practice in organization and presentation of ideas.
Make responsible decisions through the increased ability to critically examine ideas and information.
Use strategies and skills to manage communication anxiety.
Use knowledge of digital presentation tools to create and present effective presentations.

AE 868 examines the theories and design practices of solar electric systems in the context of utility and commercial-scale applications. An important goal of the course is to equip solar professionals with skills to follow the impact of hardware trends in industry on feasibility, design, and the commissioning of such systems. Students will learn how to design solar electric systems as well as the processes required for permitting, construction, and commissioning. Topics include conceptual design of solar electric systems, solar electric technologies, inverter and power management technologies, design theory and economic analysis tools, system design processes for grid-tied and off-grid systems, integration of energy storage and demand response systems, construction project management, permitting, safety and commissioning, system monitoring, and maintenance.

A listing of commonly confused words in the English language. Created by Professor Eileen Cusick for OIT-110, Communications and Editing, at Springfield Technical Community College.

It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.
"Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts - or for that matter, people - we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries.

“Communicating Across Cultures” is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

In Communicating in American Culture(s), bilingual students examine how various aspects of American culture—history, geography, institutions, traditions, values—have shaped dominant Anglo-American communication norms and responses to critical events in the world. In addition, you can expect to practice and strengthen your analytical and communication skills in a carefully scaffolded manner, starting with frequent short writing and speaking tasks and progressing to longer, more formal tasks.

This course focuses on an exploration of the role that communication plays in the work of the contemporary engineering and science professional. Emphasis is placed on analyzing how composition and publication contribute to work management and knowledge production, as well as the "how-to" aspects of writing specific kinds of documents in a clear style. Topics include: communication as organizational process, electronic modes such as e-mail and the Internet, the informational and social roles of specific document forms, writing as collaboration, the writing process, the elements of style, methods of oral presentation, and communication ethics. Case studies used as the basis for class discussion and some writing assignments. Several short documents, a longer report or article, and a short oral presentation are required.

Many resources online provide limited lists of available communication channels, but the lists miss relevant details for those learning about the range of ways we can communicate. This introductory reading and activity intends to share the sheer volume of ways we can communicate with audiences and publics to illustrate the need to strategically consider all the options we may use to share our messages.

Many resources online provide limited lists of available communication channels, but the lists miss relevant details for those learning about the range of ways we can communicate. This introductory reading intends to share the sheer volume of ways we can communicate with audiences and publics to illustrate the need to strategically consider all the options we may use to share our messages.

Constraints and Affordances of Media

Short Description:
This book is a compilation of undergraduate student research, from a class at the University of Notre Dame: ANTHROPOLOGY 40470, Fall 2021, "Zoom Text Talk Insta Sing Chat: Modalities and Media of Interaction," taught by Susan D. Blum

Word Count: 13904

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These 7 C’s of Communication have been explained in much detail for those who have been studying Communication. While working with students on the concept of essentials of effective communication, I felt that there is a set of three, which seems to work for me when it comes to delivering a successful and sustained communication. The same has worked in the perfect way for those who have mentored me. It is said that ‘Communication is what it does.’ And it should do exactly what we call 'effective'.

Short Description:
This open textbook brings together a variety of resources that guide college students in introductory communication courses. Communication Essentials for College focuses on fundamental academic skills, including: studying and note taking, writing and researching, using APA style citations, presenting, and working in teams. NewParaThis project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit the VLS website.NewParaPublished February 28, 2022

Word Count: 171460

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Short Description:
This open textbook is designed to guide college students in developing the vital communication skills that are necessary to succeed in the modern workplace.

Word Count: 76959

ISBN: 978-0-9699813-3-6

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I've just updated this image with something that's a little easier to toss into a presentation.  Enjoy.Original document created by Dayanand Hattiambire

NSCC EDITION

Short Description:
Communication Skills is designed to guide college students in developing the vital communication skills that are necessary to succeed in the modern workplace. It is written in the reader-friendly style of a professional email between colleagues. Adapted from the Seneca College version of Communication @ Work.

Word Count: 125091

ISBN: 978-1-990641-78-7

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Short Description:
Strategies for thinking critically and writing effectively about topics that engage practitioners in Forestry, particularly in Wood Products Processing. Planning, drafting and editing of professional-quality documents for specialists and other stakeholders. Developing oral presentation skills.

