NCA 2001 Summer Conference
“Engaging 21st Century Communication
Students”
Proceedings from the Communication Labs Strand
Table of Contents
Click on the button to the left to access
the Communication Centers Section of NCA,
the National Association of Communication Center,
and links to communication centers around the country.
|
Linda
Hobgood, University of Richmond
Paul
Sandin, Butler University
Mary Ann Wanca-Thibault
mwanca-t@mail.uccs.edu
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A
Communication Center or Lab typically provides services or support for oral
communication activities in students’ course work at a college or
university. Many centers also provide services to other clientele such as
faculty, staff and administration, alumni, or even outside groups. The center
thus is the place for providing resources and assistance to its campus for a
variety of communication needs. Such assistance includes, for example,
tutoring for students’ preparing oral presentations or for participation in
group activities, interviews, discussions, or debates. A center frequently
provides assistance for faculty wishing to incorporate oral communication into
their teaching or to develop and refine their own presentational or other
communication skills. Some centers also assist outside clients, perhaps as
part of a service learning program or on a fee-for-services basis.
Centers
often provide services to students through peer tutors, variously referred to
as coaches, consultants, tutors, associates, or mentors, under the direction
of staff, faculty, or both. Faculty or staff directors or coordinators may
provide services for faculty, staff, alumni, or other client groups.
A
communication center also may provide reference resources and materials to
assist students and others in preparing oral presentations or for effective
participation in other communication activities. In addition, resources and
materials may also be provided to assist in the design, preparation, and
assessment of oral communication assignments in a variety of courses.
Communication
centers or labs are variously housed in department of communication, academic
services, student services, or specially designated centers or programs.
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1.
What
can be done about the perception that communication labs or centers can be
perceived as replacing a basic course in speech communication?
·
The lab
or center provides a supplement to course-work, but cannot replace
credit-bearing courses. A lab or center is intended to help a student excel or
to perfect his or her communication skills or to help a student prepare,
practice, or rehearse an activity. An institution or its faculty would be
unlikely to see the presence of mathematics tutors or a foreign language lab
on campus as eliminating the need for mathematics or foreign language course
requirements. The centrality of communication courses in the curriculum or
general education must be emphasized in its own right, apart from the presence
or absence of a communication lab or center.
·
Institutions
with active communication labs have experienced growing rather than shrinking
enrollments in communication courses and increased support for communication
courses in curricula, presumably because the services provided highlight the
importance of communication in a variety of settings. More specific
information or advice for dealing with this issue is available from the
planners and consultants listed below.
2.
What
ethical issues should be considered for interactions within the lab or center
?
·
We
recommend that the faculty or staff involved in setting up and administering a
lab or center develop a protocol and code of ethics for peer-tutors and staff
for dealing with students or other clients. This protocol and code should be
incorporated in written operating procedures, as in a handbook or manual of
operations.
·
In
addition, these standards and procedures should be reinforced in training and
similar meetings of tutors or staff members. The guidelines should be based on
the need to provide a safe and confidential environment for students and
others seeking the services of the center or lab.
·
Directors,
coordinators, or faculty responsible for developing these protocols and codes
should be familiar with Federal or other governmental guidelines on privacy
and confidentiality, as well as their home institution’s directives and
statutes affecting these matters.
3.
Is
there somewhere a list of potential sources for grants or other funding for
supporting or initiating a communication lab?
·
It is
the intention of the planners and consultants responsible for this strand to
develop such a list of resources. Elizabeth T. McDonnell, Director of the
University of Richmond’s Office of Foundation and Government Grants,
provided a general overview of suggestions and advice for beginning
fund-raising for a communication center or lab at the conference on
communication centers at the University of Richmond in April of 2001. She may
be contacted through Linda Hobgood, listed as a planner and consultant below.
·
The
funding opportunities for such a project vary according to the condition and
nature of the home institution. State-supported colleges and universities
differ often from private institutions in funding sources, for example. Local
development offices or grants officers may be a good starting point for
developing potential supporters for a given institution.
4.
What
are the differences or similarities between centers/labs that serve the
curriculum primarily and those that also serve the wider campus and community?
·
Different
models reflect differing campus environments, regulations, and traditions.
Some centers are restricted to serving students or campus clients only,
especially if tuition, fees, or other institutional funds support them. On the
other hand, some models allow for serving external constituencies, as well.
Those who serve external clients may follow two models: one that supports
service-learning or volunteer activities (non-fee basis), and one that
operates on a fee-for-service basis, becoming a sort of “profit-center”
itself.
·
The
overall mission of the college or university and the mandate of the department
or unit operating the center or lab often determine or restrict the nature of
these activities.
5.
How
does one coach interviewing, interpersonal or group communication activities?
