Syllabus
Cheating, Plagiarism
As a Bates student, when you are given access to email and Canvas, you are expected to keep confidential your username and password and to never allow anyone else to log-in to your account. Sharing access or passwords to email or Canvas is considered a breach of academic integrity and could result in you being removed from your class. In an instructional setting, plagiarism occurs when a writer deliberately uses someone else's language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers. Academic violations include plagiarism, cheating, misrepresentation, and unauthorized access. Whether submitting work in class or on Canvas, you do so with the understanding and agreement to produce your own work, to complete course activities yourself, and to take course exams, tests or quizzes without the assistance of others. Violations of the policy may result in sanctions including failing the assignment, failing the course, transcript notation, or referral for Academic Hearing. Please ask the instructor of this course if you have questions regarding course expectations.
Non-Discrimination
Bates Technical College reaffirms its policy of equal opportunity and does not discriminate on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, marital status, disability, or status as a disabled veteran or Vietnam era veteran in its programs and activities in accordance with college policy and applicable federal and state statutes and regulations. Inquiries regarding Bates' non‐discriminatory policies should be directed to the Director of Human Resources, 1101 South Yakima Avenue, Tacoma, Washington 98405, 253.680.7181. For further information on notice of non‐discrimination and equal opportunity, see the list of OCR enforcement offices for the address and phone number of the office that serves your area, or call 1.800.421.3481. Questions concerning the application of Title IX and its implementing regulations should be directed to the Vice President for Student Services, 1101 South Yakima Avenue, Tacoma, Washington 98405, 253.680.7005 or 1.800.562.7099, extension 7002.
Diversity
Diversity supports the mission of Bates Technical College. Respecting and promoting diversity is vital to the education of our students and to the learning environment of our campus community. We foster an atmosphere where each of us is valued for our intellectual and cultural perspectives, increasing our ability to reflect critically and resolve challenges. We share a wealth of experiences that strengthens us individually and as a society. As students and educators, we commit to building a diverse and engaged community.
Coursework Due Dates
Due dates for each of the assignments are clearly marked and are grouped together under each module. Late work will be accepted within 1 week from the due date with a reduction in grades. This is to ensure your success in the course by discouraging you not to fall too far behind. If your assignment is late, please send me an email letting me know that your assignment has been uploaded onto Canvas. There are no tests and no final exam.
Disability
If you have a documented disability that requires academic adjustments, auxiliary aids or assistance in an emergency, please notify your instructor and the Disability Support Service Office at 253 680-7013, M211 as soon as possible. On the basis of disability, no student will be excluded from participation in, be denied the benefits of, or otherwise be subject to discrimination under any college program or activity. Bates is committed to providing qualified students with equal opportunity to access the benefits, rights, and privileges of college services, programs and activities in an integrated setting appropriate to the student's needs, and in compliance with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and state laws of 1994, chapter 105.
Course Policies
Late Work: Late work will be accepted with a reduction of 10% for every calendar day late. If you are turning in work please drop it in the Canvas drop box assigned to this class. Absence and Attendance: Students choosing not to participate MUST ask to be withdrawn prior to the date listed on the Bates Academic Calendar or the student will receive a grade for the class. Students wishing to have an incomplete must meet the college criteria: "the request is due to an unusual or emergency circumstances beyond the student's control." An incomplete (IC) is not a student right, but is an instructor granted extension of the time needed to finish and submit required work the student was unable to complete during the regular course timeframe. See pg. 6 of the Bates Student Handbook for further information. Classroom Conduct: All students are expected to follow the Bates Technical College Behaviors checklist & Rules of Conduct in the Bates Student Handbook. You will find policies and information to support the successful completion of your education at Bates Technical College. It is every student's responsibility to become familiar with policies found in the handbook https://issuu.com/batestechnicalcollege/docs/studenthandbookupdatednew.
Required Supplies
Memory Stick or Jump drive
Meet Your Instructor
My name is Sheila Lee and I teach Communication Studies and Human Diversity courses at Bates Technical College. I have a PhD in Intercultural Communication from Washington State University, a Master's in Communication Studies from Bethel University, and a Bachelor's in Dental Hygiene from University of Minnesota School of Dentistry. I have been teaching communication courses in higher education since January of 2007. I am passionate about making education and learning accessible to everyone. To that end, my courses are designed with the principles of Universal Design for Learning (ULD) in mind. What this means is that my courses have multiple means of representation (mechanism for how learners will acquire information and knowledge), expression (choices in how learners want to demonstrate what they know) and engagement (various ways to tap into the interests and motivation of learners to provide appropriate levels of challenge). Please feel free to provide me with constructive feedback to help improve the course. I work hard at my craft. My reward for my hard work is to see students have "aha" moments in the classroom. These "aha" moments are not made possible without the active participation from my community of learners. I look forward to your active participation!
