Results for VPGE::Communication

This course is divided into two 3-week cycles. During the first cycle, students will be developing a 2-page original research proposal, which may be used for NSF or other fellowship applications. In the second cycle, students will work in small teams and will be mentored by faculty to develop an original research project for oral presentation. Skills emphasized include: 1) reading for breadth and depth; 2) developing compelling, creative arguments; 3) communicating with the spoken and written word; 4) working in teams. Important features of the course include peer assessment, interactive joint classes, and substantial face-to-face discussion with faculty drawn from across the Biosciences programs. Shortened autumn quarter class; class meets during weeks 1 through 8 of the quarter.

An overview of principles and fundamentals for writing competitive fellowships (e.g. NIH F31, F32) and career development awards (e.g. NIH K Awards). Topics include: developing specific aims and career development plans; using the review criteria to inform writing; timelines and resources. Participants develop proposals through guided exercises with an emphasis on in-class peer review and focused faculty feedback.

Graduate students in the Biosciences PhD Programs develop a fellowship proposal (e.g. NIH F31) focusing on required documents: 1-page specific aims as well as research and career development plans. Students establish a writing practice and learn fundamental grant writing skills through guided exercises, including in-class review and focused faculty feedback.

For first- and second-year post-master's students preparing for thesis defense. Students develop progress reports and agency-style research proposals, and present a proposal in oral form. Prerequisite: consent of thesis adviser.

(Graduate students register for COMM 277D. COMM 177D is offered for 5 units, COMM 277D is offered for 4 units.) How to report, write, edit, and read long-form narrative nonfiction, whether for magazines, news sites or online venues. Tools and templates of story telling such as scenes, characters, dialogue, and narrative arc. How the best long-form narrative stories defy or subvert conventional wisdom and bring fresh light to the human experience through reporting, writing, and moral passion. Prerequisite: 104 or consent of instructor.

(Graduate students register for COMM 208. COMM 108 is offered for 5 units, COMM 208 is offered for 4 units.) The process of communication theory construction including a survey of social science paradigms and major theories of communication. Recommended: COMM 1 or PSYCH 1.

Practical, collaborative, hands-on exploration of environmental journalism as an agent of change. Students learn how to identify and execute engaging and impactful stories about environmental science, policy, and justice through critique of environmental journalism pieces and extensive workshopping of each other's work. Emphasis on a just transition to climate adaptation and mitigation through elevating marginalized voices by using the tools and practices of journalism to spur positive change. Limited class size, preference to Environmental Communication and Journalism MA students. Prerequisite: EARTHSYS 191/291, COMM 104W, or consent of instructor. Admission by application only (https://forms.gle/C84WQRqbTFtuEfM49). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com. Meets Earth Systems WIM requirement. (Graduate students enroll in EARTHSYS 277C/COMM 277C for 4 units; Undergraduates enroll in 177C for 5 units.)

FOR GRADUATE STUDENTS (undergraduates enroll in 119) Most of the time, writing a pitch for a popular outlet just means writing an email. So why be intimidated? This course will outline the procedure for pitching essays and articles to popular media: how to convince an editor, agent, or anyone else that your idea is compelling, relevant, and deliverable. We'll take a holistic approach to self-presentation that includes presenting yourself with confidence, optimizing your social media and web platform, networking effectively, writing excellent queries and pitches, avoiding the slush pile, and perhaps most importantly, persevering through the inevitable self-doubt and rejection.We will focus on distinguishing the language, topics and hooks of popular media writing from those of academic writing, learn how to target and query editors on shortform pieces (personal essays, news stories, etc.), and explore how humanists can effectively self-advocate and get paid for their work.

