Abstract
This article, the first of a two-part series, offers readers 13 teaching innovations debuted at the 2017 Association for Business Communication’s annual conference in Dublin, Ireland. Assignment topics presented here include communication strategy and message-packaging skills, deep communication insights, and career and personal development. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are downloadable from the Association for Business Communication and DePaul University Center for Sales Leadership websites:http://www.businesscommunication.org/page/assignmentsandhttps://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment
Association for Business Communication (ABC) members’ passion for teaching was ignited in threeMy Favorite Assignment(MFA) sessions held in Dublin, Ireland, October 2017. Over 170 members gave rapt attention to 39 presenters. This article, the 14th in the series, presents a golden treasure trove of 13 peer-reviewedFavorite Assignmentsfrom those popular sessions.
The contributing authors describe lively classroom demonstrations and exercises. Among these pedagogical innovations, readers will see well-tested ideas to engage students’ practical skill building, build strategic thinking capability, spur students’ career development, and enhance their message-packaging skills.
ABC members interested in exploring theseFavorite Assignmentsmay download additional materials developed by the authors from the ABC and DePaul University Center for Sales Leadership websites:http://www.businesscommunication.org/page/assignmentsandhttps://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment.
Readers will see instructions to students, stimulus and exercise materials, slides, grading rubrics, frequently asked questions (FAQs), and sample student work products.
Communication Strategy and Message
Using Plain English to Produce Effective Workplace/Business Documents
Cameron University, USA
Genre
Writing Plain English, in-class exercise, peer assessment, experiential learning
The Assignment
The assignment includes three parts. First, students are given 25 minutes to readHow to Write in Plain English(Liu, n.d.). They reflect and summarize the reading in 200 to 250 words. Second, within 20 minutes, students are required to (a) create their own workplace scenario in which they need to communicate clearly and concisely and (b) write a Plain English message that fulfills the scenario’s mandate. Third, students post their summary and workplace scenario to a discussion board for peer reading and responses.
Target Learners
Business and technical writing students and people who produce workplace documents
Learning Objectives
Students will do the following:
Understand Plain English
Write a message with the reader in mind, with the right tone of voice, and with clear and concise language
Remove the misconception that workplace writing needs to use complex language
Demonstrate Plain English writing by creating clear, concise workplace documents
Time to Complete the Assignment
45 minutes
Materials, Equipment, Special Considerations
Computer
Link to reading materialHow to Write in Plain English(Liu, n.d.)
Academic software (e.g., Blackboard)
Discussion board (Blackboard)
Evaluating Outcomes/Grading
Understanding and reflecting on the main contents of Plain English
Choosing an effective genre (e.g., an email, a letter, or a memo) to respond to the self-created scenario
Using clear and concise language in sentence structure and diction in the writing
Providing constructive peer feedback to others
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Grading rubrics
FAQs
Sample student work product
Address correspondence to Yingqin Liu, Department of English and Foreign Languages, Cameron University, 2800 W. Gore Boulevard, Lawton, OK 73505, USA; email:
Delivering a Quick Speech Toastmasters Style
Texas State University, USA
Genre
In-class exercise, outside class activity, message packaging, short written report, oral communication, business etiquette, experiential learning
The Assignment
First, students attend an out-of-class, local Toastmasters meeting (Toastmasters International is a worldwide organization dedicated to building public speaking and leadership skills among its members;http://www.toastmasters.org). Students write a short reflection on what they observed, answering questions such as, “What did I learn about public speaking from Toastmasters?” “What strong points do I already have as a speaker?” “What speaking skills do I need to improve?” “What actions will I take to improve my public speaking skills?”
Then, students are assigned a random topic from a list of fun topics that are designed to teach business etiquette and professionalism. When called upon in class, each student presents his/her topic, similar to how “Table Topics” is run at Toastmasters. Students’ learning can be reinforced with information/materials about planning and delivering oral presentations, as well as speaking extemporaneously.
Target Learners
Undergraduate students (all classifications)
Learning Objectives
Students will do the following:
Practice organizing and delivering a powerful extemporaneous presentation
Deliver a speech that holds interest and informs
Time to Complete the Assignment
Advance work: Assign students to attend a local Toastmasters meeting to witness “Table Topics.” In class, a few weeks later, conduct quick speech exercises. Allow 1 to 2 minutes speaking time per student.
