Public Speaking Syllabus for 2021-2022
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Instructor Information

Course Information

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Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

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.

Privacy Statement

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-1315-008 Public Speaking

Prerequisites

Course Description

Application of communication theory and practice to the public speaking context, with emphasis on audience analysis, speaker delivery, ethics of communication, cultural diversity and speech organizational techniques to develop students' speaking abilities, as well as ability to effectively evaluate oral presentations.

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

Online Course

Syllabus Information

Textbooks

Textbook: A Speaker's Guidebook, 7th edition

Supplies

Chrome and/or Mozilla for Blackboard

Zoom

access to Amarillo College Google Drive and Google Suite.

Reliable access to a computer with high-speed internet access.  If you do not have a computer, you may want to visit the AC Bookstore to see if you can rent a laptop for the semester.  Additionally, The Underground may assist by providing free access to computers.

Do not start a timed quiz/assignment when you have weak internet.  Move to a location that will support your needs.

If you have just purchased your computer, please plan on working with it or someone who can help you learn how to navigate Blackboard and Google Drive.  The Underground is a great resource for both objectives.  If you are using a Mac, please know Safari makes many programs difficult to use.  I suggest downloading Mozilla Firefox and/or Chrome to do your coursework.

If you do not have access to a computer the Underground located in the basement of the Ware Student Commons has computers you may use free of charge.  This is a completely online course and will require you to be active on a computer (not just your phone) multiple times throughout the week, for several hours.  Please make plans to have the tools necessary for success.

Google Drive (through your AC email account).  Students must have access to word processing and slide presentation software (such as Google Docs and Google Slides included with the @amarillocollege.com email account).

Students should also know how to convert Google Docs and Google Slide files into .PDF, .docx, and .PPT files.  Google Drive/Doc/Slide links are not accepted and will not be graded.

Click on the link below to learn about converting these files:

• How to convert Google Doc to .pdf
• How to convert Google Doc to .docx
• How to convert Google Slide to .ppt

Paper and pen/pencil for notes and activities.

Zoom - free access available.  Privacy Policy  Zoom Help Center FAQ 
Please make sure you are using the latest version of Zoom (click here to learn more)

I encourage all students who are the first in their family to attend college (or are attending at the same time as another family member) to reach out and connect with the Empowering First-Generation College Students on Facebook.  The group's description explains the goals: This page is for any advocate for first-generation college students at institutions nationally. The need for this page was inspired by workshops hosted by the National Resource Center for First-Year Experience and Students In Transition in February 2015. Membership is open. No promotions or requests for donations permitted.  There are several world-class moderators including a personal friend, Dr. Reese-Miles.  Many, if not all, of the members, are first-gen (including myself!).

Here's a recent thread from the page by Dena Hanley:

Thursday means the #mazeofcollege! Welcome all!

My grandmamma used to say “it’s not the size of the mountain, but the sand in your shoe that is the problem.” Every person has, had, and will have, challenges that look like mountains. And oh my, has your generation had more than your fair share! So let’s clean up some sand, and maybe make these mountains a little easier to climb……

In college, a major type of “sand” (things that seem very small and insignificant, but cause a lot of discomfort) is “college lingo.” College lingo refers to the terminology, acronyms, and organization of any particular campus. It is the way people on that campus communicate. Failing to understand words, meanings, and importance of information, is a major problem for too many college students (you ARE NOT alone!). Over time, this lack of understanding causes students to feel confused, disoriented, and discouraged. Some of us just feel stupid. But it isn’t stupidity - we just got lost in the maze of college.

The maze of college is invisible and complex. It is made up of the college lingo related to:

* all of the requirements for every degree offered by that campus,

* the organization of the university (including every person, policy/procedure, and standard),

* all of the opportunities available to every person on campus,

* and the “personality” of that unique campus.

The maze is overwhelming and complex, but it is also a great benefit for students. Once we simplify the maze, we can explain much about “college” – especially college lingo.

While specific words may seem like a small thing, it connects the campus community. For example, alumni connect immediately, sharing that special college lingo and stories about the campus, even many years later. So, like everything else in the maze of college, college lingo may be a challenge, but it opens the doors to many opportunities!

This week’s question: What is a word or acronym that you wish had been explained earlier in college?