Long Description:
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Word Count: 4905

Included H5P activities: 4

ISBN: XXX-X-XXXXXX-XX-X

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Word Count: 222741

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This guide compiles starting points for OER and freely available resources for Communication Studies courses and topics. This OER subject guide was created for TCC faculty and staff and reflects TCC credit, continuing education, and corrections course offerings. The purpose of this guide is to help faculty and staff more easily find and review OER in their areas so that they can make decisions about quality, accuracy, relevancy, and potential use.

This book is an introduction to communication theory — the theory of how humans share, encode, and decode what they know, what they need, and what they expect from each other.

Short Description:
This new edition builds on the strengths of the popular first edition, providing an interesting, practical discussion of the interrelationship between communication and the field of training and development.

Word Count: 65466

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Adapted for Seneca College by Tom Bartsiokas and Tricia Hylton from A College-to-Career Guide to Success (2019) Partially Adapted from Business Communication for Success (2015)

Short Description:
Communication @ Work is designed to guide college students in developing the vital communication skills that are necessary to succeed in the modern workplace. It is conveniently presented in a variety of AODA-compliant formats and written in the reader-friendly style of a professional email between colleagues.

Word Count: 125868

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Short Description:
Adapted for Seneca College by Tom Bartsiokas, Robin Potter, and Tricia Hylton from A College-to-Career Guide to Success (2019) Partially Adapted from Business Communication for Success (2015). Communication @ Work is designed to guide college students in developing the vital communication skills that are necessary to succeed in the modern workplace. It is conveniently presented in a variety of AODA-compliant formats and written in the reader-friendly style of a professional email between colleagues.

Word Count: 125263

ISBN: 978-1-998755-48-6

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Word Count: 11592

ISBN: 978-1-998755-67-7

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A College-to-Career Guide to Success (2019) Partially Adapted from Business Communication for Success (2015)

Short Description:
This open educational resource is designed to guide first-year college students in developing the vital communication skills that will help with the real, everyday tasks of writing and speaking in their chosen profession. Organized in three major units—Communication Fundamentals, Applied Writing, and Oral Communication—the textbook is conveniently presented in a variety of AODA-compliant formats and written in the reader-friendly style of a professional email between colleagues. By meeting the learning outcomes of Algonquin College’s first-year Communications course ENL1813 and its follow-up ENL1823 or equivalent, the textbook helps ensure that students graduate with the communication skills necessary to succeed in the modern workplace.

Word Count: 200025

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Canadian Edition (2020) Adapted from A College-to-Career Guide to Success (2019) Partially Adapted from Business Communication for Success (2015)

Short Description:
This open educational resource is designed to guide first-year college students in developing the vital communication skills that will help with the real, everyday tasks of writing and speaking in their chosen profession. Organized in three major units—Communication Fundamentals, Applied Writing, and Oral Communication—the textbook is conveniently presented in a variety of AODA-compliant formats and written in the reader-friendly style of a professional email between colleagues. The textbook helps ensure that students graduate with the communication skills necessary to succeed in the modern workplace. This version was revised for Personal Support Workers

Word Count: 194888

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This open textbook is designed in 12 chapters featuring a spectrum of current and relevant Canadian business communication topics. In chapters 2 to 12 of this open textbook you will be introduced to three business professionals in three different disciplines. Each of these professionals encounters communications successes and challenges in their everyday work, and their stories will be featured as reflection guidance through the textbook. In addition, each chapter will provide learning outcomes, a list of chapter topics (Chapter Preview), “Check your Knowledge” quizzes, a chapter glossary, and additional resources.

Short Description:
This text is in use at James Madison University for students enrolled in SCOM 121/122/123. It also the text in use at Blue Ridge Community College for students enrolled in CST 110.

Word Count: 119183

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Word Count: 236921

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Word Count: 232039

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Communication in the Real World: An Introduction to Communication Studies overviews the time-tested conceptual foundations of the field, while incorporating the latest research and cutting-edge applications of these basics. Each chapter will include timely, concrete, and real-life examples of communication concepts in action. A key feature of this book is the integration of content regarding diversity and organizational communication in each chapter through examples and/or discrete sub-sections. Discussions of diversity are not relegated to feature boxes. Also integrated into the content are examples that are inclusive in terms of race, gender, sexuality, ability, age, marital status, religion, and other diverse identity characteristics.

