Syllabus PDF

Preview

Summary

Syllabus...

Description

I nst r uct or ’ sCont actI nf or mat i on:

Mrs. Doris Wesley, CST Instructor E-mail: [email protected] Office: No physical office this semester

In-person: Only available virtually Via Google Meet: Monday 1-2:00 PM Other times by appointment

Basic Course Director Information: Dr. Jessica D. McCall E-mail: [email protected] Office: 207 Curry Bldg. Telephone: 336-334-5297 (dept.) My strong desire is to create and sustain an online environment where we all can learn, interact bravely, and be productive. I intend to create a culture of care, which is why I am here to help! Please do not hesitate to reach out to me to ask questions, or ask for help. (Also, I will strongly recommend that you take advantage of my office hours to make in-depth inquires/share ideas). Given that this is an online course, I will do my best to be present and return all relevant emails in a timely manner. However, regularly visit the FAQs on CANVAS so that questions, which have been previously answered, are not repeated. I will constantly update the FAQs based on the inquires received! Also, keep in mind that I will be sending out emails and updates periodically directly into your CANVAS inbox. So, ensure that you configure your device settings to directly receive the messages into your UNCG email. I expect that you to check your inbox on a regular basis.

Requi r edText s/ Readi ngs/ Ref er ences: 1

Schwartzman, R. (2014). Fundamentals of oral communication, (3rd ed. revised). Dubuque, IA: Kendall Hunt. ISBN: 978-1-4652-5457-3. (print or e-book available) NOTE: This is the 3rd edition of the text. Additional Resources Required: Computer Access. UNCG e-mail account. Access to high speed internet. Recording device. The ability to use MS Office products (Word, PowerPoint, etc.). The iSpartan G-Suite (email, Drive, Meet, etc.). Maneuver in Canvas, and other technological skills (operating a camera, etc.).

St udentLear ni ngOut comes:

Upon successful completion of this course, students will have met the expectations for a general course in Reasoning and Discourse. This course also provides learning opportunities related to the broader GEC Learning Goals and Speaking Intensive Goals.

LG1. Foundational Skills: Think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies. [GRD, WI, SI, GLT, GFA, GPR, GHP, GMT, GNS, GSB, GL, GN] GEC- Reasoning and Discourse: Students gain skills in intellectual discourse, including constructing cogent arguments, locating, synthesizing and analyzing documents, and writing and speaking clearly, coherently, and effectively. SLO1: Critically evaluate written, oral, and/or visual arguments (LG1) SLO2: Construct cogent, evidence-based arguments (LG1)

SI- Speaking Intensive: In a course in any subject, students receive instruction in an appropriate mode of oral communication (interpersonal or small group communication, or presentational speaking), and enhanced opportunities to practice improvement of oral communication skills. SLO1: Students will be able to speak in genres appropriate to the disciplines(s) of the primary subject matter of the course.

Online (WEB): The WEB classes will be capped at 25 students. This small class size allows instructors and students an opportunity to build strong relationships and work together to improve oral competency via the web. The class will be taught entirely online and students will NOT be required to meet on campus or physically with one another at any point. However, at some points in

After completing this course, you should be able to:  SLO: A – Create persuasive cogent evidencebased arguments for diverse contexts and audiences by effectively using logical reasoning and credible evidence.  SLO: B – Demonstrate competent communication by identifying and applying ethical and social responsibilities.  SLO: C – Assess communication skills and develop goals for continuous improvement.  SLO: D – Identify principles and skills necessary to build and sustain relationships in various contexts.  SLO: E – Evaluate information before accepting 2 or

the semester, there will be required synchronous virtual meetings with your peers and instructor. The primary goal of this course is to help you become competent communicators. Through various speaking opportunities, reflections, and analysis you will learn to evaluate and construct clear and coherent arguments for diverse contexts, as well as be introduced to the principles and basic skills necessary to build and sustain relationships in society. Our online meeting sessions will be comprised of teachings, learnings, discussions, speaking and writing exercises, and practical application of communication techniques. Each meeting you will be introduced to a different aspect of communication practice and will, hopefully, leave the semester with an appreciation for thinking critically, communicating effectively, and developing appropriate fundamental skills in communication competencies.

