Syllabus for CTAC 495
Communication Capstone
Winter 2011
Tuesdays 2 - 3:15, plus Online
Marshall 113
Instructor Information:
Dr. Jenny Kindred
Office: 118 Hoyt Hall
Phone: 487-4225
E-mail: jkindred@emich.edu
Office Hours: MW 12 – 3; T 11:30 – 1:30;
TH 10 -12 (TH 2 – 3:30, by appt., in
McKenny Lobby)
Course Web Site: You can access our course web site via myemich or at www.emuonline.edu. Your log in ID
is your E# - if you have had access to e-companion before, then you already have a password. If you have
never used e-companion, sign in with the password “emu” and then change it once you are logged in.
Course description (from the course catalogue): CTAC 495, Communication Capstone, requires students to
integrate knowledge obtained throughout the degree program and demonstrate communication competency
through the development of a significant academic service-learning project. Students will also assess their
own knowledge and skills and begin preparing for life after graduation.
Learning Beyond the Classroom Rationale: CTAC 495 is the capstone course for communication majors. This
course allows students to integrate knowledge obtained throughout the degree program and demonstrate
communication competency. Students will also reflect on their learning and begin framing and applying their
degree program for life after graduation.
The course will be focused around a significant Academic Service-Learning (ASL) project. Through identifying
a community need, designing and implementing a project based on that need, and then presenting that project
to the larger campus community, CTAC 495 requires students to draw on their broad communication
knowledge, find and evaluate specific and relevant research, and demonstrate appropriate and effective
leadership, interpersonal, small group, organizational and public communication skills. Because students will
be actively engaged in community service, CTAC 495, Communication Capstone, meets the General
Education requirements for Learning Beyond the Classroom (LBC), specifically within the category of
“Community Service, Citizenship and Leadership.”
LBC Objectives – Community Service, Citizenship and Leadership:
1.
2.
3.
4.
5.
6.
Participate in the development, maintenance, and/or change of community standards and norms.
Participate in service/volunteer activities.
Develop leadership skills.
Develop skills and habits that aid in future life and career pursuits.
Develop and practice empathy for others.
Acquire skills for working cooperatively with others.
Course Structure: Because of the self-directed nature of a capstone course, class will be held both face-toface and online. In addition, one-on-one meetings with the instructor and group meetings will be scheduled as
needed.
Prerequisites: Majors only; seniors only; CTAS 124; One 400 level communication course
Course Objectives:
1. Engage in problem solving (identifying a community need and providing a solution to that need)
2. Engage in critical thinking (critically apply learning to personal, professional and civic life)
3. Engage in research necessary for the completion of the final project
4. Demonstrate competence in interpersonal, small group, and organizational communication
5. Demonstrate oral and written communication competence
6. Process and evaluate learning achieved through the communication program and the ASL project
7. Develop a plan to achieve personal, professional and civic goals
Assessment:
Achievement of these outcomes will be assessed through in-class and online class discussions, oral and
written reflections, and an Academic Service-Learning project and presentation
Readings are indicated on the course calendar and will be available online via the course web site. Additional
online discussion and project related readings are individualized and will be located and used by the student
during the course.
Assignments: Your grade will be based on the following assignments:
Assignment
Percentage
1. Participation (in class and online)
15%
2. Reflection and Application Essays (3)
15%
3. Academic Service Learning Project
70%
(Includes: background research and proposal, learning outcomes, final product, final reflection/assessment
paper, hours log, and presentation)
TOTAL:
100%
Grading Scale: In determining final grades, I look at your total overall percentage for the course. If the
percentage total is .5 or above, I will round up to the next whole number; .4 and below and I round down. So,
for example, if your final percentage is 89.8%, I would round up to 90%, which is an A-.