Overviews the time-tested conceptual foundations of the field, while incorporating the latest research and cutting-edge applications of these basics. Each chapter will include timely, concrete, and real-life examples of communication concepts in action.

This course is a continuation of Communications/Editing 1 (OIT-110). Continued emphasis will be on preparing professionally written business documents for a variety of purposes using current technology. Students will also acquire project management skills and experience. Three lecture hours. Prerequisite for this course is completion of OIT-110 with a grade of C or better.

Communications: Public Speaking Syllabus

COMM 111 Public Speaking

This course exposes students to theory and practice in the creation, adaptation and delivery of original speeches before an audience. It also provides the opportunity to understand the nature of public speaking and discourse in both ancient and modern society.

Outcomes
Upon successful completion of this course, students will be able to:
Synthesize, organize information for varied audiences. Interact with confidence while adapting messages to audience needs. Listen critically.

Communications: Small Group Communication Canvas Commons Course

COMM 219

DESCRIPTION
Provides theory and practice in teamwork, leadership, and conflict management through participation in small group situations. The emphasis will be on task-oriented, decision-making groups like those found in various workplaces.

LEARNING OUTCOMES
1. Explain the transactional model of communication and describe how messages may be sent and received at both conscious and unconscious levels.
2. Describe the behaviors and attitudes used by the competent communicator who adapts appropriately to various workplace, professional, and personal contexts, other people with diverse perspectives and experiences, and the communicator's goals.
3. Explain and analyze the differences between a "me" orientation and a "we" orientation to problem-solving.
4. Recognize the cyclical nature of team development and create appropriately negotiated norms for team maintenance and performance enhancement.
5. Recognize and describe roles necessary for task performance and team maintenance, including the role of leader.
6. Analyze and report on the communication skills needed for managing conflict and tension in diverse teams.

Syllabus and materials for the first half of a course that prepares students to produce professional written business communications. In addition to improving information literacy, computer literacy, and English grammar skills, students will improve abilities that are essential in the workplace. Includes links to OER readings, videos, and activities.

Syllabus and materials for the second half of a course that prepares students to produce professional written business communications. In addition to preparing professionally written business documents for a variety of purposes using current technology, students will acquire project management skills and experience. Includes links to OER readings, videos, and activities.

Short Description:
This book will examine the key principles of communication personnel in law enforcement require. Areas covered include listening skills, communicating tactics, interviewing skills, note-taking, report writing and testifying in court. Also covered is a section on PTSD and its interaction with law enforcement.

Word Count: 66101

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Communicating to Connect: Interpersonal Communication for Today introduces an undergraduate to a whole new world of concepts with an in-depth exploration of interpersonal communication. Theory and research that reflect what is currently known about interpersonal communication complement practical skills explaining why course concepts are important in an undergraduate’s everyday life. The narrative voice and culturally diverse examples, as well as relevant pictures, charts, graphs, videos, and multimedia enhance reading comprehension. In 13 units, this easy-to-navigate OER (Open Educational Resource) promotes the study of interpersonal communication to the world in the most accessible way possible. Ancillary materials are available upon request to support student learning and instructional planning.

The Community Tool Box is a free, online resource for those working to build healthier communities and bring about social change. Our mission is to promote community health and development by connecting people, ideas, and resources. The Community Tool Box is a public service developed and managed by the KU Center for Community Health and Development and partners nationally and internationally. The Tool Box is a part of the Center’s role as a designated World Health Organization Collaborating Centre for Community Health and Development.

Professors and instructors from various disciplines use the Community Tool Box as a resource for their teaching. The Tool Box is often used as course text in the fields of public health, community psychology, nursing, social welfare, and other applied fields.

