Timeline

Students

Identify and engage students and student organizations in program development for the QEP.
Develop draft of student learning outcomes for public speaking.
Develop draft of rubrics to assess the QEP speaking (SP) courses.
Develop draft description of the components of a Speaking (SP) course.

Faculty

Select a Brown Foundation Fellow (six-month visiting position in Rhetoric) to assist with QEP development.
Brown Foundation Fellow to provide fora for faculty to discuss the significance of rhetoric and speaking skills in the liberal arts tradition (series of three talks).
Conduct faculty training workshops on the teaching and assessment of public speaking skills.

Infrastructure

Select a location for the Center for Speaking and Listening.
Conduct search to hire director of the Center for Speaking and Listening and Professor of Rhetoric to begin in Fall 2016.

Overall QEP

Pre QEP

Students

Curricular: Develop definitions of good speaking skills in disciplines across the College.
Modify SLOs to match discipline-specific speaking goals.
Develop 5 Speaking (SP) courses in disciplines across the College.
Modify QEP draft assessment rubrics for different academic disciplines.
Co-Curricular: Involve students in developing co-curricular programming that highlights speaking.
Explore opportunities to revive existing and establish new co-curricular clubs related to speaking (e.g., debate team).
Host a public speaking contest for students with prizes awarded.
Work with Director of Undergraduate Research on awards for best student presentations at Scholarship Sewanee.
Award prizes for best class presentations, nominated by instructors.

Faculty

Identify courses with a speaking component and provide assistance and support to faculty who want to enhance oral components in those courses.
Assist faculty with the development and enhancement of Speaking (SP) courses.
Conduct faculty training workshops on the teaching and assessment of public speaking skills.
Departments and Programs across the curriculum develop discipline specific student public speaking goals, and evaluate, modifying as necessary, the QEP desired student learning outcomes to tailor them to meet discipline specific objectives.

Infrastructure

Appoint members of the Advisory Board to the Center for Speaking and Listening (three-year appointment).
Appoint members to the QEP Implementation Committee.
Furnish and equip the Speaking and Listening Center with materials, furniture, and technology.
Select and equip satellite locations in other buildings across campus where students can practice their speaking skills.
Explore recruiting/ training emeritus faculty and graduate student (School of Theology and School of Letters) as speaking fellows.
Develop and maintain Speaking and Listening Center website with links/resources for faculty and students.
Train and hire student tutors to work with the Speaking and Listening Center and faculty teaching Speaking (SP) Courses.
Organize campus-wide events/speakers to demonstrate good speaking skills.

Overall QEP

Track progress of the various QEP initiatives, including annual assessment tools.
2016-17

Students

Curricular: Develop definitions of good speaking skills in disciplines across the College.
Modify SLOs to match discipline-specific speaking goals.
Develop 5 Speaking (SP) courses in disciplines across the College.
Revisit/refine the definition of a Speaking (SP) course and edit as needed.
Modify QEP draft assessment rubrics for different academic disciplines.
Co-Curricular: Involve students in developing co-curricular programming that highlights speaking.
Explore opportunities to revive existing and establish new co-curricular clubs related to speaking (e.g., debate team).
Host a public speaking contest for students with prizes awarded.
Work with Director of Undergraduate Research on awards for best student presentations at Scholarship Sewanee.
Award prizes for best class presentations, nominated by instructors.

Faculty

Identify courses with a speaking component and provide assistance and support to faculty who want to enhance oral components in those courses.
Assist faculty with the development and enhancement of Speaking (SP) courses.
Conduct faculty training workshops on the teaching and assessment of public speaking skills.
Departments and Programs across the curriculum develop discipline specific student public speaking goals, and evaluate, modifying as necessary, the QEP desired student learning outcomes to tailor them to meet discipline specific objectives.

Infrastructure

Appoint members to the QEP Implementation Committee.
Furnish and equip the Speaking and Listening Center with materials, furniture, and technology.
Select and equip satellite locations in other buildings across campus where students can practice their speaking skills.
Develop and maintain website with links/resources for faculty and students to use to develop their oral communications skills.
Train and hire student tutors to work in the Center for Speaking and Listening and/or assist faculty with Speaking (SP) Courses.
Maintain and replace equipment and technology in the Center for Speaking and Listening and in satellite locations.
Organize campus-wide events/speakers to demonstrate good speaking skills.

Overall QEP

Track progress of the various QEP initiatives, including annual assessment tools.
2017-18

Students

Curricular: Develop definitions of good speaking skills in disciplines across the College.
Modify SLOs to match discipline-specific speaking goals.
Develop 5 Speaking (SP) courses in disciplines across the College.
Modify QEP draft assessment rubrics for different academic disciplines.
Co-Curricular: Involve students in developing co-curricular programming that highlights speaking.
Explore opportunities to revive existing and establish new co-curricular clubs related to speaking (e.g., debate team).
Host a public speaking contest for students with prizes awarded.
Work with Director of Undergraduate Research on awards for best student presentations at Scholarship Sewanee.
Award prizes for best class presentations, nominated by instructors.

