Business and Professional Speaking Syllabus for 2020-2021
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As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

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The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

SPCH-1321-005 Business and Professional Speaking

Prerequisites

Course Description

Study and application of communication within the business and professional context. Special emphasis will be given to communication competencies in presentations, dyads, teams and technologically mediated formats.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(3 sem hrs; 3 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

A Speaker’s Guidebook, 7th edition by O'Hair, Stewart, & Rubenstein ISBN: 978-1-319-05941-5

Supplies

Course Requirements:

• Mozilla Firefox (most compatible with Blackboard, although I prefer Chrome)
• Windows Media Player
• Microsoft Word or Google Docs, Google Slides or PowerPoint
• You must have regular access to a computer for this course.

Student Performance

Learning Objective	THECB Skill	Assessment(s)
Demonstrate communication competence and critical thinking through an understanding of the foundational communication models.	Critical Thinking	Assessed through quiz questions and journals.
Demonstrate essential public speaking skills in professional presentations.	Critical Thinking	Assessed through speeches and audience analysis survey
Demonstrate written and oral competencies as it relates to employment (including job searches, interviews, interpersonal interaction, conflict management, leadership and performance appraisals).	Communication (written)/Critical Thinking	Assessed through group presentation project, group assessments, and participation.
Apply essential dyadic and small group processes as they relate to the workplace.	Personal Responsibility/Teamwork	Assessed through informative and persuasive speeches and Persuasive Group Work assignment
Utilize various technologies as they relate to competent communication.	Communication (visual)/Communication (written)/Critical Thinking	Assessed through visual aids and Persuasive Group Work assignment.
Demonstrate effective cross-cultural communication.	Personal Responsibility	Assessed through written and speaking opportunities.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Speech Performance Days

1. If you arrive late to class, do not enter while someone is giving a speech.  Wait outside the classroom door until you are sure the speech is finished before you enter.
2. Please turn off cell phone ringers before entering the classroom.
3. Students will be required to dress appropriately on presentation days. For example, do not show up in a baseball cap or a slouchy knit cap, chewing gum, or wearing your sweaty workout clothes if you are presenting a speech.
4. Students will act respectfully to one another, meaning you need to pay attention to the presenter rather than doing other homework or looking out the window.
5. Students will be good listeners while others are giving speeches.
6. Do not come in and expect to give your speech and leave.  I will take off participation points if you leave before class is officially over.  I take the role at the beginning and ending of each meeting.
7. I will record each student’s speech presentation.  I will use it to assist me in grading, as well as, help you learn. The recording of speeches will be available to all students after grades have been returned.

Regular Class Days

1. No administrative withdraws will be initiated by the instructor.
2. Students are expected to participate in each day of class.  Participation for the sake of this class is:

• reading the required readings before class,
• coming prepared to add to conversations about the ideas presented in the required readings,
• preparing for in-class activities,
• working with groups, etc. 
• There are some days where students must have completed homework prior to class.  Students who do not complete the requirement will be allowed to stay in class, but will not have their attendance counted toward final exam exemption.

3. Students will use American Psychological Association's (APA) citation style.  For a detailed look at this style, please reference the Amarillo College Library’s APA page, Purdue's OWL page, the Washington State University Library APA Quick guide, or the APA's Style Resources page.
4. Students may not use any type of social media within the classroom.  Students may not record or live-broadcast any portion of the class without the consent of the faculty member and a unanimous vote of all class members present.
5. Students are expected to contribute to the overall classroom-learning environment.  Students who disrupt the environment will be asked to leave and will be required to meet with the faculty member during a scheduled appointment during office hours.  During the meeting, the faculty and student will develop a plan for success.  If a student continues the disruptive behavior, s/he will be reported to the Vice President of Student Affairs.
6. Students should not start packing up their belongings until the class has been released by the faculty member.  Doing so disrupts the learning of others and isn't respectful of their time, effort, and energy.
7. Students are expected to take notes.  My lecture style is based on conversations; however, students must take notes on the conversations to help develop meaning from the material covered.
8. If you need to use the restroom, please, make yourself comfortable.  However, excessive restroom breaks may require a note from a medical professional.

