What A Semester! I'll Miss YOU!!!

Well, "largest group I have ever taught", I have to say, this was a nutty semester! I kept thinking people would drop so I kept adding and what the ????? Hardly anyone bailed! Good work people, you have done well and stuck with it! Thanks for sharing and growing along with me this semester--Good luck in your interpersonal relationships! For this blog, please share one relationship in your life that might benefit from what you learned this semester and one moment in class that impressed you, made you laugh or inspired you! Have a GREAT summer and behave yourselves for goodness sakes!!!

Study Guide Questions/Chpt 12: Families

Hi Gang! Welcome back from break! For this blog, please post 3 things:

1.) After reviewing the study guide found here on the blog home page on the right hand side of the screen (under 'pages') --Do you have any questions?

2.) When it comes to family communication, hwat is your family's style? Which stage of the family life cylce is your immediate family currently engaged in?

3.) Finally, what does "family" mean to you?

SPRIIIING BREAK!!!!!!! Woo hoo!!!! Chpt 11

HI Gang! Blog about ROMANCE--What is your favorite "rom com" and why? Are romantic comedies realistic or not? How is your real life romantic experience/situation/observation different than these often exagerated and fantasy-oriented films can be?

Earth Day!!!

Join us on the lawn for star gazing! Bring the family! Wed  4/13 from 815--930 or so--for extra credit (5 points to attend/up to 15 to write an interpersonal reflection on "fragile earth"---) We'll be up on the lawn near the sociology/Business Sciences/Child development corner. For this week's blog, please post one action you and your friends can take to help celebrate earth day and make a difference for the world! Please mention some chapter vocabulary from chapter 10 on FRIENDSHIP, 3 terms minimum in your post!

Friendships!

Sorry to miss class today gang (3/29) But see you Thursday! Soon we will discuss friendship in class! For this blog, please identify the prototype of a friend to you, that is: Name a person specifically who represents to you what friendship means/should be. Tell us why this person is special. Do Wood's observations on friendship apply to your example?

Let's Talk about Emotional Intelligence: Chpt 7...

Chapter 7 delves into emotions! Cognitive labeling expains how there is pressure to react to emotional situations a certain way. However, this "certain way" the generalized other says we SHOULD react may not fit our own personal and highly individualized emotional experience. Think about this: Is there ever happiness or joy at a funeral? Is there ever fear at a birthday party? What about divorce, graduation, promotions and more life events! I mean think of all the greeting cards you WON'T find at Target! Like: " Sorry you'll see your family even less, but congratulations on the promotion at work!"
 For this post:
1.)  name a highly emotional event or situation we all may confront in life.
2.) State the likely (generalized other's) emotional response and then an unlikely, or out of the ordinary, less expected and more personal response due to unique circumstances. Use emotional intelligence in your response.
3.) Suggest a new greeting card for just such an event! (Be sensitive please).

I will go first: Pregnancy: The expected response is excitement or joy, lots of tearful phone calls. Alternative response: Sadness or fear if this was not planned or fear and anxiety if there are problems with health. I believe society puts alot of pressure on us in the event of pregnancy, to be happy, light hearted and blissful. This is a limiting set of emotional possibilities/in reality, so much more is often going on. I have never seen a Hallmark card that says: "sorry you have to start worrying about saving up for college" for a Mom-to-be!"

STUDY GUIDE Midterm EXAM-aganza! woo-hoo--"Tests are fun!"--Alex

Study this to rule the school on March 17th! Wear green dawg'!

Consider Submitting your "Who Am I" paper here! Extra Credit (5 to 25 points!)

NOW UPDATED!!! UP TO 40 POINTS FOR ACCEPTED PUBLICATIONS!!! DON"T MISS OUT!!!
Are you a writer? A visual artist? Please consider contributing your creative work to the fifth annual edition of Cosumnes River College’s literary publication. We are committed to publishing emerging and established writers, including Cosumnes River College students, faculty, staff, and the rest of the world.

