In our last post we offered an articulation of our Critical Thinking outcome. Feedback on this is still welcome. We will schedule open meetings throughout the remainder of the quarter to discuss the proposed definitions and articulations of our new ILOs. We will also add preliminary rubrics to the ILO articulation posts over the next few weeks. Meanwhile, here is what our Communications ILO working group has come up with:
Communication ILO
(4-Pager)
Communication is the ability to clearly and effectively exchange information, ideas, facts, and perspectives with diverse audiences in various settings and contexts.
The National Association of Colleges and Employers (NACE) identifies several competencies that help prepare students for a successful transition into the professional work force. First on the list of eight durable skills (or “career readiness competencies”) is communication– the ability to, “clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization.”1,2,3 In addition, a recent study by LinkedIn found that “durable” skills are growing in importance.4
A significant amount of professional work is done in groups or teams where communication skills are needed to effectively collaborate with colleagues. Communication skills enable individuals to effectively express their thoughts, opinions, and ideas to others as well as actively listen. Moreover, good communication skills are essential for civic engagement, building trust, and establishing and maintaining professional and interpersonal relationships, allowing individuals to partake in meaningful dialogue that can lead to positive change.5
The Bellevue College Communication ILO aims to help students effectively communicate with diverse audiences in a variety of contexts such as dialogue, group discussions, and presentations. To accomplish this, students will develop skills in reading, expressing ideas clearly in writing and speaking/signing, and active listening/receptive skills*6,7, readily preparing them for their life beyond college.
- Reading
Students will read, interpret, and evaluate information effectively across a variety of contexts.
Knowledge, Skills, & Abilities
The learner:
- Comprehends and analyzes text for main ideas and supporting details.
- Summarizes information accurately.
- Identifies the author’s purpose, tone, and intended audience.
- Analyzes arguments, evidence, and reasoning for credibility, relevance, and bias.
- Applies reading strategies to enhance understanding and critical thinking across disciplines (e.g. annotating, note-taking, questioning, summarizing, attention to genre).
- Uses textual evidence to support conclusions and problem-solving and distinguishes genre.
Rubric
ILO: Communication – Reading Rubric
| Level | 1 pt- Beginning; Limited observable skill in this area | 2 pt- Developing | 3 pt- Proficient; Student ready to graduate with an AA | 4 pt- Exemplary; Student ready to graduate with BAS or similar |
| Has difficulty identifying main ideas or understanding basic meaning. Analysis and comprehension are minimal or inaccurate. | Shows partial understanding of the text. Identifies some main ideas but may overlook key details or misinterpret meaning. Uses limited analysis. | Generally understands the text and academic vocabulary. Summarizes information somewhat accurately. Understands main ideas and most supporting details accurately. Demonstrates basic analysis of key points with some attention to genre, though may miss some nuance. Identifies some arguments and/or evidence. Assesses some evidence and reasoning for credibility, relevance, and bias. | Demonstrates a thorough understanding of the text and academic vocabulary. Summarizes information accurately. Clearly identifies main ideas and supporting details. Analyzes arguments, evidence and reasoning for credibility, relevance and bias. Distinguishes genre and uses textual evidence to support conclusions and problem-solving. |
- Expressing Ideas Clearly for Audience and Purpose in Writing and Speaking/Signing
Knowledge, Skills, & Abilities
The learner:
- Communicates a clear and well-organized message.
- Adapts message appropriately to a specific audience for a particular purpose.
- Uses credible, relevant, and unbiased evidence and sound reasoning to support message.