USE OF THE TEXTBOOK

Students are expected to have read assigned chapters BEFORE each class begins.  This makes class discussions more interesting and increases the opportunity for activities that demonstrate theories.  This is a tool we can use to show our respect for ourselves and our classmates.  Students are encouraged, but not required to complete a handwritten “passport” with pertinent information from each unit to be turned in before the discussion begins.  Passport information can be organized using Bubble.us or a typical note-taking format.  Students may earn one “passport point” each Monday.  Passports will be reviewed and returned to students that week.  For each “passport point,” students will earn an extra point on their final exam.  A total of five "passport points" are available.

VERBALLY CITING SOURCES

Throughout the course, citing sources is critical.  In public speaking, verbal citations are necessary.  Students often think if they cite the source on their visual aid it counts as citing the source.  This is not true.  Students must cite their sources verbally during the course of their speeches.  To learn how to do this, please review the document included in Week 3 “How To Cite a Source in your Speech” for guidance.  A student may also review the speeches in their textbook to learn more.  In short, sources must be cited by saying the author’s name, when and where the information was published, and where the information was found.  The Amarillo College Library has a LibGuide specifically written for APA citation style.

SPEAKING SCHEDULE

Speeches are to be delivered on the assigned day.  Speakers who are absent on the assigned speaking day will receive a zero unless prior arrangements are made with the instructor.  Prior arrangements must be made at least three hours before class starts.  Medical excuses require documentation.  Speaking order is determined by a random selection process and is posted in an announcement at the beginning of the week.

Grading Criteria

GRADE CATEGORIES Presentations (FG1 – 40%) 40% of Final Grade Assignment Assignment Title/Information Percentage of section Speech Performance #1 This is Me 25% of 40% Speech Performance #2 Informative (Boarder Wall) 25% of 40% Speech Performance #3 Persuasive Group Speech 25% of 40% Written Assignments (FG2 – 20%) 20% of Final Grade Resume Job Specific Resume 15% of 20% Cover Letter Job Specific Cover Letter 15% of 20% Reflection Paper #1 Reflection on “This is Me” performance 15% of 20% Reflection Paper #2 Reflection on Informative performance 15% of 20% Examinations (FG3 – 30%) 30% of Final Grade Weekly Quizzes (14 total) Students may take quizzes twice 45% of 30% Final Exam Students may take the final exam once (students with perfect attendance are exempt from the final and will receive a 100) 50% of 30 Assignments, Participation & Group Work (FG4 – 10%) 10% of Final Grade Weekly Attendance Daily attendance is worth 4.1 points 20% of 10% Group Persuasive Presentation Group participation grade assigned after individual submission of Group Critique 40% of 10% Group Weekly Check-ins Individual written reports submitted to monitor the progress of group.  Identify areas of success.  Manage areas of conflict. 40% of 10% FINAL GRADE RANGES Letter Grade Numerical Grade A 90-100 B 80-89.9 C 70-79.9 D 60-69.9 F 59.9 and below

Final grades are earned, not given.

If you are concerned about your grade, please set an appointment with me as soon as possible.  I will work with you to help you earn a grade you are proud of having on your transcript.  However, I do not allow late work.  I encourage students to actively communicate (over-communicate) about issues that may impact their opportunities to complete assignments.

LATE ASSIGNMENTS/WORK/QUIZZES

There is no late work accepted.

Finding your way through a college course is a process.  There are challenges in each class and there are challenges each of you has or will have, in your personal lives.  Those challenges can overwhelm you.  Because of these, and the amount of content we will cover in the course, I have set up the course structure to all you the best opportunity to learn and master the content. 

In general, I do not accept late assignments or late work.  If after speaking with a student during an appointment about upcoming assignments and the extenuating circumstances, I may decide to alter upcoming assignment due dates to prevent personal issues from being a barrier to success. 

Pathways to Success: A Scenario

What does this mean?  Well, here’s a scenario: Maria is a single mom of two girls.  She takes classes throughout the year and hopes to graduate in the upcoming term.  During our class, Maria’s youngest daughter falls from a swing and breaks her wrist.  In the next few weeks, Maria’s daughter will have doctor’s appointments and possibly surgery.  Those important items force Maria to make changes to her work schedule, and because of this, cause Maria to have to miss class meetings.

