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Critical Thinking - Faculty Resources

Articles on Critical Thinking in Communication

  1. Boyd, J. (2004). A different kind of [text]book: Using fiction in the classroom. scholarship of teaching and learning. Communication Education, 53(4), 340-347. DOI: 10.1080/0363452032000305940

     

    This essay argues that fiction not only engages students and entices them to read, but also builds critical thinking and writing skills measured through student journals, class discussion, and final exam essays

     

     

  1. Mazer, J. P., Hunt, S. K., & Kuznekoff, J. H. (2007). Revising general education: Assessing a critical thinking instructional model in the basic communication course. Journal of General Education, 56(3), 27. 

     

    This study examined critical thinking instruction in a required introductory communication course. Such instruction was implemented by providing experimental group participants enhanced instruction using various active learning strategies, activities, and assignments.

     

     

  2. Parkinson, M. G., & Ekachai, D. (2002). The socratic method in the introductory PR course: An alternative pedagogy. Public Relations Review, 28(2), 167-174. DOI: 10.1016/S0363-8111(02)00123-6

     

    Compares student reactions to and perceptions of learning in introductory public relations courses using a traditional lecture format or a Socratic approach.

     

     

  3. Roy, A., & Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27(3), 264-276. DOI: 10.1177/0273475305280533

     

    This article discusses means of enhancing critical thinking as an integral part of the marketing curriculum through the debate process. Specifically it touches on adapting formal debate procedures and formats to the marketing curriculum as well as the criteria for selection, a process for choice, sources, and examples of actual issues.

     

     

  4. Treleaven, L., & Voola, R. (2008). Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30(2), 160-173. DOI: 10.1177/0273475308319352

     

    This article demonstrates the value of constructive alignment for integrating graduate attributes into an intensive marketing course through active student engagement in a range of learning activities, including various assessments of student learning outcomes using standards-based assessment criteria. Also discusses the implications for enhancing employability skills of new business professionals.

     

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