Teachi ngMet hodsandAssi gnment s: This class is designed differently from other CST 105 online course taken by your contemporaries. It is important to note that we will be building a strong online learning community. You will also engage in active and experiential learning through presentations, scenarios, dialogue with your co-learner. Exams and reflection writing prompts. Described below is the basic overview of this class:

Evaluation and Grading 1). Discussion Board Posts (DBP) DBP are assigned weekly after course content have been delivered and digested by students. This section, available on Canvas, is where we continue to build our community online. Every week, you will be expected to visit the "discussions" link – located on the left section of this CANVAS space - and complete the weekly task by reading, reflecting, and responding to you and your peers’ ideas. 2). Reflection Prompts (3 throughout the semester) You will be asked to write a 2 page in length essays demonstrating your ability to apply your learnings. Your essays will be evaluated based on completion of the assignment and quality of the response. Please be sure to connect to text and lecture concepts as well as your own life experiences. Note: Not all CST 105 classes utilize the exact prompts that will be provided in this class; however most implement similar reflections and/or daily assignments that require students to apply course material to various life experiences. 3). Introductory Speech You will prepare, present, record, and upload a short speech (3-4 minutes) to explain your ideal self. Notecards are unnecessary since the subject is familiar; however, showing the three items will help keep you on track. Practice your speech. This will help eliminate rambling. Know what you will say (and not say) about each section of your speech. Evaluation 3

Speeches will be constructively evaluated on vocal quality, posture, absence of verbal fillers, originality and depth of discussion, organization, and eye contact. The evaluation of this assignment will be essential to the success of subsequent speeches. The grade assigned will reflect perceived effort in relation to the evaluation criteria. Students will also be asked to evaluate their own performance and the performance of others. 4). Persuasive Speech Assignment Based on the learning that you would have acquired in the course, you should be confident to produce a speech, designed to persuade your audience of a proposition of policy (see pp. 294-296 of the textbook). This assignment requires considerable research and skillful handling of the methods of persuasion. You will be expected to choose an issue of significance, an issue or problem in which you believe. This speech will give you an opportunity to affect the attitudes and/or behavior of your (invisible) audience. Visit CANVAS for more information on the assignment Evaluation As expected, you will be evaluated based on the following: Clear, specific purpose. Clear thesis statement. Complete, effective introduction. Complete, effective conclusion. Effective use of transitions. Clear organizational pattern. Main points clear and easy to follow. Main points supported with sufficient evidence. Oral citation of sources. Support adapted to knowledge, needs, and interests of audience. Sound reasoning (Logos). Appropriate use of emotional appeals (Pathos). Enhancement of credibility (Ethos). Effective use of language. Effective use of voice. Effective use of nonverbal/physical behaviors to enhance verbal message. Fluency and so on. 5). Group Collaborative Project This is a group assignment assigned to help you to meet the course SLOs. You will be placed in a group and your group will choose a communication issue or problem that you believe impacts our society. Your group will be responsible for developing a mini presentation (of any creative style or choice) that coherently and thoroughly explores arguments surrounding the topic of choice. Using the presentation style taught by your instructor, you should be able to not only highlight but create solution to the ongoing communication problem. After viewing your group videos, your class learning community will then be responsible for posing questions concerning the ideas presented. The group will work together to address questions and engage all in a persuasive dialogue. Check CANVAS for more information on the assignment. Evaluation Group project will be constructively evaluated on the creative the final piece of the project, as well as the following: clear and specific topic. Clear thesis statements and coherent arguments. Main points supported with sufficient evidence. Oral citation of sources. Support adapted to knowledge, needs, and interests of audience. Sound reasoning (Logos). Appropriate use of emotional appeals (Pathos). Enhancement of credibility (Ethos). Effective use of language. Effective use of voice. Effective use of nonverbal/physical behaviors to enhance verbal message. Fluency and so on. 6). Exams 4