Materials, Equipment, Special Considerations
Access to the Toastmasters International website for a list of nearby clubs
List of topics
Optional: Require students to bring in their own recording devices
Evaluating Outcomes/Grading
25 points distributed across opening, body, summary, and conclusion; delivery; and within time limits
Could also reward extra points for students selected as “winners” by peers
Support Materials
Instructions to students
Grading rubrics
Address correspondence to Christina Moore, McCoy College of Business Administration, Texas State University, 601 University Drive, San Marcos, TX 78666, USA; email:
Communication Planning
Cornell University, USA
Genre
Individual assignment, communication strategy, managing change, audience analysis, creating communication objectives, experiential learning
The Assignment
Students plan how to communicate an organizational change using a structured template. Students choose a situation—for example, an office relocation, a management change, or a change within a school club or organization. The assignment challenges students to think strategically about change communication goals, such as reducing resistance and uncertainty and increasing trust and buy-in. Students identify internal and external audiences, analyze each audience, write communication objectives, identify the appropriate messenger, select communication media, and determine timing. A cover email may be included.
Target Learners
Upper-level undergraduates
Learning Objectives
Students will do the following:
Analyze and tailor messages to corporate audiences
Define clear objectives for communications
Choose media and schedule communications for various audiences
Time to Complete the Assignment
Students have approximately 4 weeks between receiving the assignment and submitting the final version.
Materials, Equipment, Special Considerations
PrereadingCommunication Planning: A Template for Organizational Change(Newman, 2016)
Evaluating Outcomes/Grading
Students are evaluated on the following:
Accurate and in-depth assessment of constituencies and potential attitudes
Appropriate, clear, and specific objectives
Effective media choices for each audience
Logical order of audiences and timing for messages
Strong attention to detail
Support Materials
Instructions to students
Grading rubrics
Sample student work product
Link to downloadable template inCommunication Planning: A Template for Organizational Change(Newman, 2016)
Address correspondence to Amy Newman, Cornell SC Johnson College of Business, 342 Statler Hall, Ithaca, NY 14853, USA; email:
Power of Persuasion: The Masterpiece Challenge
University of West Georgia, USA
Genre
Gamification, public speaking, peer review, audience analysis, critical reflection, persuasive communication, experiential learning
The Assignment
“Power of Persuasion: The Masterpiece Challenge” takes an interactive approach to practicing persuasive oral communication through Parker Brothers’ classic game Masterpiece.
Students act as auctioneers selling to art collectors (students in the class). Each student is given a painting with a value card. The student’s job is to “sell” the painting to the art collectors by being as persuasive as possible using 10 hypothetical facts (provided). These facts include describing the mood and/or people and the painting’s scenery using the “Components of Persuasive Messages” found in the textbookBusiness Communication: Developing Leaders for a Networked WorldbyPeter Cardon (2018).
Once the “auction” begins, the highest bids from the first five students are recorded. When all students have presented their paintings and the auction is over, the art collectors (students) explain why (a) they were persuaded to buy the painting, (b) what they bid, and (c) what the painting is worth (based on the value card).
Target Learners
Business and Mass Communication majors: undergraduate students
Learning Objectives
Students will do the following:
Experience a competitive learning atmosphere
Develop creative ideas and thoughts
Apply components of persuasive messages
Receive constructive feedback and personal reflection
Time to Complete the Assignment
This activity should take a total of 1.25 hours or one class session. Students will receive instructions in class. They have 5 to 10 minutes to develop their persuasive facts. Then students present for 1 to 1.5 minutes. Finally, they are debriefed at the end of class for approximately 10 minutes.
Materials, Equipment, Special Considerations
Masterpiece game paintings and value cards
Anonymous peer review sheets
Evaluating Outcomes/Grading
This activity is evaluated through 25 participation points based on students completing the requirements:
Creating 10 hypothetical facts based on their painting (10 points)
Delivering a 1- to 1.5-minute presentation (10 points)
Providing constructive feedback (5 points)
Support Materials
Instructions to students
Stimulus and exercise materials
Conference PowerPoint
Address correspondence to Susan Hall Webb, University of West Georgia, Richards College of Business, 1600 Maple Street, RCOB 2314, Carrollton, GA 30118, USA; e-mail:
Building Group Identity: Twister Style
Seton Hall University, USA
Genre
In-class exercise, team/dyad-building initiative, impromptu speaking, oral communication, peer coaching, experiential learning
The Assignment
This exercise is designed to help students encounter their fear of impromptu speaking. “Building Group Identity: Twister Style” uses a glimmer of retro, pop-culture fun to take the sting out of impromptu speaking. The universal appeal of the game Twister helps make impromptu speaking more appealing and intriguing.
