Communication Teacher Index

Aitken, J. E. (1997, Winter). Creating a world wide web homepage, 11(2), 16.

Aitken, J. E. (1996, Spring). A CD-ROM (compact disk-read only memory) and World Wide Web computer-assisted approaches to teaching basic public speaking, 10(3), 15-16.

Aitken, J. E. (1996, Summer). Speech communication technology, 10(4), 15.

Allen, T. H., & Allen, S. H. (1996, Winter). New media for the communication classroom, 10(2), 13-14. [Goal: Enhance student learning by using interactive software authorizing programs to develop multimedia lectures and tutorials.]

Auter, P. J., & Hanna, M. S. (1998, Spring). The challenge of developing on-line courses, 12(3), 14-15.

Borzi, M. G., Parrish-Sprowl, J., & Carveth, R. (1998, Spring). Surfing the Internet and other related dramas, 12(3), 15-16.

Cruithirds, J., & Hanna, M. S. (1997, Summer). Programmed instruction and interactive multimedia: A third consideration, 11(4), 14.

DeWitt, J., & Bozik, M. (1997, Spring). Interpersonal relationship building along the information superhighway: E-mail buddies across two states, 11(3), 1-2. [Goals: To develop mediated interpersonal relationships for support, enjoyment, self-awareness and peer-teaching; To give students a personal connection to another culture; To experience with the Internet an awareness of the impact of context on interpersonal relations.]

Finn, T. A. (1999, Winter). Isolating interpersonal cues through student use of multiple media, 13(2), 6-7. [Goal: To sensitize students to the different types of interpersonal cues that are available when communicating by e-mail, voice mail, and the telephone.]

Glaser, M. (1986, Fall). Using radio to promote communication, 1(1), 7. [Goal: To help students discover how writing for an oral medium, such as a radio, can improve their writing and speaking skills.]

Gutgold, N. D. (1998, Fall). Pointing groups to PowerPoint, 13(1), 5-6. [Goal: To increase student understanding, proficiency, and responsible use of PowerPoint.]

Hanson, T. L. (2000, Winter). So what if you found it on the Internet: An exercising in evaluating web-based information, 14(2), 6-7. [Goal: To develop students’ critical and evaluative skills of Internet sources.]

Harvey, V. (2000, Fall). Engaging students in interactive on-line teaching, 15(1), 7-10. [Goal: To provide students an opportunity for increased interaction in on-line communication course assignments.]

Hugenberg, B. S. (2000, Fall). Teaching naturalistic inquiry with "Instinct," 15(1), 10-13. [Goal: To help students recognize, understand and discuss issues and assumptions associated with naturalistic inquiry.]

Kent, M. L. (2000, Fall). Getting the most from your search engine, 15(1), 4-7. [Goal: To inform instructors about advances in search engine technology that allow for more effective searches, and to offer a classroom activity useful for teaching students to use search engines more effectively.]

Kent, M. L. (1999, Summer). How to evaluate Web site validity and reliability, 13(4), 8-9. [Goal: To teach students how to evaluate information obtained from Web sites for validity and reliability, to teach students how to be more critical consumers of information, and to provide students with critical evaluation tools.]

Layng, J. M. (1999, Summer). Developing multimedia presentations in a new technology communication course, 13(4), 1-2. [Goal: To develop the ability to produce digital/multimedia presentations through understanding the ever-emerging field of new technologies.]

Lont, C. M. (1998, Winter). Using technology to increase face-to-face interaction, 12(2), 15-16. [Goal: To use the video technology to distribute lecture material in order to open up class time for small group activities.]

Olaniran, B., Stalcup, K. A., & Jensen, K. K. (2000, Fall). Incorporating computer-mediated technology to strategically serve pedagogy, 15(1), 1-4. [Goal: To illustrate the advantages in increasing computer-mediated communication in enhancing pedagogy.]

Palmer, R. D., Collins, R. A., & Roy, P. (1995, Fall). Directions in distance education, 10(1), 7-8.

Rumbough, T. B. (1998, Spring). Intercultural communication via the Internet, 12(3), 12-14. [Goal: To give students opportunity to interact with culturally diverse people from around the world by using the Internet.]

Schrader, S. M. (2000, Fall). Retooling: Integrated technologies into selection interviews, 15(1), 13-15. [Goal: To increase student awareness and understanding of how to use integrated technologies in an employment selection interview.]

Shedletsky, L. (1997, Fall). A lot of teachers who can, don’t, 12(1), 14-15. [Goal: To increase use of e-mail discussion.]

Wright, D. W. (1989, Summer). Using electronic media to teach small group and organizational communication concepts, 3(4), 13-14. [Goal: To introduce students to key small group and organizational communication concepts by using the electronic media.]

Baldwin, J. R. (Fall, 1999). Intercultural pals: A focused journal, 14(1), 13-14. [Goal: To allow students to learn and apply the concepts of an intercultural course experientally, integrating class concepts with personal experience.]

Bollinger, L., & Sandarg, J. (1998, Winter). Dare to go where others fear to tread, 12(2), 1-3. [Goal: To demonstrate culturally based verbal codes, to reduce stereotyping and cultural myopia, and to increase sensitivity toward a foreign language.]

Bradford, L., & Uecker, D. (1999, Spring). Intercultural simulations: Enhancing their pedagogical value, 13(3), 1-7. [Goal: To help instructors with ethical and pedagogical questions regarding using an intercultural simulation.]

Brice, L. M., Stroemer, J. F., & Winter, A. M. (1994, Summer). Cultural bingo, 8(4), 3-4. [Goal: To provide a means of enhancing students’ awareness and understanding of differences and similarities among cultures.]

Brunson, D. A. (2000, Winter). Talking about race by talking about whiteness, 14(2), 1-4. [Goal: To promote understanding about white racial identity and its influence on interracial discourse.]

Brunson, D. A. (1994, Fall). A perceptual awareness exercise in interracial communication, 9(1), 2-4. [Goal: To heighten students’ awareness of distorted perceptions during interracial encounters.]

Cole, R. A. (1997, Summer). Communication and gender: A curriculum sensitizing students to the constructive aspects of discourse, 11(4), 15.

Cooks, L. M. (1994, Spring). Educating men and women about sexual harassment: An exercise for trainers and teachers, 8(3), 10-11. [Goal: This exercise allows teachers and trainers to explore the definition, experience, and implications of sexual harassment for both men and women through the use of videotape, role plays, and story-telling. The creative use of these forms, in addition to discussion in both same and mixed sex groups, can facilitate shared understanding of oppression and the boundaries of public and private space for men and women.]

Corey, J. (1990, Fall). International bazaar, 5(1), 4. [Goal: To improve students research and listening skills while exposing them to information about other nations of the world.]

Dellinger-Pate, C. (1998, Spring). A model for guiding intercultural discussions, 12(3), 11-12. [Goal: To provide a conceptual framework for class discussions that guides appropriate discussion on sensitive topics by helping students assess their own cultural knowledge and experiences.]

Dillon, R. K. (1998, Spring). The diversity board, 12(3), 7-9. [Goal: To challenge and encourage students to think about what diversity means and how diversity influences behaviors and communication between people.]

Ekachi, D. (1996, Spring). Diversity ice-breaker, 10(3), 14-15. [Goal: To integrate the concept of diversity in an icebreaker activity and to demonstrate that diversity comes in many forms.]

Fuller, R. M. (1996, Fall). Discovering cultural diversity through literature, 11(1), 11-12. [Goal: To give students an opportunity to explore and discover various dimensions of cultural diversity.]

Garbowitz, F. (1990, Summer). Changing classroom populations call for increased cultural sensitivity, 4(4), 13-14. [Goal: To assist teachers in demonstrating their sensitivity to the variety of ethnic, racial, social and cultural backgrounds of students.]

Geyerman, C. R. (1996, Spring). Interpretation and the social construction of gender differences, 10(3), 7-8. [Goal: To understand that many perceived gender differences are socially constructed in the process of communication.]

Haehl, A. L. (1988, Winter). Adapting to non-traditional students, 3(2), 12-13. [Goal: to adapt and develop communication exercises to the needs of non-traditional students.]

Hankins, G. A. (1989, Summer). Hometown analysis project: A cultural awareness exercise 3(4), 5-6. [Goal: to teach students interracial communication concepts through their personal analysis of their hometowns.]

Hankins, G. A. (1991, Summer). Don’t judge a book by its cover, 5(4), 8. [Goal: Students will become aware of the advantages of suspending judgments in cross-cultural communication settings.]

Hart, J. L. (Fall, 1999). On parachutes and knapsacks: Exploring race and gender privilege, 14(1), 16-17. [Goals: 1) To have students examine privileges of race and gender. 2) To explore common behaviors that many of us fail to analyze or even notice.]

Harvey, V. L. (1999, Fall). Cultural musical chairs, 14(1), 6-8. [Goal: To provide students an opportunity to experience and discuss the changes occurring in the workplace as different cultural and ethnic groups enter the workforce.]

Hastings, S. O. (1998, Spring). Increasing intercultural empathy: From principle to practice, 12(3), 9-10. [Goal: To provide students with practical "pre-field" experience in developing intercultural empathy and to review course concepts through practical application.]

Hawkinson, K. (1993, Fall). Two exercises on diversity and gender, 8(1), 2-4. [Goal: To provide a means by which students can apply effective communication skills in situations dealing with ethnic or gender differences, and develop a greater sense of awareness of who they are and a better understanding of those around them.]

Hawkinson, K. (1991, Winter). Through the eyes of Djeli Baba Sissoko: The Malian oral tradition, 5(2), 1-2. [Goal: To introduce teachers to the role of storytelling in the West African culture.]

Hochel, S. (1999, Fall). Analyzing how others see the dominant U.S. culture, 14(1), 4-5. [Goal: To provide an interesting way to analyze what some of these perceptions of the dominant U.S. culture may be.]

Hochel, S. (1994, Summer). An exercise in understanding ethnocentrism, 8(4), 10-11. [Goal: To increase students’ awareness of their ethnocentrism, help them analyze the values on which it is based, and facilitate the reduction of ethnocentrism.]

Jensen, M. D. (1993, Fall). Developing ways to confront hateful speech, 8(1), 1-2. [Goal: To raise consciousness about hateful speech and encourage students to search for appropriate responses.]

Johnson, S. D. (1995, Winter). Exploring the influences of culture on small groups, 9(2), 6-7. [Goal: To demonstrate the impact of cultural differences on group interaction, decision making, and the development of group culture.]

Jones, E. B. (Fall, 1999). A look at the pedagogy of teaching immigrant English speaking students, 14(1), 10-12. [Goal: To stress the importance of communication education of English speaking immigrant students in the United States.]