(93-100%)
(90-92%)
(87-89%)
(83-86%)
(80-82%)
(77-79%)
=
=
=
=
=
=
A
AB+
B
BC+
(73-76%)
(70-72%)
(67-69%)
(63-66%)
(60-62%)
(<60%)
=
=
=
=
=
=
C
CD+
D
DFail
Grading/Expectations
I have high expectations for your performance in all the work you will do for this class. Assignment
expectations and grading criteria will be made very clear; please contact me if you have any questions or
concerns about assignments. In general, when determining grades on assignments, I use the following
guidelines (“plus” and “minus” grades are used as well, to show a student is slightly above or below the given
letter grade):
A
B
C
D
F
Clearly superior work going well above the course standards. Mechanically excellent;
high levels of thoroughness, thoughtfulness, originality, creativity, and critical thinking evident.
Clearly above average/good work. Mechanically clean, though minor errors may be present;
conceptually thorough and engaging
Satisfactory (average) work, mechanically and conceptually adequate; assignment minimums are met
Below average/highly problematic work, mechanically and/or conceptually, regardless of
effort. Minimum requirements of assignment are not met.
Work turned in that does not address/reflect the assignment, or no work turned in at all
Assignment Descriptions
Participation in-class and online – 15%
Since this is a hybrid course, your participation grade is based on both your in-class and online participation. It
is important to attend every regular class session in order to help and support each other’s projects throughout
the semester. We will also learn about ourselves and each other through several online discussions. The
topics will vary and will allow you to share with and learn from other members of the class. Topics might
include project ideas, project discussion and updates, personal knowledge skills and abilities, professional
goals, interviewing and resume writing experiences, community engagement, career choices and
opportunities, etc. Relevant readings will be assigned as appropriate. You may also be asked to find
additional readings and share those with the class. You are expected to read the related articles, find
additional articles as appropriate, initiate topics of discussion and read and respond to your fellow classmates’
discussion contributions as well. Missing class and/or less than full participation in the scheduled online
discussions will negatively impact your final participation grade.
Reflection and Application Essays - 15%
After each of the four scheduled online discussions, you will write a short (1 – 2 page) essay reflecting on what
you learned during the discussion and applying that learning to your Capstone project. Specific guiding
questions will be provided for you. In addition, for each of the essays, you will articulate specific personal,
professional, and civic goals that you have for life after graduation. Sample questions include the following:
1. What was the significant learning you gained from the readings and the online discussion this week?
2. How do the readings and the discussion relate to your ASL project?
3. What personal, professional and/or civic goals can you articulate based on your learning gained from
the readings and online discussion?
Academic Service Learning Project –
The bulk of the work – and the biggest part of the grade for this course – is the Academic Service Learning
(ASL) project.
The Academic Service Learning project requires you to use strong communication skills in order to identify a
community need and then plan and execute a project to fill that need. In addition to planning and executing the
project, you will also turn in a final product that serves to document your project. The final “product” you submit
can take many forms, depending on the need you are filling for the agency with which you work. You will need
to determine early in the semester a non-profit organization and need that you can fill for that organization;
then, by yourself or with a team of students (your choice) you will develop and execute an appropriate project
and put together a final product. All projects must be approved by the professor in advance. The project
should be something significant and cannot be strictly “volunteering” for the agency. What can you do for a
non-profit agency? Here are a few ideas…
Identify something tangible the organization needs and create it for them, like a training manual,
web site, or public relations materials.
Gather information and data the organization needs in order to fulfill its mission (external
research, survey data from employees or clients, etc.) and then prepare a report.
Coordinate an event or a fundraiser for the organization (involves planning, communication,
implementation) and then prepare a report/guidebook or portfolio that describes the event and
the planning process.
The key is to first find out the particular NEEDS the non-profit has. In other words, don’t offer to do something
you think you’d like to do, see what it is they actually NEED you to do. This will involve some negotiation,
however, because what they need may or may not be something you can competently do (in other words, if an
agency needs a new web site, but you have no idea how to do that, then this would not be an ideal project!).
