Abstract
Artificial intelligence assignments lead this article’s 11 teaching innovations selected from the My Favorite Assignments presented at the 2023 Association for Business Communication’s Annual International Conference held in Denver, Colorado. USA. Pedagogy presented here also includes ideas to enhance student engagement and techniques to transform learning via gamification.
The 11 peer-reviewed Favorite Assignments featured in this article were selected from 68 My Favorite Assignments (MFA) presented at the Association for Business Communication’s (ABC’s) 88th International Conference held in the Mile-High City: Denver, Colorado, USA.
At this year’s conference—like the Rocky Mountains that tower over Denver—artificial intelligence seemed to be everywhere you went: workshops, sessions, coffee breaks, and the member’s reception. “And, so it goes,” as Vonnegut taught us— artificial intelligence (AI) appears prominantly in this BPCQ article too. Readers can explore four Favorite Assignments that map methods to help students navigate AI’s icy slopes and the possible crevasses found in AI. Also, readers will see creative methods to transform students’ learning into an exhilarating downhill run via gamification and other student engagement techniques.
This year, five My Favorite Assignment (MFA) conference sessions were held both virtually (two sessions) and in clear mountain air at Denver’s Grand Hyatt Hotel (three sessions). Experienced ABC conference attendees know that MFA is more than a multitude of fun, fast-paced presentations punctuated with abundant Thunderous Applause. It is also a rapid teaching innovation distribution system. Here’s how it works: First, conference attendees hear the newest business communication teaching ideas. Next, they read a useful description of the assignments’ important features in current issues of Business and Professional Communication Quarterly. Then, when the reader finds an assignment that interests them they can explore it in depth by going to the ABC website and downloading an abundant catalog of materials designed to execute the assignment of interest from https://www.businesscommunication.org/page/assignments.
Classroom-ready teaching tools provided by this article’s contributors are waiting on ABC’s site, including instructions to students, stimulus and exercise materials, slides, grading rubrics, frequently asked questions (FAQs), and sample student work products. Materials are also available on DePaul University’s Center for Sales Leadership page: https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment.
Artificial Intelligence Critical Assessment
Creating a Corporate Artificial Intelligence Policy
Central Connecticut State University USA
Genre
Written communication, analysis, critical thinking, audience analysis, organizational policy, technology adoption, teamwork
The Assignment
Students enter the world of sports broadcasting to analyze the impact of artificial intelligence (AI) upon the message creation and distribution of sports news.
First, working in teams, learners take on the role of a sports network management team. The group is tasked with assessing the impact of AI on their organization’s content creation. Next, with an eye to preserving the network’s authentic brand voice, they assess audience/message relationships.
For example, learners are encouraged to consider how these factors can cause AI to both enhance and possibly degrade the corporate operation's:
Credibility
Authenticity
Plagiarism
Efficiency
Originality
Professionalism
Then, students create recommended guidelines to senior management. Finally, the team crafts a written document. For shorter one-class assignments, emails are submitted. Longer, multiclass projects can allow a brief or a report format.
Target Learners
Sophomores and Juniors
Learning Objectives
Students will do the following:
Apply professional writing skills including appropriate tone and word choice.
Analyze the corporate audience’s AI specific knowledge, attitudes, and behaviors to better explain key concepts and clearly communicate policy.
Evaluate effective organizational structure for information decimation.
Align AI policy recommendations toward overall company goals.
Create an email that emphasizes interpersonal and professional respect.
Time to Complete the Assignment
Varies from one-class session (email) to multiweek project (brief or report)
Materials, Equipment, Special Considerations
Assignment’s time allotted can determine the assignment’s mode: a quick in class email, a multiweek brief, or a report.
