SLO (4): The student will demonstrate proficiency in the application and use of oral communication theories and practice (LO 3).
80% of SPH 106/SPH107 students completing an oral presentation of four minutes incorporating widely accepted standards of oral presentation, development, and delivery will achieve a passing score on the first attempt (defined as “C” or better scored against departmental rubric) (each fall and spring semester).
Evaluative rubrics from more than 300 persuasive speeches were collected and analyzed fall and spring semesters, focusing on five traditional areas of difficulty: gaining attention, establishing credibility, avoiding oral fillers, providing an action point, and meeting the time requirement. The benchmark was exceeded in all areas except establishing credibility (69%) and avoiding fillers (63%). Faculty noted that according to Human Links, a global recruiting company, 4 of top 7 reasons people are hired are related to communication skills, and poor communication skills are frequently cited as a leading reason for termination.
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As a result of discussion, the assignment was modified to require that students actually write out the first paragraph on speech outline to enable them to better establish credibility with audiences. Faculty have emphasized the importance of practicing speeches more to reduce the use of oral fillers. Faculty are pursuing strengthening this competency by increasing the speech requirement from one course to two. 100% of fulltime faculty attended multiple professional development activities to improve outcome, including presentations on “flipped” learning and e-learning. Representative attended workshop on assessing online student learning using the Quality Matters framework. More discipline-specific activities are planned for the 2013-14 academic year, including workshops on “Dealing with Difficult People” and “How to Communicate with Tact and Skill.”