1. Dr. Sarah Jedd Adityarup Chakravorty 05-01-2012 TEACHING IN THE COLLEGE CLASSROOM DELTA INTERNSHIP PROPOSAL (FOR FALL 2012)

2.  Introductory course in speech composition  Designed to improve students’ ability to write and deliver public speeches  Small class size (13 students/section)  Participation in class discussion is imperative  YET, there still exists an achievement gap (according to the L&S survey) COMMUNICATION ARTS 100

3.  Two main types of student assessment  Speeches (55%)  Exams (32%)  Dr. Jedd is collecting student demographic data this semester  Correlate student demographics with performance on type of assessment WHERE IS THE ACHIEVEMENT GAP?

4.  Use focus groups to gather student feedback  Which aspect of Comm. Arts 100 are you most excited about?  What aspect of Comm. Arts 100 would you change if you were the instructor? How would that help you/other students? WHAT DO THE STUDENTS THINK?

5.  Does participation in a focus group increase student performance in class assignments?  If so, is there also a reduction in the achievement gap in the class?  Compare sections that had a focus group with sections that did not  Student feedback  Understand student perceptions and attitudes towards the class  Gather useful information for modifying the course TEACHING-AS-RESEARCH QUESTION

6. TO CARRY OUT, INTEGRATE AND DESIGN The “persuasive” speech Nine minute speech to persuade an audience for or against a policy viewpoint CARRY OUT research to gather evidence and reasoning to support arguments INTEGRATE research and “the methods of persuasion” learned in the classroom DESIGN and deliver a complete speech extemporaneously from a speaking outline Connected Focus Group questions may include What was the most difficult part of this assignment? What was the most enjoyable part of the assignment? How do you think this assignment can help you outside the classroom? If you think it won’t, how would you change it so it would be useful outside the classroom?

7. TO CARRY OUT, INTEGRATE AND DESIGN The “persuasive” speech Nine minute speech to persuade an audience for or against a policy viewpoint CARRY OUT research to gather evidence and reasoning to support arguments INTEGRATE research and “the methods of persuasion” learned in the classroom DESIGN and deliver a complete speech extemporaneously from a speaking outline Connected Focus Group questions may include What was the most difficult part of this assignment? What was the most enjoyable part of the assignment? How do you think this assignment can help you outside the classroom? If you think it won’t, how would you change it so it would be useful outside the classroom?

8. TO CARRY OUT, INTEGRATE AND DESIGN The “persuasive” speech Nine minute speech to persuade an audience for or against a policy viewpoint CARRY OUT research to gather evidence and reasoning to support arguments INTEGRATE research and “the methods of persuasion” learned in the classroom DESIGN and deliver a complete speech extemporaneously from a speaking outline Connected Focus Group questions may include What was the most difficult part of this assignment? What was the most enjoyable part of the assignment? How do you think this assignment can help you outside the classroom? If you think it won’t, how would you change it so it would be useful outside the classroom?

9.  Students take turns to contribute to the discussion = no “expert centered” format  No “correct answer” reduces pressure and promotes free and open discussion  Students make “learning connections” with each other THE DELTA PILLARS  Input is sought from all members  Students will have different ideas, attitudes and responses towards the class  Focus group questions can be tailored to raise student consciousness about diversity in the classroom LEARNING COMMUNITIESLEARNING-THROUGH-DIVERSITY

10.  Students take turns to contribute to the discussion = no “expert centered” format  No “correct answer” reduces pressure and promotes free and open discussion  Students make “learning connections” with each other THE DELTA PILLARS  Input is sought from all members  Students will have different ideas, attitudes and responses towards the class  Focus group questions can be tailored to raise student consciousness about diversity in the classroom LEARNING COMMUNITIESLEARNING-THROUGH-DIVERSITY

11. PROJECT TIMELINE 5/8/12: Submit project proposal June: Analyse where the achievement gap is; frame appropriate focus group strategy August: Start of semester questionnaire October: Carry out focus group discussions December: End of semester questionnaire Complete data analysis and project Oct-Nov: Analyze focus group discussions (with help from Christine Pribbenow)

12. QUESTIONS?