We want your: short stories; essays, including autobiographical narrative, criticism, interviews;
mini-essays (250 words) on the theme: carpe diem; poems; art: photographs, drawings, etc. Also, please include a fifty-word bio with your submission.

Please forward your contributions to: crc-ljsubmit@crc.losrios.edu
Include no more than five poems or photos per entry; limit your short stories + essays to two contributions per year. Please send MS Word attachments for writing + jpeg files for the art. For the Spring 11 issue, e-mail crc-ljsubmit@crc.losrios.edu by March 18th.

Please post a question or idea below! Or share your favorite line of song lyrics/poem you shared in the paper if you want to! Double blog credit this week for you HARD WORKING RESEARCHERS who made it to the library! I a proud of you!!!

Gender Bender

We will discuss some of the cultural and gender oriented details of the Film Stage Beauty this week and take a short quiz to prepare for the midterm -- During the 17th century masculine attire included skirts, long wigs and pointed shoes, at least in England! It's funny how women couldn't perform onstage because that was inappropriate, but men often went around looking like what today, we'd consider feminine....Communication theorist Judith Butler claims that "gender" in and of itself, is a 'performance'--think of an actor you admire from TV or Film.....are they masculine or feminine? Gay or straight? Respect diversity in your answer, and describe what aspects of the performer you chose make their gender obvious: In short, how do they "perform" masculinity or femininity? When you think about Kinneson in Stage Beauty, what traits was he trained to highlight and to hide to portray a female on the stage? Why do you  think fans of celebrities get confused between a stars' ACT or public persona and their real, normal, everyday life?

Chronemics and Silence: Non verbal Drama!!

There are many cultural differences in the way we treat and read meanings about time. What's it like in your family or your culture? Is being late considered rude? Or is it annoying to be early? What does "old" mean in terms of time to you? Is something or some one old 5 weeks/5 years/5 generations?  Is something or someone who is old considered neat and special or dusty and ready for the dump or the old folk's home? Age is related to chronemics because it results with time passing.....

Now what about silence people? The most mysterious form of nonverbal communication--what does it mean to choose silence, or to be speechless? Read Gaga's lyrics from the song Speechless and give us your thoughts on silence: Is is a healthy or unhealthy communication option? Does the song represent silence as powerful or weak? Go here to read the lyrics. http://www.lyricsmode.com/lyrics/l/lady_gaga/speechless.html

Language--Look at Me..I'm bilingual! (Míreme: ¡Soy bilingüe!)

Hi Everyone! Language is a tricky thing, that symbol system we use--so arbitratry, abstract and amphibious, oh I mean ambiguous! Sometimes translating phrases and words into other languages can help shed light onto why or symblo system is so complex! This week, type up a short comment or statement about your feelings on getting up early and getting to school. Just maybe four sentences--next go to http://babelfish.yahoo.com/ and paste the paragraph you typed into the english to spanish translator on babelfish--It will translate your comment into Spanish--then post it here on the blog by cutting and pasting it. Finally, cut and paste a classmates' Spanish entry back into English by also using babelfish to see what we are all talking about! Wait til you see how exotic and festive we'll sound this week--we're all biligual! Language is craaaazzzyyyy!!!! Here's mine:

Soy siempre soñoliento por la mañana. Odio levantarme y acometer para clasificar. Deseo que podría permanecer el hogar y comer cosa del helado la primera por la mañana. Un buen rato de comenzar la clase sería el aroun 1045. Gracias los amigos.

Week 4: What are you missing?

http://culture-at-work.com/perception.html

Visit the above website.Watch both short videos and listen to the short analysis. Then tell us here how that went for you, but don't give away the "tricks!" WHOA! --perception is unreliable--if we don't expect to see something, we often miss it! Sound and smell too! Have you ever had a cold and lost your sense of smell? It effects EVERYTHING...by eliminating one sense we can experience the others or become more aware of them. Try closing your eyes and walking around the house--does it seem like a different place? OR try putting in earplugs and watching your favorite music video--weird huh? In short--our senses are not just objectively and naturally finding and reporting info to our brains....actually we, as individual "self's" are using selective attention to "choose" where to look, what to listen to and where to touch a door to open it. IT's a crazy world, right? (It's not just me!?!)