Computer with word processing software
Evaluating Outcomes
A grading rubric is provided (See Support Materials, below)
Support Materials
Instructions to students
Grading rubric
Sample student work product
Links to online material
Artificial Intelligence: An Iterative Writing Tool
AI as a Peer Reviewer
Cornell University USA
Genre
Artificial intelligence, iterative writing, analysis, critical thinking, reflection, peer evaluation, organizational communication
The Assignment
Students bring ChatGPT into their writing process as a coaching partner. After crafting a document draft, students send their work to ChatGPT and two other students for review. Students gain rich insights into their work and discover the human vs. machine feedback experience.
First, students create a draft paper. For example, our class creates a problem-solution reading deck report outline (See Materials, Equipment, Special Considerations, below). Next, learners send their draft outline to ChatGPT for coaching feedback. Then, learners submit the draft assignment to the course management system for peer review by two classmates. Also, students review two other students’ work. As an added feature they compare feedback they receive on their work from a student in their class with that received from an anonymous student in another class. Then, in two reflection papers students compare the AI coaching and the human feedback they’ve received. Participants are encouraged to also reflect on their experience with the AI platform.
Students experience an iterative process as they take multiple steps receiving feedback and reflecting on their work. They are encouraged to compare their peer’s feedback with the coaching by ChatGPT. Thus, the level of students’ critical thinking is elevated.
For instructors who are just starting to experiment with AI in their classes, part of the assignment may be used as an in-class activity. For instructors more comfortable with AI, all phases may be used—and paired with multiple writing or speaking assignments throughout the semester.
Learning Results
For 71 students in three sections of a persuasive communication course, most expressed surprise at how skilled ChatGPT was in giving feedback. Learners believed that the feedback process was more effective than previous peer feedback in class. Most students planned to use ChatGPT again for feedback about written outlines.
Target Learners
Undergraduates
Learning Objectives
Students will do the following:
Compare and contrast human and AI feedback.
Identify ways to improve writing.
Identify ways to improve feedback given to others’ writing.
Identify benefits and potential pitfalls of relying on ChatGPT for feedback.
Time to Complete the Assignment
2 to 3 days outside class time
20-minutes in class
Materials, Equipment, Special Considerations
Problem-solution reading deck report outline is an investor-focused document typically containing (Please see Support Materials, below):
Executive summary
Business model
Management team
Execution plan
Financials
Other information as required
Instructor planning required for timing and logistics
Any existing written assignment or presentation outline can be used with this assignment.
Although improving quality of writing and of peer feedback are objectives, the instructor found these difficult to measure because of other factors during the semester.
Evaluating Outcomes
Outcomes are measured by the two reflection assignments: (1) reflecting on experience with AI (ChatGPT), and (2) on peer feedback. Students find this peer review process helpful. They report that the feedback their classmates give on organizing content and developing a logical argument is especially helpful. Adding a graded component to the reflections will elevate the writing quality learning outcome.
Support Materials
Instructions to students
Problem-solution reading deck report outline instructions
ABC presentation slides
Peer feedback form
What AI Can and Cannot Do for Your Writing Assignments: In-Class Exercise
University of Cincinnati Blue Ash College, USA
Genre
Artificial intelligence, analysis, critical thinking, iterative writing, essay
The Assignment
This dynamic in-class exercise allows students to work interactively with Artificial Intelligence (AI) (ChatGPT) while creating a written assignment. Along the way learners discover what this burgeoning technology can and cannot do serving as their writing partner. A special emphasis is placed upon detecting the source of possible plagiarism issues.
First, students type an exam essay question they have recently received into ChatGPT. The questions may come from any class. Next, learners instruct ChatGPT to produce a three-paragraph answer to the essay question. Then, applying iterative learning, they feed continually refined questions to the machine to see if they can improve the response. Next, students bring newly gained AI skills to a new writing assignment. Their goal is focused upon using ChatGPT to produce an introduction and a conclusion.
Discussion after each step is critical to this assignment as students learn to recognize the attributes and pitfalls of AI-created writing products. Finally, students prepare a (minimum) two-paragraph reflection on AI’s strengths and limitations as a writing partner. Evaluation of the exercise is encouraged but open to instructor’s discretion.
