Syllabus Quiz
Email Policy
. Is this a question that can be answered by going back and re-reading the assignment instructions? Have you done this? If not, try that first. 2. Is this a question that can be answered by going back and re-reading the course syllabus? Have you done this? If not, try that first. 3. Still don't have your question answered? a. Is this something that can wait to be answered until Sarah's scheduled office hours? If so, email her during those times for an almost immediate response. b. Is this something that you feel like needs to be answered immediately, i.e. is an emergency? If so, email Sarah ASAP. Please send all emails from Blackboard so that they are marked with the course name in the subject line. Be as clear as possible in asking the question you are trying to have answered. If I have not followed up on your email within 24 business hours (not counting weekends), try re-sending the email for quicker follow up. I'll try my best to respond to you in the ways that work for you, but due to my own personal and professional time constraints, that's not always possible.
Student Learning Outcomes
1. develop a research-based informative or persuasive speech outline. (Meets GE Outcomes B, D, F)* 2. deliver presentations, which accurately and effectively communicates the student's conceptual and emotional meaning of an informative and persuasive topic to an audience of larger than ten persons. (Meets GE Outcomes B, D, F)* 3. employ personal communication goals in a small group meeting by utilizing interpersonal concepts derived from class. (Meets GE Outcomes A, B, C)* 4. demonstrate sensitivity to the influence of culture on communication by examining cultural norms in various settings. (Meets GE Outcomes C)* 5. analyze the value of persuasive arguments produced by others as it applies in the classroom and in daily communicative exchanges. (Meets GE Outcomes B, C, F)* 6. will utilize strategies to reduce speech anxiety and communication apprehension. (Meets GE Outcome F)*
Catalog Description
3 Hours. An introductory course designed to prepare students to handle the major types of communication situations that they will encounter in life, including interpersonal communication, group communication, and public speaking. No major or minor credit.
Total Points Overrall
700
Grade Appeal
A student may petition a course grade change by using the Grade Appeals Process if satisfactory resolution cannot be achieved after consultation with the instructor and/or Dean. The Grade Appeals Process must be formally initiated with a written appeal to the Dean within four months following awarding of the original course grade. Please contact the dean of the college in which the grade was given for a copy of the grade appeals process and the conditions which allow for the appeal of a course grade.
General Education Learning Outcomes
A. Learning to read closely, note agreements and disagreements, and make application in the student's own work B. Performing audience analysis C. Communicating effectively with people from other cultures and backgrounds D. Learning basic research skills E. Learning how to write a research essay F. Learning how to employ one's own writing or speaking voice effectively
Departmental Plagiarism Policy
All student work for this course (i.e., papers, outlines, presentations) should be original and unique to this course. This means that work turned in for this course should not be turned in for other courses. This also means that work produced in earlier semesters should not be turned in for this course. Students should work alone on all assignments unless the assignment explicitly calls for group development/work. Two students working together on one submission and both submitting the same paper is considered plagiarism. If students wish to produce work which is an expansion of or a different take on a previously treated topic, they must show the instructor the earlier work and secure permission for the new treatment before proceeding.
Peer Review (individual)
An important component of learning effective communication skills is to evaluate the communication behaviors of others. During the Informative and Persuasive Speeches, students will complete in-class peer reviews. Students will review each other's speeches and provide feedback on strengths, areas of improvement, and summary of information communicated. This activity is designed to allow students the chance to practice effective listening skills, as well as give students feedback on their presentation from peers (not just the instructor). This activity aligns with SLO #5.
Speeches (individual and group)
As an introductory communication course, students will spend much of the course working on basic public speaking skills. Therefore, the speeches assigned in this course are an integral part of the learning experience. The Informative, Persuasive, and Group Speeches require outlines to be completed in advance of delivering the speech. Additionally, students are required to deliver speeches on the dates assigned in the syllabus. Developing public speaking skills involves being an active audience member. Therefore, students must attend class on speech days when not presenting, with the expectation that they come prepared to be actively engaged audience members. Excessive absences on speech days will result in deduction from the class participation points. If one of the three required speeches is not presented, your final grade will be dropped one full letter grade. These activities align with SLOs #1, #2, #3, #5, and #6.
Group Presentation and Evaluations (group)
At the end of the semester, students will work in small groups to deliver a presentation to the classroom. The topic of this presentation will be announced later, but it will involve integrating communication concepts into the presentation. A frequent part of college work involves collaborating with other individuals on group projects. Therefore, this class requires the completion of a group project and presentation. Groups will be assigned later in the semester, and a challenging alternate assignment will be made available to students unable to participate in the groups. Each group member is expected to contribute to the project, and students will be evaluated on the work they do for the project - both as a group and as individuals in the group. Students will have the opportunity to review each other and submit those evaluations to me to assess. Students should attempt to identify roles each student held within the group, as well as communication strategies that were adopted (and some that could be adopted in the future). This activity aligns with SLOs #1, #2, and #3.
