ࡱ> y|xo Bbjbj zfzf: 55555$YYYP=Y*P % 1)))))))$c,/)5999)554)9v55)9)V&@r'h6/6' ~))0*B'01a1r'r'15'9999999))999*99991999999999 : Course Prefix, Number, and Title: COM 101: Oral Communication Section Number(s): 1002/1003 Department: Arts and Letters/English Instructor: Cooley Academic Year: 2019-2020 Semester: Spring 2020 Is this a GenEd class? Yes_X_ No___ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Organize oral presentations appropriate to context and audience Assessment Measure: Students give four speeches throughout the semester (self-introduction, narrative, informative, and persuasive), and each speech has process work that gets students to engage various aspects of oral communication. It is also in keeping with process work assigned in rhetorical classes. I use some combination of proposals, outlines, Works Cited or References pages, Skill Builder exercises, self-assessments, and peer reviews to get students to think hard about audience, purpose, genre, organization, etc. All speeches are expected to conform to the seven steps of effective speech organization presented in the first chapter of the course text. For this outcome, it probably makes the most sense to look at Proposal 1 and Proposal 4, a sample that shows, to some extent, their evolving understanding of audience and purpose and how to adapt a speech to those them. The final assignment of the semester is a reflection essay that asks students to evaluate their own growth by measuring themselves against the course outcomes. Criteria for Evaluation: For proposals, the criteria mostly stay the same from speech to speech. They will change based on research requirements, et cetera. The proposal, however, is designed to get students to think seriously about context, audience, purpose, and topic. Speech 1Proposal Assignment: For the first speech, though, I only expect you to explain the following: -The context of your speech: Look back over pages 10-11 of your textbook if this trips you up. -The presumed/imagined audience: Be specific here. Dont just say a college class. Different colleges have very different student bodies. Classes here dont look much like my classes in Hawaii or Iowa, for example. The same goes for any other intended audience you might use for this speech. If you imagine introducing yourself to new co-workers or to a group at a new church, be specific about that workforce or congregation. (See pages 13-14.) -The general purpose of your speech: Basically, are you trying to entertain, inform, persuade? What do you want your self-introduction to achieve? (See pages 14-15.) -The topic of your speech: I sort of took care of this by making the speech about you as seen through three foods, but I still suggest that you review the material on page 15 of the textbook. -The specific purpose of your speech: Remember the helpful advice provided by the authors of our textbook: When trying to formulate your specific purpose, begin your statement with to. You can review this on page 16. -Thesis: At this stage, you are only proposing your idea for Speech 1, so your thesis probably isnt written in stone. However, a working thesis provides a road map for you and me as you develop your speech. Remember, the speech is aboutyou, not the foods. Please write in full sentences. To the extent possible, write this the same way you would write a traditional essay. That is, your proposal should have an introduction, should develop logically, should have paragraphs with strong and focused topic sentences, and should have a conclusion. If you have questions, let me know. Criteria for Evaluation: For this first proposal the grade depends on pretty basic criteria. You should -follow instructions -develop each step thoroughly and thoughtfully -demonstrate a working understanding of the textbooks terminology -address each of the steps outlined above -format the assignment like a formal paper (MLA or APA is fine) with a heading, title, et cetera Speech 4 Proposal Assignment: If you forget the six steps, here they are: speech context audience general purpose topic specific purpose working thesis (this should be a thesis statement, not an explanation of what you might do) Note: Your thesis will likely change as you develop your speech, but a working thesis provides focus. Remember that the working thesis should combine the point you want to make and clearly express your point of view. I also want you to include your connect step here. I require this because I want you to think about why you are giving your speech and how you plan to acknowledge your audiences needs and expectations. Additional things to address Why did you select this topic? Why do you think there is a need for your speech? Why do you think your audience will be interested or find your topic relevant to their lives? What type(s) of persuasive appeal(s) do you think you will use? Why? (Chapter 14) What pattern of organization will you use? Why? (Chapter 9) What outside research will you do? Why? What types of visual aids might you use? Criteria for Evaluation: +You follow instructions +You have an essay that develops the steps listed above +Your paragraphs begin with a topic sentence and are developed thoroughly +You are specific and thorough in explaining your approach to the research you will will need to do (where you will look, where you will turn if you come up bust on the first couple tries, etc.) +You specify the pattern of organization you plan to use and explain why its the strategy that makes the most sense +You have a genuine essay rather than answers to the questions chunked up in paragraphs that have the appearance of an essay +Your writing meets the minimum basics of college writing, including organization, development, grammar and usage, etc. +You write in full sentences +You use MLA or APA style Results: My goal is for all students to scores at least 70%. Numbers reflect two sections but were gathered at the end of the semester after students who completed the assignment had been purged or dropped the class. Proposal 1 22/25 + 23/24 students completed the assignment 16/22 + 16/23 received a grade of at least 70% Proposal 4 21/25 + 21/24 students completed the assignment 20/21 + 20/21achieved at least 70% Criterion Met: Yes1. Results Analysis: As is common for the first assignment in a general education class, the students who did not achieve 70% simply did not follow instructions. Students might turn in a manuscript of their speech. Students even submit their speech sometime. As you can see from Proposal 4, however, this stops by the end of the semester. The only think I would like to improve is the quality of these proposals. Mainly, I want students to give each step more thought, provide more specific detail. 