Target Learners
This assignment can be tailored to any level of learner.
Learning Objectives
Students will do the following:
Explore AI.
Apply AI to writing tasks.
Build decision-making skills.
Communicate effectively both orally and in writing.
Assess artificial intelligence’s effectiveness in supporting professional writing.
Discover artificial intelligence application techniques.
Time to Complete the Assignment
40-60 minutes
Materials, Equipment, Special Considerations
Internet access
Computer access
Support Materials
Instructions to students
Integrating AI Into Resumes and Cover Letters
St. Cloud State University USA
Genre
Artificial intelligence (AI), analysis, critical thinking, resumes, cover letters, written communication, iteration
The Assignment
Students gain experience using artificial intelligence (AI) as they prepare job application documents. Instructors seamlessly integrate AI into a writing assignment between the draft stage and the final product. Students learn to control AI as they analyze keywords, formatting, and industry-specific trends. They also use AI to optimize their job packets by creating genre models that reflect the current job market’s demands.
Specifically, this assignment integrates five distinct AI activities into a resume and cover letter packet assignment, augmenting traditional instructions. Detailed directions, including sample AI prompts, are provided for the following activities (See Support Materials, below):
Resume builder exercise
Applicant tracking system scan
AI comparison activity
AI letter critique
AI personal summary generator
Upon completion of the assignment, students reflect on the learning experience. Students augment traditional resume or cover letter packet instructions adding iterative techniques to draft and refine content. As a result, learners can better match their experience and qualifications to diverse jobs and industries.
The integration of AI activities in resume and cover letter creation fosters students’ sense of independence and empowers learners to showcase their unique strengths. Students use AI to better align with professional standards. They become better equipped for career success. Ethical use of AI tools is also taught.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Use AI-powered tools to effectively refine resumes and cover letters.
Apply industry-specific conventions and rhetorical strategies.
Tailor documents for diverse job applications.
Critically assess and communicate the value and limitations of AI-generated feedback in optimizing resumes and cover letters.
Distinguish between AI’s helpful suggestions and AI output that requires human judgment and intervention.
Demonstrate adaptability and judgment in using AI-powered tools.
Reflect on the learning experience.
Time to Complete the Assignment
2 to 3 weeks
Materials, Equipment, Special Considerations
Internet-connected computer, laptop, tablet
Can easily be integrated into both online and in-person courses.
Access to artificial intelligence (AI) software, such as ChatGPT (free version), Jobscan (free version), or other AI software contracted by the university/college
Microsoft Word or other word processing software
Evaluating Outcomes
Thoroughness of thought and quality of the reflection
Instructions are provided (See Support Materials, below).
Final resume and cover letter grading rubric are provided (See Support Materials, below)
Support Materials
Instructions to students
Slides
Grading rubric
Links to online material
Research Limitations Using ChatGPT
Stephen F. Austin State University, USA
Genre
Brief report-writing assignment, secondary research, artificial intelligence, persuasion, reference, citation formatting, analysis, critical thinking, persuasion, class discussion
The Assignment
Students explore the burgeoning world of gig work (also called contract-based work, user demand-driven services, or temp work) using Artificial Intelligence (AI). Learners:
Perform secondary research.
Form an evidence-based persuasive argument.
Format reference lists.
Create APA citations.
Evaluate AI as a writing/research tool.
The assignment has three distinct parts: (1) research, (2) in-class workshop, and (3) class discussion.
Preresearch
Students are encouraged to investigate the world of alterative work the week before the in-class draft workshop. Learners perform secondary research, format reference lists, and employ APA-style citations.
