The Scholarship of Teaching and Learning in Communication Studies, and Communication Scholarship in the Process of Teaching and Learning
Publication Date
1-1-2023
Document Type
Contribution to a Book
Publication Title
Disciplinary Styles in the Scholarship of Teaching and Learning
DOI
10.4324/9781003444268-6
First Page
107
Last Page
123
Abstract
In advancing teaching scholarship in the communication discipline, the authors find some parts of Huber’s analysis directly applicable and some less translatable to our field. The author’s study and discourse about instructional communication suggests another advantage for communication studies in advancing the scholarship of teaching and learning. They may consider context and/or culture as an antecedent of the communicative act that predisposes how communication occurs in the classroom, or they may focus on it as a product or outcome of classroom interaction: What happens in the classroom through communication changes and shapes perceptions of context and culture. The nature of our research on communication practice provides a clear connection between this discipline’s primary area of study and the scholarship of teaching and learning. In such roles, they have developed language and skills that can be vital when engaging in the scholarship of teaching and learning.
Department
Communication Studies
Recommended Citation
Sherwyn P. Morreale, James L. Applegate, Donald H. Wulff, and Jo Sprague. "The Scholarship of Teaching and Learning in Communication Studies, and Communication Scholarship in the Process of Teaching and Learning" Disciplinary Styles in the Scholarship of Teaching and Learning (2023): 107-123. https://doi.org/10.4324/9781003444268-6
