Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2021 Communication at The Center: A Modest Proposal for an Oral Communications Center at Virginia Commonwealth University BRYANT E. PUGH Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.edu/etd © The Author Downloaded from https://scholarscompass.edu/etd/6589 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact libcompass@vcu.
Communication at The Center: A Modest Proposal for an Oral Communications Center at Virginia Commonwealth University A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University. By: Bryant Eugene Pugh BFA – Virginia Commonwealth University 2009 MFA – Virginia Commonwealth University 2021 Committee Chair: Aaron D. Anderson, PhD Virginia Commonwealth University Richmond, Virginia April, 2021 1 Bryant E. Pugh 2021 All Rights Reserved 2 Acknowledgements The author would like to recognize the individuals who have selflessly guided him on this communication discovery process.
To my mentors, Aaron Anderson and David Leong. You watched me grow over the course of 20 years, and you never gave up on me. You both communicated to me that in teaching and presenting, I must give in order to receive. Through your care and guidance, you both have given me a lifetime of experience, and for that, I am eternally grateful.
I wish to thank the genius that is Neno Russell for taking the time out of his incredibly hectic schedule to serve on my thesis committee. I must pay homage to Rebecca Johnson, my cohort member, my pseudo advisor, and my grad school confidant. You have saved me many times throughout the past two years. I must also express sincere gratitude to Linda Hobgood at U of R, Brandi Quesenberry and Zack Sowder at Virginia Tech, and Kim Cuny at UNCG.
Without you all, my questions would have been left unanswered. To my students, past, current, and future, there is no me without you all. To my sister Noel Pugh and my mother, Diane Logan. From an early age, you both taught me that a boy can learn more from a female than he ever thought possible.
Your courageous acts combined have given me a voice in this world. And to my exceptional daughter, Sonny, and my incredible wife Marisa, you both have allowed me to become the man I am today. You both are my reason for learning how to communicate with love. 3 Table of Contents Abstract………………………………………………………………………………………….6 Chapter 1 An Examination of Existing Collegiate Communication Centers………………….15 2 A Case Study of Two Communication Centers…………………………………….26 3 The Pursuit and Goals of a Communication Center at VCU…………………………41 Conclusion……………………………………………………………………………………….69 2 Abstract Communication at The Center: A Modest Proposal for an Oral Communications Center at Virginia Commonwealth University Bryant E.
Pugh, BFA A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University. Virginia Commonwealth University, 2021 Committee Chair: Aaron D. Anderson, PhD, Department of Theatre This thesis explores the potential for the creation of an oral communication center on the campus of Virginia Commonwealth University. It utilizes the author's personal experience in teaching oral communication in higher education and his students' experience.
It examines the primary research, both past, and current, in the subject area of oral communication and its impacts on the college student population. It also examines multiple collegiate oral communication centers and the best practices instilled within their walls, ultimately breaking down significant barriers in student communication anxiety and overall communication competency. This thesis reveals the gravity of the dilemma that Virginia Commonwealth University faces in the absence of an oral communication center on its campus. The rewards and complexities of creating a communication center are closely scrutinized.
However, with specific attention paid to two unique centers in Chapter 2, a roadmap for developing and facilitating such a center at VCU is realized in Chapter 3. Ultimately, this thesis aims to provide real-world experiences, methods, and research to argue and confirm why Virginia Commonwealth University should establish an oral communication center accessible to its entire population. 3 Introduction This thesis proposes an oral communication center for Virginia Commonwealth University to benefit all students' public speaking education and assist educators inside and outside the classroom. An open and accessible oral communications center is pertinent to VCU to establish the teaching and direction of communication as essential to enhancing student competency and retention, strengthening faculty communication comprehension, overall attainment and sustainment of institutional mission goals, and leading students to employment upon graduation.
By utilizing the author's personal experience and research, this paper elaborates upon why an oral communication center will benefit the student body, faculty, and staff as a whole at Virginia Commonwealth University. In Chapter One, the paper next examines numerous centers across the United States which employ the beneficial and critical practices needed to facilitate such a center. Following this examination, Chapter Two narrows in on two specific college oral communication centers at Virginia Tech and The University of North Carolina at Greensboro. Through this case study, comparison and contrast highlight the commonalities and non- commonalities found between the two centers and how these centers can serve as a template for creating an oral communication center at VCU.
Lastly, Chapter Three provides a preliminary plan for creating and facilitation of an oral communication center on the campus of Virginia Commonwealth University. In this thesis, I argue that Virginia Commonwealth University will significantly benefit from creating an oral communication center. The center begins with the student and expands through 4 its reach to faculty and staff as well. As is discussed in the following chapters, oral communication skills are necessary far beyond the college classroom.