The Twister spinner is used as a conduit for the impromptu speech topic selection and speech purpose. Students work in dyads. They take turns playing the speaker and the peer coach roles. The experience builds camaraderie and shapes a peer mentor structure.
Target Learners
This activity can be utilized at all levels where speaking with limited preparation improvement is needed.
Learning Objectives
Students will do the following:
Attain greater ease and confidence when speaking with minimal preparation
Present a concise, well-organized, and interesting message on a focused topic
Better understand the role of both speaker and peer coach in the impromptu speaking process
Time to Complete the Assignment
This assignment can be as short or as long as the need demands. It can be used as an opening ritual for class meetings to both energize and practice impromptu speaking. It can be used as a week-long, graded assignment. Twister Style can also be used to enhance or supplement any and all speaking course objectives. It is easily tailored to complement any syllabus at any level.
Materials, Equipment, Special Considerations
Energized students and the iconic Twister game spinner are the only materials needed. If you do not have a Twister spinner, one can be made.
Evaluating Outcomes/Grading
This activity can be used as an energizer or an in-class activity without delivering an actual grade. To effectively grade the impromptu speech, expectations must be set. It is advised to incorporate this activity in the overall grade only when providing course content on properly executing the impromptu speech.
This assignment also is built around the dyad, peer-mentoring structure. It is important to stress that peers help support the outcome of each speech by listening effectively and offering supportive feedback. This activity builds a strong group identity and a level of trust so that students feel well supported and safer to speak.
Support Materials
Instructions to students and instructors
Grading rubric
Quality criteria for effective impromptu speeches
Address correspondence to Catherine H. Zizik, Seton Hall University, College of Communication and the Arts, 400 South Orange Avenue, South Orange, NJ 07079, USA; email:
Deep Insight: Nature of Communication
Packing Action: Eliminating the Cliché
Villanova University, USA
Genre
In-class exercise, oral communication, nonverbal communication, business clichés, experiential learning
The Assignment
During this in-class exercise, students explore common business clichés. Students wear blindfolds to remove nonverbal cues. The professor prompts a controversial discussion. For example, possible topics can range from transparency in journalism to ethical considerations regarding surveillance and privacy. With the blindfolds on, students are encouraged to freely speak, call out, interrupt one another, and argue. By being temporarily “blind” to the nonverbal expressions of those around them, students will feel less inhibited, and thus be more willing to speak their minds.
Students will create a list of “clichés,” and every time a cliché word or phrase is used by a student (e.g., “bottom line,” “thinking outside the box”), the professor and/or another classmate will acknowledge the cliché by asking that student to remove his or her blindfold. It should take 20 minutes for all blindfolds to be removed.
Target Learners
Undergraduate students in a smaller, discussion-based class setting (this activity works best with 15 to 30 students and in business communication and business ethics courses)
Learning Objectives
Students will do the following:
Defy ingrained learning practices by interrupting, calling out, arguing, and leading discussions
Increase their awareness of business jargon, draw attention to the unmediated use of clichés in students’ vocabularies, and emphasize when this vocabulary should be used appropriately
Create a judgment-free zone when discussing taboo topics and encourage polite, civil communication even during heated debates and discussions
Time to Complete the Assignment
20 to 30 minutes
Materials, Equipment, Special Considerations
Blindfolds (professor can provide for the students or have students bring their own piece of cloth or scarf to act as a blindfold)
Evaluating Outcomes/Grading
This exercise can be part of a class participation grade. Alternatively, this exercise may be performed twice: once in the beginning of the semester and once at the end. Change scores are calculated: Student growth throughout the semester based on factors such as refined impromptu speaking skills, tone, and credibility is measured.
