Speech Resources

Collins Library provides campus-wide access to the Chronicle of Higher Education; just bookmark https://www.chronicle.com/. More information about the Chronicle

• Benton, Thomas H. “Shyness and Academe,”  Chronicle of Higher Education, May 24, 2004.
• Bruss, Kristine. “Writing for the Ear: Strengthening Oral Style in Manscript Speeches.” Communication Teacher, Vol. 26, No. 2, April 2012, pp. 76-81. 
• Cain, Susan, author of Quiet: The Power of Introverts in a World That Can’t Stop Talking, podcast on public speaking skills for introverts.
• Cathy N. Davidson, The New Education: How to Revolutionize the University to Prepare Students for a World in Flux (New York: Basic Books, 2017, pp. 263-266). Copyrighted material; permission to post by CSEA granted by the author.
• Ellis, Lindsay. “These [Science] Researchers Make Stand-Up Part of the Routine,” Chronicle of Higher Education, November 1, 2019.
• Ellis, Lindsay. “How to Woo Capitol Hill? Johns Hopkins Is Putting On a [Science] Research Extravaganza,” Chronicle of Higher Education, June 11, 2019.
• Johnson, David W., Roger T. Johnson, and Karl A. Smith. “Constructive Controversy: The Educative Power of Intellectual Conflict.” Change: The Magazine of Higher Learning, January-February, 2000, pp. 29-37. 
• Lang, James M. “Teaching While Introverted,” Chronicle of Higher Education, February 7, 2020.
• Lorenz, Taylor, “Teens are Protesting In-class Presentations,” The Atlantic, September 18, 2018.
• Winkelmes, Mary-Ann et al., “A Teaching Intervention that Increases Underserved College Students’ Success.” Peer Review: Emerging Trends and Key Debates in Undergraduate Education (AAC&U, Vol. 18, No. 1/2, Winter/Spring 2016, pp. 31-36).

• AACU VALUE Rubric – oral comm (PDF)
• Annotated Assignment for Virtual Presentation (PDF)

Group Presentation Evaluation Forms

• Class Evaluation for Group Presentation (PDF)
• Group/Individual Evaluation Form (PDF)
• Group Peer Evaluation Form (PDF)
• Group Presentation Grading Rubric (PDF)

Informative Speeches

• Informative Speech Historical-Cultural Context Sample Assignment (PDF)
• Informative Speech Historical-Cultural Context Feedback Form (PDF)
• Informative Speech Historical Parallels Sample Assignment (PDF)
• Informative Speech Historical Parallels Feedback Form (PDF)
• Lower level Individual Presentation Rubric (PDF)
• Family Health Narrative Presentation Evaluation (PDF)
• SSI Speech Grading Rubric (PDF)
• Upper-level Research Prospectus Presentation Rubric (PDF)

Persuasive Speeches

• Making a Case Detailed Feedback Form (PDF)
• Argument Speech Simple Student Feedback Form (PDF)
• Sample Persuasive Speech Evaluation Form (PDF)
• Self-evaluation Form (PDF)

Miscellaneous

• Demographic/Audience Analysis (PDF)
• Evaluation of Case Study Discussion Leader (PDF)
• Listening Skills Self-evaluation (PDF)

Chronicle of Higher Education Advice Guides

• How to Make Your Teaching More Inclusive
• How to Hold a Better Class Discussion
• How to Make Your Teaching More Engaging

Distracted Minds

This 2020-21 series of articles by James M. Lang, author of Distracted: Why Students Can’t Focus and What You Can Do About It, from the Chronicle of Higher Education, applies communication concepts related to audience attention, presentation structure, and pace to the classroom. The suggestions for the classroom are also applicable to other types of public speaking.

• Distracted Minds: Why Your Students Can’t Focus
• Distracted Minds: 3 Ways to Get Their Attention in Class
• Distracted Minds: The Role of Tempo in Good Teaching
• Distracted Minds: Your Classroom Can Be a Retreat in Dark Times
• Distracted Minds: Why You Should Teach Like a Poet

Small Changes in Teaching

This series of articles by James M. Lang from the Chronicle of Higher Education, author of Small Teaching: Everyday Lessons From the Science of Learning, 2016, apply basic communication principles to the classroom, such as: establish relationship with audience members; “tell them what you’re going to tell them;” help the audience stay engaged through clear transitions, repetition,  connections to things they know, and active choice; “tell them what you told them;” remember that change is often incremental; and keep the end-goal in mind.

• The Minutes Before Class
• The First 5 Minutes of Class
• Making Connections
• The Last 5 Minutes of Class
• Giving Them a Say
• Space It Out
• Small Changes or Big Revolutions
• What Will Students Remember From Your Class in 20 Years?

Teaching More Effectively On-Line

This series by Flower Darby, author (with James Lang) of Small Teaching On-Line: Applying Learning Science in Online Classes, from the Chronicle of Higher Education, applies communication and teaching concepts to various modes of hybrid, remote, and virtual teaching.

• 8 Strategies to Prevent Teaching Burnout, January 13, 2021
• 7 Ways to Assess Students Online and Minimize Cheating, September 24, 2020
• The Secret Weapon of Good Online Teaching: Discussion Forums, August 24, 2020
• 6 Quick Ways to Be More Inclusive in a Virtual Classroom, July 23, 2020
• 5 Ways to Connect With Online Students, June 26, 2020
• Sorry Not Sorry: Online Teaching Is Here to Stay, June 16, 2020
• 5 Low-Tech, Time-Saving Ways to Teach Online During Covid-19, April 14, 2020
• How to Recover the Joy of Teaching After an Online Pivot, March 24, 2020
• How to Be a Better Online Teacher, April 17, 2019

• Anti-Oppressive Resource and Training Alliance, “Anti-Oppressive Facilitation for Democratic Processes,” June 2017. 
• Aspen Institute Roundtable on Community Change, “Glossary for Understanding Dismantling of Structural Racism/Promoting Racial Equity Analysis.” 
• Berkeley Media Studies Group, “Talking about Health, Housing, and COVID19: Keeping Equity in the Forefront” (also applicable to other topics), March 25, 2020.  
• Sathy, Viji and Hogan, Kelly A. “How to Make Your Teaching More Inclusive,” Chronicle of Higher Education, July 22, 2019.
• Winkelmes, Mary-Ann et al., “A Teaching Intervention that Increases Underserved College Students’ Success.” Peer Review: Emerging Trends and Key Debates in Undergraduate Education (AAC&U, Vol. 18, No. 1/2, Winter/Spring 2016, pp. 31-36).

We’ll be adding more resources over time, so check back again! If there are particular resources that you would find helpful or that you think would be good additions, contact us at SpeechCenter@pugetsound.edu.