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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. Students often enroll in organizational communication courses because they want to learn how to communicate effectively as an organizational member; in other words, they expect to gain professional skills to prepare themselves for work. While many organizational communication textbooks provide some insight into business communication skills (e.g., working in teams, using communication technology, communicating during conflict or crisis), they also focus on how communication organizes understanding and behavior. Importantly, organizational communication explores the ways communication constructs and constitutes organizations (Deetz & Eger, 2014). As Putnam and Mumby (2014) established, “without rhetoric, communication, and persuasion, we would have no organization” TEACHING FORUM

Organizing the Organizational Communication Course: Content and Pedagogical Recommendations