course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
Speech Communication
SPCH 110
home
Cover
about
expectations
resources
course
overview
learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
schedule &
sessions
next
course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
SPCH 110
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Speech Communication
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Speech Communication - SPCH 110
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Speech Communication - SPCH 110
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
home
about
expectations
resources
Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Speech Communication - SPCH 110
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Speech Communication - SPCH 110
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Speech Communication - SPCH 110
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Speech Communication - SPCH 110
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Speech Communication - SPCH 110
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Speech Communication - SPCH 110
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Speech Communication - SPCH 110
Faculty Evening Course Overview
Course Description
An introduction to public speaking, communication theory and small group and interpersonal
communication. The course includes researched extemporaneous speeches and several in-class
exercises.
Course Materials
Required Textbook and Materials
• Coopman, S., & Lull, J. (2013). Public Speaking: The Evolving Art, Enhanced (2nd ed.). Cengage.
• ISBN-13: 9781133307877
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
about
expectations
resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Speech Communication - SPCH 110
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
Compose an introductory speech to increase personal awareness
of strengths and challenges as a public speaker.
Formulate strategies to avoid plagiarism in speeches.
Create a purpose and a topic for a speech.
Describe speeches of personal importance.
Speech
10 pts
Group Assignment
Individual Assignment
Online Discussion
10 pts
10 pts
10 pts
•
•
•
•
•
Compose and deliver an informative speech.
Create an introduction to a speech.
Construct an online for a speech.
Assess strategies for compelling an audience.
Evaluate speaker credibility and develop a community code of
ethics.
Speech
Speech
Individual Assignment
Individual Assignment
Online Discussion
20 pts
10 pts
10 pts
10 pts
10 pts
•
•
•
•
•
Compose and deliver a persuasive speech.
Compose and deliver an impromptu speech.
Create visual aids for a speech.
Construct a PowerPoint presentation.
Discuss alternatives to PowerPoint.
Speech
Speech
Individual Assignment
Online Discussion
Individual Assignment
20 pts
10 pts
10 pts
10 pts
10 pts
•
•
•
•
•
•
Compose and deliver an elevator pitch.
Create and deliver a speech as a team.
Evaluate personal aspirations of public speaking.
Discuss Maslow’s Hierarchy of Needs.
Determine how to detect fallacies.
Evaluate techniques of audience appeal.
Speech
Speech
Individual Assignment
Individual Assignment
Individual Assignment
Online Discussion
20 pts
10 pts
10 pts
10 pts
10 pts
10 pts
•
•
•
Compose and deliver a final speech.
Review an online webinar.
Reflect on progress made as a public speaker.
Speech
Online Discussion
Individual Assignment
50 pts
10 pts
10 pts
•
•
•
•
Total Points for course
300 pts
about Bloom’s Taxonomy
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Speech Communication - SPCH 110
Faculty Evening Course Schedule
Sessio
n
Loc.
Class Title
Assignments
01 A
F2F
The Art of Public
Speaking: Building
Confidence, Reducing
Anxiety
•
•
•
•
•
No pre-class reading assignment
Instructor will review Chapters 1-3
In-Class: Introductory Speeches; Being an Active Listener
Small Group Activity: Addressing Anxiety and Setting Goals
Writ Assign: Avoiding Plagiarism
01 B
online
Understanding Your
Audience, Developing
Your Purpose and Topic
•
•
•
•
Read Chapters 4, 6-7
Discussion: Describing Speeches of Personal Importance
Writ Assign: Selecting A Purpose and Topic for Your Final Speech
Writ Assign: Search for Resources using the Benedictine Library
02 A
F2F
Informative Speaking and
Audience Analysis
•
•
•
Review Chapters 5, 9, 12-13
In-Class: Informative Speeches; Being an Active Listener;
Introduction to Your Speech
Small Group Activity: Audience Analysis
02 B
online
Researching and
Outlining Your Topic,
Ethical Considerations
•
•
•
•
•
Read Chapters 7-8, Review Chapter 3