Jones, E. B. (1998, Summer). Preparing for the 21st century: Immigrants and education for West Indian immigrant children, 12(4), 11-12.

Kinser, A. E. (1999, Fall). Diversity scrapbook, 14(1), 1-3. [Goal: To demonstrate how cultural image stereotypically represent various groups or people, and frequently render women and minority groups invisible.]

Kirby, E. L., & Harter, L. M. (Fall, 1999). Examining images of organizational diversity in popular culture, 14(1), 14-16. [Goal: To sensitize students to representations of organizational diversity in popular culture.]

May, S. T. (2000, Winter). Proxemics: Ths hula hoop and use of personal space, 14(2), 4-5. [Goal: To help volunteers experience cultural differences in the use of personal space, and to increase their sensitivity toward culturally-based nonverbal communication.]

McGrath, R. (1987, Fall). The slang game, 2(1), 5. [Goal: To stimulate consideration of the origins, functions, and importance of sub-language among communication students.]

Miller, A. N. (1998, Fall). Cultural partners: Diversity and intercultural communication beyond the classroom, 13(1), 12-13. [Goal: To provide students an opportunity to put intercultural communication skills into practice.]

Niedzwiecki, C. K. (1998, Summer). Intercultural interview, 12(4), 14. [Goal: To help students learn to communicate more effectively with a person from a different culture, to gain experience in interviewing techniques.]

Pawlowski, D. (1999, Winter). Dialoguing the gender movements, 13(2), 4-6. [Goal: To allow students to demonstrate, communicate, and understand women’s and men’s movements throughout history. This assignment can be used for interpersonal, family or gender communication courses.]

Pennington, D. L. (1998, Summer). A cultural-based approach to teaching African-American public address, 12(4), 7-8. [Goal: To provide instructional and study aids for illuminating African-American public address.]

Pennington, D. (1997, Winter). Mainstreaming interracial communication, 11(2), 11-13.

Phillips, T. G. (1997, Summer). Introducing gender-biased language: Much ado about something, 11(4), 3-4. [Goal: To make students aware of the gender-bias present within our language prior to addressing the importance and impact of language within our everyday interactions.]

Portnoy, E. (1998, Summer). Communication and aging, 12(4), 8-9. [Goal: To introduce communication perspectives into a discussion of the aging process.]

Portnoy, E. J. (1995, Fall). Teaching gender and communication, 10(1), 8-9. [Goal: To encourage students to recognize how others motivate and judge our gendered behavior.]

Portnoy, E. J. (1995, Summer). Gender communication scavenger hunt, 9(4), 12-13. [Goal: To encourage students to directly participate in an exploration of gender and its influences on communication and behavior.]

Powell, K. A. (1996, Winter). Increasing appreciation for diversity through the group culture speech, 10(2), 3-4. [Goal: To increase student understanding and appreciation for other cultures through a unique public speaking assignment.]

Robie, H. (1991, Summer). A Native American speech text for classroom use, 5(4), 12. [Goal: To broaden student ideas about what constitutes effective communication by exposing them to public speaking not ordinarily studies in the basic course.]

Ross, C. (1989, Winter). Suggestions for teaching international students, 3(2), 10-11. [Goal: To assist international students to participate successfully in meaningful oral discourse by using a variety of teaching strategies.]

Sarkela, S. J., Dauksza, K., Kane, S. P., & Bauman, P. (1994, Summer). The "Fishbowl" seminar as a technique for learning about gender and interpersonal communication, 8(4), 12. [Goal: To help students apply theory and research in gender and communication to the practice of interpersonal communication.]

Schnell, J. (1999, Fall). Ideas for including African-American perspectives in selected communication courses, 14(1), 12-13. [Goal: To help students discover contributions of African-American scholars and orators to the development and study of communication.]

Schnell, J. (1998, Spring). Using the Howard University Moorland-Springarn Research Center to study African-American communication, 12(3), 7.

Schnell, J. (Fall, 1996). Using Ross Perot (via C-Span) to improve sensitivity and diversity, 11(1), 10-11. [Goal: To enhance student analysis of Ross Perot's sensitivity toward US American diversity, during the 1992 presidential campaign, using C-SPAN videotapes as a data base.]

Schrader, D. C. (1997, Spring). Media to enhance learning: Using film to teach intercultural communication, 11(3), 6-8. [Goal: To use film as the catalyst around which an entire course in intercultural communication is designed.]

Schrader, S. M. (1998, Fall). Increasing cultural awareness: Importance of story telling in speech making, 13(1), 8-9. [Goal: To provide students with a self-awareness presentation exercise which allows the class to examine cultural influence on speech making. This exercise also assists new classmates in better understanding each other’s cultural backgrounds through story telling.]

Schumer, A. (1989, Spring). Helping international students adapt to American communication norms, 3(3), 12-13. [Goal: To facilitate international students’ communication by exposing them to American cultural norms and broadening their perspectives for sending and interpreting messages.]

Simonds, C. J. (1999, Fall). Pennies from heaven, 14(1), 19-20. [Goal: To sensitize students to the topic of cultural diversity and ethnocentrism by demonstrating that all cultures share universal elements, but may not have unique ways of viewing these elements.]

Snowden, R. (Fall, 1999). Meet the great speakers: Let me introduce you to ..., 14(1), 18-19. [Goal: To encourage students to research and appreciate speakers of diverse ethnic, religious, cultural, and geographic backgrounds through delivery of an oral presentation on great speakers adapted from original research papers.]

Souza, T. (1999, Fall). Framing equity: Examining approaches to diversity, 14(1), 5-6. [Goal: To help students understand different approaches to diversity by being able to distinguish between two equity frameworks and discuss the potential advantages and disadvantages of each.]

Sudweeks, S. (1999, Fall). An experiential intercultural communication/video documentary course, 14(1), 8-10. [Goal: To strengthen teaching and learning about issues of diversity by integrating an intercultural communication course with student video documentary training and campus/community presentations.]

Walter, S. (1995, Summer). Experiences in intercultural communication, 9(4), 1-3. [Goal: To provide activities that enable students to develop oral communication skills in a multicultural environment while introducing concepts of intercultural communication.]

Walter, S. (1993, Spring). Introduction of a speaker: Multipurpose and multicultural, 7(3), 3. [Goal: To accomplish analytical and social objectives in the process of teaching how to introduce a speaker.]

Walters, K. (1987, Spring). Perception assignment: Moving beyond biases 1(3), 4-5. [Goal: To provide students an opportunity to look beyond biases and to attempt to see the world from another’s point of view.]

Yook, E. L. (1996, Fall). An experiential approach to diversity education, 11(1), 11-12. [Goal: To improve cultural sensitivity in communication courses.]

Yook, E. L. (1996, Spring). Students creating intercultural sensitizers: Storytelling and attribution, 10(3), 11-12. [Goal: To assist students in learning about the possibility of multiple attributions of the same behavior in the intercultural communication process.]

Young, K. S. (1999, Summer). Proving the importance of inclusive language in the basic course, 13(4), 7-8. [Goal: To have students realize that "he" is not an inclusive term and that there are implications and consequences of choosing to use exclusionary language.]

Bahti, C. L. (1987, Winter). California dreamin, 1(2), 1. [Goal: To help students in group discussion and group communication classes to understand the need for, and the role of, criteria in the problem solving process.]

Bello-Orgunu, J. O. (1997, Fall). Questions and questioning in classroom discussions, 12(1), 13-14. [Goal: To provide teachers helpful suggestions for developing positive classroom attitudes toward questioning their students.]

Benson, J. H. (1998, Summer). Shaping attitudes: A role of the leader, 12(4), 3-4. [Goal: To give students the opportunity to experience leadership and team building in a practical exercise environment. Emphasis is placed on the vital role leadership plays in the success of a team project.]

Blomberg, D. L. (1998, Summer). Group projects, A framework for success, 12(4), 13-14. [Goal: To provide an equal and fair opportunity for all students to succeed in a major group project assignment increasing learning effectiveness and the group experience.]

Bourhis, J. (1992, Summer). Video groups, 6(4), 12. [Goal: to provide students with an alternative experience to the traditional group project assignment used to teach small group communication.]

Bozik, M. (1995, Spring). Playing games with the small group project, 9(3), 13-14. [Goal: To give students a small group experience in which they work from and with communication concepts.]

Bytwerk, R. L. (1988, Winter). Teaching parliamentary procedure in group communication, 2(2), 4-5. [Goal: To give students practical experience using parliamentary procedure in a setting important to them.]

Clawson, S. (1988, Fall). Visual/Oral communication activity, 3(1), 5. [Goal: To promote sharing ideas in small group and whole-class discussion.]

Dittus, J. K. (1993, Summer). Giving students what they want: A role-playing exercise with true-to-life-groups, 7(4), 2-3. [Goal: To teach about small group roles, while allowing students to discover that real groups are not as perfect as most textbook examples.]

Dolphin, C. Z. (1998, Summer). Using the Monroe Motivated Sequence: A group exercise, 12(4), 12. [Goal: To introduce students to the use of the Monroe Motivated Sequence through the creation of a brief (3-4 minute) speech which is planned and delivered by a small group (2-4 students).]

Eldred, J. P. (1996, Winter). A procedure for teaching criteria generation, 10(2), 9-10. [Goal: To teach students how to create evaluative criteria for use in critical thinking, decision making, and problem solving.]

Fernandes, J. J. (1998, Spring). Creative problem solving -- from top to bottom, 12(3), 1-2. [Goal: To introduce or reinforce three components of group problem solving: (a) clarifying and reframing the problem and goal, (b) brainstorming, and (c) establishing criteria.]

Flick, H., & Couvillion, M. (1997, Summer). Exploring the influence of laughter in small groups, 11(4), 5-7. [Goal: To help students in the introductory small group communication course better understand the role of humor and practice of laughing in meeting specific objectives.]

Grainer, D. (1988, Winter). Small group activities, 2(2), 5-7. [Goal: To get students involved in group process to enhance the understanding of the relevance of literature.]

Haleta, L. (1991, Summer). Activities to facilitate the application of parliamentary procedure, 5(4), 10-11. [Goal: To prepare parliamentary procedure students to conduct a business meeting.]

Hayward, P. A. (1997, Fall). The 4x4 text analysis workshop, 12(1), 8-10. [Goal: To analyze and present text readings in cooperative workgroups.]

Hoecherl, A. (1985, Fall). Discussion interviews, 2-3. [To become acquainted with interviewing as a research tool for group discussion.]

Kassing, J. W. (1997, Fall). Reframing creative problem solving, 12(1), 5-6. [Goal: To facilitate small-group creative problem solving by demonstrating how problems can be framed and reframed.]

