Public Speaking

A Guide to Credit for Prior Learning

Typical Learning Experiences of Students Earning Lower-Level Credit:

  • Speak or present to audiences of various sizes and levels in both formal and informal settings.
  • Attend speaking courses. (Students who have taken the ACE-evaluated Dale Carnegie course may be eligible for three lower-level credits without further evaluation).

Typical Learning Experiences of Students Earning Upper-Level Credit:

  • Generally, credit granted in public speaking is lower-level.
  • Students who do receive upper-level credit demonstrate learning in communications theory and may have experience in training and/or evaluating speakers.

Discussion Topics:

If students are familiar with some (but not necessarily all) of the following topics, they may be eligible for lower-level credit in the area of public speaking. If students are familiar with advanced questions, they may be eligible for upper-level credit. If knowledge of some of the topics is substantial, the students may consider requesting additional credit in more narrowly defined areas.

Experience

Facts, definitions, concepts (lower-level):

  • Describe your experience in speaking/presenting. How many speeches or presentations have you given? How often? What type? How long are they?

Relationships, knowledge of discipline, methodologies (upper-level):

  • Have you taught someone else how to do an effective presentation? If so, please explain.

Formats/Media

Facts, definitions, concepts (lower-level):

  • Describe the types of speeches/presentations you give and the media used.
  • What reading have you done in the area of visual aids?

Content

Facts, definitions, concepts (lower-level):

  • What are the topics you speak on?
  • How do you determine the content of your speech?
  • What research do you do?
  • How do you determine examples to use?
  • Give the characteristics of an effective opening.
  • Give the characteristics of an effective closing.
  • What books/articles have you read about content?

Practice

Facts, definitions, concepts (lower-level):

  • How do you practice?
  • Do you use audio or video for help?
  • How often do you practice?

Audience Analysis

Facts, definitions, concepts (lower-level):

  • How important is audience analysis in presenting/speaking?
  • What do you do to connect/build rapport with your audience?

Non-Verbal Messages

Facts, definitions, concepts (lower-level):

  • How do you define non-verbal messages?
  • Do you use eye contact? Do you have a special technique you use?
  • Do you use gestures? When? How often?

Room Set-Up

Facts, definitions, concepts (lower-level):

  • How do you determine your room set-up?
  • How does a particular set-up help with delivering information?

Handouts

Facts, definitions, concepts (lower-level):

  • How do you use handouts?
  • What purposes do your handouts serve?
  • When do the participants get them?

Humor

Facts, definitions, concepts (lower-level):

  • How do you use humor? When and why is it appropriate?

Strengths

Facts, definitions, concepts (lower-level):

  • What are your strengths in speaking/presenting? Why?

Weaknesses/Obstacles you have overcome

Facts, definitions, concepts (lower-level):

  • What are your weaknesses or obstacles you have had to overcome in becoming a speaker? How did you accomplish that?

Most Important Fact

Facts, definitions, concepts (lower-level):

  • What do you feel is the most important thing a speaker needs to remember or do when speaking?

Miscellaneous

Facts, definitions, concepts (lower-level):

  • Is there anything else you wanted me to know about you and this topic?

Public Speaking Summary Form click here