TALK ABOUT TEACHING
AND LEARNING
Communication Within
the Curriculum
by
Ralph M. Rosen
One
of the recurrent jokes in the 1960's sit-com Bewitched was
the anxiety Darren--an advertising executive married
to a witch named Samantha--experienced every time he had
to prepare a presentation for his formidable boss, "Mr.
Tate." Except perhaps for Darren's ongoing fear that
the neighbors would discover his wife's true supernatural
identity, nothing consumed as much of his emotional energy in
the show as his desire to please his boss. In Darren's
fevered imagination at least, all Mr. Tate seemed to care about
was how he would comport himself in the meeting room, how persuasively
he could present his ideas around a table of humorless businessmen.
Obviously these scenes were parodies of corporate America in
the 'sixties, but the fears that kept Darren awake at
night remain painfully funny today because they are still so
familiar:
in just about any profession one can think of an ability to
communicate orally, to present ideas cogently and persuasively,
is highly valued and often essential to any kind of success.
Examples from the
workplace abound, from the formal presentations we associate
with (to name only a few) boardrooms, courtrooms or academic
lecture halls, to the more informal contexts of the classroom,
the focus group or the department meeting. Then there are the
many areas of civic activity where one's influence rises
and falls according to how effectively one can communicate with
an audience--politics, for example, town meetings, public
hearings, school boards, etc. And how about the last time you
found yourself having to compose a toast at a wedding, or a
eulogy at a funeral? Indeed, competence in oral communication
is so central to everyone's daily life that it tends to
be taken for granted, as if an ability to speak somehow also
implies an ability to speak well. A moment's reflection,
of course, would disabuse anyone of such an assumption, but
isn't it ironic that very few undergraduate curricula these
days offer any systematic opportunities for students to work
on their speaking skills? And isn't the irony compounded
by the popularity of classroom assignments that actually require
reasonably well developed skills in performance and oral communication?
I am no exception.
I always like students to be able to interact with the material
and with each other in active ways. I like them to facilitate
discussions, to summarize and analyze complicated material for
their peers, sometimes even to present research papers in a
formal setting. In a Pilot Curriculum course I'm teaching
this semester on scandalous arts in ancient and modern society,
I'm looking forward to hearing the students perform satirical
rants they've composed in imitation of such distinguished
models as Aristophanes, Juvenal, Lenny Bruce or Eminem. And
it goes without saying that I expect a high level of performative
competence from my graduate students, who before long will be
delivering papers at conferences and themselves standing in
front of students, departments and academic committees. But
how often have I been disappointed to find that students do
not necessarily come to us with a real understanding of what
it means to run a discussion or to make diffuse and complex
material intelligible to a live audience in "real time."
Anyone who has ever taught will remember the student who may
be brilliantly articulate in writing, yet tongue-tied when called
upon to present the same material in front of a group.
Fortunately, the
importance of speaking skills has not been lost on Penn undergraduates
either, and several years ago the Student Committee on Undergraduate
Education (SCUE) recommended that the undergraduate colleges
investigate ways in which speaking might be self-consciously
integrated into the curriculum. From their wise initiative was
born a program originally called Speaking Across the University
(or SATU), which aimed at encouraging faculty to incorporate
explicit attention to oral skills into their classes. Rather
than focusing on public speaking in the abstract, SATU attempted
to foster a culture of speaking within specific disciplines,
and directed at specific content. SATU was eventually renamed
Communication Within the Curriculum, or CWiC, in part to distinguish
it from the WATU program, which furnishes writing advisors for
faculty, but also to make it clear that speaking takes many
forms, depending on context, occasion, and audience.
CWiC's core
service is to train a select group of undergraduates to serve
as speaking advisors for faculty members who wish to affiliate
their courses with the program. My colleague in Classical Studies,
Professor Jeremy McInerney, designed a special course--part
history, part practicum--to train such students. Dr. McInerney
is himself a spellbinding speaker who exudes charisma and intellectual
power in front of any audience, so he was clearly an ideal role
model for the students in his CWiC class. After taking the class,
students are assigned to interested faculty and deployed by
faculty as they see fit. Some faculty already have clear ideas
about how they would like to integrate speaking assignments
into their classes; others prefer to brainstorm with their CwiC
advisor as they construct their syllabi. My own involvement
with CWiC began when I had heard that Jeremy had "graduated"
his first class of advisees, and I was looking for ways to improve
the speaking skills of students in a course I was teaching on
ancient Greek medicine. I chose to have my advisor work with
my students initially on strategies for facilitating classroom
discussion, and then later in the semester on presenting their
research in a more formal manner. Positive results were immediately
apparent, and it was quite exhilarating to watch the students
grow not only increasingly comfortable in front of an audience,
but also increasingly cogent. This initial experience also helped
me to understand more clearly than I had previously that effective
speaking is as much an intellectual activity as a performative
one.
The success and popularity
of CWiC among faculty and students over the past three years
enabled us to appoint a full-time associate director last year,
Dr. Bruce Lenthall, who will offer the advisor training course
himself this spring semester, and coordinate the various other
activities that CWiC has become known for, such as occasional
series of workshops on special topics related to speaking, or
walk-in advising hours for students working on class projects
that involve speaking. With Bruce's appointment, CWiC will
now be able to enrich the undergraduate curriculum even more
broadly and systematically than it could in its formative years.
CWiC is always eager to explore new course affiliations, and
to collaborate with faculty in creative ways to make students
more effective communicators not only within a specific discipline,
but also as productive citizens of the world. For further information
see www.sas.upenn.edu/cwic/.
Dr. Ralph M.
Rosen is Professor of Classical Studies and CWiC Faculty
Director.
This essay continues
the series that was recently revived and had initially
begun in
the fall of 1994 as the joint creation of the College of Arts
and Sciences and the Lindback Society for Distinguished
Teaching.
See www.upenn.edu/almanac/teach/teachall.html
for the previous essays.