Abstract
This Dissertation in Practice (DIP) examines the use of improvisational theatre (improv) exercises as an experiential approach to supporting undergraduate students’ development of emotional intelligence-related communication behaviors. The study is situated within communication education and focuses on how structured, low-stakes improv activities may provide students opportunities to practice listening, adaptability, nonverbal awareness, collaboration, and confidence in interpersonal and professional contexts.The purpose of this qualitative study was to explore how undergraduate students describe their understanding and experience of emotional intelligence (EQ) before and after participating in improv exercises in an eight-week communication course. The aim of the project was to better understand how improv-based classroom practices may function as an applied pedagogical strategy for helping students engage with emotional intelligence through active, embodied, and reflective learning experiences.
This DIP used semi-structured focus groups with undergraduate students enrolled in the course. Data were collected through pre-course and post-course focus group conversations and analyzed through an inductive coding process that included repeated reading, summary writing, theme identification, and comparison across participant responses. The full DIP document includes the problem of practice, review of relevant literature, methodology, qualitative findings, discussion, practitioner recommendations, and practitioner-scholar reflection.