Here’s mine -

Remedial. I didn’t understand that remedial coursework was not counted toward graduation credit hours, so I didn’t realize I had to take 2 math classes to graduate, not one. One reason my graduation was delayed……

 

Student Performance

Course Description:

Application of communication theory and practice to the public speaking context, with emphasis on audience analysis, speaker delivery, ethics of communication, cultural diversity and speech organizational techniques to develop students' speaking abilities, as well as ability to effectively evaluate oral presentations.

Learning Objectives

After studying the material presented in this course of study, the student will be able to do the following as evaluated by the faculty in the department/program.

Learning Objective	THECB Skill	Assessment(s)
Demonstrate an understanding of the foundation models of communication.	Critical Thinking	Assessed through exam questions
Apply elements of audience analysis	Critical Thinking	Assessed through informative and persuasive speeches and audience analysis survey
Demonstrate ethical speaking and listening skills by analyzing presentations for evidence and logic.	Communication (written)/Critical Thinking	Assessed through two, 2-page essays
Research, develop, and deliver extemporaneous speeches with effective verbal and nonverbal techniques.	Personal Responsibility	Assessed through informative and persuasive speeches
Demonstrate effective usage of technology when researching and/or presenting speeches.	Communication (visual)	Assessed through Prezi, PowerPoint or Google Slides presentations prepared by students.
Identify how culture, ethnicity, and gender influence communication.	Team Work	Assessed through FlipGrid assignment
Develop proficiency in presenting a variety of speeches as an individual or group (e.g. narrative, informative, or persuasive).	Communication (written/visual)/Critical Thinking	Assessed through written outlines and public performances of three speeches.

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

Come to campus!

If you find it difficult to learn from home, or you need the structure of getting up and leaving the house, please know that all AC campuses are open and ready to assist your learning.  If you need a quiet place away from home or work to participate in your online courses, AC is here for you.  There are places on campus where you can use the WiFi and spaces to join in on conversations.  Additionally, you may use The Underground and/or empty classrooms/lobbies to assist your academics.  Don't feel as if you're "stuck at home."  Come to campus.  Grab a coffee.  I will be teaching both from my office and from home. 

disAbility Services and Accommodations

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (located on the third floor of the Ware Student Commons; phone number 371 5436) as soon as possible.

Accommodations will be applied to the course content requirements from the date the form is received.  The accommodations will not be retroactive to previously completed assignments.

Student Rights and Responsibilities

Every student is required to comply with the policies published in the “Student Rights and Responsibilities Handbook.”  A link to the Student Rights and Responsibilities is included within the course.

Assignment Submission

I do not accept Google Drive links as a means of submitting an assignment.  I will not grade any assignments submitted in this format.  These submissions will earn a zero.

When you're ready to submit an assignment, please check the stated requirements of the assignment listed in the instructions.  Typically I will ask that the assignment be submitted as a .PDF, .pptx, or .docx file.  

Expected Student Behavior

During speeches:

1. When you deliver your speech, you should be the focus of your speech, not your visual aid.
   1. This also includes what you wear.  Be sure to look your best.  Here are some tips:
   2.  

2. Make sure to limit your speech to the time allotted.  If your speech goes over the time allotted by more than 2 minutes, I will grade what I have seen during that time.  
3. You may want to silence calls during your speech.  Do not take a phone call during your speech.
4. Do not read your speech to your audience.  If your speech feels as if you're reading, I will deduct points.

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

Speaking schedules are posted in the weekly class content areas prior to speeches.  Speeches are to be turned in on the assigned day.  Speakers who do not meet the deadline will receive a zero.  

• I try to get to class early (about 10 minutes) so the first speaker can be in the room to get logged into the computer and set up their visual aid, etc.
  • If you are the first speaker, please be a few minutes early to get your presentation set-up
• If you are late to class:
  • please do not enter the room while another student is speaking.  You will lose your turn to speak and receive a zero. 
    • Mistakes happen.  If you open the door, thinking there wasn't a speaker, quietly close the door and wait.  We'll come to get you when the speaker is finished presenting.
  • and you have missed your speaking spot you will not be able to perform your speech and will earn a zero for the performance.

LATE ASSIGNMENTS/WORK/QUIZZES

• There is no late work accepted.  Planning is key to success in college.
• 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 for all of you the best opportunity to learn and master the content. 
• In general, I do not accept late assignments or late work; however, after speaking with a student during an appointment about the extenuating circumstances, I may decide to alter upcoming assignment due dates to prevent personal issues from being a barrier to success. 