·
Labs or
centers have different mandates and purviews regarding the kinds of services
and tutoring they might provide. Many labs do offer assistance for
interviewing, interpersonal communication, and group communication, relying
upon training and protocols developed by faculty involved in teaching in these
areas. It should be emphasized again that the lab or center provides a place
to practice or role-play activities in these areas, rather than course
instruction in the theories of interpersonal communication or small group
communication. Bear in mind that other agencies in the institution, such as an
office of placement or career counseling, may be offering training in such
things as interviewing; consider partnering with these other offices in
developing these kinds of services.
6.
How do
you address Communication Apprehension in a communication lab or center?
·
This
can be a difficult issue that should be carefully thought through in
developing a protocol for a communication center or lab. If student or
peer-tutors are providing the services, one should consider the limits on
their experience and education for dealing with serious apprehensives. These
cases, we believe, should be referred to professionals in the area for
counseling and assistance. Practice, experience, and positive reinforcement
available in the communication lab can ameliorate so-called normal levels of
apprehension, or stage fright.
·
In
setting up and administering such a center or lab, one should develop a
definite policy and set of operational procedures for dealing with CA. In so
doing, one should decide whether to make use of the PRCA and “Willingness to
Communicate” assessment instruments, available through the NCA website.
7.
How
much operational time is spent on developing skills other than those for
presentational speaking?
·
The
needs of the institution and the mandate for creating the communication lab or
center should provide the answer for this question. Some labs were initially
se up primarily to support speaking assignments; others emphasize non-platform
communication activities.
·
Each
institution and department will have to conduct its own needs’ assessment.
Note that the services often change over time and that conditions change. Some
professional programs may come with very definite desires for training in how
to do patient consultations or how to do team building. Those responsible for
overseeing the operations of the lab must constantly respond to such changes.
8.
If we
were to begin with a pilot program, what would be the elements of such a
program?
·
The
needs of each kind of institution are different. The first step would be to
identify a need or service, manageable in size and scope that could lead to a
predictable measure of success. One college’s center began at first in order
to support a cooperative or intern program of a college of business. In this
case, faculty in the department of communication studies partnered with
faculty in the business internship program to develop a location for students
to prepare, practice, and have others critique their presentations. This was a
program limited in time and number of students, and hence was practicable in
terms of time frame and initial cost. Each school resides in a unique setting
with a variety of small-scale needs that could provide the basis for beginning
these kinds of support activities. A record of success with pilot programs can
lead to a case for seeking funding, internal or external.
9.
How do
consultants/tutors deal with reluctant or even hostile clients?
·
It is
important to work with referring instructors to ensure that students are aware
of the purpose for consultations. There should be a process and form for
reporting back to the referring instructors, as well, which can help to
alleviate this problem. Many of us have found that because consultants or
tutors are students helps them to communicate with fellow students regarding
the friendly and helpful intentions of the center or lab.
·
Under
no circumstances should the peer tutors be put in a position of dealing with
hostile clients who are abusive—these sessions should be terminated
immediately with a report to the lab supervisor and to the referring
instructor.
10.
How
does a center or lab avoid being seen as providing merely remedial services?
·
Of
course a lab or center does assist students who may lack experience or the
background for completing successfully some communication-related assignment.
In that way, some of the work of the lab may be seen as “remedial.” If
instructors or others refer people to the lab only for helping with such a
perceived problem, the center may develop a reputation as being a place to go
only if one is somehow “deficient.” The lab’s staff should work with
instructors to ensure that referrals are made for all students working on a
particular assignment, as one solution. In the same way, a science lab in a
science course, such as chemistry, is not seen as “remedial or only a place
to go when you don’t understand the chemistry—rather the science lab is
seen as an integral part of the course. The communication lab should be seen
then as a place to reinforce and to work on the skills being taught in a
course.
·
Secondly,
the center or lab should position itself as a place to practice and enhance,
or polish, already excellent skills. The student staff can be helpful in
marketing their services to other students as a place to work on campaign
speeches for student government elections, or papers to be presented at
conferences, or commencement addresses, and so on. The lesson is to work with
faculty and others making referrals to the center, to clarify for these people
the nature of the services and resources as beneficial to communicators at all
skill levels. Point out that some of the students who are in the finest
physical condition are still the most ardent users of campus exercise
facilities; the facilities, hence, are not just for remediation, but for
continued development and maintenance of excellence.
11.
What is
the danger of not having a communication center or lab to function along with
a new Communication-Across-the-Curriculum (CXC) program?
·
Whether
there are dangers or not depends upon the nature of the CXC program, its
purposes and functioning. If the program calls for instructors who are not
communication faculty to develop, assign, and then assess students’
performances on communication assignments, the following hazard may surface.