Kaye, T. (1988, Fall). A leaderless discussion assignment, 3(1), 6-7. [Goal: To teach students some good problem solving techniques for a lifetime of group decision making.]

Mandeville, M. Y. (1998, Summer). Using new approaches in group discussion projects, 12(4), 10-11. [Goal: To use opportune and important real-life problems in speech communication group discussion projects.]

Martin, S. E. (2000, Winter). Stock issues-based policy speech small group exercise, 14(2), 13-14. [Goal: To increase students’ knowledge and interest level in constructing a stock issues-based policy speech.]

Mayhew, V. B. (1987, Summer). Pennies and poems, 1(4), 7. [Goal: to help the small group discussion students gain insight into the potential talent for leadership of each member within the group.]

McGowan, L. (1993, Spring). "St. Elmo’s Fire" as a tool for discussing conflict management, 7(3), 12-13. [Goal: To teach students how to identify different conflict management strategies and to show how family, friends, and society influence our choices in dealing with conflict.]

McKinney, B. C. (1990, Winter). The group process and "12 Angry Men," 4(2), 1-2. [Goal: To have students demonstrate their understanding of the group problem-solving process and decision-making.]

Mester, C. S. (1987, Fall). Peer support group, 2(1), 2. [Goal: To personalize the introductory speaking course and encourage students to share responsibility for one another’s skill improvement.]

Mitnick, A. D. (1999, Summer). Put your money where your mouth is: Group communication classes go fundraising, 13(4), 3-4. [Goal: To demonstrate to students that what they are studying in the group communication course is applicable in daily life outside the classroom.]

Neumann, D. (1992, Spring). Building and destroying groups, 6(3), 13-14. [Goal: To have students openly discuss, observe, and engage in behaviors which can build or destroy a group’s productive abilities.]

Neumann, D. S. (1988, Spring). Small group membership contract, 2(3), 9-10. [Goal: To increase group member awareness of constructive small group behavior and to increase member commitment to performing these behaviors.]

O’Keefe, V. (1987, Summer). Group debate: A versatile class activity, 2(4), 6-7. [Goal: To use a form of debate that will foster critical thinking skills for a variety of lessons.]

Ortiz, J. (1987, Spring). Group interaction: Processes, problems, and consensus, 2(3), 2. [Goal: To teach students about the problems that task-oriented groups face and the stages they move trough when working towards consensus.]

Rapone, T. M. (1995, Spring). Using history to teach small group communication, 9(3), 1-3. [Goal: To use historical events to provide students with experience in conflict resolution, active listening, and critical thinking and to illustrate the impact that perception has upon decision making ability. In addition, the approach reinforces a knowledge of, and in some cases teaches, history.]

Ringer, R. J. (1995, Spring). Ice breaker, 9(3), 10. [Goal: To introduce the members of a group to each other.]

Scherer, R. F., & Owen, C. L. (1992, Fall). Demonstrating group dynamics in the classroom: The real gorilla, 7(1), 3. [Goal: To demonstrate concepts of group norms through nonverbal communication.]

Smith, R. E. (1994, Winter). The "Outstanding Senior Award": A realistic small-group decision-making exercise, 8(2), 7-8. [Goal: To provide students with a realistic, effective small group decision-making exercise which reinforces the applicability of small group work to their life experiences.]

Smith, R. E., & Smith, S. S. (1991, Winter). Focus group interviews for course evaluations: Projects for the small group class, 5(2), 13. [Goal: To introduce students to focus group interviews.]

Stearns, S. A. (1995, Summer). Small group activities and student empowerment, 9(4), 3-4. [Goal: To empower students in small group activities with a strategy for negotiating conflict resolution.]

Watters, K. B. (1997, Fall). Authentic and pseudo small groups, 12(1), 6-7. [Goal: To demonstrate the differences between authentic and pseudo small groups and to help students overcome negative reactions to working in small groups.]

Zalewski, J. W., & Waters, L. J. (1993, Summer). Playing games with small groups, 7(4), 1-2. [Goal: To give students a group experience that can be used to facilitate discussions of small group communication and self-concept.]

Adams, J. K. (1991, Summer). The mask, 5(4), 11. [Goal: To promote an opportunity for self-analysis and self-disclosure.]

Arneson, P., & Karre, I. (1994, Summer). Building employment confidence, 8(4), 6-7. [Goal: To build an individual employment portfolio which focuses a student’s employment goals and assesses communication skills and abilities.]

Ayres, J. (1990, Spring). How to use relationships to get more out of theory, 4(4), 13-14. [Goal: To help students appreciate the value of using interpersonal communication theories to answer questions about relationships.]

Bashore, D. (1991, Fall). The resume as a tool for self concept confirmation, 6(1), 10. [Goal: To demonstrate a practical application of self concept by using resume writing techniques.]

Berko, R. (1993, Winter). Getting to know and talking about it, 7(2), 5-6. [Goal: To help students get to know one another while teaching techniques of interviewing and conversation.]

Berko, R. (1986, Fall). The public "I" and the private "I", 1(1), 6. [Goal: To encourage students to understand how they perceive themselves, and to allow them to understand the differences between their public and private selves.]

Berko, R. (1985, Fall). Intra-Interpersonal goal setting, 8. [Goal: To apply intra-interpersonal theory to real communication situations.]

Booth-Butterfield, M. (1992, Summer). Analysis of an audiotaped conversation with a friend, 6(4), 14-15. [Goal: To increase student recognition and interpretation of paralinguistic cues and to provide feedback to students on their own use of paralinguistic cues in relationships.]

Bowers, A. A., Jr. (1993, Summer). The telephone interview, 7(4), 4-5. [Goal: To enhance students’ telephone communication skills while developing the ability to speak accurately and conversationally in reporting on their interview results.]

Brown, D. S., Jr. (1997, Summer). Increasing awareness of interpersonal communication patterns, 11(4), 4-5. [Goal: To illustrate the impact of communication patterns on individuals as they function as part of an organization.]

Byrum-Robinson, B., & Alexander-Paul, J. (1998, Winter). Teaching assertiveness, 12(2), 4-7. [Goal: To demonstrate that the concept of assertiveness involves both rights and responsibilities.]

Cahn, D. D. (1995, Spring). Incorporating training in alternatives to violence in the interpersonal communication course, 9(3), 12-13. [Goal: To introduce readers to the potentials of AVP training.]

Chowning, J. A. (1995, Winter). Decision-making goes interpersonal, 9(2), 7. [Goal: To show how interpersonal communication is more persuasive than impersonal communication. Decision making exercises generally focus on strategy; this exercise focuses on communication during decision-making.]

Crawford, L. (1987, Fall). Mortality, not morbidity, 2(1), 12. [Goal: to demonstrate vividly the immediate relevance of interpersonal communication competence.]

Dancer, J. (1991, Fall). Communication and aging: Who says it best?, 6(1), 8-9. [Goal: To increase students’ awareness of the positive aspects of communication and aging through sharing their positive philosophies with older adults.]

DeVito, J. A. (1987, Winter). Interpersonal relationships related In cards and songs, 1(2), 4. [Goal: To sensitize students in Interpersonal Communication to common messages about interpersonal relationships.]

Ellis, B. G. (1991, Fall). Using the interview as a teaching dynamic, 6(1), 2-3. [Goal: To use interviewing to develop communication skills and subject matter knowledge.]

Flick, H. (1995, Fall). Media interviewing education for soon to be executives and company representatives, 10(1), 12-14. [Goal: The goal of media interviewing education at the university level is more than simply teaching people to respond in ways that improve the image of their business. Answers, to be sure, are critical. But words alone are not the answer. The underlying issues underscore the importance of critical thinking and value-oriented behavior.]

Garrett, R. (1988, Spring). Using self-critiquing techniques to teach interviewing skills, 2(3), 4-6. [Goal: to improve student interviewing skills by teaching students to critique themselves.]

Garrett, R. L. (1998, Fall). The interpersonal communication survey, 13(1), 9-11. [Goal: To help students discover and analyze some of their unexamined assumptions about competence in interpersonal communication.]

Garrett, R. L. (1992, Summer). The onion concept of self, 6(4), 6-7. [Goal: To encourage students to begin a more systematic exploration of their own self-knowledge as distinct from "formative influences" from society.]

Garrett, R. L. (1987, Summer). Helping students discover interviewing skills, 1(4), 14-15. [Goal; To help students discover their own interviewing skills.]

Gill, M. (1988, Spring). Successful self-disclosure, 2(3), 7, 16. [Goal: To give students an opportunity to practice self-disclosure and to examine its relationship to depth of connection among individuals and time spent in relationships.]

Goins, T. (1999, Winter). Exploration through puppetry: Relational communication of the simulated kind, 13(2), 9-11. [Goal: To help students gain insight into their communication behaviors and perspectives.]

Gutgold, N. D. (2000, Summer). Meta communication in business communication means a rich learning experience that is truly a slice of life!, 14(4), 14-15. [Goal: To increase awareness of the communication skills that human resource managers seek in selection interviews.]

Hall, D. (1991, Spring). Join the breakfast club, 5(3), 3. [Goal: To help students integrate and apply basic concepts taught in the interpersonal course.]

Halvorston, S. (1997, Winter). Interviewing: Role playing to help understand the Americans with Disabilities Act (ADA), 11(2), 1-2. [Goal: To help students understand the legal aspects of interviewing people with disabilities, and to help them acquire skills for conducting interviews with disabilities.]

Hanna, M. S. (2000, Spring). Design a role-playing case for study and practice, 14(3), 12-14. [Goal: To help students focus on conflict issues, to examine the attitudes and beliefs that inform their conflict behavior, and to enhance their conflict management skills.]

Harding, D. A. (1995, Spring). Group Freud: Reinforcing interviewing skills, 9(3), 6-7. [Goal: To get students involved while reinforcing concepts important to their job search skills.]

Hodak, J. M. (1995, Winter). "Children of a Lesser God": A film for relational study, 9(2), 3-4. [Goal: Through observation of nonverbal and verbal communication, and the use of film, enable the student to identify the growth and decay stages of a relationship.]

Isbell, T. L. (1993, Spring). The job interview: Watching both sides of the net, 7(3), 1-3. [Goal: To teach that the employment interview, like any interview, is an interpersonal transaction and that the successful candidate understands the process from the perspective of the interviewer as well as from the perspective of the interviewee.]

Johnson, C. E. (1986, Fall). Opening lines, 1(1), 4. [Goal: To help students identify effective opening lines to use in initiating cross-sex relationships.]

