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The University of Southern Mississippi
QUALITY ENHANCEMENT PLAN
Finding a Voice: Improving Oral and Written Competencies
Faculty Development Seminar - Spring 2008 Syllabus
Dr. Wendy Atkins-Sayre and Dr. Lajuan Davis, Seminar Facilitators
Wednesdays from 1 – 3:15, Cook Library, Room 114 (Speaking Center)
Week 1 (January 23): Introduction to the seminar
During the first week, we will introduce participants to the topics and readings that we plan to cover in the seminar, discuss seminar assignments, talk about the resources that are available in the Writing and Speaking Centers and in the library, and discuss seminar outcomes.
· Introductions
· Learning Outcomes (student, faculty, GEC, discipline-specific)
· Pre-seminar survey
· Seminar plans
o Curriculum outline
o Discussion about resources and references
o Seminar expectations—attendance, portfolios, follow-up feedback
o Assignments
· Support for writing and speaking—tours of the centers
o Writing Center
o Speaking Center
o Library resources for writing and speaking
Week 2 (January 30): Speaking and writing and speaking across the disciplines: Creating a stronger learning environment
This week, we will discuss the roles that writing and speaking serve in developing a stronger learning environment in the classroom.
Assignments for today’s session:
· Describe/discuss: how are writing and speaking unique to your discipline?
o Prepare a 1 – 2 page summary concerning writing in your discipline.
What type of writing is expected for your students, academically and in their careers? Who are their audiences? Consider how writing is different in your discipline than other disciplines within the university.
· Prepare a 1 – 2 page summary concerning speaking in your discipline.
What type of speaking is expected for your students, academically and in their careers? Who are their audiences? Consider how speaking is different in your discipline than other disciplines within the university.
§ Note: A copy of these documents should be saved and included in the final QEP portfolio
· Bring in initial thoughts on how you plan to use writing and speaking assignments in your classes and concerns that you have regarding those assignments. Be prepared to share those thoughts with the group.
Week 2 continued on next page
Readings:
· Bean, J. C. (2001). Using writing to promote thinking: A busy professor’s guide to the whole book. In J. C. Bean, Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom (pp. 1 – 12). San Francisco: Jossey-Bass Publishers.
· Bruffee, K. (1995). Peer tutoring and the “conversation of mankind.” In C. Murphy & J. Law (Eds.), Landmark essays on writing centers (pp. 87 – 98). Davis, CA: Hermagoras Press.
Discussion:
Writing to learn/speaking to learn
· Why study writing and speaking across the disciplines
· How writing and speaking strengthen the learning experience
· Discussion about “writing to learn” and “speaking to learn” opportunities
Incorporating speaking/writing into different disciplines
· Participants discuss current departmental plans for assessment of student learning related to speaking and writing
Week 3 (February 6): Developing, constructing, and assessing written assignments
Participants will be guided in developing, constructing, and assessing written assignments.
Assignments for today’s session:
● Bring a copy of your department’s assessment plan (curricular outcomes) related to writing and speaking in your specific discipline.
Readings:
· Elbow, P. (2000). Inviting the mother tongue. Beyond “mistakes,” “bad English,” and “wrong language.” In P. Elbow, Everyone can write: Essays toward a hopeful theory of writing and teaching writing (pp. 323 – 350). New York: Oxford University Press.
· Speck, B. J. (2000). Grading students’ classroom writing. Washington, DC: The George Washington University. Chapters 1 – 3 (pp. 1 – 44).
· Dossin, M. (1997). Writing across the curriculum. College Teaching, 45, 1, 14 – 18.
Discussion:
· Writing assignment development (PowerPoint presentation: “Constructing a Writing Assignment”)
· Portfolio assignment(s)
· Curricular outcomes
· Guiding creation of assignments
· Incorporating writing in large classes
· Rubrics – creation and utilization
o Diane Fisher > guest speaker
Week 4 (February 13): Writing as Revision - Including students in writing assessment; providing feedback
Participants will be instructed in methodologies to incorporate writing as revision through techniques such as pre-writing, free writing, self and peer assessments, and grammar checklists. Participants will learn how to incorporate these techniques in ways that reinforce the writing process for students and strengthen the quality of the final writing assignments without adding to the instructor’s workload.