In-class workshop
During this 75-minute session, students are assigned a 400-word essay that:
Summarizes the advantages and disadvantages of alternative work types
Effectively argues why alternative work either should or shouldn’t have a prominent place in their future careers
Makes an evidenced-based prediction of the role gig work will play in their careers 3-5 years after graduation
Students must cite three external sources. Students use a specific AI tool when preparing their paper. The paper is drafted, proofread, and submitted via both print and electronic copies at the end of the 75-minute writing workshop.
Class discussion session
Each student receives extensive feedback on their papers. Coaching focuses on:
Accuracy and persuasiveness
The accuracy of ChatGPT’s research summary
Whether or not the AI tool satisfied a key assignment requirement
The student’s personal stance on the research issue: The role alternative work may play in their expected careers.
Note
A typical AI summary is unlikely to take such a position.
Target Learners
First- or second-year introduction to BCom students.
Learning Objectives
Students will do the following:
Practice essential research, report-writing, and in-text citation skills.
Understand the nature of nonstandard work parameters.
Reflect upon gig work’s possible role in their expected careers.
Apply AI tools to research, draft, and proofread written text.
Assess AI as an effective writing tool.
Analyze AI’s drawbacks (including research errors, “made up” sources, bland prose, failure to take a stance, etc.).
Assess both summarization and persuasive argumentation.
Time to Complete the Assignment
Time spent on the assignment comes via four stages:
One week to review and/or research the paper topic
50-minute in-class secondary research overview
75-minute in-class writing session
75-minute discussion class session held a week after the in-class writing workshop
Materials, Equipment, Special Considerations
Some universities may have a general institutional “academic dishonesty” ban against using AI tools.
Computer lab for secondary research overview
AI validation tools (i.e., include GPTZero, Copyleaks, Sapling, and Winston AI)
Evaluating Outcomes
A grading rubric is provided (See Support Materials, below)
Support Materials
Instructions to students
Stimulus and exercise materials
Grading rubric
FAQs
Instructor’s notes
Links to online material
Gamification
I Bet I’m Right: A Professional Tone “Gambling” Game
University of Illinois, Urbana-Champaign, USA
Genre
Tone in professional communication, teamwork, written communication, gamification
The Assignment
I Bet I’m Right is a fast-moving in-class game that teaches students to craft professional messages with a tone acceptable in different contexts.
First, students review materials on professional tone in business writing. They are cautioned that while they will have access to these materials in class, that time will be short. Thus, pre-class review of the materials is required.
Next, the students play the I Bet I’m Right game. They take turns betting game tokens on the correctness of their answers to questions posed by the professor. The game’s questions are designed to illuminate the principles of writing with good professional tone in different contexts. Confident students bet high; less confident learners bet lesser amounts. I Bet I’m Right is an open-book game. Players can consult homework (or any other) materials for help. Time limits are set for betting. So, contestants become engaged and excited especially as the clock begins to run out.
Target Learners
Undergraduates, Graduates, ESL
Learning Objectives
Students will do the following:
Enjoy an energetic, fun learning activity.
Evaluate the use of tone in sample statements for a given professional writing context.
Revise sample statements for given professional writing contexts so that they reflect acceptable professional tone.
Time to Complete the Assignment
50-minutes
Materials, Equipment, Special Considerations
PowerPoint
Betting sheets
“Munny” game tokens
Evaluating Outcomes
Assignment instructions are provided that give the instructor details on how to evaluate students’ performance as the game is played (See Support Materials, below).
Support Materials
Stimulus and exercise materials
Slides
Lesson plan
Assignment Instructions
Gram-O-lympics: Teaching Grammar with Competition
University of North Carolina at Chapel Hill, USA
Genre
Message strategy, grammar, gamification, peer coaching
The Assignment
Gram-O-lympics is an exciting in-class activity. Here’s how it works: Students assess their grammar skills in a round robin of team competition. At each of 10 stations, student partners encounter written messages containing grammatical flaws. The teams work to identify the grammar mistakes, define parts of speech, seek out weak “to be” verbs, and suggest edits for proper formatting.