Chapter 1. Our Model for Community Change and Improvement
Chapter 2. Other Models for Promoting Community Health and Development
Chapter 3. Assessing Community Needs and Resources
Chapter 4. Getting Issues on the Public Agenda
Chapter 5. Choosing Strategies to Promote Community Health and Development
Chapter 6. Communications to Promote Interest
Chapter 7. Encouraging Involvement in Community Work
Chapter 8. Developing a Strategic Plan
Chapter 9. Developing an Organizational Structure for the Initiative
Chapter 10. Hiring and Training Key Staff of Community Organizations
Chapter 11. Recruiting and Training Volunteers
Chapter 12. Providing Training and Technical Assistance
Chapter 13. Orienting Ideas in Leadership
Chapter 14. Core Functions in Leadership
Chapter 15. Becoming an Effective Manager
Chapter 16. Group Facilitation and Problem-Solving
Chapter 17. Analyzing Community Problems and Solutions
Chapter 18. Deciding Where to Start
Chapter 19. Choosing and Adapting Community Interventions
Chapter 20. Providing Information and Enhancing Skills
Chapter 21. Enhancing Support, Incentives, and Resources
Chapter 22. Youth Mentoring Programs
Chapter 23. Modifying Access, Barriers, and Opportunities
Chapter 24. Improving Services
Chapter 25. Changing Policies
Chapter 26. Changing the Physical and Social Environment
Chapter 27. Cultural Competence in a Multicultural World
Chapter 28. Spirituality and Community Building
Chapter 29. The Arts and Community Building
Chapter 30. Principles of Advocacy
Chapter 31. Conducting Advocacy Research
Chapter 32. Providing Encouragement and Education
Chapter 33. Conducting a Direct Action Campaign
Chapter 34. Media Advocacy
Chapter 35. Responding to Counterattacks
Chapter 36. Introduction to Evaluation
Chapter 37. Operations in Evaluating Community Interventions
Chapter 38. Some Methods for Evaluating Comprehensive Community Initiatives
Chapter 39. Using Evaluation to Understand and Improve the Initiative
Chapter 40. Maintaining Quality Performance
Chapter 41. Rewarding Accomplishments
Chapter 42. Getting Grants and Financial Resources
Chapter 43. Managing Finances
Chapter 44. Investing in Community Resources
Chapter 45. Social Marketing of Successful Components of the Initiative
Chapter 46. Planning for Sustainability

Sample syllabi are also available: https://ctb.ku.edu/en/teaching-with-the-community-tool-box

Are you able to use empathy to relate to others? Do you engage with others in a compassionate way? How do you feel about interacting with others in your personal life and in workplace settings? Learn more about compassionate collaboration and how to prioritize meaningful connection in your personal and professional life. Join us in Compassionate Collaboration.

Footage: Pexels.com

Learn how you can build your compassion and collaboration skills in this course. Footage: pexels.com

This is both a human communication and public speaking text for the general education course.

This is both a human communication and public speaking text for the general education course.

Microcurso: Comprensión Lectora Aplicada, realizado con el fin de facilitar estrategias importantes para la comprensión lectora.

Este es un espacio en el que se ha publicado el contenido de la primera unidad del Curso de Comunicación para Profeseores de Enseñanza Media. Es una lección virtual tutorizada en la que se asignan los recursos, módulo 1, ruta de apredizaje, actividad 1 y documentos complementarios de lectura. 

Este es un espacio en el que se ha publicado el contenido de la primera unidad del Curso de Comunicación para Profesores de Enseñanza Media. Es una lección virtual tutorizada en la que se asignan los recursos, módulo 1, ruta de apredizaje, actividad 1 y documentos complementarios de lectura. 

Perspectives for the Canadian Workplace

Short Description:
This book examines the nature of conflict in the workplace - its sources, costs and management, as well as workplace conflict management with respect to group interactions, organizational culture, and provincial/federal legislation. In addition, this book focuses on the individual; how our perceptions, emotions, motivation, personality and communication skills impact how we manage stress and conflict at work. Throughout the book, readers are encouraged to engage in critical self-assessment and case study review. These exercises provide the reader with the opportunity to assess potential conflict situations, recognize emotions, communicate assertively, and manage conflict with integrity and professionalism.

Long Description:
This Open Educational Resource (OER) is a custom publication for students enrolled in PSYC-6006: Conflict Management.

In the first half of the book, we will examine the nature of conflict in the workplace – its sources, costs and management. We will also briefly examine workplace conflict management with respect to group interactions, organizational culture, and provincial/federal legislation.

During the second half of the book, the focus will be on the individual; how our perceptions, emotions, motivation, personality and communication skills impact how we manage stress and conflict at work.

Throughout the book, you will be encouraged to engage in critical self-assessment and case studies. These exercises will provide you with the opportunity to assess potential conflict situations, recognize your emotions, communicate assertively, and manage conflict with integrity and professionalism.

