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Teaching Communication Students How to Consult   Aaron Cannistraci Gonzaga University September 21, 2010
Introduction   Being a teacher, the aspect of consulting and training I find most interesting is teaching the subject.
The Problem Hines & Basso (2008) posit that young professionals have been graduating without the skills to be effective and entering the workforce only to disappoint their superiors.
The Solution The communication professor must work to instill specific skills into their student in order to prepare them for the workforce.
Skills for teachers to emphasize   Be concise  Listen  Consider their audience
Be Concise   All three academics/consultants I interviewed emphasized the importance of conciseness (specifically, using bulleted lists) in business writing (Dave, 2009, pg 2)
Listen Two of the academics/consultants I interviewed gleaned important insights by simply listening to their clients  (Dave, 2009, pg 3)
Consider Their Audience  Communication graduates need to think about how to craft their message to fit their business audience
Case Studies MATRF For-fee academic consultancy service UNT Classroom project model
MATRF  Clemson Universitys Multimedia Authoring, Teaching, and Research Facility (MATRF), which operates as an academic consultancy service that matches students with industry projects on a for-fee basis Gives students the ability to put something other than their degree on their resume. Potentially a chance to develop a relationship with a future employer.
UNTS classroom project model  Brings clients projects into the classroom to be worked on throughout the semester  Offers a realistic workplace experience  Safer environment because all of the problem solving takes place in the classroom
Service Learning  Both [business communication] teaching and research may gain from a greater engagement with business academics/consultants (Dave, 2009, pg 4).
Consulting as Teaching The consultant is not only researcher and communicator, but also, and perhaps more important, teacher (Dallimore, 2002, pg 8)
References Cooke, L., & Williams, S. (2004). TWO APPROACHES TO USING CLIENT  PROJECTS  IN THE COLLEGE CLASSROOM.  Business Communication Quarterly ,  67 (2), 139- 152. Curtis, D., & Cox, E. (1989). MARKETING THE COMMUNICATION TRAINING  COURSE ON AND OFF CAMPUS.  Association for Communication Administration  Bulletin , (69), 39-55. Dallimore, E., & Souza, T. (2002). Consulting Course Design: Theoretical Frameworks and  Pedagogical Strategies.  Business Communication Quarterly ,  65 (4), 86-113. Dave, A. (2009). CONSULTING BY BUSINESS COLLEGE ACADEMICS: LESSONS  FOR BUSINESS COMMUNICATION COURSES.  Business Communication  Quarterly ,  72 (3), 329-333. Hines, R., & Basso, J. (2008). Do Communication Students Have the "Write Stuff"?:  Practitioners Evaluate Writing Skills of Entry-Level Workers.  Journal of Promotion  Management ,  14 (3/4), 293-307. Lattimore, D., Baskin, O., Heiman, S. T., & Toth, E. L. (2007).  Public relations: The  profession and the practice . New York: McGraw-Hill. McEachern, R.W. (2001). Problems in service learning and technical/professional writing:  Incorporating the perspective on nonprofit management.  Technical Communication   Quarterly, 10 (2), 211-225.
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Power point 2

  • 1. Teaching Communication Students How to Consult Aaron Cannistraci Gonzaga University September 21, 2010
  • 2. Introduction Being a teacher, the aspect of consulting and training I find most interesting is teaching the subject.
  • 3. The Problem Hines & Basso (2008) posit that young professionals have been graduating without the skills to be effective and entering the workforce only to disappoint their superiors.
  • 4. The Solution The communication professor must work to instill specific skills into their student in order to prepare them for the workforce.
  • 5. Skills for teachers to emphasize Be concise Listen Consider their audience
  • 6. Be Concise All three academics/consultants I interviewed emphasized the importance of conciseness (specifically, using bulleted lists) in business writing (Dave, 2009, pg 2)
  • 7. Listen Two of the academics/consultants I interviewed gleaned important insights by simply listening to their clients (Dave, 2009, pg 3)
  • 8. Consider Their Audience Communication graduates need to think about how to craft their message to fit their business audience
  • 9. Case Studies MATRF For-fee academic consultancy service UNT Classroom project model
  • 10. MATRF Clemson Universitys Multimedia Authoring, Teaching, and Research Facility (MATRF), which operates as an academic consultancy service that matches students with industry projects on a for-fee basis Gives students the ability to put something other than their degree on their resume. Potentially a chance to develop a relationship with a future employer.
  • 11. UNTS classroom project model Brings clients projects into the classroom to be worked on throughout the semester Offers a realistic workplace experience Safer environment because all of the problem solving takes place in the classroom
  • 12. Service Learning Both [business communication] teaching and research may gain from a greater engagement with business academics/consultants (Dave, 2009, pg 4).
  • 13. Consulting as Teaching The consultant is not only researcher and communicator, but also, and perhaps more important, teacher (Dallimore, 2002, pg 8)
  • 14. References Cooke, L., & Williams, S. (2004). TWO APPROACHES TO USING CLIENT PROJECTS IN THE COLLEGE CLASSROOM. Business Communication Quarterly , 67 (2), 139- 152. Curtis, D., & Cox, E. (1989). MARKETING THE COMMUNICATION TRAINING COURSE ON AND OFF CAMPUS. Association for Communication Administration Bulletin , (69), 39-55. Dallimore, E., & Souza, T. (2002). Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies. Business Communication Quarterly , 65 (4), 86-113. Dave, A. (2009). CONSULTING BY BUSINESS COLLEGE ACADEMICS: LESSONS FOR BUSINESS COMMUNICATION COURSES. Business Communication Quarterly , 72 (3), 329-333. Hines, R., & Basso, J. (2008). Do Communication Students Have the "Write Stuff"?: Practitioners Evaluate Writing Skills of Entry-Level Workers. Journal of Promotion Management , 14 (3/4), 293-307. Lattimore, D., Baskin, O., Heiman, S. T., & Toth, E. L. (2007). Public relations: The profession and the practice . New York: McGraw-Hill. McEachern, R.W. (2001). Problems in service learning and technical/professional writing: Incorporating the perspective on nonprofit management. Technical Communication Quarterly, 10 (2), 211-225.