Blog #3: attachment styles

Hi Everyone! This week we focus on the self in communication. As you prepare to begin your "Who am I?" Research paper, consider the four attachment styles: secure, dismissive, fearful and anxious/resistant--Here is a website that labels and identifies the four slightly differently: http://psychology.about.com/od/loveandattraction/ss/attachmentstyle.htm

Think of a favorite character in a book, film, band or tv show. Name them and take a guess at analyzing them--Yes, that's right, be their therapist for 5 minutes and determine which attachment style they probably have. What do you know about them that makes your observation valid, Dr. ___________??? Use your book to fully understand and explain attachment styles in this 5-6 sentence posting--Thanks!

The President's State of the Union Speech

Did you hear it or watch it? if not check out on this politcal blog: http://www.huffingtonpost.com/2011/01/25/obama-state-of-the-union-_1_n_813478.html
Watch as much as you can and then respond:

How do you, your family or your friends or people of your culture approach talking politics? Is it a fun or stressful discussion? Can it be discussed without arguing? Has it always been this way or did something happen to effect the interpersonal situation/set the tone? How do you feel about voting and being politically active as a college student? Did you know women were not allowed to vote until 1920 in this country? Watch the film Iron Jawed Angels sometime, it tells the story of females earning and fighting for the right to vote! Tell me what would have to change for you to get more interested and comfortable with talking about politics--please respect mutliple opinions within our class and keep personal political opinions about parties and candidates yo yourselves, for now anyways--Thanks--Looking forward to your voices! S

Spring 2011 Syllabus: Draft

Comm 321: Interpersonal Communication


Instructor: Sandra Wheeler Abeyta

Email: wheeleS@crc.losrios.edu

Office: CVPA 102

Office Hours: T/TH 8:30am-9:00 and on-line any time



Required Materials

• Wood, Julia T. (2007). Interpersonal Communication: Everyday Encounters (5th ed.). Belmont: Wadsworth.

• Computer access for BLOG

• 2 exam forms (882)



Course Description

This course will explore and apply models and theories of interpersonal communication in a variety of contexts. Using simulations and structured exercises, students develop a deeper understanding of communication concepts associated with developing and maintaining satisfying interpersonal relationships. Additionally, students will improve communication competency through a heightened awareness of the complexity of interpersonal communication and the development of skills as both senders and receivers of shared messages.



Student Learning Outcomes

Define and identify various theoretical perspectives across the discipline on interpersonal communication



• Evaluate various models of communication and explain how messages may be sent and received at both conscious and unconscious levels.



• Explain salient characteristics of interpersonal and intrapersonal communication in relation to other communication contexts.



• Identify stages of development and termination for interpersonal relationships



• Describe the characteristics, behaviors and attitudes of competent communicators and explain how competent communicators appropriately adapt messages to varied contexts.



Assess individual responsibility within one’s ability to influence ethical, effective and appropriate communication among diverse settings and people



• Describe the importance that self-awareness plays in the development of satisfying interpersonal relationships and identify guidelines for strengthening one’s self-concept.



• Explain the importance of emotional intelligence for satisfying interpersonal relationships.



• Demonstrate ethical communication within the context of interpersonal relationships.



• Define the characteristics of interpersonal conflict and identify strategies for effective communication during conflict.



Apply effective listening skills to comprehend spoken messages, analyze information and consider multiple perspectives



• Analyze the process of human perception and describe the influence of various standpoints, such as culture and gender, on perception.



• Demonstrate active listening through the use of mindfulness, paraphrasing, and non-defensive responses to criticism.



• Delineate the difference between relational and literal meanings of interpersonal messages.



