Occasionally, the UJOC will publish “Great Ideas For Teaching” articles that focus on innovative pedagogy. Articles include original teaching ideas, lesson plans, semester-long activities, and classroom assessments.

Original Teaching Ideas
Communication educators in all contexts are invited to submit original teaching activities for classroom implementation. Activities may address any communication course, including research methods, technologies, theory, interpersonal, intercultural, instructional, mass, organizational, public relations, media studies, and public speaking, whether introductory or advanced. Each submission should contain the following components:
(1) a brief title;
(2) the course(s) for which the activity is intended;
(3) the objective(s) or learning outcome(s) for the activity;
(4) a brief theoretical rationale for conducting the activity;
(5) a description/explanation of the activity, including any preparation/preliminary steps and necessary materials;
(6) a debriefing, including typical results;
(7) an appraisal of the activity, including any limitations or variations; and
(8) references.

Single Class submissions should generally contain no more than 1500 words.

Unit Activities
This may entail an original teaching activity that takes place throughout an entire class unit (e.g., a relational communication unit on “Conflict in Relationships”) that spans several days or weeks. A unit activity should follow the same format as the single class activity, and should contain no more than 2000 words.

Semester-long Activities
Original teaching activities that outline a semester-long project or approach to an entire course are also welcome. These manuscripts should follow the same format the single class activity and should generally contain no more than 2500 words.

Assessment Articles
Communication educators in all contexts are invited to submit original assessment research. Assessment involves systematic reflection upon and analysis of instructional practices and challenges communication educators to monitor student learning as well as improve the quality of specific courses or overall programs. Assessment articles should be data driven, qualitative or quantitative. Assessment research provides educators an opportunity to modify their instructional practices based on the results of such studies. Each submission should contain the following components:
(1) a brief title;
(2) the assessed course or program;
(3) an abstract of no more than 100 words;
(4) a brief statement of the problem and theoretical rationale;
(5) the research question(s) or hypothesis(es);
(6) the method for data collection;
(7) the results;
(8) a discussion of the implications of the results on instructional practice; and
(9) references.

Submissions should generally contain no more than 3,500 words.