Consider working with a partner or team of students – that way all your talents can be put to use!
The economy is rough right now, and non-profits are scraping by with limited people. I imagine there are
several non-profits that have “projects” they would like to undertake but just don’t have the manpower…here’s
where you can really help!! Sample projects from previous semesters will be shared in class. In addition, I will
have some agency contact information and project ideas for interested students. These will be discussed
within the first few weeks of class.
This project contains several parts:
1. Project background and proposal – 15%
In this report, you will describe the agency, the communities the agency serves, and the need you are
filling for the agency. The report will also outline anticipated goals for the project, a timeline for
completion of the project, what the final product will look like, and responsibilities of both you and the
agency representative. In addition, you will identify relevant research and source material that will be
useful to you as you embark on the project.
2. Learning Objectives – 5%
Drawing on information you learned about yourself in the first few online discussions, as well as the
project proposal, you will establish at least 5 learning objectives. These will be the learning objectives
you write about in the Final Reflection paper. I will meet with you individually to discuss your learning
objectives. After the meeting, you will submit a 2-page written description of your learning objectives
and a plan to meet those learning objectives.
3. Final Product – 20%
This is the overall documentation of your project. It is important to find out if the agency wants
something specific from you (such as a research report, web site, training manual, “how to” guidebook,
etc). In the case of a project where no specific document is requested by the agency, you will still need
to document it in some way (create a portfolio, make a video, create a web site, etc). Assessment here
will be done by both the agency representative and your professor. Based on feedback from the
agency, and the detail, effort and care put into your final “product,” I can get a real sense of the work
you did on the ASL project overall. I will also be looking to see if you met the goals and guidelines as
set forth in the project proposal.
4. Final Reflection - 15%
Now that the project is completed, what did you learn? In a comprehensive 5 – 7 page paper, assess
how your learning objectives were or were not met. Discuss what knowledge you could still gain, what
skills you could still learn, etc. In this detailed and reflective paper, you will address affective,
behavioral and cognitive learning, citing appropriate communication concepts to illustrate the learning
gained through the ASL project.
5. Presentation – 10%
You will present your project in a public forum at the end of the semester. Students, faculty, agency
representatives, and your family and friends will be encouraged to attend! Presentations may take
place on campus or at the non-profit organization itself. Times and places of presentations will be
determined later in the semester. Assessment here will be based on content, organization and delivery
outcomes of public speaking. Again, based on the detail, care and effort put into the presentation, I can
get a real sense of the work you did on the ASL project.
6. Hours Log – 5%
Because this course will be counted as LBC (Learning Beyond the Classroom), you need to keep track
of the hours you work on the project. The journal space at the course web site will be used for this
purpose. Your grade here will depend on your timely and accurate submission of hours worked.
*Note: I HIGHLY encourage you to work with a partner or in a team on your project. If you work in a
team, the scope of the project must be significant enough that a team is warranted. Teams can consist
of no more than 4 students. In addition, #1, #3, and #5 above will be a team product/grade; #2, #4, and
#6 will be an individual product/grade.
Course Policies/Expectations:
Writing Assignments:
All papers and writing assignments must be typed, with one-inch margins. For papers with sources, please
use APA or MLA referencing style. Please use a cover page and/or binder as appropriate for the assignment.
It is expected that all documents will be proofread for grammar, punctuation and format errors. Keep a copy of
all your papers. The Reflection and Application Essays and the Final Reflection essay should be turned in to
the drop box at the course web site by the dates they are due (see course calendar). E-mailed papers will not
be accepted. The proposal and final document are to be submitted in hard copy form to the agency
representative as well as to the instructor.
Attendance:
Attendance means attending class face-to-face when it is held (see calendar), “attending” online discussions,
and attending meetings needed to complete your project (meetings with your team, clients, instructor, etc.).
Attendance is also required at your final presentation and the presentations of your classmates, if possible.
