Coordinating the Communication Course A Guidebook

Coordinating the Communication Course: A Guidebook is a comprehensive professional resource that offers practical advice for managing all aspects of the coordinator/director role. Written by leading scholars and experienced course coordinators Deanna L. Fassett and John T. Warren, the guide provides best practices on crucial topics such as developing program vision, creating continuity across multiple sections, orchestrating meaningful assessment, hiring and training instructors, advocating for the course, and balancing the coordinator role with other career aspirations. The book is crafted to be useful for any number of communication courses, for coordinators at ail levels of experience, and in a broad range of instructional environments.

DEANNA L. FASSETT is Professor of Communication Pedagogy at San José State University, where she has served as a course coordinator of a variety of introductory and advanced communication studies courses for more than ten years.  She has also served as her department's Graduate Teaching Associate supervisor since 2002.  Her research, published in journals such as Communication Education, Basic Communication Course Annual and Communication and Critical/Cultural Studies, addresses issues of power and privilege, continuity, and care, with respect to instructional communication in general, and foundational courses in the discipline in particular.  She is the author and editor of three books, including Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction and Communication: A Critical/Cultural Introduction. JOHN T. WARREN (1974-2011). Professor of Communication Pedagogy at Southern Illinois University, Carbondale, John served as director of the introductory course at Bowling Green State University and Southern Illinois University, Carbondale. His research, published in journals such as Communication Education, Basic Communication Course Annual, and Communication and Critical/Cultural Studies, often included analysis of foundational communication courses.  Dr. Warren’s research interests lay at the intersections of pedagogy, performance, and difference, examining culture and power through critical, performative lenses.  He was an author/editor of six books, including Performing Purity, Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction, and Communication: A Critical/Cultural Introduction. 

Preface
Part I: Creating Continuity Chapter 1: The Course Coordinator’s Role
Differing Roles and Responsibilities of the Course Coordinator
Course Coordination Configurations
What Constitutes Effective Coordination?
How This Book Can Help You Coordinate More Effectively (Or Better   
Understand What Course Coordination Entails)
References
Recommended Readings Chapter 2: Program Vision
The Foundations of Program Vision
Key Elements of Program Vision
Understanding Program Vision for Introductory Course Success
Understanding Program Vision for Coordinator Success
Learning and Evaluating Program Vision     
Articulating Program Vision
Program Vision as a Source of Program Strength
Dialogue and Vision
References
Recommended Readings Chapter 3: Meaningful Assessment
Understanding Assessment Constructively
An Effort at Meaningful Assessment
Assisting Colleagues with Assessment
Designing Appropriate Assessment
Methods for Assessment
The Power of Assessment
References
Recommended Readings Chapter 4: Creating Continuity through Common Syllabi and Grading Expectations
The Coordinator and the Common Syllabus
Structure vs. Flexibility
Elements of a Common Syllabus
Strategies for Creating Common Grading Expectations
     Sample: Speech Assignment Instructions
     Sample: Speech Outline Grading Checklist
     Sample: Speech Grading Rubric
Sample Common Syllabi
     Sample: Public Speaking Syllabus #1
     Sample: Public Speaking Syllabus #2
     Sample: Human Communication Syllabus #1
     Sample: Human Communication Syllabus #2
Recommended Readings Part II: Professional Development Chapter 5: Hiring, Evaluating, and Dismissing Instructors
Hiring Instructors
Evaluating Instructors
Dismissing Instructors
Conclusion
Recommended Readings
 
Chapter 6: Training and Development Opportunities for Less Experienced Instructors
Training and Development Objectives
New Instructor Orientation
     Sample: GTA Orientation Schedule #1
     Sample: GTA Orientation Schedule #2
Beyond Orientation
A Special Note on Training Adjuncts
Summary
     Sample: Support Course Syllabi #1 and #2
     Sample: Support Course Syllabus #3
References
Recommended Readings Chapter 7: Professional Development Opportunities for (and with) More Experienced Instructors
Drawing on Instructor Experience
Training and Development Objectives
Training and Development Activities
Summary
Recommended Readings Chapter 8: Directing the Course towards Meaningful Teaching and Learning: Aligning Pedagogy and Vision
Implementing Extensive Change
Adding Creatively to an Established and Effective Program
Adapting to Exigencies
Conclusion
Recommended Reading Chapter 9: On Responding to Students’ Needs
Responding to Students’ Needs as an Ethic of Care
Diversity in the Coordinated Course
Diversity: Challenges and Opportunities for the Course Coordinator
Technology in the Coordinated Course
Conclusion
References
Recommended Readings
  
Part III:  Advocacy Chapter 10: Self-Advocacy
Public Perceptions of the Introductory Course
Strategies for Self-Advocacy 
Conclusion
Recommended Readings Chapter 11: Research
Reconceptualizing Research
Sharing Your Work 
Building Connections between Your Interests and Your Assignment
Finding and Making Time for Research
Reference
Recommended Reading Chapter 12: Campus Advocacy
Your Role as Advocate 
Effective Campus Advocacy
Advocating during Difficult Financial Times
Conclusion