Practical, collaborative, hands-on exploration of environmental journalism as an agent of change. Students learn how to identify and execute engaging and impactful stories about environmental science, policy, and justice through critique of environmental journalism pieces and extensive workshopping of each other's work. Emphasis on a just transition to climate adaptation and mitigation through elevating marginalized voices by using the tools and practices of journalism to spur positive change. Limited class size, preference to Environmental Communication and Journalism MA students. Prerequisite: EARTHSYS 191/291, COMM 104W, or consent of instructor. Admission by application only (https://forms.gle/C84WQRqbTFtuEfM49). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com. Meets Earth Systems WIM requirement. (Graduate students enroll in EARTHSYS 277C/COMM 277C for 4 units; Undergraduates enroll in 177C for 5 units.)

Practical, collaborative, hands-on exploration of environmental journalism as an agent of change. Students learn how to identify and execute engaging and impactful stories about environmental science, policy, and justice through critique of environmental journalism pieces and extensive workshopping of each other's work. Emphasis on a just transition to climate adaptation and mitigation through elevating marginalized voices by using the tools and practices of journalism to spur positive change. Limited class size, preference to Environmental Communication and Journalism MA students. Prerequisite: EARTHSYS 191/291, COMM 104W, or consent of instructor. Admission by application only (https://forms.gle/C84WQRqbTFtuEfM49). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com. Meets Earth Systems WIM requirement. (Graduate students enroll in EARTHSYS 277C/COMM 277C for 4 units; Undergraduates enroll in 177C for 5 units.)

Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in Earth or environmental science and/or policy studies, or in communication or journalism studies with a specific interest in environmental and science communication. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)

Introductory theory and practice of environmental storytelling through photography, video, and audio production. Interactive seminar to cultivate effective use of photography, audio, and video production technology and software to communicate environmental science, policy, and justice concepts to the public in compelling, accurate, and engaging ways. Emphasis on fundamental storytelling techniques and workflow more than technical specifics of multimedia gear. Includes extensive instructor and peer workshopping/critiquing of work and substantial out-of-class group project work. Limited class size, preference to Environmental Communication MA students. No previous multimedia experience necessary. Admission by application only (https://forms.gle/UU7Va8cYVSW7u1oY6). Email instructor Chloe Peterson-Nafziger with any questions; chloepn.biosphere@gmail.com.

Strategies for communicating effectively in social and academic settings. Informal and formal language used in campus settings, including starting and maintaining conversations, asking questions, making complaints, and contributing ideas and opinions. Simulations and discussions, with feedback on pronunciation, grammar, and usage.

Skills for effective participation in classroom settings, seminars, and research group meetings. Pronunciation, grammar, and appropriateness for specific tasks. Feedback on language and communication style. May be repeated once for credit. Prerequisite: EFSLANG 690A or consent of instructor.

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with videotaping for feedback on language accuracy and usage. May be repeated once for credit.

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with video recording for feedback on language accuracy and usage. Fulfills the requirement for EFSLANG 691.

This course is an opportunity for international students to develop their oral communication and teaching skills to be a course assistant, teaching assistant, or instructor, especially those planning an academic career in an English-speaking context. It focuses on understanding the culture of the classroom and on developing clarity and communicative effectiveness through periodic micro-teaching presentations and role plays simulating typical teaching situations, including short lectures, problem set and review sessions, office hours, discussion leading, and student project consultations. Extensive feedback is provided on comprehensibility and accuracy along with development of interpersonal and intercultural communication skills. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. May be repeated once for credit.

This course focuses on strategies for effective listening to university lectures and other academic content, such as seminars and group discussions. It extends beyond listening for main ideas and details, providing practice in identifying discourse markers common in academic settings and in recognizing and accommodating implied information, hesitations, and reduced forms, such as contractions. It also covers challenging areas such as processing numbers and adapting to unfamiliar vocabulary. Listening practice is complemented by instruction in effective note-taking and study strategies to retain and review comprehended information. Additionally, the course has a significant discussion component, giving students the opportunity to interpret what they hear to develop a deeper and more critical understanding of the content and to link that understanding to their own spoken English production and interaction. Materials include recorded lectures from Stanford faculty and other relevant sources.