Writ Assign: Compelling Your Audience
Writ Assign: Evaluating Credibility
Discussion: Community Code of Ethics
Writ Assign: Outline of Final Speech
03 A
F2F
Persuasive and
Impromptu Speaking
•
•
•
Review Chapters 14
In-Class: Persuasive Speeches; Impromptu Speeches; Being an Active
Listener
Small Group Activity: Be an Advocate
03 B
online
Designing Media
•
•
•
•
Read Chapters 11
Writ Assign: Alternatives to PowerPoint
Discussion: How to Construct a PowerPoint Presentation
Writ Assign: Creating Visual Aids for the Final Speech
04 A
F2F
Elevator Pitches and
Team Presentations
•
•
•
•
Review Chapter 16
In-Class: Elevator Pitches; Being an Active Listener
Small Group Activity: Presenting as a Team
Writ Assign: Personal Aspirations
04 B
online
Understanding Argument
•
•
•
•
Read Chapter 15
Discussion: Detecting Fallacies
Discussion: Ted Talks – Audience Appeal
Writ Assign: Investigating Maslow
05 A
F2F
Final Speeches
•
•
•
•
•
Review Chapter 10, Review Chapter 12
In-Class: Being an Active Listener
Small Group Activity: Debrief on Final Speeches
Small Group Activity: Poems
Written Assignment – Final Speech
05 B
online
Evaluating Speeches and
Public Speakers
•
•
Discussion: Educational Webinars
Writ Assign: Self-Reflection on Final Speech
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Speech Communication - SPCH 110
Faculty Evening Session 1A
Learning Objectives
1. Compose an introductory speech to increase personal awareness of strengths and challenges as
a public speaker.
2. Critique the delivery of a speech.
3. Identify key causes of public speaking anxiety.
4. Formulate a set of goals for reducing anxiety and apprehension associated with public speaking.
5. Discuss optimal solutions to avoid plagiarism in speeches.
Activities, Assignments and Agenda
No pre-class reading assignment – Instructor will review Chapters 1-3
Public Speaking: The Evolving Art, Enhanced
Group Assignments
Addressing Anxiety and Setting Goals – In small groups, have students discuss the main reasons why they
might find public speaking difficult. Students should develop a common list of anxieties and establish goals for
addressing each anxiety. Designate a student to keep a course list of anxieties and solutions as a
representative of each small group present the findings of their group to the class. The finished product should
be a class list of anxieties and corresponding strategies to reduce the impact of the anxiety.
Avoiding Plagiarism
In short discussion, have students evaluate the reasons why plagiarism is on the rise and identify clear
methods for creating a effective and unique speech.
In-Class Assignments
Introductory Speeches – Each student should introduce themselves to the class by addressing the following
topics. Try to have students avoid talking about their families as it reduces the impact of the assignment. Give
students 5-10 minutes to collect their thoughts before progressing with the speeches.
Name / Hometown / Current Place of Residence / Profession (if applicable) / Favorite Kind of Music / Favorite
Subject in School / Last Book Read
Being An Active Listener – While each student is introducing themselves, the rest of the class should be
taking notes on each classmate and identify something that each speaker does well and something that each
speaker needs to further develop. To summarize the activity, have students write a short reflection on what
speech delivery traits of their peers that they wish to emulate and those traits that they wish to avoid. Submit
assignment to drop box.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Session 1A
Speech Communication - SPCH 110
Faculty Evening Session 1B
Learning Objectives
1.
2.
3.
4.
Create a thesis statement for a speech.
Evaluate strengths and weaknesses in speeches delivered by professional orators.
Examine the Benedictine Library Database for valid resources for a speech.
Differentiate between a general purpose statement, a specific purpose statement, and a thesis
statement.
5. Discuss how information sources should be evaluated before using them in a speech.
Activities, Assignments and Agenda
Reading: Public Speaking: The Evolving Art, Enhanced - Chapters 4, 6-7
Written Assignment – Selecting a Purpose and Topic for Your Final Speech
Students will be constructing a 10 minute speech throughout the course. The first step is for students
to select a purpose and topic for their speech. In at least a 2 page APA cited paper, students should
identify their purpose, topic, and thesis statement for their speech.
Submit assignment to drop box.
