Speech Communication Program Review
12/06
2006 Program Review for the Speech Communication Discipline
Topic I: Where are we now?
A. Purpose and Goals/Relation to the Institution
The Speech Communication Discipline of the Riverside Community College District exists so that
students can learn theory and skills across a broad range of communication courses that support
general education requirements, transfer requirements, and personal development while upholding
the mission of the district. An excerpt from the current mission statement adopted by the Board of
Trustees in 1994 and published in the district catalog states that “the District provides transfer
programs paralleling the first two years of university offering, pre-professional, career
preparation…leading to the associate of arts degree, the associate of science degree, and a variety of
certificates.”
The Speech Communication discipline offers courses that meet the General Education requirements
(Humanities met by SPE-7/8 and Language & Rationality met by SPE-1 or SPE-9) as well as
additional coursework (Group 2) for the RCC A.A. degree. Our courses also satisfy the following
California State University General Education Transfer Requirements: Section A/Communication
and Critical Thinking: Oral Communication (SPE-1 or SPE-9) and Critical Thinking (SPE-2 or SPE3A, or SPE-4A or SPE-5); Section D/Gender Studies (SPE-13). Speech Communication Courses,
although not part of the UC transfer requirements, are accepted at many UC’s and most four-year
private universities. The mission statement also states, “in the tradition of general education, the
liberal arts and sciences…prepare students for intellectual and cultural awareness, critical and
independent thought, and self-reliance.”
Speech Communication, with its emphasis on the role of communication in human relationships, has
been and continues to be a cornerstone of the goals of general education. The wide variety of course
offerings in Speech Communication parallel the offerings at CSU, transferring as general education
or electives. All course offerings require critical thinking, have components of intercultural
communication/sensitivity and promote self-reliance, personal development, and personal
responsibility.
B. History
The discipline of Speech Communication has long contributed to the curriculum at RCCD in both
course offerings and in Forensics for well over 40 years. This tradition was carried to the Moreno
Valley and Norco campuses of the district in Academic Year 1990-1991, and promises to continue as
both campuses move toward becoming independent colleges within the district following our 2007
accreditation.
In order to understand the major developments, activities, changes and/or projects in our discipline
over the past 5 years it is important to capture the Discipline’s history in terms of faculty and
departmental structure.
Page 1
Speech Communication Program Review
12/06
Full Time Faculty
The district has 44 Speech Communication faculty, only eight of whom are full-time, while 36 are
part-time. Full-time faculty cover a decreasing percentage of sections due to growth. Fall of 2006
(113 sections) marks a 41%, district-wide increase from Fall 2001 (80 sections) in sections taught yet
the number of full-time faculty remains the same as five years ago. (Percentage increase of sections
by campus: Moreno Valley 27%, Norco 65%, Riverside 35%.)
Riverside
There are currently five full-time faculty members at the City campus. One faculty member serves as
the Director of Forensics which includes the duties of coaching the intercollegiate competitive speech
team and teaching three additional classes per semester. (See Appendix A) There are 17 part time
faculty members.
The ratio of Speech Communication sections taught by full-time vs. part-time instructors for the Fall
2006 was 43% full-time, 57% part-time.
Forensics
Forensics has a long tradition at RCC. Unfortunately, maintaining a Director for the Forensics
Program has been problematic since the late 1980’s. Over a six-year period, from Fall 1988 to Spring
2001, nine different people filled the position. Finally, in Fall of 2001 the Director’s role was held
and maintained by a single individual for the last five years who has, unfortunately, resigned effective
Spring 2006 due to burn out. This burnout is an institutional issue evident in the repeated turnover of
DOFs. A related institutional issue is the pattern of past DOFs who have left their position by
choosing to exclusively teach rather than direct the Forensics program, thus leaving the college
without a DOF and, effectively, without the necessary and additional funding for a new DOF
position. (See Appendix A)
Moreno Valley Campus
Moreno Valley has one full time faculty member. A one year temporary position was, at one time,
approved for the Fall 2006-Spring 2007 Academic year and has since been rescinded.
(See Appendix A) There are 7 part time faculty members.
The ratio of Speech Communication sections taught by full-time vs. part-time instructors for the Fall
2006 was 26% full-time, 74% part-time.
Norco Campus
Norco has two full time faculty members. (See Appendix A) There are 12 part time faculty members.
Page 2
Speech Communication Program Review
12/06
The ratio of Speech Communication sections taught by full-time vs. part-time instructors for the
Academic Year 2005-2006 was 27% full-time, 73% part-time.
Departmental Structure
At the Riverside campus, the Discipline of Speech Communication had been its own department until
1994 when it became part of the English and Speech Communication Department along with four
other disciplines: English, ESL, Reading & Journalism.
At the Moreno Valley campus, the discipline had been included in the Humanities and Social Science
Department until June 2004 when the departments of the campus were reconfigured.
At that time, the discipline became part of the Communications Department along with four other
disciplines: English, ESL, Reading & Journalism.
At the Norco campus, the discipline had been included in the Communications, Humanities, and
Social Sciences Department until Fall 2005 when the departments of the campus were reconfigured.
At that time, the discipline became part of the Communications Department along with four other
disciplines: English, ESL, Reading, & Journalism.
Speech Communication is the second largest discipline within the respective departments.
District-wide English serves 8650 students; Speech Communication serves 2149 students; ESL serves
1016 students; Reading serves 1358 students; and Journalism serves 158 students. Speech
Communication is the 9th largest discipline of the 84 disciplines within Riverside Community College
District. (See Appendix B.) Being the 9th largest discipline supports the need for the Speech
Communication Discipline to become its own department. The autonomy is needed so that student
needs for Speech Communication courses and course offerings can be properly met.
Recommendations from Last Program Review
None based on the absence of evidence from any official Program Review of Record.
However, it is important to note that the Speech Communication Discipline was included in the 20052010 Academic Master Plan. A discipline member from each campus did an unofficial Program
Review to be included with the respective Departmental Program Reviews of each campus.
Discipline specific data from institutional research was included in these unofficial Program Reviews.
C. Programs & Curriculum
Listing of Programs/Course Sequences/Changes in Curriculum/All Course Outlines
The Speech Communication curriculum currently consists of 16 courses as listed in the course
catalogue (all Course Outlines are in Appendix B). However, in the last 5 years, only 5 courses have
been taught every semester:
Speech Communication 1- Public Speaking
Speech Communication 9- Interpersonal Communication
Speech Communication 7/8- Oral Interpretation
Page 3
Speech Communication Program Review
12/06
Speech Communication 3A/B& 4A/B- Argumentation & Debate
Speech Communication 10A/B/C- Forensics
Other courses that have been taught and/or offered are:
Speech Communication 51- Introduction to Public Speaking
Speech Communication 52- Introduction to Speech Communication
Speech Communication 6- Small Group Communication
Speech Communication 12- Intercultural Communication
Speech Communication 13- Gender and Communication
Speech Communication 19- Readers’ Theatre
A formal schedule for specialty course offerings does not exist. Historically, specialty course
offerings have been based on faculty request.
Except for 3A/B-4A/B, 7/8 and 10A/B/C, there are no sequential courses within the discipline; each
course is unique.
AA Degree Requirements
Speech Communication offers courses that are integral to a student’s liberal arts education.
It is included as one of the disciplines, Part I (Unit Requirements)/Group 2 for earning an AA from
RCC. Speech Communication courses might also be included if a student earns an AA by fulfilling
Part I, Group 3.
Speech Communication is included in Part IV (General Education Requirements) in two areas:
Humanities (SPE 7/8 {Oral Interpretation}) and Language & Rationality (SPE 1 {Public Speaking}
and SPE 9 {Interpersonal Communication}).
SPE 1 and SPE 9 are required in the Nursing Program at RCC.
Transfer Requirements
Speech Communication courses satisfy the following California State University General Education
Requirements: Section A/Communication and Critical Thinking: Oral Communication (SPE-1 or
SPE-9) and Critical Thinking (SPE-2 or SPE-3A, or SPE-4A or SPE-5); Section D/Gender Studies
(SPE-13). Speech Communication Courses, although not part of UC transfer requirements, are
accepted at many UC’s and most four-year private universities oftentimes as electives.
During the process of updating course outlines of record, in the Spring 2006, the discipline evaluated
the current curriculum and accomplished the following:




revised and updated SPE courses: 1, 2, 3A, 6, 7, 9, 11, 12, 13, and 19, all of which were
approved by the curriculum committee;
created a new honors course SPE 1H and will submit 9H in Fall 2006;
considered what choice will best meet student needs regarding SPE-5, Parliamentary
Procedure: discontinue, offer as 1 unit, or continue as currently listed;
investigated how best to serve students with SPE-3B, 4A, 4B, 8, 10A/B/C and plan to
submit for curriculum approval in Fall 2006;
Page 4
Speech Communication Program Review


12/06
discovered that Forensics (Speech 10A/B/C ) is inappropriately counted in FTEF as a
“Laboratory, Activity, and Performance Class: 1 hrs. = 0.0500 FTE; 54 hours = .1500
FTE” as stated in the 2004-2007 Contract and will be re-written to be appropriately
counted in FTEF as a “Laboratory Class Requiring Extensive Preparation and Student
Evaluation: 1 hrs. = 0.0666 FTE; 54 hours = .2000 FTE”;
considered new courses in: Mass Communication, Organizational Communication, Health
Communication, Family Communication, and/or Media Literacy.
Co(pre)requisites/Learning Objectives-Outcomes & Competencies
In revising all of the Course Outlines of Record, we examined Course Outlines of Record from other
Community Colleges for consistencies. Additionally, the information gained from IMPAC for
Speech Communication Learning Outcomes was integrated.
Our program review activities have included extensive discussion of student learning outcomes and
curriculum. In revising our course outlines, we made a paradigm shift from course objectives to
student learning outcomes. The specific student learning outcomes for each course are reflected in
the revised course outlines of record and generalizations can be made that are consistent for all
courses in the discipline. The learning outcomes applicable to all Speech Communication courses are
as follows. Students will learn:
1. to develop communication competence which includes intercultural competence, ability to
work in groups & organizations, communication across the curriculum, presentation skills,
managing communication apprehension, and effective listening skills;
2. to develop critical thinking skills;
3. to develop information competency including media literacy and the ability to organize
ideas;
4. to develop lifelong learners;
5. to develop mindful human beings who will practice civility in their communication with
others;
6. to incorporate ethical decision making into communication choices (Interpersonally,
Interculturally, working in groups & organizations, as well as civic duties, etc);
7. to encourage civic duties through social, and political engagement.
Through discipline discussion and anecdotal data we have recognized that significant numbers of
students who struggle or drop, across the Speech Communication curriculum, are students who are
not eligible for English 1A. As such, inherent in our discussion of student learning outcomes has
been the questions of how to best serve under-prepared students. We have recognized the need for
students to have basic skill sets in reading, writing and some outlining in order to succeed in courses
across the Speech Communication curriculum. Although no placement tests are currently being used
to assess entrance competencies, we believe eligibility for ENG 1A or completion of SPE 51 would
adequately prepare students to succeed in much of the Speech Communication curriculum. So, for
every one of our courses that is college level transferable, we have added an advisory of “Speech 51,
Speech 52 or Qualification for English 1A” based on the rationale that a student that is capable of
college level transferable credits is also capable of college level critical thinking. We have completed
the appropriate documentation for this rationale and have requested retrospective data from
institutional research to support this rationale.
Page 5
Speech Communication Program Review
12/06
Students Served
Enrollment trends, based on data provided by RCCD Institutional Effectiveness (see Appendix B)
indicate that Speech Communication sections across the district run at 90% of our enrollment caps of
30 students per class (93% at Moreno Valley & Norco, 83% at Riverside) averaging 27 students per
section. Over the course of the last five years, enrollments for Speech Communication courses in the
district have fluctuated: the highest annual increase of 192 students coming in Fall 2002, and the
largest decrease of 112 students coming in Fall 2005. Overall, there was a small (2%) increase in
district-wide student enrollment in Speech Communication courses over the last five years. We will
need to keep an eye on efficiency as we offer additional sections to ensure we are doing so to serve
more students. As we expand the range of courses offered in the department we might expect lower
efficiency in the first few semesters or cycles of a course.
The success rate for all Speech Communication courses is 71%. Public Speaking classes reflect a
lower success rate (69%), which may be attributed to the subject matter and may warrant attention in
order to increase success. The success rate of African American students is a full 10% below the
average and the success of Hispanic students 4% below the average. The discipline may want to
consider strategies to promote the success of students from these groups by collaborating with Puente
and Top Tenth programs active within the district. On a positive note, we experienced improvements
in success rates in seven of the ethnic group categories. For example: African American students
moved from a success rate of 55% in Fall 2001 to success rate of 67% in the Fall of 2005. We also
saw improvement in the success of our male students moving from 62% success rate in Fall 2001 to a
68% rate in Fall 2005. It is not surprising to find higher success rates in our older students and in our
students who have completed higher levels of education. The success rate by educational goal may
suggest a strategy that might support broader success in other student groups. The greatest success in
Speech Communication courses was by students with the educational goals to “update job skills”
(84%), “maintain certification/license” (80%) and obtain a “BA without AA” (75%). Students
focused on a larger goal seem to succeed at a higher rate. Student success might also be influenced by
the practical application inherent in the coursework of Speech Communication courses relevant to
one’s job, professional advancement, and educational success respectively. The discipline may want
to encourage instructors to emphasize application of content and integrate personal, professional,
relational, and life goals as part of course content where appropriate.
D. Student Learning Outcomes Assessment
Review and revision of course outlines of record
By the end of Fall 2006 all course outlines will have been revised using the new (2005) curriculum
committee template. (See Appendix C)
A schedule has been created to maintain currency on all course outlines. (See Appendix D)
Because the discipline is in ongoing dialogue regarding web-enhanced, hybrid, and/or online course
offerings, no distance education approval was, at this point in time, sought for any of the Speech
Communication course outlines.
Assessment efforts already undertaken
Page 6
Speech Communication Program Review
12/06
Each of us evaluate our students in myriad ways both formally and informally, including but not
limited to: student observation(s), quizzes, tests, written work, group work and activities, speeches
and other oral presentations. Discipline-wide our assessment of student outcomes has mostly been
informal and anecdotal through conversations among ourselves. Formal discussions have taken place
in discipline meetings regarding ways we might deal with under-prepared students in our courses. We
also implemented an informal example of norming, in which two faculty members met to view
videos of student speeches and compared their individual evaluations of the same speech. Lastly, the
creation of student learning outcomes that are tangible and measurable has also promoted further
dialogue regarding discipline-wide assessment.
Development and implementation of comprehensive assessment plan
The discipline is scheduled to begin formal assessment in Fall 2006 utilizing “Option 1,” as indicated
in the Instructional Program Review Process manual, Section 2: Sample Questions, Activities, and
Data for Disciplines’ Self-Study. Option 1 will be used for Speech 1 (Public Speaking) and Speech 9
(Interpersonal Communication). All other courses will be assessed using “Option 2” as an individual
faculty member teaches the course.
Each Course Outline is currently being re-thought in terms of student learning outcomes that are
tangible and measurable, and, therefore, can be continually assessed. These outcomes will be
assessed within the discipline as part of our continual Program Review Process. Additionally, one
member of the discipline has already participated in the Speech Communication IMPAC study that
evaluates learning outcomes specific to a discipline.
Timeline for implementing assessment plan
Our first assessment will pertain to student learning outcomes in Speech Communication 1, Public
Speaking. In Fall 2006 each faculty member will record student speeches. In Spring 2007 we will
hold a norming session to establish grading criteria for student speeches. Fall 2006 the discipline will
establish a schedule for future assessment of the specific student learning outcomes of Speech 1
(Public Speaking) and Speech 9 (Interpersonal Communication). All other courses will be assessed
(using Option 2) as they are offered.
E. Collaboration with Other Units
Speech Communication has collaborated with the matriculation office, student services, DSPS, the
honors program, Title V, WRC, the Riverside School of the Arts, and the RCC Foundation. We are
represented well in the newly formed RCCD honors program. The Norco Honors Coordinator is a
member of the discipline. Four faculty members are part of the honors committee and, as previously
stated, Speech Communication honors courses will be offered at both Riverside and Norco Fall 2006.
Also, Fall 2006, the discipline will be teaching courses in 3 of the learning communities that are part
of Title V/Developmental Education (Remediation). All faculty members encourage their students to
enroll in a Writing/Reading Center (WRC) practicum (English 96 and English 97). Additionally, the
discipline is in dialogue with WRC coordinators to create Speech Communication workshops.
Discipline members are also in ongoing conversations with the Director of the Riverside School of
the Arts for the purpose of developing speech communication courses as part of the curriculum.
Page 7
Speech Communication Program Review
12/06
The outcomes of this program review will assist the Speech Communication Discipline in continued
dialogues with matriculation and articulation. We would like to re-evaluate the discipline’s offerings
within RCC’s General Education requirements as well as maximizing articulation agreements of
Speech Communication courses with local 4-year institutions.
Counseling will be invited to a Speech Communication Discipline meeting in the 2006-2007 year to
review Speech Communication course offerings and how they can meet students’ educational, career
and lifetime goals.
F. Outreach
The Speech Communication Discipline has scheduled those classes that support student goals of
general education and AA degrees in weekend, evening, and short-term formats at a number of
locations throughout the district, (most recently at Rubidoux High School, John Fitzgerald Kennedy
Middle College High School, and the Fender Museum of Music and the Arts). We do this to enhance
access by as many students as possible that are pursuing their goals at RCC. We have increased
offerings of sections of Argumentation & Debate, Gender Communication, Small Group
Communication and Basic Speech to better meet the needs of our students.
Outreach activities in which Speech Communication has been active in the district include:
1. supporting a nationally ranked Forensics Team, which competes in Speech and Debate
competitions all 9 months of the academic year including Winter intercession, attending local,
state, and national tournaments;
2. three discipline members having served or currently serving as department chairs at their
respective campuses; first time representation for the Speech Communication Discipline at the
City campus since 1994;
3. one faculty member was honored by being selected as the Distinguished Faculty Lecturer for
2000;
4. two faculty members participated in the colloquium on teaching and learning held at Lake
Arrowhead, February 2002 following in the tradition of a more senior faculty member who
attended the original version of the colloquium;
5. one faculty member acted as facilitator for Great Teacher seminar, Spring 2002;
6. one faculty member conducted an outreach seminar for Title V;
7. one faculty member is the campus coordinator for the honors program;
8. one faculty member served on Academic Ad-hoc committees;
9. one faculty member did a one-semester team teaching of Public Speaking with English
Composition;
10. three faculty members completed training for guiding the discipline through the program
review process;
11. faculty participation in Ujime, a campus committee that serves under-prepared students with a
special focus on the African-American community;
12. faculty participation in Title V/teaching courses as part of learning communities;
13. faculty focus on remediation and tools to create student success;
14. two faculty have attended the Hybrid Academy;
Page 8
Speech Communication Program Review
12/06
15. ongoing discussion regarding alternative modes of delivery (pedagogy/webenhanced/hybrid/online, etc.);
16. committee work including accreditation, faculty development, scholarship, honors and
educational development (remediation).
In addition to these district activities, members of the discipline have participated in a variety of other
activities relevant to the community and to the profession including:
1. hosting an annual High School Speech and Debate tournament at RCC;
2. collaborating with Friends of Forensics to encourage secondary students interest and
participation in competitive public speaking;
3. one faculty member has published two textbooks that were both the first in the field: one on
interpersonal communication with an emphasis on values (assisted by another faculty
member), another a women’s anthology;
4. faculty members have attended and participated in panel discussions at the Western Speech
Communication Association annual convention;
5. one faculty member has founded a non-profit group for the spiritual and personal growth of
women which has spread throughout California and beyond;
6. one faculty member published an ancillary workbook;
7. one faculty member participated in a state-wide community college symposium as a
representative of the Speech Communication discipline;
8. one faculty member has taught conferences in Kazakhstan and China;
9. two faculty members provided community service as drama critiques;
10. one faculty member attended the State Senate IMPAC Conference;
11. one faculty member attended Simon’s Rock/Bard College Early College High School training
in Great Barrington, MA.
G. Resources
Staffing
Our current available faculty includes eight full-time positions: one at Moreno Valley, two at Norco,
and five at Riverside City. Faculty also includes 36 adjunct faculty: 7 at Moreno Valley, 11 at Norco,
and 17 at Riverside City.
Strengths
Our strengths as faculty in fulfilling the Discipline’s mission and goals include:






expertise in the field of Speech Communication;
focus on teaching students to apply theories learned into practical communication skills;
individual faculty members’ commitment to full-time faculty professional obligations;
Speech Communication Discipline members in leadership positions;
strong adjunct pool;
a focused vision to illuminate the value of our discipline to our students, the institution
and the community.
Page 9
Speech Communication Program Review
12/06
Weaknesses
Our weaknesses as faculty in fulfilling the Discipline’s mission and goals include:





65% of all Speech Communication Courses are taught by part-time faculty (Moreno
Valley 74%, Norco 73%, Riverside 57%), non-compliance with AB1725;
enhanced difficulty in ensuring consistency in the quality of our teaching and student
learning outcomes across all sections in the discipline due to significant number of courses
taught by part-time faculty members who have no professional obligation to participate in
the Discipline’s formal assessment procedures;
being subsumed within a larger department mutes faculty voice(s) and denies discipline
specific needs;
a much higher demand of each full-time Speech Communication faculty member to meet
all other professional responsibilities at the college (part-evaluations, mentors, etc.)
compared to other disciplines;
high turnover rate for DOF.
Facilities
The facilities the discipline now uses are the classrooms and the offices provided by the departments
at each of the respective campuses. Being subsumed within the larger departments, Speech
Communication competes with four other Disciplines for use of space and course offerings.
Additionally, the last year the implementation of Resource 25 created incredible amounts of flux.
Competing for room utilization compounded with the implementation of Resource 25 left the Speech
Communication Discipline with course offerings that did not meet students’ needs. For example, in
the Fall of 2006 on the City campus, the Discipline requested a balanced number of course offerings
to include all time slots available on the schedule grid. Rooms were not assigned for the courses
requested and forced many of the Speech Communication courses to be taught in the 7AM-8:45 time
slot with only one Speech Communication course offered for the entire City campus in the 8:4510:35 time slot. For the Spring 2007 schedule, only two Speech Communication classes are offered
in the M/W 8:45-10:35 time slot and two in the T/TH 8:45-10:35 time slot. Because the discipline
shares rooms with English, the Speech Communication course offerings are “bumped” to
accommodate English offerings. Exacerbating the issue is full-time English faculty “bumping” part
time Speech Communication faculty for “prime time” course offerings. If the Speech
Communication discipline were in closer compliance to AB1725 in the ratio full time faculty to part
time faculty, the English discipline would not be able to “bump” for full time faculty needs. The use
of facilities must be based on appropriate course offerings. Course offerings must be based on
student needs and a balance of course offerings across all disciplines
Equipment
The equipment the discipline now uses is improving as both Norco and Riverside have upgraded to
digital cameras for video recording of speeches. A majority of classrooms are equipped with
computers, LCD projectors, video and DVD playback, and overhead projectors.
Page 10
Speech Communication Program Review
12/06
Auxiliary Resources
The maintenance and development of resources available to support the discipline include:




Library which is used for student orientation to research and information literacy, text
books, CD-ROMs, video, and other resources on reserve.
Instructional media providing video recording equipment and equipment remote controls,
delivery and repair.
WRC (Writing & Reading Center) supports students referred by Speech Communication
faculty to English faculty for writing support with research, outlining, and term paper
needs.
Tutoring is available to train tutors and support students seeking assistance in Speech
Communication sections.
Alternative investigation
Because the discipline is subsumed within a much larger majority, specific discipline needs often
times go unmet as department resources go to meet the needs of competing disciplines within the
department. Becoming our own department, beginning at the City campus will address this very
significant issue.
H/I/J. Other Comments/Overall Assessment of Discipline Performance/Insights Gained
Our greatest strengths are our course offerings and our faculty; both full time and part time. Speech
Communication courses are integral to a liberal arts education and essential for effective functioning
in life. Our greatest weakness is a marginalized discipline voice by being subsumed within larger
departments on the respective campuses. A secondary weakness is the structure of the Director of
Forensics (DOF) position. Historically, the DOF has been able to give up that duty and teach a full
load of non-forensic speech communication classes instead. Although this has allowed the discipline
to grow, it is not the best path of growth. Concurrently, it has left a revolving door phenomenon for
the position of Director of Forensics. The position needs stability for the Forensics program to be
competitive and grow. Additionally, the expectations of the position have changed frequently, leading
to burn out for whoever is in the position. Again, participation in this Program Review may help us to
solve this discipline and institutional problem.
Page 11
Speech Communication Program Review
12/06
Topic II: Where do we want to be?
A. Environmental Scan
Society has become a service industry. The number one skill that employers seek is “soft” skills or
people skills. Specifically employers want employees who
1) have strong interpersonal skills;
2) have the ability to speak in public;
3) have the ability to work well with others.
Speech Communication courses teach these skills as well as the theory that supports these skills. The
implication for our discipline regarding this trend is that every student who enters Riverside
Community College should take at least one course that provides training in oral communication.
The Speech Communication discipline needs to communicate this with the college and the
community.
Because a good portion of the Speech Communication curriculum is skill-based, observable behavior
is a powerful feedback mechanism. The ability to capture student communication behavior for review
and analysis has led many educational institutions in California and nationwide to implement video
capture technology as a teaching tool. Cerritos College and Cypress College have been implementing
this tool with the uniqueness of permanent installation of video and playback equipment rather than
only having portable equipment. Both play essential roles.
Across the state more community colleges are offering certificates, and a good number of these are
offered in Speech Communication and include Speech Communication coursework as part of the
certificate requirements. A certificate in Speech Communication would be a valuable commodity to
students and future employers of RCC graduates who consistently rank communication skills as key
to the success of their employees.
Implications – the above trends speak to ways the Speech Communication Discipline can continue to
support RCC students with core and expanded coursework, upgrade of facilities and equipment to
enhance skill development, and development of discipline specific certificates.
B. Internal Review
Summary of Major Changes 2001-2006
Strengths





Course Offerings/Curriculum
Faculty contributions both full-time and part-time
Maintained a solid adjunct pool to support 65% of our current sections across the district
Growing number of sections offered: 41% district-wide since Fall 2006 (Moreno Valley 27%,
Norco 65%, Riverside 35%)
Increased offerings of SPE 3A, 6, 12 and 13
Page 12
Speech Communication Program Review






12/06
Increased integration with honors and remediation
Created SPE 1H
Increased interdisciplinary dialogue
Increased cohesiveness and interdependence within the discipline district wide
Growing autonomy at each of the three campuses
Increased institutional involvement by discipline members at each campus
Weaknesses





Lack of institutional presence as a discipline
Being subsumed within a much larger majority, specific discipline needs often times go
unmet to meet the needs of competing disciplines within a department
(Lost FT position @ Norco/waited 1 year to regain FT position)
(Continued to argue for FT position @ MV, no position but moved up on priority list;
gained funding for FT position @ MV, position re-funded as one-year temporary, lost
that funding too)
Non-compliance with AB1725
Two-fold problems with high turnover of DOF position: 1) a history of Directors of Forensics
no longer filling those duties and “transferring” to full teaching loads, and 2) lack of
consistency in leadership for the Forensics program resulting in low enrollments.
Communication with counseling, matriculation and articulation to meet student needs
Summary
Within the current state of the Speech Communication discipline students are not being optimally
served to maximize the benefits the discipline has to offer. We can begin to maximize student benefit
by reviewing course offerings and moving toward program offerings. Within the current system, a
student could potentially graduate from RCC with an AA degree and/or transfer to a 4-year institution
without ever completing a course that would develop their oral communication skills. This does not
serve the student, the community, or society.
C. Revised Vision/Summary
Revised Vision
The Speech Communication Discipline exists to serve students of the Riverside Community College
District by encouraging communication competence through teaching Speech Communication
theory, process and skills.
Page 13
Speech Communication Program Review
12/06
Summary
Based upon the findings from the first topic of this program review, the following are the issues the
discipline would like to address:
Specific Goals/Objectives
1. Develop student access to the benefits of Speech Communication course content in
supporting their academic, personal, and professional success:







Establish a Speech Communication department, beginning at the City campus
Add oral communication as a requirement for AA degree
Secure the placement of a broader number of discipline courses for both AA
and transfer requirements
Develop a certificate in Speech Communication
Increase sections of those courses infrequently offered
Develop new courses
Stabilize the Director of Forensics role and support for the forensics program
2. Build a strong reputation for excellence in communication within the community and the
college by role modeling communication competence and encouraging communication
competence in others:



Build cohesion with the Speech Communication Discipline around our vision
Increase visibility of the discipline’s role and mission within the district and
throughout the community by improving interdisciplinary and institution-wide
understanding of the goals and benefits of the general study of Speech
Communication and the Speech Communication discipline at RCC, specifically.
Become a resource to the institution in matters related to communication
Page 14
Speech Communication Program Review
12/06
Topic III: What do we need to get there?
A. Planning
Initiatives, strategies, goals and activities
General Course of Action
The general course of action we would like to take to move toward our vision is to encourage
communication competence within the community at large, the college, the faculty and our students,
while supporting smooth student access to the variety of Speech Communication course offerings by
eliminating current departmental, matriculation, and articulation limitations.
Participation in the current program review is the first step to facilitate our ability to achieve our
vision. Participation is the first step to integrate discipline needs into the institution’s planning
process. We must, at each of our respective campuses, advocate for discipline needs to be priority
within the majority voices of our very large departments.
Activities to Achieve Goals and Objectives
1. Develop student access to the benefits of Speech Communication course content in
supporting their academic, professional, and personal success:
a. Establish a Speech Communication department, beginning at the City campus
 Work with CTA in contract negotiations
b. Add oral communication as a requirement for AA degree
 Work with research, matriculation, and counseling
 Gain assistance from WSCA, SCA, NCA and IMPAC
 Develop a speech communication lab in which students can develop and
practice oral competencies
c. Secure the placement of a broader number of discipline courses for both AA and
transfer requirements





Work with research, matriculation, articulation and counseling
Examine articulation agreements of the Speech Communication courses with
the CSU and UC systems, as well as other local four-year institutions
Re-examine Speech Communication course offerings that could be included as
general education requirements for an AA degree
Enhance relationships with local 4-year colleges including CSUSB, CSUSF,
CSULB, SDSU, USC, UCLA, UCSD, Biola and Cal Baptist
Gain assistance from WSCA, SCA, NCA and IMPAC
d. Develop a certificate in Speech Communication
Page 15
Speech Communication Program Review



12/06
Work with research, matriculation, articulation, counseling and academic
affairs
Collaborate with colleagues at Bakersfield Community College who have
already developed several Speech Communication certificates
Gain assistance from WSCA, SCA, NCA and IMPAC
e. Increase sections of those courses infrequently offered

Collaborate among ourselves and with respective department chairs
f. Develop new courses



Collaborate among Speech Communication Discipline faculty
Collaborate with Speech Communication faculty from other community
colleges and universities
Gain assistance from WSCA, SCA, NCA and IMPAC
g. Stabilize the Director of Forensics role and college-wide support for the
Forensics program





2.
Uphold the intent of the job description that was created Spring 2006
Create proposal of long term solution and present to department in Fall 2006
Continue relationship with Friends of Forensics
Continue sponsoring a local high school Forensics tournament
Establish relationship with the Southern California Urban Debate League
Build a strong reputation for excellence in communication within the community and
the college by role modeling communication competence and encouraging
communication competence in others:
a. Build cohesion with the Speech Communication Discipline around our vision







Continue to promote healthy relationships within the discipline through
practicing communication competence
Maintain open lines of communication among discipline members across the
district.
Increase communication between full-time and part-time faculty members
through a formalized process that would include them in a list-serve to
disseminate scheduled meeting times, agendas, and minutes.
Increase communication between full-time and part-time faculty members by
creating a discipline handbook.
Work with human resources to streamline the hiring of adjunct faculty.
Engage in on-going Professional Growth within the discipline.
Engage in intradisciplinary professional development and continued education
Page 16
Speech Communication Program Review
12/06
b. Increase visibility of the discipline’s role and mission within the district and
throughout the community by improving interdisciplinary and institution-wide
understanding of the goals and benefits of the general study of Speech
Communication and the Speech Communication discipline at RCC, specifically.









Revise the Speech Communication brochure to help explain our vision and
courses and potential life paths with a Speech Communication degree
Sponsor a Speech Communication Fair (intra-district & community)
Integrate service learning components into course outlines
Continue relationship with Friends of Forensics
Continue sponsoring the local high school Forensics tournament
Develop relationships with local high schools/Speech Communication Fair at
local high schools
Develop a speaker’s network
Increase interdisciplinary discussions, involvement & alignment
(AGS/Journalism/Telecommunications/Model UN/SIFE/Certificates)
Create Speech Communication community programs to be offered through
Economic Development
c. Become a resource to the institution in matters related to communication



