Students demonstrate the Communicate Effectively Core Ability by:
| Communicate Effectively | : Course List | Rubric |
Geertje Boschma, Rochelle Einboden, Marlee Groening, Cathryn Jackson, Maura MacPhee, Helga Marshall, Kathy O’Flynn Magee, Peggy Simpson, Paula Tognazzini, Catherine Haney, Hanneke Croxen, and Erica Roberts (2010) Strengthening communication education in an undergraduate nursing curriculum. International Journal of Nursing Education Scholarship, Volume 7, Issue 1, Article 28.
As effective communication is an essential professional competency that is conceptualized and developed during undergraduate education, the purpose of this study was to investigate and reinforce the role of communication in the nursing undergraduate curriculum. Analysis of faculty and student focus group discussions revealed the benefit of purposefully structuring and explicitly articulating communication education throughout the undergraduate curriculum for increased accessibility and visibility of communication education, expanded ranges of available teaching and learning methods and resources, and strengthened ability to address undermining mixed communication messages. These findings have implications for how to specifically include communication education in a learning-centered undergraduate curriculum.
Kline, Susan and Ishi, Drew (1999) Procedural explanations in mathematics writing: a framework for understanding college students' effective communication practices. Written Communication. Volume 25, Issue 4 https://doi.org/10.1177/0741088308322343
Collegiate remedial mathematics students explored six (6) mathematics communication techniques.
Ryve, A., Nilsson, P., & Pettersson, K. (2013). Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms. Educational Studies in Mathematics, 82(3), 497-514. https://doi.org/10.1007/s10649-012-9442-6
Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12 to 13-year old students playing a dice game as well as from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms is crucial in students’ attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and of links between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.
Saiki, D. Communicating effectively: teaching lessons about dress for the workplace (2006) Journal of Family and Consumer Sciences Education, Vol. 24, No. 1.
The purposes of this study were to analyze the relationship between students’ perceived similarities to teachers and student learning, and to analyze the relationship between students’ perceived differences from teachers and student learning in a seminar about workplace dress. Students assessed how similar or different they thought they were to teachers in attitude, background, morality, and appearance variables. They also assessed teacher credibility and how much they learned in the seminar. Mean scores of responses recorded on a seven point Likert scale indicated that the 38 students felt they were similar to seminar teachers. Correlation calculations revealed that similarity in appearance, particularly size correlated with student learning. Similarity in an attitude variable and teacher credibility also correlated with student learning.