Topic Proposals (individual)
Before the Informative and Persuasive Speeches, students will be required to submit a topic proposal and research plan. Prior to class, students should identify a topic they will speak on for these speeches, as well as strategies for researching the topic (as well as potential sources). Topic proposals allow the instructor advance notice of speech topics to help guide students to deliver the best speech possible. Students will discuss topics in class and provide feedback to peers on the quality of topics. These activities align with SLO #1.
Name of Instructor
Dr. Sarah Turner McGowen
Course Delivery Method
Face-to-face
Technicial Support
If you are having difficulties accessing Blackboard or your student e-mail, call the Webb helpdesk at 918-444-5678 or email [email protected].
Ethical Research Assignment (individual)
In an increasingly diverse society, ethical communication skills are important in the classroom, in the workplace, and in various interpersonal settings. This activity is designed to help increase your awareness of ethical social media use, while having you think critically about Approved by Academic Council - May 3, 1994 Updated - January 27, 2010 Approved by President's Cabinet - February 23, 2010 Revised Fall 2015, 2016, 2017, 2019 how to research effectively. Students will self-reflect on their own social media use, pondering a number of ethical questions related to social media in a diverse society. After conducting self-reflection, they will conduct scholarly research to determine the factual nature of their assumptions. At the end of the assignment, students will write a report to share in class. This activity aligns with SLO #5.
Workload/Credit Hour Statement
In online or blended courses, the "traditional" credit hour contact hours are defined by the number of hours of "time on task." Time on task includes any time that students spend interacting with course materials and participating in learning activities, including but not limited to readings, projects, assignments, videos, student-student or student-professor interaction, and exams. The federal definition of a credit hour requires one hour of instruction time and two hours of out-of-class student work per credit per week [34 CFR 600.2]. By multiplying the number of credit hours a course is worth by three clock hours' instruction / preparation time, you can determine the minimum average per week for "time on task." For example, in a 3-credit online course, you should plan on a minimum average of 9 hours per week of "time on task."
Grade Complaints:
In the spirit of transparency, I am more than happy to discuss any grade you earn, whether a final course grade or an individual grade on an assignment. However, I do ask that you wait 24 hours from the time I give grades back to the time you request a meeting. This allows for two things to happen. 1) Typically, sleeping on your concerns for a night allows you, the student, to come to the table with a less emotional approach. 2) Notifying me in advance of your grading questions allows me to prepare for our meeting. Both phenomena allow for a more productive conversation between student and instructor.
Instructional Methods / Strategies
Instructor- Led Classroom Activities: The instructor will guide students through course materials in a variety of ways, including traditional lectures, in-class discussion, and guided speech preparation. While the instructor's role is to guide students to a better understanding of important course concepts, students are responsible for coming to class each day prepared to participate in course activities.
Class Participation (individual)
It is the instructor's philosophy that learning happens best when students are active and engaged in the classroom experience. As such, students are expected to come to class prepared to discuss reading materials previously assigned. There is much that a student can learn simply by engaging in dialogue and activities with classmates, so please regularly share your thoughts and opinions in class. You will be assessed on this at the end of the semester. This activity aligns with Student Learning Outcome (SLO) #4.
Meaning of Grades
It is this instructor's philosophy that a C should be considered an average grade and higher grades must be reserved for exceptional work. C's (not B's or A's) will be given for work that is acceptable and of average college-level quality. The grade of C, therefore, does not indicate any shortcoming. B's and A's are reserved for work that exceeds expectations. Grades will not be curved and are not calculated based on percentages - point totals only.
Office Location
Leoser 170
Class Days / Meeting Times
MWF 12-12:50 p.m., SH 216
Office Hours
Mondays: 11 a.m.-12 p.m. (Comm Lab), 2-3 p.m., Tuesdays: 9:30-11 a.m., Wednesdays: 11 a.m.-12 p.m., 2-3 p.m. (Comm Lab), Thursdays: 9:30-11 a.m., and Fridays: 11 a.m.-12 p.m.
Course Prerequisites and/or Co-requisites
None
Academic Policies/ Required Information
Please go to the following weblink: Academic Affairs Syllabus Information link for required information pertaining to: • Academic Misconduct • Americans with Disabilities Act Compliance • Behavioral Intervention Team • Inclement Weather/Disaster Policy • Release of Confidential Information • Student Handbook • Teach Act • Textbook Information • Title IX
Instructional Materials
Required Textbook: Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2015). Communication: Principles for a lifetime (6th ed). Boston, MA: Allyn & Bacon. Required Technology: You must have access to the course Blackboard page. You CANNOT complete the course without this. Additionally, you must have access to a computer that will allow you to complete your weekly assignments
Strategic Goal Setting
Students are required to meet with the instructor in the beginning of the course to identify one communication goal for the semester. This goal should fulfil a personal, professional, or academic need in the student's life, and it should be measurable and actionable. Both instructor and student will agree on the goal and check-in at the end of the course to determine if the goal was accomplished.
