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Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory Into Practice
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International Journal for Teaching and Learning in Higher Education
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2017
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Abstract
How does one create a class where the theoretical concepts emerge through classroom practice and
engagement? This is the question that Mariaelena posed to herself when taking over the position of
Director of the Interpersonal Communication course at the University of South Florida. In this essay
we describe how we worked through a new way of teaching—and doing—interpersonal
communication that captures Carey’s (1989) focus on the centrality of process over product. We did
so by way of some important tools of what is alternatively known as critical or process pedagogy
(e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn,
and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and
beneficial because it facilitates an important shift in the power dynamic of the classroom by
disrupting students’ expectations for evaluation and shifting the learner’s orientation from product to
process. We share our portfolio method because we believe it can be adapted to fit the unique
cultures and needs of other humanities and social sciences courses, instructors, and institutions.
Citation
Cunningham, S., Bartesaghi, M., .Bowman, J., & Bender, J. (2017). Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory Into Practice. International Journal of Teaching and Learning in Higher Education, 29(2), 381-388. https://www.isetl.org/ijtlhe/pdf/IJTLHE2587.pdf
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