COM 480 SENIOR SEMINAR IN COMMUNICATION SPRING, 2017

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1 COM 480 SENIOR SEMINAR IN COMMUNICATION SPRING, 2017 INSTRUCTOR: Greg H. Gardner, Ph.D. Department of Communication, Full Professor Rollins College 1000 Holt Avenue Winter Park, FL AVAILABILITY: Office location: Cornell Social Science Building, 152 Office phone: Cell phone: Office Hours: Tuesdays, 5:00 pm-6:30 pm and by appointment MISSION STATEMENT: We develop dynamic communicators who think critically as well as speak, listen, and write effectively. The Department of Communication engages students in theoretical and applied knowledge, empowering them to pursue meaningful lives, relationships, and careers. Our mission is to produce well-rounded communicators who are capable of speaking and listening effectively, thinking critically, and writing clearly. We strive to embody this mission in several ways. We encourage freedom of expression, diversity of perspective, and tolerance of dissent to achieve the informed and responsible decision-making skills fundamental to a civil society and a global community. We cultivate the communication skills necessary to fulfill human potential and contribute to the public well being. Finally, we promote ethical communication that enhances human worth and dignity by fostering fairness, responsibility, and respect for self and others.

2 REQUIRED TEXTS: (Printed booklet/selected chapters) Wood, Julie T. But I Thought You Meant: Misunderstandings in Human Communication. Mountain View, CA. Mayfield Publishing Company. Gebhard, Nathan, Mike Marriner, and Joanne Gordon. Road Trip Nation: A Guide to Discovering Your Path in Life. Ballantine Books. You re responsible for the reading material that has been assigned for each class meeting. We ll discuss each reading assignment on the assigned day. Be prepared. COURSE DESCRIPTION: This capstone course, taken in the senior year by students majoring in Organizational Communication or Communication Studies, provides an end-of-theprogram opportunity for the advanced study of communication in multiple everyday contexts. Prerequisite: Senior status and major in Organizational Communication or Communication Studies. GOALS/OBJECTIVES: The purposes of this senior-level seminar are: 1) to reflect back upon your educational experiences as a Rollins College undergraduate student; and 2) to look ahead toward understanding how your undergraduate education will be of significant help in the future. To achieve these purposes, you ll be given the opportunity to work on the skills and abilities you ve learned as an undergraduate student at Rollins (especially interviewing, writing, interpersonal communication and group discussion) and to examine specific ways to more fully understand, avoid, and resolve misunderstandings that are common to all human communication. METHOD OF INSTRUCTION: In-class discussions of common misunderstandings in communication are combined with a reflection of your educational experiences as a Rollins College undergraduate student and a look ahead toward understanding how your undergraduate education will be of significant help to you in the future.

3 ROLE OF INSTRUCTOR: The instructor is a guide, organizer, and clarifier for students. If you have any questions about any of the assignments or the materials used in the course, you should speak with the instructor. ROLE OF STUDENTS: The individual student s responsibility is to regularly attend classes, actively participate in classroom discussions, read assigned materials carefully before they are discussed in class, participate fully in exercises and activities, offer original and pertinent commentary, ask questions, and treat everyone in the class with respect. Students are responsible for regularly checking course sent to their registered Rollins address. REQUIREMENTS/POLICIES: 1. ATTENDANCE: Much of the value of this course is derived through in class discussion and participative experiences so attendance is very important to the course. It s expected that you will attend the course regularly and that you will participate fully. You re allowed one absence in the course without penalty. Missing class (either by not attending, by regularly leaving early, or by coming late) will count as absences whether they are excused or unexcused. If you have more than one absence, you ll receive a failing grade in the course. If you need to be absent because you are participating in a Rollins College sponsored event (i.e. athletics, debate, conferences, etc.), speak with me. A sign-in sheet will be available each day. It s up to you to sign your name on the sheet indicating your attendance for each class. If you don t sign the sheet, and if I can t confirm that you were in class, that day will count as an absence. 2. DEADLINES: Assignments are due on the date listed on the calendar of this syllabus. No late papers are accepted. If you do not submit the assignment on the date it is due, you will receive a zero on the assignment. If you know that you will be absent on a given date, you may submit the assignment in advance for full credit. Extra credit work is not possible.

