Department of Communication
General Education Classes – SPCH 121 Public Speaking
Learning Outcomes and Assessment
SPCH 121 Public Speaking Outcomes:
Learning Outcomes for Principle 1: Fundamental research inquiry listed below.
1. Research Inquiry
IU Northwest students will:
-Demonstrates the ability to explain and utilize the Research Methods of Inquiry and Analysis used in
communication as a Social Science and as a Humanities Disciplinary Area.
-Demonstrate the ability to select and apply research approaches and/or methodologies to examine issues for
further explication through careful analytical thought via an oral examination of concepts, ideas, or concerns to
publics, audiences and concerned stakeholders.
Learning Outcomes for Principle 2: Communication theories and concepts listed below.
2.
Theoretical & Conceptual Basis
IU Northwest students will:
-Explain Intrapersonal/Interpersonal, Public Speaking and mediated communication processes and behavior
using communication theories and concepts.
-Understands and utilizes theories and concepts to create a foundation for oral presentations.
-Will further integrate theories and concepts into the execution of the oral/visual presentation.
Learning Outcomes for Principle 3: Freedom of Speech Rights elements are listed below.
3.
Freedom of Speech
IU Northwest students will:
-Support Freedom of Speech Rights.
-Appropriately demonstrate personal and civic responsibility.
Learning Outcomes for Principle 4: Inclusive Audience Analysis
4.
Adaptation to Audience
IU Northwest students will:
-Use audience analysis and adaptation from a multicultural perspective.
-Focus on dialogic communication.
Learning Outcomes for Principle 5: Follows Organizational Principles
5.
Organizing Principles
IU Northwest students will:
-Develop and use logical and clear organization (with Introduction, Central Idea, Body and Conclusion) of
reasoned and compelling communication in personal, social, and career situations.
-Develop to develop and adapt the organized material into a PowerPoint presentation with documentation fully
evident.
Learning Outcomes for Principle 6: Finding and using research for messages
6. Researching messages
IU Northwest students will:
- Find and use research in a credible manner to support public speaking, interpersonal, and mediated messages.
-Document research used in messages.
Learning Outcomes for Principle 7: Verbal and Nonverbal Delivery Skills
7. Incorporating verbal and nonverbal delivery skills
IU Northwest students will:
-Develop and practice verbal and nonverbal delivery skills designed for positive personal, social, and career
impact.
-Develop and practice verbal and nonverbal delivery skills in relationship to an audience.
Learning Outcomes for Principle 8: Using New Convergent Media
8. Convergent Media
IU Northwest students will:
-Thoughtfully and skillfully use new convergent media for oral and written/graphic presentations
-Develop the skill to evaluate the effectiveness of new convergent media in presentations.
Learning Outcomes for Principle 9: Listening Skills
9.
Cultivating Listening Skills
IU Northwest students will:
-Identify and use the various types of listening skills appropriately in interpersonal, public speaking, and
mediated communication situations.
-Learn to check perceptions in by listening to and evaluating feedback.
Learning Outcomes for Principle 10: Leadership Qualities
10. Leadership Evidence
IU Northwest students will:
-Develop and display communication leadership skills in managing group dynamics interactions as factors
that influence how different social groups organize themselves and how individual differences influence
human community.
-Develop leadership skills in responding while fielding questions from the audience.
ASSESSMENT OF STUDENT LEARNING OUTCOMES FOR GENERAL EDUCATION CLASSES
-M E T H O D SThe Department of Communication at IU Northwest assesses “student learning outcomes” primarily
through the method of oral presentations. The instructors for the basic core general education course in
communication, the public speaking course, has the same performance expectation throughout the sections
offered during each semester session.
The type of performance expectation is reflected by the following excerpt from the syllabus for this
course and is outlined below.
Oral Presentations for SPCH 121 Public Speaking
There are two practice speeches and four required speeches to be presented by class participants this semester. The
practice speeches will be given and the start of the semester and are worth 10 points each. The graded speeches are as
follows:
1.
2.
3.
4.
Group
Special Occasion
Informative
Persuasive
(5-6 minutes in length)
(6-7 minutes in length)
(8-9 minutes in length)
(9 – 10 minutes in length)
In addition to the delivery of the speech, an outline must be submitted to instructor simultaneously with the speech or
24 hours prior to the due date of speech. This is done through the Assignments section of this site.
Speech Grading Rubric
Ratings: 5= Excellent
4= Superior
Organization
Intro gains attention, states central
idea/purpose, speaker credibility &
previews body of speech (Thesis
Statement)
Speech Body contains distinct topic
divisions (3 coordinate points and 2
subordinate points per coordinate)
& use of transitions before points
3= Satisfactory
Score
2= Below Satisfactory 1= Unsatisfactory
Comments
Conclusion starts with a concluding
transition and reviews main ideas of
speech (Thesis Statement)
Content
Speaker uses forms of support
(statistics, examples, quotes and
paraphrase of experts) & ethically
cites credible research sources
Speaker considers & makes their
ideas relevant through audience
analysis, adaptation, &
multicultural perspectives
Effective/proper use of visual aids &
media technologies to enhance the
presentation
Delivery
Vocal Variety (Conversational
Quality) Proper grammar & word
usage
Movement & gestures
Eye Contact (direct and prolonged)
Preparation – proper length,
familiarity with speech, outline
turned in before delivery
The speech type and the evaluation rubric, as outlined above, is the assessment plan for each section (multiple
sections) of SPCH 121 – Public Speaking offered during the three semesters: fall, spring, and summer.