Listening strategies and vocabulary for understanding English in academic and non-academic contexts. Discussion and interpretation of communicative intent. Computer-based and video exercises across a range of genres; individual project. May be repeated once for credit. Prerequisite: EFSLANG 693A or consent of instructor.

This course provides training in recognizing and practicing American English sounds, stress, and intonation patterns in connected speech in order to improve comprehension and enhance intelligibility in a variety of settings. After receiving an individualized analysis of speech patterns, students engage in directed practice both with online software and in class, receiving immediate feedback. Through these in-class activities and practice assignments, students will improve their ability to pronounce English clearly and to self-monitor and self-correct. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. Enrollment limited to 12.

Focus is on improving grammatical accuracy and vocabulary, building fluency, and learning the structure and conventions of English correspondence, reports, and short academic papers. Enrollment limited to 14.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work. May be repeated once for credit.

Focus on clarity, accuracy, and appropriate style. For graduate students experienced in English writing and currently required to write for courses and research. Class meetings and individual conferences. Prerequisite: EFSLANG 698A. May be repeated once for credit.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work and in producing research papers. Fulfills the requirement for EFSLANG 698A.

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.

Effective writing is key to academic and professional progress. 202S provides individualized writing instruction for students working on important writing projects such as dissertations, grant proposals, theses, journal articles, and teaching and research statements. The course consists of once weekly one-on-one conferences with lecturers from the Technical Communication Program. Students receive close attention to and detailed feedback on their writing to help them become more confident writers, hone their writing skills, and tackle any writing issues they may have. The TCP Director assigns each student to an instructor; meetings are scheduled by each instructor. No prerequisite. Grading: Satisfactory/No Credit. This course may be repeated for credit.

To be effective as an engineer or scientist, you must communicate your cutting-edge research and projects effectively to a broad range of audiences: your professors, your fellow students, your colleagues in the field, and sometimes the public. ENGR. 202W offers a collaborative environment in which you will hone your communication skills by writing and presenting about a project of your choosing and working on your CV/resume. ENGR202W is a practicum (supervised practical application) that helps you build toward a complete skillset for technical communication in the twenty-first century. Through interactive presentations and activities, group workshops, and individual conferences, you will learn best practices for communicating to academic and professional audiences for a range of purposes.

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.

This course guides graduate students in creating a professional ePortfolio and establishing an online presence. The course includes seminar-style presentations and discussions, opportunities for feedback with career mentors, classmates, alumni, employers, and other community members using think-aloud protocols and peer review approaches. Curriculum modules focus on strategies for telling your story in the digital environment, platform considerations, evidence and architecture, visual design and user experience. Open to all graduate students and majors.

The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight.___The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. Instead, we want to learn something new and important, something that changes our perspective and influences our research. We want to be inspired, shocked, or moved. ___ So, in the opening minutes of a talk, you must plant your flag and make your case. You are forecasting the arc of your story, rather than introducing your topic. If, for example, your very first three words are, "I will argue" you're on a good path. In these crucial opening minutes, you've either hooked them or lost them. ___ The course is taught as a series of stand-and-deliver exercises with feedback from the other students and revision on the fly. You'll do exercises on talk openers and closers, physical demos, conference talks, job interviews, press interviews, and funding pitches. We also tackle scientific graphics, focusing on builder slides and posters. Special guests will enrich the course, including a graphic designer, Adobe Illustrator mavens, headhunters, entrepreneurs, and TV reporters?.This is a 'flipped' class, so there are no lectures. Instead, students receive Class Notes before each week's classes, and a Postscript Letter afterwards. Grades are completely optional: 70% in-class exercises, 30% final presentation, such as your upcoming conference presentation. ___ It's important to take this course when you have research to present. My pledge is that everyone will come away a more skilled and confident speaker than they were before. ___ Anonymous 2022 Course Evaluation Comments: "Truly the best course that I have taken in my life. There is simply an incredible amount of wisdom to be gained from this course. To no exaggeration, your life will be changed, and you will forever see presentations differently after this experience of a lifetime. It's also accessible to undergrads as long as you have a research project." ___ "By far, the best class I've taken at Stanford. Will change your entire perspective on presenting research." ___ "This is by far the best and most helpful course I have taken in all 5 years at Stanford. This course is really a must for anyone and has given me a huge confidence boost for public speaking in all scenarios. Ross is a fantastic instructor and makes the class a welcoming and collaborative environment." ___ "Ross is an engaging teacher with years of experience doing public speaking in academic, government, and business settings. This class is well worth the time that it takes to prepare the short talk exercises. Highly recommend this class for anyone looking to improve their speaking skills."

