1318: Interpersonal Communication Course Syllabus

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1 Revised Fall : Interpersonal Communication Course Syllabus SPCH Interpersonal Communication (3-3-0) Application of communication theory to interpersonal relationship development, maintenance, and termination in relationship contexts including friendships, romantic partners, families, and relationships with co-workers and supervisors. Prerequisite: Must be TSI complete in READ and ENGL. F, Sp ( ). INSTRUCTOR: Name: Jeanine Tagg Office Number: CA 106 Phone Number: BlackBoard: Students will be REQUIRED to use BlackBoard to access certain assignments, handouts and to receive s and other information for this course. COURSE RATIONALE: This course meets the requirement that all institutions of higher education in Texas certify their graduates as competent in oral communications, as mandated by the Texas Higher Education Co-Coordinating Board. In addition, the course prepares the student for the increasing need for cultural awareness and conflict management required in modern society and business. This preparation includes analysis of various cultures and subcultures, preparation for and presentation of speeches and group projects, analysis and presentation of the interviewing process, conflict management exercises, and identification and analysis of personal core values. EDUCATIONAL MATERIALS: Text: Human Communication, The Basic Course, 12 th Edition, Joseph A. DeVito (Pearson Education, Inc., 2012). The Interviewing GUIDEBOOK (workbook). 2 nd Edition, Joseph A. DeVito (Pearson Education, Inc., 2010). All supplemental materials are on Grading for SPCH 1318 is divided into seven different units: 1

2 (1) the Unit Tests unit, valued at 35% of the semester grade; (2) the Cultural Project Presentation unit, valued at 15%; (3) the Class Exercises Work unit, valued at 10%; (4) the Mock Interviews unit, valued at 10%; (5) the Group Video Presentation unit, valued at 15%; (6) the Written Final Examination unit, valued at 15%. Evaluation of the Instructor and the Course: Near the end of each fall semester, students are given the opportunity to evaluate both the instructor and the course. Approved evaluation forms are provided by the Kilgore College Office of Institutional Research, which is also responsible for the analysis of these evaluations. EVALUATION and UNIT DESCRIPTIONS: Grading for SPCH 1318 is divided into seven different units: (1) Unit Tests unit, valued at 35% of the semester grade Four unit tests will be administered throughout the semester. All exams will cover material from the text, lectures and handouts. Tests will require mini essay scan trons as there will Multiple Choice Questions as well as Essay Questions. (2) Cultural Project Presentation unit, valued at 15% Students will choose either one or two fellow classmates to work with during this project. The students will choose an international culture to study in order to share with the class the differences and/or similarities to a Western culture. The groups may choose to focus on the different foods, styles of dress, customs, language, artifacts, nonverbal differences, music, etc. Visual Aids must be used in the presentation to the class. Two sources or references must be used during the 7-10 minute presentation. *Note Dress Code details in Classroom Policies. (3) Class Exercises Work unit, valued at 10% Numerous communication situations and scenarios will be introduced throughout the semester. Students will be expected to participate in the exercises. Some exercises will require role playing during mock scenarios while others will include completing worksheets on self-awareness, perception and nonverbal observations. Thoroughness of completion as well as attitude and productive class participation will be the main criteria for this subjective grade. Pop tests will be factored into class exercise credit. (4) Mock Interviews unit, valued at 10% Students will study the process of interviewing from the perspective of the interviewee and the interviewer. Each student will participate in two mock interviews. Each student should prepare a typed resume for the interviewing process. This resume should be one page only and list an objective, work experience/history, special skills, activities and awards, etc. (5) Group Video Presentation unit, valued at 15% 2

3 Students will be assigned groups for the video project. Groups will choose a video from selected lists to view, analyze and apply principles of interpersonal communication. The group will compile a notebook and present a report to the class complete with powerpoint and video clips. *Note Dress Code policy below. (6) Written Final Examination unit, valued at 15% A written final exam will be given on the day assigned by the Registrar s Office. This will be a written, comprehensive exam covering material from the text, lectures and handouts. FUNDAMENTAL COMPONENT AREAS Critical Thinking Creative thinking Innovation Inquiry Analysis of information How will the objective be addressed? Students will prepare two presentations throughout the semester a cultural project and a group video project presentation. Students will select topics that are interesting and relevant to the audience. They will find creative approaches to capturing and maintaining the audience s attention as well as utilizing interesting and appropriate speech organizational techniques. Students will research speech topics to support and reinforce their message. This will include internet research, interviewing and written materials. Students will apply elements of audience analysis when producing presentations. Students will identify how culture, ethnicity and gender influence communication. Students will analyze presentation formats platform speech with the cultural project and How will the objective be assessed? The Cultural Project grading rubric and the Group video presentation rubric for the course includes evaluation of the topic as well as the creativity of the introduction, closing statements and structural elements. The departmental grading rubric (Cultural Project and Group Video Project rubric) and embedded questions on exams. The departmental grading rubric (Cultural Project and Group Video Project rubric), graded exercises and embedded items on tests. 3