Assignments for today’s session:
· Create a writing assignment for a course being taught now or in the near future
o Create a rubric for assessing (grading) the assignment
o Create an assignment checklist so that students can self-assess the assignment
□ These assignments are to be included in the final portfolio
· Review the QEP Written Communication Rubric and determine if this document can be incorporated into your teaching/grading processes. Be prepared to discuss concerns or ask questions about use of the rubric.
Readings:
· Speck, B. J. (2000). Grading students’ classroom writing. Washington, DC: The George Washington University. Chapters 4 – 5 (pp. 45 – 80).
· Carnes, L., Jennings, M., Vice, J. & Wiedmaier, C. (2001). The role of the business educator in a writing-across-the-curriculum program. Journal of Education for Business, 76, 4, 216 – 220.
· Packet of materials (writing as revision) from Dr. Linda Pierce
Discussion:
· Teach proofreading techniques > use of proofreader’s marks
o PowerPoint presentation: “Writing and Proofreading Messages”
o Participants peer-evaluate drafts of prepared writing assignments using proofreader’s marks
· Writing as revision: Linda Pierce—guest speaker
Week 5 (February 20): Using technology to teach and grade writing
This week’s session will focus on introducing technological support for teaching writing sand speaking skills. Best practices for using technology will be discussed and teaching research techniques to students will be addressed.
Discussion:
· PowerPoint presentation: Teaching Writing with Technology
· Revisit the use of writing in large classes
· Teaching students research skills via technology
· Turnitin workshop (Tisha Zelner)
Week 6 (February 27): Introduction to rhetorical basics
This week will give seminar participants an introduction to basic rhetorical theory and thoughts on communication across the curriculum (CXC)/communication in the disciplines (CID).
Assignment for today’s session:
Be prepared to answer the following question: What makes a good speaker in your discipline? Bring in your document from week 2 with any necessary revisions.
Week 6 continued on next page
Readings:
· O’Hair, D., Rubenstein, H., & Stewart, R. (2004). A pocket guide to public speaking (2nd ed.). Parts 1 – 2 (pp. 1 – 67).
· Speaking Center Handouts
Discussion:
· General introduction to rhetoric
· Communication across the curriculum: An introduction to the ideas
· Rhetorical basics: Speaking 101
o Invention and arrangement (organization)
o Style and delivery
o Speaking aids
Week 7 (March 5): Developing and guiding oral assignments
This week, we will discuss best practices for designing and guiding oral assignments. By the end of the day, participants should have a better understanding of alternative assignments, basic guidelines for creating assignments, and ideas about supporting the assignments through in-class activities and Speaking Center support.
Assignments for today’s session:
· Bring a draft of your new/revised oral assignment
· Come prepared with brief (2 – 3 minute), informal comments on challenges that you expect with oral assignments in the classroom.
Readings:
· Handouts from Speaking Center
· Ferguson, J. (2004). Speaking across the curriculum at UNCG. In K. Meyers (Ed.), Communication across the UNCG curriculum: A guide for faculty (pp. 61 – 86). The University of North Carolina—Greensboro.
· O’Hair, D., Rubenstein, H., & Stewart, R. (2004). A pocket guide to public speaking (2nd ed.). Parts 3 – 5 (pp. 68 – 117).
Discussion:
· Developing speaking assignments
· Guiding assignments
· Communication apprehension (speech anxiety)
o Causes and prevention
o Personal Report of Communication Apprehension (PRCA)
*Note: The seminar will not meet March 12 because of spring break.
Week 8 (March 19): Assessing oral assignments and working with PowerPoint
Assignments for today’s session:
· Read through the QEP Oral Communication Rubric and begin to think about how you might incorporate/adapt this rubric for your own class.
· Begin working on your PowerPoint presentation for the portfolio presentation. Bring in that presentation for preliminary work in the seminar.
Week 8 continued on next page
Readings:
· O’Hair, D., Rubenstein, H., & Stewart, R. (2004). A pocket guide to public speaking (2nd ed.). Part 6 (pp. 118 –138).
· Billings, A. C. (2005). Beyond the ebonics debate: Attitudes about Black and Standard American English. Journal of Black Studies, 36, 68 – 81.
· Clemetson, L. (2007, February 4). Ideas & trends: Definitions; The racial politics of speaking well. New York Times. Retrieved December 11, 2007, from http://query.nytimes.com/gst/fullpage.html
· Greene, D. M., & Walker, F. R. (2004). Recommendations to public speaking instructors for the negotiation of code-switching practices among Black English-speaking African American students. Journal of Negro Education, 73, 435 – 442.