Develop Speech Communication WRC workshops for faculty
Present communication competency workshops for faculty, staff and
administration (Faculty Orientation, Flex, etc.)
Explore development of a “Hot Center” to involve peer mentoring with faculty
oversight
B. Resources
Staffing
60% of discipline course offerings taught by full-time instructors by 2011-2012.
The discipline’s five-year goal is to achieve 60% coverage of Speech Communication sections taught
the district. Current coverage is 35% district-wide (Moreno Valley 26%, Norco 27%, Riverside 43%).
The addition of one full-time faculty member on each campus, assuming the current number of
sections offered remains the same would yield the following result: 48% coverage district-wide
(Moreno Valley 52%, Norco 45%, Riverside 49%).
The addition of a second full-time faculty member on each campus, assuming the current number of
sections offered remains the same would yield the following result: 62% coverage (Moreno Valley
78%, Norco 60%, Riverside 57%). These staffing additions would put us in range of our five-year
goal and dramatically improve progress toward the goal of AB 1725, but more importantly serve our
students with a community of scholars in the classroom, on the campus, and staffing the committees
that support the functioning of the college.
Page 17
Speech Communication Program Review
12/06
We are also in need of a full-time, Assistant Director of Forensics or a second Director who would
rotate the role with the existing Director to strengthen the team and reduce attrition by burnout.
Two to four part-time, volunteer coaches for forensics who would also teach courses within the
discipline.
Facilities
On the City campus, the Speech Communication Discipline must have at least three classrooms in
addition to the Forensics dedicated room to ensure course scheduling that meets students needs.
Norco and Moreno Valley each need two classrooms.
These designated classrooms for SPE-1 as well as SPE-9 need to meet specific criteria including:
equipment (video recording and playback equipment, LCD Projectors, overhead projectors, white
board and/or chalkboard, lectern, ease of power point use and access); size of room appropriate for
public speaking and/or small group discussions; number of desks (30); mobility of desks; lighting;
temperature control; and sound insulation.
A video booth, one at each campus, connected to a dedicated SPE-1 classroom to enhance student
learning by creating immediate viewing of student speeches with instructor commentary.
Proximity of Speech Communication full-time offices to other full-time Speech Communication
faculty would help build community and ease student access. Additionally adjunct Speech
Communication office space is needed.
Forensics needs 3-4 practice rooms at the City campus, 2 each at Moreno Valley and Norco.
Equipment
Four digital video cameras are necessary to record student speeches for playback and analysis: three
for the City campus and one for Moreno Valley. Three DVD burners (one per campus) are necessary
to use with the video cameras. 8 wireless presentation mice for power point remote are needed.
Server space is needed for student speeches to be stored for access in a digital format.
Forensics needs include the following: Team Van (equipped with wheel chair lift for disabled access
per ADA); storage for team supplies and equipment; visual aid stands – floor (4), table (4); 3
computers for Forensic student use (2 must be laptops for tournament use); 2 printers; Scanner;
Shredder 12page +; Pro-multicolor, poster-size printer (shared access possible); Digital camera; DVD
burner .
Page 18
Speech Communication Program Review
12/06
Topic IV: What evidence do we need to track our progress?
A. Documentation
The documentation/evidence that would demonstrate that we are making progress toward achieving
our vision, goals/objectives, and activities includes:
The continuation of Program Review as an ongoing process, which includes continually updating
Course Outlines of Record, formal assessment of Student Learning Outcomes as listed in Course
Outlines of Record, and annual updates of the Program Review for the Speech Communication
Discipline to maintain its commitment to self-assessment and the process of improvement.
The following studies, in addition to the standards that are provided by Institutional Research, would
be necessary:
Retention by course by student type (additional “type” = placement test scores) to supplement
our anecdotal evidence to justify advisories in our new CORs;
Percentage of successful completion by course by student type (additional “type” = placement
test scores) to supplement our anecdotal evidence to justify advisories in our new CORs;
a current environmental scan to make adjustment for changing community needs.
B. Student Learning Outcome Assessment
The discipline is scheduled to begin formal assessment in Fall 2006 utilizing “Option 1,” as indicated
in the Instructional Program Review Process manual, Section 2: Sample Questions, Activities, and
Data for Disciplines’ Self-Study. Option 1 will be used for Speech 1 (Public Speaking) and Speech 9
(Interpersonal Communication). All other courses will be assessed using “Option 2” as an individual
faculty member teaches the course.
Our first assessment will pertain to student learning outcomes in Speech Communication 1, Public
Speaking. In Fall 2006 each faculty member will record student speeches. In Spring 2007 we will
hold a norming session to establish grading criteria for student speeches. We have also established a
schedule for future assessment of the specific student learning outcomes of Speech 1 (Public
Speaking) and Speech 9 (Interpersonal Communication). All other courses will be assessed (using
Option 2) as they are offered.
Page 19
Speech Communication Program Review
12/06
Topic V: How can we improve the discipline self-study process?
A. Suggestions/Recommendations
Program review is being re-thought as a process and a living document rather than a report that will
be written and sit on a shelf. In light of this focus, the entire planning process must be re-thought.
If program review is a continual process, the entire planning process must also be continual. (See
Appendix E: Academic Plan Workflow) As such, the institution’s academic master plan must be
updated annually rather than every 5 years or the participation in discipline and department program
review (whether partial or full participation) is fruitless. If one part of the system is to be viewed as a
continual process that is never “done”, the entire system must be viewed from this perspective.
A disconnect exists between curriculum development and the working contract. Because the contract
determines faculty-working conditions defined by FTEF and FTEF is correlated directly to
curriculum development, one should not be addressed without considering the other. For example, if
we increased our units/hours of our courses to 4 units (72 hours lecture + 18 hours of lab), this would,
in turn, redefine our FTEF. Each full time faculty member would, in turn, teach only 3 classes (plus
lab hours) rather than 5 classes. The institution must maintain balance in FTEF to FTES. If we were
to re-write our courses that resulted in reducing our discipline’s ratio, another discipline must,
somehow, make-up the difference. As such, curriculum should not be evaluated without
consideration of the working contract.
Lastly, we can make the self-study process more helpful by formalizing a process that integrates parttime faculty into the program review process. For our discipline especially, the fact that 65% of our
courses are taught by part-time faculty, it is essential that they are integrated into the process by being
compensated.
Page 20
Speech Communication Program Review
12/06
Topic VI: Summary of Goals, Activities and Findings
A. Summary
Review of Immediate Goals
Establish a Speech Communication department, beginning at the city campus;
All oral communication as a requirement for AA degree;
Secure the placement of a broader number of discipline courses for GE and transfer requirements;
Stabilize the DOF role;
Secure dedicated Speech Communication facilities and equipment;
Improve ratio of full-time /part-time ratio
Brief Review of Significant Findings
Strengths:
The department has developed cohesion and direction through the Program Review Process.
We have also explored our standing and alignment within the institution.
Weaknesses:
Despite the fact that we are the 9th largest discipline in the district, we remain a minority voice in
large departments, particularly on the city campus, creating issues in resource allocation.
Insights Gained
Participation in the Program Review is truly bringing the discipline current and up-to-date. We are
grateful for the process and for an avenue for our voices to be heard. We have moved through
changes and growth as a discipline and are becoming a cohesive, well-functioning group and
anticipate many positive contributions we will be able to make to the institution.
The greatest strength of our discipline is the content of our courses. We are an integral part of not
only a liberal arts education, but the improvement of one’s life. Our weakness, ironically, is
communicating the great strength of our discipline across the campus. The participation in program
review is the beginning of this discipline driven institutional change. We anticipate the institution
sharing the benefits of our strength through the anticipated changes addressed in this program review.
Page 21
Speech Communication Program Review
12/06
COR UPDATE SCHEDULE
Semester
Year 1 (Beginning 2006)
Year 2
Fall
Speech Comm. 7 & 8 (add advisories in fall 2006) Speech Comm. 9 & 9H
Fall
Speech Comm. 12 (add advisories in fall 2006)
Speech Comm. 3 & 4
Fall
Speech Comm. 13
Speech Comm. 19
Fall
Speech Comm. 6
Spring
Speech Comm. 1 & 1H
Speech Comm. 52
Spring
Speech Comm. 51
Speech Comm. 11
Spring
Speech Comm. 10
Speech Comm. 2
Spring
Speech Comm. 5
Page 22
Speech Communication Program Review
12/06
CHRONOLOGY OF SPEECH COMM. POSITIONS AT RCC
1988-89
Riverside
Norco
1989-90
Riverside
Norco
1990 – 91
Riverside
Norco
1991-92
Riverside
2 FT Positions
1 DOF
1 FT Position
GSemonella/Scileppi
Poff (replacing Dina Stallings,retired)
Dyer
2 FT Positions
1 DOF
1 FT Position
GSemonella/Scileppi
Poff
Dyer
2 FT Positions
1 DOF
1 FT Asst. DOF
1 FT Position
GSemonella/Scileppi
Poff
Conrad
Dyer
2 FT Positions
1 DOF
GSemonella/Scileppi
Conrad (Poff on paid Administrative
1 FT Asst. DOF
1 FT Position
H. Smith
Dyer
2 FT Positions
1 DOF
1 FT Asst. DOF
1 FT Position
GSemonella/Scileppi
Conrad
JSemonella
H. Smith
(transferred from City replacing Dyer,
Leave)
Norco
1992-93
Riverside
Norco
retired)
1993-94
Riverside
Norco
Mo Val
1994 – 95
Riverside
Norco
Mo Val
2 FT Positions
GSemonella/Scileppi
1 DOF
JSemonella
(Paid Asst., including Buck Stevens & Bill Sparks, Debate Coach)
1 FT Position
H. Smith
1 FT Position
Conrad (transferred from City)
2 FT Positions
1 DOF
1 FT Position
1 FT Position
Page 23
GSemonella/Scileppi
JSemonella
H. Smith
Conrad
Speech Communication Program Review
1995 – 96
Riverside
3 FT Positions
1 Year Temp DOF
1 FT Position
1 FT Position
GSemonella/Scileppi/JSemonella
John Fincher
H. Smith
Conrad
3 FT Positions
1 Year Temp DOF
1 FT Position
1 FT Position
GSemonella/Scileppi/JSemonella
John Matteson
H. Smith
Conrad
3 FT Positions
1 DOF
1 FT Position
1 FT Position
GSemonella/Scileppi/JSemonella
David Guin
H. Smith
Conrad
3 FT Positions
1 DOF
1 FT Position
1 FT Position
GSemonella/Scileppi/JSemonella
David Guin
H. Smith
Conrad
Norco
Mo Val
3 FT Positions
1 DOF
1 FT Position
1 FT Position
GSemonella/Scileppi/JSemonella
Paul Smith
Jean Hibben
Conrad
Riverside
4 FT Positions
GSemonella/Scileppi/JSemonella/Gibbons-
Norco
Mo Val
1 DOF
2 FT Positions
1 FT Position
Fall = Paul Smith/ Spring = Yancy Duncan
Adams/Hector
Conrad
4 FT Positions
1 DOF
2 FT Positions
1 FT Position
(See above)
Terrill
Adams/Lewis
Conrad
Norco
Mo Val
1996-97
Riverside
Norco
Mo Val
1997-98
Riverside
Norco
Mo Val
1998-99
Riverside
Norco
Mo Val
1999 – 20
2000 – 01
Anderson
2001 –02
12/06
Riverside
Riverside
Norco
Mo Val
2002 – 03 (See 2001-02)
2003 – 04 (See 2001-02)
Page 24
Speech Communication Program Review
12/06
2004 – 05 (See 2001-02)
2005 – 06
Riverside
4 FT Positions
Norco
1 DOF
1 FT Position
Mo Val
1 FT Position
2006 – 07
Riverside
Anderson/Wiggs
Norco
Mo Val
Scileppi/JSemonella/Gibbons-Anderson/
Wiggs (replacing GSemonella, retired)
Terrill
Lewis
(funding of Adams replacement postponed
by Dept)
Conrad
4 FT Positions
Scileppi/JSemonella/Gibbons-
1 DOF
2 FT Positions
1 FT Position
DeSantis
Lewis/Anna-Marie Olaerts
Conrad
Page 25
Speech Communication Program Review
12/06
Forensics
Position
#1
Fall 2001 - Present
Spring 2001
Fall 1999 - Fall 2000
Fall 1997 - Spring 1999
Fall 1996 - Spring 1997
Sharon Terrill
Yancy Duncan
Paul Smith
David Guin
John Matteson
Fall 1995 - Spring 1996
Fall 1992 - Spring 1995
Fall 1988 - Spring 1992
? - Spring 1988
John Fincher
Joan Semonella
Gregory Poff
Dina Stallings
Replacing Y.Duncan
Replacing P.Smith
Replacing D.Guin
Replacing J.Matteson
Replacing J.Fincher
Replacing
J.Semonella
Replacing G.Poff
Replacing D.Stallings
Retired
Speech Communication - RCC
Position
#1
Position
#2
Position
#3
Position
#4
Fall 1969 - Present
Patricia Scileppi
Fall 1995 - Present
Fall 2000 - Present
Joan Semonella
Joan GibbonsAnderson
New Position
Fall 2005 - Present
Micherri Wiggs
Replacing G.Semonella
Speech Communication - Norco
Position
#1
Position
#2
Fall 2001 - Present
Fall 2000 - Spring 2001
Mark Lewis
Leticia Hector
Replacing L.Hector
New Position
Current Search
Fall 2000 - Spring 2005
Fall 1999 - Spring 2000
Barbara Adams
Jean Hibben
Replacing B.Adams
Replacing J.Hibben
Replacing H.Smith
Fall 1991 - Spring 1999
Heather Smith
Replacing B.Dyer
(Smith was hired for RCC then
Norco)
New Position
(Hired for RCC then moved to M
Speech Communication - Moreno Valley
Position
#1
Fall 1990 - Present
Diane Conrad
Page 26
Speech Communication Program Review
Count of SB00
XTERM
CAMPUS
MOV
NOR
RIV
Grand Total
2001FAL
403
539
1169
2111
2002FAL
484
603
1221
2308
12/06
2003FAL
433
599
1202
2234
Page 27
2004FAL
500
621
1134
2255
2005FAL
470
573
1100
2143
Grand
Total
2290
2935
5826
11051
Speech Communication Program Review
Count of SB00
XTERM
ETHN_STU
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
Grand Total
2001FAL
297
73
55
595
17
84
11
29
950
2111
Count of
SB00
CAMPUS
MOV
MOV Total
NOR
NOR Total
RIV
RIV Total
Grand Total
12/06
2002FAL
317
93
83
696
16
74
18
31
980
2308
2003FAL
309
112
86
675
21
68
15
56
889
2231
2004FAL
285
113
98
752
20
59
13
92
821
2253
2005FAL
303
116
95
745
10
47
17
90
720
2143
2002FAL
110
21
33
146
2
12
8
4
148
484
49
19
20
184
7
26
2
8
288
603
158
53
30
366
7
36
8
19
544
1221
2308
2003FAL
93
15
30
131
3
7
2
10
142
433
52
26
19
171
7
25
3
15
279
597
164
71
37
373
11
36
10
31
468
1201
2231
2004FAL
96
29
35
160
2005FAL
98
28
32
167
3
12
5
16
109
470
41
27
22
200
3
16
3
23
237
572
164
61
41
378
4
19
9
51
373
1100
2142
Grand
Total
1511
507
417
3463
84
332
74
298
4360
11046
XTERM
ETHN_STU
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
2001FAL
94
11
21
121
4
18
5
3
126
403
41
10
12
147
1
21
1
7
299
539
162
52
22
327
12
45
5
19
525
1169
2111
Page 28
12
5
9
154
500
46
29
21
227
11
13
3
25
246
621
143
55
42
365
9
34
5
58
421
1132
2253
Grand
Total
491
104
151
725
12
61
25
42
679
2290
229
111
94
929
29
101
12
78
1349
2932
791
292
172
1809
43
170
37
178
2331
5823
11045
Speech Communication Program Review
Sum of
ENROLLMENTS
XTERM
ETHN_STU
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
Grand Total
2001FAL
14%
3%
3%
28%
1%
4%
1%
1%
45%
100%
Sum of ENROLLMENTS
XTERM
CAMPUS
MOV
2001FAL
23%
3%
5%
30%
1%
4%
1%
1%
31%
100%
8%
2%
2%
27%
0%
4%
0%
1%
55%
100%
14%
4%
2%
28%
1%
4%
0%
2%
45%
100%
2725
ETHN_STU
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
MOV Total
NOR
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
NOR Total
RIV
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
RIV Total
Grand Total
12/06
2002FAL
14%
4%
4%
30%
1%
3%
1%
1%
42%
100%
2003FAL
14%
5%
4%
30%
1%
3%
1%
3%
40%
100%
2004FAL
13%
5%
4%
33%
1%
3%
1%
4%
36%
100%
2005FAL
14%
5%
4%
35%
0%
2%
1%
4%
34%
100%
Grand
Total
14%
5%
4%
31%
1%
3%
1%
3%
39%
100%
2002FAL
23%
4%
7%
30%
0%
2%
2%
1%
31%
100%
8%
3%
3%
31%
1%
4%
0%
1%
48%
100%
13%
4%
2%
30%
1%
3%
1%
2%
45%
100%
2720
2003FAL
21%
3%
7%
30%
1%
2%
0%
2%
33%
100%
9%
4%
3%
29%
1%
4%
1%
3%
47%
100%
14%
6%
3%
31%
1%
3%
1%
3%
39%
100%
3024
2004FAL
19%
6%
7%
32%
0%
2%
1%
2%
31%
100%
7%
5%
3%
37%
2%
2%
0%
4%
40%
100%
13%
5%
4%
32%
1%
3%
0%
5%
37%
100%
2932
2005FAL
21%
6%
7%
36%
1%
3%
1%
3%
23%
100%
7%
5%
4%
35%
1%
3%
1%
4%
41%
100%
15%
6%
4%
34%
0%
2%
1%
5%
34%
100%
2777
Grand
Total
21%
5%
7%
32%
1%
3%
1%
2%
30%
100%
8%
4%
3%
32%
1%
3%
0%
3%
46%
100%
14%
5%
3%
31%
1%
3%
1%
3%
40%
100%
14178
Page 29
Speech Communication Program Review
Count of
SB00
SB04
F
M
X
Grand Total
Count of
SB00
CAMPUS
MOV
MOV Total
NOR
NOR Total
RIV
RIV Total
Grand Total
12/06
XTERM
2002FAL
1462
845
1
2308
2003FAL
1421
806
4
2231
2004FAL
1431
813
9
2253
2005FAL
1341
797
5
2143
Grand
Total
6971
4056
19
11046
2001FAL
259
144
2002FAL
321
163
403
356
183
539
701
468
484
396
206
1
603
745
476
1169
2111
1221
2308
2003FAL
292
140
1
433
374
221
2
597
755
445
1
1201
2231
2004FAL
331
166
3
500
389
228
4
621
711
419
2
1132
2253
2005FAL
306
162
2
470
337
234
1
572
697
401
2
1100
2142
Grand
Total
1509
775
6
2290
1852
1072
8
2932
3609
2209
5
5823
11045
2001FAL
1316
795
2111
XTERM
SB04
F
M
X
F
M
X
F
M
X
Page 30
Speech Communication Program Review
Count of
SB00
XTERM
AGEGROUP
0-19
20 - 24
25 - 34
35 - 54
55 and over
Grand Total
2001FAL
891
781
264
160
15
2111
Count of
SB00
CAMPUS
MOV
MOV Total
NOR
NOR Total
RIV
RIV Total
Grand Total
12/06
2002FAL
900
861
317
223
7
2308
2003FAL
829
874
321
197
10
2231
2004FAL
949
833
269
195
7
2253
2005FAL
855
855
252
176
5
2143
2002FAL
183
172
56
72
1
484
218
234
82
67
2
603
499
455
179
84
4
1221
2308
2003FAL
153
148
74
55
3
433
205
246
85
57
4
597
471
480
162
85
3
1201
2231
2004FAL
213
159
78
49
1
500
239
251
69
60
2
621
497
423
122
86
4
1132
2253
2005FAL
185
169
70
46
Grand
Total
4424
4204
1423
951
44
11046
XTERM
AGEGROUP
0-19
20 - 24
25 - 34
35 - 54
55 and over
0-19
20 - 24
25 - 34
35 - 54
55 and over
0-19
20 - 24
25 - 34
35 - 54
55 and over
2001FAL
189
106
56
47
5
403
210
211
71
45
2
539
492
464
137
68
8
1169
2111
Page 31
470
208
242
76
46
572
461
444
106
84
5
1100
2142
Grand
Total
923
754
334
269
10
2290
1080
1184
383
275
10
2932
2420
2266
706
407
24
5823
11045
Speech Communication Program Review
Count of SB00
XTERM
ED_GOAL
2YR VOC CERT WO
XFER
2YR VOC DEG WO
XFER
AA WITHOUT
TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN
PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
Grand Total
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
33
30
33
25
25
146
52
42
25
38
27
184
153
774
170
34
59
12
10
58
170
871
215
50
54
18
15
60
131
892
200
47
59
23
21
44
90
694
141
46
80
21
28
43
86
560
131
38
64
17
5
42
630
3791
857
215
316
91
79
247
45
37
662
12
2111
65
17
665
36
2308
40
118
565
33
2231
37
528
452
30
2253
40
735
354
19
2143
227
1435
2698
130
11046
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
6
10
4
5
8
33
12
7
4
14
7
44
29
119
19
9
19
3
1
14
26
181
37
14
23
3
5
14
20
183
34
14
16
8
4
14
26
167
26
12
28
4
9
13
31
148
24
6
21
6
3
7
132
798
140
55
107
24
22
62
13
8
147
4
403
17
2
135
10
484
6
15
99
12
433
7
82
92
15
500
4
108
88
9
470
47
215
561
50
2290
5
2
8
9
6
30
7
13
6
9
3
38
51
49
46
32
22
200
Count of
SB00
CAMPUS
MOV
Grand
Total
XTERM
ED_GOAL
2YR VOC CERT WO
XFER
2YR VOC DEG WO
XFER
AA WITHOUT
TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN
PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
MOV Total
NOR
12/06
2YR VOC CERT WO
XFER
2YR VOC DEG WO
XFER
AA WITHOUT
TRANSFER
Page 32
Grand
Total
Speech Communication Program Review
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN
PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
NOR Total
RIV
RIV Total
Grand Total
2YR VOC CERT WO
XFER
2YR VOC DEG WO
XFER
AA WITHOUT
TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN
PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
12/06
187
60
9
14
3
3
22
219
51
17
10
6
2
12
234
53
6
10
2
6
12
186
37
6
14
7
10
11
145
37
5
12
3
1
12
971
238
43
60
21
22
69
11
6
157
4
539
21
6
183
12
603
11
22
169
12
597
9
146
140
5
621
14
210
100
2
572
66
390
749
35
2932
22
18
21
11
11
83
33
22
15
15
17
102
73
468
91
16
26
6
6
22
95
471
127
19
21
9
8
34
65
475
113
27
33
13
11
18
32
341
78
28
38
10
9
19
33
267
70
27
31
8
1
23
298
2022
479
117
149
46
35
116
21
23
358
4
1169
2111
27
9
347
14
1221
2308
23
81
297
9
1201
2231
21
300
220
10
1132
2253
22
416
166
8
1100
2142
114
829
1388
45
5823
11045
Page 33
Speech Communication Program Review
Count of SB00
XTERM
ENR_STAT
CONCURRENT HS
CONTINUING
STUDENT
FIRST TIME
STUDENT
FIRST TIME
TRANSFER
RETURNING
STUDENT
Grand Total
2001FAL
39
2002FAL
40
2003FAL
43
2004FAL
63
2005FAL
61
1093
1265
1217
1161
1152
5888
467
559
520
568
493
2607
182
152
197
211
192
934
330
2111
292
2308
254
2231
250
2253
245
2143
1371
11046
2001FAL
18
2002FAL
21
2003FAL
14
2004FAL
42
2005FAL
34
194
246
238
243
230
1151
95
124
88
107
102
516
26
30
34
49
42
181
70
403
5
63
484
9
59
433
11
59
500
9
62
470
4
313
2290
38
294
337
342
346
346
1665
95
140
117
141
104
597
54
40
60
61
49
264
91
539
16
77
603
10
67
597
18
64
621
12
69
572
23
368
2932
79
605
682
637
572
576
3072
277
295
315
320
286
1493
102
82
103
101
101
489
169
1169
2111
152
1221
2308
128
1201
2231
127
1132
2253
114
1100
2142
690
5823
11045
Count of
SB00
CAMPUS
MOV
MOV Total
NOR
NOR Total
RIV
RIV Total
Grand Total
12/06
Grand
Total
246
XTERM
ENR_STAT
CONCURRENT HS
CONTINUING
STUDENT
FIRST TIME
STUDENT
FIRST TIME
TRANSFER
RETURNING
STUDENT
CONCURRENT HS
CONTINUING
STUDENT
FIRST TIME
STUDENT
FIRST TIME
TRANSFER
RETURNING
STUDENT
CONCURRENT HS
CONTINUING
STUDENT
FIRST TIME
STUDENT
FIRST TIME
TRANSFER
RETURNING
STUDENT
Page 34
Grand
Total
129
Speech Communication Program Review
VALGRADE
VALID
GRADE
Count of SB00
XTERM
SUCC_GRD
NOT
SUCCESS
SUCCESS
Grand Total
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
588
1326
1914
613
1579
2192
633
1497
2130
662
1522
2184
581
1478
2059
3077
7402
10479
69%
72%
70%
70%
72%
71%
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
340
326
7
5
373
1
2
396
7
3
324
1
12
7
15
11
5
17
9
4
4
240
612
800
13
14
236
632
764
24
14
247
662
815
11
10
235
581
832
13
4
34
34
41
48
5
544
29
12
47
1
663
43
617
11
2
638
12
1
575
1759
16
10
5
51
7
44
2
1180
3074
3899
70
42
15
154
12
161
9
3037
1325
1912
1579
2191
1496
2128
1521
2183
1478
2059
7399
10473
67%
100%
#DIV/0!
71%
65%
74%
#DIV/0!
71%
63%
67%
96%
88%
#DIV/0!
76%
#DIV/0!
83%
67%
61%
77%
#DIV/0!
87%
#DIV/0!
73%
72%
93%
100%
#DIV/0!
71%
#DIV/0!
75%
69%
81%
81%
75%
75%
63%
79%
SUCCESS
VALGRADE
XTERM
CB01
SPE-1
SPE-10A
SPE-10B
SPE-12
SPE-3A
SPE-6
SPE-7
SPE-8
SPE-9
NOT SUCCESS Total
SUCCESS
SPE-1
SPE-10A
SPE-10B
SPE-12
SPE-3A
SPE-6
SPE-7
SPE-8
SPE-9
SUCCESS
Total
Grand Total
SUCCESS
Grand
Total
VALID
GRADE
Count of SB00
SUCC_GRD
NOT
SUCCESS
12/06
SOC-1
SOC-10
SOC-12
SOC-15
SOC-2
SOC-20
SOC-22
5
6
12
2
222
587
688
9
15
16
73%
#DIV/0!
80%
Page 35
Grand
Total
Speech Communication Program Review
SOC-3
SOC-35
SUCCESS
Total
Grand Total
12/06
71%
71%
100%
73%
#DIV/0!
72%
100%
72%
100%
71%
82%
72%
69%
74%
72%
73%
70%
74%
70%
73%
72%
71%
71%
73%
Page 36
Speech Communication Program Review
VALGRADE
VALID GRADE
Count of
SB00
SUCC_GRD
NOT
SUCCESS
12/06
XTERM
ETHN_STU
Grand
Total
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
NOT SUCCESS Total
SUCCESS
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
SUCCESS Total
Grand Total
117
18
13
188
8
19
3
10
212
588
145
49
39
346
7
55
8
13
664
1326
1914
112
22
13
220
5
17
4
5
215
613
193
64
63
442
9
57
11
25
715
1579
2192
120
29
22
203
1
16
6
15
220
632
178
75
57
438
18
50
8
39
632
1495
2127
114
24
25
234
6
14
2
35
208
662
163
82
70
499
13
44
10
52
587
1520
2182
94
23
33
238
3
10
6
27
146
580
195
88
59
480
7
36
11
62
540
1478
2058
557
116
106
1083
23
76
21
92
1001
3075
874
358
288
2205
54
242
48
191
3138
7398
10473
SUCCESS
55%
73%
75%
65%
47%
74%
73%
57%
76%
69%
63%
74%
83%
67%
64%
77%
73%
83%
77%
72%
60%
72%
72%
68%
95%
76%
57%
72%
74%
70%
59%
77%
74%
68%
68%
76%
83%
60%
74%
70%
67%
79%
64%
67%
70%
78%
65%
70%
79%
72%
61%
76%
73%
67%
70%
76%
70%
67%
76%
71%
AFRICAN AM
ASIAN
FILIPINO
HISPANIC
NATIVE AM
OTHER
PACIFIC ISL
UNK/DECLINE
WHITE
SUCCESS Total
Page 37
Speech Communication Program Review
VALGRADE
VALID
GRADE
Count of SB00
SUCC_GRD
NOT
SUCCESS
XTERM
AGEGROUP
0-19
20 - 24
25 - 34
35 - 54
55 and over
NOT SUCCESS Total
SUCCESS
0-19
20 - 24
25 - 34
35 - 54
55 and over
SUCCESS
Total
Grand Total
SUCCESS
SUCCESS
Total
12/06
0-19
20 - 24
25 - 34
35 - 54
55 and over
Grand
Total
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
273
222
57
33
3
588
559
485
165
108
9
303
222
65
23
343
229
52
37
1
662
584
577
207
146
6
268
224
63
25
613
562
592
234
187
4
282
239
75
34
2
632
507
593
232
156
7
580
555
599
172
147
5
1469
1136
312
152
6
3075
2767
2846
1010
744
31
1326
1914
1579
2192
1495
2127
1520
2182
1478
2058
7398
10473
67%
69%
74%
77%
75%
65%
73%
78%
89%
100%
64%
71%
76%
82%
78%
63%
72%
80%
80%
86%
67%
73%
73%
85%
100%
65%
71%
76%
83%
84%
69%
72%
70%
70%
72%
71%
Page 38
Speech Communication Program Review
VALGRADE
VALID
GRADE
Count of SB00
SUCC_GRD
NOT SUCCESS
NOT SUCCESS
Total
SUCCESS
XTERM
SB04
F
M
X
F
M
X
SUCCESS Total
Grand Total
SUCCESS
SUCCESS Total
12/06
F
M
X
2001FAL
312
276
2002FAL
351
262
2003FAL
385
247
2004FAL
390
269
3
2005FAL
335
243
2
Grand
Total
1773
1297
5
588
875
451
1326
1914
613
1037
541
1
1579
2192
632
976
516
3
1495
2127
662
993
521
6
1520
2182
580
955
520
3
1478
2058
3075
4836
2549
13
7398
10473
74%
62%
75%
67%
72%
68%
69%
72%
70%
72%
66%
67%
70%
74%
68%
60%
72%
73%
66%
72%
71%
Page 39
Speech Communication Program Review
VALGRADE
VALID GRADE
Count of SB00
SUCC_GRD
NOT SUCCESS
XTERM
ED_STAT
AA DEGREE
BA OR HIGHER
CERT HS PROFICIENCY
FOREIGN DIPLOMA
CER
GED, HS EQUIV
NOT GRAD/ENROLLED
HS
RECD HS DIPLOMA
SPECIAL ADMIT
UNKNOWN
UNREPORTED
NOT SUCCESS
Total
SUCCESS
AA DEGREE
BA OR HIGHER
CERT HS PROFICIENCY
FOREIGN DIPLOMA
CER
GED, HS EQUIV
NOT GRAD/ENROLLED
HS
RECD HS DIPLOMA
SPECIAL ADMIT
UNKNOWN
UNREPORTED
SUCCESS Total
Grand Total
SUCCESS
AA DEGREE
BA OR HIGHER
CERT HS PROFICIENCY
FOREIGN DIPLOMA
CER
GED, HS EQUIV
NOT GRAD/ENROLLED
HS
RECD HS DIPLOMA
SPECIAL ADMIT
UNKNOWN
UNREPORTED
SUCCESS Total
12/06
Grand
Total
2001FAL
1
1
4
2002FAL
1
2
4
2003FAL
4
2
5
2004FAL
7
3
7
2005FAL
6
1
7
1
13
3
15
3
13
2
21
6
12
15
74
31
531
5
21
558
5
27
560
14
26
573
15
20
519
8
125
2741
47
1
4
3
5
588
18
12
10
613
28
12
9
631
16
16
9
659
15
23
12
579
29
33
12
3070
106
96
52
15
25
20
28
21
32
17
39
16
30
89
154
54
1157
32
45
1402
33
86
1284
28
52
1306
46
42
1260
51
279
6409
190
3
1326
1914
2
1579
2192
3
1495
2126
5
1515
2174
1473
2052
13
7388
10458
95%
92%
71%
97%
86%
69%
80%
89%
64%
68%
88%
63%
83%
97%
63%
85%
91%
66%
94%
66%
87%
65%
88%
71%
89%
65%
73%
71%
86%
68%
64%
69%
86%
68%
72%
87%
76%
70%
67%
67%
70%
75%
68%
71%
86%
69%
70%
80%
75%
69%
33%
72%
50%
70%
50%
70%
72%
50%
71%
Page 40
19
9
27
13
Speech Communication Program Review
VALGRADE
VALID GRADE
Count of SB00
SUCC_GRD
NOT
SUCCESS
12/06
XTERM
ED_GOAL
2002FAL
2003FAL
2004FAL
2005FAL
10
19
45
211
30
6
16
5
1
13
12
5
214
1
588
16
30
94
496
121
24
32
6
7
38
29
27
395
11
10
10
39
240
44
10
16
4
2
18
22
2
191
5
613
19
31
126
585
159
37
34
12
13
39
42
15
438
29
4
4
42
244
57
16
18
7
7
15
10
26
174
8
632
27
19
80
608
134
31
39
15
11
25
29
88
365
24
7
14
19
215
37
15
27
4
3
6
9
168
134
4
662
16
18
65
458
101
31
52
16
25
36
24
350
304
24
5
8
20
146
35
6
14
3
2
11
11
222
95
2
580
19
19
62
394
91
30
45
13
3
31
28
482
244
17
36
55
165
1056
203
53
91
23
15
63
64
423
808
20
3075
97
117
427
2541
606
153
202
62
59
169
152
962
1746
105
1326
1914
1579
2192
1495
2127
1520
2182
1478
2058
7398
10473
62%
61%
68%
70%
80%
80%
67%
55%
88%
75%
66%
76%
76%
71%
78%
79%
68%
75%
87%
68%
87%
83%
66%
71%
70%
66%
68%
68%
61%
63%
70%
56%
77%
68%
73%
67%
66%
80%
89%
86%
79%
70%
76%
73%
72%
83%
76%
81%
60%
74%
73%
68%
72%
71%
75%
74%
69%
73%
80%
73%
2YR VOC CERT WO XFER
2YR VOC DEG WO XFER
AA WITHOUT TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
NOT SUCCESS Total
SUCCESS
2YR VOC CERT WO XFER
2YR VOC DEG WO XFER
AA WITHOUT TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
SUCCESS
Total
Grand Total
SUCCESS
Grand
Total
2001FAL
2YR VOC CERT WO XFER
2YR VOC DEG WO XFER
AA WITHOUT TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
Page 41
Speech Communication Program Review
PLANNING IN PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
SUCCESS
Total
Grand Total
Page 42
12/06
71%
84%
65%
92%
66%
88%
70%
85%
74%
77%
68%
75%
73%
68%
69%
86%
72%
68%
72%
89%
70%
69%
68%
84%
69%
59%
72%
58%
70%
59%
70%
59%
72%
58%
71%
59%
Speech Communication Program Review
Count of XB00
XTERM
CAMPUS
MOV
NOR
RIV
Grand Total
2001FAL
15
20
45
80
2002FAL
17
21
45
83
2003FAL
15
21
45
81
Page 43
12/06
2004FAL
16
21
45
82
2005FAL
19
21
49
89
Grand
Total
82
104
229
415
Speech Communication Program Review
VALGRADE
VALID GRADE
Sum of
TOTAL
SUCC_GRD
NOT
SUCCESS
12/06
ED_GOAL
2YR VOC CERT WO
XFER
2YR VOC DEG WO
XFER
AA WITHOUT
TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN
PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
NOT SUCCESS Total
2YR VOC CERT WO
SUCCESS
XFER
2YR VOC DEG WO
XFER
AA WITHOUT
TRANSFER
BA WITH AA
BA WITHOUT AA
ED DEVELOPMENT
HS CRED OR GED
IMPR BASIC SKILLS
MAINTAIN CERT LICEN
NEW CAREER PREP
PLANNING IN
PROGRESS
UNCOLL UNREPORTED
UNDECIDED
UPDATE JOB SKILLS
SUCCESS
Total
Grand Total
XTERM
Grand
Total
2001FAL
2002FAL
2003FAL
2004FAL
2005FAL
10
10
4
7
5
36
19
10
4
14
8
55
45
211
30
6
16
5
1
13
39
240
44
10
16
4
2
18
42
244
57
16
18
7
7
15
19
215
37
15
27
4
3
6
20
146
35
6
14
3
2
11
165
1056
203
53
91
23
15
63
12
5
214
1
588
22
2
191
5
613
10
26
174
8
632
9
168
134
4
662
11
222
95
2
580
64
423
808
20
3075
16
19
27
16
19
97
30
31
19
18
19
117
94
496
121
24
32
6
7
38
126
585
159
37
34
12
13
39
80
608
134
31
39
15
11
25
65
458
101
31
52
16
25
36
62
394
91
30
45
13
3
31
427
2541
606
153
202
62
59
169
29
27
395
11
42
15
438
29
29
88
365
24
24
350
304
24
28
482
244
17
152
962
1746
105
1326
1914
1579
2192
1495
2127
1520
2182
1478
2058
7398
10473
Page 44
Speech Communication Program Review
CB01
XB00
SX03
SB04
STDGRADE
RETAINED
VALGRADE
SUCC_GRD
ETHN_STU
ED_STAT
ED_GOAL
ENR_STAT
AGEGROUP
XTERM
CAMPUS
COURSE
DAYEVE
SUBJ
TOTAL
Glossary
COURSE-DEPARTMENT-NUMBER
SECTION-IDENTIFIER
ENROLLMENT-UNITS-EARNED
STUDENT-GENDER
Grade in course
Student was retained (did not withdraw from
course)
Grades considered as valid
Grade was either A,B,C, or CR
Student Ethncity
Student prior Educational Status
Student's Stated Educational Goal
Student Enrollment Status
Student Age Group
Term Identifier
Campus where enrollment was taken
Name and Section of Course
Course - Day or Evening
Discipline
Enrollments (used this for the pivot tables)
Page 45
12/06
Speech Communication Program Review
12/06
Discipline: Speech Communication
Degree Credit _____X____
Non-Credit __________
Non-degree Credit __________
Comm. Service __________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 1
COURSE DESCRIPTION
1
Public Speaking
3 units
PREREQUISITE: None
ADVISORY: Speech 51 or Speech 52 or Qualification for English 1A
Prepares students to compose (develop outlines & research) and present a minimum of four
speeches, including informative and persuasive presentations in front of a live audience. Emphasis
will include: different purposes of speaking, types of speeches and organizational patterns, topic
choice and audience adaptation, rhetorical principles, development and support of sound reasoning
and argument, theories of persuasion, application of ethics in public speaking, listening skills, and
theory and principles of effective delivery. Students will speak formally for a minimum of 20 total
semester minutes. 54 Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Learn how to prepare, present and evaluate a variety of speeches. Minimum of 4 speeches and
20 formal speaking minutes required.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
1. Read, write and speak English at an advanced pre-collegiate level
2. Employ pre-collegiate research skills
3. Demonstrate pre-collegiate understanding of an outline by using mostly proper coordination,
subordination, sentence formation, grammar, and spelling.
4. Recognize important standards of effective speaking
a. Basic organization of ideas
i. Recognize and create appropriate thesis
ii. Understand introduction, body, conclusion and connectives/transitions at a precollegiate level
b. Use language appropriately
c. Recognize non-verbal cues in delivery
d. Employ pre-collegiate understanding of ethics
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
Page 46
Speech Communication Program Review
12/06
1. Demonstrate competence in speech preparation and presentation by ethically achieving the proper
goals for the genre and type of speech while performing audience analysis and adaptation.
2. Demonstrate competence in speech preparation by appropriately synthesizing the rhetorical
conventions of speech composition in outline format with credible evidence and sound reasoning.
3. Demonstrate competence in speech presentation by appropriately synthesizing the rhetorical
conventions of speaking from a brief set of notes within given time constraints integrating credible
evidence and sound reasoning.
4. Integrate appropriate verbal and non-verbal communication to ethically achieve the goals of a
particular speech.
5. Demonstrate effective management of anxiety during preparation and presentation of speeches.
6. Implement ethical standards expected of an audience member by employing effective listening skills
and cultural sensitivity.
7. Evaluate their own and others speeches based on content, composition/organization, delivery, and
implementation of ethical standards
COURSE CONTENT
1. Instruction in Public Speaking as a communication process with emphasis on how theory applies to
practice.
a. The role of public speaking in everyone’s lives.
b. Identify communication models differentiating amongst Action, Interaction, and Transaction
i. The role of the public speaker in the transactional model
ii. The role of the audience member in the transactional model.
c. The importance of listening in the communication process of public speaking
i. Definition of listening
ii. Importance of listening
iii. Barriers to effective listening
iv. Types of listening to include comprehensive, appreciative, empathetic and
critical/evaluative
v. Types of listening responses
vi. Practicing the appropriate type of listening and listening response for the genre/type of
speech
d. Implement cultural awareness and sensitivity as both speaker and listener in public speaking
2. Instruction in Speech Composition and Presentation with emphasis on how theory applies to practice.
a. Adhere to the proper goals for the genre and type of speech with awareness of the ways in
which audience and purpose affects the speech
i. Genre/types of speeches
 Speeches to Inform
 Speeches to Persuade
 Speeches to Entertain/Special Occasion Speeches which may include but are
not limited to Speeches of Introduction, Tribute, Commemorative, and After
Dinner
ii. Appropriate organizational pattern for type of speech
 Organizational patterns include but are not limited to: topical, chronological,
spatial, problem-solution, problem-cause-solution, comparative advantages,
and Monroe’s Motivated Sequence
 Connect genre/type of speech to organizational pattern
iii. Audience analysis
 Elements of audience analysis
 Relationship to topic choice and situation
iv. Effective strategies for topic choice for the particular assignment, audience, and
student interest
v. Effective strategies to create a logically sound thesis for the speech purpose/type
b. Appropriately employ rhetorical conventions in outline format
Page 47
Speech Communication Program Review
c.
d.
e.
f.
g.
h.
12/06
i. Effective strategies for introductions
 Importance of introductions
 Important elements of effective introductions
ii. Develop the Body of the Speech
 Appropriate organizational pattern based on genre/type of speech
 Main points and supporting ideas that consistently pursue the line of reasoning
suggested by the thesis and logically connected to the genre/type of speech
 Integration of forms of evidence to include: examples, expert and peer
testimony, statistics and facts.
 Integration of oral citation of credible sources.
 Effective strategies for connectives/transitions
iii. Effective strategies for conclusions
 Importance of conclusions
 Important elements of effective conclusions
Support statements and claims effectively, with relevant, thoughtful, and sufficient evidence
drawn from published texts (as appropriate for assignment) and the writer’s own prior
experience and knowledge
i. Research: Compose college level speeches that incorporate
 Gathering sources effectively, including electronic resources
 Evaluating sources for relevance and credibility
 Fair and appropriate use of sources (avoiding plagiarism) including quoting and
paraphrasing effectively and correctly
 Employing a system for managing the research process
 Employing MLA or APA conventions to cite sources
 Synthesizing and integrating information and ideas from multiple sources in the
finished product
 Employ appropriate oral citation of sources
ii. Theories of Persuasion including Aristotelian
Employ effective use of language/verbal and nonverbal communication to the particular
speaking assignment
i. Conventions of language to include but are not limited to: accuracy, avoiding clutter,
rhythm (parallelism, repetition, alliteration, antithesis), imagery (simile, metaphor,
description), appropriateness and ethics in language use
ii. Integrate the effective use of non-verbal communication (paralanguage, kinesics,
chronemics, proxemics, environment, clothing, and appearance) to the particular
speaking assignment
Practice utilizing the correct methods of presenting visual aids, with attention to
appropriateness, relevancy, neatness, size, etc.
Methods of delivery to include memorized, manuscript, extemporaneous and impromptu.
The application of ethics in the process of speech preparation and presentation
i. Effective and efficient research that avoids plagiarism
ii. Avoid sexist, racist language
iii. Avoid profanity
iv. Employ nonverbal cues that uphold ethical standards
Techniques for managing anxiety
i. The role of speech preparation in managing anxiety
ii. The role of practicing speeches in managing anxiety
3. Instruction and Practice in Evaluation of Speeches
a. Applying the principles of speech composition and presentation for critical analysis of
speeches
b. Evaluation/Critical Analysis of student’s own and other’s speeches will include, but is not
limited to:
i. speech content
ii. organization/composition of the particular speech
Page 48
Speech Communication Program Review
12/06
iii. delivery
iv. ethical components of the speech
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1. Required method of instruction: Assignment of preparation and extemporaneous presentation of a
minimum of 4-college level, well developed, unified, coherent, stylistically fluent speeches for a total of
a minimum of 20 semester minutes with appropriate delivery from a minimal set of notes and within
given time constraints for the particular assignment. At least 2 of the speeches will integrate research:
one informative and one persuasive.
a. The Informative Speech Outline will be a full sentence outline including a bibliography with a
minimum of 4 sources
i. Full sentence outline will be the basis of speaking outline/card(s)
ii. The student will speak for a minimum of 4 minutes while effectively integrating at least
4 sources
iii. The informative speech must encourage students to develop and apply effective
evaluation, synthesis, and documentation (written & oral) of sources
b. The Persuasive Speech Outline will be a full sentence outline including a bibliography with a
minimum of 6 sources
i. Full sentence outline will be the basis of speaking outline/card(s)
ii. The student will speak for a minimum of 6 minutes while effectively integrating at least
6 sources
iii. The persuasive speech must encourage students to develop and apply effective
evaluation, synthesis, and documentation (written & oral) of sources
c. The other speeches (minimum 2) (which may be developed from full sentence outlines and
must be delivered extemporaneously) will be of the following types of speeches: Inform,
Persuade, Introduction, Tribute, Commemorative, After Dinner, Limited Preparation (i.e.,
Impromptu, Extemporaneous)
2. Optional methods of instruction to include, but are not limited to
a. Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned
text reading and other readings, exercises and quizzes designed to facilitate the acquisition of
speech composition and presentation.
b. Collaborative projects/cooperative learning tasks that encourage students to understand and
apply concepts learned in speech composition and presentation.
c. Individual/small group conferences to help students apply concepts learned in the rhetorical
principles of speech composition.
d. Individual/small group conferences to help students identify and develop strategies for
improving their thinking, reading, writing, and speaking skills
e. Online and computer assisted instructional activities to help students apply and synthesize
concepts learned in speech preparation, presentation and analysis
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of student learning outcomes by methods of evaluation
which may include, but are not limited to:
Page 49
Speech Communication Program Review
12/06
1. Required method of evaluation: The preparation and extemporaneous presentation of a minimum of 4
speeches for a semester total of a minimum of 20 minutes from the appropriate set of notes (outline)
with sources integrated as expected within given time parameters.
a. The outline(s) for the informative speech must be integrated into this primary method of
evaluation.
b. The outline(s) for the persuasive speech must be integrated into this primary method of
evaluation.
c. The other speeches (minimum 2) (which may be developed from full sentence outlines and
must be delivered extemporaneously) will be of the following types of speeches: Inform,
Persuade, Introduction, Tribute, Commemorative, After Dinner, Limited Preparation (i.e.,
Impromptu, Extemporaneous)
2. Students may also be evaluated for progress in and mastery of learning outcomes by methods of
evaluation, which may include, but are not limited to:
a. Other speech preparation/presentation and or evaluation besides the minimum of 4 speeches
b. Quizzes/examinations designed to assess the student’s understanding of the speech
composition and presentation process
c. Collaborative and/or individual projects designed to assess the student’s understanding and/or
application of speech composition and/or analysis
d. Participation to assess the student’s role as an audience member and an active learner.
e. Final Examination to assess the student’s ability to synthesize concepts learned in speech
composition, presentation and evaluation
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
Beebe, S.A. & Beebe, S.J. (2005) Public Speaking: An Audience-Centered Approach, 6th Edition.
Boston: Allyn and Bacon.
Beebe, S.A. & Beebe, S.J. (2004) Public Speaking Handbook. Boston: Allyn and
Bacon.
Daly, J.A. & Engleberg, I.N. (2004) Presentations in Everyday Life: Strategies for
Effective Speaking, 2nd Edition. Boston: Houghton Mifflin
DeVito, J.A. (2005) The Essential Elements of Public Speaking, 2nd Edition. Boston: Allyn and
Bacon.
Griffin, C.L. (2005) Invitation to Public Speaking, 2nd Edition. Belmont: Thomson Learning.
Jaffe, C. (2003) Public Speaking: Concepts and Skills for a Diverse Society, 4th Edition.
Belmont: Thomson-Wadsworth.
Koch, A. (2006) Speaking with a Purpose, 7th Edition. Boston: Allyn and Bacon.
Lucas, S.E (2005) The Art of Public Speaking, 9th Edition. Boston: McGraw Hill.
O’Hair, D., Rubenstein, H., & Stewart, R. (2005) A Pocket Guide to Public Speaking.
Boston: Bedford/St. Martin’s
O’Hair, D., Stewart, R., Rubenstein, H. (2006) A Speaker’s Guidebook, 3rd Edition. Boston:
Bedfords / St. Martins.
Page 50
Speech Communication Program Review
12/06
Osborn, M. & Osborn, S. (2006) Public Speaking, 7th Edition. Boston: Houghton Mifflin.
Sprague, J. & Stuart, D. (2004) The Speaker’s Handbook, 7th Edition. Belmont: Wadsworth
Publishing.
Zarefsky, D. (2004) Public Speaking: Strategies for Success, 4th Edition. Boston: Allyn and
Bacon.
Page 51
Speech Communication Program Review
Discipline: Speech Communication
12/06
Degree Credit_____X____
Non-Credit__________
Nondegree Credit__________
Comm Service__________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
HONORS SPEECH COMMUNICATION 1
COURSE DESCRIPTION
1H
Honors Public Speaking
3 units
PREREQUISITE: None
ADVISORY: Speech 51 or Speech 52 or Qualification for English 1A
LIMITATIONS ON ENROLLMENT: Enrollment in the Honor’s Program
Prepares students to compose (develop outlines & research) and present a minimum of six speeches,
including informative and persuasive presentations in front of a live audience. Emphasis will include
the enhanced exploration of: different purposes of speaking, types of speeches and organizational
patterns, topic choice and audience adaptation, rhetorical principles, development and support of
sound reasoning and argument, theories of persuasion, application of ethics in public speaking,
listening skills, and theory and principles of effective delivery. Students will speak formally for a
minimum of 30 total semester minutes. Students may not receive credit for both SPE 1 and SPE
1H. 54 Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Enhanced instruction in the preparation, presentation and evaluation of a variety of speeches
for students in the honors program.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
1. Read, write, and speak English at an advanced pre-collegiate level.
2. Employ pre-collegiate research skills.
3. Demonstrate pre-collegiate understanding of an outline by using mostly proper coordination,
subordination, sentence formation, grammar, and spelling.
4. Recognize important standards of effective speaking.
a. Basic organization of ideas.
i. Recognize and create appropriate thesis.
ii. Understand introduction, body, conclusion and connectives/transitions at a precollegiate level.
b. Use language appropriately.
c. Recognize non-verbal cues in delivery.
d. Employ pre-collegiate understanding of ethics.
Page 52
Speech Communication Program Review
12/06
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. Demonstrate competence in speech preparation and presentation by ethically achieving the proper
goals for the genre and type of speech while performing audience analysis and adaptation.
2. Demonstrate competence in speech preparation by appropriately synthesizing the rhetorical
conventions of speech composition in outline format with credible evidence (some of which must
come from scholarly and/or primary texts) and sound reasoning.
a. Explore at least two sides of a controversial issue in preparation for advocacy.
b. Advocate for a position while demonstrating an advanced understanding of ethos,
pathos and logos.
c. Understand and analyze current communication theory.
d. Effectively incorporate communication theory into at least one speech.
3. Demonstrate competence in speech presentation by appropriately synthesizing the rhetorical
conventions of speaking from a brief set of notes within given time constraints integrating credible
evidence (some of which must come from scholarly and/or primary texts) and sound reasoning.
a. Explore at least two sides of a controversial issue in preparation for advocacy.
b. Advocate for a position while demonstrating an advanced understanding of ethos,
pathos and logos.
c. Understand and analyze current communication theory.
d. Effectively incorporate communication theory into at least one speech.
4. Integrate appropriate verbal and nonverbal communication to ethically achieve the goals of a particular
speech while demonstrating an enhanced understanding of how verbal and nonverbal
communication influences the rhetorical situation.
5. Demonstrate effective management of anxiety during preparation and presentation of speeches.
6. Implement ethical standards expected of an audience member by employing effective listening skills
and cultural sensitivity.
7. Critically evaluate, orally and in written form, their own and others speeches with an enriched
understanding of content, composition/organization, delivery, and implementation of ethical
standards.
COURSE CONTENT
Coverage of the following topics will be thematic:
4. Enhanced instruction in Public Speaking as a communication process with emphasis on how theory
applies to practice.
a. The role of public speaking in everyone’s lives with particular emphasis on contemporary
public/societal issues (i.e. freedom of speech, ethical speaking, intercultural issues,
immigration, public policy, etc.)
b. Identify communication models differentiating amongst Action, Interaction, and Transaction
i. The role of the public speaker in the transactional model
ii. The role of the audience member in the transactional model.
c. The importance of listening in the communication process of public speaking
i. Definition of listening
ii. Importance of listening
iii. Barriers to effective listening
iv. Types of listening to include comprehensive, appreciative, empathetic and
critical/evaluative
v. Types of listening responses
vi. Practicing the appropriate type of listening and listening response for the genre/type of
speech
d. Implement cultural awareness and sensitivity as both speaker and listener in public speaking
5. Enhanced instruction in speech composition and presentation with emphasis on how theory (derived
from primary sources) applies to practice.
Page 53
Speech Communication Program Review
12/06
a. Adhere to the proper goals for the genre and type of speech with awareness of the ways in
which audience and purpose affects the speech
i. Genre/types of speeches
 Speeches to Inform
 Speeches to Persuade
 Speeches to Entertain/Special Occasion Speeches which may include but are
not limited to Speeches of Introduction, Tribute, Commemorative, and After
Dinner
ii. Appropriate organizational pattern for type of speech
 Organizational patterns include but are not limited to: topical, chronological,
spatial, problem-solution, problem-cause-solution, comparative advantages,
and Monroe’s Motivated Sequence
 Connect genre/type of speech to organizational pattern
iii. Audience analysis
 Elements of audience analysis
 Relationship to topic choice and situation
iv. Effective strategies for topic choice for the particular assignment, audience, and
student interest
v. Effective strategies to create a logically sound thesis for the speech purpose/type
b. Appropriately employ rhetorical conventions in outline format
i. Effective strategies for introductions
 Importance of introductions
 Important elements of effective introductions
ii. Develop the Body of the Speech
 Appropriate organizational pattern based on genre/type of speech
 Main points and supporting ideas that consistently pursue the line of reasoning
suggested by the thesis and logically connected to the genre/type of speech
 Integration of forms of evidence to include: examples, expert and peer
testimony, statistics and facts.
 Integration of oral citation of credible sources.
 Effective strategies for connectives/transitions
iii. Effective strategies for conclusions
 Importance of conclusions
 Important elements of effective conclusions
c. Support statements and claims effectively, with relevant, thoughtful, and sufficient evidence
drawn from published texts including primary and/or scholarly sources (as appropriate for
assignment) and the writer’s own prior experience and knowledge
i. Research: Compose college level speeches that incorporate
 Gathering sources effectively, including electronic resources
 Evaluating sources for relevance and credibility
 Fair and appropriate use of sources (avoiding plagiarism) including quoting and
paraphrasing effectively and correctly
 Employing a system for managing the research process
 Employing MLA or APA conventions to cite sources
 Synthesizing and integrating information and ideas from multiple sources in the
finished product
 Employ appropriate oral citation of sources
ii. Theories of Persuasion which must include Aristotle and may include some
discussion of Cicero, I.A. Richards, and/or Walter Fisher
d. Employ effective use of language/verbal and nonverbal communication to the particular
speaking assignment
i. Conventions of language to include but are not limited to: accuracy, avoiding clutter,
rhythm (parallelism, repetition, alliteration, antithesis), imagery (simile, metaphor,
description), appropriateness and ethics in language use
Page 54
Speech Communication Program Review
12/06
ii. Integrate the effective use of non-verbal communication (paralanguage, kinesics,
chronemics, proxemics, environment, clothing, and appearance) to the particular
speaking assignment
e. Practice utilizing the correct methods of presenting visual aids, with attention to
appropriateness, relevancy, neatness, size, etc.
f. Methods of delivery to include memorized, manuscript, extemporaneous and impromptu.
g. The application of ethics in the process of speech preparation and presentation
i. Effective and efficient research that avoids plagiarism
ii. Avoid sexist, racist language
iii. Avoid profanity
iv. Employ nonverbal cues that uphold ethical standards
h. Techniques for managing anxiety
i. The role of speech preparation in managing anxiety
ii. The role of practicing speeches in managing anxiety
6. Enhanced instruction and practice in critical evaluation of speeches.
a. Applying the principles of speech composition and presentation for critical analysis of
speeches
b. Evaluation/Critical Analysis of student’s own and other’s speeches will include, but is not
limited to:
i. speech content
ii. organization/composition of the particular speech
iii. delivery
iv. ethical components of the speech
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
3. Required method of instruction:
a. Assignment of preparation and extemporaneous presentation of a minimum of 6-college level,
well developed, unified, coherent, stylistically fluent speeches for a total of a minimum of 30
semester minutes with appropriate delivery from a minimal set of notes and within given time
constraints for the particular assignment. At least 4 of the speeches will integrate research:
two informative and two persuasive.
i. The Informative Speech Outlines will be a full sentence outline including a
bibliography with a minimum of 6 sources
 Full sentence outline will be the basis of speaking outline/card(s)
 The student will speak for a minimum of 6 minutes per speech while effectively
integrating at least 6 sources in at least one of the speeches
 The informative speech must encourage students to develop and apply effective
evaluation, synthesis, and documentation (written & oral) of sources
 At least one of the informative speeches must be based on a current
communication theory and/or be a communication analysis.
ii. The Persuasive Speech Outlines will be a full sentence outline including a
bibliography with a minimum of 8 sources
 Full sentence outline will be the basis of speaking outline/card(s)
 The student will speak for a minimum of 8 minutes while effectively integrating
at least 8 sources in at least one of the speeches.
 The persuasive speech must encourage students to develop and apply effective
evaluation, synthesis, and documentation (written & oral) of sources
Page 55
Speech Communication Program Review
12/06
iii. The other speeches (minimum 2) (which may be developed from full sentence
outlines and must be delivered extemporaneously) will be of the following types of
speeches: Inform, Persuade, Communication Analysis, Special Occasion,
Introduction, Tribute, Commemorative, After Dinner, Limited Preparation (i.e.,
Impromptu, Extemporaneous)
b. The assignment of oral and/or written speech evaluations (self and other)
c. The assignment of at least 20 pages of formal writing which can be derived from but
may not be limited to the speech preparation process outlined above, research on
communication theory or analysis, and/or the evaluation of speeches.
4. Optional methods of instruction may include, but are not limited to
a. Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned
text reading and other readings, exercises and quizzes designed to facilitate the acquisition of
speech composition and presentation.
b. Collaborative projects/cooperative learning tasks that encourage students to understand and
apply concepts learned in speech composition and presentation.
c. Individual/small group conferences to help students apply concepts learned in the rhetorical
principles of speech composition.
d. Individual/small group conferences to help students identify and develop strategies for
improving their thinking, reading, writing, and speaking skills
e. Online and computer assisted instructional activities to help students apply and synthesize
concepts learned in speech preparation, presentation and analysis
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of student learning outcomes by methods of evaluation
which may include, but are not limited to:
3. Required method of evaluation:
a. The preparation and extemporaneous presentation of a minimum of 6 speeches for a
semester total of a minimum of 30 minutes from the appropriate set of notes (outline) with
sources integrated as expected within given time parameters.
i. The outline(s) for the informative speeches must be integrated into this primary
method of evaluation.
ii. The outline(s) for the persuasive speech must be integrated into this primary method
of evaluation.
iii. The other speeches (minimum 2) (which may be developed from full sentence
outlines and must be delivered extemporaneously) will be of the following types of
speeches: Inform, Persuade, Introduction, Tribute, Commemorative, After Dinner,
Limited Preparation (i.e., Impromptu, Extemporaneous)
b. Instructor assessment of oral and/or written speech evaluations (self and other)
c. Instructor and/or peer assessment of the minimum of 20 pages of formal writing which
can be derived from but may not be limited to the speech preparation process outlined
above, research on communication theory or analysis, and/or the evaluation of
speeches.
4. Optional methods of evaluation may include, but are not limited to:
a. Other speech preparation/presentation and or evaluation besides the minimum of 6 speeches
b. Quizzes/examinations designed to assess the student’s understanding of the speech
composition and presentation process
c. Collaborative and/or individual projects designed to assess the student’s understanding and/or
application of speech composition and/or analysis
d. Participation to assess the student’s role as an audience member and an active learner.
e. Final Examination to assess the student’s ability to synthesize concepts learned in speech
composition, presentation and evaluation
Page 56
Speech Communication Program Review
12/06
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
Beebe, S.A. & Beebe, S.J. (2005) Public Speaking: An Audience-Centered Approach, 6th Edition.
Boston: Allyn and Bacon.
Beebe, S.A. & Beebe, S.J. (2004) Public Speaking Handbook. Boston: Allyn and
Bacon.
Bizzell, P. & Herzberg, B. (2000) The Rhetorical Tradition, 2nd Edition. Boston: Bedford/St.
Martins.
Brummett, B. (2000) Reading Rhetorical Theory. Fort Worth: Harcourt Brace.
Daly, J.A. & Engleberg, I.N. (2004) Presentations in Everyday Life: Strategies for
Effective Speaking, 2nd Edition. Boston: Houghton Mifflin
DeVito, J.A. (2005) The Essential Elements of Public Speaking, 2nd Edition. Boston: Allyn and
Bacon.
Griffin, C.L. (2005) Invitation to Public Speaking, 2nd Edition. Belmont: Thomson Learning.
Jaffe, C. (2003) Public Speaking: Concepts and Skills for a Diverse Society, 4th Edition.
Belmont: Thomson-Wadsworth.
Kennedy, G.A. (2006) Aristotle on Rhetoric: A theory of civic discourse, 2nd Edition. New
York: Oxford University Press.
Koch, A. (2006) Speaking with a Purpose, 7th Edition. Boston: Allyn and Bacon.
Lucas, S.E (2005) The Art of Public Speaking, 9th Edition. Boston: McGraw Hill.
O’Hair, D., Rubenstein, H., & Stewart, R. (2005) A Pocket Guide to Public Speaking.
Boston: Bedford/St. Martin’s
O’Hair, D., Stewart, R., Rubenstein, H. (2006) A Speaker’s Guidebook, 3rd Edition. Boston:
Bedfords / St. Martins.
Osborn, M. & Osborn, S. (2006) Public Speaking, 7th Edition. Boston: Houghton Mifflin.
Sprague, J. & Stuart, D. (2004) The Speaker’s Handbook, 7th Edition. Belmont: Wadsworth
Publishing.
Zarefsky, D. (2004) Public Speaking: Strategies for Success, 4th Edition. Boston: Allyn and
Bacon.
Page 57
Speech Communication Program Review
12/06
Forensics
Position
#1
Fall 2001 - Present
Spring 2001
Fall 1999 - Fall 2000
Fall 1997 - Spring 1999
Fall 1996 - Spring 1997
Sharon Terrill
Yancy Duncan
Paul Smith
David Guin
John Matteson
Fall 1995 - Spring 1996
Fall 1992 - Spring 1995
Fall 1988 - Spring 1992
? - Spring 1988
John Fincher
Joan Semonella
Gregory Poff
Dina Stallings
Replacing Y.Duncan
Replacing P.Smith
Replacing D.Guin
Replacing J.Matteson
Replacing J.Fincher
Replacing
J.Semonella
Replacing G.Poff
Replacing D.Stallings
Retired
Speech Communication - RCC
Position
#1
Position
#2
Position
#3
Position
#4
Fall 1969 - Present
Patricia Scileppi
Fall 1995 - Present
Fall 2000 - Present
Joan Semonella
Joan GibbonsAnderson
New Position
Fall 2005 - Present
Micherri Wiggs
Replacing G.Semonella
Speech Communication - Norco
Position
#1
Position
#2
Fall 2001 - Present
Fall 2000 - Spring 2001
Mark Lewis
Leticia Hector
Replacing L.Hector
New Position
Current Search
Fall 2000 - Spring 2005
Fall 1999 - Spring 2000
Barbara Adams
Jean Hibben
Replacing B.Adams
Replacing J.Hibben
Replacing H.Smith
Fall 1991 - Spring 1999
Heather Smith
Replacing B.Dyer
(Smith was hired for RCC then
Norco)
New Position
(Hired for RCC then moved to M
Speech Communication - Moreno Valley
Position
#1
Fall 1990 - Present
Diane Conrad
Page 58
Speech Communication Program Review
12/06
Discipline(s):
Degree Credit _____X____
Non-Credit __________
Non-degree Credit __________
Comm. Service__________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 2
COURSE DESCRIPTION
2
Persuasion in Rhetorical Perspective
3 units
PREREQUISITE: Speech Comm 1
COREQUISITE:
ADVISORY: None
LIMITATIONS ON ENROLLMENT
Develops persuasive rhetorical perspective with emphasis on the Ciceronian Canons of Rhetoric and
the Aristotelian forms of proof: ethos, pathos, and logos. Includes practical application of these
rhetorical theories in understanding and analyzing classical, post renaissance, and contemporary public
address. Also incorporates presentation on persuasive issues, rhetorical analyses, and role play.
Students will deliver a minimum of three oral presentations.
54 Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
The analysis, presentation, and evaluation of persuasive rhetorical theory and practice.
PREREQUISITE ENTRY SKILLS
Before entering the course, students will be able to:






Read, and speak English at a collegiate level
Employ collegiate research skills
Effectively deliver speeches using collegiate level verbal and nonverbal style and skills
Accurately evaluate speeches
Employ listening skills
Apply ethical standards and cultural sensitivity
STUDENT LEARNING OUTCOMES
1.
Recognize, comprehend, differentiate and apply both classical, post-renaissance, and
contemporary rhetorical theories
A. Ciceronian Canons of Rhetoric
B. Aristotelian forms of proof: ethos, pathos, logos
C. Burkean Identification
D. Other psychological theories
Page 59
Speech Communication Program Review
12/06
2.
Analyze classical, post-renaissance, and contemporary forms of public address from
various theoretical perspectives
A. Classical Theories
B. Post-renaissance Theories
C. Contemporary Theories
3.
Deliver effective oral presentations which will include, but are
not limited to:
A. Persuasive speech on significant social, political, or economic issues
B. Rhetorical analysis on major speakers, speeches and speaking of the past
and present
C. Role plays which integrate the lives and rhetorical work of significant male and female
speakers/orators
3.
Evaluate the rhetorical contributions of major male and female speakers and
speeches
A. Using appropriate models of rhetorical theory
B. Incorporating analysis of the occasion, time period, and cultural variables
COURSE CONTENT

