COM 104: INTERPERSONAL COMMUNICATION
INTERPERSONAL COMMUNICATION SPRING ’07 M-W-F 1:00-1:50; 2:00–2:50 162 Garner Hall
JR Steele OFFICE HOURS: M-W-F 12:30-1:00; W 3:50–4:20 E-MAIL: jsteele@mail.barry.edu
CATALOG DESCRIPTION: Study of self-concept, perception, language, listening, emotions, and conflict as they relate to person-to-person communication.
UNIVERSITY MISSION: This course advances Barry University's Mission statement. Studying the self, perception, and emotions fosters personal growth. Studying listening, verbal and nonverbal messages, conversation, culture, conflict and power raises interpersonal awareness.
TEXT: Wood, J. T. (2007). Interpersonal communication: Everyday encounters (5th ed.). Belmont, CA:
Thomson/Wadsworth.
OBJECTIVES/LEARNING OUTCOMES/COMPETENCIES: Upon successful completion of this course, students will be able to:
1. Define, identify, and differentiate among the models for the communication process; distinguish between content and relationship meanings of messages; identify eight basic principles of interpersonal communication; apply elements of communication competence.
2. Define and identify attachment styles and identify how family, peers, and society affect the “self.”
3. Discuss how the process of creating meaning affects perception; define, identify, and differentiate among the other factors that affect perception.
4. Discuss the symbolic nature of language; identify principles of verbal communication; explain the effects of using and understanding symbols and of belonging to speech communities.
5. Define, identify, and differentiate between verbal and nonverbal communication; define, identify, and differentiate among at least nine basic types of nonverbal communication.
6. Define, identify, and differentiate between hearing and listening; identify obstacles to effective listening and indicators of non-listening behaviors; discuss how types of listening accomplish different communication goals.
7. Define, identify, and differentiate among emotional intelligence, emotions, and emotion work; explain the obstacles to effective emotional communication; define and identify guidelines for expressing emotions effectively.
8. Define and identify four elements that contribute to effective and satisfying personal relationships; define, identify, and differentiate between types of communication that create supportive and defensive climates in personal relationships; discuss guidelines for building and sustaining healthy relational and communication climates.
9. Define, identify, and differentiate among the principles of conflict; discuss how social influences may affect our orientation toward and responses to conflict; define, identify, and differentiate among the different approaches and responses to conflict situations; distinguish among constructive and destructive ways to resolve conflict.
10. Discuss what makes friendships unique relationships; define and identify rules for how friendships develop and function; discuss tensions that make friendships difficult to develop and maintain; define and apply the principles for enhancing communication in friendships.
11. Define and identify key concepts of committed romantic relationships, growth and deterioration stages, challenges specific to romantic partners, safe sex practices, and guidelines for making committed romantic relationships more effective.
12. Discuss evolution of the family, describe various long-term commitments, contrast family patterns from other relationships, and identify ways to improve communication with family members.
LEARNING METHODS: Lecture, discussion, and in-class peer-to-peer teaching, with an emphasis on experiential exercises such as demonstrations, simulations, and practicing skills. There will also be homework, quizzes, and exams over text and assigned readings.
COURSE REQUIREMENTS: Content lectures will cover specific topics (see the Course Schedule) and students are responsible for coming to class having studied the materials indicated on the Schedule. Lectures and class discussions will periodically include material that supports and extends information in the text. Some class time will be devoted to interacting in groups, often related to specific homework assignments. Additional instructions for SOME projects will be provided when appropriate. Changes to the Schedule may occur at the instructor's discretion.
I. Notebook: Research shows a clear correlation between student grades and their ability to keep course materials organized. Also, this course requires each student to apply the various principles described above. To help students perform and to allow for multiple-small assignments, all work in this course will be maintained and organized in a 3–ring binder, clearly broken down with tabs by area. Periodic notebook checks will occur. Notebooks MUST be with you EACH class. Points will be forfeited if your notebook is not present. The Notebook provides a way to organize and maintain the information and assignments from the course. The following sections must be clearly labeled in your notebook:
A. Administration: This section should maintain all documents related to the functionality of the course. These documents include but are not limited to your course syllabus, schedule, and selection options for movies, books, oral persuasion, and detailed information for any other assignment. Also maintained in this section is evidence of any excused absences.