Without a lab or center, the students will have no place to go for assistance
in preparing, organizing, and practicing presentations, at least not in any
structured way. The faculty members, customarily focussing on their own
content area, will not feel able to devote class time to training and working
on developing oral communication skills needed for the assignment. In many
cases, the CXC component to the course will thus become nominal only, the
instructor may be disappointed in the results, and the students may feel the
communication assignment did not really enhance their learning in that course.
Such a pattern could undermine support for the CXC program itself.
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1. A Communication Center/Lab reinforces ethical
communication, recognizing the integrity of the theoretical foundations of the
discipline.
2. A Communication Center/Lab empowers participants
through the development of transferable oral skills, to effectively
participate in the democratic process.
3. A Communication Center/Lab clearly reflects the
institution's mission, structure, and culture in terms of students' learning
needs and communication competencies.
4. A successful Communication Center/Lab requires an
appropriately qualified Director who has adequate time to administer the Lab,
and establish ongoing, nurturing relationships with faculty, alumni, and
students.
5. A Communication Center/Lab provides a safe,
supportive, and engaging environment.
6. A Communication Center/Lab advocates ongoing program
evaluation and assessment.
We recommend that:
1. The establishing of an NCA Commission on Communication
Centers/Labs to provide ongoing support and encouragement of Communication
Center/Lab programs across the country.
2. A Code of Ethical Standards and Practices be
established for Communication Centers/Labs.
3. A basic manual with FAQ's and tips or suggestions be
created to guide those institutions interested in the establishing of a
Communication Center/Lab program.
4. The Commission on Communication Centers/Labs begin a
newsletter for those institutions that have - or who are interested in -
Communication Centers/Labs in order to share best practices, ideas, issues,
"victories", etc.
5. The Commission on Communication Centers/Labs issue
citations of excellence to innovative and successful programs and directors,
with letters to deans and other institution administration. This, we feel,
will serve to reinforce the importance of our mission, as well as to keep such
programs on the radar screens of institutional administrators.
6. Any Communication Center/Lab recording, taping, or
observing should be done only with the written approval of the participants.
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Rationale
(Bill Neher)
A.
Demonstrate
a need for a communication lab to support learning and teaching.
·
Emphasize
the importance of oral communication in core or educational mission.
·
Review
importance of oral proficiency in specific curricula or programs.
·
Integrate
communication assignments and exercises in courses throughout the institution.
·
Show
effectiveness for faculty development:
Integration in assignments and exercises in various courses.
Use for developing faculty skills in leading discussions, lectures.
B.
Gain
administrative support for communication lab.
·
Demonstrate
impact on faculty development and student learning.
·
Show
cost-effectiveness peer tutors (in addition to educational soundness).
·
Indicate
use of facility for senior administrators, alumni, fund raisers, or similar
constituencies.
·
Research
successful programs in similar institutions.
C.
Explore
funding and resource development.
·
Investigate
possibilities for internal funding:
Tie into faculty development across the institution.
Consider ties with academic and students services.
Develop alliances with other departments and programs.
·
Investigate
impact on student recruitment and retention.
·
Investigate
grant opportunities for start-up, equipment costs:
Foundations: may be specific to institution, geographic region.
Corporate: development of needed skills, resources.
Often understand equipment needs.
Other: government, external agencies, and so on.
·
Begin
with pilot program, if possible; develop record of success.
Conclusion:
·
Emphasize
the impact of communication lab on both student and faculty competence.
Envision
the communication lab as a "point of excellence" for the
institution.
Implementing
a Communication Lab (Paul Sandin).
A.
Determining Clientele.
·
Whom will Lab serve?
- basic course students
- other disciplines
- faculty (voluntary or required)
- administration (fund raisers, etc.)
·
How do we attract clientele?
- visit classes to promote Lab services
- require Lab visit for courses with oral presentation components
- attend department meetings to explain services of Lab
B.
Finding and Developing Space.
·
How many rooms will we need?
- one will get you started
- two will work very well
- three is optimal
·
What would these rooms be used for?
- one room used for practice or
review of speeches (space for student to stand, move and gesture)
- second (larger) room used for
group or partial class work (groups of 2-6 students plus tutor)
- third (smaller) room used for
tutor/consultant administrative space (scheduling, conference, etc.)
C.
Determining Equipment Needs.
·
What equipment is crucial to opening a Comm Lab?
- videocamera/playback
equipment is a must (one for each room if possible)
- comfortable tables with
chairs is also important (people will be in them most of the day)
- computer w/ online access for
research in at least one of the rooms is important
- PowerPoint equipment is
important, but not vital, to establishing a Comm Lab
·
Anything else?
- storage space for forms, files, etc.
- large scheduling board for coverage grid
- bookshelves
COMPLEMENTING
THE CURRICULUM (Tamara Burk)
A. Developing materials for
faculty and others.
B. Personal and Professional
Development
C. Remedial or supplemental
issues.