4 3. PARTICIPATION AND READING: Assigned materials must be read before each class session. Students are expected to participate actively and constructively in class activities and discussions. 4. CHAPTER QUESTIONS IN THE WOOD TEXT: At the end of each chapter of But I Thought You Meant: Misunderstandings in Human Communication, Dr. Wood presents a series of questions that allow you to reflect upon several aspects of that particular chapter. Your task is to select one question that you find particularly interesting, reflect on it, and write a one-half page, double spaced response for that question. We ll then discuss these questions in class, and they ll help guide our discussion and understanding of the material. You ll submit your responses at the end of class. These must be submitted on the assigned day. No late chapter questions are accepted. 5. PROGRAM SURVEY INSTRUMENT: One of the main purposes of this capstone course is to give you the opportunity to reflect deeply upon your undergraduate experience. To that end, your first assignment in the course is to analyze and reflect upon your Rollins undergraduate experiences by responding to a series of specific questions. The standard rules of grammar, punctuation, and spelling apply. The paper should be free of all errors in the mechanics of Standard English. The paper should be approximately seven, double-spaced pages in length. This survey instrument must be submitted on the assigned day. No late admissions are accepted. All comments are completely confidential. The Program Survey Instrument is worth 20% of your final grade. 6. SENIOR ASSESSMENT: Rollins College is strongly committed to creating and maintaining a culture of evidence-based continuous improvement. The Department of Communication s assessment initiative is designed to help answer the essential questions of the learner-centered college: Are our students learning? How do we know they are learning? How does what we know allow us to improve learning? As part of this major, you are required to participate in a knowledge and skills assessment. Your efforts and participation in the assessment process will not affect your course grade.

5 The assessment, however, must be your best effort. Writing a paragraph to answer the questions or just signing your name is not acceptable. Actions like those will lower the senior assessment part of your grade. These assessments will be used by the Department of Communication to measure our seniors learning since beginning the major so they are very important. The Senior Assessment is worth 20% of your final grade. 7. ROAD TRIP NATION PROJECT This project is based upon the book, Road Trip Nation: A Guide to Discovering Your Path in Life, and it s intended to provide you with an opportunity to examine a variety of people who have different types of careers. Your task is to conduct a face to face interview with a person who has a career that you find interesting, that you believe is inspiring, that you might like to pursue as your own career, or that is, in the authors terms, cool. It s often a good idea to check with the instructor well in advance of the due date to confirm that your choice of interviewee is acceptable. Your goal is to learn more about this person and his/her career path and how it was shaped. This is an opportunity for you to speak with and learn from a special person who has a story that can be beneficial to you. This interview should be one that you will remember and one that could have an impact upon you and your future career. You should model your interview after the interviews illustrated in the Road Trip Nation text. Usually, interviews with friends, co-workers, and family members are discouraged. I m open-minded about this, however, and we can discuss your thoughts and rationale about your choice of interviewee. You must follow the same format as the textbook s authors interviews of leaders. Therefore, your interview will include the following six sections. (1) the interviewee s name, title, pictures or photographs of the person and/or place of work (if possible), or anything else that was relevant to your interview (if appropriate);

6 (2) an open road map the step-by-step guide to the interviewee s procedure in attaining this career; (3) a summary of the person s career and the path to it (written by you in third person as if you are speaking about the interviewee); 4) a recapitulation of the interview summarized in narrative form (written in first person as if the interviewee is speaking); (5) a section on How I booked it where you specifically explain how you secured the interview; and (6) one aha moment for you The length and format of the project should be similar to the interviews in our textbook, Road Trip Nation: A Guide to Discovering Your Path in Life. This will be a time consuming project if done correctly. I would suggest you start early. The Road Trip Nation project is worth 40% of your final grade. 8. FOLIOTEK ASSIGNMENT There are specific assignments and tasks that you need to finish in each tab in order to complete this assignment successfully. NOTE: Your home page is Tab 1: Resume Tab 1: Resume The purpose of the resume assignment is to provide you with an opportunity to reflect on your skills and experiences as you begin to think about your professional career. Many of you may not realize the amount of professional experience you have gained as an undergraduate student here at Rollins College. Your college courses, research experiences, extra-curricular activities, community engagement, and internships have helped you develop many skills that have application beyond the classroom. And, if you find that there are holes in your skill set, you can speak with your professors and advisor about ways to gain the experience and skills you need to meet your goals. For this section, create a resume that clearly highlights your skills and experiences.

7 Tab 2: Writing Samples As a COM major you took several foundational courses at the 200-level. For this section of your portfolio, upload your best writing samples from the following classes (COM 220, COM 230, COM 240, COM 295). You should include at least 2 papers in this section. At Rollins College we educate students to be global citizens. After you upload your best writing samples, reflect on how these classes help you develop as a global citizen. Use the following questions to guide your reflection: 1. In your own words, who is a global citizen? 2. How did particular courses (e.g., concepts, assignments, experiences) shape your understanding of what it means to be a global citizen? 3. Did these classes help you develop greater appreciation for diversity? If so, how? If not, what could we do differently? 4. You should reflect on specific concepts from the courses you ve taken. Tab 3: Presentations As you complete your major in Communication Studies at Rollins College we expect that you are able to think critically as well as speak, listen, and write effectively. We believe that all of these skills should be apparent in any presentation you give. In this section of your portfolio, upload 2 video-taped presentations. You may draw from any COM class for this section but we encourage you to upload professional presentations from COM 210 (Public Speaking) or any of your concentration courses. Then, write a reflection paper about how your professional and personal communication skills have developed as you took courses in the COM major. Use the following questions to guide your reflection: 1. What did you learn about giving presentations that will help you as you start your career? 2. You should reflect on specific concepts from the courses you ve taken. Tab 4: Concentration As a COM major you chose to concentrate your studies on organizational communication and leadership, public relations, or health communication. In this section, we ask you to reflect on how this coursework, including COM 397: Internship or COM 400: Advanced Project in COM Studies helped shape your career goals. Upload papers, projects, and artifacts from your concentration courses. Then, write a reflection paper about how your concentration courses helped you develop as a well-rounded communicator capable of responsible leadership. Use the following questions to guide your reflection: 1. In your own words, what makes a responsible leader?