Students quickly move from station to station with excited anticipation. Their heads are down in concentration as the partners determine the proper edits to make. Students can practice their own skills and learn from their peers as well.
First, students prepare by reading a chapter on grammar rules and receiving a brief lecture about common grammar mistakes. This lecture includes
Rules for independent and dependent clauses
Use of FANBOYS (for, nor, but, or, yet, and so)
Subject/verb agreement
Emphasis strategies, including parentheses, commas, and hyphens
Next, students rotate to stations placed throughout the classroom. At each station, students are presented with printed instructions to varying activities. (Stimulus and exercise materials are provided. See Support Materials, below) After they complete the exercise, students evaluate their confidence in their grammar usage and are encouraged to review the grammatical rules in which they felt less confident.
Following the activity, the professor collects the answer sheets and totals each student's points. The winners are announced with great fanfare the following class.
This gamification of grammar engages students in their own learning beyond a traditional lecture. This activity allows students to build their own grammar skills, while working with classmates, in a nonthreatening, fun, game activity. Students are encouraged to review the grammar rules wherein they discovered weakness.
Target Learners
Undergraduate students
Learning Objectives
Students will do the following:
Learn and practice grammar rules.
Understand areas of weakness in grammar skills.
Refine editing capabilities.
Time to Complete the Assignment
30-45-minutes
Materials, Equipment, Special Considerations
Ten grammar stations for students to practice their skills (See Stimulus and exercise materials, below)
Answer sheets for more efficient evaluation (See Stimulus and exercise materials, below)
Time allotted can be controlled by varying the length of each round. Students typically have 2-3 minutes to complete each activity. Instructors will also want to factor time given to moving between stations.
Evaluating Outcomes
Grades can be assigned based on points earned.
A first, second, and third place may be awarded (and make quite the celebration of it). For example, I award first-place finishers with a 3-day extension on an assignment, second place with a 2-day extension, and third place with a 1-day extension.
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Links to online material
Audience, Improv, and Persuasion: Teaching Audience Analysis With Gamification
North Carolina Central University, USA
Genre
Discovery questioning, persuasion, customer analysis, audience analysis, message packaging, creative thinking, role-play, teamwork
The Assignment
In this fun small-group assignment, the instructor plays the role of a customer with a problem. Student groups become companies that develop a solution and sell it to the customer in an interactive pitch.
First, students engage in prereading and in-class instruction on the importance of, and strategies for, audience analysis in persuasion. Next, as the game begins, the students ask the customer strategic questions designed to better understand his/her problem. Then, students work in groups of three to four to conceptualize a product to solve a customer problem that they try to sell in an interactive pitch. They use the information gained to tailor their solutions and craft their pitches.
The instructor/customer can create problems by using commercial party games (e.g., Sell Outs or Snake Oil game cards). The random nature of the cards gives the game an added benefit as amusing or goofy solutions and makes the activity fun for students. Example card types:
Situations (I need to motivate employees, an asteroid is going to hit the earth).
Products (laptop, superhero, coupons).
Features (everlasting, won’t pass TSA, gives you free stuff).
During the rounds, the instructor uses improvisation while answering the group’s questions to help students learn. For example, the professor may create objections and roadblocks during the pitch to illuminate deficiencies in the students’ audience analysis. Students also use improvisation when responding to customer objections and revising their pitches on the fly as they learn more information (e.g., location and customer goals).
At the end of each round,
Points are awarded for the winning pitch.
A debriefing session is held.
Students assess their performance during the discussion and plan for the next round.
The game continues through three to four rounds.
Target Learners
Undergraduates
Learning Objectives
Students will do the following:
Create and employ diagnostic questions.
Conduct an audience/customer analysis.
Apply interview questions to discover a customer’s needs and problems.
Analyze the customer’s answers to develop understanding.
Create solutions to customer problems.
Develop a persuasive pitch designed to sell the solution created.