D.
Assistance for At-Risk Students
Communication
Lab Staffing Options (Marlene Preston)
I.
Decision-making about staffing
II. Tasks
for CommLab personnel
A.
Planning and politics
·
Long-term
planning
·
Research)
·
Coordination
with campus programs and departments
·
Program
design for various activities and audience
B.
Staff creation and management (coaches/tutors/consultants/trainers)
·
Recruiting,
hiring
·
Training
·
Scheduling
·
Evaluating/supervising
·
Rewarding
C.
Routine operations
·
Coaching of
individual clients and small groups
·
Workshops,
presentations for classes or registered groups
·
Record-keeping
·
Scheduling
appointments
·
Communicating
with faculty after appointments
D.
Occasional operations
·
Unique
workshops, seminars
·
Graduate
student and faculty development
·
Lab
furnishing and maintenance
·
Publicity
·
Policy
manual
·
Web support
·
Resource
collection
A. Faculty
B. Graduate students
C. Undergraduates
IV.
Complementing the Curriculum
BEFORE YOU BEGIN:
What is your context?
Mission / culture of the school
Mission of curriculum / courses (speaking-intensive, writing-intensive)
What typically happens in the classroom?
What types of tasks is your lab being asked to do?
What faculty typically need:
They need to know what’s available / regular feedback on any changes
They need to feel confident in consultants, services offered
They need to see the lab / go through the process themselves
They need concrete benefits: improved assignments / saved time
What students typically need:
They need to understand the assignment and its objectives
They need to classify and prioritize the assignment tasks
They need resources: handouts, models, consultants
They need lots of guided practice / improved performance
What are your lab resources?
Physical
Meeting spaces
Library resources (books, video tapes, hand-outs)
Computers (assessment software)
Video-taping and Audio-visual equipment
People
Faculty / administrator, and student advisory boards (ownership and
outreach)
Student staff (mentors, consultants)
Are they centralized (classroom studio) or “house calls”
(classrooms)?
Financial
Endowment
Work-Study Funds
A. Developing Materials (the materials, themselves)
Faculty – How to Plan
Explanation of services
Model assignments / evaluation forms
Guidance hand-outs
Video library (the good, the bad, the ugly; models, instructional)
**Avoid distributing materials without discussion (neutering center)
Students – What to Do
Benefits of services (student-centered: SAW-vivor, Word of Mouth)
Different assignments and related evaluation criteria
Guidance hand-outs
Video library (the good, the bad, the ugly; models, instructional)
**Similar materials presented in a different way – Alignment of
expectations
Feature faculty and student developed materials
Faculty–model hand-outs,
assignments, and evaluation forms
Students–project groups; ESOL,
learning disabilities, video demo of mock
sessions, improvement proposals, PR materials, workshop handouts
B. Personal and Professional Development (how the materials are
delivered)
Needs assessment (my survey)
Training course (syllabus)
Partner up to strengthen services, and to avoid duplication (Teaching
Center?)
Students:
Individual and group consulting (peers,
me, faculty, student services)
Workshops
Mentor training: research
presentations, running a workshop
General Community: effective
communication, revision strategies
Debate Team: argumentation, critical
thinking
CDC: mock interviews, writing personal
statements, cover letters
LITS: PowerPoint, presentation software
Teachback: small group discussion,
problem-solving
Leadership conf: conflict negotiation,
comm. visions, interpersonal
Study Skills: time management, reading
and test-taking strategies
Take the lead!: action plans,
persuasion and public speaking
Faculty:
Individual consulting on assignments
Individual consulting on teaching
(taping for reflective practice)
Group instructional development
workshops (not a clearinghouse)
Case method seminar (observe one
another’s classes)
Staff / Alumnae:
Professional talks
C. Remedial or Supplemental
Relative and loaded terms,...
Are students remedial, or under-prepared?
Are tri-lingual, non-native speakers remedial?
Common: say supplemental, but do both
(identity vs. what you actually do)
Back to institutional culture (for me, pride in supplemental, or
excellence)
Ask yourself: Are the goals of your lab to supplement the overall
curriculum,
or to be a stand alone unit with a more narrow focus?
Create partnerships to augment the curriculum
Study Skills (mentors; workshop series)
First-year seminar (reading-, writing-, discussion-intensive)
Goal: move students toward improvement (reality = skills all over the
map)
D. Assistance for At-Risk Students
“Special populations” are context-dependent,...
Marlene: women in engineering, student athletes (VA Tech)
“In majors/discourse communities unfamiliar or unfriendly to them”
Me: all women’s school, but diverse, so,
ESOL, comm. apprehension, FP’s
Acknowledge key patterns,
challenges on your campus
Identify the students most
impacted, and seek them out
Assign a point person to centralize
resources, gather assessment data