Knowing I do not accept late work, here are the options she may have when it comes to her school work:

1. Maria can continue on the path she on now, trying to make all of the doctor’s appointments, work shifts, and cDetalass sessions.
2. Maria can drop the course and pick it back up next term.  Doing this will delay her graduation by a full semester.
3. Maria can set an appointment where we can visit.  She can tell me what’s happening and see how I can help her continue on her path to graduation.

If this was you, what do you think you would do?

The worst-case scenario is option #2.  Dropping the course, unless there’s no other way around it, is always my last choice.  Option #1 – well, I don’t recommend it either, but hey – some people are stronger and more private than others.  Option #3 – it’s my recommendation.  Why?  Well, it means that I know how I can walk along with Maria on her path.

If Maria chooses Option #3, we could visit and discuss what options were available for her success.  It may mean she gives two speeches on one performance day, or it may mean she gives a speech a week later than her classmates do.  Any assignments not submitted prior to our conversation will be considered missing and earn a zero.  However, future assignment due dates are negotiable which may or may not have a late point deduction.  I make this decision on a case-by-case basis.  The standard deduction is 10 points off the final grade earned for the assignment.

Pathways to success: Putting it in action

If you find yourself in a situation, please visit with me as soon as possible.  This is a communication course.  We communicate and practice communicating! 

Whenever I can, I will work with you to find a pathway to success.  I will work to be flexible with the course requirements; however, this will require the student to be flexible with their expectations as well.  Please know that sometimes – especially toward the end of the term – I cannot say “yes.”  Know when that happens, I have exhausted all avenues.

What not to do: A Guide

Do not email assignments to me if the dropbox for closed assignments.  I will not grade them.  If there is an error or technical issue, please check the announcements section of our AC Connect Class to see if I have made a note.  If you do not see a note in our class, please check your AC email account.  If after checking these two spaces, please feel free to text me to alert me.  Don't assume I am aware of the issue or that it is your technology. 

Speech of Introduction: "This Is Me"

The directions for this assignment can be found by clicking here.  Details to help:

Outline:

Submit a typed PDF outline online by the date listed on the course calendar. Please use the “FAQ’s & Dropbox” section “Outline Format/Sample Outlines” to create your speaking outline (pg. 192). This is how all outlines should be submitted throughout the course. Please include the following information:

1. General Purpose statement (pg. 19)

2. Specific Purpose statement (pg. 19)

3. Thesis Statement (pg. 19)

4. Attention Getter (pg. 217-220)

5. Credibility Statement (pg. 222)

6. Preview the Purpose and Topic (pg. 221)

7. Preview Main Ideas (pg. 222)

8. Transition Statements (pg. 175-179)

9. Main Points (pg. 169-171)

10. Conclusion (pg. 224)

Speech:

Speech of Introduction

1. Introduction - Type the introduction in paragraph form. It should include an attention-getter, a specific purpose statement, and a preview of the main points you plan to cover.

2. Body

   1. Item one (i.e., Personal Items) – Using 2-3 complete sentences, tell us how this item is significant using stories and examples to explain how it describes you

   2. Item two (i.e., Education & Interests) - Using 2-3 complete sentences, tell us how this item is significant using stories and examples to explain how it describes you

   3. Item three (i.e., Life Event & Goals) - Using 2-3 complete sentences, tell us how this item is significant using stories and examples to explain how it describes you

3. Type the conclusion in paragraph form. It should include a review of the items you brought and it should end on a strong statement closing the speech. The audience should know it is time to applaud when they have heard your last statement. (Hint: “That’s it.” “I’m done.” “That’s all I have.” Don’t use these. Write a strong conclusion!)

Informative Speech: Border Walls

The speech topic should reflect research and sharing research with fellow classmates.  As this is a business-based course, it's imperative for students to consider the business (impact, historical notes, etc.) ramifications of border walls.  The speech should not reflect your own beliefs about border walls as it is not a persuasive speech.

• The speech should have 3-5 sources cited verbally during the speech.  Students using only three sources should use each of the three sources at least twice (students will cite six sources verbally during the speech).

• The speech should be between 5-7 minutes and have at least three supporting points.

• The speech should include visual aid (PowerPoint or Google Slide).

Speech Grading Criteria

The speech is worth 150 points.  The points are broken down as follows:

• 100 pts for speech (view speech rubric)

• 25 pts for outline

• 25 pts for visual aid

Persuasive Group Speech

For this speech, you are grouped with other students.  (This is a state-mandated course requirement.)

