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Back to Table of Contents for On Course Across the Curriculum
1.
Strategy: Professor Rogers’ Trial (Case Study) Educator: Rachel
Hoover, Coordinator, Academic Skills Development, Implementation:
Use “Professor Rogers’ Trial” to help students learn the three main
components of arguments as well as the role they play in group projects. First,
“popcorn read” the case study. Then have students separate into groups based
on who they chose as most responsible for the group’s grade of D. Next,
introduce their assignment: “Next week, your group will present an argument in
support of the person you chose as most responsible.” Next, introduce and
explain the three main parts of an argument: 1) Conclusion, 2) Premises, and 3)
Assumptions. Also, explain the qualities of a “good argument” (e.g.,
appealing to intellect rather than pure emotion and the importance of utilizing
facts to support opinions). Give groups some time to work in class, but also
require that each group meet out of class as well. Use a rubric to score the
group presentations about which character they thought was most responsible for
the group’s grade of D. Provide feedback on the overall strengths of the group
presentation as well as areas needing improvement. Brainstorm how to address
areas needing improvement. Finally, have each student write a confidential
journal entry to assess group participation. The first part of the entry
requires students to reflect on their own role in their group, describing which
character (Anthony, Sylvia, or Donald) from the case study they most behaved
like…or (if they claim not to have behaved like one of the case study
characters), they should describe how they did behave. In the second part of the
journal entry, they list their group members and compare/contrast them to the
characters in the case study. 2. Strategy: Jigsaw Application:
Introduction to Speech Educator: No Name Provided Implementation:
Have students get into groups of three. Each student chooses to become the
group’s expert in one of the three parts of a public speech: 1) Introduction,
2) Body, or 3) Conclusion. To complete Step A of the Jigsaw, tell students about
the resources and time they have available to become their group’s expert. For
example, available resources could be homework reading in their course text and
a video of professional speakers; available time could be 48 hours until the
next class meeting. In Step B, have the three expert groups meet to plan how to
teach their method to their home group members. Additionally, each expert group
creates a rubric to be used to evaluate student speeches. The instructor reviews
these rubrics for appropriateness (revising where necessary). In Step C, experts
return to their home groups, teach their part of a speech (Introduction, Body or
Conclusions) and explain the rubric that will be used to evaluate every
student’s speech. The instructor answers questions about the rubric and has
students practice using the rubric by showing a video of a student speech from a
past semester.
3. Strategy: The Late Paper Application: Interpersonal
Communication Educator: Lance Lockwood, Faculty, Speech Communication, Santa Ana College, CA Implementation: Each semester my students write a detailed research paper. Using the "Late Paper" case study, I stress the importance of responsibility not only with writing research papers and getting them in on time, but also the importance of doing well on all assignments in school and in life. Afterwards, I introduce the "Fork in the Road of Life" chart and discuss the differences between "Choices of Successful Students vs Struggling Students."
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