Discussion:
· Grading speeches
· Working with PowerPoint
· Diversity and oral communication
Week 9 (March 26): Assignment workshop and assessing of course outcomes
For this week, seminar participants will be asked to bring in second drafts of oral and written assignments and ideas about assessment issues specific to their disciplines. We will also discuss strategies for evaluating course outcomes. Finally, we will address topics based on feedback/needs of the seminar participants.
Assignments for today’s session:
· Bring in second drafts of speaking and writing assignments.
o Discussion about issues that have arisen with drafts of assignments
● Bring existing departmental assessment plans/reports with writing/speaking outcomes.
Readings:
· Sample assignment write ups
Discussion:
· Continuous improvement of outcomes (Julie Howdeshell)
o Looking at results from written and oral assignments at the course level
· Sample assessment plan
· Learning outcomes
· Measures and targets
· Findings
· Use of Results/Action Plans
· What haven’t we adequately addressed in the seminar this semester?
Optional meeting time (April 2): Portfolio and Presentation Workshop
● Meet to discuss syllabus and assignment drafts and to work on development of PowerPoint presentation.
· Location: TBA
Week 10 (April 9) QEP Portfolio Presentations – Location TBA
· Present portfolios
· QEP post-seminar faculty survey and seminar evaluations
QEP Faculty Development Seminar Requirements
Attendance and Participation
Participants are required to attend and participate in weekly tasks that model oral and written activities suggested for your own classrooms. Those tasks may include discussion of assigned readings, brief presentations, participation in debates, discussion of discipline-specific concerns and literature, and brief writing assignments.
Seminar Portfolio – Due April 9
Faculty participants are required to develop an electronic seminar portfolio. The contents of the electronic portfolio are detailed below and will be submitted to the QEP director and seminar facilitators by April 9. Additionally, participants will present the portfolio to the seminar.
Note: All portfolio files should be in Microsoft Word or RTF format
E-mail them to: , , and
Electronic Portfolio Contents
1. Overview of the changes you’ve made in your teaching philosophy and syllabus or syllabi, including a rationale for those changes.
Writing-Specific Components
2. A description of what it means to be a good writer in your discipline. What are the guidelines for writing in your discipline? What type of writing is expected for your students, academically and in their careers? Who are their audiences? Consider how writing is different in your discipline than other disciplines within the university.
3. Updated course syllabus including the following information about writing:
· A brief description of each writing assignment
· Student learning outcomes (dept., college, or GEC may be utilized)
· A summary of the evaluation process (or rubric)
· Statement concerning the use of Turnitin
· Plagiarism statement for students’ signatures (e.g. COB statement)
· Information concerning the Writing Center
4. Grammar check-list
5. At least one sample class exercise, activity, or assignment for strengthening writing that incorporates seminar strategies and use of the revision process
6. An assessment plan for student learning outcomes related to written communication, including usable measures and targets
Speaking-Specific Components
7. A description of what it means to be a good speaker in your discipline. What are the guidelines for speaking in your discipline? What type of speaking is expected for your students, academically and in their careers? Who are their audiences? Consider how speaking is different in your discipline than other disciplines within the university.
Continued on next page
8. Updated course syllabus including the following information about speaking
· A brief description of each speaking assignment
· Student learning outcomes (dept. college, or GEC may be utilized)
· A summary of the evaluation process (or rubric)
· Information about the Speaking Center
9. At least one sample class exercise, activity, or assignment for strengthening speaking that incorporates seminar strategies
10. An assessment plan for student learning outcomes related to oral communication, including usable measures and targets
Reflection
11. A brief reflection paper expressing the ways the seminar has changed the way you will approach teaching your courses, challenges that you expect from changes to your courses, and thoughts about teaching written and oral competencies at the university.
Presentations: April 9, 2008
What should be included in the presentation?
· A description of the syllabus for a discipline-specific course you plan to teach within the coming year.
o What changes have you made?
o What are the components?
· A description of a minimum of two sample class exercises, activities, or assignments produced throughout the seminar, one of which focuses on an assignment developing or testing oral competencies, and one of which focuses on an assignment developing or testing written competencies.
· Reflections on the seminar and ways to increase communication competencies across the university
o the broad ways in which the QEP faculty seminar has made you rethink your pedagogical strategy/teaching philosophy