Monthly Archives: February 2016

Cultivating Internship Partners

Next weekend I’m heading to San Diego for Western States Communication Association’s annual conference. I’m looking forward to going and participating on a panel with several colleagues from other colleges to discuss internship programs.

At Pacific, I’ve assumed the role of internship coordinator for the Department of Communication. In this capacity, I’m working with both students and organizations alike to identify opportunities for students to apply what they’ve been learning in the classroom in a professional environment. I believe in the value of internships because of the opportunity they provide students to gain hands-on experience in a context that interests them. As much as I connect my course material to the “real-world” environment, there really is no substitute for first-hand experience.

Recently, we’ve had students intern with the San Joaquin District Attorney’s office (SJDA), the American Cancer Society (ACS), public relations firms, on-campus units, and more. We’ve been fortunate to have some wonderful organizational partners like these who are so supportive of our students. As we move forward, I’m particularly interested in identifying organizations — like the SJDA and ACS —  with whom we can develop long-term relationships where our students can contribute to the success of the organization and, in exchange, students gain valuable experience.

And this is the focus of my presentation at Western next week: how to develop collaborative partnerships to support students’ experiential learning. It’s an initiative I’m committed to and, as a department, we’ve made significant progress toward this end. I’m looking forward to sharing our experience at the conference and, with you, when I return.

Meanwhile, we had some great weather this past week:


A spring-time interlude.


Team-based learning – my new soap box

Last week I co-presented a “lunch and learn” seminar at our on-campus Center for Teaching and Learning on the topic of team-based learning. A small group of us had a good conversation about how this teaching method can be used to facilitate active learning in our courses. While I’m fairly new to this teaching method, I have become such an evangelist for it by taking every opportunity I can to speak about how I’ve applied it in my courses.

What I like most about this teaching method is how it energizes the classroom environment and shifts the dynamic away from students passively receiving knowledge to the application of such knowledge. There is a ton of information on the web about team-based learning (tbl) so I won’t describe it in too much detail here, except to say that this approach emphasizes student prep work at home, with class time shifting to first testing students’ comprehension of key concepts through “readiness assessment tests” followed by the bulk of class time focusing on application of concepts and ideas through, what is essentially, team-based problem solving.

This method works really well by requiring students to complete the assigned prep work at home and then reinforcing that acquired knowledge in the classroom through application. So, classroom time moves away from the instructor-led lecture to more of a “bottom-up” approach with students participating in discussion with me and their classmates about the decisions they made in solving the assigned problems.

For my part, I also really like the more spontaneous, “mini” lectures that arise from this class structure. Rather than preparing lengthy lecture notes, I use the learning objectives as a guide for what students should get out of the assigned material, and the assessment test and the application activities help inform me of the gaps in student learning. I can then address these gaps immediately and more “organicly” — i.e. in a more “off-the-cuff” explanation/lecture and discussion.

Team-based learning is really an innovative way for students to learn and I’m looking forward to deepening my knowledge of this method both through continued application of it, as well as  through future research studies in which I would like to examine more carefully the variables that may support, or hinder, its success application.

New Year’s resolution #1: post more!

I’m not a big fan of New Year’s resolutions, but I am going to make at least one this year (better late than never!), which is to write at least one blog post per week.

In class we discuss how challenging it is for many organizations to keep “feeding” their social media platforms. It is difficult to allocate the resources to keep our social media platforms alive and humming. And, alas, I’ve fallen into the same conundrum of feeling like I do not have enough time to upkeep my own blog. However, there is so much going on and so much that I’d like to share with everyone interested in similar topics, that I’m going to make a much better effort this year to post more regularly. My goal will be one post a week. One suggestion I have (which I’m going to follow myself) is to allocate a specific amount of time, perhaps 20 minutes a week, to work on my blog. This way, I can avoid loosing track of time and spending way too much of it on social media rather than other priorities.

On another note, this week I am co-presenting a lunchtime seminar at Pacific’s Center for Teaching and Learning (located in the library) on the team-based learning instructional method. I have become such an evangelist for this method because I love how it energizes the classroom environment and encourages student participation, discussion, and knowledge application.

This semester I’ve already been applying some of the principles in two of my classes: Pacific Seminar 2 where it’s a wonderful structure to engage students in discussions about ethical decision-making; and COMM 25, our introductory communication course. I look forward to refining my application of this method throughout the semester.

Ready, set, go! See you next week.