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- 1. Teaching Communication Students How to Consult Aaron Cannistraci Gonzaga University September 21, 2010
- Being a teacher, the aspect of consulting and training I find most interesting is teaching the subject.
3. The Problem
- Hines & Basso (2008) posit that young professionals have been graduating without the skills to be effective and entering the workforce only to disappoint their superiors.
4. The Solution
- The communication professor must work to instill specific skills into their student in order to prepare them for the workforce.
5. Skills for teachers to emphasize
- Be concise
- Consider their audience
6. Be Concise
- All three academics/consultants I interviewed emphasized the importance of conciseness (specifically, using bulleted lists) in business writing
- (Dave, 2009, pg 2)
- Two of the academics/consultants I interviewed gleaned important insights by simply listening to their clients
(Dave, 2009, pg 3) 8. Consider Their Audience
- Communication graduates need to think about how to craft their message to fit their business audience
9. Case Studies
- For-fee academic consultancy service
- Classroom project model
- Clemson Universitys Multimedia Authoring, Teaching, and Research Facility (MATRF), which operates as an academic consultancy service that matches students with industry projects on a for-fee basis
- Gives students the ability to put something other than their degree on their resume.
- Potentially a chance to develop a relationship with a future employer.
11. UNTS classroom project model
- Brings clients projects into the classroom to be worked on throughout the semester
- Offers a realistic workplace experience
- Safer environment because all of the problem solving takes place in the classroom
12. Service Learning
- Both [business communication] teaching and research may gain from a greater engagement with business academics/consultants
(Dave, 2009, pg 4). 13. Consulting as Teaching
- The consultant is not only researcher and communicator, but also, and perhaps more important, teacher
(Dallimore, 2002, pg 8) 14. References
- Cooke, L., & Williams, S. (2004). TWO APPROACHES TO USING CLIENTPROJECTSIN THE COLLEGE CLASSROOM.Business Communication Quarterly ,67 (2), 139- 152.
- Curtis, D., & Cox, E. (1989). MARKETING THE COMMUNICATION TRAININGCOURSE ON AND OFF CAMPUS.Association for Communication AdministrationBulletin , (69), 39-55.
- Dallimore, E., & Souza, T. (2002). Consulting Course Design: Theoretical Frameworks andPedagogical Strategies.Business Communication Quarterly ,65 (4), 86-113.
- Dave, A. (2009). CONSULTING BY BUSINESS COLLEGE ACADEMICS: LESSONSFOR BUSINESS COMMUNICATION COURSES.Business CommunicationQuarterly ,72 (3), 329-333.
- Hines, R., & Basso, J. (2008). Do Communication Students Have the "Write Stuff"?:Practitioners Evaluate Writing Skills of Entry-Level Workers.Journal of PromotionManagement ,14 (3/4), 293-307.
- Lattimore, D., Baskin, O., Heiman, S. T., & Toth, E. L. (2007).Public relations: Theprofession and the practice . New York: McGraw-Hill.
- McEachern, R.W. (2001). Problems in service learning and technical/professional writing:Incorporating the perspective on nonprofit management.Technical Communication Quarterly, 10 (2), 211-225.