Exams and Quizzes (individual)
Students are required to take a midterm and a final exam, each covering approximately half of the course material. The final exam is not a comprehensive exam, yet it will be given at the end of the semester. Additional quizzes - including the Syllabus Quiz and other self-check quizzes - will be administered throughout the semester as necessary. These activities align with SLO #4.
PRPSA Surveys (individual)
Students are required to take two brief surveys - one at the beginning of the semester, one at the end of the semester. These surveys are designed to measure the anxiety one experiences when speaking publicly. Each survey can be accessed through a link provided on Blackboard. Once this survey is complete, please make sure to include the instructor's name (Dr. Sarah Turner McGowen) at the end of the survey. Then, return to Blackboard to complete the assignment (notifying your instructor that the survey has been completed). You do not need to enter any information into the Blackboard assignment, aside from a note that says you have completed the survey. PRPSA surveys are graded for completion points. This activity aligns with SLO #6.
Student Support
Students who may need assistance accessing sufficient food to eat every day, lack a safe and stable place to live, or who may be experiencing mental health challenges impacting their performance in the course are urged to contact Student Affairs or HawkReach Counseling Services for support. Additional resources are available through the Food Pantry (NSU-BA) and Rowdy's Resource Room (NSU-Tahlequah). An online report may also be submitted through the Report Concern link
Course Concerns or Complaints
Students who wish to express a concern about a course or academic issue are encouraged to follow this process: • First, talk with the instructor. If the situation is such that the student is concerned about potential discomfort or retaliation, then the student is welcome to move to the next step and contact the department chair without talking with the faculty member first. • Second, if the instructor is unable to resolve the issue, the student may talk with the department chair. If the student is uncertain as to who the department chair is, s/he can contact the registrar with the course prefix and number, and that office can provide the information. • Third, if the department chair is unable to resolve the issue, then the student is welcome to contact the dean's office. • Finally, if the dean is unable to resolve the issue, the student may contact Academic Affairs. It is important that the student initiate action (not parents, partners, or other relatives) and begin at the faculty or department chair level as most issues can be resolved there.
Late Work
The student is expected to take all examinations and present all speeches at the specified time and date. If a student cannot take the test or give a speech at the listed time, notice must be provided beforehand. Late exams and speeches will not be accepted unless your instructor has given approval prior to the assignment's deadline and you can provide legitimate documentation to support your reason for submitting work late. The student is subject to 5 points off their grade for each day a test or speech is not made up. For smaller assignments, late work will be deducted 5% for each day it is late (including weekends). This means that late work may only be submitted up to 20 days after its assigned due date. Prior approval from the instructor is not required to submit these smaller assignments after their original due date, but please be aware that all assignments must be submitted before 11:59 p.m. on Friday, May 8, 2020 to be calculated into your final course grade.
Course Purpose / Goals
This course provides you with an overview of basic concepts in interpersonal, small group, and public communication. Additionally, it will provide you with instruction in researching, analyzing, organizing, and presenting public messages before an audience. As the cornerstone for the study of communication competence, this course is a survey of different contexts in which communication is practiced and studied. The purposes of the course include helping you to develop and improve your skills in informing and influencing others within those various contexts, to help you effectively express your ideas, and to enable you to understand how the communication behaviors of others affect you.
Class and Instructor Policies Attendance
This course relies heavily on being actively engaged in the classroom discussion. Therefore, attendance is very important to the learning process. Student attendance in class is expected. Please arrive to class on time. Excessive tardiness will result in a loss of participation points. Additionally, excessive absences will also result in a loss of participation points, as well as the potential to be administratively withdrawn from the course. If you believe you will miss class, please contact the instructor ASAP to arrange for make-up work, if applicable.
Student-Led Instruction
This introductory level class will provide an overview of information to students regarding the communication discipline. However, the introductory level of the course does not strip students from the responsibility of engaging with course materials. As such, students should read required course materials before class, prepare for exams, and occasionally take self-check quizzes. All required assignments should be completed prior to coming to class.
Class Calendar with Assignment Due Dates
Topical Course Outline: Weekly Outline for COMM 1113 - Note: subject to change Assignments are due before class on the date listed in this course schedule unless otherwise noted in our blackboard page.
Communication Lab (individual)
You are required to practice your Informative and Persuasive Speeches in the Communication Lab, NSU-Tahlequah Campus, before you deliver them in class. The lab is located in the Journalism Building, Room 220. The phone number is (918) 444-2875. You may reserve an appointment online by visiting the following link: https://nsucommunicationlab4219.setmore.com/. You will need to book an appointment in advance. Completing your visit to the Comm Lab prior to your Informative and Persuasive Speeches is worth 20 points (10 per speech). Additionally, you may use this lab for help with your Group Presentation to receive an additional 10 bonus points. This activity aligns with SLO #6.
Instructor Email