4 Evaluation of information Synthesis of information Communication Effective development, interpretation and expression of ideas through -written communication symposium delivery with the group presentation. They will analyze and determine which source material is more appropriate to the type of speech being produced. Students will analyze a movie from an interpersonal perspective and report that analysis in a written notebook and oral presentation. Students will critically evaluate research and information to determine relevance, accuracy, credibility and reliability of information and research for presentations and projects. Students will collect and assemble research materials when composing presentations. Students will apply appropriate speech organization techniques in presentations. In the group video project presentation students will bring together concepts from the textbook in order to explain communication principles in the movie being analyzed. Students will determine which video clips best illustrate the communication principle in question. Students will construct a written, detailed outline for the cultural project presentation. This will include a Quality of research is evaluated on the departmental grading rubric (Cultural Project and Group Video Project rubric) as well as embedded items on tests. Speech content and choices are evaluated on the departmental grading rubric (Cultural Project and Group Video Project rubric). Embedded questions on exams also address organization techniques. Outline grading rubric, resume and interview grading rubric and written notebook grading rubric are 4

5 -oral communication -visual communication Teamwork Ability to consider different points of view thesis/central idea, purpose statement, introduction, body, conclusion, transitions and bibliography. They will prepare a resume for the interview and prepare questions to ask when in the interviewer role. Students will also turn in a written notebook (12 16 pages) for the video project. Students will develop proficiency in oral communication by presenting a cultural project presentation, two interviews and a group video project presentation. Clear verbal expression and focus of ideas as well as appropriate pronunciation, articulation, grammar, diction, tone, pitch, and rate must be used in the speeches. Students will deliver an extemporaneous speech, two interviews and a group video project with effective verbal and nonverbal techniques. Nonverbal communication, including appearance, body language and visual aids (powerpoint, videos, objects, etc.) should be appropriate to the speech. Students will demonstrate effective usage of technology when presenting speeches. The group video project requires use of video clips and powerpoint. Students will engage in discussions of interpersonal conflict, cultural perspectives and perception in small group settings. Students will debate used to evaluate written assignments. Departmental Grading rubrics (Cultural Project, Interviewing and Group Video Project rubric) evaluate oral communication skills. Departmental Grading rubrics (Cultural Project, Interviewing and Group Video Project rubric) evaluate nonverbal, visual delivery as well as the visual aids used in the speech. Participation is evaluated with a teamwork grading rubric and factored into the course grade. The cultural project and the group video 5

6 Ability to work effectively with others to support a shared purpose or goal Personal Responsibility ability to connect choices, actions and consequences to ethical decision-making differing perspectives in group settings. Students will also work in dyads or triads for the cultural project and groups of 5 7 members for the video project. Students will work collectively on graded exercises throughout the semester. These are written exercises as well as role playing conflict scenarios. They will also work as a team on the cultural project and group video project presentation. Students will write a reflection paper identifying individual and group strengths as well as completing group critiques. Students are expected to model good speaker responsibilities. This includes meeting deadlines as well as ethical obligations. Students must incorporate oral footnotes into speeches and will understand the ethical ramifications of plagiarism as well as the consequences and ramifications of not meeting deadlines. Students will also demonstrate understanding of the consequences of selfdisclosure (online and face-toface), lying and using aggressive strategies in interpersonal conflicts. Lecture material as well as worksheets and role playing exercises will be used to address this component. project are graded with a rubric and are factored significantly into the course grades. Participation is evaluated with a grading rubric and graded exercises are factored into the course grade. The cultural project and the group video project are graded with a rubric and are factored significantly into the course grades. Consequences of not meeting deadlines impact the course grades. Graded exercises and embedded items on exams address plagiarism, speaker responsibilities, dangers of self-disclosure and conflict styles. 6

