b'MISSISSIPPI GULF COAST COMMUNITY COLLEGEAppendix KQUALITY ENHANCEMENT PLAN Number ofStudents w/Number ofSuccessfullyDemonstratedStudentsCompetencyAssessed*Target nonverbal behaviors for speaking derived from: Morreale, S. P., Moore, M. R., Taylor K. P., Surges-Taturm, D., & Hulbert-Johnson, R., (eds). (2007). The competent speaker Evaluation form and manual. Washington, D.C.: NationalCommunication Association. *Target nonverbal behaviors for listening and speaking derived from: Morreale, S. P., Moore,competent(eds).R.,Hulbert-Johnson,(2007).TheM.speaker Evaluation form and manual. Washington, D.C.: National Communication Association. *Target nonverbal behaviors for speaking derived from: Morreale, S. P., Moore, M. R., Taylor K. P., Surges-Taturm, D., & Hulbert-Johnson, R., (eds). (2007). The competent speaker Evaluation form and manual. Washington, D.C.: NationalCommunication Association.SLO ReportingExemplary (4) Student EFFECTIVELY exhibitsAT LEAST 4 of the nonverbalbehaviors commonly associatedwith active listening. Student summarizes themajor points and includessupporting details of therequest. Student identifies appropriatefollow-up questions that elicit theprecise information needed tosatisfy the request, fullydemonstrating a deepunderstanding of theemployers/customers mission. Student identifies relevantcontent, comprehends thepurpose, and makes newconnections based onpresentation content. *Target nonverbal behaviors for speaking derived from: Surges-Taturm,Morreale, S. P., Moore, M. R., Taylor K. P., Surges-Taturm, D., & Hulbert-Johnson, R., (eds). (2007). The competent speaker Evaluation form and manual. Washington, D.C.: NationalCommunication Association.2B (Summarization): Students will demonstrate the ability to summarize proficiently the request made by a customer or coworker. 2C (Follow-up Questions): Students will demonstrate the ability to identify appropriate follow-up questions to a request made by acustomer or coworker.2D (Presentation): Students will demonstrate the ability to identify relevant content given during a presentation.Sampling Methodology:ProficientQEP Listening SLOs2A (Nonverbal): Students will demonstrateappropriate nonverbalbehaviors that supportactive listening.Target behaviors:eye contactStudent identifies appropriatefacial expressionsfollow-up questions that elicit theprecise information needed togestures/body movementsatisfy the request, fullydemonstrating a deeppostureunderstanding of themitigates distractionsemployers/customers mission. 2B (Summarization):Student identifies relevantStudents will demonstratecontent, comprehends thethe ability to summarizepurpose, and makes newconnections based onproficiently the requestpresentation content. made by a customer orcoworker.2C (Follow-upQuestions): Students will demonstratethe ability to identifyappropriate follow-upquestions to a requestmade by a customer orcoworker.2D (Presentation):Students will demonstratethe ability to identifyrelevant content givenduring a presentation.P.,&D.,R.,TaylorK.Student EFFECTIVELY exhibitsAT LEAST THREE of thenoverbal behaviors* commonlyassociated with active listening. Target behaviors:Student identifies appropriatefacial expressionsfollow-up questions that elicitsufficient information to satisfy thegestures/body movementrequest. mitigates distractionsStudent summarizes the majorpoints of the request. Student identifies relevantinformation and comprehends itspurpose in the presentation. Student identifies appropriatefollow-up questions that elicitsufficient information to satisfy therequest. Student identifies relevantinformation and comprehends itspurpose in the presentation.eye contactposture 2A (Nonverbal): Students will demonstrate appropriate nonverbal behaviors that support active listening.Effective (3)QEP Listening RubricQEP Listening RubricQEP Listening Rubric Student EFFECTIVELY exhibitsAT LEAST TWO of the nonverbalbehaviors* commonly associatedwith active listening. Target behaviors:eye contactfacial expressionsgestures/body movementposturemitigates distractionsStudent summarizes some, butnot all of the major points of therequest. Student identifies anappropriate follow-up questionbut does not elicit enoughinformation to satisfy therequest. Student identifies relevantcontent but fails to comprehendits purpose in the presentation.Student identifies anappropriate follow-up questionbut does not elicit enoughinformation to satisfy therequest. Student identifies relevantcontent but fails to comprehendits purpose in the presentation.Adequate (2)QEP Listening Rubric: For Assessing SLO #2 (A-D)QEP Listening Student Learning Objectives: Area of OpportunityIneffective (1) Student EFFECTIVELY exhibitsONE OR FEWER of the nonverbalbehaviors* commonly associatedwith active listening.Target behaviors:eye contactStudent identifies no follow-upfacial expressions2C (Follow-upquestions. Questions): gestures/body movementStudents will demonstratethe ability to identifypostureappropriate follow-upmitigates distractionsquestions to a requestmade by a customer orStudent fails to summarize any ofcoworker.the major points of the request.Student does not identify relevantinformation. 2D (Presentation):Students will demonstratethe ability to identifyrelevant content givenduring a presentation.Student identifies no follow-upMississippi Gulf Coast Community College General Education Committeequestions. Student does not identify relevantinformation. Mississippi Gulf Coast Community College General Education CommitteeMississippi Gulf Coast Community College General Education Committee MGCCC QEP 2019 87'