Support Materials
Instructions to students (regarding behavioral expectations during discussion)
Address correspondence to Victoria C. Berger, 5 Newman Place, East Hanover, NJ 07936, USA; email:
Picture-Perfect Explanations: Practicing One-Way Message Packaging
Washington and Lee University, USA
Genre
In-class exercise, oral communication, message packaging, audience analysis, technical messages, one-way communication, experiential learning
The Assignment
This activity simulates a supervisor giving complex instructions to an office crew. One student views a complex image and attempts to instruct classmates on how to draw that image. The first student (“supervisor”) is given 3 minutes to provide impromptu instructions to the class (“crew”). Next, a second student and a third student are each given 2 additional minutes to continue the explanations. Then, the instructor reveals the source image to the entire class. Students compare their work.
The instructor debriefs the class. Students assess their results while also (re)identifying best practices that resulted in more effective messages. Teachers can relate the experiential learning to best practices previously covered in the lecture or reading. Following the debriefing, an increasingly complex second image and debriefing can be attempted with the new supervisor and explainers. If time allows, a third image attempt can be valuable.
Target Learners
Undergraduate or graduate students in business writing, technical writing, or business presentation courses
Learning Objectives
Students will do the following:
Gain a greater awareness of the limits of oral-communication-only messages when giving descriptions/explanations/instructions
Identify rhetorical techniques and practices that can increase the effectiveness of their descriptions/explanations/instructions
Deploy effective techniques and practices for successfully delivering descriptions/explanations/instructions to an audience
Time to Complete the Assignment
20 to 40 minutes
Materials, Equipment, Special Considerations
Students: pen/pencil and several sheets of paper (one per image used)
Instructor:
Copy of at least two different images for the speaker (instructors can feel free to use the frequently used images created by this author that are posted in the accompanyingBusiness and Professional Communication Quarterlyweb page)
Projector, multiple hard copies, or other means of displaying the image once the drawing is complete
Evaluating Outcomes/Grading
After each image, the class members and instructor rate the effectiveness of the instructions based on the (a) presence and (b) visual accuracy of image elements drawn. Overall exercise effectiveness can be judged by the improvements seen after each subsequent image attempt.
Support Materials
Slides
Images that can be used for activity
Detailed teaching notes
Address correspondence to Stephen J. Lind, Washington and Lee University, Business Administration Department, 204 W. Washington St., Lexington, VA 24450, USA; email:
One-Way Communication
Portland State University, USA
Genre
In-class exercise, oral communication, message packaging, audience analysis, one-way communication, experiential learning
The Assignment
Students experience the barriers to effective one-way communication. They learn how important and difficult it is to create and deliver strong, clear, and concise one-way messages. Student observation and class participation are important parts of this learning process.
Two student volunteers are asked to “recreate” a “picture” on the board. The first student faces the board and only draws what is instructed by the second student. The first student cannot talk, turn around, or communicate in any way. The second student faces the audience (never turns toward the board) and can talk to the first student but cannot receive feedback or view the work of the first student. The audience is asked to watch and learn but provide no feedback (including laughing). Student learning and feedback for this assignment are extremely positive.
Target Learners
This assignment was created for a sophomore college-level business writing class, but it has been used for graduate students and executive education as well.
Learning Objectives
Students will do the following:
Recognize and understand the differences between one-way and two-way communication
Engage in class discussion regarding written and spoken one-way communication
Time to Complete the Assignment
30 minutes (minimum) for the student process and another 15 to 30 minutes for a one-way communication classroom discussion that occurs as a result of the exercise (45 to 60 minutes total)
Materials, Equipment, Special Considerations
Student exercise instructions
Faculty instructions
Stimulus pictures
Evaluating Outcomes/Grading
This is a nongraded assignment and is used for hands-on teaching to show the importance of writing clear, short, and thorough one-way messages (letters, memos, emails, etc.).
Support Materials
Instructions to students
Stimulus and exercise materials
Discussion questions
Address correspondence to Jennifer Cook Loney, The School of Business, Portland State University, PO Box 751, 631 Harrison St., Portland, OR 97207, USA; email:
The Culture Game
University of Applied Sciences, Mainz, Germany
Genre
Nonverbal communication, message packaging, in-class exercise, gamification, experiential learning
The Assignment
Using dice rolls as a stimulus, students express abstract concepts using only nonverbal communication. Groups of four or five get the following: a pair of dice (one with symbols, one with numbers), a small sack with 20 chips, and a sheet explaining the meaning of the symbols. Each group receives a sheet with a different set of meanings to the symbols. Students learn the meanings (stamp your feet, roll your eyes, etc.), and then the sheet is taken away. They take turns rolling the dice. The student who is slowest or incorrect must pay the number of chips indicated on the die to the fastest student. They are not allowed to talk (i.e., only gestures or facial expressions are permitted).
