TAILIEUCHUNG - COMMUNICATION-RICH COURSES IN MAJORS
To better understand how writing and speaking are used in the various majors, I have talked with Chairs; visited classes, observing speeches and presentations; and solicited and read written work from across the campus. Initial concerns/apprehension about WI and SI courses that I encountered have diminished, as faculty have seen, I believe, that CAC wants to help departments to identify and develop relevant, discipline-specific courses (rather than forcing them to teach generic, and ineffective, writing and speaking exercises) | COMMUNICATION-RICH (C) COURSES IN MAJORS The importance of discipline-specific communication: To better understand how writing and speaking are used in the various majors, I have talked with Chairs; visited classes, observing speeches and presentations; and solicited and read written work from across the campus. Initial concerns/apprehension about WI and SI courses that I encountered have diminished, as faculty have seen, I believe, that CAC wants to help departments to identify and develop relevant, discipline-specific courses (rather than forcing them to teach generic, and ineffective, writing and speaking exercises). Why a C-Course Designation?: According to the CRTF plan for CAC (as distributed at the Stitching Together the Spine workshop, 25 March 2006): Each academic program will be encouraged to identify courses designated for “C” certification. These courses will explicitly articulate and practice communication skills pertinent to that discipline’s goals in critical thinking, writing, and speaking. The goal is that each student receives reinforcement of skills literacy in major courses as well as in general education courses. Rather than designating our courses as WI or SI, I propose we label them as “C” courses (Communication-Rich), since writing and speaking activities, especially when pushed to significant levels in the majors, are often linked. Faculty will have the option to emphasize writing or speaking in the C Courses, but they will be encouraged in CAC resources and workshops to look for ways that the two skills can be used in tandem. The Plan: 1. Identifying courses: • Communication Inventory: Faculty will be asked, with the encouragement of the Chairs, to submit narratives that describe the writing and speaking activities that they use in each of their courses. These voluntary narratives will be compiled into a Communication Inventory (similar to projects at Ripon College and Grinnell College). The Communication Inventory will be available to .
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