8 2. How did particular courses (e.g., concepts, assignments, experiences) shape your understanding of what it means to be a responsible leader? 3. Did these classes help you develop greater appreciation for skills necessary for a career in your chosen area of interest? If so, how? If not, what could we do differently? 4. How did your understanding of the field change as you took each course? 5. You should reflect on specific concepts from the courses you ve taken. Also remember, that part of this assignment is your layout and arrangement documents. Ask yourself: Is this information presented in a way that entices readers to continue reading? o Look at websites on the web, and look for pages that you think are laid out well. Replicate the way these websites are laid out. o If you have questions on Foliotek functionality, contact SQADRI@rollins.edu 9. SENIOR ASSESSMENT: Rollins College is strongly committed to creating and maintaining a culture of evidence-based continuous improvement. The Department of Communication s assessment initiative is designed to help answer the essential questions of the learner-centered college: Are our students learning? How do we know they are learning? How does what we know allow us to improve learning? As part of this major, you are required to participate in a knowledge and skills assessment. Your efforts and participation in the assessment process will not affect your course grade. The assessment, however, must be your best effort. Writing a paragraph to answer the questions or just signing your name is not acceptable. Actions like those will lower the senior assessment part of your grade. These assessments will be used by the Department of Communication to measure our seniors learning since beginning the major so they are very important. The last date to take the assessment is February 11. The Senior Assessment is worth 20% of your final grade.

9 10. GRADING: Program survey instrument 20% Senior assessment 20% Portfolio/Foliotek 20% Road Trip Nation project 40% 11. ACADEMIC HONESTY: Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature: On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work. Material submitted electronically should contain the pledge; submission implies signing the pledge. 12. DISABILITY ACCESS: Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this

10 disability in writing to the Disability Services Office at (box 2764) 1000 Holt Ave., Winter Park, FL, or call for an appointment or call the Director of Disability Services, Grace Moskola, at Her address is 13. TITLE IX STATEMENT: Rollins College is committed to creating and maintaining a community in which students, faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and remedies to individuals that have experienced sex and gender based discrimination. Faculty members are responsible employees under Title IX and must share information about sex and gender based discrimination with the Title IX Coordinator. Information about available confidential resources, support services, and reporting options can be found online at COURSE AND INSTRUCTOR EVALUATION: At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process. The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments. The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams. Students will receive one at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends.

11 15. CREDIT HOUR STATEMENT: This course is a four-credit-hour course. that. The value of four credit hours results from work expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average at least 3 hours of outside work for every hour of scheduled class time. In this course, the additional outside-of-class expectations include reading text material, writing answers to end-of-the-chapter questions, writing papers, interviewing, preparing questions for interviews, and sessions with faculty/alumni. Rollins faculty require that students average at least three hours of outside work for every hour of scheduled class time. In this course, the additional outside-ofclass expectations include reading text material, writing answers to end-of-thechapter questions, writing papers, interviewing, preparing questions for interviews, and sessions with faculty/alumni. 16. USE OF ELECTRONICS IN THE CLASSROOM: In order to better provide a positive learning environment, we will foster a learning environment that avoids technological distractions. Effective communicators and communication scholars exercise disciplined thought and action. In order to optimize the time that we are together in each session, please respect the following guidelines that apply to our technological devices: *Cell phones are turned off or put on vibrate at all times in the classroom. *Cell phones are not dialed or answered while class is in session. *Text messaging is not allowed in the classroom while class is in session. *Laptop computers will not be used in the classroom.

12 COM 480: SENIOR SEMINAR IN COMMUNICATION SPRING, 2017 JANUARY 19 Introduction to course and to one another JANUARY 26 C.1 and C.2 FEBRUARY 2 C.3 and C.4 Discuss and submit the Personal Survey Instrument (PSI) FEBRUARY 9 C.8 and view the 2013 Academy Award winning film for Best Documentary. Searching for Sugar Man. FEBRUARY 16 C. 10 and C. 11 FEBRUARY 23 MARCH 2 MARCH 9 MARCH 16 MARCH 23 Assessment (meet in library) Senior Interviews Senior Interviews Spring Break Visit with the faculty of the Department of Communication MARCH 30 C. 15 and 17 APRIL 6 APRIL 13 View Roadtrip Nation video and discuss individual progress on Roadtrip Nation project C. 21 Portfolio/Foliotek session (meet in library)

13 APRIL 20 APRIL 27 Discussion/Review of Road Trip Nation project with instructor in CSS 152 (this meeting is not required but I will be available to provide final help on your RoadTrip Nation Project) Submit and discuss Roadtrip Nation Project

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