1. 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.

2. 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

3. Speaking as a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom Instructors and textbooks induct student into the assumptions, methodologies and rules for interpreting information in our field—knowing what counts as legitimate knowledge and what it is supposed to mean.

4. Speaking as a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom 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.

5. Speaking as a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom 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.

6. Speaking as a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom We exist then in a world of knowledge that changes as we transmit it, discuss it, test it, and so on.

7. Speaking as a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom New content is developed…

8. Speaking as a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom And that knowledge is re-interpreted.

9. So, Speaking IS a Way of Knowing Disciplinary Knowledge Presented Knowledge In Classroom An on it goes. Speaking IS a way of knowing.

10. 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.

11. How does this translate into programmatic action?

12. Each department / discipline will need to …

13. 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.

14. 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.

15. 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 norms of speaking.

16. 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.