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Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.

Explores the metaphor of managing diversity and its related discourses that dominate current business communication about the changing workforce. Examines the language employed in practitioner-oriented texts and consultant websites on diversity. Contends that language that constitutes individuals as resources emphasizes managerial and economic interests and potentially marginalizes human and ethical aspects of diversity. (SG)

This article describes the (Ignatian) Leadership Minor structure and curriculum for undergraduates at Creighton and suggests how to embed principles of Ignatian leadership into undergraduate classrooms whether or not "leadership" is the explicit focus. First, I explain how the Leadership Minor was created specifically to embrace Ignatian leadership and describe the required courses in terms of their learning objectives and related assignments. Second, I illustrate how principles of Ignatian leadership could be used in other undergraduate classrooms, offering additional units including Ignatian charisms, the Examen, downward mobility/living simply, and discernment that includes a Personal Manifesto based on the notion of "falling in love" attributed to Pedro Arrupe and Dean Brackley's vocation to love and serve. [ABSTRACT FROM AUTHOR]

In this piece, we articulate the "collaborative autoethnographic practice" we utilized to illustrate the complexities of mothering that involved: (a) individually writing autoethnographic narratives on mothering, (b) sharing these autoethnographic narratives in a public forum, (c) publicly discussing the heuristic commonalities across these autoethnographic narratives, (d) tying those commonalities back to the literature, and (e) revisiting the autoethnographic narratives for aspects of social critique where our autoethnographic narratives (intentionally or unintentionally) hegemonicaly reproduced cultural scripts. We argue that presenting knowledge of mothering in this way, through collaborative autoethnographic practice, creates a myriad of opportunities for growth and self-reflexivity, and our stories illuminate a part of our existence that often remains unexamined in other methodologies. [ABSTRACT FROM AUTHOR]