A writing practicum associated with 11.200 and 11.205 that focuses on helping students present their ideas in cogent, persuasive arguments and other analytical frameworks. Reading and writing assignments and other exercises stress the connections between clear thinking, critical reading, and effective writing.

A third grade class in Wuhan province, China holds debates for the election of class monitor in this segment from Independent Lens.

The first two weeks of this course are an overview of performing improvisation with introductory and advanced exercises in the techniques of improvisation. The final four weeks focus on applying these concepts in business situations to practice and mastering these improvisation tools in leadership learning.

In this segment from Independent Lens, three candidates for class monitor make a final speech to grab the win.

This lesson module explains how developing effective oral presentation skills can help students achieve more in the classroom, during competitive events, and in their future careers. Students also learn the characteristics of effective presentations and detailed steps for making their oral presentations a success. The lesson module contains a student narrative, discussion guide, individual and group activities, and a posttest with descriptive key.

After reviewing characteristics of a good leader and how to develop leadership skills, students are assigned the Leadership Project. In this project, students will break themselves into teams of two or three. Groups will play the role of a marketing/leadership team (they pick who they are representing) giving a 10 minute presentation (they should tell the audience who they are during the introduction). For example, in the past, students have played the role of Bo Ryan speaking to the Badger Basketball Team.

Slide design can make a big difference in how much audiences understand your message. Michael Alley, Associate Professor of Engineering Communication at Penn State University and the author of three textbooks, summarizes recent findings in audience-based research and discusses how managers, such as program managers at NSF, can use the assertion-evidence structure for communicating complex concepts. Dr. Alley also talks about the connection between the assertion-evidence structure and the TED.com slide style, which is effective for communicating less complex concepts.

This three-week module, centered on a focal case, represents the second part of the Department‰ŰŞs introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the Fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (‰ŰĎbriefees‰Ű) taking the roles of decisionmakers. DUSP faculty and fellow students may also be in attendance.

A mini-poetry project allows students to practice public speaking, listening, and critical analysis skills. Students practice formative assessment throughout the unit by participating in peer assessments. Students use accountable talk to provide classmates with constructive feedback based on anecdotal notes taken during the podcast.  Students also participate in self-assessment and think about what skills they need to practice to meet proficiency.