2. Action Plan: Since much of general education seems to be about learning study skills, I think these assignments are valuable in their own right. They allow small failures without putting them in danger of failing the course. Im not sure it would help to produce more detailed instructions. Im not sure if a mini lecture (like the ones I use to introduce the speeches) would help, but I could try. Theres always modeling, I guess, but I continue to be skeptical of models. Theres also the psychological angle to gen ed courses: If I add a zero to the end of every assignments point value (from 5 to 50, for example), will students take more time or put in more effort? Outcome #2: Deliver compelling and clear oral communicationsAssessment Measure: This outcome is arguably best measured by the speeches. Again, it makes sense to look at the first and final assignments, Speech 1 and Speech 4 Criterion for achievement: Criteria for Evaluation (Speech 1): For the first speech I mostly want people to learn the seven steps and follow instructions, which explains why the rubric is constructed as yes-or-no questions. That said, I will also be considering how effectively you do each step. I have mostly used the items in Tips and Tactics on page 19 to form the questions in the rubric. -Do you open with impact? Does it genuinely grab the audiences attention? -Do you have a clear thesis statement that conveys a definite idea? -Do you connect with your audience? -Do you preview the body of your speech? -Do you present your main points clearly and thoroughly and make clear transitions between those points? -Do you summarize your main points? -Do you close with impact? Four other things will factor into my evaluation of the speeches: -Do you state your intended audience before delivering your speech? -Do you give a speech rather than upload a video recording of you speaking to a camera? -Do you use an extemporaneous delivery? -Did you assemble a physical audience of at least three people? Criteria for Evaluation (Speech 4): Criteria for Evaluation +You follow instructions +Your speech has all seven steps of basic speech organization, including open with impact, focus on thesis, connect with audience, preview main body, present main points, summary of main points, and close with impact +You orally cite sources in the speech, which often means concisely explaining the sources purpose and authority +You use at least four credible outside sources. Non-surface-web sources from the GBC Library or its electronic databases are preferred, but some surface-web sources might be relevant and useful +You express each main point clearly with a topic sentence +You develop each main point logically and coherently +All supporting evidence supports the main point and/or the thesis +You transition clearly between sections of the speech, especially between main points +Your transitions are consistent with your organizational strategy/pattern +Your sources are used to develop a main point and are not there to add flavor +You have a balanced argument that takes other positions or points of view seriously +You have a useful, novel, or complicated topic +You explain your intended audience before beginning the speech +You have a physical audience of at least three people +You deliver a speech and dont just upload a video of you speaking into a camera +You use an extemporaneous deliveryResults: Speech 1: 23/25 + 23/24 students completed the assignment 18/23 + 16/23 received a grade of at least 70% Speech 4: 21/25 + 22/24 students completed the assignment 18/21 + 15/22 achieved at least 70% Criterion Met: Yes1. Results Analysis: As mentioned above, the biggest difficulty is getting students to complete the assignments. By Speech 4, the last speech of the semester, the most dedicated students are still standing, so these grades reflect the performance of my most consistent and dedicated students. Scores lower than 70% are most frequently the result of a combination of things such as coming up several minutes short of the minimum time requirements, not using or properly citing outside sources, not have several of the seven steps, etc. 2. Action Plan: At this point I cant change much. Speeches need to be the summative assignments for a course like this. I just need to find ways to get more peopleoften first-time students or Nevada State High School students (who freely mention that they are in high school several times throughout the semester)to commit the necessary time to these assignments. Outcome #3: Demonstrate an understanding of interpersonal communications in a variety of contextsAssessment Measure: Since I teach this class online, its difficult to measure this one. Peer reviews arguably measure this, but participation and effort are pretty low with peer reviews compared to other assignments. For two or three speeches I also ask students to do a self-analysis of their own speech. Still, however, I think the best way to measure this outcome is still the Reflection Paper, which I had abandoned for a couple semesters in an effort to decrease the workload for me and students. I brought it back, and I am glad I did. I changed the assignment and now require students to measure themselves against the coursed outcomes. Results: 20/25 + 19/24 students completed the assignment 18/20 + 15/19 received a grade of at least 70% Criterion Met: Yes1. Results Analysis: Perhaps the relatively low participation rate has to do with end-of-semester fatigue or workload as all classes finish up. I know that gen ed courses also have point counters, people who know they can pass without doing this assignment. More detailed analysis and higher participation is what I would like to see happen with this assignment. 2. Action Plan: Im reluctant to make the assignment worth more points. Its more or less a portfolio: Follow instructions and get full credit, dont follow instructions and get fewer points. The key is to incentivize without having to turn it into a super rigorous assignment. I could make it due late during finals week, but that gives me less time to read them. I could make it due Week 14, perhaps. Perhaps if I created a worksheet instead of requiring an essay. I could ask three questions, each connected to an outcome. Each question would require three pieces of evidence from the students work, etc. That might actually work.  Notes: Even though I assessed COM 101 in Spring 2019, I think its appropriate to return to it now because 1) when I arrived at GBC I had never taught oral communications and was learning on the fly and 2) I made fairly substantive changes to the course for the 2019-2020 academic year. 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