Kassing, J. W. (1994, Summer). The color of perception, 8(4), 4-5. [Goal: To demonstrate to students how different perceptions of the same stimulus easily occur.]

Lane, S. D. (1997, Spring). Communicating emotions, 11(3), 2-4. [Goal: To teach students how to effectively and appropriately communicate their emotions to others.]

Lane, S. D. (1989, Winter). The speech communication fund raising auction, 3(2), 3-4. [Goal: To allow students to practice interpersonal and public speaking skills for fun and profit.]

Langley, C. D. (1989, Spring). The "Thought Sheet": An interpersonal communication stratagem, 3(3), 13-14. [Goal: To facilitate interpersonal communication between students and instructor.]

Lau, D. (1991, Winter). Women and men, men and women, 5(2), 9-10. [Goal: To encourage student empathy in creating an understanding of and respect for what the other gender experiences in interaction.]

Lippert, L., & Paynton, S. T. (1997, Fall). Send, receive, and draw, 12(1), 10-12. [Goal: To identify and engage the elements of the interpersonal communication process.]

Mackey-Kallis, S., & Kirk-Elfenbein, S. (Summer, 1997). A mass media-centered approach to teaching the course in family communication, 11(4), 15

MacLenna, J. M. (1998, Summer). Teaching interpersonal communication: The personal icon assignment, 12(4), 13. [Goal: To lessen the risks associated with personal disclosure in the Interpersonal Communication classroom while at the same time providing a shared interaction which can form a touchstone for later disclosure and applications.]

Mills, D. (1993, Summer). The interview fair: Maximizing opportunity and experience, 7(4), 11-12. [Goal: To provide students with a significant number of interviewing opportunities and sequences.]

Myers, S. A. (1998, Summer). Developing student awareness of interpersonal communication competence, 12(4), 6. [Goal: To introduce students to the concept of interpersonal communication competence.]

Newburger, C., & Dancer, J. (1992, Summer). Wheelchairs, canes, and senility: Communicating with the elderly, 6(4), 11. [Goal: To describe in-class activities that challenge students’ fixed images of the aged.]

O’Mara, J. (1997, Fall). The power of proxemics, 12(1), 3. [Goal: To let students experience first hand the power of proxemics (the study of space).]

Oetzel, J. G. (1994, Fall). The skills project, 9(1), 1-2. [Goal: To provide a research project for the introductory interpersonal communication class that allows students to learn and apply theory to their everyday lives.]

Overton, J. (1995, Spring). On the line: A self-concept discovery activity, 9(3), 8. [Goal: To enhance students’ awareness of self-concept on perception and communication style.]

Patterson, B. R. (1994, Fall). An experiential vehicle for instructors on human perception, 9(1), 7-8. [Goal: To demonstrate human preference for visual over tactile information.]

Pawlowski, D. R. (2000, Winter). Multiple method interviewing: Learning about performance appraisals through information-gathering phone interviews, 14(2), 9-10. [Goal: To have students conduct information-gathering phone interviews with professionals in order to learn how companies conduct performance appraisal interviews.]

Plec, E. (1999, Winter). The interview, 13(2), 11-12. [Goal: To offer public speaking students an opportunity to practice and hone their interviewing skills by acting as (1) interviewers for other students and as (2) applicants for a position in the field they hope to enter.]

Raftis, S. (1991, Winter). Brush with greatness, 5(2), 5. [Goal: To create a non-threatening positive class atmosphere and introduce class members to each other.]

Renz, M. A. (1992, Winter). Job specific interviews, 6(2), 4-5. [Goal: To provide students with a realistic interview experience.]

Ringer, R. J. (1989, Summer). Pre-Post test for interpersonal communication classes, 3(4), 4-5. [Goal: To help students understand how they have grown through a class in interpersonal communication.]

Rivers, M. J. (1994, Fall). Friendship network, 9(1), 12-13. [Goal: To help students understand the reflexivity of the self and friendship: that who we are impacts our friendship choices and that our friends, in turn, are reflected in our evolving selves.]

Roberto, A. (1999, Winter). What’s love got to do with it? Love, relationships and communication, 13(2), 7-9. [Goal: To teach students to identify the six styles of love and to show how each effects relationships and communication.]

Roberto, A. J. (1997, Spring). Stages of a relationship: Examples from "When Harry Met Sally," 11(3), 10-11. [Goal: To teach students to identify the stages of a relationship, show how relationships may progress through these stages at different rates, and to demonstrate how relational development is not always a linear process.]

Ross, R. (1991, Spring). What is in the shoe box?, 5(3), 12. [Goal: To demonstrate the impact of stereotypes, inference drawing, and assumptions on interpretation of communication with others; to provide an opportunity to emphasize the importance of listening and feedback.]

Rozema, H. J. (1988, Summer). Using literature To teach interpersonal communication concepts, 2(4), 10-11. [Goal: To expose students to literature while testing their understanding and application of communication concepts.]

Schrader, D. (1992, Winter). A demonstration of the impression formation process, 6(2), 6-7. [Goal: To facilitate a fuller understanding and appreciation of the impression formation process.]

Sellnow, T. L. (1992, Summer). The talkathon: A rewarding fund raising alternative, 6(4), 9-10. [Goal: To give students the opportunity to use their communication skills to raise money for their organizations and other charities.]

Sellnow, T. L. (1992, Winter). An oral history exercise for the self-evaluation of interview skills, 6(2), 11. [Goal: To provide students with an opportunity to evaluate their question asking skills in a "real-life" interview situation.]

Sharp, S. (1994, Winter). Varied approaches to teaching job interviewing, 8(2), 6-7. [Goal: To provide students with observations of an experience with techniques necessary for successful job interviewing.]

Siddens, P. L., III (1994, Spring). Figures of speech in poetic and everyday discourse, 8(3), 13-14. [Goal: To provide students an opportunity to define specific figures of speech and to examine how these figures of speech function in poetic and everyday discourse.]

Smith, K. A. (1999, Spring). Identifying Knapp and Vangelisti’s model in Nickelodeon’s "RugRats", 13(3), 12-14. [Goal: To increase students’ understanding of stages of relational development and deterioration, and demonstrate the flexibility of these stages.]

Smith, K. A. (1997, Spring). Negotiation of self in Nickelodeon's "RugRats," 11(3), 9-10. [Goal: To help students identify the various ways in which we negotiate self.]

Spicer, K. (1995, Winter). Stereotypes and appearances, 9(2), 10. [Goal: To make students aware of prejudices based purely on appearance.]

Stahle, R. B. (1991, Spring). What’s the attraction?, 5(3), 6-7. [Goal: To discover and analyze the bases of interpersonal attraction in a "real life" setting.]

Stucky, N. (1995, Fall). Mistakes were made: Intentional failure as a way to teach interviewing, 10(1), 3-5. [Goal: To provide a non-threatening interview experience for an introductory communication class, which allows students to critique strengths and weaknesses of various interview behaviors.]

Thameling, C. L. (2000, Summer). Ethical communication in interpersonal relationships, 14(4), 1-4. [Goal: To increase students’ understanding, awareness and use of ethical behavior in interpersonal relationships.]

Thameling, C. L. (1997, Winter). The giving of gifts: An exercise in interpersonal communication theory, 11(2), 8-9. [Goal: To offer students the opportunity to use interpersonal communication theory and research.]

Thompson, C. L. (1994, Spring). Fantasy interviews, 8(3), 7. [Goal: To provide students with an experience that demonstrates how we make assumptions about other people in interviews, or in any other situation, based on very little information.]

Thompson, C. L. (1993, Spring). The newlywed game, 7(3), 14. [Goal: To enable students to understand and experience the concept of metaperspectives.]

Tolar, D. L. (1989, Fall). Carl Rogers’ three characteristics of a growth-promoting relationship, 4(1), 4-5. [Goal: To give students a brief introduction to Carl Rogers’ three characteristics of a growth-promoting relationship and to provide a springboard for discussion.]

Underwood, W. A. (1993, Spring). Using condensed interviews to improve classroom interaction, 7(3), 15-16. [Goal: To increase the comfort students feel with one another, and to enable students to participate in interviews and appreciate the information that can be gained from them.]

Wakefield, B. (1990, Fall). Are we aware?, 5(1), 5.

Wallenstein, M. (1996, Fall). The investigative interview simulation, 11(1), 2-4. [Goal: To help students master the verbal and nonverbal skills useful in a variety of interview situations (using the "funnel" and "reverse funnel" structures).]

West, R. (1993, Summer). Can we talk?: Using the personal reference inventory as an ice breaker, 7(4), 12-13. [Goal: To establish a participative classroom climate, demonstrate the individual uniqueness of classmates, and reduce uncertainty and anxiety which often characterize the first day of class. This exercise contributes to an understanding of first impressions, feedback, self-concept, trust, active listening, and other relevant issues discussed in a communication classroom.]

Willer, L. R. (1995, Summer). An interdisciplinary approach to teaching interviewing, 9(4), 10-11. [Goal: To complement an approach to teaching interviewing skills that involves faculty from other disciplines.]

Williams, D. (1990, Summer). Interpersonal communication feud, 4(4), 8-9. [Goal: To provide students with an opportunity to meet one another as well as to become familiar with the interpersonal needs of affection, inclusion, and control.]

Bohlken, B. (1996, Spring). Think about listening, 10(3), 5-6. [Goal: To analyze listening behavior in interpersonal communication or everyday life.]

Bohlken, B. (1994, Winter). Learning to listen as you listen to learn, 8(2), 8-9. [Goal: To provide both instructors and students with insights into factors that influence listening during classroom lectures.]

Forestieri, M. C. (1987, Spring) Listening instruction, 1(3), 14-15. [Goal: To describe the origin and current status of formal course work in listening at Lane Community College.]

Garvin, J. A. (1990, Spring). Where is it and how do we get there?, 4(3), 15-16. [Goal: To help students give clear, concise directions and to sharpen their informative listening skills.]

Goldberg, J. (1985, Fall). Secrets, 4. [Goal: To experience and express empathy in a highly structured classroom format.]

Hyde, R. B. (1993, Winter). Council: Using a talking stick to teach listening, 7(2), 1-2. [Goal: To provide an interpersonal listening activity which enables students to listen beyond their own prejudices, and to experience authentic respect for other points of view and for those who hold them.]

Jensen, M. D. (1989, Summer). Listening with the third ear: An experience in empathy, 3(4), 10-11. [Goal: To encourage empathic responses between college students by creating an awareness of similar intensities of experience.]

Johnson, M. S. (1991, Winter). Student listening tests, 5(2), 5. [Goal: To help students better understand comprehensive listening by creating listening tests that measure listening accuracy.]