Instructor information
Name: Sheila Lee, PhD (please call me Sheila or Dr. Lee) Office Hours: M-Th 10:45AM - 1:00 PM and by appointment in room B114 Central/Mohler Campus Contact Information: I prefer you message me through Canvas (bates.instructure.com). You can expect to hear back from me by the end of the day 5pm if you message me in the morning Monday- Thursday. My response time may be longer Friday - Sunday. I can also be contacted at [email protected] or 253.680.7267 but a Canvas message will get you the quickest response.
Course Information
Prerequisites: Successful completion (decimal grade of 2.0 or higher) of English 91 or its equivalent Course Description: This course explores the concepts and theories of interpersonal communication processes. You will be encouraged to practice, refine, and adopt specific interpersonal communication skills that can increase your interpersonal and intercultural competence and ability to form healthy relationships with those from similar as well as different cultural backgrounds.
Coursework
Schedule/calendar/organization: The content and assignments of this course are divided into ten roughly equal units called 'Modules'. To stay on track this quarter you will need to complete one module per week. Most modules include one of each assignment category. Assignments: Grading Criteria: Percentage (%) Grade Point Average (GPA) Letter Grade >93 4.0 A 92-90 3.9-3.7 A- 89-87 3.6-3.3 B+ 86-83 3.2-3.0 B 82-80 2.9-2.7 B- 79-77 2.6-2.3 C+ 76-73 2.2-2.0 C 72—70 1.9-1.7 C- 69-67 1.6-1.3 D+ 66-63 1.2-1.0 D- 62-60 0.9-0.7 D- <60 0.0 No Credit It is your responsibility to check your grades online frequently. By doing this you can read my comments to you, track your progress, and let me know if there is a mistake with your grades.
Required Technical Skills
Students will need the ability to submit and attach files to email, create pdfs and send photos. Additionally, students will utilize the basic functions of word, word processing, creating documents, using spell check, grammar correcting applications and the Canvas LMS (Learning Management System.
Required Textbooks
Text: All required readings for this course is available online on Canvas. Canvas: Learning Management System https://bates.instructure.com
Five suggested ground rules are:
These ground rules are suggestions to help you take ownership of the concept of co-creating a classroom environment conducive to learning. 1. Share experience: Rather than making generalizations about whole groups of people or speaking for the entire class, students are encouraged to use "I" statements and speak from their own experience. This also invites diverse perspectives from students who often find themselves on the margins of classroom life, such as women, GLBTIQ students, non-traditional age students, students of color, first generational college students, and working-class students. 2. Participation: Those students who know that they tend to monopolize discussions and/or interrupt others are encouraged to self-monitor and make room for quieter students. At the same time, students who tend to be quieter are encouraged to contribute to enhancing everyone's learning by sharing their perspectives and experiences. 3. Confidentiality: Students are encouraged to take concepts and themes from the class and discuss them freely. However, personal stories raised by individuals are to be kept confidential and the property of the class. 4. Respectful listening: Students with differing points of view are encouraged to practice the "art" of listening first. However, if someone raises a point we strongly disagree with or find offensive, it is important to inform others in a respectful manner. It is important to remember that the human being behind that question or comment deserves our respect, even when we disagree with what they are saying. 5. No put-downs: Tied to the notion of respect is the ground rule of no put-downs in class, not even when the comment is meant in a sarcastic or joking manner. To put down one person often serves to discourage open and honest exchange of ideas among the whole group. (Adapted and Modified from The Center for Instructional Development and Research, 1991, University of Washington, Seattle. Also from Ohio State University's Women's Studies Department Handbook.)