B. Exams: Maintain graded exams in this area. Details for exams are provided below.
C. Content: For each chapter, students must complete the provided outline by filling in the blanks while reading. For each chapter, students should create one worthwhile question that they will ask their peers when the relevant information is discussed in class. Students will have the opportunity to present their questions during the presentations and/or class discussions. One point will be awarded for each completed chapter outline/question.
D. Homework: (Writing Across The Curriculum Skills Component) There are 12 brief (2 double-spaced, typed pages, excluding cover page) writing assignments available.
• Students are responsible for completing homework assignments for each chapter.
• To earn credit for homework assignments, adhere to these guidelines:
1. Each homework assignment MUST BE TYPED.
2. Include your name, date, and assignment title (ex. Homework Chapter 9).
3. Always staple together multiple pages.
4. Assignments should be completed at the beginning of the class on the required due date.
5. Maintain each homework assignment in your notebook in chronological order. Homework will be checked each Friday (unless noted on the course schedule) and must be in your notebook to receive credit. Each homework assignment is worth 2 points.
II. Activities: The following activities are required for all students.
A. Chapter Presentations
1. Each student will select a partner.
2. Each pair will work together to present a chapter.
3. The dyad will present a compelling presentation to their peers incorporating the following criteria:
a. Meet with the Instructor to secure materials needed for your preparation.
b. Establish the objectives for the chapter.
c. Emphasize the key points presented in the chapter.
d. Incorporate realistic examples to demonstrate the key points.
e. Equally divide the information in the chapter between yourself and partner.
f. Present the information in an interesting and compelling manner within 20-30 minutes... be creative, call upon specific students by name, ask questions.
g. Create a 2-page handout for peers outlining the chapter highlighting the key points (allow students to fill in the blanks on key words and terminologies).
h. Select a classroom activity that illustrates the chapter objectives (instructor will provide activities, you are welcome to be more creative). If you find an activity that is better than the ones provided, it must be approved by the instructor prior to the beginning of your presentation. (Instructor has additional resources available.) Conduct the activity with your peers.
4. Attendance is MANDATORY the date presentation is due.
5. Activities will occur the class period after each presentation.
B. Interpersonal Communication Newspaper Presentation: This exercise allows you to define salient issues and topics in interpersonal communication by constructing a newspaper devoted exclusively to interpersonal communication happenings, news, and features. You will summarize the most important interpersonal communication topics, skills, principles, and issues of this term.
One week in advance of the due date, students will develop groups, and spend a class period determining to which section they would like to contribute: Front page, national news section, local news section, life (home and people) section, sports, business, and advertising. One student will serve as editor. Each section should establish a leader.
For example, the front page should report the most important issues affecting the nation as a whole; the national news should report a range of topics of widespread interest; the local news should reflect the most important campus issues; the life section should deal with problems, interesting developments in relationships, and, of course, Dear Abby and Miss Manners columns; sports might cover any kind of sport (including fair fighting, vulture attacks, and games such as those discussed as covert conflict in the text) practiced in relationships; and the business section might report on new books published on relationships, new relationship services (dial-a-friend exists in some locations). Consider the content for the section of the paper you selected.
Students must meet with their newspaper section groups. Each group should construct an article relating to their section. The group must put their page together for the class presentation and submit to the editor by the due date on the schedule.
Each group will present their section of the newspaper to the class. The groups should explain why they chose the content they did and why they placed it where they did on the page in terms of its importance to interpersonal communication. Consider how your article reflects upon present-day interpersonal communication and interpersonal relationships.
C. Oral Persuasion Skills Component
1. Oral Persuasion Role Play: During rehearsed role-plays, pairs of students will demonstrate their understanding of and ability to apply particular power strategies during an interpersonal persuasion attempt. Role-play scenarios will be provided, and students must be present on their chosen presentation dates.