Kassing, J. W. (1996, Winter). Can you hear what else I’m saying?, 10(2), 4-5. [Goal: To illustrate the coexistence of the content and relational levels (Watzlawicj, Beavin, & Jackson, 1967) of interpersonal communication and their potential effects on decision-making.]

Kaye, T. (1990, Spring). Respecting others’ point of view, 4(3), 12. [Goal: Students will become more tolerant when listening to the opinions of others.]

Lamoureux, E. L. (1990, Summer). Practicing creative word choice with dialogic listening, 4(4), 4-5. [Goal: To integrate dialogic listening with creative word choice.]

Loesch, R. W. (1987, Summer). Three nonverbal listening styles: A demonstration, 2(4), 4. [Goal: to demonstrate the influence of a listener’s nonverbal behavior on social control during dyadic communication.]

Mallard, K. S. (1998, Winter). The listening box, 12(2), 9. [Goal: To demonstrate the principles of listening retention in public speaking or interpersonal communication and to introduce the teacher to the class in a personal way.]

McPeak, J. L. (1994, Spring). Listening activities, 8(3), 15-16. [Goal: To provide students with practice in active listening.]

Mino, M. (1997, Fall). Creating listening rules, 12(1), 8. [Goal: To encourage active listening in the basic public speaking course.]

Portnoy, E. (1989, Spring). Activities to promote students’ speaking and listening abilities, 3(3), 14-16. [Goal: To promote improved listening ability.]

Rausch, R. (1985, Fall). On-the-job listening, 6. [Goal: To help students understand the importance of listening in a work situation.]

Schneider, V. L. (1987, Fall). A three-step process for better speaking and listening, 2(1), 10-11. [Goal: To help master a three-step teaching-learning process that can generate improvement in public speaking and listening skills.]

Spicer, K. (1990, Fall). Listen my children and you shall hear, 5(1), 10-11. [Goal: To improve elementary school children’s listening skills through storytelling.]

Wirkus, T. E. (1993, Winter). Creating student-centered listening activities, 7(2), 3-4. [Goal: To involve students in creating, writing, and recording narratives to practice listening skills.]

Bahti, C. L. (1989, Fall). "And now, a commercial word from . . .", 4(1), 9. [Goal: To help students realize the need for brevity in certain situations without sacrificing clarity and "all the facts."

Berger, J. (1998, Winter). "Smack Berger, he’s not listening:" Scenes from teaching the capstone course, 12(2), 9-10. [Goal: To find more fun in the process of teaching.]

Boldoc, W. J. (1998, Summer). Permanent base groups in broadcast journalism instruction, 12(4), 15. [Goal: To increase student performance, participation, and motivation in broadcast journalism and other media courses through the base group cooperative learning model.]

Chen, G., & Wood, S. (1995, Winter). E-mail debate as a tool of learning, 9(2), 15-16. [Goal: To help students refine debate techniques, improve writing skills, cultivate critical thinking, and reduce computer anxiety.]

Covington, W. G. (1996, Fall). Modeling through media interviews, 11(1), 13-14.

Dates, J. (1985, Fall). Speaking of radio ads, 7. [Goal: To create an effective radio commercial.]

Duffy, S. (1987, Summer). Using news magazines to stimulate topic choices for speeches, 1(4), 2-3. [Goal: to encourage students to develop original speeches on signicicant topics of current interest.]

Ehrler, R. (1988, Summer). Extemporizing through humor and repetition, 2(4), 2-3. [Goal: To use extemporaneous speeches to help students develop speaking skills and to confront the common problem of overcoming fear and lack of confidence faced by first-time speakers.]

Haefner, M. J., & Strohkirch, C. S. (1992, Winter). A day without mass media, 6(2), 1-2. [Goal: To raise students’ awareness of the pervasiveness of mass media and identify the role of media in their lives.]

Hall, D. (1987, Fall). Interpersonal messages in music, 2(1), 7. [Goal: To give students the opportunity to explore and compare interpersonal messages reflected in music popular in a particular time period.]

Hosterman, C., & Plamondon, A. L. (1988, Summer). Using the public access requirements of the Cable Communications Policy Act Of 1984 in support of a television production course, 2(4), 11-14. [Goal: To demonstrate how a television production course was supported in a small college.]

Johnson, C. (1987, Fall). People’s court comes to the classroom, 2(1), 10. [Goal: To demonstrate how nonverbal cues are combined to make effective or ineffective first impressions.]

Madsen, A. (1995, Spring). Computer-assisted commends for research papers and speeches, 9(3), 15-16. [Goal: To provide specific and detailed feedback on written and oral assignments while decreasing instructor fatigue and time commitments.]

McKinney, B. C. (1987, Fall). The "Jeopardy" of impromptu speaking, 2(1), 14-16. [Goal: to give students a chance to develop impromptu speaking skills in a relatively nonstressful situation.]

Perkins, D. J. (1987, Spring). TV basics, 1(3), 3-4. [Goal: to make beginning television production students successful as directors by reinforcing basic effective communications skills.]

Peterson-Perlman, D. (1993, Winter). Rotating research responsibilities: A cooperative approach to analyzing media, 7(2), 14-15. [Goal: To encourage students to work together and learn from each other by using a variety of critical approaches to respond to popular culture; to heighten each individual’s critical responses to television.]

Sawyer, C. R., Behnke, R. R., & King, P. E. (1993, Winter). Simulating television talk shows, 7(2), 4-5. [Goal: To use a familiar informational/advocacy format to teach students extemporaneous and impromptu speaking skills as they relate to both interpersonal and mass communication contexts.]

Schneider, V. L. (1988, Fall). Four steps produce a print promotional piece, 3(1), 4-5. [Goal: to provide a four-step persuasive format for analyzing, evaluating, and designing printed publicity pieces.]

Schnell, J. (1992, Winter). The China protests as a perception case study, 6(2), 13. [Goal: To use a media event as an instructional tool.]

Schnell, J. A. (1988, Summer). Experiential learning of nonverbal communication in popular magazine advertising 2(4), 1-2. [Goal: To help students understand and experience how nonverbal communication in popular advertising illustrates nonverbal communication theory.]

Shelley, D. B. (1996, Fall). Propaganda use in advertising, 11(1), 4-5. [Goal: To enable students to recognize and understand the seven forms of propaganda and how they are used in advertising.]

Smith, R. E. (1998, Summer). Persuasion principles from slick, sticky, and sloppy ads, 12(4), 6-7. [Goal: To provide an exercise that will reinforce basic persuasion principles and give students a critical basis for evaluating persuasive appeals.]

Stohkirch, C. S., & Haefner, M. J. (1990, Summer). Conflict on TV: How real is it?, 4(4), 14. [Goal: To teach students to critically examine portrayals of televised interpersonal relationships.]

Tolar, D. O. (1992, Fall). My favorite news team: Comparative analysis of the nightly news, 7(1), 9. [Goal: To give students an opportunity to critique and analyze news programs, applying theory to actual product.]

Bourhis, J. (1990, Summer). Organizational memoirs, 4(4), 1-2. [Goal: To provide students with an accessible data base for studying organizational communication.]

Chadwick, S. A. (1998, Summer). Using a conflict-driven simulation to teach the introductory organizational communication course, 12(4), 13. [Goal: To teach the introductory organizational communication course by finding a way for students to connect organizational communication theories and concepts to actual organizations.]

DeHart, J. (1990, Summer). X and Y groups: An exercise In organizational communication, 4(4), 12. [Goal: To help students understand how theories discusses in class operate in practice.]

Hanson, T. L. (1995, Spring). The organizational communication feud, 9(3), 6. [Goal: To demonstrate to students the pervasive influence of organizations in their lives.]

Helsel, C. R. (1998, Summer). Telling the truth about organizational theorists, 12(4), 3. [Goal: To develop student comprehension of organizational theories, concepts, and theorists.]

Hugenberg, L. W., Owens, II, A. W., & Robinson, D. J. (1989, Summer). A simulated organization and the business and professional speaking course, 3(4), 11-13. [Goal: To add an element of realism to the business and professional communication course by using simulation.]

Jones, K. T. (1998, Summer). Teaching systems theory in the communication classroom, 12(4), 14. [Goal: To provide students a practical and visual means of understanding systems theory.]

Koermer, C. D. (1991, Winter). Creative assignments for organizational communication students, 5(2), 14. [Goal: To discuss assignments that can be utilized by teachers to stimulate creative learning.]

Mandeville, M. Y. (1996, Spring). An approach to case history and case study development, 10(3), 1-2. [Goal: To apply real-life examples for the development of case histories and case studies to teach organizational communication.]

Marlier, J. (1988, Spring). Organizational Communication, Inc: Designing the organizational communication theory class as an organizational simulation, 2(3), 10-11. [Goal: To offer suggestions for structuring and operating an organizational communication theory class as an organizational simulation.]

Miles, P. L. (1993, Winter). Simulating and studying organizations using small groups, 7(2), 13-14. [Goal: To provide experience in analyzing organizational communication concepts from the perspective of the organizational insider.]

Murphy, M. A. (1996, Fall). Case study in business and professional speaking, 11(1), 1-2. [Goal: To develop critical thinking skills, to expand verbal strategic repertoire, and to authenticate business experience through incorporation of case studies.]

Phillips, D. D. (1991, Summer). The organizational communication organization, 5(4), 12-13. [Goal: To structure the classroom experience as a learning environment for organizational communication in which students experience an emerging hierarchial structure, culture, reward system, and consequences.]

Sandler, C. E. (1994, Spring). Creating an organization to study an organization: A simulation model, 8(3), 4-5. [Goal: To provide students an in-class organizational simulation that asks them to solve problems associated with an actual American company.]

Schneider, V. (1993, Spring). Using "credit cards" to communicate compliments, 7(3), 9-10. [Goal: To encourage the students to compliment other’s efforts. This will improve interpersonal interaction in the organizational setting as well as the productivity of the organization through stronger member or employee morale and motivation.]

Smith, L. F. (1996, Spring). Self-directed teams in the classroom, 10(3), 10-11. [Goal: To provide instructors of organizational communication with a method of improving the teaching of organizational theory and practice.]

Smithson, S. (1998, Summer). Training students to train, 12(4), 12. [Goal: To provide students with a rationale for the study of training methods and an opportunity to practice training essentials.]

Spicer, K. L. (1997, Spring). Business examples to create a communication model, 11(3), 4-5. [Goal: Student will create a communication model by analyzing the material and evaluating their process.]

Sullivan, M. M. (1998, Summer). The communication classroom: An organizational culture, 12(4), 15. [Goal: To teach the classroom as organization.]