After a while, students are alternated clockwise to the next group. They discover that the meanings are different, but they are not permitted to talk. Chips are provided to students who lose their chips. Students are alternated until the newcomers are in the majority. Then the game ends, and discussion takes place.
Target Learners
Can be done at any level
Learning Objectives
Students will do the following:
Experience culture shock firsthand
Experience their own reactions and the reactions of the group when someone with different associations to symbols enters the group
Understand culture as the meaning attached to symbols
Discuss what culture is
Time to Complete the Assignment
Approximately 45 minutes
Materials, Equipment, Special Considerations
A pair of dice for each student group: one with symbols, the other with numbers
Small sack with 20 chips
Laminated sheet of paper explaining the meaning of the symbols (these can be made yourself or ordered from the company Training-Tools.de;https://www.training-tools.de)
Evaluating Outcomes/Grading
Instructor observation and feedback
No grading assigned
Address correspondence to Stephanie Swartz, University of Applied Sciences Mainz, Germany, Lucy-Hillebrand-Str. 2, 55128 Mainz, Germany; email:
Career and Personal Development
Using LinkedIn to Explore Careers
University of North Carolina at Wilmington, USA
Genre
Career portfolio, LinkedIn, social media, career exploration, online discussion activity, experiential learning
The Assignment
Students often know little about the various career paths available to them. In this activity, students use LinkedIn to develop an online internship portfolio. Students transfer their learning from academic contexts to the “real world” by exploring LinkedIn profiles. Students explain in detail the methods they have applied and what they have learned from the experience.
Because professional writing jobs have diverse titles, students must develop different strategies for finding the appropriate key words (e.g., “social media manager” or “museum community liaison”). Students then analyze the career paths of different profiles, discussing and comparing them online. The goal is for students to develop a broader sense of the profession and how they might find their own career path before setting up their LinkedIn account for their portfolio.
Target Learners
Juniors and seniors, professional writing students, and interns
Learning Objectives
Students will do the following:
Identify and describe different strategies for finding professional writing jobs
Compare and analyze how different career paths intersect with their professional writing classes and field of interest
Communicate to outside audiences how their learning applies to different careers
Time to Complete the Assignment
1 to 2 hours
Materials, Equipment, Special Considerations
A LinkedIn account and access to a discussion space are needed. Many profiles on LinkedIn require a paid account to view, but if students search, they can usually find plenty of relevant visible profiles.
Evaluating Outcomes/Grading
This is a low-stakes assignment that allows students to explore different relationships between professional writing and the job market before they begin working on an internship portfolio. As a reflective assignment, through online discussions and journals, students identify key factors found in different career profiles and connect them to professional writing principles. Discussion is graded according to the quality of posts and comments. The key grading criterion is how well students discuss specific details from LinkedIn and their coursework. Students develop their own LinkedIn profiles and incorporate instructor feedback. Students link their portfolios to their LinkedIn pages.
Support Materials
Assignment instructions
Address correspondence to Lance Cummings, English Department, University of North Carolina at Wilmington, 601 S. College Street, Wilmington, NC 28403, USA; email:
Interesting Me–Interesting You
University of Memphis, USA
Genre
Social communication, social rules, interpersonal communication, oral communication, role-play, in-class exercise, experiential learning
The Assignment
Students role-play delivering an elevator speech. They also perform a professional business introduction as part of this exercise.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Develop and practice elevator speeches
Practice navigating various introduction situations
Enhance their oral communication skills
Time to Complete the Assignment
30 to 90 seconds for each group of students (three students per group); one class period depending on class size and if full class participation is desired
Materials, Equipment, Special Considerations
A fishbowl with slips of paper identifying the role players’ designated social or business position (e.g., prospective employee, prospective employer, coworker, manager, or specific relative)
Evaluating Outcomes/Grading
Presentation style: delivery, speech, nonverbal communication
Time to perform elevator speech, speech contents, and delivery (e.g., fillers, pauses, etc.)