Distribution Requirements/General Education Learning Outcomes
One of the Distribution Requirement Learning Goals is met through the Oral Persuasion Exercise. Specifically, the 5th instructional objective is “To develop clear and persuasive oral expression.” Parts of General Education Learning Goal #1 are achieved through the Oral Persuasion Exercise. The competency reads, “Write, read, listen to, and speak English clearly and effectively in order to acquire knowledge, convey and discuss ideas, research and evaluate information, and think critically.”
For the Oral Persuasion Exercise, specific learning outcomes are that students read the handout about the Exercise and choose among role-play situations. Each student must also read and choose among French and Raven’s types of power (as identified on a handout). Two power strategies are employed by each student in an oral attempt to persuade their role-play partner to comply with the stated goal in the role play scenarios. Thus, students demonstrate their abilities to read and speak English clearly and effectively, they acquire knowledge through the reading, they convey ideas during the oral presentation, and critically evaluate information when they choose which power types to employ for their persuasive attempt.
2. Oral Persuasion Service Activity: Toward the end of the semester, students will joint venture with other students to apply their persuasive abilities in their community by participating in and helping to sponsor the Barry Charity Fair. Students will engage in a minimum of 10 conversations attempting to persuade instructors, local non-profits, local businesses and their peers to support the Charity Fair. Service hours are available for this activity and students will be awarded credit for successfully completing their Persuasion Sheet.
For the Oral Persuasion Service Activity, specific learning outcomes are that students identify the audience, determine what they want and utilize the most appropriate strategy French and Raven’s given the intended audience. Students must completely fill out the handout indicating the target audience, the specific request, the power strategy(s) used and the outcome.
III. Exams/Quizzes: There are two exams for this class. For both of these exams, all text, handout, and lecture material is available. To avoid point losses, follow the rules of English Composition (e.g., correct spelling and grammar) in your writing.
A. Midterm: Students must select a movie from the approved list and analyze the movie making a minimum of five specific connections to specific concepts covered in our text. Students should understand that there are several ways to analyze a concept. These options include: seeing patterns, organization of parts, recognition of hidden meanings, and identification of components. Consider the following analysis cues in your approach: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer. Clearly indicate (underline or bold) the specific concept you use from our course material as you provide an analysis of the material in relationship to the selected movie. Students are encouraged to watch their movie early in the semester to develop their analysis as we cover the material in class. Students should apply the course content to the movie. Students will present their analysis in class with their peers. Students should complete a one-page handout highlighting their findings for their peers.
B. Final: Students must select a book from the approved list and evaluate the book making a minimum of five specific connections to course content. Students should understand that they there are several ways to provide meaningful evaluation of a concept. These options include: compare and discriminate between ideas, assess value of theories, presentations, make choices based on reasoned argument, verify value of evidence, recognize subjectivity. Your approach will vary based on the book you select. Consider the following available cues as you determine your approach: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize. Students should apply the book content to the course. Students will present their analysis in class with their peers. Students should complete a one-page handout highlighting their findings for their peers. During class on the day of the final, students must write an essay explaining what they have learned from the course and how they will use it in their personal, academic and professional lives.
NOTE: For all written work, follow the currently accepted rules of the English language. Each "GUM" (Grammar, Usage, and Mechanics) error will result in forfeiture of 1 point, not to exceed 20% of the maximum total points. If you are unclear about the accepted rules of writing, PLEASE ASK. I cannot help you if I do not know you have questions. The Writing Center is available to you and is a valuable resource for students having difficulties.
ATTENDANCE: Class members are responsible for attendance and participation. COM 104 is a skills course and a substantial part of the learning in this course will come from participation in class. Being present on a given day means being in the room for the entire class and actively participating. TWO TARDIES (ENTERING THE ROOM AFTER ATTENDANCE HAS BEEN TAKEN) EQUAL ONE ABSENCE. Students are responsible for verifying that an absence is changed to a tardy. ATTENDANCE BEGINS ON THE DAY OF ENROLLMENT, NOT AT THE FIRST CLASS MEETING YOU ATTEND.
● The Attendance Policy of the School of Arts and Sciences will be followed. That is, the 6th absence will result in withdrawal with a W, WP, or WF if within the designated period, or with an F if not. Students are responsible for initiating the withdrawal during the designated withdrawal period. Otherwise, an F will be issued at the end of the term.