You will complete three exams in the course. These exams are NOT comprehensive, but instead focused on designated topics taught to increase your communication competencies. They will measure cognitive skills and will focus on comprehension, application, and analysis. 7). Reading Guide The purpose for providing you with a reading guide is to help you get prepared for the exams as well as familiarize yourself with some of the content in the course text material. Completing the reading guide will help you situate your knowledge and ideas as you answer the questions and respond to the ideas on the DBP. The reading guides will be made available for you to use and you DO NOT have to submit them. Again, using this study guide will help you successfully prepare for & ace your exams. Take advantage of its availability! This course combines theory and performance. Evaluation consists of both oral and written components Gr adeBr eakdown: Assignment Self-Introductory Speech Persuasive Presentation Group Collaborative Project Exams

Percent of Final Course Grade 5% 15% 20% 30% (3 @ 10% each)

Reflection Prompts 15% Additional Assignments/Participation 10% Discussion Forums 5% Final Grading Scale A = 93-100%, A- = 90-92%, B+ = 87-89%, B = 83-86%, B- = 80- 82%, C+ = 7779%, C = 73-76%, C- = 70-72%, D+ = 67-69%, D = 63-66%, D- = 60-62%, F = 59% or below All assignments will receive in the letter grade as displayed above. Please utilize the CANVAS grade book to track your grades throughout the course. At any time, you can determine your approximate letter grade by viewing the percentage you

5

What are deadlines for? I found this quote from Seth Godin very explanatory to answering this question. “When you’re faced with a decision to do something risky, but also important, or when you’re on the verge of accomplishing something you didn’t think was possible, the feeling of tension may creep in. That tension...is precisely what growth feels like. Most of us want to escape that feeling as fast as possible. That right there is the critical moment when most people give up, when they step down and let the tension win. The key is to recognize when you feel this way, and to lean even deeper into those moments. Then, actively seek the next thing that will make you feel this way.” To adopt the posture of growth. It’s easy to escape when you’re the only one watching. However, part of the magic of this course is that I’ve built in multiple ways to help you help yourself stay on the hook. Visit the CANVAS site to stay on track. Ask questions. Take time to read the instructions and avoid assumptions. Remember that some of your colleagues are doing the work. And in the end, you will earn the amount of input you put into your learning. I have deadlines for this reason. I hope you lean in!

Onl i nePar t i ci pat i on:

As members of an online learning community, your online presence is necessary, and your online inactivity will be noticed. I wish to create a “safe and brave” space. I also intend to create a community of care. As such, participation is the core of this work, and to help keep track of that, I take note of your engagements. The various contributions you will bring to our virtual environment will help us to both sustain our community and to engage the material in ways that are beneficial to our growth and well-being. As such, I, as well as your learning colleagues, will value the insight you bring to our learning space. Ensure you maintain a consistent and constructive online presence, while also leaving a beautiful digital footprint. Additionally, when we enter the learning community by registering for the course, we agree to a tacit social contract. That contract ensures that all participants—you and I— will be treated with dignity and respect, show concern and engage one another in an informed and spirited manner, and complete all assigned responsibilities on time. You are expected to turn in your assignments as at when due. However, if you encounter problems, please let me know right away – as we are expected to practice communication. I may be able to help! Your online presence in all areas of involvement will be counted toward your participation. This means that excessive online inactivity, little or no submission of course allocated work will yield an undesired letter grade.

6

Onl i nePr of essi onal i sm: Onl i nePr esencevsI nact i vi t y: I value your online presence and digital footprint! We all know that Life is currently happening to everyone, given the unforeseen times that we all are in. It is for this reason that I consider the use of effective communication to be the best approach to avoid any form of variance: for us to have a mutual understanding about the situation, athand, please contact me ahead of time and make your request known to me.

