An Implementation Model for a Communication Across the Curriculum Program

Jankovich, Jackie L.; Powell, Karen Sterkel

doi:10.1177/108056999706000202

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Other course integrations were driven by cross-disciplinary collaborations and initiatives. CAC frameworks have fostered oral communication in fields such as business (Jankovich & Powell, 1997), animal science (Orr, 1996), design education (Morton & O'Brien, 2005), engineering (Dannels, 2002), and theatre and education (Friedland, 2004). For example, in a 2002 study about a CAC framework, Dannels found that "Learning to speak like an engineer was not just about negating filler words or nervous gestures, but rather about the complex ways orality was tied to the situated values, norms, and audiences of engineering" (p. 266).…”

Section: First-year Integration Programs and Their Rolementioning

confidence: 99%

Untitled

2020

JTE

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From the Editors Many ThanksThis issue of the Journal of Technology Education (JTE) occurs as the editorship transitions from Chris Merrill to us, Mary Annette Rose and Jim Flowers. We have agreed to serve as coeditors for three years. This issue of JTE contains articles from both editorships.Our heartfelt gratitude is offered to Chris Merrill on behalf of the entire technology and engineering profession and others who have gained from JTE over the past decade. Chris had agreed to serve as editor for five years, though he ended up serving for 10. In truth, he is still serving JTE, both in assisting us during the transition and in facilitating the printing of JTE at Illinois State University.We also offer thanks to the members of the JTE Review Board, and welcome Sharon Brusic as its newest member. These dedicated professionals, and several others who are not members of the review board, carefully review manuscripts, both judging their acceptability and making insightful recommendations that help authors improve their work.Thanks are also due to the authors who have submitted manuscripts to JTE over the years. The quality of this journal hinges on the decisions of good researchers and writers to submit manuscripts to JTE. We would like to remind potential authors that while JTE focuses on research articles, it also publishes book reviews, editorials, guest articles, comprehensive literature reviews, and reactions to previously published articles. ChangesWith the change in editorship, there are a few changes to the management process of JTE.

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Section: First-year Integration Programs and Their Rolementioning

confidence: 99%

Untitled

2020

JTE

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Communication Across the Curriculum and in the Disciplines: A Call for Scholarly Cross-curricular Advocacy

Dannels¹,

Gaffney

2009

Communication Education

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Communication-across-the-curriculum (CXC) programs provide assistance to other disciplines on the teaching and learning of communication*meeting an increasingly important need for students not only to be content specialists, but also coherent communicators. Research emerging from this initiative details programmatic challenges and emphases, but also provides insight into the unique interdisciplinary issues involved with teaching communication in other disciplinary cultures. Through a systematic thematic analysis, this review provides a synopsis of CXC scholarship over the past 25 years*highlighting three distinct eras of CXC scholarship that illustrate differing approaches to negotiating the mission of interdisciplinary change: cross-curricular proactiveness, cross-curricular skepticism, and cross-curricular curiosity. Over this time period researchers in this scholarly discussion have engaged in work that has produced detailed program descriptions and assessment, transferable instructional resources, and increasingly more discipline-specific empirical results and theoretical contributions. To increase CXC's impact, though, future scholarship could respond to pressing challenges by adopting a stance of cross-curricular advocacy that is proactive in ways characteristic of early research but with a more focused commitment to empirical rigor, theoretical sophistication, and reflective scholarly partnerships.

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