● Planning absences in advance, keeping the instructor informed about them, and "saving" the absences for true emergencies is advantageous.
● Students should maintain proof of any excused absence in the front of their notebook. These will be checked during the scheduled notebook checks.
● Students who miss a class are responsible for determining what was discussed. Students should contact their course “buddy” before returning to class to obtain details about the missed class.
LATE WORK: Make-up exams and make-up quizzes, if permitted, will be administered during the final exam period. Arrangements must be made prior to the absence. Homework assignments will not be accepted after they have been collected from the rest of the students; thus, those points will be forfeited. If students must miss a particular class during which an assignment is due, make arrangements to ensure the work is turned in early or by a classmate. There are no extra-credit assignments available for this course. (NOTE: Written assignments will NOT be accepted if they are sent in an email or faxes; email attachments will not be opened.)
COURSE GRADES: Grading is based on a point system. Students may determine their grades at any point during the semester by adding up the number of available points and adding up the number of points earned. By multiplying the number of available points by .9, the range for an "A" is learned; by multiplying the number of available points by .8, the range for a "B" is learned, and so forth.
Grading Scale: 90-100 = A 80-89 = B 70-79 = C 60-69 = D 0-59 = F
The specific points are broken down as follows:
Notebook –
Homework (12) @ 2 points each = 24 points
Outline/journal questions (12) @ 1 points each = 12 points
Activities –
Oral persuasion
Role play = 5 points
Service activity = 5 points
IPC Newspaper = 4 points
Chapter presentations = 10 points
Exams –
Midterm (movie review) = 18 points
Final (book review & essay) = 22 points
TOTAL POSSIBLE POINTS = 100
DISABILITY STATEMENT: For students with documented special learning needs, if accommodations are required, please notify the instructor or contact the Barry Office of Services for Students with Disabilities at 899-3489.
COMMUNICATION: All Barry University students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn. Such norms are set forth in the undergraduate catalogue, under School of Arts and Sciences, Guidelines for Student Conduct and Academic Responsibility. Please be sure that you have read and understood that section. No faculty member will tolerate classroom behavior and/or language that violate these norms. Examples of violations include racist, sexist, profane, and inappropriate language and behavior. The consequences of such actions range from judicial proceedings, to removal by security personnel, to course failure. All members of the class should be sensitive to their classmates, treating everyone with respect and professionalism. If anyone feels uncomfortable about these issues, please see the instructor.
Also relevant to the topic of "Communication" is that all students are expected to have accessed their Bucmail accounts (email account through Barry University) and Blackboard (course website). All email to students will be sent to the Bucmail address and information regarding the class will be posted on Blackboard. If you are unfamiliar with Bucmail or Blackboard, please speak with the people in DoIt.
Related to these issues is a "code of conduct." Students are expected to behave appropriately in class. This means: no eating, reading newspapers or other classes' materials, private conversations, and disruptive behavior. Only one person may speak at a time. To prevent confiscation, turn off all cell phones, beepers, and other electronic devices while class is in session.
ETHICS: Each student's work must be original. All borrowed ideas, words, phrases, sentences, etc., must be acknowledged; otherwise the student is plagiarizing. Students must also complete quizzes and exams individually. UNIVERSITY POLICY WILL BE FOLLOWED WHEN STUDENTS PLAGIARIZE OR CHEAT. Generally the student will earn an "F" for the assignment and in the course. See below for suggestions on avoiding cheating and plagiarism.
● Cheating includes, but is not limited to: (a) looking at another student's exam or allowing another student to look at your exam, (b) giving cues regarding appropriate answers to other students with hand signals or nonverbal code systems of any sort, (c) referencing a "cheat sheet" copied to a piece of paper or to notes on your body, (d) gaining unauthorized access to a copy of an exam, (e) submitting the same paper or substantial portions of a paper for multiple classes without the express permission of BOTH instructors.
