Abstract
ABSTRACTAction research is used to view pedagogical changes, first in a speech class and then in a public relations course over a five-year period. The course instructor gained experience as a member of a Toastmasters International club and used Toastmasters-like activities, to revise content in the courses. Ultimately, students in the public relations course rotated through five different assignments multiple times during a single semester. In end-of-course surveys, students reflected on the success of these activities to use their abilities to write, think critically, speak publicly, work in teams, create their own understanding of the course material, and spend more time on assignments. Student and instructor end-of-course reflections support the viability of the Toastmasters-inspired pedagogy. Student absences also dropped dramatically and grades improved significantly after this approach was implemented.
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