Written Assignment – Search for Resources using the Benedictine Library
After identifying a purpose and topic for their final speech, ask students to find at least 5 potential
scholarly sources of information for their speech and describe why those sources may be helpful to
the final speech. All 5 sources must be retrieved from Benedictine Library resources and cited using
APA format.
Submit assignment to drop box.
Online Discussion: Describing Speeches of Personal Importance
To help students identify speech styles to emulate, ask students to locate a speech online by a
professional orator that they feel is of high quality and describe why. Make sure that students include
the link to the speech in their post so other students can review. Encourage students to evaluate each
other’s postings and make comments as to the strengths and weaknesses of each speech.
Please make your initial post to the discussion questions by midweek, and respond to at least one
other students' post by the end of the week.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1B
Speech Communication - SPCH 110
Faculty Evening Session 2A
Learning Objectives
1.
2.
3.
4.
Discuss how speakers can tailor their informative speech to a specific audience.
Compose and deliver an informative speech.
Compare and contrast the functions of a speech introduction and conclusion.
Develop strategies to establish speaker credibility.
Activities, Assignments and Agenda
Review: Public Speaking: The Evolving Art, Enhanced - Chapters 5, 9, 12-13
Audience Analysis – After the speeches have been delivered, break students into small groups to
discuss the topic of audience analysis. Have students create an audience questionnaire to implement
for the next set of speeches.
In-Class Assignments
Informative Speeches – Each student should deliver a 4-5 minute informative speech of their
choice. At least two sources must be cited in the speech.
Being An Active Listener – Informative Speech - While each student is delivering their informative
speech, the rest of the class should be filling out the Informative Speech form on each speaker.
Introduction to Final Speech – Each student should deliver a 2 minute introduction to their final
speech. At least one attention-grabber must be included in the introduction.
Being An Active Listener – Introduction to Final Speech - While each student is introducing their
final speech, the rest of the class should be taking notes on each speaker and learning from their
peers.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
Speech Communication - SPCH 110
Faculty Evening Session 2B
Learning Objectives
1.
2.
3.
4.
Create a community code of ethics for public speaking.
Develop a comprehensive outline for the final speech.
Propose ideas for what causes an audience to listen to a public speaker.
Reflect on what constitutes a community code of ethics and why it is relevant to effective
communication.
5. Evaluate sources of information and determine individual credibility.
Activities, Assignments and Agenda
Reading: Public Speaking: The Evolving Art, Enhanced - Chapters 7-8, Review Chapter 3
Written Assignment – Outline of Final Speech
Students should complete a full outline of their final speech in accordance with the guidelines
established in the textbook. Submit assignment to drop box.
Written Assignment – Compelling Your Audience
Ask students to identify strategies that they will implement in order to engage their audience during
their final speech. Students should be very specific about their strategies and they should directly
relate to the final speech. Submit assignment to drop box.
Written Assignment – Evaluating Credibility
Ask students to distinguish between facts, inferences, and opinions, explaining the importance of
each and determining where each belong in the greater context of a speech. Students could be given
a few sample topics in which to generate facts, inferences, and opinions in order to help clarify the
subject matter. Sample topics include sports teams, books, food/drink, technology, etc. Submit
assignment to drop box.
Online Discussion: Community Code of Ethics
Using the Internet, students must locate a unique code of ethics from a particular organization. Each
student should post the code of ethics (along with the URL) and describe why the code appeals to
them and what the strengths are of the code. As a class, students should develop their own personal
community code of ethics and reflect what they have learned about ethical communication and
community.
Please make your initial post to the discussion questions by midweek, and respond to at least one
other students' post by the end of the week.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1B
Speech Communication - SPCH 110
Faculty Evening Session 3A
Learning Objectives
1. Explain the value of the persuasive speech.
2. Incorporate strategies for how speakers can tailor their persuasive speech towards a particular
type of audience.
3. Invent methodologies for delivering an impromptu speech.
4. Advocate for a specific cause using persuasive speech methodologies.
Activities, Assignments and Agenda
Reading: Public Speaking: The Evolving Art, Enhanced - Chapter 14
Group Assignments
Be an Advocate
Break students into a few small groups and tell them that as a group, they must pick a charity to
support financially. Each student will pick a charity that is important to them and spend 1-2 minutes
advocating for their charity in an attempt to gain the funding from their group. At the end of the
exercise, team members will vote and pick the charity that they will support based on the strength and
quality of the student advocating for the charity.
