Jean Bush-Bacelis
Please direct any presentation schedule questions to conference co-chair Jean Bush-Bacelis.
Managing your Performance: Acting Strategies for Leadership.
Nelson Lopez, Bellarmine University
Anamari Irizarry & Camille Villafañe, University of Puerto Rico
Wednesday, October 18, 8:30 - 11:30 AM
Back in the 1920’s, performing art strategies helped King George the VI of England overcome his stage fright and his stuttering problems. Thus, in this workshop you will engage in an interdisciplinary experience where we will use interactive theatre games exercises inspired by Berry, Barnett, Spolin, and others. We will employ demonstrations, simulations, and discussions designed to share tools that will make your true voice and persona come alive. The purpose of this workshop is to raise awareness of the body language, sensibility, empathy, to develop communication, reflection and analytical skills (textual, verbal and non-verbal), and resolve conflicts and encourage innovation.
We encourage attendees to have comfortable clothing, due to the performing art strategies and improvisation techniques that will be used during the workshop.
Flipping and Expanding the Business Communication Classroom
Jeanette L. Drake, Ph.D., APR, Fellow PRSA, Lecturer of Managerial Communications & Supplemental Instruction Supervisor, College of Business, University of Michigan-Dearborn
Jeffrey P. Drake, Ph.D., Senior Instructional Designer, Office of Extended Learning, University of Michigan-Flint
Wednesday, October 18, 12:00 - 2:55 PM
This hands-on, interactive workshop focuses on flipping and expanding the business communication classroom—bringing active learning to the classroom and building interactive lectures online.
After engaging in the workshop, attendees will:
- Understand the pedagogy behind the flipped classroom, pros and cons, and how flipping can be effective in business communication.
- Know three techniques/technologies to make online lectures interactive.
- Take away two turnkey activities that employ active learning methods.
- Identify teaching strategies to complement a flipped classroom.
- Self assess to ensure a flipped classroom incorporates four essential pillars.
The flipped classroom model reverses the typical lecture and homework elements of a course. Before coming to class, students are responsible for reading the text, viewing the lecture online, and, if applicable, conducting a formative self-assessment. The flipped pedagogy allows educators to maximize classroom time together via a variety of active learning methods. In this way, students have the opportunity to discuss and apply business communication concepts before being asked to demonstrate mastery.
Upon first encounter, both professors and students may be reluctant to deviate from the traditional lecture approach, which requires little active student participation. However, this paradigm shift can have a profound impact on learning and learner experience. Further, evolving technologies continue to expand the possibilities for student-centered learning both in the classroom and online.
Consulting 101
Cristine Uber Grosse, Thunderbird at Arizona State University
Wednesday, October 18, 12:00 - 2:55 PM
This workshop is designed for business communication professionals who would like to learn how to start their own consulting business. It guides participants through the steps of creating a start-up, from conceptualization and planning to delivery of services. Using examples from her own experience, the workshop leader shares how she built a consulting business after retiring from an academic career in business communication.
Cross-Cultural Business Cases: A Methodology to Enhance Real World Analysis
Orlando Kelm, University of Texas, Austin
David Victor, Eastern Michigan University
Wednesday, October 18, 3:05 - 5:30 PM
This workshop provides participants with a practical approach to combine traditional business case methodology with the added element of dealing with cross-cultural dilemmas. We do so by presenting micro case study vignettes that exemplify cross-cultural issues and then combine these vignettes with additional observations and recommendations from experienced executives from different cultural backgrounds who have also read the case studies. The object of the workshop is to introduce the methodology and to give participants an opportunity to work through sample business cases.
Language in Business, Language at Work: A Language-Based Approach to Teaching Business Communication
Veronika Koller, Lancaster University
Co-author Erika Darics, Aston University
3:05 - 5:30 PM
In this workshop, participants will be introduced to an approach to teaching business communication that centres on the understanding of how language works. Many training events enable teachers to help students and practitioners read the clock. This workshop shows how they can help them understand the clockwork!
Competency-Based Business Communication: Grading, Coaching, and Assessment with Rubrics
Kristen Lucas & Jenna Haugen, University of Louisville
Jacob Rawlins, Brigham Young University.
Wednesday, October 18, 3:05 - 5:30 PM
For the past several years, faculty at the University of Louisville have been developing and refining a competency-based approach to the business communication curriculum (see Lucas & Rawlins, 2015). At the heart of this approach, classroom instruction, assignments, and evaluation center on a goals-oriented and receiver-centric understanding of communication in which students are taught strategies for meeting five core competencies of business communication: professional, clear, concise, evidence-driven, and persuasive.
In this workshop, we will work with the competency-based rubrics. Participants learn how to use the rubrics for several purposes. They will use the rubrics to grade sample student work. They will practice coaching “students” through developing ideas, writing drafts, and revising documents. And they will compile and analyze assessment data in order to identify important insights, report data to key decision-makers, and inform curricular revisions.