Word Count: 168804

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Information about how to determine whether a published work between 1923 and 1978 is in the public domain.

The introduction of Business Communication for Success, the textbook used throughout this course, notes that Ň[E]ffective communication takes preparation, practice, and persistence. There are many ways to learn communication skills; the school of experience, or Ôhard knocks,Ő is one of them. But in the business environment, a ÔknockŐ (or lesson learned) may come at the expense of your credibility through a blown presentation to a client.Ó Effective communication skills are a prerequisite for succeeding in business. Communication tools and activities connect people within and beyond the organization in order to establish the businessŐs place in the corporate community and the social community, and as a result, that communication needs to be consistent, effective, and customized for the business to prosper. Business Communication for Success provides theories and practical information that represent the heart of this course, while additional resources are included to expand or pose alternatives to the approaches chosen in the textbook. You will receive maximum benefits from this course if you complete the readings first and then use the additional resources to fill in the blanks and/or reconsider the topics in the textbook.

Course information and map for first-year, in-person, 10-week class on public speaking and communication skills in delivering speeches and presentations. Includes learning objectives, assignments, readings, and other resources.

Course map for class that emphasizes developing communication skills by examining and demonstrating how self-awareness, audience, content, and occasion influence the creation and delivery of speeches and presentations. Includes learning objectives, assignments, formative feedback, learning activities, and readings as well as other resources.

Examines intercultural communication, including cultural patterns, verbal and nonverbal communication codes and their practical application in today's diverse society.

Chapter 1 - Foundations of Culture
Chapter 2 - Understanding Cultural Identity
Chapter 3 - Social Construction of Cultural Identity
Chapter 4 - Cultural Biases
Chapter 5 - Taxonomies of Cultural Patterns
Chapter 6 - Understanding Intercultural Communication
Chapter 7 - Intercultural Communication Competence
Chapter 8 - Striving for Engaged and Effective Intercultural Communication

.To acquire objective information about the dynamics of interpersonal relationships—casual friendships, deeper friendships, family relationships and intimate relationships. Information learned will include theoretical material as well as research findings. Students will have better understanding of the nature of different interpersonal relationship dynamics, and be able to apply interpersonal relationship theories to practice. This objective will be achieved through class lectures, the reading of Brehm, and the achievement of this and related objectives will be assessed through service learning projects, journals, papers, etc. 

Making Ethnic Identity through Objects

Short Description:
This catalogue was built to accompany "Creators, Collectors and Communities: Making Ethnic Identity through Objects," the inaugural exhibit of Mount Horeb's Driftless Historium.

Long Description:
This catalogue was built to accompany “Creators, Collectors and Communities: Making Ethnic Identity through Objects,” the inaugural exhibit of Mount Horeb’s Driftless Historium. The exhibit opened in June 2017.

Word Count: 12972

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Crisis communication is one of the many specialized areas or functions of public relations. This course will specifically focus on the use of crisis communication to protect and defend a company or organization facing a problem or challenge that threatens to harm its brand or reputation. As a sudden and unexpected serious event, a crisis can fall into four categories: acts of God, mechanical problems, human error, and management decision or indecision. You may recall examples of crisis in news media coverage of killer earthquakes and tsunamis, grounded airplanes, stranded cruise ship passengers, and senior government officials or CEOs who are fired or asked to resign following adulterous affairs. If you want to learn to become a professional public relations specialist, it is important to have a basic understanding of the important role public relations has in helping guide a company or organization through a crisis or serious event.

This first chapter explains what it means to be logical—to reason logically. It demonstrates the usefulness of logical reasoning as a means to making more effective decisions about your own life—decisions about what to believe and deci­sions about what to do. The chapter begins a systematic program of study of all the major topics regarding logical reasoning. Along the way, the book focuses on devel­oping the following five skills: (1) writing logically, (2) detecting inconsistency and lack of clarity in a group of sentences, (3) spotting issues and arguments, (4) detecting and avoiding fallacies (reasoning errors), and (5) generating and im­proving arguments and explanations. These skills will be taught here independent of subject matter.