In-Class Assignments
Persuasive Speeches – Each student should deliver a 6-7 minute persuasive speech of their choice.
At least five sources must be cited in the speech.
Being An Active Listener – Persuasive Speech - While each student is delivering their persuasive
speech, the rest of the class should be filling out the Persuasive Speech form on each speaker.
Impromptu Speeches – Each student will deliver a 2 minute impromptu speech based on a topic
generated by the instructor. Potential topics include: cultural/ethnic heritage, deciding to earn a
degree, a recent shopping experience, the main character in a favorite TV show or book, how to do
something of the student’s choice, . Once the selection of topics has been established, assign one to
each student and give them 5-10 minutes to collect their thoughts. Do not encourage students to selfselect as they will subconsciously start to copy each other and the assignment will lose impact.
Being An Active Listener – Informative Speech - While each student is delivering their impromptu
speech, the rest of the class should be taking notes on each speaker.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1A
Speech Communication - SPCH 110
Faculty Evening Session 3B
Learning Objectives
1.
2.
3.
4.
Evaluate technical and material resources that can enhance a speech.
Devise a plan for integrating presentation aids into a speech.
Compare and contrast the types of presentation aids available to speakers.
Discuss the appropriate strategies for using visual aids.
Activities, Assignments and Agenda
Review Public Speaking: The Evolving Art, Enhanced - Chapter 11
Individual Assignments
Written Assignment – Creating Visual Aids for the Final Speech
After reading the chapter in the textbook on designing media, students should create visual aids that
will help in the delivery of their final speech. Encourage students to think beyond PowerPoint and
create visuals that will have a powerful impact on the quality of their speech. Submit assignment to
drop box.
Written Assignment – Alternatives to PowerPoint
While Microsoft PowerPoint is the most prevalent presentation tool at the moment, there are several
alternatives that can be used instead of PowerPoint. Have students investigate these alternatives and
create a 5 “slide” presentation on a topic of their choosing. Encourage students to compare and
contrast the alternatives and determine if there is a tool that they feel would be an asset to a speech.
Submit assignment to drop box.
Group Assignments
Discussion: How to Construct a PowerPoint Presentation
While there are alternatives to PowerPoint, it is still the most commonly accepted presentation tool
used around the world. It is crucial to the overall public speaking education of students to know how
to create a clear and concise PowerPoint that enhances their speech without serving as a distraction.
Have students research best practices for creating PowerPoint presentations and create one slide
examples of a well-done PowerPoint Presentation.
Please make your initial post to the discussion questions by midweek, and respond to at least one
other students' post by the end of the week.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1B
Speech Communication - SPCH 110
Faculty Evening Session 4A
Learning Objectives
1.
2.
3.
4.
5.
Create and deliver an elevator pitch.
Assess the particular points that should be made in an elevator pitch.
Determine what points in an elevator pitch hold the most relevance to the audience
Evaluate the type of speech to use for a specific occasion.
Construct a group presentation.
Activities, Assignments and Agenda
Reading: Public Speaking: The Evolving Art, Enhanced - Chapter 16
Individual Assignments
Personal Aspirations – As a concluding assignment after the elevator pitch, ask students to write a
1 page paper on another elevator pitch that they should create in order to be prepared for a personal
goal. An example is if a student is seeking a promotion at work, they should figure out an elevator
pitch to have ready in case they have some 1-1 time with their manager. Submit assignment to drop
box.
Group Assignments
Presenting as a Team
In previously established groups, each team will deliver a 10 minute presentation that uses no less
than five visual aids.
In-Class Assignments
Elevator Pitches – Each student should deliver exactly a 1 minute presentation on why someone
should fund their concept for a small business. The speech must be no less than 55 seconds and no
more than 1:05 minutes.
Being An Active Listener – Elevator Pitches - While each student is delivering their persuasive
speech, the rest of the class should evaluate the quality of each pitch and be prepared to vote for
their favorite at the end of the activity.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1A
Speech Communication - SPCH 110
Faculty Evening Session 4B
Learning Objectives
1.