● Plagiarism includes, but is not limited to: (a) failing to cite any major idea created by some other person or entity, (b) failing to cite and/or enclose in quotation marks all words, phrases, or sentences copied from another source, (c) failing to cite paraphrased work of others, (d) acquiring a paper or
project from a research service or another source and submitting it as your own work for academic evaluation.
To avoid plagiarism, students must: (a) cite the author, source, and page number(s) for any quoted material, (b) cite the author and source of any paraphrased and/or summary material, (c) use student-generated sentence structure, diction, and organization for paraphrased material.
Based on the "Ethical Principles of Psychologists and Code of Conduct" (APA, 1992), the Publication Manual of the American Psychological Association (2001) explains plagiarism:
Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text. The key element of this principle is that an author does not present the work of another as if it were his or her own work. This can extend to ideas as well as written words. (p. 349)
Remember, if you are in doubt about whether you need to cite a source, the safest path is to do so. For further information, visit the Learning Center or consult the Publication Manual of the American Psychological Association (APA).
|Day |Date |TOPIC |READING |ASSIGNMENT DUE |
|Mon |Jan 8 |Review Syllabus/ Class Rules (How might this class | | |
| | |differ from other courses?) | | |
|Wed |Jan 10 |Selection Day (Chapter/Movie/Book/Oral Persuasion) | |Selection Day |
| | |& Notebook Check | |Notebooks with Tabs/Contract |
|Fri | Jan 12 |Getting to Know You | |90 Sec Bag Activity |
| | | | |Chapter Outlines |
|Mon |Jan 15 |NO CLASS - Martin Luther King B-Day | | |
|Wed | Jan 17 |Chapter 1 Presentation |Chapter 1 |Outline & Questions |
|Fri |Jan 19 |Chapter 1 Activity/Discussion | |Oral Persuasion & Homework |
|Mon |Jan 22 |Chapter 2 Presentation |Chapter 2 |Outline & Questions |
|Wed |Jan 24 |Chapter 2 Activity | |Oral Persuasion |
|Fri |Jan 26 |Chapter 2 Discussion | | Homework Due |
|Mon |Jan 29 |Chapter 3 Presentation |Chapter 3 |Outline & Questions |
|Wed |Jan 31 |Chapter 3 Activity | |Oral Persuasion |
|Fri |Feb 2 |Chapter 3 Discussion - Notebook Check | | Homework Due/Notebook Check |
|Mon |Feb 5 |Chapter 4 Presentation |Chapter 4 |Outline & Questions |
|Wed |Feb 7 |Chapter 4 Activity | |Oral Persuasion |
|Fri |Feb 9 |Chapter 4 Discussion | | Homework Due |
|Mon |Feb 12 |Chapter 5 Presentation |Chapter 5 |Outline & Questions |
|Wed | Feb 14 |Chapter 5 Activity | |Oral Persuasion |
|Fri |Feb 16 |Chapter 5 Discussion | | Homework Due |
|Mon | Feb 19 |Chapter 6 Presentation |Chapter 6 |Outline & Questions |
|Wed |Feb 21 |Chapter 6 Activity/Discussion | |Oral Persuasion |
|Fri |Feb 23 |Midterm (Attendance Mandatory) | |Homework Due/Midterm Movie |
| | |Movie Review Presentation Group 1 | |Review |
|Mon | Feb 26 |Chapter 7 Presentation/Activity |Chapter 7 |Outline & Questions |
|Wed |Feb 28 |Chapter 7 Discussion/ Notebook Graded | |Oral Persuasion/ Notebook |
|Fri |Mar 1 |Midterm (Attendance Mandatory) | | Homework Due/Midterm Movie |
| | |Movie Review Presentation Group 2 | |Review |
|Day |Date |TOPIC |READING |ASSIGNMENT DUE |
|MWF |Mar 5-9 |SPRING BREAK | | |
|Mon |Mar 12 |Chapter 8 Presentation |Chapter 8 |Outline & Questions |
|Wed |Mar 14 |Chapter 8 Activity | |Oral Persuasion |
|Fri |Mar 16 |Chapter 8 Discussion | | Homework Due |
|Mon |Mar 19 |Chapter 9 Presentation |Chapter 9 |Outline & Questions |
|Wed | Mar 21 |Chapter 9 Activity | |Oral Persuasion |
|Fri |Mar 23 |Chapter 9 Discussion/Charity Fair Handouts | | Homework Due |
|Mon |Mar 26 |Chapter 10 Presentation |Chapter 10 |Outline & Questions |
|Wed |Mar 28 |Chapter 10 Activity | |Oral Persuasion |
|Fri |Mar 30 |Chapter 10 Discussion/Charity Fair Update | | Homework Due |
|Mon |Apr 2 |Chapter 11 Presentation |Chapter 11 |Outline & Questions |
|Wed |Apr 4 |Chapter 11 Activity/Discussion | |Oral Persuasion |
|Fri |Apr 6 |Easter Holiday | | Homework Due |
|Mon |Apr 9 |Chapter 12 Presentation/Activity |Chapter 12 |Outline & Questions |