Social media has become an increasingly popular and convenient platform in recent years. However, it has also given rise to opinions often perceived as factual and reliable, despite being misleading or false. According to two studies conducted by the Pew Research Center, in 2018, 14% of social media users claimed to have changed their views due to the content they saw on social media. This percentage increased to 23% in 2020, representing a significant surge of 60%.

This video covers the basics of refutation in competitive debate. The advice here is aimed at IPDA, Parli, and NFA-LD style debate, but may also be useful for other formats.

This resource was designed as an assessment measure for a programmatic learning objective in an undergraduate communication sciences and disorders program.  

This class addresses important, current debates in media with in-depth discussion of popular perceptions and policy implications. Students will engage in the critical study of the economic, political, social, and cultural significance of media, and learn to identify, analyze, and understand the complex relations among media texts, policies, institutions, industries, and infrastructures. This class offers the opportunity to discuss, in stimulating and challenging ways, topics such as ideology, propaganda, net neutrality, big data, digital hacktivism, digital rebellion, media violence, gamification, collective intelligence, participatory culture, intellectual property, artificial intelligence, etc., from historical, transcultural, and multiple methodological perspectives.

Short Description:
This book is written for the typical computer user: someone who uses computers for day-to-day activities (browsing the web, sending/receiving email, etc.) and is interested in delving a bit deeper into some of the current technology concepts and terminology.

Long Description:
This book is written for the typical computer user: someone who uses computers for day-to-day activities (browsing the web, sending/receiving email, etc.) and is interested in delving a bit deeper into some of the current technology concepts and terminology.

Word Count: 24004

ISBN: 978-1-77420-191-6

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Learn how instructional designers use data to inform the creation of a Learning Persona. Learning Personas help determine the needs of the training and help ...

This course explores visualization methodologies to conceive and represent systems and data, e.g., financial, media, economic, political, etc., with a particular focus on climate change data in this version of the course. Topics include basic methods for research, cleaning, and analysis of datasets, and creative methods of data presentation and storytelling. The course considers the emotional, aesthetic, ethical, and practical effects of different presentation methods as well as how to develop metrics for assessing impact. Coursework includes readings, visualization exercises, and a final project.

This video discusses how debaters can set up their constructive arguments when debating resolutions of value. While written with IPDA and Parliamentary debate in mind, this video should be suitable for a variety of debate styles that utilize resolutions of Fact and of Value.

See also:
Refutation and Rebuttal in Competitive Debate - https://youtu.be/3rggu7MhRuU

Works Cited and Remixed
Burden of proof. (2007, February 13). [International Public Debate Association]. Debatepedia. http://debatepedia.idebate.org/en/ind...
Corbett, E. P. J., & Eberly, R. A. (2000). The Elements of Reasoning, 2nd Edition (2nd edition). Allyn and Bacon.
Edwards, R. E. (2008). Competitive debate: The official guide. Alpha Books.
Hannan, J., Berkman, B., & Meadows, C. (2012). Introduction to public forum and Congressional debate. International Debate Education Association. http://falcondebate.com/wp-content/up...
Hanson, J., & Thompson, D. (2008, February 8). The Basics of What Happens in a Parliamentary Debate. West Coast Publishing. http://www.wcdebate.com/1parli/29basi...
Horton, R., & Lo, S. (2013). Investing in health: Why, what, and three reflections. The Lancet, 382(9908), 1859–1861. https://doi.org/10.1016/S0140-6736(13...
Kellams, J. M. (2013, January 29). Framework in Public Forum Debate—Part 1. Everyday Debate Better Debate for Everyday Students and Coaches. http://everydaydebate.blogspot.com/20...
Major League Baseball. (2020, February 10). Teams with the most World Series titles. MLB.Com. https://www.mlb.com/news/teams-with-t...
McPeak, I. (2016, September 26). Weighing Mechanism Basics Every Debater Should Know. Ethos Communications. https://www.ethosdebate.com/weighing-...
Morrison, P. (2006, May 13). Get a Mac—Better. TBWA Media Arts Lab. https://www.youtube.com/watch?v=48jlm...
Potter, H. (n.d.). Do home-schoolers do better in college than traditional students? USA TODAY. Retrieved August 10, 2020, from https://www.usatoday.com/story/colleg...
Richey, P. G. (Ed.). (2016). International Public Debate Association Textbook (1 edition). Kendall Hunt Publishing.
Samaha, F. F., Iqbal, N., Seshadri, P., Chicano, K. L., Daily, D. A., McGrory, J., Williams, T., Williams, M., Gracely, E. J., & Stern, L. (2003). A Low-Carbohydrate as Compared with a Low-Fat Diet in Severe Obesity. New England Journal of Medicine, 348(21), 2074–2081. https://doi.org/10.1056/NEJMoa022637
World Health Organization. (2010). Health systems financing: The path to universal coverage. WHO; World Health Organization. https://doi.org/10/en/index.html