Preparation and delivery of first persuasive speech
o
Enable students to recognize components and importance of audience analysis in public
address
o
Places the significance of time/occasion/place/situation in rhetorical perspective

Exemplification of rhetorical analysis for student observation
o
Theories
o
Application
identification of a variety of major classic, post-renaissance, and contemporary rhetorical theories
o
Classical
 Ciceronian Canons
 Aristotelian forms of proof
o
Post-renaissance
 Thomas Sheridan et al
o
Contemporary
 Kenneth Burke
 I. A. Richards
 Marshall McLuhan
Major themes in public address focusing on both male and female rhetoric
o
Civil Rights Movement
o
Women’s rights
o
Agitation Rhetoric
Students delivery of public address rhetorical analysis
o
Classical
o
Post-renaissance
o
Contemporary
Demonstration of role-play of major rhetorical male and/or female speakers both past& present
o
Past - Men
 Patrick Henry
 Abraham Lincoln
 William Jennings Bryant




Page 60
Speech Communication Program Review
o
o
o
o
12/06
Past - Women
 Francis Wright
 Lucretia Mott
 Katy Stanton
 Susan B. Anthony
Recent – Men
 Douglas MacArthur
 John F. Kennedy
 Martin Luther King, Jr.
 Cesar Chavez
Recent – Women
 Charlotte Perkins
 Eleanor Roosevelt
 Clare Booth Luce
 Betty Friedan
 Barbara Jordan
 Elizabeth Dole
Role-plays of major male and female speakers, encouraging to dress and speak the part
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:





Class lectures/discussions which identify, illuminate, and elaborate on major rhetorical
theories in persuasive perspective
Instructor presentations of sample persuasive speech, rhetorical analysis, and roleplay in both
written and oral form to exemplify the mastery of such presentations
Assignment of individual speeches/speech analyses/roleplays for student participation and
observation
Video/film clips/audio tapes in order to demonstrate excellence in construction and presentation of
rhetorical theories, applications, and presentations
Co-operative learning/group work to engage students in critical analyses
METHODS OF EVALUATION
Students will be evaluated for progress in and/or mastery learning outcomes by methods of evaluation which
may include, but are not limited to:



Written reports designed to demonstrate student understanding and application of various
rhetorical theories
Oral Presentations designed to test mastery of rhetorical theory and practice
Written midterm and final examination(s) to assure comprehension of subject matter
Page 61
Speech Communication Program Review
12/06
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate
for college level instruction. Possible texts include:
Foss, Sonja K., Foss Karen A., and Trapp, Robert., 3rd Ed., Contemporary Perspective on
Rhetoric.Prospect Heights, Illinois: Waveland Press, Inc. 2002.
Kennedy, Patricia A., O’Shields, Gloria H. We Shall Be Heard: Women Speakers in America. Dubuque:
Iowa: Kendall-Hunt Publishing Company. 1983.
Littlejohn, Stephen W., 8th Ed., Theories of Human Communication. Belmont, Ca: Wadsworth
Publishing Company. 2005.
Ryan, Halford. Classical Communication for the Contemporary Communicator. Mountain View,
California: Mayfield Publishing Company.
Date
Page 62
Speech Communication Program Review
12/06
Degree Credit_____X____
Non-Credit__________
Nondegree Credit__________
Comm Service__________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 3
COURSE DESCRIPTION
3
Argumentation and Debate
3 units
PREREQUISITE: None
ADVISORY: Speech Comm. 51 or Speech Comm.52 or Qualification for English 1A
Fundamentals of argumentation and debate: research, logical analysis, case construction,
refutation/rebuttal basics, and persuasive presentations, including cross examination debate.
Emphasis is placed on the application of logic to problems in contemporary society and will also
include focus on rhetorical principles, types of persuasive speeches and organizational patterns,
development and support of sound reasoning and argument, theories of persuasion and debate,
application of ethics in public speaking, listening skills, research methods, theory and principles of
effective delivery. 54 Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
College level development of sound argument and reasoning including the effective incorporation of
evidence for the purpose of debate.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
5. Read, write and speak English at an advanced pre-collegiate level
6. Employ pre-collegiate research skills
7. Demonstrate pre-collegiate understanding of an outline by using mostly proper coordination,
subordination, sentence formation, grammar, and spelling.
8. Recognize important standards of effective speaking
a. Basic organization of ideas
i. Recognize and create appropriate thesis
ii. Understand introduction, body, conclusion and connectives/transitions at a precollegiate level
b. Use language appropriately
c. Recognize non-verbal cues in delivery
d. Employ pre-collegiate understanding of ethics
Page 63
Speech Communication Program Review
12/06
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. Demonstrate awareness and articulation of contemporary public issues through the gathering,
analyzing and utilizing of research compiled from a variety of sources.
2. Employ effective critical listening and cultural sensitivity while critically evaluating propositions and
arguments.
3. Identify and avoid flaws in reasoning and argumentation while speaking and writing.
4. Effectively and ethically build and orally present sound arguments using sound evidence and
reasoning.
5. Orally refute oppositional arguments and rebut arguments without personally attacking the opponent.
6. Engage in competent and ethical oral argumentation and debate for the purpose of
influencing the adherence of appropriate decision makers.
COURSE CONTENT
1. Introduction to and identification of argument by understanding:
a. Identification of claims and issues
b. Basic purposes of argumentation
i. To advance claims
ii. To support claims with reason
iii. To receive adherence to the claim
c. Finding persuasion and argumentation via formal and informal channels in the world around
us including the specific examination of contemporary public issues
d. Listening to identify argument
e. Pursuance of truth through argumentation
2. Argumentation theory and analyzing argument
a. Evaluating claims and issues including claims of fact, value and policy
b. Evaluating proof and evidence
i. Types of evidence
ii. Testing of evidence
c. Evaluating reasoning
i. Inductive and deductive reasoning
ii. Other reasoning strategies
iii. Pseudo-reasoning: fallacies in reasoning
d. Critical listening and analysis of argument
e. Analysis of rhetorical devices and appeals including Aristotelian proofs:
i. Ethos
ii. Pathos
iii. Logos including recognition of fallacies
f. Discovering the parts of the Toulmin model including the recognition of:
i. Claims
ii. Grounds
iii. Warrants
iv. Backing
v. Qualifiers
vi. Rebuttals
g. Case analysis and stock issues
h. Refutation and rebuttal methods and strategies
i. Role of ethics in argumentation and debate
3. Constructing argument
a. Establishing claims
b. The role of the audience
i. Audience analysis
Page 64
Speech Communication Program Review
12/06
ii. Audience adaptation
Constructing the affirmative case
i. Burden of proof
ii. Prima facie case
iii. Stock issues
d. Constructing the negative case
i. Presumption
ii. Disadvantages
iii. Counter plans
e. Research and preparation of evidence
f. Case construction using the Toulmin model
i. Claim
ii. Data/Grounds
iii. Warrant
g. Use of rhetorical appeals
i. Ethos
ii. Pathos
iii. Logos
4. Presenting and debating argument
a. Employment of audience analysis and adaptation in presentation including the building of
credibility with the audience
b. Effective and ethical language use
c. Types of presentations
i. Argumentative speeches
ii. Persuasive speeches
iii. Debate formats
 Lincoln Douglas
 Team
d. Refutation and rebuttal
e. Organizational strategies for presentation including an understanding of the following:
1.
Introductions
2.
Body
3.
Conclusion
4.
Transitions/Connectives
c.
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1. Required method of instruction:
a. Assignment and evaluation of at least 4 formal speeches and/or debates including analysis
and reflection of which at least 2 must be a live debate with an at least one adversary.
b. Assignment of in-class and/or out-of-class analysis of speeches/debates presented by others.
2. Optional methods of instruction:
a. Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned
text reading and other readings, exercises and quizzes designed to facilitate the acquisition of
argument identification, analysis, and presentation skills.
b. Collaborative projects/cooperative learning tasks that encourage students to understand and
apply skills and theories used in identifying, constructing and presenting the argument.
c. Individual/small group conferences to help students apply skills and theories used in
identifying, constructing and presenting the argument.
Page 65
Speech Communication Program Review
12/06
d. Individual/small group conferences to help students identify and develop strategies for
improving their thinking, reading, writing, and speaking skills.
e. Online and computer assisted instructional activities to help students apply and synthesize
concepts learned in the identification, construction and presentation of argument.
METHODS OF EVALUATION
Students may be evaluated for progress in and mastery of student learning outcomes by methods of
evaluation, which may include, but are not limited to:
1. Required method of evaluation: Assessment of student debate preparation/presentation and/or
evaluation including but not limited to the minimum of 4 formal speeches and/or debates.
2. Optional methods of evaluation:
a. Quizzes/examinations designed to assess the student’s understanding of the Speech and
debate preparation process.
b. Collaborative and/or individual projects designed to assess the student’s understanding
and/or application of the identification, construction and presentation of argument.
c. Participation to assess the student’s role as an audience member, critical listener and an
active learner in argumentation and debate contexts.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
Corcoran, J.M. (2000) Critical Thinking Through Debate. Dubuque: Kendall/Hunt
Crossman, M.R. (2003) Burden of Proof: An Introduction to Argumentation and
Guide to Parliamentary Debate, 2nd Edition. Mason: Thomson Custom.
Freeley, A.J. & Steinberg, D.L. (1999) Argumentation and Debate: Critical Thinking for
Reasoned Decision Making, 10th Edition. Belmont: Wadsworth.
Herrick, J.A. (2003) Argumentation: Understanding and Shaping Arguments.
State College: Strata.
Inch, E. S., Warnick, B., Endres, D. (2005) Critical Thinking and Communication: The Use of Reason
in Argument. Boston: Allyn & Bacon.
Leigh, M.G. (2005) The Approachable Argument. Dubuque: Kendall/Hunt
Rybacki, K.C., Rybacki, D.J. (2003) Advocacy and Opposition: An Introduction to
Argumentation, 5th Edition. Boston: Allyn & Bacon.
Page 66
Speech Communication Program Review
12/06
Discipline: Speech Communication
Degree Credit _X__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE DISTRICT
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 6
COURSE DESCRIPTION
6
Dynamics of Small Group Communication
3 units
PREREQUISITE: None
ADVISORY: Speech 51 or Speech 52 or qualification for English 1A
Provides an introduction to the dynamics of communication in task-oriented small groups. Develops student
competence and confidence as a group member and leader. Practical experience and theoretical knowledge
of group development, problem-solving, decision-making, discussion, interaction and presentation. Oral group
presentations required. 54 hours lecture. (C/NC, letter grade option)
SHORT DESCRIPTION FOR CLASS SCHEDULE
Prepares students for effective, ethical participation and leadership in small groups and teams including oral
group presentations.
ADVISORY ENTRY SKILLS
Before entering the course, students will be able to:
1.
2.
3.
4.
read, write and speak English at a collegiate level;
employ pre-collegiate research skills;
demonstrate pre-collegiate understanding of an outline by using mostly proper coordination,
subordination, sentence formation, grammar, and spelling;
recognize important standards of effective speaking:
a.
basic organization of ideas

recognize and create appropriate thesis

understand introduction, body, conclusion and connectives/transitions at a precollegiate level
b.
use language appropriately
c.
recognize non-verbal cues in delivery
d.
employ pre-collegiate understanding of ethics.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
describe the importance of the role of groups and small group communication in daily life;
Page 67
Speech Communication Program Review
2.
3.
4.
5.
6.
12/06
discuss small group communication theory and be able to identify the factors which may enhance
and/or impede effective, ethical group formation;
develop core communication skills (verbal, nonverbal, and listening) and a clear decision
framework for choice of skills in order to demonstrate communication competence which may
enhance group task and transactional processes;
demonstrate responsible, effective, and ethical communication in order to coordinate efforts and
influence others in the context of a small group regarding the issues of culture, diversity,
leadership, conflict, inter-group work and computer-mediated group work;
apply critical thinking skills in group decision-making and problem-solving situations, appropriate
choice of communication skills, and use of evaluation techniques to assess the functioning of a
group as a dynamic system;
design group presentations using effective preparation, coordination and delivery.
COURSE CONTENT
1.
2.
3.
4.
5.
Theories of Small Group Communication and Group Development
a.
The small groups in everyone’s lives
b.
Communicating for success in the groups and teams in your life
c.
Defining small group communication
d.
Small group communication theory
e.
Small group as a system
f.
Group formation
g.
Using norms, roles, fantasy, and cohesiveness to move from individuals to group
h.
Emergence of group culture in teams and groups
i.
Observing and evaluating group discussion
Communication in Groups
a.
Enhancing communication competence by building core communication skills, framework
for choice of skills, and ethical commitment
b.
Verbal and nonverbal communication skills for building transactional processes in groups
c.
Listening and questioning as skills for development of team dialogue
Transactional Processes in Groups: Working Together
a.
Human communication process in small groups
b.
Individual potential value and resources within group members
c.
Bringing individuals together to become a team
d.
Relating to others in small groups
e.
Using interpersonal communication to manage relationships in small groups
f.
Effective role performance in small groups
g.
Managing the obstacles of team problems and participation
Transactional Process and Group Issues
a.
The effects of culture on small group communication
b.
Creating a positive group communication climate
c.
Leadership in small groups

Perspectives on leadership

Serving as a designated leader

Sharing leadership
d.
Managing conflict
e.
Facilitating group work within and between teams and organizations
Task Processes and Problem Solving in Groups: Getting Work Done Together
a.
Decision making and problem solving in small groups
b.
Following a clear system
c.
Preparing for problem solving
d.
Structuring problem solving groups
e.
Planning the process
f.
Asking task questions and using resources as tools for launching team inquiry
g.
Accessing informational resources for the small group
Page 68
Speech Communication Program Review
12/06
h.
i.
j.
6.
Using problem solving techniques
Engaging in problem solving discussion
Thinking logically and critically, individually and collectively, to analyze problem solving
information
k.
Thinking creatively to generate ideas and perspectives for effective problem solving in
small groups
Additional Task Communication Skills
a.
Principles and practices of efficient meetings
b.
Special discussion techniques and methods for face-to-face and computer mediated
groups
c.
Preparing and presenting public presentations of group output:

principles and practice of communicating to an audience

communicating team findings in written reports
d.
Group formats and approaches: planning public meetings
Students are also assigned reading, writing and other outside assignments equivalent to two hours per
one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1.
Required method of instruction used to achieve student learning outcomes includes student
preparation and presentation of a minimum of two oral presentations, in order to employ group
presentation skills and enhance understanding of small group theory and/or issues.
2.
Other methods of instruction to achieve student learning outcomes may include, but are not
limited to:
a.
Class lectures, discussions, demonstrations (video and role play), assigned text reading
and other readings, and quizzes designed to enhance the understanding of small group
importance, formation, theory, key issues and skills.
b.
Collaborative projects/cooperative learning tasks that encourage students to understand
and apply communication skills which enhance group task and transactional processes.
c.
Individual/small group conferences to help students apply concepts of small group theory,
skill acquisition and application.
d.
Service learning component designed to engage students in small group assessment and
role of group consultant offering community groups feedback for improvement.
e.
Exercises and activities designed to give students small group experience, problem-solving
and decision making opportunities.
f.
Online and computer assisted instructional activities to help students apply and synthesize
concepts of small group theory, skill acquisition and application.
METHODS OF EVALUATION
Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation
which may include, but are not limited to:
1.
2.
Required method of evaluation used to assess student learning outcomes will be the preparation
and presentation of a minimum of two oral presentations, for a total of 20 minutes in order to
employ group presentation skills and enhance understanding of small group theory and/or issues
Students may also be evaluated for progress in and mastery of learning outcomes by methods of
evaluation, which may include, but are not limited to:
a.
Other oral presentations in addition to the minimum of two oral presentations.
b.
Student generated handouts or visual aids in support of oral presentations.
Page 69
Speech Communication Program Review
c.
d.
e.
f.
g.
h.
12/06
Collaborative and/or individual projects which may include group problem-solving activities,
group decision making activities, and/or case studies, designed to assess the student’s
understanding and/or application of communication skills which enhance group task and
transactional processes
Participation to assess the student’s role as a small group member and an active
participant as small group member or leader.
Written reports to document group output from group projects, may also include group
meeting logs, and/or critical thinking journals to capture self-evaluation of communication
skills and choice of skill appropriate to group need.
Assessments of groups through live observation, or video, or from feature film leading to
critical analysis of small group theory in individual written work, discussion groups, and/or
group projects.
Quizzes/examinations designed to assess the student’s understanding of small group
importance, formation, theory, key issues and skills
Final Examination to assess the student’s ability to synthesize concepts learned in group
theory, development, communication, transactional processes, task processes and
additional task communication skills
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
1.
2.
3.
4.
Bebee, Steven, and John Masterson. Communicating in Small Groups: Principles and Practices.
(2004) Allyn & Bacon/Longman.
Cragan, John F., Kasch, Chris R., and David W. Wright. Communication in Small Groups –
Theory, Process, and Skills. (2003) Wadsworth Pub. Co.
Galanes, Gloria, Adams, Katherine, and John Brilhart. Effective Group Discussion: Theory and
Practice. (2006) McGraw-Hill.
Lumsden, Gay, and Don Lumsden. Communicating in Groups and Teams – Sharing Leadership.
(2003) Wadsworth.
Page 70
Speech Communication Program Review
12/06
Discipline: Speech Communication
Degree Credit__X__
Non-Credit______
Nondegree Credit______
Comm Service______
RIVERSIDE COMMUNITY COLLEGE DISTRICT
INTEGRATED COURSE OUTLINE OF RECORD
SPEECH COMMUNICATION 7
COURSE DESCRIPTION
7 Oral Interpretation of Literature
3 units
PREREQUISITE: None
COREQUISITE:
ADVISORY:
LIMITATIONS ON ENROLLMENT
A course in the oral reading of prose, poetry and drama. Principles and techniques of interpreting the
printed page are related to effective audience communication. This course provides opportunities for
cultural enrichment, literary analysis, creative outlet, articulate expression, and improved speaking
ability.
SHORT DESCRIPTION FOR CLASS SCHEDULE
This class teaches students to read and interpret literature expressively aloud.
PREREQUISITE/ ADVISORY ENTRY SKILLS
Before entering the course, students will be able to:
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
Define and choose appropriate major genres of literature for in-class performances
2.
Analyze the selection according to Oral Interpretation principles
3.
Practice the selection physically focusing on verbal and nonverbal elements
4.
Demonstrate the correct technical use of OI principles including the use of the
5.
manuscript
6.
Execute a variety of verbal and nonverbal skills to heighten the literary effect
Page 71
Speech Communication Program Review
12/06
7.
Create, demonstrate and transfer varying levels of emotion in an oral performance to an audience
8.
Critically analyze student presentations
COURSE CONTENT
Students are also assigned reading, writing and other outside assignments equivalent to two hours per
one hour lecture.










How to recognize major genres of literature
o
Children’s Literature

Prose

Drama

Poetry

Thematic Interpretation
How to select correct genre and combine pieces of literature for in-class assignments
How to analyze characters in a variety of selections
How to generate written introductions for the oral presentations
How to practice elements of verbal and nonverbal delivery
How to perform with another student in either Duo Interpretation or Readers’ Theatre
How to critically appraise their own and/or other students’ work
How to prepare an oral interpretation script
Oral interpretation vocabulary
o
Imagery words
o
Focus points

On-stage

Off-stage
o
Character differentiation
o
Blocking
o
Picking up Cues
o
Character subtext
o
Mood/Tone
o
Cutting
o
Plot Components
o
Poetry Terms
Student performance will incorporate the following:
o
Presentations on a variety of genres
o
Oral interpretation selections demonstrating excellent vocal elements of delivery, including
but not limited to variety of volume, pacing, dramatic pause, differentiation of characters,
and accents, if applicable
o
Oral interpretation selections demonstrating superior nonverbal elements of delivery,
including but not limited to posture, facial expression, limited movement, gestures, focal
points, and eye contact with audience, and handling the manuscript folder effectively
o
Portrayal a variety of emotions, and characters, and pieces of literature
o
Differentiation between at least 2 characters utilizing focal points
o
Thematic Interpretation Program
o
Duo Interpretation
o
One part in a Readers’ Theatre
Students are also assigned reading, writing and other outside assignments equivalent to two hours per
one hour lecture.
Page 72
Speech Communication Program Review
12/06
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:







Class lectures/discussions/demonstrations in order to enlighten students as to the
theoretical underpinnings of our discipline and show students how to and not to handle
themselves in a variety of in-front-of-the-audience situations.
In-class student speech videos in order to acquaint students with exactly how to perform the
specific assignment (Video models it.)
Small group exercises to illustrate and model what a students is supposed to do at home in
preparation for a speech
Instructor performances so that students can see a completed product
Student performances for practice purposes
Student evaluation of classmates’ speeches to discern strengths and weaknesses
Practice in Duo Interpretation and Readers’ Theatre to show presentation possibilities outside the
classroom
METHODS OF EVALUATION
Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation
which may include, but are not limited to:




A minimum of 5 student performances so that students may demonstrate
understanding
and practice of oral assignments
Discussions and class exercises so that the student may demonstrate the skills taught for that
particular assignment
Tests on subject matter to demonstrate mastery of OI principles
Final Examination designed to assess students’ comprehension and mastery of ora
interpretation of literature skills
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for
college level instruction. Possible texts include:
Lewis, Todd V. Communicating Literature: An Introduction to Oral Interpretation. 4th ed. Kendall Hunt
Publishing Company, 2004.
Yordon, Judy E., Roles in Interpretation. 5th ed. McGraw Hill, 2002.
Date
Page 73
Speech Communication Program Review
Discipline: Speech Communication
12/06
Degree Credit_____X____
Non-Credit__________
Nondegree Credit__________
Comm Service__________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 9
COURSE DESCRIPTION
9
Interpersonal Communication
3 units
PREREQUISITE: None
ADVISORY: Speech Communication 52 or Qualification for English 1A
Analyzes the dynamics of the two-person communication process in relationships. Students study
values, communication models, listening, verbal and nonverbal communication, perception, selfconcept, self-disclosure, management of emotions, relationship theories and conflict resolution. 54
Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
Analyzes the dynamics, components and ethics of the two-person communication process in
relationships.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
I.
Read, write and speak English at an advanced pre-collegiate level
II.
Recognize appropriate use of language and nonverbal cues as fundamental
ethical standards of interpersonal interaction
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
Demonstrate understanding of the communication process
*Identify models of communication
*Evaluate the role of listening in the interpersonal communication process
*Analyze the role of verbal and nonverbal communication in interpersonal communication
2.
Evaluate the role of intrapersonal communication in two-person communication
*Assess the role of values in two person communication
*Appraise the significance of self-concept and self-esteem in interpersonal
communication
Page 74
Speech Communication Program Review
3.
12/06
*Analyze the role of perception in the creation and deterioration of relationships
*Critically assess the impact of emotion management in relationships
Analyze theories of interpersonal communication as they operate in interpersonal
relationships
*Discuss the role of self-disclosure in interpersonal communication
*Differentiate amongst relationship theories as they function in the
development, maintenance, and termination of relationships
*Analyze conflict in interpersonal relationships and recommend appropriate
styles and methods of conflict resolution
COURSE CONTENT
I.
Instruction in the Communication Process with emphasis on theory and principles
accompanied by practice
A.
Identify communication models, differentiating amongst Action, Interaction,
and Transaction.
1.
Identify action model components which include encoding, decoding
noise, verbal and nonverbal factors
2.
Identify interaction model components which include encoding, decoding
feedback, noise, verbal and nonverbal factors
3.
Identify transaction model components which includes all of the above
(1 & 2) and the internal and external systems
B.
Evaluate the role of listening in the interpersonal communication process.
1.
How listening affects our lives
2.
Recognize the difference between hearing and listening
3.
Identify the components in the listening process
4.
Select the appropriate type of listening for the rhetorical situation
5.
Distinguish amongst indirect, active and directing listening responses
6.
Recognize barriers to effective listening
7.
Practice effective listening skills
C.
Analyze the role of verbal and nonverbal communication in interpersonal
communication.
1.
Distinguish between verbal and nonverbal communication
2.
Identify characteristics of verbal and nonverbal communication
3.
Examine the ways in which we use and misuse verbal and nonverbal
communication
4.
Practice effective application of verbal and nonverbal communication
II.
Instruction in the role of intrapersonal communication in two-person communication with
emphasis on theory accompanied by practice
A.
Assess the role of values in two-person communication interactions.
1.
Identify universal and relativistic values and their relationship to culture
2.
Inventory personal values
B.
Appraise the significance of self-concept and self-esteem in two-person
communication interactions.
1.
Identify dimensions of the self
2.
Examine the development of the self-concept
3.
Illustrate the ways self-concept improves
4.
Evaluate the relationship between self-concept, self-esteem,
and self-actualization
C.
Interpret the role of perception in the creation and deterioration of relationships
1.
Identify the components in the perception process
2.
Analyze factors that influence the perception process
3.
Practice improving perceptual accuracy
Page 75
Speech Communication Program Review
D.
III.
12/06
Critically assess the impact of emotion management in relationships
1.
Describe the anatomy and types of emotions
2.
Determine the myriad influences and outcomes on the experience and
expression of emotions
3.
Practice the guidelines for managing emotions intrapersonally and
interpersonally
Instruction in theories of interpersonal communication as they operate in relationships
with an emphasis on theory accompanied by practice
A.
Discuss the role of self-disclosure in interpersonal communication.
1.
Compare and contrast self-disclosure to non-disclosing information
2.
Identify 7 criteria for self-disclosure
3.
Evaluate the role of the Johari Window in interpersonal relationships
4.
Discuss barriers to self-disclosure
5.
Implement guidelines for self-disclosure
6.
Discuss the relationship between values and self-disclosure
B.
Differentiate relationship theories as they function in the development,
maintenance, and termination of relationships.
1.
Discuss the definition and nature of relationships
2.
Correlate the interconnectedness of relationships and communication,
health, and culture
3.
Differentiate between types and purposes of relationships
4.
Explain the theories of relationship development
5.
Compare and contrast the stage and phase models of relationship
development, maintenance and termination
6.
Appraise the characteristics of healthy relationships
7.
Recommend guidelines for improving relationships
C.
Recognize conflict in interpersonal relationships and recommend appropriate
conflict resolution.
1.
Discuss the nature, characteristics, and value of conflict
2.
Contrast functional and dysfunctional approaches to conflict resolution
3.
Explain the influence of culture, gender, and personality on conflict
resolution
4.
Compare and contrast conflict resolution styles, methods and outcomes
5.
Analyze the factors which determine choices made in conflict resolution style
and method
6.
Evaluate other options for conflict resolution including, but not limited to
forgiveness, unconditional positive regard, and personal will
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per
one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
I.
Required methods of instruction:
A.
Class lectures to amplify and illuminate course content from assigned text
reading
B.
Encourage student participation through discussion and small group
activities and exercises
II.
Other methods of instruction may include, but are not limited to
A.
Demonstrations to illustrate concepts, theory and practice
Page 76
Speech Communication Program Review
B.
B.
C.
D.
E.
12/06
Assign other readings, exercises and quizzes designed to
facilitate deeper understanding of concepts
Collaborative projects/cooperative learning tasks that encourage students to
understand and apply concepts
Individual/small group conferences to help students apply concepts learned
Multimedia presentations which may include videos, films, and audio tapes
Online and computer assisted instructional activities to help students apply and
synthesize concepts learned
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of student learning outcomes by methods of
evaluation which may include but are not limited to:
I.
Required methods of evaluation:
A.
Examination(s) to include demonstration of understanding of chapter contents
B.
Oral demonstration of application of concepts
C.
Oral participation
D.
One formal written assignment focused on critical thinking
II.
Other methods of evaluation, which may include, but are not limited to
A.
Other quizzes/examinations designed to assess the student’s understanding
B.
Collaborative and/or individual projects designed to assess the student’s
understanding and/or application of interpersonal communication concepts
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are appropriate for college
level instruction. Possible texts include:
Adler, Ronald B., Lawrence B. Rosenfeld, and Neil Towne. (2007) Interplay: The Process Of
Interpersonal Communication, 10th Edition. New York: Oxford University Press.
Adler, Ronald B., Lawrence B. Rosenfeld, and Neil Towne. (2005) Looking Out Looking In, 11th Edition.
Belmont, CA: Thomson Wadsworth.
Beebe S.A., Beebe, S.J., & Redmond, M.V. (2002) Interpersonal Communication: Relating to Others, 3 rd
Edition. Boston: Allyn & Bacon.
DeVito, J.A. (2004) Messages: Building Interpersonal Communication Skills, 6th Edition. Boston: Allyn &
Bacon.
Scileppi Patricia A. (2005) Values For Interpersonal Communication: How Then Shall We Live?
Belmont, CA: Star Publisher.
Verderber, K.S., Verderber, R.F., Berryman-Fink, C. (2007) Inter-Act: Interpersonal Communication
Concepts, Skills and Contexts, 11th Edition. New York: Oxford University Press.
West, R. & Turner, L.H. (2006) Understanding Interpersonal Communication: Making Choices in
Changing Times. Belmont, CA: Thomson Wadsworth.
Wood, Julia (2004) Interpersonal Communication: Everyday Encounters, 4th Edition.
Page 77
Speech Communication Program Review
Belmont, CA: Thomson Wadsworth.
Page 78
12/06
Speech Communication Program Review
12/06
Discipline: Speech Communication
Degree Credit _X__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE DISTRICT
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 11
COURSE DESCRIPTION
11
Storytelling
3 units
PREREQUISITE: None
ADVISORY: Speech 51 or Speech 52 or qualification for English 1A
A study of the history, theory, and practice of the oral art of storytelling. The historical and current practice of
the oral tradition of both prose and poetry will be covered using a multicultural perspective. Students will
research, prepare, and perform stories from a variety of genres and cultures. Oral presentations required. 54
hours lecture. (C/NC, letter grade option)
SHORT DESCRIPTION FOR CLASS SCHEDULE
Students learn the role and history of storytelling and select, prepare, and present stories from a variety of
genres and cultures.
ADVISORY ENTRY SKILLS
Before entering the course, students will be able to:
5.
6.
7.
8.
read, write and speak English at a collegiate level;
employ pre-collegiate research skills;
demonstrate pre-collegiate understanding of an outline by using mostly proper coordination,
subordination, sentence formation, grammar, and spelling;
recognize important standards of effective speaking:
a.
basic organization of ideas

recognize and create appropriate thesis

understand introduction, body, conclusion and connectives/transitions at a precollegiate level
b.
use language appropriately
c.
recognize non-verbal cues in delivery
d.
employ pre-collegiate understanding of ethics.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
Page 79
Speech Communication Program Review
1.
12/06
explain the origins and history of the oral tradition, the role of storytelling in contemporary society;
and articulate a rationale for the use of storytelling in specific disciplines and professions;
Page 80
Speech Communication Program Review
2.
3.
4.
5.
6.
7.
12/06
locate and retrieve folktales from cultural and literary sources;
identify and analyze traditional motifs of themes present in stories;
analyze stories in terms of narrative probability and narrative fidelity;
demonstrate storytelling skills (e.g., use of voice, characterization, body language, dramatization)
and personal storytelling style;
develop a diverse, multicultural and multidimensional repertoire of stories;
develop listening, critical and evaluative skills and utilize them in class participation.
COURSE CONTENT
1.
2.
3.
4.
5.
6.
Introduction to storytelling and the oral tradition
a.
Historical traditions and practices
b.
Cultural roots of story and role in culture formation and perpetuation
c.
Contemporary role of story in mass, and sub cultures
d.
Story types explored may include but are not limited to: folk, fantasy, biography, realistic
children’s problem stories, and poetry
The importance of listening in storytelling
a.
Definition, barriers, and purposes of listening
b.
Types of listening responses
c.
Evaluation techniques
Implement cultural awareness and sensitivity as both speaker and listener in storytelling
Selection and preparation of storytelling materials
a.
Story selection criteria
b.
Researching stories
c.
The use of personal narrative
d.
Themes and motifs in myths, folktales, and legends
e.
Parallel myths
f.
Developing a storytelling program

Project research: The story grid

Use of balance, need fulfillment and literary excellence
g.
Adapting story content to a particular audience with consideration of human psychological,
cognitive and moral stages.
Storytelling delivery skills
a.
Creative drama and use of suggestion as interpretation rather than acting.
b.
Vocal cues
c.
Nonverbal cues to include kinesics, chronemics, proxemics, environment, clothing and
appearance, etc.
d.
Storytelling enhancement through audio and visual aids
e.
Characterization and dramatization
f.
Adapting delivery of stories to a particular audience
g.
Dramatic play, role-playing, pantomime, choral speaking, story improvisation, etc.
h.
Audience involvement and participation in storytelling through question/answer, story ends,
problem-solution, etc.
Story preparation and delivery techniques employing cohesive and comprehensive integration of
material emphasizing interwoven meaning-centered delivery
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
Page 81
Speech Communication Program Review
1.
2.
3.
4.
5.
6.
7.
12/06
Preparation and presentation of a minimum of four oral presentations, in order to employ
storytelling presentation skills and enhance understanding of the role of storytelling in
contemporary society.
Class lectures, discussions, demonstrations (video and role play), assigned text reading and
other readings, and quizzes designed to enhance the understanding of storytelling role,
importance, and skills.
Collaborative projects/cooperative learning tasks that encourage students to understand and
apply storytelling preparation and presentation skills.
Individual/small group conferences to help students apply concepts learned in researching
cultural and literary sources of folktales.
Service learning components designed to engage students in experiencing the use of storytelling
in specific disciplines, professions, and cultures.
Exercises and activities designed to give students practice in storytelling delivery.
Online and computer assisted instructional activities to help students apply and synthesize
concepts of storytelling preparation and presentation and analysis.
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of learning objectives by methods of evaluation which
may include, but are not limited to:
1.
2.
3.
4.
5.
6.
7.
8.
Preparation and presentation of a minimum of 4 storytelling presentations, for a total of 20
minutes in order to employ storytelling skills and enhance understanding of the role of storytelling
in contemporary society
Other oral presentations in addition to the minimum of 4 storytelling presentations.
Student generated audio and/or visual aids in support of the storytelling presentation.
Collaborative and/or individual projects designed to enhance and/or assess the student’s
understanding and/or application of storytelling preparation and presentation skills.
Participation to assess the student’s role as an audience member and an active learner.
Critical thinking journals to capture self-evaluation of communication skills and choice of skill
appropriate to storytelling.
Assessments of storytelling through live observation, or video, or from feature film leading to
critical analysis of storytelling in individual written work, discussion groups, and/or group projects.
Quizzes/examinations and final examination designed to assess the student’s understanding of
storytelling preparation, presentation, and evaluation.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
1.
2.
3.
4.
5.
6.
7.
8.
Brown, J. S., Denning, J., Groh, K., & Laurence, P. (2005) Storytelling in Organizations, First
Edition: Why Storytelling is Transforming 21st Century Organizations and Management.
Butterworth-Heinemann.
Denning, S. (2005) The Leader’s Guide to Storytelling: Mastering the Art and Discipline of
Business Narrative. Jossey-Bass.
Gray, P. H. & Van Oosting, J. (1996) Performance in Life and Literature. Allyn & Bacon.
MacDonald, M. (1993) Storyteller’s Start-Up Book. August House.
Maguire, J. (1998) The Power of Personal Storytelling. Tarcher.
Sierra, J. (1996) Storytellers’ Research Guide. Eugene, OR: Folkprint.
Simmons, A. (2002) The Story Factor: Inspiration, Influence, and Persuasion Through the Art of
Storytelling. Perseus Books Group.
Zipes, J. (1995) Creative Storytelling. NY: Routledge.
Page 82
Speech Communication Program Review
12/06
Discipline: Speech Communication
Degree Credit __x___
Non-Credit ______
Nondegree Credit ______
Comm Service ______
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE OF RECORD
SPEECH COMMUNICATION 12
COURSE DESCRIPTION
12 Intercultural Communication
3 Units
PREREQUISITE: None
COREQUISITE:
ADVISORY:
LIMITATIONS ON ENROLLMENT
Traces the reciprocal relationship between culture and communication. As people from different culture
groups interact, the markings of culture, personality, and interpersonal perception have an impact on
their interaction. The course reveals the relationship between those interaction patterns. This influence
ranges widely, and includes definitions of culture, an understanding of intercultural theories, creation of
a culture, cultural adaptation, intercultural effectiveness in relationships and ethno linguistic identities.
54 hours lecture
SHORT DESCRIPTION FOR CLASS SCHEDULE
This course explores the diverse communication components across cultures.
PREREQUISITE/ ADVISORY ENTRY SKILLS
Before entering the course, students will be able to:
STUDENT LEARNING OUTCOMES
Upon completion of the course, students should be able to:
Define the components which formulate any culture;
Recall a variety of intercultural theories;
Demonstrate an appreciation of a local culture;
Apply intercultural principles to improve cross-cultural communication skills;
Page 83
Speech Communication Program Review
12/06
Appraise the facets and implications of culture shock;
Analyze values which apply to various cultures;
Assess barriers to intercultural communication.
COURSE CONTENT

Culture as both a form of and a context for communication
o
Basic principles of communication
o
Definitions of intercultural communication
o
Various approaches to explore culture (sociological, psychological, interpersonal,
anthropological, etc.)
o
Barriers to intercultural communication
o
Variety of worldviews

Cultural differences
o
Nonverbal communication including facial expression, clothing, gestures, etc.
o
The relationship between language and culture (Sapir-Whorf Hypothesis, etc.)
o
Cultural values (Hofstede’s Individualistic vs. Collectivistic/Power-Distance theories, E.T.
Halls’s Proxemics, etc.)
o
Difference between high and low context cultures

Cultural patterns which effect communication
o
Family structure and history
o
Roles of men and women, children, and the elderly
o
The importance of work to the society
o
The practice of religion and its implication
o
Medicine and its impact on society
o
Procurement of food within a culture group

Significance of cultures within cultures
o
Transmigrational issues affecting the sending and receiving countries
o
Process of adaptation into a new culture
o
Hierarchies of cultures within a society and why they exist

Living in a Multicultural Society
o
Heterogeneous vs. Homogeneous
o
U.S.
o
Other societies

Intercultural communication in applied settings: tourist, education, business,
medicine, politics and government, etc.

Interpersonal relations within and between cultures
o
Differentiating between negotiating styles between cultural groups
o
Examining conflict styles

Competencies in intercultural communication
o
Within the culture as home
o
Outside the culture as evaluator
Page 84
Speech Communication Program Review

12/06
The future of intercultural communication
o
Multiculturalism
o
The Global Village
Students are also assigned reading, writing and other outside assignments equivalent to two hours per
one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:

Class lectures/discussion to stimulate student’s thinking about intercultural topics

Videos so that students more fully identify with the concept and/or culture

Class exercises such as cultural simulations in order for students to experience the quandary of
interacting nonverbally with those of another people group

Guest lecturers to class for students to hear or interview a person/student about first-hand
experiences, initial responses, or estimations of a new culture

Outside activities to expose students to local cultures
METHODS OF EVALUATION
Students will be evaluated for progress in and/or mastery of student learning outcomes by methods of
evaluation which may include, but are not limited to:



Oral reports and individual projects designed to assess students’ depth of understanding about a
local co-culture;
Quizzes and examinations designed to keep students vigilant on their reading and challenge their
appraisal of intercultural theories, values, and hierarchies;
Final examination designed to evaluate students’ comprehensive understanding about intercultural
communication.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college level
instruction. Possible texts include:
Chaney, Lillian and Martin, Jeanette. Intercultural Business Communication. Upper, Saddle River, New
Jersey, 1995.
Gudykunst, William B. and Kim Y. Communicating with Strangers. New York:
Random House, 1984.
Gudykunst, William B. and Ting-Tooney, Stella. Culture and Interpersonal .
Communication. Newbury Park, CA: Sage Publications, The International .
Professional Publishers, 1988.
Hall, Edward T. and Hall Mildred. R. Understanding Cultural Differences.
Yarmouth, Maine: Intercultural Press, Inc., 1990.
Jandt, Fred E. Intercultural Communication: An Introduction.
Page 85
Speech Communication Program Review
Thousand Oaks, CA., 1995.
Koester, Jolene and Lustig, Myron. Intercultural Competence. Harper
Collins College Publishers, 1993.
Martin, Judith N. and Nakayama Thomas K.. Experiencing Intercultural
Communication. Mountain View, Ca., Mayfield Publishing Co., 2001.
Porter, Richard E. and Samovar, Larry. Communication Between
Cultures. Belmont, CA., Wadsworth Publishing Co., 1991.
Date
Page 86
12/06
Speech Communication Program Review
Discipline: Speech Communication
12/06
Degree Credit XX
Non-Credit____
Nondegree Credit____
Comm Service____
RIVERSIDE COMMUNITY COLLEGE DISTRICT
INTEGRATED COURSE OUTLINE OF RECORD
SPEECH COMMUNICATION 13
COURSE DESCRIPTION
13
Gender Communication
3 units
PREREQUISITE: None
ADVISORY: Speech 51 or Speech 52 or Qualification for English 1A
A study of the communication patterns and differences existing between males and females, integrate
theory and practice, and heighten student’s awareness of the importance of gender as a
communication variable. Gender communication issues are addressed with emphasis on listening,
perception, language, nonverbal communication, and conflict management in interpersonal, small
group and public settings. 54 Hours Lecture. (C/NC, letter grade option)
SHORT DESCRIPTION FOR CLASS SCHEDULE
Students learn about gender as an important variable in a variety of human communication contexts.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
9. read, write and speak English at a pre-collegiate level;
10. employ pre-collegiate research skills.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. define key terms and concepts specific to gender and the relationship between gender and
communication, distinguishing gender and sex as constructs and their impact on communication
behaviors;
2. explain the process of sex-role socialization that results in different world views, basic gender values,
and actual and perceived gender differences in communication;
3. recognize how the use of language and nonverbal communication are influenced by gender in male
and female communication styles, patterns, practices, and stereotypes;
4. analyze the causes of barriers to and principles of building relationships and the values that facilitate
positive communication between males and females;
5. develop skills that facilitate functional and positive communication between males and females and
apply communication principles to situations in which gender is the important component in the
communication event;
Page 87
Speech Communication Program Review
12/06
6. describe the influence of gender on communication in a variety of contexts such as family, the
workplace, and public contexts.
COURSE CONTENT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Principles of interpersonal communication
Conceptual and perceptual foundations of gender and sex
Historical overview of the women’s and men’s movements in the United States of America.
Approaches to the study of gender differences
Theoretical approaches to sex role socialization and stereotypes
Gendered communication differences and similarities in:
a. self-disclosure;
b. listening;
c. verbal communication;
d. nonverbal communication;
Nature of emotions and their role in male/female communication
Gender differences in self-disclosure and self-assertion
Maintaining and modifying gender roles
Gender and communication in relational contexts
a. Interpersonal and friendship
b. Intimate and romantic
Gender and communication in public contexts
a. Education
b. Health
c. Law
d. Mass Media
Gender and communication in the family
Gender, conflict, and power
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1. Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned text
reading and additional readings, exercises and quizzes designed to enhance the understanding of
gender identity development and impact on communication.
2. Preparation and presentation of individual and/or group oral presentations in order to teach gender
communication concepts or issues.
3. Collaborative projects/cooperative learning tasks that encourage students to understand and apply
concepts learned in gender, gender communication and relationships.
4. Individual/small group conferences to help students apply concepts learned through gender
communication research related to individual papers and/or group projects.
5. Exercises and debate activities designed to give students experience in problem-solving and decision
making related to gender communication issues.
6. Online and computer assisted instructional activities to help students apply and synthesize concepts
learned in gender identity development and communication practices and patterns.
Page 88
Speech Communication Program Review
12/06
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of learning objectives by methods of evaluation which
may include, but are not limited to:
1. Preparation and presentation of individual and/or group presentations in order to understand and
communicate gender communication concepts and issues.
2. Student generated audio and/or visual aids in support of student presentations.
3. Collaborative and/or individual projects and/or papers designed to enhance and/or assess student
understanding of gender concepts and issues.
4. Participation to assess the student’s role as an active learner and critical listener.
5. Critical thinking journals to capture self-evaluation of communication skills and choice of skill
appropriate to situation, goal and gender.
6. Assessments of communication situations through live observation, or video, or from feature film
leading to critical analysis of communication choices presented in individual written work, discussion
groups, and/or group projects.
7. Quizzes/examinations and final examination designed to assess the student’s understanding of
gender concepts, issues and communication skills.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are appropriate for college
level instruction. Possible texts include:
Backlund, P.M., & Williams, M.R. (2003) Readings in Gender Communication. Wadsworth
Publishing.
Dow, B.J., & Wood, J.T. (2006) The SAGE Handbook of Gender and Communication. SAGE
Publications.
Gamble, T.K., & Gamble, M. (2002) The Gender Communication Connection. Houghton Mifflin
Company.
Ivy, D., & Backlund, P.M., (2003) Genderspeak: Personal Effectiveness in Gender Communication.
McGraw-Hill.
Krolokke, C., & Sorensen, A.S. (2005) Gender Communication Theories and Analyses: From Silence
to Performance. SAGE Publications.
Stewart, L.P., Cooper, P.J., Stewart, A.D., & Friedley, S.A. (2002) Communication and Gender. Allyn
& Bacon.
Tannen, D. (2001) You Just Don’t Understand: Women and Men in Conversation. Harper
Paperbacks.
Wood, J.T. (2004) Gendered Lives: Communication, Gender, and Culture. Wadsworth Publishing.
Page 89
Speech Communication Program Review
12/06
Discipline: Speech Communication
Degree Credit _X__
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE DISTRICT
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 19
COURSE DESCRIPTION
19
Readers’ Theatre
3 units
PREREQUISITE: None
ADVISORY: Speech 51 or Speech 52 or Qualification for English 1A
Study of literary genres and their applicability to various Readers’ Theatre methods of
presentation. Application of literary research and selection of material. Preparation of scripts and oral
presentation while adhering to the particular Readers’ Theatre style, including Interpreters’ Theatre and the
various approaches and techniques of each. 54 Hours Lecture. (C/NC, letter grade option)
SHORT DESCRIPTION FOR CLASS SCHEDULE
Researching, selecting, adapting and performing published literary material in the form of a group oral
presentation.
ADVISORY ENTRY SKILLS
Before entering the course, students will be able to:
1.
2.
3.
read, write and speak English at a collegiate level;
employ pre-collegiate research skills;
recognize important standards of oral communication:
a.
basic organization of ideas