2.
3.
4.
5.
Evaluate the basics of argument: claims, evidence, and reasoning.
Discuss the fallacies of reasoning.
Compose a list of the types of appeals speakers can use when constructing arguments.
Explain Maslow’s Hierarchy of Needs and how it can be used to identify with an audience.
Appeal to the emotions of an audience while delivering a speech.
Activities, Assignments and Agenda
Review Public Speaking: The Evolving Art, Enhanced - Chapter 15
Individual Assignments
Investigating Maslow – In a 2-3 page paper, research the work of Abraham Maslow. Determine how
Maslow’s Hierarchy of Needs plays a part in how an audience reacts to a speech. In your paper,
create a unique visual aid of Maslow’s Hierarchy as you understand it. Submit assignment to drop
box.
Detecting Fallacies
Research on instruction in argumentation and persuasion has found that students who learn about
the fundamentals of argument are better at detecting fallacies than are students without training in
argument. How has what you have learned in this module made you more alert to fallacious
arguments? How has it influenced the way you respond to persuasive messages? Submit assignment
to drop box.
Group Assignments
Online Discussion: Ted Talks – Audience Appeal
To go the following website - http://www.ted.com/talks - and watch a few (at least 5) of the speeches.
In the speeches that you chose, how did the speakers appeal to the audience? Were Maslow’s
Hierarchy of Needs utilized in any way?
Please make your initial post to the discussion questions by midweek, and respond to at least one
other students' post by the end of the week.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1B
Speech Communication - SPCH 110
Faculty Evening Session 5A
Learning Objectives
1. Create images in the minds of listeners by using the power of language.
2. Explain the nature of language, highlighting its ambiguous, arbitrary, abstract, and active
characteristics.
3. Formulate a speech on a particular topic.
4. Personalize a speech based on the knowledge of the audience.
Activities, Assignments and Agenda
Reading: Public Speaking: The Evolving Art, Enhanced - Chapter 10, Review Chapter 12
Group Assignments
Debrief on Final Speeches
After the final speeches have been delivered, break students into small groups. Ask students to share
positive feedback with one another and congratulate themselves on a successful initiative.
Poems
Each student should bring in a short poem that holds relevance to them. In small groups, each
student will read their poem and the remaining group members will note the images that come to
mind while each poem is being recited.
In-Class Assignments
Final Speeches – Each student should deliver a 10 minute speech of their choice. At least 10
sources must be cited in the speech. At least five visual aids must also be used. Highly discourage
the use of note cards, encouraging the use of speaker notes instead. Forbid the use of the entire
speech being typed out and simply read aloud by the student.
Being An Active Listener – Final Speech - While each student is delivering their final speech, the
rest of the class should be a respectful audience and learn from their peers.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 1A
Speech Communication - SPCH 110
Faculty Evening Session 5B
Learning Objectives
1.
2.
3.
4.
Create an instructional webinar.
Analyze the experience of public speaking.
Deliver a speech using only technological tools.
Formulate a list of best practices when public speaking.
Activities, Assignments and Agenda
Individual Assignments
Writ Assign: Self-Reflection on Final Speech
Now that students have completed all of their speeches, have them debrief in a 2 page paper about
their experience in SPCH 110. Did they feel like they overcame their anxieties about public speaking?
Do they feel like they could create a speech for a real world scenario and be successful? Did they
enjoy speaking in person better than speaking into the webcam? What lessons were learned during
their time in this course? What was the student’s favorite speech to deliver and why? Submit
assignment to drop box.
Group Assignments
Online Discussion: Educational Webinars
Select a popular website that demonstrates how-to videos. Good selections would be HGTV, This Old
House, DIY, Howcast, etc. Review the “How-To” videos on these sites. Do you feel that the videos in
question have given you enough ability to replicate the task? Notice the visual aids that the
demonstrators use. How do they improve the instructional experience of the webinar. If you were
performing an online webinar, what tactics would you use to appeal to your audience?
Please make your initial post to the discussion questions by midweek, and respond to at least one
other students' post by the end of the week.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 1B