According to Title IX, our university strictly prohibits any and all discrimination on the basis of sex and/or gender. This includes sexual misconduct, stalking, domestic & dating violence, and (online) sexual harassment. Be prepared and ready to engage you’re your peers by communicating your support/feedback to fellow community members when they share their insights and ideas. Be respectful of the opinions of others

Academi cHonest y:

Academi cI nt egr i t yPol i cy: Integrity and ethical conduct are important to your success at UNCG and in later life. Academic integrity is based on five values: honesty, trust, fairness, respect, and responsibility. As a member of the UNCG academic community, I expect you to know, understand, and uphold the Academic Integrity Policy. You should familiarize yourself with the Academic Integrity Policy by reading the material available at http://academicintegrity.uncg.edu/. The practice of academic integrity extends to all work for the course, including your service with a community partner. Every member of the course is always expected to foster the spirit of academic honesty and respect

Any infraction of the academic integrity policy can result in an automatic “F” in this course – (At minimum). Please include the following Academic Integrity Pledge on all public work (papers and presentation materials): I have abided by the UNCG Academic Integrity Policy on this assignment. Signature ____________ Date ______ Finally, selling course materials for commercial gain or purchasing such course notes in this or any other course at UNCG is a violation of the University’s Copyright

The Student Conduct Code identifies the following as acts of academic dishonesty: “Plagiarism, representing the work of another as one’s own work; preparing work for 7

another that is to be used as that person’s own work; cheating by any method or means; … soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code” (p. 18). Whether quoting or paraphrasing (or even summarizing) someone else’s work, you should cite your sources; failure to do so constitutes an act of plagiarism. This policy applies to papers and presentations. Buying a paper online, copying text from several web sites, and turning in someone else’s paper (even with a few words changed) are all examples of plagiarism when you claim such work as your own. (Note: As services selling such papers have increased in number, so have services that track plagiarism using sources from the internet.) Suspected cases of plagiarism will be investigated following Article V of the Student Conduct Code; if I do find that you have plagiarized or engaged in any other act of academic dishonesty, you may face failing the assignment, failing the course, disciplinary censure, and/or suspension from the university, depending on the details of the case (see Article III of the Student Conduct Code). A good rule to follow when in doubt, cite where the information is coming from. If you are uncertain whether you are citing sources sufficiently and appropriately enough to avoid plagiarism, please consult your instructor or a tutor at the Writing Center.

Lat eWor kPol i cy: ALL course works are to be turned in on the date they are assigned to be due. I do not appreciate excessive late submission of class materials. But as you know, this is a communication class and I expect that any excruciating issues, challenges, or concerns would be discussed with me. I understand that we are all experiencing and maneuvering these critical times; however, common or personalized illnesses, internet issues, personal conflicts, lack of preparation, etc. are not enough reasons to be inactive or absent from our online learning environment. Issues as mentioned above can only be excused if communicated to and justified by your instructor in a timely manner and prior to an assignment deadline. Again, in the case of an EMERGENCY (i.e. family death, extensive personal hospitalization), please contact me immediately. You may be given the opportunity to make-up the assignment; however, this will be up to the discretion of your instructor – as all criteria will be evaluated appropriately. Late points will be deducted and determined by the instructor. For example: Individual homework that is late will receive a 30% deduction for up to three (3) days past the due date. Beyond that, I will not accept your late work – unless excused or granted by me. For this reason, please communicate any ongoing issues with me. Final Project cannot be taken late for any reason as this will be expected to be turned in at the end of the semester. What are the expectations for submitting assignments? You will be expected to properly cite sources in your papers and speeches in APA format. Follow the guidelines provided to you on CANVAS and suggested to you by your assigned UNCG CST 105 librarian. If you have questions about citations, be sure to ask me. Plagiarism of any sort will not be tolerated.

Speaki ngResour ces:

Whati saspeaki ngI nt ensi veCour se?

Whati st heUni ver si t ySpeaki ngCent er ?

UNCG students are required to take two speakin...