Selecting Your C-I Course Modes

Communication-intensive (C-I) pedagogy centers of the four core modes of communication—written, spoken, visual, and technological, and intentionally calls for teachers to to integrate two of the four modes within the course design (standard for the 3-credit hour course).

While teaching a single communication form in isolation has its benefits (e.g., a stand-alone technical writing), as modern-day humans, we rarely interact with only one mode at a time. For example, draft scripts often precede our oral presentations; our oral presentations are often accompanied by visuals; and our context, audience, and message often dictate the technological tools necessary to effectively craft, package and deliver that presentation.

In addition to supporting students’ development of communication skills in ways that are indicative of what they will most likely encounter and employ within their fields, the multimodal requirement of C-I pedagogy promotes critical thinking. It puts students in the realistic position of having to think deeply about how different purposes, audiences, and contexts require different forms and mediums of communication.

When you apply backward design and solidify your priority student learning outcomes first, the two modes most appropriate for your particular C-I courses may become fairly clear, but if not, consider this:

Which two modes…

• most often used within the field?

• aren’t as commonly taught in other courses, but are necessary for students’ long-term success in the field?

• are better suited for your own teaching style and/or aligned with things you’re already doing?

• just work/fit better together?

Still uncertain? Scroll down to check out which modes some C-I faculty are using and why.

Communication-Intensive (C-I) pedagogy focuses on four modes of communication: written, spoken, visual and technological. Hover your mouse over each segment of the circle for definitions of each mode and examples of final products.