Oral Communication Skills in the Economics Curriculum: Presentations - - PowerPoint PPT Presentation
Oral Communication Skills in the Economics Curriculum: Presentations are Not Enough Chelsea T. Dowell Asst. Professor of Economics Terry Woodward Center for Business Studies #TeachECONference2020 June 17, 2020 Kentucky Wesleyan College 3000
Chelsea T. Dowell
Terry Woodward Center for Business Studies
#TeachECONference2020 June 17, 2020 Kentucky Wesleyan College 3000 Frederica Street Owensboro, KY 42301 O: 270.852.3198 chelsea.dowell@kwc.edu
Oral Communication Skills in the Economics Curriculum:
Presentations are Not Enough
Microeconomics and Macroeconomics
Approved
Section 1 Section 2 Section 3 Total Class Capacity 25 25 25 75 Enrollment 20 12 23 55 Consenting Participants 18 12 15 45 Present and Consenting on Assignment Day 16 10 14 40 White 87.50% 60.00% 71.43% 75.00% Female 25.00% 20.00% 28.57% 25.00% In-State 56.25% 50.00% 54.55% 47.50% Primary Business Major 81.25% 60.00% 78.57% 75.00%
Grading Criteria
Level 3 L3 pts Level 2 L2 pts Level 1 L1 pts Active Listening: Student responses indicate that the student heard his/her peers and their idea(s) were considered. Attempted And Was Mostly Successful. __ 1.0 Attempted Sometimes, But Was Not Always Successful. __ 0.5 Did Not Attempt. __ 0.0 Professional Diction and Tone: Student uses professional word choice and tone, including appropriate vocabulary. Attempted And Was Mostly Successful. __ 1.0 Attempted Sometimes, But Was Not Always Successful. __ 0.5 Did Not Attempt. __ 0.0 Respect: Student respects others’ ideas and opinions. When receiving criticism (even when the student disagrees), student receives it in a humble manner and tries to view it as constructive. When giving criticism, student attempts to present it in a constructive manner. Attempted And Was Mostly Successful. __ 1.0 Attempted Sometimes, But Was Not Always Successful. __ 0.5 Did Not Attempt. __ 0.0 Clear and Concise Ideas: Student attempts to contribute purposeful and relevant ideas. Student clearly and concisely articulates thoughts and arguments. Attempted And Was Mostly Successful. __ 1.0 Attempted Sometimes, But Was Not Always Successful. __ 0.5 Did Not Attempt. __ 0.0 Positive Attitude: Student maintains a positive attitude (even when frustrated or confused). Student is appropriately enthusiastic about the subject matter. Attempted And Was Mostly Successful. __ 1.0 Attempted Sometimes, But Was Not Always Successful. __ 0.5 Did Not Attempt. __ 0.0 Total: ______ / 5
Grading Scale 1.0 pt Attempted And Was Mostly Successful 0.5 pts Attempted Sometimes, But Was Not Always Successful 0.0 pts Did Not Attempt Criteria Section 1 Average Section 2 Average Section 3 Average All Sections Average Active Listening: Student responses indicate that the student heard his/her peers and their idea(s) were considered. 0.9688 (0.1210) 1.0000 (0.0000) 0.9643 (0.1288) 0.9737 (0.1116) Professional Diction and Tone: Student uses professional word choice and tone, including appropriate vocabulary. 0.9688 (0.1210) 0.9688 (0.1210) 0.8929 (0.2052) 0.9408 (0.1616) Respect: Student respects others’ ideas and opinions. When receiving criticism (even when the student disagrees), student receives it in a humble manner and tries to view it as constructive. When giving criticism, student attempts to present it in a constructive manner. 1.0000 (0.0000) 1.0000 (0.0000) 0.9821 (0.0928) 0.9934 (0.0570) Clear and Concise Ideas: Student attempts to contribute purposeful and relevant ideas. Student clearly and concisely articulates thoughts and arguments. 0.9375 (0.1654) 0.9375 (0.1654) 0.9286 (0.1750) 0.9342 (0.1690) Positive Attitude: Student maintains a positive attitude (even when frustrated or confused). Student is appropriately enthusiastic about the subject matter. 1.0000 (0.0000) 1.0000 (0.0000) 1.0000 (0.0000) 1.0000 (0.0000) Total Score 4.8750 (0.2795) 4.9063 (0.2633) 4.7679 (0.3129) 4.8421 (0.2948) Total Number of Rubric Participating Students 18 10 21 49 Total Number of Observations 36 16 42 94
How would you describe your oral communication skills? 0 Very Poor 1 Needs Improvement 2 Neutral 3 Good 4 Proficient Pre-Survey Self-Evaluation 6 9 23 5 0.00% 13.95% 20.93% 53.49% 11.63% Post-Survey Self-Evaluation 1 2 7 15 11 2.78% 5.56% 19.44% 41.67% 30.56%
How would you describe your professional colleague-to-colleague oral communication skills? 0 Very Poor 1 Needs Improvement 2 Neutral 3 Good 4 Proficient Pre-Survey Self-Evaluation 3 12 19 9 0.00% 6.98% 27.91% 44.19% 20.93% Post-Survey Self-Evaluation 3 2 14 17 0.00% 8.33% 5.56% 38.89% 47.22%
Choose the response that best represents your agreement with the following statements: The Peer Evaluation assessment method helped me to better understand the goals of colleague-to- colleague interactions. 0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree 1 11 17 7 0.00% 2.78% 30.56% 47.22% 19.44% The Peer Evaluation assessment method improved my oral communication skills. 0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree 2 15 15 4 0.00% 5.56% 41.67% 41.67% 11.11%
The Peer Evaluation assessment method increased my confidence in my colleague-to-colleague interactions. 0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree 2 12 18 4 0.00% 5.56% 33.33% 50.00% 11.11% The Peer Evaluation assessment method improved my colleague-to-colleague interactions. 0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree 1 13 18 4 0.00% 2.78% 36.11% 50.00% 11.11%
communicators.
enough to prepare graduates.
pair with any collaborative learning activity.
perception of their oral communication skills.
confidence in their professional colleague-to-colleague dialogue.
Chelsea T. Dowell
Terry Woodward Center for Business Studies
#TeachECONference2020 June 17, 2020 Kentucky Wesleyan College 3000 Frederica Street Owensboro, KY 42301 O: 270.852.3198 chelsea.dowell@kwc.edu Full citations upon request.