However, the classroom is where the communication lesson starts. Listening to the needs of the student and allowing them to safely express their apprehension and concerns while at the same time guiding them to the resource of the communication center is imperative. Keeping this fact in mind, the student can be led to solutions to aid in communication apprehension and understanding, ultimately leading to the student continuing their academic pursuits. Furthermore, with the aid of a peer consultant at the center, either undergrad or graduate, students seeking assistance will be met with supportive feedback.
Students, including many of the individuals I have taught, feel intimidated to speak with their teachers about their work, and this hesitation can be alleviated via a peer tutor. The communication centers examined within this paper and the two closely scrutinized in the case study exemplify how and why college communications centers are necessary to the overall success of a university and its students. The resources provided in these centers transform student populations, and in return, they better communicate as they enter the workforce. These communication centers serve as a well- grounded roadmap for Virginia Commonwealth University to create, for instance, the plan that I have laid out in Chapter 3, a cutting-edge center that begins with the student and ends with a better understanding of communication competency.
5 Background According to the National Association of Colleges and Employers (NACE), Oral/ Written Communication is the number two sought-after skill. It falls in line right behind Critical Thinking/ Problem Solving. The NACE website states, “Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others.” This skill is also considered to be “absolutely essential” (“Career Readiness Defined”).
At Virginia Commonwealth University, public speaking courses are taught and facilitated by the Department of Theatre. The School of Business also teaches the course Winning Presentations, which has been developed and is led by theatre professionals. The School of Business also boasts Studio BE. “Business Essentials faculty teach courses that help all business majors develop core business and professional skills,” including public speaking and presentation prep (“Business Essentials”).
Unfortunately, Studio BE is only open to business majors and not the rest of the university. So, where can the remainder of the students at VCU turn to for presentation and public speaking help? One could argue that the student could seek help by reaching out to a teacher or class peer, but should it be easier than this? Should students at VCU have the ability to access a communications center to hone their skills in the areas of presentation performance in the classroom and beyond? Strong oral communication is not only required within the college environment, but it is also considered to be one of the most sought- after skills in the workplace. The Association of American Colleges and Universities facilitated a decade-long survey to find out the most relevant skills wanted by employers, and "oral communication skills got the #1 slot among the 15 job skills that executives and hiring managers 6 identified as very important in new hires" (Gewertz). The need for strong oral communication skills, which can be developed and learned within a communication center, cannot be overlooked.
As a teacher of oral communication at Virginia Commonwealth University, I have been challenged to develop this skill with my students. The following paragraphs will highlight this experience. By also looking closely at my students' background, I will call attention to communication apprehension, peer-to-peer consulting, and student retention in academia as they relate to college communication centers. A Background of Personal Experience Upon completing my first semester of teaching Winning Presentations in the School of Business at Virginia Commonwealth University in the fall of 2016, I knew that something significant was taking place within my classroom.
One of my students approached me after the last day of class and informed me that their life had been changed. I was taken aback by this comment because, after all, I was just an adjunct instructor who was new to the world of teaching in higher ed. Rianna went on to elaborate on how she had finally learned to communicate with an audience and how by doing this, she felt like she could accomplish her pursuits outside of college. Here was an impressive young lady who worked very hard inside and outside of the classroom, who attended multiple coaching sessions with me and her peers, who would always look for the answers to the task at hand and never shy away from asking for help.
One component to Rianna’s success was essential to her superb presentations, an accessible communication center. 7 Being in the School of Business, my students are fortunate to have Studio BE at their disposal. Studio BE is a learning studio that is only accessible to VCU Business students. More specifically, it focuses on written and oral communication consulting, along with math tutoring as well.
The BE in the name stands for Business Essentials. Business Essentials is a unit within the School of Business that teaches a curriculum based on core business and professional skills that are crucial in developing the student for success while in school as well as when they enter the workforce. I sent my students to Studio BE for coaching, and I eventually made it a requirement for their overall grade. Knowing that my struggling students had a place to go when they needed help with their presentations gave me peace of mind.
My students suffering from communication apprehension could make an appointment and gain the critical feedback that was so desperately needed for their progress. More invaluable than just the center alone were the trained peer consultants. Studio BE is headed by faculty; however, it is staffed by hired student consultants. There is a big plus to this operation.
"Perhaps the reason is there is less pressure and more common ground between two students than between a teacher and a student" (Irvin 42).