|Wed |Apr 11 |Relationship Collage Presentation | | Relationship Collage |
|Fri |Apr 13 |Relationship Collage Presentation | | Relationship Collage |
|Mon |Apr 16 |Charity Fair Preparation | | |
|Wed |Apr 18 |Charity Fair ATTENDANCE MANDATORY | | |
|Fri | Apr 20 |Workday IPC Newspapers | |Groups Design IPC Newspaper |
|Mon |Apr 23 |Final - Book Review Presentations | |Book Review |
|Wed |Apr 25 |Final - Book Review Presentations | |Book Review |
|Fri |Apr 27 |Notebooks Graded | |Notebooks/Final Articles |
| | | | |Submitted to Editor |
|M/W |Apr 30, May |Final Exams (TENTATIVE – VERIFY) | |Essay & IPC Newspaper |
| |2 |Section 01 - Mon, 30 @ 1:00 | |Presentations |
| | |Section 02 - Wed, 2 @ 1:00 | | |
* Schedule is subject to change at Instructors’ discretion! *
SYLLABUS CONTRACT & INFORMATION SHEET
NOTE: You will not receive credit for completing this form, but you will forfeit 5 points if this is not received by the due date noted on the Schedule.
I, [PRINT YOUR NAME] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ., have read the syllabus for this Communication Department course. I agree to abide by the policies, procedures, and guidelines set forth in the course syllabus and in any other documents distributed or made available by the instructor. I also agree to access my Bucmail account or to have mail forwarded from that account to my preferred email address by the date this document is submitted to the instructor.
Signature Date
● Full name______________________________________________________________
● Preferred Name _________________________________________________________
● Year in school: (circle one) Freshman Sophomore Junior Senior
● Major _______________________ Advisor___________________________________
● Contact telephone numbers
Home _____ _____ ____________ Work or Cell phone_____ _____ ____________
● E-Mail address____________________________________________________
(PLEASE PRINT CAREFULLY!)
● Is e-mail sent to your Bucmail account forwarded to address above? (circle one) Yes / No
NOTE: Students are expected to access Bucmail. If you prefer to have Barry
email messages automatically forwarded to an alternative email account, (e.g., AOL,
Hotmail, etc), just click on “Mail Forwarding” when you 1st log in to the Webmail site.
(CONTRACT CONTINUES ON NEXT PAGE!)
● Home town, city, state, country_________________________________________________
● If employed: employer_________________________________ hours per week ________
type of work _________________________________________________________________
● Newspapers/magazines you regularly read________________________________________
___________________________________________________________________________
● TV shows you frequently watch.________________________________________________
___________________________________________________________________________
● Plans after graduation (i.e., long-term goals) _____________________________________
___________________________________________________________________________
___________________________________________________________________________
● What Communication courses have you already completed?_________________________
___________________________________________________________________________
● What do you hope to gain from this course?
___________________________________________________________________________
___________________________________________________________________________
● Discuss an accomplishment of which you are proud ________________________________
___________________________________________________________________________
___________________________________________________________________________
● Think about the best teacher you have ever had. What made him/her so memorable?
___________________________________________________________________________
___________________________________________________________________________
● List the names of others in this class with whom you are already acquainted:
___________________________________________________________________________
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