Adapt messages extemporaneously to match a listener’s responses.
Time to Complete the Assignment
75-minutes, including in-class preinstruction
30-40 minutes for the activity
Materials, Equipment, Special Considerations
A deck of cards from the Sell Outs Traveling Salesman [sic] Edition or the Snake Oil board game
Evaluating Outcomes
The students with the winning pitch in each round will be awarded extra points.
A debrief is held at the end of each round to highlight successful audience analysis and persuasion.
Students will evaluate their performance and develop a plan for improvement in next rounds.
Support Materials
Instructions to students and instructor
Slides for in-class instruction in audience analysis and persuasion
Sample student work product
Links to online material
Project Runway: A Lesson in Leadership
Sam Houston State University, USA
Genre
Experiential learning, teamwork, role-play, oral communication, problem solving, gamification
The Assignment
Students learn and practice leadership styles while playing the role of fashion designers. Working as a five-person team, students design and create a custom garment.
First, students read assigned material to learn the leadership styles they will use during Project Runway. Next, group members select a leader. Then, the instructor gives the leader a leadership style in secret. The group is not told the leadership style until the exercise is over. The leader employs that style as the group creates the garment design.
Project Runway parameters
Groups have five minutes to brainstorm ideas and agree on a design for the group’s garment.
Group will have approximately 15-minutes to create a garment based on their previously developed design.
Students will use the supplies provided by the instructor to customize their white t-shirt or drawings on large-scale Post-It notes.
Models will don their group’s custom creation and strut the runway (classroom aisle) to upbeat music.
After the models walk the runway, students vote for the “Most Creative” entry and the “Best Overall” entry.
Optional
To enhance participation and excitement, instructors may choose to offer a token number of extra credit points or amount of candy to the winning members of the winning groups.
Once the winners have been congratulated, the class will come together to reflect on their experience and participate in a discussion. Each group’s assigned leadership style will be revealed as part of the class discussion.
Target Learners
Undergraduate
Learning Objectives
Students will do the following:
Demonstrate and experience various leadership styles.
Apply cooperative group creativity to a complex task: Create a fashion garment.
Present the garment to the class.
Evaluate the results of production under each leadership style.
Understand the impact of leadership style on a team.
Time to Complete the Assignment
50 minutes
Materials, Equipment, Special Considerations
To complete this assignment, the following materials and equipment will be needed:
Equipment
Speaker to play the runway music.
Movable desks or chairs that will allow students to easily work in small groups.
Materials
Textbook or readings on leadership styles (See stimulus and exercise materials in Support Materials, below)
Upbeat runway music. Suggested: Supermodel by RuPaul or Carmen Act 1 – “L’Amour est un Oiseau Rebelle” (Remix) by The Math Club
1 box of supplies per team to include:
▪ 1 plain white T-shirt or 2 large (easel size) Post-It note sheets
▪ Washable markers
▪ Scissors
▪ Assortment decorative items such as ribbon, fabric, and stencils
▪ Glue gun or fabric glue (if allowed by your institution)
▪ Disposable tablecloth to protect desks
Evaluating Outcomes
Students will engage in post-activity reflection and discussion.
Optional
Students may earn points based upon the quality of their engagement during the activity and/or the quality of their responses during the reflection and discussion.
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Sample student work product
Adding a Lighter Touch
Pfeiffer University, USA
Genre
Social media, distance learning, humor, student engagement, learning management systems
Assignment
Adding a Lighter Touch encourages students to share social media-style humor to illustrate course concepts.
First, students review current course lessons. Second, they find a cartoon, joke, meme, or humorous short video that relates to the germane content. Students then post their humorous material on the class online learning management system (LMS).
For example, one student posted a cartoon of an employee working at home in his pajamas. The employee comments on the fact that several previous meetings could have all been email messages instead. This cartoon led to lively class discussion on
How to know when to call a meeting.
