Advancing Communication Competencies: Using Technology for Core

Instruction and Resources

Trudy Bayer Slippery Rock University of

PennsylvaniaKaren Curto

University of Pittsburgh

“The failure of research universities seems most serious in conferring degrees upon

inarticulate students”

The Boyer Commission Report on Undergraduate Education, 1998

“Every university graduate should understand that no idea is fully formed until it can be communicated, and that the organization

required for writing and speaking is part of the thought process that enables one to understand

material fully.”

The Boyer Commission Report on Undergraduate Education, 1998

Writing & Speaking in Biology

Senior biology majors

Demonstrate proficiency in writing and speaking like a biologist

Multiple sections

Taught by various instructors

12- 15 students per/section

Required Two Credit

Requirements

Selected a current controversy in the field of biology The Role of Autophagy in Inhibiting or Accelerating Cancerous

Cell Growth The Potential of Adipose – Derived Stem Cells as a Likely Source

for Neurons Conducted research on the primary scientific literature surrounding

controversy Made a scientific recommendation to resolve the controversy Wrote a scientific report of their findings Developed an oral presentation presentation Two drafts of paper and the oral scientific presentation

Initial Survey

Initial Survey Results

2.8

Initial Survey Question #6 Results:

What specific issues or questions about giving a talk would you like to see discussed in next week's workshop?

Discovering Main Points

• What are your own thoughts about your research analysis? Do not use the words of others. Answer the following questions using your own language.

• What conclusion have you reached about your scientific controversy?

• What are the primary REASONS that you have reached this conclusion?

• (Limit your reasons to no more than five)

Discovering Main Points Cont.

• Once you complete this exercise, answer the question another way.

• Given the problem and what you now know about its background and alternative solutions, what solution are you advancing?

• What are the reasons that you have reached this solution?

Discovering Main Points Cont.

• Do you have a substantial amount of information for each main reason or (main point) that you have identified?

• Outline each point in detail. If you don’t have enough material, considering incorporating it as a sub-point elsewhere.

An Equation for Success in Oral Communication

INSTRUCTION + PRACTICE + FEEDBACK =

ABILITY

Follow-up Survey

Follow-up Survey Responses

Initial Survey

What do you feel were the strengths of your FINAL presentation?

Student Comments

What were the strengths ofyour final presentation?

An Equation for Success in Oral Communication

INSTRUCTION + PRACTICE + FEEDBACK =

ABILITY

Grant Support

• Develop virtual instruction in oral communication

• Purchase technology to provide more precise feedback to students on their presentations

Communication Instruction via DVD’s

• Focus on Organization Delivery

• Logical stopping points for discussion and exercises

Follow-up Survey Results

Instructional recordings very helpfulSimilar to previous live instruction

Highly self-rated final presentations

Confidence in ability to develop future scientific presentations

Mediasite®

• Integrates audio, video and computer-driven applications, such as PowerPoint slides

• Formatted for uploading onto a server for distribution to a defined audience

• Access can be restricted to a single student or web browsers, learning management, course management or content management systems

• Closed captioning option - simple comments, links to references

• Closed captioning allowed for specific, precise, real-time feedback

• MAXIMIZE FORMATIVE ASSESSMENT

Did it work?

• Student assessment 91% rate viewing their recording as

“somewhat to very important”

Over 50% rate it as “important to very important”

Was it used?

• 84% of students rated comments as “somewhat to very important” in revision of final presentation

Did Their Talks Improve?

• Students with problems in first presentation benefit most from this technology Comments

This gave me an opportunity to• Change, refine, clarify, act on feedback

Scores improve on an average of 9%• From 83% to 92%

How Did Assessment Improve Student Learning?

• Students’ self-perceived learning needs are important formative assessment measures. Assessing those needs provided the foundation for our instruction which students were able to effectively utilize. Formative assessment was matched to student-driven not teacher- driven concerns.

  

• “Real-time” feedback provided more detailed and precise formative assessment to promote student learning. This approach also addressed diversity issues among students.

 

• Multiple and varied formative feedback on the same assignment supports self-reflection, critical thinking, and a deeper understanding of the material. This approach also promoted students’ self-confidence in their abilities.

• Multiple “low-stakes” formative assessment opportunities prepared students to succeed in the final summative assessment.

“Every university graduate should understand that no idea is fully formed until it can be communicated, and that the organization

required for writing and speaking is part of the thought process that enables one to understand

material fully.”

The Boyer Commission Report on Undergraduate Education, 1998