Report of the Effective Communication Learning Outcomes Committee-Crystal Bacon

The Committee has begun its work this semester by discussing its charge and refining the language of the Assessment Model as it pertains to assessing the Effective Communication core competency. Although the report defines this competency by saying “Students will read, write, speak, and listen effectively,” Appendix C of the report, showing connections among competencies and General Education Assessment, omitted “speak,” and offered a high level outcome focused solely on the mechanics of written expression.

One of the first observations about the competency was that it would likely require two outcomes and rubrics to be used alternately in the assessment cycle; one for speaking and writing, and one for reading and listening. To this end, members have been researching a variety of rubrics, both from on campus and from other institutions, to create an acceptable rubric for each pair of communication skills.

The original outcome, “Students will be able to make a written, oral or visual presentation using correct diction, syntax, usage, grammar, and mechanics,” has been tentatively rewritten to address both speaking and writing as follows:

Students will be able to make a written, oral or visual presentation that:
· addresses the assigned topic
· expresses a thesis
· develops a sustained focus on the central idea
· organizes supportive ideas around the thesis
· uses correct diction, syntax, usage, grammar and mechanics

The committee will develop a rubric that will allow for assessment of these criteria across disciplines. The form of the rubric is still under consideration.

Other topics of discussion have addressed establishing a benchmark for the initial assessment. At what level should the rubrics be set? Should the reading/writing outcome and rubric be set at the ENG 101 level or below? Should listening/speaking address the skill level of ENG 115? Data from Institutional Research will be used to identify the average number of students who are enrolled in or have completed each course in any given semester.

Committee members include: Alex Bove, English; Juliet Bradley, Behavioral Health and Human Services; Tom Doyle, Justice; Shawne Johnson, English; Ellis Lazowick, Office Administration; Christopher Murphy, Social Science; and Lauren Tavolo-Riley, Nursing; and Julie O’Dell, who is acting ex-officio in her capacity as Assistant Chair of Developmental English . Co-chairs are Wayne Williams, Economics and Accounting, and Crystal Bacon, English.