How to summarize hefty material into two paragraphs.
What was worse: a bad but short meeting or a long and verbose email.
Third, students interact with each other’s posts on the LMS.
Many of the posts provide unexpected and brilliant springboards for class discussion.
Target Learners
Adding a Lighter Touch can be applied to any level.
Learning Objectives
Students will do the following:
Connect course content with outside sources.
Explain course content in a humorous manner.
Apply the course content to real-world use.
Time to Complete the Assignment
15-weeks (or however long the course lasts). This assignment features tasks that are conducted each week throughout the semester.
Materials, Equipment, Special Considerations
Students might need instructions on how to upload images and videos to the LMS.
The material they find must be clean—PG-rated at most—and inoffensive.
Evaluating Outcomes
Only one submission per week is allowed. This limitation prevents a student from overtaking the activity.
Options
At the end of the semester, students vote on the best posts throughout the semester. Additional points are awarded to the top three students.
The instructor gives points for any submission. The act of submitting a post shows engagement, which is this activity’s true aim.
For example, students may earn the following:
One point for their first post
1/3 point for each additional post.
Students can earn as many as five points throughout the semester. (Maximum: 13 posts throughout the semester.)
At the end of the semester, students vote for the best post of the semester.
The instructor tabulates the top three vote-getters.
The three winners earn an additional three points for their grade in the class. These points are added to the assignment grade that carries the most weight in the course.
Support Materials
Instructions to students
Stimulus and exercise materials
Grading rubric
Increasing Student Engagement With Reading Logs and Discussions
St. Cloud State University, USA
Genre
Class discussion, study techniques, class preparation, note taking, student engagement
Assignment
In this lively and interactive task, students engage in dynamic small group discussions stimulated by reading logs.
First, students complete a reading log before the week’s class. Then, in class, students participate in small-group discussions on the reading log topics. The instructor distributes discussion questions to facilitate student engagement. The questions are aimed at connecting the content to students’ lives and experiences.
Finally, after the small-group discussion, the groups provide a short verbal report to the class. This report leads into other activities.
Target Learners
Undergraduate, Seniors, Graduate, Executive Education
Learning Objectives
Students will do the following:
Prepare for class discussion.
Engage with the assignment materials’ main points.
Improve note-taking skills.
Relate content to real life.
Interact with group members through discussion and sharing.
Practice public and interpersonal speaking skills.
Time to Complete the Assignment
Reading logs outside of class: 30-minutes
Discussion in class: 10-15-minutes
Evaluating Outcomes
This activity is graded as participation or completion points.
If a student makes a good-faith effort to complete the reading log, they receive the points. If students are participating in the class discussions, they receive the points. Stricter grading could easily be implemented.
Support Material
Instructions to students
Stimulus and exercise materials
Sample student work product
Summary
This is the first of four MFA articles planned for 2024’s BPCQ.
Like building a float for the Pasadena, California, USA’s annual Rose Bowl Parade, creating the MFA articles is a year-round project. Just as the first paper is published in March of the year the MFA team begins recruiting presenters for the next year’s fall conference. Thus, MFA’s annual cycle begins again: conference session presentations to journal articles to teaching materials webpage posting.
The next MFA sessions will be held at ABC’s 89th annual international conference. You’re invited to submit one of your Favorite Assignments for the 2024 program.
This collection of Favorite Assignments was peer reviewed by 41 leading business communication educators. Their contribution is essential to ensuring MFA’s quality in advancing business communication pedagogy. Special thanks to a treasured collaborator, Tina M. Ricca, for her always excellent strategic insight and editorial guidance. DePaul University’s Jeff Sachs provided superb technical formatting. Andrew Cavanaugh produced the My Favorite Assignment conference onsite and virtual sessions with great skill and energetic labor. He and Jeff also serve as the My Favorite Assignment librarians for over 900 teaching support materials posted on the ABC webpage: businesscommunication.org
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
