Abstract
Family communication, as an upper-level communication course, attracts communication majors and students studying in other disciplines. As such, instructors employ pedagogies that appeal to both majors and non-majors. This essay reflects on how I used project-based learning (PBL) in a family communication course filled with mostly non-majors. The essay highlights my rationale for choosing PBL, provides an explanation of the PBL activity, describes how PBL addresses two key problems I experienced in teaching the family communication course, and offers conclusions regarding lessons learned.
DOI
10.31446/JCP.2020.11
Author ORCID Identifier
Sarah Symonds LeBlanc: 0000-0003-2654-2126
Recommended Citation
LeBlanc, S. S. (2020). Project-Based learning: Lessons learned teaching non-communication majors. Journal of Communication Pedagogy, 3, 128-133. https://doi.org/10.31446/JCP.2020.11