Thameling, C. L. (1998, Winter). Confronting sexual harassment, 12(2), 7-8. [Goal: To increase student understanding of the implications of sexual harassment in interpersonal relationships.]

Vaskov, M. M. (1998, Summer). The external organizational communication consultant: A case study, 12(4), 14.

Wright, D. W. (1987, Summer). The nonverbal communication field trip in organization settings 2(4), 10-11. [Goal: To teach some basic nonverbal communication concepts and observe their relevance in organizational settings.]

Alexander, B. K. (1998, Spring). Generating feedback in the classroom: Three teacher and student based tools of assessment, 12(3), 4-5.

Ayers, J. (1994, Winter). Getting additional mileage out of test reviews, 8(4), 12-13. [Goal: To get students involved in preparing for tests.]

Bahti, C. L. (1993, Summer). Building a joke, 7(4), 16. [Goal: To develop positive class climate while illustrating differences in types of humor.]

Bahti, C. L. (1992, Fall). What’s your gripe?, 7(1), 12-13. [Goal: Fostering an open class environment by using communication skills.]

Bahti, C. L. (1989, Winter). Library trivial pursuit, 3(2), 14. [Goal: To help students become acquainted with library resources by using an enjoyable, challenging strategy.]

Beal, C. (1994, Spring). Challenging your convictions: Critical thinking about speech activities for secondary students, 8(3), 6-7. [Goal: To encourage students to think critically while proposing, presenting, and defending their convictions.]

Beall, M. L. (1992, Summer). The affective component in communication classrooms, 6(4), 12-13. [Goal: To help teachers understand the relationship of the affective component to thinking and learning.]

Bennett, J. L. (1992, Summer). Certificates of proficiency, 6(4), 4. [Goal: To acquaint teachers with the use of certificates to verify and validate student learning.]

Bezanson, M. E. (1989, Spring). Strike talk: A simulation for teaching conflict resolution, 3(3), 1-2. [Goal: To provide students an opportunity to make intrapersonal, interpersonal, and group decisions while dealing with conflict.]

Bozik, M. (1999, Spring). Fact or opinion?, 13(3), 14-15. [Goal: To help students understand the distinction between fact and opinion.]

Bozik, M., & Beall, M. (1994, Winter). Modeling metaphorical thinking, 8(2), 1-2. [Goal: To use metaphorical thinking to encourage creativity, insight, and new perspectives.]

Brenner, D. (1990, Winter). Scholastic bowl exercise in the classroom, 4(4), 6. [Goal: to reinforce learning, reward academic excellence, and make learning more enjoyable.]

Brice, L. (1994, Winter). Quiz poker, 8(2), 9-10. [Goal: Quiz Poker provides a means of assessing content knowledge while providing the opportunity to evaluate students’ listening and oral communication skills. It also allows an opportunity for one-to-one interaction between teacher and student.]

Brown, K. J. (1990, Spring). "Spidergrams": An aid for teaching outlining and organization, 4(3), 4-5. [Goal: To develop an awareness of the principles of outlining.]

Burke, J. (1987, Summer). Using numbers for greater participation, 1(4), 7. [Goal: to have each student participate orally in class on a consistent basis.]

Chaudoin, K. F. (1997, Winter). The reflective-thinking method and student empowerment, 11(2), 9-10. [Goal: To have students experience empowerment as they use the reflective-thinking method to improve the class in which they are enrolled.]

Cohen, M. C. (1985, Fall). A grin-and-bear-it quiz, 5. [Goal: To inject some humor into the process of testing communication theory.]

Cooper, P. (1990, Fall). Using biblio-therapy to teach students at risk, 5(1), 2-3. [Goal: To use literature to help students cope with at-risk factors.]

Corey, J. (1989, Summer). Motivating students with service points, 3(4), 7. [Goal: To motivate students in speech classes to become active participants in speech activities.]

Feezel, J. (1993, Winter). Students as stars: Integrated language arts ideas, 7(2), 12-13. [Goal: To provide teachers with a revised model for synthesizing the English language arts in student activities.]

Feezel, J. D. (1992, Spring). Teachers, mind your BATS and BAMS!, 6(3), 8-9.

Feezel, J. D. (1992, Winter). Raising some flags at the SCA Flagstaff Conference, 6(2), 9-10.

Forestieri, M. C. (1986, Fall). Recording and posting grades, 1(1), 10. [Goal: To keep students aware of their cumulative grades without having to schedule individual meetings about grades.]

Frey-Hartel, C. (1996, Fall). Taking the "ouch" out of a class discussion, 11(1), 5-6. [Goal: To increase the effectiveness of talking about human behavior by distinguishing the three interrelated cognitive processes: description, interpretation, and evaluation.]

Frye, P. A. (1992, Fall). Quiz bowl: A check for daily reading, 7(1), 7. [Goal: To give students an interesting way to show what they know and to clarify course concepts from readings.]

Geer, B. (1987, Winter). Using oral communication to teach career education, 1(2), 15. [Goal: To use oral communication to teach a ninth grade unit on career education.]

Gill, B. (1998, Fall). Understanding communication through popular music, 13(1), 11-12. [Goal: To illustrate the basic concepts of communication and how variables in communication can effect meaning.]

Gitterman, M. R. (1989, Spring). Improving performance by maximizing feedback for native and non-native speakers of English, 3(3), 7. [Goal: To maximize constructive criticism and create an atmosphere in which students are receptive to it.]

Gozzi, Jr., R. (1989, Spring). The ten-minute study method, 3(3), 11-12. [Goal: To provide students with a method of studying which can help them distribute their study time over commonly wasted periods of time.]

Gschwend, L. (2000, Spring). Every student deserves an assessment tool that works, 14(3), 1-5. [Goal: To employ rubrics as an assessment tool for training students how to discriminate between various performance levels, identify specific performance tasks for improvement, and teach students how to assess their own performance.]

Gschwend, L. L. (1995, Winter). Acquiring the artful use of antithesis, 9(2), 2-3. [Goal: To teach students how to compose single, double, and AB-BA antithetic statements.]

Gschwend, L. L. (1994, Summer). Oral webbing, 8(4), 2. [Goal: To facilitate basic oral language/communication skills among ESL students in the high school classroom.]

Hahn, D. F. (1992, Fall). Toward excellence: Seven rules for teachers, 7(1), 8.

Haynes, W. L. (1989, Fall). Grading student speeches: An experiential approach, 4(1), 1-3. [Goal: To increase usefulness of student speeches as instructional models while evaluating with pertinent, contemporary standards.]

Hemenway, P. T. M. (2000, Summer). Motivating students to perform through individual goal objectives, 14(4), 15-16. [Goal: To improve student performance in the classroom by having them develop their own individual, specific goals for the course.]

Hirschhorn, J. (1985, Fall). First-day, sure-thaw icebreakers, 7. [Goal: To make students comfortable and to introduce them to the complexity of communication.]

Hofer, K. (1992, Winter). Final exam exercise, 6(2), 5. [Goal: To provide students with a practical classroom experience in the decision-making process.]

Hopson, C. S. (1986, Fall). What am I describing?, 1(1), 5. [Goal: to strengthen the student’s use of descriptive words.]

Hostetler, M. J. (2000, Summer). Survey course text selection: Giving students a voice, 14(4), 7-8. [Goal: To provide students with the opportunity to participate in course text selection through research for conference presentation.]

Janke, R. H. (1987, Spring). Teaching parent teacher conference skills to speech communication teachers through role playing, 1(3), 6-7. [Goal: To help prospective and in-service teachers develop organizational and interpersonal communication techniques for conducting effective parent-teacher conferences.]

Julian F. D. (1991, Winter). Journal writing for the speech communication classroom, 5(2), 3-4. [Goal: To encourage the use and increase the value of student journals.]

Kidd, V. (1994, Summer). Getting students into groups (Carl who?), 8(4), 1. [Goal: To use the process of putting students into groups as a learning activity.]

Koehler, C. (1998, Spring). Using collaborative in the critical thinking classroom, 12(3), 5-7. [Goal: To promote disciplined interactive thinking that involves collaborative and results in consensus.]

Kuseski, B. K. (1999, Summer). Student-led exam review, 13(4), 5. [Goal: To give students opportunity to review specific class material as part of a team, decide how exam questions might be asked, and orally present and discuss possible questions with their classmates.]

Lapakko, D. (1988, Fall). Sanctioned "cheating" on exams, 3(1), 6. [Goal: to enhance student mastery of course concepts for exams.]

Litterst, J. K. (1997, Winter). Success in state association advocacy efforts: Minnesota case study, 11(2), 15-16.

Litterst, J. (1996, Winter). State Council tie, 10(2), 15-16.

Litterst, J. K. (1995, Spring). States advisory council connection, 9(3), 10-12.

Litterst, J. K. (1994, Fall). States advisory council connection, 9(1), 9-10.

Litterst, J. (1994, Spring). States advisory council connection, 8(3), 8-9.

Litterst, J. (1993, Summer). States advisory council connection, 7(4), 8-9.

Lifflefield, R. (1991, Spring). Who is writing for SCT and where are they from?, 5(3), 5.

Mackey, N. (1990, Fall). Essential pursuit: A classroom review technique. 5(1), 8. [Goal: To help students learn class material and prepare for tests.]

Majors, R. E. (1990, Winter). A mentorship activity for the communication classroom, 4(2), 3-4. [Goal: To introduce students to mentoring as a preparatory communication activity for business and professional careers.]

Markham, R. (1989, Spring). Power minutes, 3(3), 2-3. [Goal: To offer suggestions for using remaining time at the end of public speaking and argumentation class periods.]

Martin, G. I. (1993, Summer). Using student response journals to assess your teaching, 7(4), 7. [Goal: To provide instructors with a ready means of self-assessment through student response journals.]

McClish, G., & Browne, S. (1993, Fall). Planting the seed: A mentor approach to middle-school and college-level communication instruction, 8(1), 6-8. [Goal: To enhance collaborative learning by developing mentor relationships between middle-school and college communication students.]

McCorkle, S. (1999, Summer). Metaphor in the classroom: A patchwork of inconsistency, 13(4), 9-11. [Goal: To help instructors understand the dual nature and ethical implications of metaphor as both a figure of speech and a tool to create new cognitive understandings. To transform how metaphor is taught in the public speaking course.]

McSwain, J. E. (1986, Fall). A one minute manager of instruction, 1(1), 13-14. [Goal: to increase student motivation in speech communication classes.]

Miles, P. L. (1988, Summer). Teacher continuous feedback technique, 2(4), 4-6. [Goal: To enable the teacher to receive feedback (evaluation) of each class period with minimal intrusiveness.]

Mino, M. (1991, Summer). Using student responses to strengthen course objectives, 5(4), 14. [Goal: To use peer teaching to help students succeed in public speaking.]