-
ASSESSING METHODS–
Each instructor reviews the students in the entry level general education with the oral presentation
guidelines established for each speech type and applies the standards through the rubric categorizing the
details of expectations. The required outlines for the oral presentations documents the written detail
needed to meet the standards. To further establish and assess the level of quality maintained and
attained by this process, instructors are asked to recommend their top speaker for a special competitive
event. The Speech Forum, a campus and community event offered in both the fall and spring semester,
presents the speakers before three qualified judges with computerized scoring to determine the ranking.
The top three student speakers are awarded plaques and certificates.
Strategies for assessing general education learning outcomes
Although the assignments and the standards are applied to all the sections of SPCH 100 – Public
Speaking Sections, a new element has entered into the process which is affecting the delivery of the
courses: the online platform now imposed upon selected public speaking courses. First, the idea of
public speaking online seems like an oxymoron. Second, the 2015 year was the most pressured period
for expanding the online offerings in public speaking. Here is an excerpt from the public speaking
syllabus outlining the instructions to address the “online” approach:
Your speeches will be delivered synchronously --“live” -- through Adobe Connect.
There will be sign up slots for your speeches in the Forums. These are on a first
come first served basis. There will be two or three sign up periods during the week
that a speech is due. You must sign up, attend the Adobe Connect meeting room
(through a link that will be provided) at your designated sign up time, deliver your
speech, and watch and listen to other students present their speeches. When you
are presenting your speech both your camera and mic will be operational and all
other room participants will be watching and listening to you deliver your speech.
During other students’ presentations you will be asked by the instructor to
participate in some manner (answering a question in chat, raising your virtual hand,
etc.) to exhibit your attentiveness and presence as an audience member. If you do
not respond appropriately in a timely fashion you will be deducted 5 to 10 points on
your own speech grade for that session.
To address these concerns, the following strategic analysis is provided as goals to be pursued
to more fully assess the impact of the delivery of courses in public speaking as a general education
core course.
Goal 1: Develop a communication infrastructure to provide a data-based decision making process for effective
management of online courses offered in general education or minors: courses affected include— SPCH 121, SPCH
122, and SPCH 223.
Obj 1: Obtain and/or participate in establishing a written statement that outlines the online mission for Indiana
University Northwest as affected by its IU and regionally connected institutions.
Obj 2: Establish the roles and functions of those that affect the communication infrastructure in establishing online
courses.
Obj 3: Establish the standards and protocol and procedures necessary to establish a secure network of decision making
supportive of curriculum offered.
For example:
Obj 3a—How does the Registrar select which OL course to release first (assuming there is not
a mass OL courses release but the Registrar is selective).
Obj 3b—How does the department work with the registrar to establish the sequence of
OL courses to assure coverage is maintained for those who teach full time.
Obj 3c—What mechanism is in place to correct decision errors in the process throughout the infrastructure
impacting online courses?
Obj 4: Research and evaluate the impact of online courses on faculty and students.
For example:
Obj 4a—How accessible is the background information on students who are not IUN students?
Obj 4b—How accessible and clear is the roster in identifying the campus the student is enrolled in?
Obj 4c—What is the mechanism for resolving conflicts, complaints by students and/or faculty when there is an
unsatisfactory situation? Example: An IUN student cannot contact instructor from another campus or and IUN
instructor cannot contact a nonenrolled IUN student. What are the procedures for this needs that arise from a
lack of access?
Obj 5c—Is there ever a discussion on the core number of IUN students needed for an IUN course to be offered? Can a
course have primarily and/or only nonIUN enrolled students?
Obj 5d—How does a department address students who request to retake a communication performance course in
order to have the “real” experience in communication—either public speaking and/or interpersonal?
Goal 2: Provide the training necessary for those communication faculty who are teaching online for SPCH 121, SPCH
122, and SPCH 223.
Obj 1: Require training by CISTL for all faculty teaching online.
Obj 2: Require access to shell model developed for each course prior to activation for teaching.
Obj 3: Review the student feedback mechanism to assure an online end-of-the-year evaluation of an OL course is
appropriate and complete.
Obj 4: Review the student’s experience who are requesting to retake the oral presentation course to have a more “real
experience” in a face-to-face context.
The results from the effort to address these goals will have impact in being more complete in the assessment in
delivering oral performance courses. The assessment will be affected, too, to better reflect how to manage course
offerings which are no longer offered only face-to-face.
Dr. Bonita D. Neff, Ph.D.
Professor and Chair
Department of Communication
College of Arts and Sciences
219 980-6998 (direct)
bdneff@iun.edu