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MASTER SYLLABUS |
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SPH 1000 |
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| Class Hours: 3.0 | Credit Hours: 3.0 | ||||||||
| Laboratory Hours: 0.0 | Date Revised: Fall 00 | ||||||||
| Catalog Course Description: | |||||||||
| Fundamental theories and practices with particular reference to intrapersonal, interpersonal, group, organizational, and public communication. | |||||||||
| Entry Level Standards: | |||||||||
| A knowledge of basic high school English composition is expected of students entering SPH 1000. The student should also be aware of his personal, social, and political environment. Student should also be eligible for college level English. | |||||||||
| Prerequisites: | |||||||||
| None | |||||||||
| Textbook(s) and Other Reference Materials Basic to the Course: | |||||||||
| Berko, R.M., Wolvin, A.D., & Wolvin, D.R. (2001). Communicating: A Social and Career Focus. Boston: Houghton Mifflin Company. | |||||||||
| I. Week/Unit/Topic Basis: | |||||||||
| Week | Topic | ||||||||
| 1 | The human communication process. Definition, components, models. | ||||||||
| 2 | Foundations of verbal language. Symbolic basis and the concept of meaning | ||||||||
| 3 | Nonverbal communication | ||||||||
| 4 | Personal communication. Self-talk, cognitive processing, self-concept | ||||||||
| 5 | Listening. Processes and purposes. | ||||||||
| 6 | The theory of interpersonal communication | ||||||||
| 7 | Interpersonal skills | ||||||||
| 8 | The interview | ||||||||
| 9 | The theory of groups | ||||||||
| 10 | Participating in groups. | ||||||||
| 11 | Public speaking: Planning and presenting the message | ||||||||
| 12 | Public speaking: Developing the speech | ||||||||
| 13 | Public speaking: Structuring the message. | ||||||||
| 14 | Informative public speaking | ||||||||
| 15 | Persuasive public speaking | ||||||||
| 16 | Final Exam | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Develop familiarity with the field of speech communication. I.5 | ||||||||
| B. | Gain a foundational understanding of theories and concepts influencing the study of speech communication. I.5 | ||||||||
| C. | Understand communication behavior in interaction with others. I | ||||||||
| D. | Develop an understanding of the role of communication in different contexts. I.5 | ||||||||
| E. | Acquaint students with the importance of verbal communication, nonverbal communication, and listening. I | ||||||||
| F. | Survey the various arenas of speech communication, including intrapersonal, interpersonal, public, group, and organizational communication. I.5 | ||||||||
| *Roman numerals after course objectives reference goals of the university parallel program. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Collaborate in teams to analyze, understand, and apply basic principles of human communication. Communication Outcome, Personal Development Outcome, Problem Solving and Decision Making Outcome, Active Learning Strategy | ||||||||
| 2. | Write at least two papers in which the student seeks to synthesize the disparate principles and theories of human communication into a personal theory-in-action. Communication Outcome, Personal Development Outcome, Cultural Diversity and Social Adaptation Outcome | ||||||||
| 3. | Interview working professionals within the broad communication field to gain a realistic view of the possibilities for career development. Communication Outcome, Personal Development Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| 4. | Deliver an oral presentation to present individual and group information from research. Communication Outcome, Transitional Strategy, Active Learning Strategy | ||||||||
| *Strategies and outcomes listed after instructional processes reference Pellissippi State’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process. | |||||||||
| IV. Expectations for Student Performance*: | |||||||||
| Upon successful completion of this course, the student should be able to: | |||||||||
| 1. | Describe the nature and kinds of communications. A | ||||||||
| 2. | Define speech communication and contrast to other communication systems. A, D | ||||||||
| 3. | Work in a team to effectively solve communication problems. B, C, F | ||||||||
| 4. | Recount and explain the rhetorical roots of speech in general, and specific forms of study within speech. A, B, F | ||||||||
| 5. | Perform an analysis of a specific example of a communication professional’s work. A, D, F | ||||||||
| 6. | Explain the similarities and differences among the various arenas of speech communication. A, F | ||||||||
| 7. | Briefly define the major theories of speech. B, F | ||||||||
| 8. | Recognize and define their own roles in the functioning of a group. B, C | ||||||||
| 9. | Analyze and give examples of their own communication behavior and relate it to theories of communication. B, C, E | ||||||||
| 10. | Describe current issues in each area of speech communication. A, F | ||||||||
| 11. | Discuss ethical practice, and social responsibility of professional communicators. D | ||||||||
| 12. | Complete an attitudinal survey. A,B | ||||||||
| *Letters after performance expectations reference the course objectives listed above. | |||||||||
| V. Evaluation: | |||||||||
| A. Testing Procedures: | |||||||||
| The student will take at least one test consisting of both objective questions and discussion questions covering the textbook and lecture material. Although this segment of the grade may be broken up into smaller tests, this portion will make up 30 percent of the final grade. Assignments presented late results in at least a one-grade-letter penalty. A speech given after its allotted speaking period will result in a grade of 55. Quizzes and other in-class assignments may not be made up. | |||||||||
| B. Laboratory Expectations: | |||||||||
| The student will deliver at least two speeches of three to five minutes demonstrating the application of public speaking principles. The segment comprises 10 to 20 percent of the final grade. | |||||||||
| C. Field Work: | |||||||||
| The student will write at least three papers during the term on some aspect of communication theory or practice. At least one paper will involve interviewing a working professional in some broadly-defined communication field. The instructor may require attendance at a communication-related event, e.g., a visiting speaker. This segment of the grade will account for between 25 and 35 percent of the final grade. | |||||||||
| D. Other Evaluation Methods: | |||||||||
| Class
participation may range from 5 percent (in a standard classroom setting)
to 15 percent (in an online environment).
The remaining 15 to 25 percent of the final grade will consist of one or more of the following: a. A communication journal and/or b. A group project and/or c. Another presentation and/or d. The accumulation of quiz grades, to be given at the discretion of the instructor. |
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| VI. Policies: | |||||||||
| A. Attendance Policy: | |||||||||
| Pellissippi State Technical Community College expects students to attend all scheduled instructional activities. As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course. Individual departments/programs/disciplines, with the approval of the vice president of Academic and Student Affairs, may have requirements that are more stringent. Because the program is built upon skill acquisition through application, the speech program has the following requirement: All classes missed over two weeks (six MWF classes, 4 TR classes, or 2 night classes) must be made up for a student to receive a passing grade. Make-up assignments are at the discretion of the instructor. | |||||||||
| B. Academic Dishonesty: | |||||||||
| Plagiarism, cheating and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly through participation or assistance, is immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions that may be imposed through the regular Pellissippi State procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination or to assign an F in the course. | |||||||||