Accuracy of introductions based on etiquette guidelines
Inclusion of appropriate content for each introduced person
Support Materials
Instructions
Grading rubric
Address correspondence to Barbara D. Davis, The University of Memphis, Fogelman College of Business and Economics, Management Department, Room 328, Memphis, TN 38152, USA; email:
Heightening Self-Awareness via Enlightened Introspection
University of Utah, USA
Genre
Mindfulness, self-regulation, reflective thinking, meditation, in-class exercise, outside-class assignment, experiential learning
The Assignment
Students learn to become the observers of their own thoughts by practicing meditation. They learn to pause and watch their thoughts. Students learn how their thoughts are linked to their feelings, particularly when experiencing strong emotions. The idea of “catch and win” is applied. They learn that by noticing their thoughts about a situation (the “catch”), they can develop greater compassion for themselves. Students learn to assess their thoughts and feelings, so they can choose more positive thoughts, leading to better feelings (the “win”).
Students are instructed to practice mindfulness outside of class, particularly in stressful situations or situations when they are experiencing strong negative or positive emotion. Participants are asked to “catch” themselves thinking, to see if they can observe and explain what they are thinking. In postexercise class discussion, students explore other choices they can use to practice thinking that would lead to better feelings.
Target Learners
Undergraduate or graduate students
Learning Objectives
Students will learn to do the following:
Use basic mindfulness strategies
Become the observer of their thoughts
Be compassionate with themselves and self-soothe in order to be more effective speakers and leaders
Time to Complete the Assignment
The background: 20 to 30 minutes to discuss mindfulness in class
The activity: 10 to 15 minutes at the beginning of class
Materials, Equipment, Special Considerations
No special equipment needed
Instructions to students can be written or oral
Evaluating Outcomes/Grading
Students who participate earn participation points or extra credit for sharing.
Support Materials
Slides
Sample student work product
Address correspondence to Georgi Rausch, Department of Management, David Eccles School of Business, University of Utah, 1655 East Campus Center Drive, Room #1113, Salt Lake City, UT 84112, USA; email:
Overlook Lodge: Application Analysis Case
Cornell University, USA
Genre
Decision-making, persuasive writing, building credibility, audience analysis, interactive case, experiential learning
The Assignment
Purpose
Students explore the decision factors that managers use when making hiring selections. Participants also gain valuable insights into differing decision-making processes and how to write persuasively and credibly for different audiences.
Scenario
The Overlook Lodge, one of the Rocky Mountain’s premier resort destinations, is currently recruiting a summer intern in marketing. You will assume the role of the marketing manager (the memo will come from you, so use your real name). Your boss, Paula Reed, the marketing director, has received several applications for the summer internship. However, she is currently away at a national conference and has asked you to review the résumés, provide feedback on the applicants, and share your top two candidates to interview for the position with reasons why.
She has forwarded you the applicants’ emails with their corresponding materials. You have access to the job description and these emails.
Target Learners
Freshmen, sophomores, and juniors
Learning Objectives
Students will do the following:
Analyze an audience
Make recommendations based on analyzing and synthesizing information
Time to Complete the Assignment
1 week
Materials, Equipment, Special Considerations
Link toOverlook Lodge(http://www.overlooklodge.org)
Evaluating Outcomes/Grading
The student memos are evaluated on the following areas: approach and audience perspective, content and development, organization, writing style, and editing and format.
Support Materials
Instructions to students
Grading rubrics
Address correspondence to Adam Walden, Cornell University, 331 Statler Hall, Ithaca, NY 14853, USA; email:
Summary
An additional set of 13 newMFAs will be published in the fall 2018 edition ofBusiness and Professional Communication Quarterly.
TheseMFAarticles have often inspired readers to participate in an ABCMFAsession. You are cordially invited to submit a proposed topic for theMy Favorite Assignmentsessions at the next ABC annual conference in Miami, Florida, October 24 to 27, 2018.
This year’sFavorite Assignmentswere double-blind peer reviewed by 35 leading communication education scholars. Their deep wisdom and experience are essential to maintaining top-quality business communication teaching and scholarship. Special thanks to my long-time collaborator, Tina M. Ricca, for her always excellent strategic insight and editorial guidance.BPCQ’stalented editorial assistant, Julianne Candio Sekel, contributed keen editing. DePaul University’s Hannah Leibinger provided superb technical formatting.
Footnotes
Author Biography
.