Serendipity? Coincidence? A link into the divine? Whatever the case, I’ll take it.
In my last post I began talking about my Group Communication class. I included some of the dilemmas all teachers face when dealing with group work and engaging students in both theory and practice. Well, then a friend and mentor of mine – Bud Goodall – posted something on Facebook.
“Research strongly suggests that people are more creative when they enjoy privacy and freedom from interruption.”
I agree with some of the assessment – that group work for group work’s sake is a pointless exercise. Anyone who has been sitting in a meeting to ‘brainstorm’ some totally nonsensical idea knows what I mean. (Especially if the boss isn’t going to take those ideas seriously anyway – but that’s another story of faux participation and paradoxes in organizations.)
However, the point of my Group Communication class is to bring communication theory to life and allow students to learn experientially. The author of the Times’ piece writes:
"But it’s one thing to associate with a group in which each member works autonomously on his piece of the puzzle."
And this is my thought process when I teach group communication. Sure students work in groups, but each person must come to the group with something of value to put on the table. Nor are the class group projects 'useless,' but vary in degrees of length, from the short to the large, and in complexity. Which brings me to what this post was supposed to be about: The assignments from my Group Communication class.
The first is an individual project: Strengthsfinder Paper: A one page paper that explains your strength based on the Strengthsfinder assessment, including a self-reflection on where you have seen this particular strength active in your own life.
Rationale: Most students haven’t spent a lot of time with Socrates’ dictum “Know thyself.” What can they bring to the table? What do they need to know about themselves and the way they relate to other people? This is an exploration of their talent. It’s what they bring to the table.
“Quad-Group” Discussion (QGD): Each initial smaller group of approximately 4 people (hence the term “Quad”) will lead a discussion (for about 30 minutes) on some section of the Rothwell text, between Chapters 4 through 5 to be negotiated in class with other groups and me. Please note that this is NOT a presentation, but a discussion. It consists of four parts:
One week prior to your presentation you must find and send a related academic article to everyone in the class.
Lead a discussion for 25 minutes on your topic.A one-page handout for your classmates.
An activity to go along with your discussion.
Rationale: A short project to start. Something within the safe confine of the classroom experience. Think of this as the ‘getting to know each other’ part of this group experience. This is not a presentation (no PowerPoints) but a discussion of the topic they have negotiated with the other groups and myself.
"The Edge” Assignment: Each “Quad Group” will set up a time with ETSU’s “The Edge” radio station and lend their voices for a drop, a legal, a promo, a sting, or an ad.
Rationale: Stepping out into the world, even if it still the ETSU world. The groups have to make the contacts, set up the appointments with the General Manager, and then go into the studio and create what the GM determines needs to be made. This gives them practical experience in those areas, as well as lending their voices to the Broadcast Division of the Communication Department.
Dinner and the FSNP Paper: Two “Quad-Groups” will combine to become a “Double-Quad.” This larger group will have to plan a meal from scratch, eat that meal together, and produce one co-written paper. I will be looking for evidence of your group's development and its accomplishments, and of the various contributions to the dinner and the writing process. This five-page co-constructed paper is your group response to how your “Double-Quad” worked together, concentrating on the forming, storming, norming, and performing (FSNP) aspects of group development. You will present to the class you dinner menu, and a brief discussion of the group project.
Rationale: Leaders and other roles are generally in place within the “Quads” by the time this project rolls around. This stirs things up. Power struggles often raise their heads as groups come together. Negotiating is more difficult and the number of persons in the group makes every thing more chaotic and complex. HOWEVER, the actual project of making dinner together provides students with a pretty relaxing, fun, enjoyable atmosphere – plus they get to eat well.
The “Double-Quad” Volunteer Project & Paper: Each “Double-Quad” will volunteer with a nonprofit organization in the greater Johnson City area to complete a project of some significance both to the agency you're working for and to yourselves and your group. Group members must work together on location for at least 7 hours during the semester--some might involve much more than this, depending on how much off-site preparation is required. The objective here is, as best you can, to do something for an organization that involves your group as a group and that utilizes your group's unique abilities. Documentation is essential. The grade for this project consists of two components on which you will be graded: A professional presentation to the organization for which you volunteered, which I also attend. A co-constructed paper of 12 pages (not including references) on how the team worked while doing your volunteer project, what theoretical concepts you found informative as you worked through the process of becoming a group, the accomplishment of the necessary tasks, as well as the struggles and dilemmas you encountered.
Rationale: The big Kahuna!: serving the Johnson City community. Getting students involved with individuals they don’t necessarily run into in their daily lives. For example when I did this at USF, one group worked at the Moffett Cancer Center. At Mizzou one group worked with a home for abused children. Another for a literacy program. Another for the local animal shelter. Another for undernourished kids. A LOT of planning and collaborating and negotiating goes into, not only the project, but the co-written paper. Students found these projects not only useful, but self-fulfilling.
So that’s it. Taking theory and making it practical. Going from small groups and small projects to larger groups and larger projects. While Organizational communication is my passion, this is –by far – my favorite class to teach.