Rubrics
ILO: Communication – Expressing Ideas Clearly for Audience and Purpose (Writing) Rubric
| Level | 1 pt- Beginning; Limited observable skill in this area | 2 pt- Developing | 3 pt- Proficient; Student ready to graduate with an AA | 4 pt- Exemplary; Student ready to graduate with BAS or similar |
| Ideas are unclear or disorganized (e.g. uses language that sometimes impedes meaning because of errors in usage). Message shows little or no adaptation to audience or purpose. Provides insufficient or lack of evidence and/or reasoning that supports message. | Ideas are somewhat unclear or loosely organized. Limited adaptation of message. Inconsistent awareness of audience and/or purpose. Limited use of evidence and reasoning to support message. | Ideas are generally clear and organized. Message is appropriate for the specific audience, with minor lapses. Generally uses evidence and reasoning to reinforce and support message. | Ideas are consistently clear and organized. Message is appropriately tailored to the specific audience and purpose. Effectively uses credible and relevant evidence and sound reasoning to support message. |
ILO: Communication – Expressing Ideas Clearly for Audience and Purpose (Speaking/Signing) Rubric
| Level | 1 pt- Beginning; Limited observable skill in this area | 2 pt- Developing | 3 pt- Proficient; Student ready to graduate with an AA | 4 pt- Exemplary; Student ready to graduate with BAS or similar |
| Message is unclear or disorganized. Message and/or delivery shows little or no adaptation to audience and/or purpose. Nonverbal cues are ineffective or distracting. Insufficient or lack of evidence and/or reasoning that supports message. | Message is somewhat unclear or loosely organized. Adaptation of message is limited. Message and/or delivery sometimes distracts from message. Limited or inconsistent use of effective nonverbal cues that reinforce message. Inconsistent awareness of audience and/or purpose. Limited use of evidence and reasoning to support message. | Message is generally clear and organized. Message is appropriate for the specific audience, with minor lapses. Nonverbal cues generally support message. Generally uses evidence and reasoning to reinforce and support message. | Message is consistently clear and organized. Message is appropriately tailored to the specific audience and purpose (e.g. adapts communication style to specific audience). Effectively uses credible and relevant evidence as well as sound reasoning to support message. Effectively uses nonverbal cues to reinforce and/or support message. |
- Active Listening/Receptive Skills*
The learner listens effectively in a variety of contexts (e.g. dialogue, group discussions, presentations).
Knowledge, Skills, & Abilities
The learner:
- Asks questions to gain understanding.
- Identifies and responds appropriately to verbal and nonverbal cues appropriate in a specific context.
- Practices openness and engagement with perspectives different from their own.
- Engages in perspective-taking/empathy.
- Attempts to understand the message the way the sender intended.
Rubric
ILO: Communication – Active Listening/Receptive Skills Rubric
Listens effectively in a variety of contexts (dialogue, group discussions, presentations); seeks to understand sender and consider different perspectives
| Level | 1 pt- Beginning; Limited observable skill in this area | 2 pt- Developing | 3 pt- Proficient; Student ready to graduate with an AA | 4 pt- Exemplary; Student ready to graduate with BAS or similar |
| Demonstrates limited understanding of what constitutes effective listening in a specific context; Identifies listening behaviors that are ineffective or inappropriate for a specific context, goal and other person(s) (e.g. defensive, interrupts, dismisses or disregards speaker’s contributions; shows lack of respect) | Identifies active listening behaviors (e.g. asks questions to promote understanding and/or paraphrases); Shows inconsistent listening skills (e.g. sometimes interrupts or overlooks others’ ideas; shows lack of respect or focus at times.) | Provides evidence of ability to actively listen by identifying verbal and nonverbal cues/responses appropriate to a specific context, goal, and other person(s); Provides evidence of intention to gain understanding and ability to remain open and tolerant; Generally listens attentively and responds appropriately; Shows respect and contributes constructively. | Provides evidence of ability to actively listen by engaging in perspective-taking/empathy; Provides evidence of attempting to understand the message the way the sender intended (e.g. shows engagement and interest through nonverbal and verbal cues; asks questions or paraphrases for the purpose of clarification; attends to speaker’s feelings and perspective without placing judgment); Responds appropriately and respectfully to verbal and nonverbal cues. |
“Difference” refers to distinctions among and between gender, sexual orientation, culture, race, nationality, ethnicity, worldview, socio-economic standing, ability, neurodiversity
*Receptive skills in ASL refer to the ability to comprehend what others are signing.
1 https://www.purdueglobal.edu/blog/careers/top-soft-skills-employers-want/
2 https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/
6 https://www.naceweb.org/career-readiness/competencies/career-readiness-defined#competencies
7 https://www.naceweb.org/talent-acquisition/candidate-selection/what-are-employers-looking-for-when-reviewing-college-students-resumes are-employers-looking-for-when-reviewing-college-students-resumes