The work described here was implemented at an R1 polytechnic University in New Jersey by the authors in oral presentation and senior seminar courses offered by the Humanities and Social Science department for engineers. To provide a coherent instructional design that can function in Face-to-face and online courses equally effectively, the 'General, Particular Specific' (GPS) model was piloted and is now fully integrated. This scaffolding for students enhances their critical thinking about content and alignment with the audience when examining content to be delivered orally to diverse groups. The students are taught to effectively communicate technical information as responsible experts.
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Lipuma et al. (2024) studied this question.
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