"PRES" - Presentation Skills:
Oral Communication in General Education
The integration of both oral and written communication into general education is often referred to as Communication Across/In the Disciplines/Curriculum. Public speaking, or presentation skills, in GE is called Oral Communication Across the Curriculum. A wide variety of acronyms capture this interdisciplinary and multidisciplinary endeavor, including,OCxC /OCAC, CxC/CAC, SAC, or CAD/CID, SAD, SALAD, WOVE, SAW...
Speech Communication & General Education
"Making the Case for the Basic Communication Course in General Education" Basic Comm Course Annual, 2018
"Directing the Winds of Change: The Basic Course and General Education" Basic Comm Course Annual, 2013
"In-Class Debates: Fertile Ground for [the] Cultivation [of] Oral Comm Skills" Intn'l J Teaching & Learning in HE, 2007
Communication in STEM
"Bridging Science with Society: Defining Pathways for Engagement" Comm Center Journal, 2020
"Improving Professionalism in Engineering Curriculum thru a Novel Use of Oral Presentations" Euro J Engineering Ed, 2013
"Instruc'nl Modules for Teaching Written, Oral & Graphical Comm Skills to Engineering Students" Semantic Scholar, 2000
Communication in Arts
"Transmitting Musical Images: Using Music to Teach Public Speaking" Comm Teacher, 2010
Communication in Business
"Teaching Public Speaking to Business Students in the Digital Age" Intn'l J Ed and Dev Using Info & Com Tech, 2019
"Develop Oral Presentation Skills thru Accounting Curr. Design & Course-Embedded Assessment" J Edu for Business, 2009
"A Thematic Analysis of Oral Communication Concerns with Implications for Curriculum Design" J Accounting Ed, 2002
Communication in Health
Communication in Social Science
"Speech and Debate as Civic Education" Comm Ed, 2016
"Oral Communication Across the Curriculum" J Instructional Psychology, 2011
"Speechmaking, Pedagogy, and Civic Responsibility" American Comm Journal, 2005
"Anthropology and Rhetoric: Toward a Culture‐Related Methodology of Speech Criticism" Southern Speech J, 1963
Grading Oral Comm across the Disciplines
"The Development of a Specialized Public Speaking Competency Scale: Test of Reliability" Comm Research Reports, 2002
Supporting PRES with Com Centers
Communication Centers gained a national presence around 2001 through the grassroots efforts of speech faculty who recognized the advantages of providing support to student speakers outside the classroom. They provide support and tutoring for students and faculty in oral communication across the curriculum programs and are developed according to the needs of each institution and their students. The benefits of peer, and faculty, tutoring through the Centers include opportunities to:
Systematically apply the communication competency construct - ability and willingness to make the most of shared meaning- to undergraduates
Expand and improve opportunities to deal with communication apprehension
Allow for direct support to students with specific or special needs
Create active learning environments
Increase the integration of technology
Improve student and programmatic assessment
Augment faculty support with consistency and training opportunities
What They Are
Student Perceptions of Value: A Qualitative Study of Student Experiences in the Communication Center, Basic Communication Course Annual, 2021.
The goal of this study was to understand student experiences in and perceptions of a new communication center. Overall, the findings suggest that students had positive experiences and indicated some areas for future development. The primary value of communication center lies in the knowledge and perceived credibility of the coaches. The communication center also serves as a unique site for addressing communication apprehension and helping students transfer communication skills to other contexts. To continue to develop, additional resources are needed to invest in coaches, space, and marketing in order to adequately serve the needs of all students.
The Communication Center at U.S. Colleges and Universities: A Descriptive Overview, Basic Communication Course Annual, 2014.
Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012), there are currently over 70 communication centers in the United States. This study offers a descriptive investigation of communication centers at colleges and universities from communication center directors. Our purpose is to provide data about the nature and state of centers so that it may inform others about how to develop, maintain, and compare centers’ trends and tendencies. This investigation discusses the following communication center information: (a) institutional context, (b) structure and configuration, (c) services, (d) resources, (e) institution and community impact, and (f) curriculum. Additionally, the study opens a discussion for explanations of the results. Collectively, these findings provide insight into communication centers’ primary purposes and the impact these centers offer for the basic communication course, communication discipline, and higher education.
Communication Laboratories: Genesis, Assessment, Challenges, Journal of the Association for Communication Administration, 2000.
Claims the quality of educational preparation in basic communication skills is insufficient for students to compete in the new millennium. Discusses the communication laboratory as one educational strategy for addressing the issue of communication competency. Describes the rationale for creating a communication laboratory, curricula and approaches, assessment, accountability, research opportunities, and issues and challenges related to communication laboratories.
Assessment as Meta-Listening at the Communication Center, International Journal of Listening, 2006.
What They Do
The Impact of Communication Center Visits on Students’ Performance and Engagement, Basic Communication Course Annual, 2021.
This study sought to empirically evaluate the extent to which visiting the communication center before delivering the first major speech in an introductory communication course improved students’ academic performance and engagement. Between-subjects MANOVAs showed that students who visited the communication center had significantly higher speech grades, course grades, and attendance than students who did not. Likewise, those who visited the communication center also had higher levels of behavioral and cognitive engagement, but not agentic or emotional engagement.
The Centrality of the Center: Best Practices for Engaging Students on Campus, Communication Center Journal, 2020.