Within your group, you will be determining how to work together.  Each week, you will submit an assessment of how your group is working together.  In addition, I will be scheduling a time to watch your group work together.  

This project has two grades: 1) speech performance and preparation and 2) group work performance

GOAL OF EXERCISE

Your team will develop experience, app, resource, solution, etc. for Amarillo College students.  Your creation (known as a widget) will be driven by your survey question answers and general biographical information provided by Amarillo College Institutional Research.

 

SPEECH REQUIREMENTS

Speech length: Each group member is expected to speak for 5 minutes, so a group of five members would speak for 25 minutes total.  Speeches can be shorter, but not more than 10% of the total time.  Speeches can also be longer, but, again, only by 10%. EXAMPLE: 5 member group, expected speech time 25 minutes.  Minimum time accepted: 22 min and 30 seconds.  Maximum time accepted 27 min and 30 seconds.

 

Speech Preparation:

Each group must develop a five-question survey to be delivered to their audience prior to the widget development.  Your widget must be based on your student research.

 

Topic Requirements: The goal of this speech is to introduce a new widget to the marketplace of the Amarillo College community.  For example, I teach speech communication, so a product that would help me teach more effectively - automatic note-taking devices, or, a way to easily record my lectures for students who couldn’t attend class - would be amazing.

 

Speech Requirements:

The speech must have the following components:

1. Describe or tell us a story about the need your market is feeling.  What need is there?  To being your exploration of what to create, think about the creation of the Band-Aid or Q-Tips, or the desktop computer.  What is the problem your product needs to solve?

2. Tell us about your target market?  Who are they?  Moms?  37-year-old transfer students?  Get specific.  “Women” isn’t specific enough of an answer, because there are lots of women whom all live many different lives.  Who is your market?

3. What is your product?  Tell us all of the things it does, what you’ve done to make it better or different than other things on the market, etc.

4. Packaging - how will you sell this?  Do you have an example of what the product will look like?  A demo?

5. What is the price point for this item and why is it the best option on the market?

6. Why do I need to buy this widget?  Don’t assume I want to either!

7. The speech presentation needs to have a visual aid (either a PowerPoint, Prezi, Google Slides, etc.).

8. Each member of the team is required to speak.  The speaking times should be as equal as possible; however, if it makes sense for one person to speak slightly longer to cover the information required for their section, that’s fine.

 

Demonstrating the widget requires that the product be functional.  Screenshots of “anticipated” results are fine.  If you build a prototype and attempt to demonstrate it during the course of your speech, the demo must work the first time or points will be deducted.

 

GROUP WORK REQUIREMENTS

Using the information provided within your text, please make arrangements for each team member to work on their strengths while everyone has a role in the completion of the project.

1. Select a group leader.  The group leader’s job is to coordinate and support team members in addition to doing their portion of the project.

2. Hand out roles and make sure each team member knows the expectations, deadlines, and formats required.

3. Set weekly check-ins outside of class to make sure everyone’s headed in the right direction.  It can be a virtual check-in.

4. Set an appointment with Courtney Milleson to allow her to watch how the group functions together.

 

FAQ:

Q: Does all of the information included in the speech have to be 100% factual?  

A: No.  But the information does need to seem accurate.  For example, don’t sell me something for a population that doesn’t exist (like people who arrive in spaceships from Mars) at this time.  Know the general specifics about the audience based on basic research online or in the AC Library database.

 

Q: Does the product actually have to work like our group says it works?

A: No.  But it needs to be a reasonable representation of a product that might actually be on the market soon.  Example: Don’t sell us a hyper-space teleporter.  Or a crystal-ball mechanism.

 

Q: Where can our team get mock-ups of products?

A: I use Creative Market (Google “Creative Market Free Goods”) Free Goods to find lots of unique marketing materials.  Be sure to credit the artist(s).

 

Q: What if a group member stops coming to class or participating in the group?

A: Make sure they know when your group is meeting and move on.  Reassign tasks as needed.  Report each group meeting attendance on your weekly group assignment report.

 

Q: What if I don’t like the product the group is working on, or I don’t like how they’re moving forward?

A: Figure out a way to create a win-win scenario for all members of the group.  If you can’t, move along with the group, supporting their ideas.