recognize and create appropriate thesis

understand prose, poetry, and dramatic scripts at a pre-collegiate level

understand the use of connectives/transitions at a pre-collegiate level
b.
use language appropriately
c.
recognize non-verbal cues in delivery
d.
employ pre-collegiate understanding of ethics.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
2.
identify and select appropriate literature in preparation of a Readers’ Theatre script;
analyze prose, poetry, and dramatic script genres of literature for appropriateness to be adapted
into a Readers’ Theatre script;
Page 90
Speech Communication Program Review
3.
4.
5.
6.
12/06
adapt a script employing and integrating prose, poetry, and dramatic script genres of literature as
vehicles for communicating ideas and experiences;
achieve the goals appropriate for each staging style of Readers’ Theatre;
perform a group presentation of a Readers’ Theatre script using appropriate verbal and nonverbal communication;
evaluate a Readers’ Theatre presentation’s content, composition/organization, and delivery.
COURSE CONTENT
1.
Preparation of a Readers’ Theatre script to include identifying and selecting
appropriate literature for Readers’ Theatre through:
a.
Observing (reading closely) literature and drawing reasonable conclusions
using critical reasoning, analytical skills, and knowledge of literary forms and
devices.
b.
Identifying and respond sensitively to plot, setting, point of view, characters,
tone, style, and theme of a literary work.
c.
Using research to gather information about the time and setting in which a
piece of literature is set.
d.
Understanding how literature reflects the author’s cultural, moral, genderbased, psychological, and philosophical assumptions.
e.
Analyzing the prose, poetry, and dramatic script genres for adaptation
f.
Identifying and responding sensitively to unifying themes and literary devices
between genres through the compilation of a multi-genre presentation with a
central thematic argument.
2.
Performing a compiled script in a group
a.
Achieving the goals of the three staging styles:

Simple readers’ theatre

Staged readers’ theatre

Chamber theatre
b.
Performing a minimum of three Readers’ Theatre’s scripts (group presentations) that vary
in length of time from 10 minutes-45 minutes
c.
Implement appropriate vocal and non-verbal communication to achieve the intended
effects on the minds, emotions and imaginations of the listeners/viewers.
Evaluate Readers’ Theatre presentations based on the ability to apply 1 & 2 (above) in Readers’
Theatre preparation and presentation for critical analysis of their own and others’ presentations
3.
Students are also assigned reading, writing and other outside assignments equivalent to two hours per
one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1. Required:
a.
Assignment of preparation and presentation of a minimum of 3 Readers’ Theatre group
presentation in 3 different staging styles
b.
Presentation of three Readers’ Theatre programs which may vary in time from 10 minutes
to 45 minutes.
2. Optional:
Page 91
Speech Communication Program Review
a.
b.
c.
d.
e.
12/06
Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned
text reading and other readings, exercises and quizzes designed to facilitate the acquisition
of Readers’ Theatre preparation, presentation and evaluation.
Collaborative projects/cooperative learning tasks that encourage students to understand
and apply concepts learned in Readers’ Theatre preparation, presentation and evaluation
Individual/small group conferences to help students apply concepts learned in Readers’
Theatre preparation, presentation and evaluation
Individual/small group conferences to help students identify and develop strategies for
improving their thinking, reading, writing, and speaking skills
Online and computer assisted instructional activities to help students apply and synthesize
concepts learned in Readers’ Theatre preparation, presentation and analysis
METHODS OF EVALUATION
Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation
which may include, but are not limited to:
1. Preparation and presentation of a minimum of 3 Readers’ Theatre presentations for a semester total of
a minimum of 75 minutes from the appropriate script as expected within given time parameters.
2. Optional:
a.
Other presentations and or evaluations besides the minimum of 3 Readers’ Theatre
presentations
b.
Quizzes/examinations designed to assess the student’s understanding of Readers’ Theatre
c.
Collaborative and/or individual projects designed to assess the student’s understanding
and/or application of Readers’ Theatre preparation, presentation and evaluation
d.
Participation to assess the student’s role as an audience member and an active learner
e.
Final Examination to assess the student’s ability to synthesize concepts learned in
Readers’ Theatre preparation, presentation and evaluation
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
1.
2.
Adams, W. (2003) Institute Book of Readers Theatre: A Practical guide for School, Theater, and
Community. A joint Project with the University of Southern Maine and the Institute for Readers
Theatre, San Diego.
Kaye, M. (1995) Reader’s Theatre: What It Is, How to Stage It. Wildeside Press
Possible websites include:
1.
http://www.aaronshep.com/rt/Tips.html RT TIPS: A Guide to Reader’s Theater (or Readers
Theatre), Aaron Shepard Contains excerpts from, Readers on Stage, Shepard Publications,
2003. Copyright © 1993-97, 2003, 2004 by Aaron Shepard. May be freely copied and shared for
any noncommercial purpose as long as no text is altered or omitted.
2.
http://www.readerstheatredigest.com/ Readers Theatre Digest. An online magazine in which
experts in this unique theatre form share their experiences, opinions and ideas in essays and
interviews.
3.
http://www.readerstheatreinstitute.com/ Home page for the Institute for Readers Theatre, a
“thriving independent corporation with an expanded mission of research projects and varied
activities,” founded in 1973 in a university environment to explore all aspects of “the fastestgrowing innovation in education and Theatre
Page 92
Speech Communication Program Review
4.
12/06
http://www.vtaide.com/png/ERIC/Drama-Theatre.htm Sun, P. (2003) Using Drama & Theatre to
Promote Literacy Development, Source: ERIC Clearinghouse on Reading English and
Communication Bloomington IN.
Page 93
Speech Communication Program Review
12/06
Degree Credit__________
Non-Credit__________
Nondegree Credit_____X____
Comm Service__________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 51
COURSE DESCRIPTION
51
Introduction to Public Speaking
3 units
PREREQUISITE: None
ADVISORY: ESL 55 or Qualification for English 50
LIMITATIONS ON ENROLLMENT: Not open to students enrolled in Speech Communication 1
A pre-collegiate introduction to basic public speaking in preparation for Speech Communication 1.
Attention to development and organization of ideas within various speech genres/types, research and
outlining methods, as well as techniques for presentation with a particular focus on managing speech
anxiety. 54 Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
A pre-collegiate introduction to basic public speaking in preparation for Speech Communication 1 with
emphasis on managing speech anxiety.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
1. Read, write, speak and understand English at a pre-collegiate level
2. Identify main ideas of text
3. Construct coherent and largely grammatically correct paragraphs containing complete sentences
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1. Create pre-collegiate speeches that illustrate an understanding of the role of organization to create
clear meaning of content.
2. Recognize the importance of an introduction, body and conclusion and connectives/transitions at a
pre-collegiate level.
3. Understand the role of an outline in the speech preparation process by composing a variety of
speeches into outline format that translate into key word outlines.
4. Perform pre-collegiate research to integrate source documentation into pre-collegiate level speeches.
5. Implement techniques to manage speech anxiety.
Page 94
Speech Communication Program Review
12/06
6. Employ a pre-collegiate understanding of ethical language and nonverbal cues in delivery.
COURSE CONTENT
1. Instruction in Public Speaking as a communication process in which messages are sent and received
simultaneously
a. The role of public speaking in everyday lives including understanding the role of a speaker
and an audience member
b. The importance of listening in the communication process
c. Techniques for managing speech anxiety
2. Instruction in pre-collegiate level speech composition and presentation.
a. Introduction to the primary goals of public speaking: informing, persuading, and entertaining
b. Understanding the importance of audience adaptation
c. Introduction to types of organizational patterns
d. Practice at selecting and narrowing appropriate topics for the assignment and audience
e. Practice at creating pre-collegiate outlines with and without research
i. Introduction
ii. Body (Understanding main ideas and supporting ideas and their place in an outline)
iii. Conclusion
f. Introduction to research skills
i. Avoiding plagiarism
ii. Practice at orally citing sources
g. Introduction to ethical language use in contrast to racist, sexist, and stereotypical language
h. Introduction to nonverbal cues that uphold ethical standards
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1. Required: The assignment of the preparation and presentation of a minimum of 5 speeches for a total
of 18 semester minutes
a. One of the 5 speeches must be either informative or persuasive and include integration of a
minimum of 2 sources
b. The other 4 speeches would be generated from combination of the following types of
speeches: inform, persuade, introduction, acceptance, presentation, tribute, after-dinner,
commemorative, oral interpretation, reader’s theatre
2. Optional:
a. Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned
text reading and other readings, exercises and quizzes designed to facilitate the acquisition of
speech preparation and presentation.
b. Collaborative projects/cooperative learning tasks that encourage students to
understand and apply concepts learned in managing speech anxiety.
c. Individual/small group conferences to help students apply concepts learned in speech
composition emphasizing methods in research
d. Individual/small group conferences to help students identify and develop strategies for
improving their thinking, reading, writing, and speaking skills.
e. Online and computer assisted instructional activities to help students apply and synthesize
concepts learned in speech composition.
Page 95
Speech Communication Program Review
12/06
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of student learning outcomes by methods of evaluation
which may include, but are not limited to:
1. Required: The assessment of preparation and presentation of a minimum of 5 speeches for a
semester total of a minimum of 18 minutes with sources integrated as expected within given time
parameters.
2. Optional:
a. Other speech preparation/presentation and or evaluation besides the minimum of 5 speeches.
b. Quizzes/examinations designed to assess the student’s understanding of the speech
preparation process.
c. Collaborative and/or individual projects designed to assess the student’s understanding and/or
application of speech preparation and presentation.
d. Participation to assess the student’s role as an audience member and an active learner.
e. Final Examination to assess the student’s ability to synthesize concepts learned in speech
preparation and presentation.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
DeVito, J.A. (2005) The Essential Elements of Public Speaking, 2nd Edition. Boston: Allyn and Bacon.
Fujishin, R. (2005) The Natural Speaker, 5th Edition. Boston: Allyn and Bacon.
Koch, A. (2006) Speaking with a Purpose, 7th Edition. Boston: Allyn and Bacon.
O’Hair, D., Rubenstein, H., & Stewart, R. (2004) A Pocket Guide to Public Speaking.
Boston: Bedford/St. Martin’s
Womack, W.G. & Womack, M.S. (2999) Speak to Me! Public Speaking as Enlarged
Conversation. 2nd Edition. Dubuque: Kendall-Hunt.
Page 96
Speech Communication Program Review
Discipline: Speech Communication
12/06
Degree Credit__________
Non-Credit__________
Nondegree Credit_____X____
Comm Service__________
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
SPEECH COMMUNICATION 52
COURSE DESCRIPTION
52
Introductory Survey of Speech Communication
3 units
PREREQUISITE: None
ADVISORY: ESL 55 or Qualification for English 50
A pre-collegiate introduction to interpersonal, small group and public communication. Attention is
given to basic skills of two-person communication, group dynamics, and public speaking with
emphasis on listening, conflict resolution, and reducing speech anxiety. 54 Hours Lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
A practical introduction to basic interpersonal, small group and public communication.
ADVISORY/ENTRY SKILLS
Before entering the course, students will be able to:
1. Read, write, speak and understand English at a pre-collegiate level
2. Identify main ideas of text
3. Construct coherent and largely grammatically correct paragraphs containing complete sentences
STUDENT LEARNING OUTCOMES
Upon completion of the course, students should be able to:
1. Recognize the similarities and differences between interpersonal communication, small group
communication and public speaking.
2. Define ethical communication in interpersonal communication, small group communication and public
speaking.
3. Recognize and employ effective listening skills.
4. Understand the inevitability of conflict and effective resolution techniques in both interpersonal and
small group communication.
5. Create pre-collegiate presentations, individually and in groups that illustrate an understanding of the
role of organization to create clear meaning of content.
a. Apply techniques for managing communication anxiety.
b. Recognize the importance of an introduction, body and conclusion and connectives/transitions
at a pre-collegiate level.
c. Understand the role of an outline in creating a presentation.
Page 97
Speech Communication Program Review
12/06
d. Perform pre-collegiate research to integrate source documentation into
pre-collegiate presentations.
COURSE CONTENT
1. Interpersonal skills
a. Communication process and ethics as they relate to interpersonal communication
i. Linear model of communication
ii. Transactional model of communication
b. Effective vs. ineffective listening in a particular context
i. Barriers to listening
ii. Types of listening
iii. Skills to improve listening
c. Conflict as an inevitable part of relationships
i. Functional vs. dysfunctional conflict
ii. Assertive/Aggressive/Passive conflict styles
iii. Win-win problem solving
2. Small group membership
a. Communication process and ethics as they relate to small group communication
i. Linear model of communication
ii. Transactional model of communication
b. Defining characteristics of a small group
c. Phases of small groups
d. Research strategies and applications in small group presentations
e. Principles of leadership
3. Public Speaking
a. Communication process and ethics as they relate to public communication
i. Linear model of communication
ii. Transactional model of communication
b. Parts of a speech
i. Introduction
ii. Body
iii. Conclusion
c. Pre-collegiate research methods to include, but is not limited to:
i. Gathering sources for evidence
ii. Fair and appropriate use of sources (avoiding plagiarism)
iii. A system for managing the research process
iv. Source documentation (APA or MLA)
d. Subordination and coordination of ideas to enhance organization within a speech
e. Informative speaking and its challenges
i. Topic selection
ii. Thesis creation
iii. Avoiding jargon
iv. Building credibility
v. Clarity of thought and delivery
vi. Using supporting material
f. Persuasive speaking and its challenges
i. Acting as an advocate.
ii. Overcoming audience resistance
iii. Building credibility
iv. Providing evidence to corroborate ideas
g. Presentation Styles
i. Manuscript
Page 98
Speech Communication Program Review
12/06
ii. Memorize
iii. Impromptu
iv. Extemporaneous
h. Speech Presentations
i. Nonverbal strategies include paralanguage, kinesics, chronemics, proxemics,
environment, clothing, and appearance
ii. Appropriate and effective language choices
iii. The application of ethics in the presentation of the speech
iv. Managing anxiety during the presentation
v. Integrating the use of visual aids (when appropriate)
vi. Evaluation/Critical Analysis of student’s own and other’s speeches will include, but is
not limited to
 speech content
 organization/composition of the particular speech
 delivery
 ethical components of the speech
Students are also assigned reading, writing, and other outside assignments equivalent to two hours per one
hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
1. Required:
a. Assignment of preparation and presentation of a minimum of 1 individual speech which must
be either informative or persuasive and include integration of a minimum of 2 sources.
b. Assignment of and participation in at least one small group project which
culminates in a group presentation.
2. Optional:
a. Class lectures, discussions, demonstrations (live, video/film, slides, audio tapes), assigned
text reading and other readings, exercises and quizzes designed to facilitate the
understanding of the differences amongst interpersonal communication, small group
communication and public speaking.
b. Collaborative projects/cooperative learning tasks that encourage students to understand and
apply concepts learned in the creation of presentations including conflict resolution techniques
and listening skills.
c. Individual/small group conferences to help students apply concepts learned in speech
preparation.
d. Individual/small group conferences to help students identify and develop strategies for
improving their thinking, reading, writing, and speaking skills.
e. Online and computer assisted instructional activities to help students apply and synthesize
concepts learned in all aspects of interpersonal communication, small group communication
and/or public speaking.
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of learning outcomes by methods of evaluation which
may include, but are not limited to:
1. Required:
Page 99
Speech Communication Program Review
12/06
a. The assessment of the preparation and presentation of a minimum of 1 individual and 1 group
presentation for a semester total of a minimum of 6 minutes from the appropriate set of notes
(outline) with sources integrated as expected within given time parameters.
b. Assessment by the instructor and by peers in regards to their participation and effectiveness
as a member of a small group.
2. Optional:
a. Other speech preparation/presentation and or evaluation besides the minimum of 2 speeches
b. Quizzes/examinations designed to assess the student’s understanding of the
different types of communication.
c. Collaborative and/or individual projects designed to assess the student’s understanding and/or
application of concepts learned in the area of interpersonal communication, small group
communication and public speaking.
d. Participation to assess the student’s role as an audience member and an active learner
e. Final Examination to assess the student’s ability to synthesize concepts learned in
interpersonal communication, small group communication and public speaking.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college
level instruction. Possible texts include:
Adler, R.B. & Rodman, G. (2005) Understanding Human Communication, 9th Edition.
New York: Oxford University Press.
Berko, R.M., Wolvin, A.D., & Wolvin, D.R. (2006) Communicating: A Social and
Career Focus, 10th Edition. Boston: Houghton Mifflin.
DeFleur, M. H., Kearney, T.P., & DeFleur M.H. (2004) Fundamentals of Human
Communication, 3rd Edition. Boston: McGraw-Hill.
Devito, J.A. (2005) Essentials of Human Communication. Boston: Allyn & Bacon.
Morreale,S.P., Spitzberg, B.H., & Barge, J.K. (2006) Human Communication:
Motivation, Knowledge, & Skills, 2nd Edition. Belmont: Wadsworth / Thomson
Learning.
Wood, J.T. (2005) Communication Mosaics, 4th Edition. Belmont: Wadsworth / Thomson
Learning.
7. Other materials may include:
o Visual aid material
o VHS tape or blank CD for recording debates and speeches
Page 100