Grading Criteria

Readings

You should be prepared to complete the chapter readings and assignments before the chapter is discussed in class.  Specifically, each week's reading is due on Monday evening (you'll show this by completing the Passport Notes for each chapter).  The readings are essential to completing the course and performing speeches.  

WIFI PASSWORD: AmarilloCollege

Checking Grades Periodically checking your course grade through the “My Grades” feature will help you be successful in the course.  More specifically, if you see a small blue speech bubble next to your grade I have left comments/feedback on the assignment.  Those comments help drive your success in the course.  I may ask for resubmissions, specifically rewriting, clarification, or other information within a stated period.  I assume students read and review the feedback given.  Students who fail to reply or follow through with feedback comments within the extended timeframe will lose the opportunity. Campus Email Amarillo College students receive all official College information through their @amarillocollege.com account.  As a rule, I will be contacting you through your @amarillocollege.com account for all things related to our class, presentations, etc.  Emails act as a final notification of important class information.  If a student has further questions or needs clarification, it is up to the student to contact the faculty member. Email conversations As a rule, email conversations are a form of business writing.  In that, I reserve the right to request clarification as needed to understand the question posed.  I also expect our conversations to be collegial, or that of a partnership.  Please ensure you are using appropriate grammar/punctuation.  When referring to yourself, please use “I” and not “i.”  Please use periods, question marks, and exclamation points to clarify where your individual thoughts end.  If you struggle with grammar (as I do), please consider using Grammarly. Additionally, please consider the tone of your email.  Here is an example of a poor communication attempt (both in tone and in grammar). Writer's Corner & SmarThinking Both the Writer's Corner and the online tutoring platform, SmarThinking have tools beneficial to the course content.  If you struggle with writing, want to make sure you are citing references correctly, or whether or not you've developed your speech argument fully, the Writer's Corner or SmarThinking can assist you.   Grading Criteria Presentations – 40% Speech of Introduction – 100 points  Informative Speech w/ Visual Aid – 100 points Persuasive Speech – 100 points Of note: Speeches may use video segments up to 20 seconds.  Videos over 20 seconds will result in points deducted from overall speech grade (1 point/second) up to 30 seconds and/or points.  Videos over 1 minute long will result in a zero for the overall presentation. Written & Participation Assignments – 30% Audience analysis journal response - 100 points Reflection journals – 100 points each (one after Introduction, Informative, Persuasive speeches) Passport Notes - 100 points each (Weeks 2-6) FlipGrid Postings - 100 points each (as needed throughout the term.  Please reply to classmates' postings).  Review guidelines for posting (word count, etc.) Examinations – 30% Weekly Tests (see the section on Weekly Tests for more details) Final Exam Weekly Tests Tests are 20 questions long, may be taken twice, and each test must be taken in one sitting Each question is worth 5 points The highest grade earned is recorded Students may use their book and/or notes to complete the quiz, but not their neighbor, friend, family, colleague, or any other word used to describe another fellow human Tests must be completed in 40 minutes (automatically submitted) Test attempts will not be reset.  Before starting students should have a strong, reliable internet connection. Earning Your Grade There is no “grade recovery” in this course.  Students will be awarded the grade that they have earned (both on assignments and in the class).  Final grades will be assigned on the following basis: A = 90-100 B = 80-89.9 C = 70-79.9 D = 60-69.9 F = 0-59. LATE ASSIGNMENTS/WORK/QUIZZES There is no late work accepted. In the first two weeks of class, I do extend grace.  That means I want you to have the opportunity to come into class and learn your way around.  Sometimes that means you miss something you didn't intend on missing.  I get it.  That's the joy of teaching and learning.  After the first two weeks, the rules get enforced to be fair and equitable to everyone enrolled in the course.  As always I take things on a case by case basis.  During the first two weeks of class, if you missed something, please set-up an appointment to visit about what options are available.  I may allow you to complete the past-due work or I may decide that in the larger picture, the assignment isn't critical to your overall success in the course.  Please do not assume that I can or will allow you to make up work.  In college, we do not practice grade recovery. You earn the grade you submitted. As we proceed in the class, know that I understand finding your way through a college course is a process.  And many of us, myself included, needed some help in the 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.  As a rule, I do not accept late assignments or late work; however, if after speaking with a student during an appointment about 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 schoolwork: 1. Maria can continue on the path she on now, trying to make all of the doctor’s appointments, work shifts, and class 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 were 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 before 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: What to Do If you find yourself in a situation, please visit with me as soon as possible.  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.   Don't Assume: Talking to me after class I love talking to students after class, but if you need me to help with a particular assignment, I would ask you to make an appointment.  Let me explain.  I typically go from one class directly into another class.  Once I enter that second classroom, I have a hard time remembering what you've just asked me to do, or what question you had.  It's just me and my brain.  To help this, I recommend making an appointment with me.  When you make an appointment, I can visit with you, one-on-one and make sure I've done everything in my power to help your success.  Additionally, please reserve your private comments (via Zoom) for our one-on-one conversations.  The chat window is on-screen and it shows to everyone seated in the class. No administrative withdrawals will be initiated by the instructor. It is each student’s responsibility to drop a class or withdraw from school in the event he/she decides to quit attending class. To withdraw from the course, you must request a form from me. To do this, please schedule an appointment at courtneymilleson.youcanbook.me.

