Assessing Communication Proficiency in Higher Education: Speaking Labs Offer Possibilities

Abstract

In this paper, the researchers discuss speaking centers across the country, providing data from a nationwide survey. The purpose of this investigation is to show how assessment, speaking across the curriculum, and speaking centers are related and to report the results of a nation wide study. This investigation asked department chairs and speaking center directors to discuss the scope of the speaking center at the participant's community college, 4-year college, or university campus. Participants provided input with regard to institutional specifics to pedagogical methods employed at the speaking center. Results, in addition to implications and recommendations for assessment are discussed. The findings indicate five major areas: 1) the importance and prioritization of speaking centers is emerging with higher value in recent years; 2) staffing should include faculty positions; 3) funding should be provided for new equipment and resources; 4) the importance of assessment of student speaking skills cannot be underestimated; and 5) that instruction in listening through speaking centers is lacking. These are significant because they are reflective of the current economic status of higher education. As colleges and universities value oral communication, and employers seek graduates with effective communication skills, state legislators and government seem to provide less funding. The conclusions and implications are in the form of eleven recommendations suggested to colleges and universities interested in the implementation of oral communication across the curriculum and/or speaking centers.