Concise Guide for Preparing GIFT Articles

Concise Guide for

Preparing GIFT Articles
Dr. Matthew Barton
Editorial Consultant, Utah Journal of Communication
Professor of Communication, Southern Utah University
Dr. Hayden Coombs
Editor-in-Chief, Utah Journal of Commuication
Assistant Professor of Communication, Southern Utah University
DOI: 10.5281/zenodo.7702244

Suggested Citation:
Barton, M. H., & Coombs, H. V. (2023). Concise guide for preparing GIFT articles.
Utah Journal of Communication, 0(2), 6-10. Retrieved from https://doi.org/10.5281/
zenodo.7702244

Abstract
This paper presents a suggested format for “Great Ideas for Teaching” (GIFT)
articles. GIFT panels are frequently among the most well-attended panel
sessions at academic conferences. While this paper offers guidelines specifically
for the Utah Journal of Communication, the format presented is applicable to a
wide range of publications in the social sciences.

Keywords: GIFT, Great ideas for teaching, GIFTS, Great ideas for teaching
students.

Introduction should be based upon a classroom-

tested principle, theory, or concept the
The term, “GIFT,” is an acronym that author wants to magnify.
stands for “Great Ideas for Teaching.”
GIFT articles, also known as “GIFTS” How to Write a GIFT?
(great ideas for teaching students), are
those articles in peer-reviewed journals To create a GIFT, consider the
focused on classroom activities designed following example. An often-discussed
to engage students (O’Keefe, 2013). interpersonal communication theory
in the basic communication course (as
Going beyond the traditional, “read well as in designated interpersonal
the text, look at the slides” method of communication courses) is Steve Duck’s
instruction, GIFTs offer educators across Relationship Dissolution Model. This
the diverse field of communication model outlines the four phases that
studies with innovative, engaging, and relationships pass through on their
exciting instructional methods and way to termination (Duck, 1998). The
lesson plans. As such, GIFT articles final phase, grave dressing, refers to
 -07

communication behaviors partners research methods, technologies,

exhibit in “tidying up” and creating theory, interpersonal, intercultural,
an official ending story (Duck, 1998). instructional, mass, organizational,
This is where the GIFT can occur as public relations, media studies, and
instructors search for a way to make public speaking, whether introductory or
these phases memorable and applicable advanced (NCA, n.d.).
for students.
A complete GIFT submission should
One avenue in exploring this final phase contain the following components:
could be to ask students to share their 1. a brief title,
experiences in what they have heard 2. the course(s) for which the activity
people say about why their relationship is intended,
ended. Instructors may opt to introduce 3. the objective(s) or learning
some fun research skills by asking them: outcome(s) for the activity,
What is common among these stories? 4. a brief theoretical rationale for
Follow up thoughts might be: Why conducting the activity,
would people choose to tell the story 5. a description/explanation of the
“This way”? activity, including any preparation/
preliminary steps and necessary
However, instructors could also choose materials,
to go bigger by having students find 6. a debriefing, including typical
stories online either in writing or videos results,
that could, in turn, be analyzed for 7. an appraisal of the activity,
themes. Such work can help students including any limitations or
think about their own experiences and variations, and
better understand the value of “stories” 8. references.
as well as how to structure messages to
achieve a particular goal (see Barton & Unit activities or semester-long
Turman, 2008). activities may entail an original teaching
activity that takes place throughout
The genesis for other GIFTs may come an entire class unit that spans several
in the form of classroom management days or weeks or even throughout the
issues such as: How can I get students semester. Unit and semester-long
more committed to reading the syllabus activities should follow the same format
or other descriptive course links to as the single class activity, but will likely
answer some of their own questions? be longer than a standard GIFT article.
One approach might be to turn this
exploration process into a game (see Classroom assessment articles involve
Stein & Barton, 2018). This type of systematic reflection and analysis of
GIFT is simply looking for answers to instructional practices that improve
common concerns instructors have and the quality of specific courses or overall
offering effective solutions. programs (NCA, n.d.). Assessment
articles should be data driven and
Formatting your GIFT provide educators an opportunity to
modify their instructional practices
Innovative pedagogy can come in many based on the results of such studies.
forms, including original teaching ideas,
lesson plans, semester-long activities, Assessment articles should contain the
and classroom assessments. following components:
1. a brief title;
Original teaching ideas may address 2. the assessed course or program;
any communication course, including 3. an abstract of 100 words or less;
Utah Journal of Communication
 Concise Guide for Preparing GIFT Articles