Netiquette
[for classes with an online component] Netiquette (or internet etiquette) is the guidelines for proper communication in an online setting. Here is a partial list of guidelines for the class. • Treat everyone with respect. Only address people in a way that you would be comfortable being addressed. • Avoid any offensive language. NO ALL CAPS!!! (This is considered shouting) • Always reread everything before hitting "send." Ask yourself, how will the recipients interpret this? • Be cautious with using humor online. What you think is funny can easily be interpreted as sarcastic, mean-spirited, or even abusive when the context is removed. Make sure your posts are on topic. • Use correct spelling and grammar. No textspeak in an academic setting. • Do not respond to any posting with "I agree", "No", or "Me too" Please respond with complete thoughts explaining why you agree or disagree. • Enhance the class by speaking up while keeping an open mind. Do not be afraid to hold a minority opinion. Conversely, appreciate those who express potentially unpopular opinions. You can disagree respectfully. • Follow basic email protocol. Use a descriptive subject line. Don't hit reply all unless your response is truly for the entire class. Never spam. • Protect the privacy of yourself and your classmates. Do not release personal information, including information that classmates may not want posted (when in doubt, ask them). Remember, the internet is permanent.
College Resources
[those programs who provide their students with a program handbook may choose to reference that manual instead of repeating everything here in each syllabus] The following sections are available on the Bates Website. Bates Technical College wants you to be successful in your education. As such, we have numerous resources available to assist students, from financial assistance to veterans' services to loaned technology from the library. Additionally, there is academic assistance available from accommodations for learning disabilities to tutoring. If there are any potential barriers to your college success, please contact the appropriate department immediately: • Bates Home Page - The Bates Technical College Website provides a wealth of information for Bates students: http://www.bates.ctc.edu/ • Bates Library - The library is available to students, faculty and staff for research help. Links to the catalog, online databases and subject guides are available on the Library's website: http://www.bates.ctc.edu/Library • Advising - Whether you're a new student applying to Bates or you're an existing student who needs support in planning your educational pathway, your career advisor is a great resource. Career advisors are also available to refer students to community resources for crisis intervention and problem resolution: http://www.bates.ctc.edu/Advising • Disability Support Services - The primary focus of the Disability Support Services (DSS) office is to assure nondiscrimination on the basis of disability. DSS works with individuals who have physical, learning and/or mental disabilities, are academically or economically disadvantaged, limited English speaking, single parents, ex-offenders, and displaced homemakers to address any need for academic adjustments and/or auxiliary aids to assure equal access: http://www.bates.ctc.edu/DisabilitySupportServices • Diversity Center - Located at the downtown campus, The Diversity Center is a hub for the campus community and is accessible to students, staff and community members. The center hosts various activities and events throughout the year and supports the monthly student general assembly meetings. In addition, the center sends out a weekly Student eNews to students via college email: http://www.bates.ctc.edu/diversity • MyBates - provides student access to basic online functions, such as changing your personal information, requesting a transcript, or paying your tuition. Additionally, you can register for classes: http://www.bates.ctc.edu/MyBates • Tutoring Center - offers current students free, convenient and easy-to-use services to help you with math, English or writing, from high school to college levels. You can even drop by if you need a quiet place to study: http://www.bates.ctc.edu/tutoring • Veterans Center - Serving veterans and their dependents since 1940 by providing information and assistance to help veterans succeed at Bates Technical College. Whether pursuing certification, preparing for a new career, or perfecting a skill, the Veteran's Center is dedicated to providing the support and information to help our veterans successfully transition to college: http://www.bates.ctc.edu/Veterans
Student Learning Outcomes
• Demonstrate an understanding of the interpersonal communication process. (CORE: Communication) • Apply interpersonal communication concepts, such as listening, social cognition, self-concept, and message systems (language and nonverbal) to everyday communication situations. (CORE: Communication/Critical Thinking) Identify one's various cultural identities. (CORE: Diversity) • Demonstrate an understanding of the number of ways that culture shapes interpersonal communication. (CORE: Diversity/Critical Thinking) • Demonstrate an understanding of the differences in interpersonal communication in contexts such as families, friendships, and employment situations. (CORE: Communication) • Demonstrate appropriate interpersonal communication skills, such as managing conflict, self-disclosing, active listening, greeting, among many others with those who are culturally similar as well as with those who are different from one's own culture. (CORE: Communication/Critical Thinking/Diversity) • Identify one's own patterns of functional and dysfunctional interpersonal communication. (CORE: Communication/Critical Thinking) • Examine the role of social media in day-to-day interactions and apply interpersonal communication principles to usage of it. (CORE: Communication/Critical Thinking) • Define communication competence (CORE: Communication)