For the days we do not meet face-to-face, you will be able to use our classroom (for example to meet with the
instructor or to hold team meetings). Attendance is tied to your grade because your face-to-face participation
is just as important as your online participation. In this way, then, your full dedication and participation is
absolutely required. If you are not prepared at this time to actively participate and work hard in order to
complete the ASL project, (in addition to working hard at achieving all the course objectives), please consider
dropping the class and taking it t another time. You will not do well in the course if you do not fully participate
in all course and project required meetings and activities.
Online Discussions:
The online discussions for the course are asynchronous (meaning, not in “real-time”) so you are able to log on
and participate when it is convenient for you, but still within the assigned dates of each week’s discussion.
Each scheduled weekly discussion will revolve around a theme (project updates, KSAs, interviewing
experience, etc). The theme will be clearly explained and periodically a related reading will be assigned. The
reading will be freely available at the course web site. I will post the first question to get you started, but overall
the content and direction of these discussions is up to you. At times I may ask you to find outside readings on
your own to bring to the discussions.
Plan on using the whole week to engage in discussions, but it’s not necessary to contribute every day.
Participate early in the week; then, check back a few more times to add to the discussion. Someone has to
start – why not you? These discussions should be viewed as “conversations,” so active interaction and backand-forth participation is necessary. Please contribute thoughtful, developed comments about the topics and
any readings, and read and respond to other students’ posts as well.
In addition to the scheduled online discussions, the first few weeks of the semester we will have an informal
online discussion that will not be graded. This should give you good practice before the actual graded
discussions begin.
Other online discussion guidelines to keep in mind:
When responding to other students, address them by name.
If your response is lengthy, break it into manageable paragraphs. Don’t make it too lengthy, though –
remember these are conversations!
ALL CAPS means you are shouting.
You may want to type longer responses in a word document and then copy and paste into the
discussion space. Then, you can avoid the devastation of losing that brilliant analysis you were
contributing to the discussion should a technology glitz occur!
Remember to proof and spell check before you submit to the discussion.
Always be thoughtful and respectful of others in your posts. Disagreement and debate may occur.
That’s fine, but because nonverbal behaviors are minimized greatly in an online environment, it’s very
important that we work hard to portray ourselves and our ideas clearly and politely.
Online Discussion Evaluation: I will evaluate both quantity and quality. As for quantity, at a minimum, plan to
contribute at least three postings per discussion. The number of postings should also be done over time (in
other words not all on one day, not all on the last day, etc.). This is the minimum, and I imagine you will
participate more than this. As for quality, this is harder to judge, but high quality posts add to the discussion by
demonstrating depth and insight. Share and analyze your personal experiences; link ideas to communication
concepts; if readings are assigned, don’t summarize the readings, but reflect on, question, criticize, expand on,
and analyze the readings. As you participate, you need to offer support for your positions, critically analyze
what is being discussed, link to communication concepts and any assigned readings, begin a new and
thoughtful topic, and/or move the discussion in a new direction. Please go beyond merely stating a brief
opinion or stating something from the readings or someone’s post was “interesting” or that you “agree.” You
will be assessed holistically according to your participation in all of the discussions. I will provide feedback
after the first discussion. Plan to participate in all of the discussions.
Communication:
Since this is a hybrid course, it is important that we have lots of ways to interact with one another. Here are
some communication guidelines to keep in mind:
Attend each face-to-face class meeting. This is so we can all get to know one another and discuss the
project requirements. We will also use this time to provide support to one another throughout the entire
semester.
E-mail me through the course web-site – I will respond within 24 - 48 hours.
There is a discussion board established for course and assignment related questions. Look for the
discussion group titled “Virtual Office.” Post course/assignment related questions here so that all
students can see the questions and answers. Check this area first before posting your question, as it
may have already been asked and answered. For questions of a private or personal nature, e-mail me
directly.