The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight.___The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. Instead, we want to learn something new and important, something that changes our perspective and influences our research. We want to be inspired, shocked, or moved. ___ So, in the opening minutes of a talk, you must plant your flag and make your case. You are forecasting the arc of your story, rather than introducing your topic. If, for example, your very first three words are, "I will argue" you're on a good path. In these crucial opening minutes, you've either hooked them or lost them. ___ The course is taught as a series of stand-and-deliver exercises with feedback from the other students and revision on the fly. You'll do exercises on talk openers and closers, physical demos, conference talks, job interviews, press interviews, and funding pitches. We also tackle scientific graphics, focusing on builder slides and posters. Special guests will enrich the course, including a graphic designer, Adobe Illustrator mavens, headhunters, entrepreneurs, and TV reporters?.This is a 'flipped' class, so there are no lectures. Instead, students receive Class Notes before each week's classes, and a Postscript Letter afterwards. Grades are completely optional: 70% in-class exercises, 30% final presentation, such as your upcoming conference presentation. ___ It's important to take this course when you have research to present. My pledge is that everyone will come away a more skilled and confident speaker than they were before. ___ Anonymous 2022 Course Evaluation Comments: "Truly the best course that I have taken in my life. There is simply an incredible amount of wisdom to be gained from this course. To no exaggeration, your life will be changed, and you will forever see presentations differently after this experience of a lifetime. It's also accessible to undergrads as long as you have a research project." ___ "By far, the best class I've taken at Stanford. Will change your entire perspective on presenting research." ___ "This is by far the best and most helpful course I have taken in all 5 years at Stanford. This course is really a must for anyone and has given me a huge confidence boost for public speaking in all scenarios. Ross is a fantastic instructor and makes the class a welcoming and collaborative environment." ___ "Ross is an engaging teacher with years of experience doing public speaking in academic, government, and business settings. This class is well worth the time that it takes to prepare the short talk exercises. Highly recommend this class for anyone looking to improve their speaking skills."

Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings. This course introduces the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. This practical course helps students develop confidence in their speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and videotaped feedback. An important feature of this course is that there are two faculty members working in concert to ensure that students get rigorous and individualized coaching and feedback. In this course you will learn to: - Create communication strategies at an individual and organizational level - Develop clearly organized and effective presentations and documents - Diagnose and expand your personal writing and oral delivery style - Adapt your delivery style to different material and audiences - Enhance oral delivery through effective visual aids Students at all levels of comfort and expertise with public speaking and business writing will benefit from this course.

This once-a-week full-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, cold-call letters, speeches, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.

Successful leaders understand the power of authentic, memorable communication. This course uses the lens of oral communication and presentations, to introduce the essential elements of the strategic communication strategies that make authentic, memorable communication work. Focusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery. Deliverables include written documents, focusing on individual and team presentations, with students receiving continuous feedback to improve their communication effectiveness, and to sharpen their authentic leadership voice. This highly interactive, practical course, is focused on feedback to help students at all levels of communication mastery develop confidence in their speaking and writing. Course includes presentations, assignments, lectures, discussions, simulated activities, in-class feedback, and filmed feedback. In this course you will learn to:-Recognize strategically effective communication-Implement the principles of strategic communication across different platforms-Develop clearly organized and effective presentations and documents-Diagnose and expand, your personal authentic communication style.