4. a brief statement of the problem 35(1), 1–6. https://doi.org/10.1080/17404

and theoretical rationale; 622.2020.1807033
5. the research question(s) or
hypothesis(es); • Stein, K. A., & Barton, M. H. (2019).
6. the method for data collection; The “easter egg” syllabus: Using hidden
7. the results; content to engage online and blended
8. a discussion of the implications of classroom learners. Communication
the results on instructional Teacher, 33(4), 249–255. https://doi.org/
practice; and 10.1080/17404622.2019.1575440
9. references.
• Zhao, X. (2020). Auditing the “me
Suggested Readings inc.”: Teaching personal branding
on linkedin through an experiential
The following articles are examples learning method. Communication
of peer-reviewed GIFT articles that Teacher, 35(1), 37–42. https://doi.org/10.
were well-written and appropriately 1080/17404622.2020.1807579
formatted.
Conclusion
• Barton, M. H., & Turman, P. D.
(2008). “We decided to call it quits”: The UJOC Editorial Board invites all
An exercise in applying Duck’s communication educators to take a step
dissolution model to students’ back and identify those teaching ideas
breakup stories. Communication and practices that should be shared
Teacher, 22(2), 35–38. https://doi. through a GIFT article. Some of these
org/10.1080/17404620802023177 teaching gems will be brand new, while
others may be those that have stood
• Bergstrom, K. (2020). Who is playing the test of time. Searching a variety of
Pokémon go? an observational activity. journals that publish GIFT articles like
Communication Teacher, 35(2), 93–97. the Communication Teacher, published
https://doi.org/10.1080/17404622.2020.1 by the National Communication
839113 Association, is a great place to begin.
Below is a list of suggested readings
• Cunha, F. R., van Kruistum, C., and examples of well-written GIFT
& van Oers, B. (2016). Teachers and articles for educators new to this style of
facebook: Using online groups to scholarly publication.
improve students’ communication
and engagement in Education. References
Communication Teacher, 30(4), 228–
241. https://doi.org/10.1080/17404622.20 Barton, M. H., & Turman, P. D.
16.1219039 (2008). “We decided to call it quits”:
An exercise in applying Duck’s
• Jong, W. (2020). Public leadership dissolution model to students’
in times of crisis: Lessons to learn from breakup stories. Communication
a crisis communication point of view. Teacher, 22(2), 35–38. https://doi.
Communication Teacher, 35(2), 86–92. org/10.1080/17404620802023177
https://doi.org/10.1080/17404622.2020.1
824296 Duck, S. (1998). Human relationships.
Sage.

• McWhorter, C. (2020). Black hair in National Communication Association.

the media: Racial portrayals are more (n.d.). Aims and Scopes. Communication
than skin deep. Communication Teacher, Teacher. Retrieved February 20, 2023,
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from https://www.tandfonline.com/ Open Access

action/
This article is licensed under a Creative
O’Keefe, P. (2013). Gifts from our Commons Attribution 4.0 International
journals: Transferring notes in the License, which permits use, sharing,
margin to teachable moments. Western adaptation, distribution and reproduction
Journal of Communication, 77(1), 1–13. in any medium or format, as long as you
https://doi.org/10.1080/10570314.2012.7 give appropriate credit to the original
42925 author(s) and the source, provide a link
to the Creative Commons licence, and
Stein, K. A., & Barton, M. H. (2019). The indicate if changes were made. The
“easter egg” syllabus: Using hidden images or other third partymaterial in
content to engage online and blended this article are included in the article’s
classroom learners. Communication Creative Commons licence, unless
Teacher, 33(4), 249–255. https://doi.or indicated otherwise in a credit line to the
g/10.1080/17404622.2019.1575440 material. If material is not included in
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and your intended use is not permitted
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Utah Journal of Communication

Editor-in-Chief: Dr. Hayden Coombs

Content Director: Dr. Braden Bagley

ISSN: 2834-5592
URL: https://www.UJOC.org/
Publisher: Zenodo
Email: [email protected]

Copyright 2023, Utah Journal of

Communication

Utah Journal of Communication

Concise Guide for Preparing GIFT Articles