1

Proposing a

Speaking-Enhanced Course

Ms. Bia Bernum

Communication Department

233 Biddle

University of Pittsburgh at Johnstown

269-7154

Fall 2001

Table of Contents

Guidelines for Speaking-Enhanced Courses...... 3

Proposal to Designate a Course as “Speaking-Enhanced”...... 4

Model Proposal...... 6

Types of Oral Communication Experiences...... 8

Guidelines for Speaking-Enhanced Courses

Why Speaking-Enhanced?

For your proposal to be accepted, your course must meet the following criteria:

  1. 20% or more of the total coursework effort is based on oral communication experiences. These need to be used as a tool for students to learn discipline-specific content and as a way to refine a student’s oral communication skills. See page ____ for types of oral communication experiences. NOTE: this does NOT mean that 20% of a student’s grade.
  1. Oral communication experiences must be varied and be appropriate to the discipline. See page ___ for types of oral communication experiences.
  1. Oral communication experiences must be distributed throughout the semester.
  1. Students’ must receive feedback on a significant percentage of their oral communication experiences, but not necessarily all experiences.
  1. Students must have an opportunity to improve their oral communication skills between assignments/activities.
  1. If the course is required for the major and for speaking competency fulfillment, ALL instructors teaching the course must teach the course as speaking-enhanced.

Proposal to Designate a Course as “Speaking Enhanced”

  1. Course Name and Number:
  1. Name of Faculty Member Teaching the Course:
  1. When course is typically scheduled (i.e. Fall, Spring, Summer, every semester, once a year, alternate years, etc.)
  1. Are there multiple sections of this course, some of which are taught by other faculty? If so, please list
  1. Is this course a □ major requirement, □ minor requirement, □ or elective?
  1. Does this course have any prerequisites? If so, please list.

______

  1. As a “speaking enhanced” course is this intended for □ majors □ non-majors □ both?
  1. This course is proposed to be “speaking enhanced” □ on a permanent basis

□ other (please explain)

  1. Please list the individual oral communication experiences in the appropriate category*. Place an “X” in the appropriate box regarding feedback the student receives, regardless of whether the feedback is written or delivered orally in class through general comments by the instructor.

Types of Oral Communication
(See page 4.) / Number of Each Type / % of final grade* / No Feedback / Type of Feedback: / Content / Organization / Delivery / Time Limitations / Other: / Comments on “Other”

* if ungraded, indicate with “N/A”

10. List the oral communication experiences (from the chart on the previous page) that provide students with an opportunity to improve their public speaking skills; for each experience, briefly explain how this is accomplished (i.e., drafts/outlines of speeches, feedback on speaking activities given to student before new assignments, peer review and comments).

  1. What percentage of the course involves assigned oral communication experiences?

Graded Assignments:Activities:

  1. Explain how these oral communication experiences are appropriate for your discipline:
  1. Is there any other information that you feel is pertinent?
  1. Please attach your syllabus and course schedule.

Revised 10/01

Proposal to Designate a Course as “Speaking Enhanced”

  1. Course Name and Number:
  1. Name of Faculty Member Teaching the Course:
  1. When course is typically scheduled (i.e. Fall, Spring, Summer, every semester, once a year, alternate years, etc.)
  1. Are there multiple sections of this course, some of which are taught by other faculty? If so, please list
  1. Is this course a □ major requirement, □ minor requirement, □ or elective?
  1. Does this course have any prerequisites? If so, please list.

______

  1. As a “speaking enhanced” course is this intended for □ majors □ non-majors □ both?
  1. This course is proposed to be “speaking enhanced” □ on a permanent basis

□ other (please explain)

  1. Please list the individual oral communication experiences in the appropriate category*. Place an “X” in the appropriate box regarding feedback the student receives, regardless of whether the feedback is written or delivered orally in class through general comments by the instructor.

Speaking Experience*
/ How many? / % of final grade** / No Feedback / Feedback on Content / Organization / Audience Adaptation / Delivery / Group Participation / Other: / Comments on “Other”
Presentational Speaking:
Small Group Presentation / 1 / 20 / X / X / X / X
Problem-Analysis Project / 1 / 25 / X / X / X / X
Class Discussion:
Roundtable Discussions / 10 / N/A / X
Case Study Analysis / 5 / N/A / X / X
Task-Oriented Group Projects:
Interpersonal Communication:
Problem-Analysis Project / 1 / 5 / X
Other:

*See Types of Oral Communication Experiences** if ungraded, indicate with “N/A”

10. List the oral communication experiences (from the chart on the previous page) that provide students with an opportunity to improve their public speaking skills; for each experience, briefly explain how this is accomplished (i.e., drafts/outlines of speeches, feedback on speaking activities given to student before new assignments, peer review and comments).

  1. What percentage of the course involves assigned oral communication experiences?

Graded Assignments:Activities:

  1. List the week in the semester each oral communication experience will occur:
  1. Briefly explain how these oral communication experiences are appropriate for your discipline:
  1. Is there any other information that you feel is pertinent?
  1. Please attach your syllabus and course schedule.

Revised 10/01

Types of Oral Communication Experiences

Adapted from Hampden-Sydney College Speaking Center Online

I.Presentational Speaking

  1. Objectives: Content comprehension, audience analysis, narrowing a topic, organizational skills, logical arguments, research and analysis skills
  1. Types: Oral reports, debates, oral exams, role play and interview presentations, film/book reviews, traditional speeches, scenes from literature, reading aloud, poster sessions, impromptu speaking, group presentations (panel, symposium, and forum)

II.Class Discussions

  1. Objectives: Discussion skills, student responsibility, questioning techniques, critical listening skills, discovery through talk
  1. Types: Student led discussion, in-class discussion, peer reviews, study groups, laboratory groups, instructor lead discussions, seminars, case study analysis, roundtable discussions

III.Interpersonal Communication (in both dyadic and group contexts)

  1. Objectives: Interpersonal skills, listening skills, interview skills, small group interaction, conflict management, maintaining a positive interpersonal/group experience, conversational styles, self-awareness, intercultural communication
  1. Types: Role-play, one-to-one teaching and tutoring, interviews, small group interaction

IV.Task Communication (in a group context)

  1. Objectives: Problem solving, strategy/action plan, research, meeting management, consensus, fact-finding, maintaining task orientation, decision making
  1. Types: Research projects, case study analysis, laboratory groups, problem-solving assignments

*Adapted from: DeFleur, M.L., Kearney, P., and Plax, T.G.(1993). Fundamentals of Human Communication . Toronto:

Mayfield Publishing Company.