Oral Communication Skills in the Economics Curriculum · 2020-06-25 · Chelsea T. Dowell Asst. Professor of Economics Terry Woodward Center for Business Studies #TeachECONference2020

Chelsea T. DowellAsst. Professor of Economics

Terry Woodward Center for Business Studies

#TeachECONference2020

June 17, 2020

Kentucky Wesleyan College

3000 Frederica Street

Owensboro, KY 42301

O: 270.852.3198

[email protected]

Oral Communication Skills in the Economics Curriculum: Presentations are Not Enough

Ethical Leaders

Who do businesses

want to hire?

Creative Problem-Solvers

Professional Communicators

…But Presentations Are NOT ENOUGH

Oral communication skills in current economics curricula are mainly assessed using formal presentations…

Experiment• Small, Private Liberal Arts University

• 3 Sections of Principles of Microeconomics and Macroeconomics

• All in Same Semester

• All MTRF Classes in 8-Week Sessions

• Mid-Morning to Mid-Afternoon

• All Same Instructor

• 1 Pre-Survey Self-Evaluation

• 2 Peer Evaluations

• 1 Post-Survey Self-Evaluation

• Human Subject Committee (IRB) Approved

Data

Section 1 Section 2 Section 3 Total

Class Capacity 25 25 25 75

Enrollment 20 12 23 55

Consenting

Participants

18 12 15 45

Present and

Consenting on

Assignment Day

16 10 14 40

White 87.50% 60.00% 71.43% 75.00%

Female 25.00% 20.00% 28.57% 25.00%

In-State 56.25% 50.00% 54.55% 47.50%

Primary Business

Major

81.25% 60.00% 78.57% 75.00%

Grading Criteria Level 3 L3

pts

Level 2 L2 pts Level 1 L1 pts

Active Listening: Student responses indicate that the student heard

his/her peers and their idea(s) were considered.

Attempted And

Was Mostly

Successful.

__

1.0

Attempted

Sometimes, But

Was Not Always

Successful.

__

0.5

Did Not

Attempt. __

0.0

Professional Diction and Tone: Student uses professional word

choice and tone, including appropriate vocabulary.

Attempted And

Was Mostly

Successful.

__

1.0

Attempted

Sometimes, But

Was Not Always

Successful.

__

0.5

Did Not

Attempt. __

0.0

Respect: Student respects others’ ideas and opinions. When

receiving criticism (even when the student disagrees), student

receives it in a humble manner and tries to view it as constructive.

When giving criticism, student attempts to present it in a

constructive manner.

Attempted And

Was Mostly

Successful.

__

1.0

Attempted

Sometimes, But

Was Not Always

Successful.

__

0.5

Did Not

Attempt. __

0.0

Clear and Concise Ideas: Student attempts to contribute

purposeful and relevant ideas. Student clearly and concisely

articulates thoughts and arguments.

Attempted And

Was Mostly

Successful.

__

1.0

Attempted

Sometimes, But

Was Not Always

Successful.

__

0.5

Did Not

Attempt. __

0.0

Positive Attitude: Student maintains a positive attitude (even when

frustrated or confused). Student is appropriately enthusiastic about

the subject matter.

Attempted And

Was Mostly

Successful.

__

1.0

Attempted

Sometimes, But

Was Not Always

Successful.

__

0.5

Did Not

Attempt. __

0.0

Total: ______ / 5

Peer Evaluation ResultsGrading Scale 1.0 pt Attempted And Was Mostly

Successful

0.5 pts Attempted Sometimes, But

Was Not Always Successful

0.0 pts Did Not Attempt

Criteria Section 1

Average

Section 2

Average

Section 3

Average

All Sections

Average

Active Listening: Student responses indicate that the student heard his/her

peers and their idea(s) were considered.

0.9688

(0.1210)

1.0000

(0.0000)

0.9643

(0.1288)

0.9737

(0.1116)

Professional Diction and Tone: Student uses professional word choice and

tone, including appropriate vocabulary.

0.9688

(0.1210)

0.9688

(0.1210)

0.8929

(0.2052)

0.9408

(0.1616)

Respect: Student respects others’ ideas and opinions. When receiving

criticism (even when the student disagrees), student receives it in a humble

manner and tries to view it as constructive. When giving criticism, student

attempts to present it in a constructive manner.

1.0000

(0.0000)

1.0000

(0.0000)

0.9821

(0.0928)

0.9934

(0.0570)

Clear and Concise Ideas: Student attempts to contribute purposeful and

relevant ideas. Student clearly and concisely articulates thoughts and

arguments.

0.9375

(0.1654)

0.9375

(0.1654)

0.9286

(0.1750)

0.9342

(0.1690)

Positive Attitude: Student maintains a positive attitude (even when

frustrated or confused). Student is appropriately enthusiastic about the

subject matter.

1.0000

(0.0000)

1.0000

(0.0000)

1.0000

(0.0000)

1.0000

(0.0000)

Total Score 4.8750

(0.2795)

4.9063

(0.2633)

4.7679

(0.3129)

4.8421

(0.2948)

Total Number of Rubric Participating Students 18 10 21 49

Total Number of Observations 36 16 42 94

Self-Evaluation ResultsHow would you describe your oral communication skills?

0 Very Poor 1 Needs

Improvement

2 Neutral 3 Good 4 Proficient

Pre-Survey Self-Evaluation

0 6 9 23 5

0.00% 13.95% 20.93% 53.49% 11.63%

Post-Survey Self-Evaluation

1 2 7 15 11

2.78% 5.56% 19.44% 41.67% 30.56%

How would you describe your professional colleague-to-colleague oral communication skills?

0 Very Poor 1 Needs

Improvement

2 Neutral 3 Good 4 Proficient

Pre-Survey Self-Evaluation

0 3 12 19 9

0.00% 6.98% 27.91% 44.19% 20.93%

Post-Survey Self-Evaluation

0 3 2 14 17

0.00% 8.33% 5.56% 38.89% 47.22%

Choose the response that best represents your agreement with the following statements:

The Peer Evaluation assessment method helped me to better understand the goals of colleague-to-

colleague interactions.

0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree

0 1 11 17 7

0.00% 2.78% 30.56% 47.22% 19.44%

The Peer Evaluation assessment method improved my oral communication skills.

0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree

0 2 15 15 4

0.00% 5.56% 41.67% 41.67% 11.11%

The Peer Evaluation assessment method increased my confidence in my colleague-to-colleague interactions.

0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree

0 2 12 18 4

0.00% 5.56% 33.33% 50.00% 11.11%

The Peer Evaluation assessment method improved my colleague-to-colleague interactions.

0 Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree

0 1 13 18 4

0.00% 2.78% 36.11% 50.00% 11.11%

Conclusions• Businesses want proficient oral

communicators.

• Current economics curricula do not do enough to prepare graduates.

• Original Assessment Rubric can easily pair with any collaborative learning activity.

• New Rubric improves students’ perception of their oral communication skills.

• New Rubric increases students’ confidence in their professional colleague-to-colleague dialogue.

Chelsea T. DowellAsst. Professor of Economics

Terry Woodward Center for

Business Studies#TeachECONference2020

June 17, 2020

Kentucky Wesleyan College

3000 Frederica Street

Owensboro, KY 42301

O: 270.852.3198

[email protected]

Full citations upon request.