In our COMM 663 (Media Processes and Effects) seminar, we learn about how media influence everyday lives of various groups in society. Specific weeks are set aside for in-depth discussions about race, gender, and sexuality in popular media. But these topics are also integrated into other readings about health campaigns, political communication, children’s media, and advertising effects. Among other things, we learn about how media frames diversity issues, how media cultivates social realities in ways that marginalize disadvantaged groups, how they influence public agenda by privileging dominant cultures, how they reinforce existing stereotypical beliefs, and how repeated exposure to dehumanizing depictions could lead to desensitization. The online course blog helps us continue these discussions beyond the classroom. Through this process of engagement, we hope to become conscious of media’s role in society so that we can be critical media consumers and work together towards creating a more socially just media world.

Srividya Ramasubramanian, Assistant Professor

When teaching public speaking or group communication, I show the class an episode from the television show The Office and hold a discussion over the cultural insensitivities of the main character. Michael Scott is constantly using offensive language and activities to motivate his employees. Although some individuals may argue that his comments could be seen as mundane, upon closer inspection they are very insulting, sexist, and racist. The point of this exercise is to challenge students to reframe Michael Scott’s remarks and transform the “good intentions” behind his actions into more productive workplace activities. We create a class discussion about the relationship between cultural competence and civil discourse, and I explain how these ideas are vital to the successful functioning of groups, organizations, and society as a whole. The activity is very thought provoking and asks students to perspective-shift over what may be considered offensive. Several different areas of inquiry are often discussed, including the communicative difficulties of using humor in the workplace or in public settings; the poor leadership abilities of the Michael Scott; and the differences between tolerance, respect, and acceptance.

Zach Schaefer, Graduate Assistant Teacher

The mid-term project in my COMM 460, Activism & Communication was directly influenced by the work of the Diversity Committee.  The assignment, done in groups, was to use class concepts and readings to conceptualize ways in which to make Texas A & M a more open & genuinely inclusive campus for all people who live & work here.  Each small group was assigned a particular communication concept (e.g., generating dialogue, asset-based community assessment, etc.) to focus upon.  In preparation for this assignment, we had class sessions that included a movie & guest presentation on the Living Wage Initiative, a presentation on the department’s diversity initiatives, and a frank discussion of how class members experienced campus climate.

Barbara Sharf, Professor.

Prof Burkart has incorporated international topics, gender identity, sexual orientation, and race and ethnicity perspectives into his video game course and the communication technology skills class.

Patrick Burkart, Associate Professor.

In COMM 615 (Interpretive Research Methods), Barbara and I honestly did not set out to teach about diversity.  However, as it happens, the field note materials we are using for the mid-term assignment in analyzing qualitative data comes from a participant-observation project being done in the South Texas colonias.  In order to provide a context for this assignment, the class heard a guest presentation about the colonias areas, in general, and the project specifically.  Also, the field notes paint a vivid picture of life in the colonias, so, in fact, these students will have learned a lot about this culturally distinct and greatly impoverished part of Texas.

Antonio La Pastina, Associate Professor.

Teaching Small Group Communication provides an opportunity for our students to consider how we communicate in, about and between groups.  I encourage students to build critical thinking skills through self-reflective and self-reflexive writing and group discussions.  Through these exercises students are asked to express their perspectives and experiences in a constructive way such that we are able to build understanding together on issues that have often divide us outside of the classroom.  Using the classroom to build constructive conversations rooted in critical thinking contributes to a more engaged student body.

Kevin Cosgriff- Hernández, Graduate Assistant Teacher