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Praise for Oral Communication in the Disciplines: A Resource for Teacher Development and Training . . .
It is a challenge to engage my undergraduate engineering students in oral communication, let alone increase their awareness of the importance of communication in the discipline—especially in an age of decreasing face-to-face communication. This book not only provides a number of ways to implement communication assignments, but it also explains the value of doing so. Additionally, this book goes further in addressing more subtle issues such as how to manage facework in my classroom, and how to deal with inevitable conflict students might face when doing oral communication assignments. It is an outstanding reference.
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•Small-group discussion appears to be one way that learners can learn things that they do not relate to, or that are incompatible with existing beliefs, because it helps the learner become aware of his or her own perspective and the potential limitations of that perspective (Schmidt, et al., 1989; see also Hogan, Nastasi, & Pressley, 2000; Schwartz, 1995).
•When students provide explanations and elaborate upon those explanations, there is increased learning (O’Donnell, 2006; Webb, Franke, De, Chan, Freund, Shein, & Melkonian, 2009).
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