This twice-a-week, half-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.

This year -- 2023 -- will be a fascinating backdrop for national as well as state and local politics. Implications of the recent pandemic, its dramatic economic impacts and an uneven but recovering economy, Inflation fears, a war in Ukraine, and the looming presidential year elections in 2024 in the U.S. will continue to complicate the political landscape Politics, perhaps like no other arena, provides a rich and dramatic laboratory for studying the art and science of influential communication. Whether it is a local school bond election or a Congressional race, a Presidential debate or a State of the Union Address, the demanding communications of politics provide insights into our own strengths and gaps as communicators and leaders. Political campaigns, by their very nature, are highly visible, oriented toward very specific objectives, and increasingly leverage a variety of new media platforms. They are often emotionally charged, and rife with conflict and drama. The principles of political communications transcend politics, and are useful guides for leaders in business, the non-profit community, as well as government. How candidates, elected officials, and leaders in all kinds of organizations communicate vision, values, and experience, as well as how they perform in very fluid environments, not the least of which may be during a crisis, has a great deal to do with their career success. In its 15th year, this highly interactive course allows students to explore both theory and practice behind effective positioning and presentation. Students will analyze and evaluate both successful and unsuccessful communications strategies of political campaigns and candidates. History is a great learning tool, something emphasized throughout the class. As such students will explore historic examples of US Presidential debates, from Nixon/Kennedy to the present, as well other political events from the near and distant past. Popular culture, the effect of social media, disinformation will also be topics of discussion. Students will experience discussion of political events as they happen -- with each class drawing lessons from political developments around the nation and the world. Students will also hone their own strategic communications skills in activities requiring both written and spoken communication. This is not a course in political science, American government, or in public speaking. However, the engaged student will gain insights into those areas as well. The course is taught by David Demarest, former Vice President of Public Affairs for Stanford University. Demarest has broad communications experience across the public and private sector in financial services, education, and government. Typically, Prof. Demarest shares many of his experiences -- some successful, some less so -- through storytelling, and while those stories may be entertaining, they also provide real-life examples of communications challenges and strategies, After serving as Assistant U.S. Trade Representative, and Assistant Secretary of Labor in the Reagan Administration, in 1988 he served as Communications Director for Vice President George H. W. Bush's successful presidential campaign. He then became a member of the White House senior staff as White House Communications Director. After leaving government in 1993, he spent the next decade leading communications for two Fortune 50 companies, before coming to Stanford in 2005 to head the university's public affairs efforts.

Academics must effectively communicate the importance of their research to a wide range of audiences, including colleagues, students, stakeholders, and the general public, as well as in a variety of contexts, from academic conferences and job talks to one-on-one conversations, news interviews, and social media. This highly interactive course is designed to equip PhD students with the skills to confidently present their research and connect with varied audiences. Students will craft an elevator pitch for academic settings, learn how to document and tell the 'story' of their research, develop both stage and screen presence for live and virtual talks, practice responding to Q&A and research critiques, and prepare for media interviews about their research. This class combines best practices from public speaking with elements from related fields, including the art of improv, the science of communication, and narrative journalism.

Medicine, like theater, is both a skill set and an art form. The practice of medicine demands exceptional communicative, cognitive, and interpersonal skills in order to respond to unpredictable situations while interacting with a wide variety of individuals. Improvisational theater skills have a surprising and substantial overlap with those required of clinicians. Improv is a genre of performance art grounded in principles of spontaneity, adaptability, collaboration, and skilled listening. In this course, the principles and training techniques of improvisational theater are used to highlight and improve awareness, communication, and teamwork in the field of medicine. Limited enrollment. Class meets on six consecutive Mondays 10/2, 10/9, 10/16, 10/23, 10/30, and 11/6 from 5:30-7:30 pm.