General Course Policies

1. Attendance: My policy for missed days is to allow three absences for sickness and/or emergency. If you miss more than three classes your final grade will be penalized 10 points for each additional class missed. Poor attendance will prevent you from passing this class. Since quizzes and partner evaluations can NOT be made-up, good attendance is imperative. This course will build on the components of every discussion, lecture and class activity. Therefore, it is vital that you make every effort to attend all classes.



2. Late Assignments: Assignments are due at the beginning of class. If they are not turned in at the beginning of class they will be considered late. I will accept late written assignments for up to one week, but they will be penalized one full letter grade (regardless of whether the assignment is two hours late or two days late). I will not accept written assignments that are more than one week late! Exams, quizzes, partner evaluations, and presentations cannot be made up. However, under certain circumstances, an exam or quiz may be taken early.



3. Cell Phones: Please turn off cell phones in class. Do not send text messages during class. If you have an emergency please let me know before class begins that your cell phone might disrupt class. If your phone continues to go off in class, or if you are caught sending text messages, I will administratively drop you from this class for not following course procedures.



4. Participation: A great deal of this class will involve the discussion of concepts and in-class activities. Many of the in-class activities will be given credit/no credit participation points (you will have the opportunity to earn up to 30 in-class activity/TBA points over the course of the semester). I expect every member of the class to fully participate.



Department/Campus Policies



Sexual Harassment: Sexual harassment is offensive and illegal and will not be tolerated in the classroom! Sexual harassment is any unwelcome sexual advance or requests for sexual favors or any other verbal, visual, or physical conduct of a sexual nature in the work or college setting. Using profanity that consists of sexual innuendo or sexist language (a slur or pejorative towards a gender)

are considered a "verbal" conduct that may be an unwelcome advance. If you feel that you have been the recipient or a witness of sexual harassment by any other student enrolled in the class, please report the concern immediately to the Instructor. The Instructor, the Dean or the CRC student conduct personnel will address a report of Sexual Harassment immediately in a confidential, professional manner.



Academic Honesty



Cosumnes River College values academic honesty. Current policies prohibit dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college. All members of the academic community are responsible for the academic integrity of the Cosumnes River College campus.



CRC Academic Honesty Process



CRC’s process with regard to plagiarism and cheating is available on CRC’s website @ www.crc.losrios.edu. Course syllabi should reference the process.



1. Faculty members have the right to choose whether or not to pursue suspected cases of plagiarism and cheating.



2. When addressing plagiarism or cheating with reasonable evidence, the faculty member should notify the student of the concern.



3. Faculty members may consult with other faculty, the Dean of the pertinent division, and the office of the Vice President for Student Services when determining whether plagiarism or cheating has occurred.



4. In situations where cheating or plagiarism has occurred, the faculty member is to determine consequences in compliance with board policy and regulations, which prohibit dropping a student from a course. The consequences may be any of the following options:



giving the student a verbal or written warning

giving the student an additional assignment

giving the student a zero on the assignment

determining other appropriate consequences that comply with board policy and regulations.



5. In situations where cheating or plagiarism has occurred, the faculty notifies the Dean of the pertinent division, and the student that a “Referral for Student Code of Conduct Violation" will be filed through the Area Dean to the Office of VPSS.



6. Students have the right to grieve an action that they feel violates their student rights.



7. The office of the Vice President for Student Services (VPSS) shall be responsible for maintaining records related to cheating and plagiarism.



Probation, suspension or expulsions are courses of action that may be determined by the Disciplinary Officer of the College, in accordance with District policy.



Definition of Plagiarism



Plagiarism is defined as representing the words, ideas, or work of another as one’s own in any academic exercise. Plagiarism consists in taking the words or specific substance of another work and either copying or paraphrasing without giving credit to the source. Plagiarism is applicable to written, oral, and artistic work. The following examples are only some of the many forms plagiarism may take:



1. Word-for-word copying of work written by someone else.



2. Failure to give proper credit for ideas, statements of facts, or conclusions derived by another.



3. Failure to use quotation marks when quoting directly form another, whether a paragraph, sentence, or phrase.



4. Close and extended paraphrasing of another work without acknowledging the source.



Definition of Cheating



Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means. The following are only some of the many forms cheating may take:



1. Copying another’s work on a test, paper, or project.



2. Using unauthorized materials in an exam or collaborating on work to be turned in for credit where the instructor disallows such collaboration.



