In many universities students are widely used as peer resources and paraprofessional aids. This essay contends that their training is frequently minimal and that training programs presently available tend to be narrowly focused and overlapping. A multidimensional, experientially based training model operating from within a speech communication framework is developed. Speech communication instruction provides the conceptual foundation for this mode of paraprofessional training.
Maximizing communication skills for university paraprofessionals
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