This project involves a field trip to the Jordan Formation in Winona, MN. Student teams are assigned a section of the outcrop from which they are to determine a stratigraphic column. The class then performs a lateral analysis and builds a composite stratigraphic column for the formation. As a final product, the students write up the class's observations about the formation.

Project Webpages

Project Summary and Write-up Outline (Acrobat (PDF) PRIVATE FILE 115kB Jul7 05)
Instructor Notes for Project (Acrobat (PDF) PRIVATE FILE 91kB Jul7 05)
Outlines and Notes (Acrobat (PDF) PRIVATE FILE 1.1MB Jul7 05) for each class session for this project

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Word Count: 78190

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This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves. They learn how to confront issues in their lives, how to live life, and how to learn from it.
A short version of this course meets during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. Then this semester-long extension of the IAP course is taught to interested members of the MIT community. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program.
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his hopes for its continued expansion, and his commitment to the well-being of MIT students.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves and others. They learn how to address issues in their lives, how to live life, and how to learn from it.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program. A semester-long extension of the IAP course is also taught to the population at large of MIT (please see PE.550, Spring).
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his intention for its continued expansion, and his commitment to the well-being of MIT students.

This asynchronous e-learning course will introduce the learner to effective resume formatting and design. By the end of the lesson, the learner will be able to:Recognize the elements of a well-designed resumeCategorize resume components under appropriate headingsUse design principles to format a resumeEvaluate a completed resume for flaws

A toolkit for maximum learning impact

Short Description:
The goal of the Designing for All: A Toolkit for Maximum Digital impact is to provide resources for instructors at Vancouver Island University to create digitally accessible courses for their students. It focuses on the suite of tools supported by the Centre for Innovation and Excellence in Learning (CIEL). A giant thank you to BCcampus and their Accessibility Toolkit - 2nd Edition. We were able to rely heavily on the content provided in that publication in the creation of our own version. Thank you for your hard work.

Long Description:
The goal of the Designing for All: A Toolkit for Maximum Digital Impact is to provide resources for instructors at Vancouver Island University to create digitally accessible courses for their students. It focuses on the suite of tools supported by the Centre for Innovation and Excellence in Learning (CIEL). It would also be useful for instructors at other institutions that use Brightspace by D2L as their Learning Management System.

A giant thank you to BCcampus and their Accessibility Toolkit – 2nd Edition. We were able to rely heavily on the content provided in that publication in the creation of our own version. Thank you for your hard work.

Word Count: 8405

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A Personal Approach to Leadership

Short Description:
This Online Educational Resource textbook is intended to provide an overview and introduction of leadership through the lens of how students can develop and maximize their own interpersonal skills. Interpersonal skills are crucial to navigating the professional world and can help us to better understand ourselves. This textbook approaches interpersonal skills from a personal level and allows the reader to immerse themselves into activities and scholarship across topical areas. Through the text, learners can create their own Personal Leadership Philosophy and expand this into a Civic Leadership Philosophy to help them understand the impact leaders can have on their communities and workplaces. This text is freely available per the terms of the Creative Commons copyright. ****PLEASE NOTE: A link to a digital PDF file is provided, but may not maintain intended page breaks or formatting. USING THE PRESSBOOKS EBOOK IS RECOMMENDED. We hope to provide a high quality PDF and ePub option in the future.

Word Count: 55158

ISBN: 978-1-60962-292-3

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Word Count: 222501

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This video tutorial explains various strategies for how to start a speech and provides videos examples to illustrate.

Short Description:
An open pedagogy project of student-authored essays to help readers develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past.

Long Description:
An open pedagogy project of student-authored essays to help readers, particularly high school and college students interested in movies and television, develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past. Authors are students in English 223: Difference, Power, and Discrimination in Film course at Linn-Benton Community College in Albany, Oregon taught by Dr. Stephen Rust.