7 Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information Communication Skills - to include effective development, interpretation and expression of ideas through written, oral and visual communication Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal Personal Responsibility - to include the ability to connect choices, actions and consequences to ethical decision-making CLASSROOM POLICIES: A. Attendance and punctuality: On the first day of class, SPCH 1318 students are advised on the Kilgore College Attendance Policy, which states in part: KC requires punctuality and regular class attendance. An absence is defined as a student s not being in class. An instructor may either drop a student when his lack of attendance prohibits him from meeting the course objectives or when a student accumulates excessive absences. Excessive absences is defined as two weeks of instruction in a 16-week semester or no more than 12.5% of the total hours of instruction in any term. (Kilgore College Catalog) Because of the limited amount of time available for students to complete the work required in the course, speech instructors strictly adhere to the course attendance and punctuality policy. Two tardies count as one absence, and students may be withdrawn from the course for excessive tardiness as well as for excessive absences. B. Make-Up Policy: Students MUST contact the instructor ( or phone) BEFORE returning to class to receive ANY consideration in making up work. Failure to contact the instructor before returning to class will result in a 0 for any missed work. Students must have a valid reason for missing work. If contact is made with the instructor in advance, students are permitted to make up a speech, project or test missed because of absences only under the following conditions: (1) the student misses as the result of a Kilgore College-approved trip; (2) the student misses because of illness and presents medical verification of the illness and the date missed (3) the student misses because of a verifiable family emergency, such as a death in the family. Projects involving groups or partners or specific in-class presentations may not be made-up. The instructor will make that determination on a case-by-case basis. 7

8 Responsibility for arranging an appointment for a make-up test or for scheduling a makeup speech and for presenting the required documentation for his/her absence rests entirely with the student. If the student fails to accept this responsibility, the missed work will be assigned a grade of 0. C. Academic Honesty Statement: The Kilgore College Catalog states: It is the responsibility of students and faculty to help maintain scholastic integrity at the college by refusing to participate in or tolerate scholastic dishonesty. Plagiarism and other forms of academic dishonesty undermine the very purpose of the college and diminish the value of an education. Specific sanctions for academic dishonesty are outlined in the Kilgore College Student Handbook available in the office of the Vice- President of Student Development, located in the Duvall Student Center. Phone (903) In Speech 1318, students are advised of this policy on the first class day. D. Withdrawal Policy: The official Kilgore College calendar, published in the Kilgore College Catalog includes the last possible date for student-initiated withdrawals from individual courses and from the college overall. Students are advised to the KC withdrawal policy on the first day of class. All withdrawals, whether student-initiated or instructor-initiated, result in a grade of W during the first twelve weeks of the semester or the first twenty-one days of a summer session. During the thirteenth or fourteenth weeks of a semester or from the twentysecond through the twenty-fourth day of a summer session, students are assigned a grade of W if they are passing the course or a grade of F is they are failing the course. Students may not drop individual classes or withdraw from school during the last two weeks of a semester or following the twenty-fourth class day of a summer session. Prior to dropping a class, students are encouraged to have a conference with their instructor. E. *Dress Code: For class presentations, each speaker is expected to "dress up." For the men, this expectation requires a minimum of dress slacks, a belt if the slacks have belt loops, a dress shirt, a tie, and dress shoes. A suit is preferred. For the ladies, this expectation requires a dress or coordinated skirt-and-blouse: a ladies suit is preferred. Pant suits (dress pants with a coordinating jacket) are allowed. As a guiding principle, each student should dress as he/she would for an important job interview. The dress code is a requirement: it is not an option. F. The Kilgore College Civility Statement says, Students are expected to assist in maintaining a classroom environment that is conducive to learning. Inappropriate or distractive behavior is prohibited in order to assure that everyone has opportunity to gain from time spent in class. Should a disruptive classroom incident occur, the faculty 8

9 member in charge may remove the student on either a temporary or permanent basis. Students have the right to appeal through the appropriate channels. Students should be properly dressed for class. Students dressed in revealing attire or low-riding shorts or pants will be dismissed from class and not be allowed to make up work missed due to the dismissal. Cell phones should not be a distraction in the classroom. Students will be required to turn off or put cell phones on silent and to put phones out of reach and out of sight while in the classroom. Failure to follow these instructions will be grounds for dismissal from the class temporarily or permanently. ADA Statement Kilgore College is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. If you choose to request accommodations for a documented disability which may impact your performance, attendance, or grades in this course, you must first register with the Office of Disability Services. Please note that classroom accommodations cannot be provided prior to your instructor s receipt of an accommodation letter from the Office of Disability Services. For more information about accommodations, please contact the Disability Services office on the second floor of the Devall Student Center: (903) STUDENT LEARNING OUTCOMES: Upon successful completion of this course, students will: 1. Exhibit understanding of interpersonal theories and principles. 2. Demonstrate ability to analyze and critique verbal and nonverbal interactions in mediated and face-to-face contexts. 3. Identify perceptual processes as they relate to self and others. 4. Demonstrate critical thinking ability by effectively researching, evaluating, and applying communication theories in oral and/or written assignments. 5. Demonstrate understanding of the relevance of cross-cultural, co-cultural, gender and age influences on human communication. 6. Demonstrate ability to identify, evaluate, and apply conflict styles and conflict management techniques in dyads and/or groups. 7. Identify types of and barriers to effective listening. Disclaimer: Each instructor reserves the right to make modifications in content and schedule as necessary to promote the best education possible within the prevailing conditions affecting this course. 9

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