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.