Word Count: 150923

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
An open pedagogy project of student-authored essays to help readers develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past.

Long Description:
An open pedagogy project of student-authored essays to help readers, particularly high school and college students interested in movies and television, develop a better understanding of the ways that narrative media like movies and television represent issues of difference, power, and discrimination in American culture, both today and in the past. Authors are students in English 223: Difference, Power, and Discrimination in Film course at Linn-Benton Community College in Albany, Oregon taught by Dr. Stephen Rust.

Word Count: 165456

ISBN: 978-1-63635-079-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The DigiGuide is a guide developed by students to facilitate intercultural and digital collaboration. It shows possible problems and challenges of digital and intercultural cooperation and at the same time offers assistance and solutions through tools and skills. In addition, it is intended to support readers in projects and alleviate possible fears that arise when working together in an international project team. This project is funded by the DAAD and the German Federal Ministry of Education and Research. 

Short Description:
The Digital Methods for Disability Studies course introduces students to a range of technologies and teaches them to think critically with and through media objects, practices, and processes. Through texts, videos, podcasts, games, and interactive activities, students develop their critical thinking, close-reading, textual analysis, platform analysis, visual analysis, and critical game design skills. This course offers students an opportunity to both interrogate the digital realm as a site of inequality and to harness digital tools and methods in addressing complex social challenges.

Long Description:
The Digital Methods for Disability Studies Pressbook is a course that introduces students to a range of technologies and teaches them to think critically with and through media objects, practices, and processes. Students ask critical questions about digital methods and explore how these methods work with other forms of knowledge production. Through texts, videos, podcasts, games, and interactive activities, students develop their critical thinking, close-reading, textual analysis, platform analysis, visual analysis, and critical game design skills. This Pressbook offers students an opportunity to both interrogate the digital realm as a site of inequality and to harness digital tools and methods in addressing complex social challenges. This digital-by-design course responds directly to the expressed needs of students for content that will prepare them to navigate digitally-mediated community, work, learning, cultural, and intimate spaces.

The course is comprised of ten modules. Each module introduces students to theoretical and practical conversations at the intersection of critical disability studies and digital methods. It offers both open-access required and suggested additional readings as well as multimedia resources by key figures in these intersecting fields. Through a series of ‘spotlights,’ students meet emerging and established Canadian disabled and Deaf makers. Innovative exercises integrated throughout each module allow students to engage with the materials independently in asynchronous online courses. In addition, instructor notes and sample documents in the Pressbook back matter point to how the course can be run collaboratively as a catalyst for critical dialogue.

Throughout this Pressbook course students will: Become skilled with multiple digital storytelling platforms, such as social media, podcasts, and Twine, in knowledge communication and dissemination Gain hands-on experience with meeting AODA standards and making the digital sphere accessible. Understand the fundamentals of crip technoscience, cripping digital media, and critical game design and how to apply them in cultural and social environments. Develop a nuanced understanding of accessibility and accommodation law, policy, and practice guidelines related to media design and production. Practice using this knowledge with digital media platforms and technologies. Critically reflect on how technological innovation proceeds from and is related to social, cultural, and embodied difference. Witness first-hand the impact of the digital divide on disabled people. Analyse sources of inequitable access to digital resources due to economic, physical, geographic, and infrastructure factors. Identify the affordances and constraints of media platforms and technologies with attention to access and disability justice. Reflect critically on the labour and ethics of digital making.

Word Count: 60302

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In a world of 24-hour news cycles, social media, and deep fakes it is difficult to discern what is true, what is opinion, and what is out-right false. The ability and habit of fact-checking information is increasingly important in light of recent global health crises and upcoming elections. This course will cover strategies for identifying misleading media, fact-checking news, and engaging in critical discussions about the information that we consume and share. This course is designed to dicussion-based and focused on personal reflection and practice. This course was created for the Honors Program at NC State University

This video covers the basics of running disadvantages in competitive debate. Structure and basic strategy is discussed.

An 8 Week Course to Develop Information Literacy Influencers

Short Description:
This course was developed as part of a grant project aimed at addressing the disinformation that contributes to extremist beliefs and the deterioration of our democracy. It is intended to help adult learners understand the complexities underlying the problem, and develop the skills needed to act as information literacy influencers in their communities.

Word Count: 8229

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