Speech 106: 2019-2020 – JSCC Monitoring Report SACSCOC

Intended Outcomes	Means of Assessment	Criteria for Success	Summary & Analysis of Assessment Evidence	Use of Results
SLO 1: Students will evaluate the validity and reliability of material from sources and use it ethically and effectively in support of an argument.	Evaluation 1: Students may demonstrate this ability in a variety of assignments including papers, speeches and group projects.	Eval 1: 70% of students will demonstrate satisfactory ability to evaluate and use material from sources ethically and effectively in support of an argument. Sample Rubric	Fall 2019-Summer 2020: 88% of students demonstrated satisfactory ability to evaluate and use material from sources ethically and effectively in support of an argument. Number of Students Assessed: 323 Students assessed/21 sections Annual Summary Shelby: 200/214 (93%) Jefferson: 19/26 (73%) Clanton: 82/102 (80%) Pell City: 22/25 (88%)	Observations/Changes based on previous cycle (18-19): This SLO and its assessment were changed for this new cycle to assess students’ ability to evaluate and use sources ethically and effectively in support of an argument in contexts other than public speaking since this course surveys various communication contexts and not just public speaking. During the previous year 79.4% of students assessed demonstrated effective use of supporting material in a prepared speech. Use of support in an argument continued to be a challenge for students, so the department examined the need to address support in an argument, in multiple contexts and not just for the unit on public speaking. Proposed strategies of additional audiovisual instruction and additional assignments in the use of support for arguments aided in improved success. An example of additional instruction on locating and using sources included a video tutorial: Information Ethics in the Digital Age available in Films on Demand through the JSCC Library website. An example assignment for organizing, developing, and supporting an argument included the Music for Argument Assignment. Observations/Changes based on current cycle (19-20): Overall, there was a growth in student success regarding the use of support from the previous year The student success rate climbed from 79.4% to 88% this year. Instructors noted that evaluation and use of support continue to be areas for development. To further emphasize and reinforce evaluation and use of support and to increase success rates, instructors will utilize interactive learning modules in McGraw-Hill's Connect Smart Book technology that accompanies the SPH 106 textbook. For next year’s assessment, instructors will include an additional class activity for analyzing arguments. An example class activity for analyzing arguments included in the SPH 106 textbook resources for instructors is analysis of support in an argument.
SLO 2: Students will listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity.	Evaluation 2: Rubric to assess active listening, verbal responses, feedback, and other nonverbal communication in an interpersonal communication activity. Instructors may assess this learning outcome in a variety of communication activities/assignments.	Eval 2: 70% of students will demonstrate satisfactory ability to listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. Sample Rubric	Fall 2019-Summer 2020: 91% of students demonstrated satisfactory ability to listen to understand, evaluate, and respond to verbal and nonverbal communication in an interpersonal communication activity. Number of Students Assessed: 344 Students assessed/21 sections Annual Summary Shelby: 210/220 (95%) Jefferson: 19/26 (73%) Clanton: 95/102 (93%) Pell City: 20/28 (71%)	Observations/Changes based on previous cycle (18-19): After working to improve results related to public speaking during the previous three-year assessment cycle, the department saw a need to address a different unit in this communication survey course. During the previous year, 80% of students assessed presented effective speeches according to the rubric criteria, exceeding the expected threshold of 70% at all campuses. The SPH 106 course outline was revised to include the following units: Intrapersonal Communication, Interpersonal Communication, Group Communication Skills, Public Speaking, and Workplace Communication Readiness. Interpersonal communication skills were cited as an area for improvement, so the department agreed to focus on the interpersonal communication unit for the new SLO. Wording of the outcome was revised to emphasize application of skills and a rubric was utilized to assess specific types of communication skills. Rubrics were utilized with assignment instructions to assist students in understanding expectations. To help students understand and practice these communication skills, instructors utilized a variety of resources. An example of audiovisual resources is the Communication Essentials video series in Films on Demand included in the Library Guide for SPH 106. Instructors also used articles about communication skills in their classes. Observations/Changes based on current cycle (19-20): All campuses achieved at least 70% success; however, success rates varied from campus to campus. Instructors cited that planning and more time dedicated to the unit on interpersonal communication could improve results. Listening and feedback were recognized as areas for improvement. The department increased available resources for improving interpersonal communication skills and discussed assignments for the various units in the SPH 106 course to determine if more time can be devoted to interpersonal communication by reducing the number of required speeches in the unit on public speaking. To improve development of interpersonal communication skills, instructors will utilize TedTalks on various interpersonal topics as well as self-assessment tools. For additional interpersonal communication skills practice, instructors will utilize class activities such as a Discussion of Interpersonal Communication Scenarios.