Attendance

Class Participation/Attendance

The course will require you to actively attend and participate in class. As an online course, being actively involved is being engaged in the course in a variety of ways, however, just logging into the course does not count as attending.  According to the 2018-2019 Federal Student Aid Handbook (5-59, 5-60), students must engage in academic content in order to maintain online attendance.  To be counted as academic attending in the first week of class, students must have completed the syllabus quiz, the first weekly discussion (posted a substantive response in the first discussion post and replied to at least 2 classmates with quality responses), and completed the first journal assignment.

For this course, to continue being actively attending you will need to complete one of the following: online discussion, journal, Pearson Revel assignments, chapter quiz or major course assignment.  Failure to complete at least one of these areas will count as non-attendance and will be reported as necessary to AC Registrar's and Financial Aid offices.  Other contacts with the course or faculty member do not count toward attendance.

If for some reason, you are unable to complete this requirement and the coursework associated, please contact me immediately. Excused absences are granted based on participation in campus-sponsored activities or illnesses.  Campus-sponsored absences require an email from the club/organization sponsor stating your role in the activity.  If the club/organization sponsor sends a blanket "All-AC" or "All-Faculty" email, it is your responsibility to ensure I have added the excused absence to your assignments.  If you are ill, please understand I require documentation of your illness from a physician.  You may take a photo of the note, or scan it in using your phone.  If I cannot read the note I will require a physical copy.

Calendar

Additional Information

Office Hours:

*Please do not hesitate to call or email me with questions or concerns.

If you have questions about the course content, assignments, due dates, etc., contact me.  I am here to be your advocate, coach, and accountability partner.  Please, let me do my job!

Technical Assistance:  If you have questions about the course material, assignments, due dates, etc. please contact me.  If you need technical support contact the Underground student help center located in the Ware Student Commons on the Washington Street campus.

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. Superior knowledge and demonstration of the foundation models of communication through audience analysis.
2. Superior exhibition of being an ethical speaker and listener, as well as, excellence in understanding how culture, ethnicity, and gender influence communication.
3. Superior ability to research, develop, and deliver extemporaneous speeches with effective verbal and nonverbal techniques.
4. Superior use of technology when researching and/or presenting speeches.
5. Superior ability to present various types of presentations (e.g. narrative, informative, or persuasive).
6. Superior demonstration of leadership within group environments showing courtesy and respect for clients and co-workers.

If you earned an "B":

1. Excellent knowledge and demonstration of the foundation models of communication through audience analysis.
2. Exhibits exceptional skills in being an ethical speaker and listener, as well as, excellence in understanding how culture, ethnicity, and gender influence communication.
3. Excellent ability to research, develop, and deliver extemporaneous speeches with effective verbal and nonverbal techniques.
4. Excellent use of technology when researching and/or presenting speeches.
5. Excellent ability to present various types of presentations (e.g. narrative, informative or persuasive).
6. Demonstration of participation in groups showing courtesy and respect for clients and co-workers.

If you earned an "C":

1. Knowledge and demonstration of the foundation models of communication through audience analysis.
2. Skills in being an ethical speaker and listener, as well as, excellence in understanding how culture, ethnicity, and gender influence communication.
3. Ability to research, develop, and deliver extemporaneous speeches with effective verbal and nonverbal techniques.
4. Use of technology when researching and/or presenting speeches.
5. Ability to present various types of presentations (e.g. narrative, informative, or persuasive).
6. Participation with groups, practicing courtesy and respect for clients and co-workers.

The faculty member reserves the right to edit/amend this document for the benefit of student learning and/or clarity.