 

Q: What if one member of our group doesn’t agree with what our group is working on?

A: Make sure you’ve used a democratic process to make decisions.  If you can say that, move on.

 

Q: What if one member of the group procrastinates and doesn’t have their portion of the project in on time?

A: Move on.  The project is due when the project is due.  With or without everyone’s input.

 

Q: I feel like I need to tell my faculty member what’s going on in my group.

A: Good.  Do so through the “Group Work Weekly Review” worksheets.

 

Q: I want to set a meeting to visit with my faculty member about how the group isn’t working well.

A: As long as you’re willing to talk about what you can do differently, excellent.  I look forward to our time together.

Attendance

ATTENDANCE POLICY

You will need to attend class daily to participate in discussions and group activities.  I expect students to have read the chapter content prior to coming to class.  Daily attendance will be taken.  Students who come to class after I have taken up the attendance sheet will be counted as tardy.  Students who come to class later than 15 minutes will need to schedule an appointment with me to determine a plan to correct the behavior.  Real-life = if you have to come into class late, come to class!

Our time together is critical to your success.  I honor your commitment to your education, but I expect the same from you.  Please look at your schedule for the length of the course.  If you have any appointments scheduled during our time together (doctor, dentist, lawyer, oil changes, advising, etc.) please move them.  Leaving early for an appointment is distracting to your classmates and hard on your learning.  Real-life = if your appointment is unmovable/unchangeable, please schedule an appointment to visit with me prior to the appointment.

You will need to attend class daily to participate in discussions and group activities.  Daily attendance will be taken via Mentimeter or other course activities.

Please review #8 in "Expected Student Behavior".

Calendar

Additional Information

Computer files

Students will be required to submit all written documents (outlines, papers, assignments, etc.) as Portable Digital Files (.pdf). 

Our Relationship

I cannot wait to work with you!  Your success is vitally important to you and our community.  I can't wait to watch you soar!

However, even in the best scenarios, events could happen to damped our relationship.  Here's how I would like us to handle it together.

Please schedule an appointment with me here.  Come to my office during our time together, and present your concerns.  I will listen.  This step is critical to us both.  As a communications faculty member, I strive to model the skills I teach outside of the classroom.  I expect my students to model this as well.

After you have presented your concerns, I will take the opportunity to visit with you if there are any concerns I have about your success. 

If I see there is an error in my attempts, or if I simply didn't do the right thing, I will apologize and work with you to make the situation right.  However, if I believe the issue doesn't lie in my teaching and/or behavior, I will ask you to abide by my decision.

If at this point, you do not feel you have received the appropriate considerations, you may ask for the next step in the process.  I will help you navigate the process to find a resolution.

Should a student need to challenge a grade the proper chain of command is as follows:

1. Courtney Milleson (make an appointment here) 
2. Jill Gibson, chair, Matney Mass Media and Communication
3. Becky Easton, dean, Liberal Arts
4. Becky Burton, Associate Vice-President of Academic Learning

Once you have successfully completed this course...

You need to update your resume!  Use the following guidelines to update your skills.

If you earned an "A":

1. Excellent knowledge of basic communication terms, principles and superior application through analysis of contexts.
2. Excels in preparing and presenting informative and persuasive speeches.
3. Exhibits excellent ability to apply communication principles and theory to achieve best results for clients.
4. Superior research ability to find, identify and effectively use supporting materials in verbal and written communication.  
5. Demonstrates leadership in group environments, showing courtesy and respect for clients and co-workers.

If you earned a "B":

1. The ability of and ability to apply basic communication terms, principles through analysis of contexts.
2. Ability to prepare and present informative and persuasive speeches.
3. Ability to apply communication principles and theory to achieve best results for clients.
4. Ability research ability to find, identify and effectively use supporting materials in verbal and written communication.  
5. Participates leadership in group environments, showing courtesy and respect for clients and co-workers.

If you earned a "C":

1. Knowledge of basic communication terms, principles, and application through analysis of contexts.
2. Knowledge of how to prepare and present informative and persuasive speeches.
3. Knowledge of applying communication principles and theory to achieve best results for clients.
4. Knowledge of research ability to find, identify and effectively use supporting materials in verbal and written communication.  
5. Experience with working in group environments, with a focus on showing courtesy and respect for clients and co-workers.