Goals of Speaking Across the Curriculum

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Goals of Speaking Across the
Curriculum University-wide Produce graduates
who are effective oral communicators Departments
and Disciplines Produce graduates who are can
communicate professionally in a variety of
contexts.
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Speaking as a Way of Knowing
Disciplinary Knowledge
A body of knowledge exists that we encounter as
students. We are often led to believe that this
is fixed and true. Discovering that this belief
is wrong marks a critical moment in truly
understanding any body of knowledge
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Speaking as a Way of Knowing
Presented Knowledge In Classroom
Disciplinary Knowledge
Instructors and textbooks induct student into the
assumptions, methodologies and rules for
interpreting information in our fieldknowing
what counts as legitimate knowledge and what it
is supposed to mean.
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Speaking as a Way of Knowing
Content
Presented Knowledge In Classroom
Disciplinary Knowledge
The content of the discipline is what instructors
talk about. Scholarly teaching engages students
in discussion and critique sometimes leading to
reinterpretation of the content.
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Speaking as a Way of Knowing
Presented Knowledge In Classroom
Disciplinary Knowledge
Interpretation
So, the talk does not merely replicate, it also
modifies the knowledge. Thoughtful scholars
disagree about what is known and how it is
known. Such argument serves to modify, refine and
correct our knowledge.
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Speaking as a Way of Knowing
Content
Presented Knowledge In Classroom
Disciplinary Knowledge
Interpretation
We exist then in a world of knowledge that
changes as we transmit it, discuss it, test it,
and so on.
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Speaking as a Way of Knowing
Content
Presented Knowledge In Classroom
Disciplinary Knowledge
New content is developed
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Speaking as a Way of Knowing
Presented Knowledge In Classroom
Disciplinary Knowledge
Interpretation
And that knowledge is re-interpreted.
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So, Speaking IS a Way of Knowing
Content
Presented Knowledge In Classroom
Disciplinary Knowledge
Interpretation
An on it goes. Speaking IS a way of knowing.
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Speaking AS a Way of Knowing . . .
is achieved via dialogue between learners
including instructors. Ideas are put forward
through formal and informal presentations. If the
ideas are taken seriously, they will be
analyzed, tested, sometimes confirmed, sometimes
modified or connected with others in new ways.
Knowledge is a communal product shared by
communities of scholars. Speaking about content
is essential for learners appropriate creation
of and internalization of knowledge. If
disciplinary conventions are important, then
students must learn to talk like expert members
of that community. Practicing disciplinary talk
is indispensable for that to happen.
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How does this translate into programmatic action?
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Each department / discipline will need to
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Each department / discipline will need to
Set specific goals for oral communication skills
realizing that what is regarded as effective
speaking in one discipline is not necessarily
the same as other disciplines. Speaking
standards must be developed by observing
expert presenters in each field and precisely
articulated.
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Each department / discipline will need to
Set specific goals for oral communication skills
Create activities and provide authentic practice
for students to install the skills most valued in
each discipline.
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Each department / discipline will need to
Set specific goals for oral communication skills
Create activities and provide authentic practice,
Assess student performance. Students in all
disciplines need to speak regularly and receive
formative feedback (not just summative
evaluations) that focus on discipline-specific nor
ms of speaking.
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Each department / discipline will need to
Set specific goals for oral communication skills
Create activities and provide authentic practice
Assess student performance
Assess program performance using both internal
and external reviewers of student performance in
context.