3. Taking an exam for another student, purposely allowing another student to copy during a test, or providing coursework for another student to turn in as his or her own effort.



4. Submitting the same work in multiple classes for credit without permission form the instructor.



Emergency and Evacuation Procedures: In the event of an emergency, the

Instructor or another authorized person may need to follow the Emergency and

Evacuation Procedures established within the policy of the campus and will require your compliance and cooperation. Typically, the Emergency and Evacuation Procedures are posted within the classroom.



Each of these policies is designed for your and each persons' safety with the intent for a rewarding academic experience possible at Cosumnes River College.







Course Assignments and Their Weighted Values



Quizzes 12 @ 10 pts. each . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 pts.



BLOG............................................................ . . . . . . . . . . . . . . . 100 pts.



Progress Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 pts.



Analysis Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 pts.



Dyadic Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 pts.



Midterm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 pts.



Final. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 pts.



Library Modules (3@10pts each, pass/fail). . . . . . . . . . . . . . . . . . . 30 pts.



In-Class Activity/TBA (variable) . . . . .. . . . . . . . . . . . . . . . . . . . . . . 25 pts.



--------------------

Total points possible: 700





90% - 100% = A

80% - 89% = B

70% - 79% = C

60% - 69% = D

59% and below = F



Assignments at a Glance



Quizzes

As previously stated, quizzes may not be made-up. They are given at the beginning of each designated class period and cover chapter material. Each quiz is worth 10 points and will consist of true/false, and/or multiple choice, and/or short answer questions. Each student is allowed “1 free question” per quiz, not to exceed 10 points (translation: 9 correct answers = 10 points but 10 correct answers still = 10 points).





Blogging:  Weekly, due on Tuesday before class--spend the first 5 -10 minutes of Tues. class discussing posting with a partner and sign on a couple times a week--Respond to other classmates as well as share your own insight about each chapter and it's connection to your life in some way.


Analysis Paper: An Exploration of Self

This paper is designed to give students an opportunity to answer the question

“Who am I?” First, identify some of the significant roles that contribute to who you are (i.e. sister, mother, daughter, husband, son, wife, student, etc.). Second, reflecting on concepts of self (see chapter 2), analyze your multiple life roles. How is your self-image impacted by the various roles you play? How does self-esteem impact your perception of self in these roles? Etc. Third, how do the aforementioned roles you play limit and/or liberate your understanding of self? What, if any, experiences and/or philosophical orientations deepen your consciousness and expand your awareness of self beyond the roles that you play?



This paper should be 4-6 pages, typed, utilize correct grammar and spelling, and demonstrate a deep understanding for the concepts of self. Please use APA or MLA when citing sources not presented in class.



Dyadic Presentation

This assignment requires that students give a presentation on some aspect of interpersonal communication. Not only will students be required to review their selected concept/technique/strategy (incorporating 3 academic outside sources), they must also illustrate it with a video clip from a television show or movie. Dyads will need to turn in a typed outline at the time they give their presentation that clearly identifies what will be said in the introduction, the body, and the conclusion of the presentation. Students giving the presentation should be prepared to speak for approximately 6-7 minutes each and the video clip should be no more than 5-6 minutes long, hence, the entire presentation should range from 17-20 minutes in length (be sure you don’t run over!). Finally, the style of this presentation should be extemporaneous; dyads should not simply read from a manuscript.



In-Class Exercises and Discussions

I believe that “doing” often leads to “learning.” Therefore, a large portion of this class will involve in-class exercises and activities resulting in participation points. In addition to in-class exercises, we will end many of our class meetings with a class discussion. I expect all students to participate in these discussions over the course of the semester. Both in-class exercise points and points given for discussion participation will be negatively influenced by excessive absences.