Communication centers exist primarily as a complementary student service. Communication centers, to continue to prove their value to institutions, must continue to build programming and initiatives that are worthy of students’ time and get students to participate. To address engagement concerns, the authors of this essay offer ten best practices for building and sustaining student engagement in the communication center.
The Communication Center as a Resource for Professional Development, Communication Center Journal, 2020.
Many view university speaking centers just to be hubs for peer-to-peer tutoring, that aids students in overcoming public speaking anxiety. Although that outlook speaks of great, inspirational volumes in itself, such centers can also be hubs of valuable information in the realm of professional development and efficiency.
Communication Center Effectiveness: The Impact of Tutoring on Speech Performance, Communication Center Journal, 2017.
In this study, the researchers explore required public speaking tutoring in communication centers and the effect it has on students’ grades, speaking apprehension, and expected speech outcomes. Tutoring made no notable difference related to either communication apprehension or speech delivery, but students who attended tutoring did have statistically higher scores related to organizational outcomes and final speech grades. Future directions of research and limitations are discussed.
Speech Center Support Services, the Basic Course, and Oral Communication Assessment, Basic Communication Course Annual, 2012.
This study examines the role a speech center plays in supporting university-wide oral communication assessment. The findings indicate that students who report more visits to the speech center also perceive that using the speech center helped reduce their speech anxiety and increase their confidence in public speaking. Implications for basic course assessment programs and speech centers are discussed.
Assessing Communication Proficiency in Higher Education: Speaking Labs Offer Possibilities, International Journal of Listening, 2006.
This research is designed to show how assessment, speaking across the curriculum, and speaking centers are related The findings indicate five major areas: 1) the importance and prioritization of speaking centers is emerging with higher value in recent years; 2) staffing should include faculty positions; 3) funding should be provided for new equipment and resources; 4) the importance of assessment of student speaking skills cannot be underestimated; and 5) that instruction in listening through speaking centers is lacking.
Front and Center: Speaking, Listening, and Assessment in the Contexts of Communication Instruction, International Journal of Listening, 2006.
Speech Laboratories: An Exploratory Examination of Potential Pedagogical Effects on Studies, Basic Communication Course Annual, 2004.
The purpose of this study was to examine the effects speech laboratories have on students enrolled in basic public speaking courses. The results of the analysis provide initial support that speech laboratories do, to some degree, assist students with their public speaking skills and help them manage their public speaking anxiety.
Extending Learning Opportunities in the Basic Communication Course: Exploring the Pedagogical Benefits of Speech Laboratories, Basic Communication Course Annual, 2002.
This study is an effort to provide statistical data to lend support to the efficacy of providing this service to speech communication students.
What They Need
Listening and New Approaches to the Creation of Communication Centers, International Journal of Listening, 2006.
Peer-to-Peer Tutoring: A Model for Utilizing Empathetic Listening to Build Client Relationships in the Communication Center, International Journal of Listening, 2006.
Students & Com Centers
Campus Communication Centers Can Ease Students’ Public Speaking Anxiety, Communication Currents (NCA), July 7, 2021.
Many undergraduate students visit campus Communication Centers for assistance with public speaking classes. In an article in Communication Education, Briana Stewart, Melissa Broeckelman-Post, and Chelsea Rossheim (all of George Mason University) examine the reasons that undergraduate students visit Communication Centers and the benefits they derive from the visits, particularly those seeking help with overcoming public speaking anxiety.
Communication Centers and Their Role in Student Empowerment: The Necessity of Antiracism in Higher Education, Communication Centers Journal, 2020.
The purpose of this research is to explore the connection between communication centers and their potential role in pushing higher education systems towards fully embracing and implementing antiracist values. Communication centers have a unique opportunity right now to be part of important conversations regarding racism in higher education systems and be a source of empowerment and academic support for their Black students.
I Need Help: Help Seeking Behaviors, Communication Anxiety and Communication Center Usage, Basic Communication Course Annual, 2012.
A web-based survey of 357 respondents enrolled in basic communication courses was conducted to examine communication center usage, communication apprehension, and help seeking behaviors. There was no significant difference between students who attended the communication center and those who did not in their communication apprehension and help seeking behaviors. There were significant correlations between help seeking behaviors and communication apprehension. Demographics, communication apprehension, and communication center usage and awareness predicted multiple types of help seeking behaviors.
Oral Com in the Writing Center
Descriptive and Supportive Language: A New Heuristic for Training Speaking Center Consultants. Communication Centers Journal, 2020
Consultants in the Classroom: Pilot Study Assessing Multidisciplinary Center Collaboration. Communication Centers Journal, 2019
Empowering Public Speaking Students through Consultant Training in Empathetic Listening. Communication Centers Journal, 2019
How Do Our Tools Connect to Our Practice? Investigating What Tools to Pick for a Multimodal Communication Center. Communication Centers Journal, 2017
Examples of COM Centers
"Measuring Essential Learning Outcomes for Public Speaking" Basic Comm Course Annual, 2020
"Assessment of Student Learning Gains in Oral Competency" Basic Comm Course Annual, 2016
"Basic Course Strength through Clear Learning Outcomes & Assessment" Basic Comm Course Annual, 2016
"Improving the Basic Communication Course: Assessing the Core Components" Basic Comm Course Annual, 2011
"Analysis of Written Speech Feedback on Instructor Eval Forms in the Basic Com Course" Basic Comm Course Annual, 2009
"A Commentary: The Basic Communication Course, General Education & Assessment" Basic Comm Course Annual, 1997