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  • 1. Teaching Communication Students How to Consult Aaron Cannistraci Gonzaga University September 21, 2010

2. Introduction

  • 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
  • Listen
  • 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)

7. Listen

  • 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
  • UNT
    • 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.
  • 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.