Modaff, D. P. (1997, Spring). Life and the speech communication major, 11(3), 14-16. [Goal: To provide college level speech communication instructors with a formal way of answering the question often asked by undergraduate majors: "As a speech communication major, what can I do with the rest of my life?"]

Moriconi, J. (1991, Summer). Filling the college-knowledge gap, 5(4), 5. [Goal: To use the career-planning speech as a means of making college-bound high school seniors and community college students more aware of college course distributions.]

Muir, S. A. (1995, Spring). Organizing and critiquing ideas, 9(3), 8-10. [Goal: To increase students’ critical thinking skills while teaching organizational proficiency.]

Murphy, M. A. (1993, Spring). Mastery learning and the basic communication theory course, 7(3), 6-7. [Goal: To illustrate a mastery learning approach to teaching communication theory.]

Nevins, R. J., & Book, C. L. (1991, Spring). The gift of oration for the gifted and talented, 5(3), 4-5. [Goal: To describe an oral communication course for academically gifted high school students.]

Newburger, C. (1994, Winter). Testing students’ ability to distinguish fact from fiction, 8(2), 13-14. [Goal: To confront students with our susceptibility for perceiving inferential observations as being factual.]

Olsen, D. S., & Johnson, J. R. (2000, Spring). Communication scholars: Creating community and identity for majors, 14(3), 8-9. [Goal: To increase student access to peer-review sites of public discourse within a communication department and in the communication discipline.]

Overton, J. (1993, Summer). Look and learn: Using field observation in the nonverbal course, 7(4), 4. [Goal: To enhance students’ comprehension of research findings through practical applications.]

Phillips, F. (1991, Summer). Put your test on ICE, 5(4), 8-9. [Goal: To use Interactive Content Examinations for a more creative and cooperative approach to testing student knowledge and skills.]

Preiss, R. (1991, Winter). Meta-analysis and curriculum development, 5(2), 11-12. [Goal: To help teachers select and integrate activities into lesson plans, allocate resources, and develop curriculum.]

Presnell, S. (2000, Spring). BINGO: An interactive exam review exercise, 14(3), 11-12. [Goal: To provide an interactive review that both enhances students’ retention of course material and improves their performance on exams.]

Proctor, R. E., II. (1993, Spring). Using feature films to teach critical thinking: Multiple morals to the stories, 7(3), 11-12. [Goal: To show how feature films can be used not only to illustrate communication principles, but also to teach critical thinking skills.]

Ratcliff, S., & Bryan, W. (1987, Winter). Recalling your first communication classroom, 1(2), 11. [Goal: To help students find their communication similarities and differences in a specific context.]

Ringer, R. J. (1994, Fall). Simply jargon, 9(1), 11. [Goal: To illustrate the concept of jargon and how pervasive it is in our language.]

Robie, H. (1990, Fall). Defining communication: An opening experience for a mixed group, 5(1), 14. [Goal: To give students a chance to get to know each other and focus together on the many implications of the word "communication."]

Rolls, J. A., & Rolls, D. W. (1998, Summer). Listen, repeat, compliment, and questions: A procedure for the elementary classroom, 12(4), 5. [Goal: To help elementary students become more aware of and improve their listening, speaking, reading, writing, and thinking skills.]

Ross, R. G., & Kalinowski, M. J. (1997, Fall). Journal writing: A strategy for learning, 12(1), 3-5. [Goal: To use journal writing in the speech communication classroom as a strategy for experiential learning.]

Ross, S. M. (1987, Winter). A student’s "goal" journal, 1(2), 5. [Goal: To encourage students to take responsibility for their learning in a basic speech course and to help them see personal growth as a result of their involvement.]

Rubin, R. B. (1994, Winter). The CCAI-HS: A new assessment tool, 8(2), 14-15. [Goal: To describe the Communication Competency Assessment Instrument (high school edition.]

Rumbough, T. B. (2000, Spring). 52 ways to break the ice, 14(3), 6-8. [Goal: To help students to get to know one another through self-disclosure.]

Schaefer, D. G., & Menzel, K. E. (1998, Winter). Speech and theatre education in high schools, 12(2), 11-13.

Sellnow, D. (1994, Fall). Capitalizing on parental experiences to enhance teacher effectiveness, 9(1), 13-14. [Goal: To foster positive teacher-student rapport and enhance student learning by incorporating parental-based self-disclosive examples into the classroom.]

Sisco, J. I. (1990, Fall). C-SPAN video support for communication classes, 5(1), 11.

Smith, R. E., Jr. (2000, Spring). Communication images from art, 14(3), 10-11. [Goal: To provide images that illustrate and reinforce communication concepts and attract student interest.]

Smithson, S. (1990, Fall). Utilizing a teaching journal to increase teaching effectiveness, 5(1), 1. [Goal: To show that keeping a log of classroom experiences is a profitable venture for instructors.]

Snyder, L. (1992, Spring). Words alive!, 6(3), 1-2. [Goal: To give students a brief, potent exposure to the original thinkers whose ideas have shaped our discipline.]

Soller, R. E., & Benson, J. A. (1987, Summer). Using attendance sheets as feedback vehicles 1(4), 1. [Goal: To get feedback from students while verifying attendance.]

Spicer, K., & Hanks, W. E. (1993, Summer). Critical thinking activities for communication textbooks, 7(4), 6-7. [Goal: To teach students to critically analyze material in their communication textbooks.]

Sprague, R. J. (Winter, 2000). Theory building in communication coaurses, 14(2), 12-13. [Goal: To help students understand how theories are built by conducting research targeted toward answering communication-related questions.]

Stevens, S. R. (2000, Winter). How to go into the lion’s den and bring out a kitty cat: First day strategies for graduate teaching assistants, 14(2), 10-12. [Goal: To stimulate student interest in the basic required public speaking course.]

Tripp, E. L. (1987, Fall). The oral quiz, or letting students talk more while you talk less, 2(1), 1. [Goal: to give students still more opportunity to speak and to give them a more active role in the learning process by using oral quizzes.]

Wall, J. L. (1987, Fall). Applying public speaking tools in tests, 2(1), 6-7. [Goal: To provide students with the opportunity to demonstrate application of the tools of public speaking in test formats.]

Webb, L. (1989, Spring). A student-devised evaluation form 3(3), 5-7. [Goal: To describe an in-class activity in which students devise an objective critique, for form evaluating the delivery aspects of graded speeches.]

Weaver, R. L., III (1995, Winter). Responsible communicators own their messages, 9(2), 8-9. [Goal: To introduce students to the value and use of owned messages as a means of reducing potential defensiveness in another person.]

Will, T. (1994, Summer). Empowering the student, 8(4), 14-15. [Goal: To help instructors become aware of special needs and expectations of classes and individual students.]

Williams, G. W. (1995, Winter). Alleviating attendance woes for instructors and students, 9(2), 9. [Goal: To clarify/reinforce attendance policy, alleviate the ambiguity of what an instructor will/will not "authorize" as an "excused" absence, lessen administrative tasks associated with documentation of "authorized" absences, and reduce grievances of imposed penalties for nonattendance.]

Worthen, T. (1993, Summer). Game show review: Password, 7(4), 9. [Goal: To involve students in an entertaining and educational exam review session that really prepares them for a test.]

Zalewski, J. (1988, Fall). Using cartoons in test situations, 3(1), 1. [Goal: To give students the realization that the concepts learned in a Communication class have practical, real world applications.]

Zalewski, J., & Waters, L. (1989, Spring). Using popular games to teach communication, 3(3), 13. [Goal: To provide opportunities to experience and discuss communication concepts by using popular games.]

Zizik, C. H. (1995, Summer). Powerspeak: Avoiding ambiguous language, 9(4), 8-9. [Goal: To make students aware of the ineffectiveness and inaccuracies of ambiguous language so that they can adapt their messages for clarity and preciseness.]

Adams. J. C. (1992, Spring). Earstorming, 6(3), 3. [Goal: To encourage creative thinking.]

Adams, L. (1994, Winter). Two takes on impromptu speaking topics: Retiring the hat (take two), 8(2), 5-6. [Goal: To improve the quality of ideas in an impromptu exercise and provide a climate which encourages listening and creates class cohesion.]

Adams, L. (1992, Fall). Speech anxiety simulation, 7(1), 13. [Goal: To produce a climate conducive to discussion of communication apprehension.]

Adler, B. (1987, Spring). A speech about a "great American speech", 1(3), 7. [Goal: To help students understand public speech as a complex rhetorical event (with historical, social, biographical, and linguistic elements.)]

Alexander, B. K. (1998, Summer). A taxonomy of pre/post performance behaviors for speakers and audiences in the basic course, 12(4), 12-13. [Goal: To describe and categorize the necessary student focus at three levels of involvement: pre-performance, post-performance, and audience participation. The approach also encourages a fuller understanding of variables affecting credibility and addresses basic issues that define the role of the audience.]

Armstrong, L. F., & Kellett, P. M. (1995, Winter). Teaching public speaking principles through impromptu speaking, 9(2), 5. [Goal: To improve public speaking instructors and students with a method of improving the teaching of public speaking theory and principles.]

Auer, J. J. (1991, Spring). Creating an extra and "real life" public speaking assignment, 5(3), 3. [Goal: To add one brief "real life" speaking assignment that will have a built-in attention-getting element, and that will take a minimum of class time.]

Avadian, B., & Thanos, M. (1988, Spring). Speechmapping: The road through speech preparation and delivery, 2(3), 14-15. [Goal: to assist students to focus and organize their thoughts when preparing a speech and to sound conversational when delivering their ideas.]

Avdeyeva, T. V. (1999, Spring). Practicing delivery skills, 13(3), 9-10. [Goal: To help students become aware of the importance of body language and voice variety for successful public speaking. Also, to help instructors of public speaking explain various aspects of delivery and give students an opportunity to practice delivery in a fun, non-threatening atmosphere.]

Ayres, J. (1997, Summer). Reducing public speaking apprehension through speech preparation, 11(4), 7-8. [Goal: To encourage high public speaking apprehensive students to engage in communication oriented rehearsal activities.]

Ayres, J., Hopf, T. S., & Ady, J. (1988, Spring). Coping with speech anxiety, 2(3), 11-13. [Goal: To help students cope with speech anxiety.]

Ayres, J., & Sonandre, D. A. (1998, Fall). Speech criticism and group presentations, 13(1), 14-15. [Goal: To develop critical thinking and presentation skills through the analyses of speeches.]

Backlund, P. (1987, Spring). Talking about it makes learning better, 1(3), 10-11. [Goal: To reinforce learning of communication concepts and skills. To help develop effective public speaking skills.]

