Assessing Communication Proficiency in Higher Education: Speaking Labs Offer Possibilities

Abstract

In this paper, the researchers discuss speaking centers across the country, providing data from a nationwide survey. The purpose of this investigation is to show how assessment, speaking across the curriculum, and speaking centers are related and to report the results of a nation wide study. This investigation asked department chairs and speaking center directors to discuss the scope of the speaking center at the participant's community college, 4-year college, or university campus. Participants provided input with regard to institutional specifics to pedagogical methods employed at the speaking center. Results, in addition to implications and recommendations for assessment are discussed. The findings indicate five major areas: 1) the importance and prioritization of speaking centers is emerging with higher value in recent years; 2) staffing should include faculty positions; 3 ) funding should be provided for new equipment and resources; 4) the importance of assessment of student speaking skills cannot be underestimated; and 5) that instruction in listening through speaking centers is lacking. These are significant because they are reflective of the current economic status of higher education. As colleges and universities value oral communication, and employers seek graduates with effective communication skills, state legislators and government seem to provide less funding. The conclusions and implications are in the form of eleven recommendations suggested to colleges and universities interested in the implementation of oral communication across the curriculum and/or speaking centers.

Comparison of Employers’ and Students’ Perceptions Regarding Communication Skills

“…In order to overcome such problems, Kirby and Romine (2009) recommended embedding developing communication skills in a course content. The application of pedagogical approaches such as communicationacross-the-curriculum and communication laboratories are also suggested as useful in improving students' communication skills by Ellis and the associates (2000), Dannels (2001) and Helsel and Hogg (2006).…”

The Development of a Therapeutic Listening Instrument For Allied Health

“…Listening is often thought to be a passive skill that happens automatically in communication between two or more people, but people who are good listeners use active listening. This is a skill which needs to be practiced and developed to master (Edwards, 1991;Helsel & Hogg, 2006). Listening to clients' fears and apprehensions are behaviors that clients seek or desire the most from their healthcare practitioner (Simpson et al, 1991).…”

“…The education system in the United States tends to focus on improving students' speaking skills instead of improving students' listening skills. Helsel & Hogg (2006) claim listening is a communication skill that students have the least amount of instruction in. Direct instruction in listening skills can lead to desired outcomes (Wolvin & Coakley, 2000).…”

“…Despite numerous studies that show listening as a crucial component of communication, quality listening continues to be undervalued in education. It is an area that students, our future healthcare practitioners, get little training in (Helsel & Hogg, 2006). There have been many assessments developed to evaluate listening and communication skills in healthcare practitioners.…”