Faculty

Identify courses with a speaking component and provide assistance and support to faculty who want to enhance oral components in those courses.
Assist faculty with the development and enhancement of Speaking (SP) courses.
Conduct faculty training workshops on the teaching and assessment of public speaking skills.
Departments and Programs across the curriculum develop discipline specific student public speaking goals, and evaluate, modifying as necessary, the QEP desired student learning outcomes to tailor them to meet discipline specific objectives.

Infrastructure

Appoint members of the Advisory Board to the Center for Speaking and Listening (three-year appointment).
Select and equip satellite locations in other buildings across campus where students can practice their speaking skills.
Develop and maintain website with links/resources for faculty and students to use to develop their oral communications skills.
Train and hire student tutors to work in the Center for Speaking and Listening and/or assist faculty with Speaking (SP) Courses.
Maintain and replace equipment and technology in the Center for Speaking and Listening and in satellite locations.
Organize campus-wide events/speakers to demonstrate good speaking skills.

Overall QEP

Track progress of the various QEP initiatives, including annual assessment tools.
2018-19

Students

Curricular: Develop definitions of good speaking skills in disciplines across the College.
Modify SLOs to match discipline-specific speaking goals.
Develop 5 Speaking (SP) courses in disciplines across the College.
Revisit/refine the definition of a Speaking (SP) course and edit as needed.
Modify QEP draft assessment rubrics for different academic disciplines.
Co-Curricular: Involve students in developing co-curricular programming that highlights speaking.
Explore opportunities to revive existing and establish new co-curricular clubs related to speaking (e.g., debate team).
Host a public speaking contest for students with prizes awarded.
Work with Director of Undergraduate Research on awards for best student presentations at Scholarship Sewanee.
Award prizes for best class presentations, nominated by instructors.

Faculty

Identify courses with a speaking component and provide assistance and support to faculty who want to enhance oral components in those courses.
Assist faculty with the development and enhancement of Speaking (SP) courses.
Conduct faculty training workshops on the teaching and assessment of public speaking skills.
Departments and Programs across the curriculum develop discipline specific student public speaking goals, and evaluate, modifying as necessary, the QEP desired student learning outcomes to tailor them to meet discipline specific objectives.
Task Force leads faculty and student discussions focused on the type of long-term oral communication requirement that Sewanee might adopt.
Based upon feedback from faculty and students, the task force develops a proposal.

Infrastructure

Appoint members to the QEP Implementation Committee.
Select and equip satellite locations in other buildings across campus where students can practice their speaking skills.
Develop and maintain website with links/resources for faculty and students to use to develop their oral communications skills.
Train and hire student tutors to work in the Center for Speaking and Listening and/or assist faculty with Speaking (SP) Courses.
Maintain and replace equipment and technology in the Center for Speaking and Listening and in satellite locations.
Organize campus-wide events/speakers to demonstrate good speaking skills.

Overall QEP

Track progress of the various QEP initiatives, including annual assessment tools.
Assess the overall effectiveness of the QEP in enhancing the desired student learning outcomes, and submit the five-year report to SACS.
2019-20

Students

Curricular: Develop definitions of good speaking skills in disciplines across the College.
Modify SLOs to match discipline-specific speaking goals.
Develop 5 Speaking (SP) courses in disciplines across the College.
Modify QEP draft assessment rubrics for different academic disciplines.
Co-Curricular: Involve students in developing co-curricular programming that highlights speaking.
Explore opportunities to revive existing and establish new co-curricular clubs related to speaking (e.g., debate team).
Host a public speaking contest for students with prizes awarded.
Work with Director of Undergraduate Research on awards for best student presentations at Scholarship Sewanee.
Award prizes for best class presentations, nominated by instructors.

Faculty

Provide assistance and support to faculty who want to enhance oral components in any course.
Assist faculty with the development and enhancement of Speaking (SP) courses.
Conduct faculty training workshops on the teaching and assessment of public speaking skills.
Departments and Programs develop discipline specific student public speaking goals and modify QEP SLOs to meet them.
Task Force leads faculty and student discussions on a long-term oral communication requirement for Sewanee students.
Task force develops an oral communication proposal based upon feedback from faculty and students.
Faculty votes on the long-term oral communication proposal developed by the Task Force.

Infrastructure

Appoint members to the QEP Implementation Committee.
Select and equip satellite locations in other buildings across campus where students can practice their speaking skills.
Develop and maintain website with links/resources for faculty and students to use to develop their oral communications skills.
Train and hire student tutors to work in the Center for Speaking and Listening and/or assist faculty with Speaking (SP) Courses.
Maintain and replace equipment and technology in the Center for Speaking and Listening and in satellite locations.
Organize campus-wide events/speakers to demonstrate good speaking skills.

Overall QEP

Track progress of the various QEP initiatives, including annual assessment tools.
Assess the overall effectiveness of the QEP in enhancing the desired student learning outcomes, and submit the five-year report to SACS.
2020-21