Beauchene, K. (1988, Fall). Using quotations as impromptu speech topics, 3(1), 10. [Goal: To provide students with the opportunity to demonstrate both their knowledge of course concepts and their impromptu speaking skills.]

Bernum, B. (2000, Summer). A drawing speech of introduction, 14(4), 6-7. [Goal: To allow students to meet their peers and instructor in a non-threatening, often humorous setting while being introduced to the communication process.]

Bitunjac, J. (1987, Summer). Self-analysis: A step towards becoming a skillful public speaker, 1(4), 4-5. [Goal: To make students more aware of their strengths and weaknesses through honest self-evaluation.]

Blake, K. (1995, Fall). Just for fun, 10(1), 1-3. [Goal: To provide an interesting and skills based assessment for a speech and debate class.]

Blom, P. (1989, Fall). Using group activities in basic public speaking, 4(1), 10-11. [Goal: To get students to work collectively to clarify and reinforce basic speech concepts.]

Bollinger, L. (1995, Summer). Tough self-evaluators, 9(4), 14. [Goal: To provide individual students with an opportunity for self-evaluation and interaction with the instructor.]

Bowers, A. A., Jr. (1998, Fall). Me, myself bag, 13(1), 13-14. [Goal: To enhance creativity, communication, and oral presentation skills.]

Bowers, A. A., Jr. (1995, Summer). Happy birthday to me, 9(4), 11. [Goal: To provide practice in research and presentation skills while helping students learn more about each other.]

Bowers, A. A., Jr. (1994, Summer). When we become they: Teaching audience awareness skills, 8(4), 8-9. [Goal: To creatively stimulate students to speak and write for specific audiences by enhancing audience awareness skills.]

Buchanan, M. C. (1996, Fall). Public speaking icebreaker: Any old bag will do, 11(1), 8-10. [Goal: To ease student apprehension, facilitate enjoyment, and provide a positive classroom atmosphere for the initial public speaking experience in front of an audience.]

Bytwerk, R. (1991, Winter). The "just a minute" impromptu exercise, 5(2), 3. [Goal: To increase the ability of public speaking students to use language effectively.]

Carbone, A. (1997, Summer). Helpful hints for public speaking, 11(4), 11-12. [Goal: To provide students with additional information about delivering speeches.]

Cates, C. (1996, Winter). Eulogies as a special occasion speech, 10(2), 6-7. [Goal: To equip students with a format for the construction of eulogies.]

Cohen, J. R. (1988, Winter). The relevance of a course in public speaking, 2(2), 14-15. [Goal: To encourage students to transfer the principles of public speaking to other forms of human communication.]

Cole, R. A. (1999, Summer). Improving student feedback by using word processing macros, 13(4), 13. [Goal: To provide students with a detailed critique of and extended feedback on their presentations.]

Corey, J. (1988, Summer). The "I Am" speech, 2(4), 1. [Goal: To get students on their feet and speaking as soon as possible.]

Crandall, H. (1999, Winter). Practicing impromptu speeches, 13(2), 3-4. [Goal: To help students identify components of impromptu speaking and offer them opportunities to practice those elements.]

Danielson, M. A. (1996, Winter). A critical thinking approach to the use of visual aids, 10(2), 8-9. [Goal: To introduce the student to the critical thinking (choice making) process inherent in deciding when to use a visual aid.]

Della Costa, D. E., & Foss, R. M. (1997, Spring). Making it to the top, 11(3), 12-14. [Goal: To remove the barrier between our students and their success in the workplace, we, as instructors, need to have them deal with communication apprehension.]

DeHart, J. (1994, Summer). Self-contained library tour, 8(4), 10. [Goal: To increase public speaking students knowledge and use of available library resources.]

DeVito, J. A. (1988, Summer). The ideal relational couple, 2(4), 9. [Goal: To encourage students to analyze the relationships of couples in the media and use them as the subject for a class presentation.]

Dobris, C. A. (1999, Spring). Breaking the ice gently: A student-centered application for public speaking, 13(3), 11-12. [Goal: To provide students with a first day public speaking exercise which gives them the opportunity to experience public speaking in a safe environment, make connections to other students in the class, and begin the process of observing and understanding effective public communication strategies.]

Downey, S. D. (1988, Winter). Audience analysis exercise, 2(2), 1-2. [Goal: To acquaint beginning students with the need for, difficulty of, and skills in analyzing an audience.]

Drewis, R. (1992, Fall). PSAs: Persuasive speaking in a minute, 7(1), 10-11. [Goal: To encourage concise, precise, and creative application of the Motivated Sequence Design.]

Dwyer, K. K. (1994, Summer). Group mini-speeches: Experiential and cooperative learning in the public speaking course, 8(4), 15. [Goal: To provide students with the opportunity to practice the speech-making process with a group of students before having to deliver their first individual informative or persuasive speeches.]

Ensign, R. L. (1993, Fall). The "Arrow Through Ass’ribs" outline: A teaching aid for the basic course, 8(1), 10-11. [To provide students with an easily remembered format for organizing speeches.]

Fackler, M. (1991, Spring). My first public speaking class: An oral culture adventure, 5(3), 6. [Goal: To create an oral culture in a public speaking class.]

Fields, T. (1990, Fall). Student champions examine extemporaneous speaking, 5(1), 8-9. [Goal: To help high school speech coaches in recruiting and coaching students for competitive extemporaneous speaking.]

Fregoe, D. H. (1989, Winter). Informative vs. Persuasive speaking: The objects game, 3(2), 13-14. [Goal: To illustrate a major difference between informative and persuasive speaking.]

Friedley, S. A. (1987, Summer). A coaching tip for impromptu speaking, 1(4), 3. [Goal: To assist students to develop a data base for competitive impromptu speaking events.]

Fuller, L. K. (1994, Summer). Participatory audience analysis: A research technique that teaches about community, 8(4), 9-10. [Goal: To reinforce, through participatory learning, the importance of audience analysis.]

Garvin, J. A. (1991, Summer). Video school news, 5(4), 3-4. [Goal: To teach students basic speaking skills and camcorder production techniques.]

Gaulard, J. M. (1991, Spring). To read, to memorize or to speak, 5(3), 11. [Goal: To provide a demonstration of the problems in translating written to oral style and to stress the value of extemporaneous delivery.]

George, D. (1993, Spring). Peer support in speech preparation, 7(3), 4-5. [Goal: To improve the content quality of speeches in the college level beginning speech course.]

Gill, M. (1990, Spring). Non-debaters realize the value of debate, 4(3), 14-15. [Goal: To help students understand the practicality and real world usefulness of debate.]

Glaser, H. F. (1998, Summer). Focusing the students on three speech topics, 12(4), 10. [Goal: To encourage in-depth research, create dialogue among the students, encourage listening skills, emphasize speaking in a sensitive manner, and expose students to a variety of perspectives about the same issues.]

Gordon, R. D. (1986, Fall). Re-discovering impromptu speaking, 1(1), 10-11. [Goal: To ease students’ adaptation to public communication in the basic course.]

Gorg, R. (1993, Fall). The use of model speeches on videotape (or see, your friends can do this too!), 8(1), 11-12. [Goal: To provide for beginning speech students sample model speeches and outlines recently delivered by their peers.]

Grainer, D. (1993, Winter). What’s evidence?, 7(2), 10-11. [Goal: To create an understanding of the difference between argument and evidence.]

Grainer, D. (1990, Winter). Creativity vs. "My Speech Is About Avocados", 4(2), 14-15. [Goal: To encourage students to think, design, and execute an interesting, creative speech on any topic.]

Gray-Briggs, A. (2000, Spring). The gift of G. A. B.: The pro’s and con’s of ghostwriting, 14(3), 14-16. [Goal: To improve students’ speechwriting and speechmaking skills while teaching persuasive public speaking.]

Gschwend, L. L. (1996, Winter). High school students can be speech writers, 10(2), 1-3. [Goal: To teach students how to perform the role of speech writer by requiring them to design, research, and write a speech for the school principal’s commencement address.]

Gschwend, L. L. (1995, Fall). Outlining relay, 10(1), 9-10. [Goal: Through a relay game, teach students how to apply the conventions of outlining in a real-life speaking situation.]

Gschwend, L. L. (1995, Summer). Creating confidence with the popular recording speech, 9(4), 9-10. [Goal: To facilitate communication confidence through an assignment that draws on students’ interest in popular music.]

Guillifor, P. (1992, Winter). Using newspapers as textbooks in public speaking courses, 6(2), 3. [Goal: To increase student awareness of current events and to provide a source for substantive speech topics.]

Gullickson-Tolman, L. (1999, Spring). Creating outlines, 13(3), 7-9. [Goal: To teach students to design a speech outline with assistance from other students.]

Hallmark, J. R. (1994, Winter). Using your computer to evaluate speeches, 8(2), 3-4. [Goal: To enhance the quality and thoroughness of written evaluations of speeches using word processing programs.]

Hankins, G. (1992, Summer). Gathering materials: A three course solution to a one course problem, 6(4), 1-2. [Goal: To familiarize students in an introductory public speaking course with the library reference room as source for gathering materials.]

Hanson, C. (1989, Spring). Using the MBTI to achieve objectives in an introductory speech communication course, 3(3), 3-5. [Goal: To have students identify their personal communication styles, and to apply this information to an important relationship and in group activities.]

Hawes, R. (1990, Fall). Using group speaking to overcome apprehension, 5(1), 10. [Goal: To help students overcome apprehension.]

Hayward, P. (1994, Spring). Delivery cards, 8(3), 3. [Goal: To help students understand how ineffective delivery can negatively impact the message they are trying to convey.]

Haze, M., Bloomfield, K. J., & Ayres, J. (1996, Summer). The editorial speech, 10(4), 3. [Goal: To help students analyze persuasive appeals.]

Heberling, P. (1986, Fall). Reading with meaning, 1(1), 11. [Goal: To help students improve their oral reading abilities.]

Hertzog, R. L. (1992, Winter). Active learning in the basic public speaking course, 6(2), 8. [Goal: To facilitate active learning by using group learning teams.]

Herzog, R. L. (1996, Summer). Library research assignment, 10(4), 7-8. [Goal: To provide students with hands-on experience using library resources to develop support for main points.]

Hibben, J. (1996, Spring). A key address, 10(3), 9-10. [Goal: To aid students in controlling communication apprehension by using a visual aid in a public speaking assignment about a familiar topic.]

Hibben, J. (1992, Fall). Eliminating the "My speech is about . . . " introduction, 7(1), 11. [Goal: To help students recognize the importance of attention getters in their speech introductions.]