Students learn to tell personal narratives and prototype connections between popular and historic media using the automobile. Explores the meaning and impact of personal and preserved car histories. Storytelling techniques serve to make sense of car experiences through engineering design principles and social learning, Replay memories, examine engagement and understand user interviews, to design for the mobility experience of the future. This course celebrates car fascination, and leads the student through finding and telling a car story through the REVS photographic archives, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and film. Methods draw from socio-cognitive psychology design thinking, and fine art; applied to car storytelling. Course culminates in a final story presentation and showcase. Restricted to co-term and graduate students. Class Size limited to 16.

Students learn to define emotions as physiology, expression, and private experience using the automobile and shared space. Explores the meaning and impact of personal and user car experience. Reflective, narrative, and socio-cognitive techniques serve to make sense of mobility experiences; replay memories; examine engagement; understand user interviews. This course celebrates car fascination and leads the student through finding and telling the car experience through discussion, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and in car experiences. Methods draw from socio-cognitive psychology, design thinking, and fine art, and are applied to the car or mobility experience. Course culminates in a final individual narrative presentation and group project demonstration. Class size limited to 18.

Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, from engineering design; socio cognitive psychology; and art that are formed and reformed by collaborative development within the class. Stories attached to an idea, a discovery or starting up something new, are considered through iterative narrative work, storytelling as rapid prototyping and small group challenges. This course will use qualitative and quantitative methods for story engagement, assessment, and class determined research projects with practice exercises, artifacts, short papers and presentations. Graduate and Co-Term students from all programs welcome. Class size limited to 21.

Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215 was previously listed as CTL 115/215.

The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression. ORALCOMM 117/217 was previously listed as CTL 117/217.

This course offers hands-on learning of effective writing and presentation techniques for audiences that include policy makers, decision stakeholders, interest groups, the media, and the public. Class time will be spent learning lessons in rhetoric, analyzing multiple written genres (memo, op-ed, policy brief, media communications), participating in peer review, and practicing presentation strategies (elevator pitch, press conference, media interview, board meeting, formal presentation). Course texts include sample memos, op-eds, and white papers, as well as rhetoric handouts and videos. Students will draft, revise, and submit writing for policy audiences in the compilation of a final portfolio. Students will also produce oral and multimedia arguments, individually and in teams. Students will be responsible for timely peer review and short presentations on course materials. Enrollment limited.

The primary objective of this course is to introduce students to the fundamentals of how to sell. The course is appropriate for anyone who wants to understand and show proficiency with the skills required in different selling situations, both traditional (i.e., direct sales of products and services) and non-traditional (e.g., selling oneself in an interview, raising money for a new venture, convincing a job candidate to join your company, etc.). The course looks at the entire selling process of prospecting, qualification, discovery, understanding value, customizing presentations, objection handling, and closing. This is not a typical GSB case-study-based course. Students who have taken previous versions of this class describe it as a practical, hands-on, skills-based class. Students will work by themselves outside of class to prepare for group exercises and role-plays that will take place in class. These exercises are designed to give students practice with selling fundamentals in each stage of the selling process, and to give them the opportunity to observe and provide feedback to others. Our goal is to provide students the time in class to focus on doing stuff (e.g., practice using curiosity) rather than just thinking about and talking about stuff. After taking this course, you should understand what is involved in all of the following steps of the selling process: - Preparing a value-based prospecting script. - Using an advanced questioning methodology and note-taking strategy for discovering a customer's most important business priorities and motivations.- Developing a curiosity-based approach to handling objections in all stages of the selling process. - Creating and delivering effective customized presentations. - Understanding the most effective ways to create engagement and interaction when selling. - Developing a strategy and building the confidence to ask the hard questions when closing a deal. - Using a value-based mutual plan to control the sales cycle and move a deal forward.¿ Identifying the most valuable categories for qualifying an opportunity.- Accelerating the process of relationship building. - Understanding a customer¿s entire decision making process (DMP). - Discovering limiting beliefs and seeing how they impact your ability to accomplish your objectives. - Applying these fundamentals of effective selling to your personal selling situations with confidence.

Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.