Come by my office or call during posted office hours. In addition, I will always be available during our
scheduled class time, even though the entire class may not be meeting. If you need to speak with me
or meet at a different time, contact me through e-mail to schedule an appointment.
The discussion boards and chat rooms are also available for groups to use throughout the duration of
the course. I will set up discussion board space for each group; feel free to use the chat room as well.
Your group should establish communication guidelines early on and then maintain consistent contact
with one another throughout the course.
Incompletes:
An incomplete will only be granted under very stringent conditions (e.g. serious personal or family illness,
death in family, etc.), and must be requested prior to the final exam period. Students must be performing at a
grade of “C” or better in order to receive an incomplete.
Late Assignments:
Due dates for all assignments are listed on the course calendar and will be discussed in class. Late papers will
be accepted up to three days late, but will receive a full grade reduction for being late. Your PROPOSAL and
FINAL PRODUCT CANNOT BE SUBMITTED LATE (you are turning these in to me as well as your agency
representative). Because of scheduling difficulties, presentations must be presented on your scheduled day
and cannot be made up at a later date. Because the online discussions necessitate community participation,
late postings to the discussion board will NOT be accepted. Online discussions run Tuesday afternoon through
the following Monday and technically “close” at midnight (see course calendar for specific dates). This means
that you will not be able to post after this time, but the discussions will remain available for you to view and
read. Students who encounter conflicts with the due dates should see me in advance to request a change.
Academic Misconduct:
It is expected that you will perform your work in this class in an honest and ethical manner. Individual
assignments should reflect your own work. Group assignments should reflect the equal participation of all
group members. Academic dishonesty, including all forms of cheating and/or plagiarism, will not be
tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing
grade for a particular assignment to receiving a failing grade for the entire course. In addition, you
may be referred to the Office of Student Judicial Services for discipline that can result in either a
suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what
constitutes academic dishonesty, but if you are not sure about whether something you’re doing would
be considered academic dishonesty, consult with the instructor.
Special Needs Accommodations:
If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first
register with Students with Disabilities Office (SWD) which is located in 240 Student Center Building. You may
contact the SWD office by telephone at (734) 487-2470. Students with disabilities are encouraged to register
with the SWD office promptly as you will only be accommodated from the date you register with them forward.
No retroactive accommodations are possible.
CTAC 495 Communication Capstone, Winter 2011
Tentative Course Calendar - Any changes will be announced via the course web site.
Date
T 1/11
T 1/18
T 1/25
T 2/1
Topics/Activity
Introductions and course expectations
THIS WEEK – Informal online
discussion; Work in progress – Group
formation; finding/meeting with
potential Non-Profit Organizations
Continue discussion of readings:
What is Academic Service Learning?
What is meant by Capstone?
Discuss KSAs;
Brainstorm/discuss potential ASL
projects
THIS WEEK – informal online
discussion; Work in progress - Group
Formation; finding/meeting with
potential Non-profit organizations
ASL projects finalized! Project Proposal
guidelines discussed; Discuss online
discussion expectations
ONLINE DISCUSSION #1 starts
THIS WEEK - ONLINE discussion #1
continues through Monday 1/31; Work
on project proposal
Discuss project proposals and project
concerns Online discussion #1 debrief
ONLINE DISCUSSION #2 starts
THIS WEEK – ONLINE discussion #2
continues through Monday 2/7
Readings/Assignments/Online discussions Due
What is ASL? (readings distributed in class)
What is Capstone? (Webliography reading:
“Capstone Courses”
http://users.etown.edu/m/moorerc/capstone.html
Provide project update online in “Project
Discussion and Help” area;
Discuss readings online in “What is ASL and
Capstone” area
Read (at Webliography):
Knowledge, Skills, Abilities
http://www.va.gov/JOBS/hiring/apply/ksa.asp)
Provide project update online in “Project
Discussion and Help” area; Continue discussion
of readings online in “What is ASL and
Capstone” area
Review Sample Proposals in class
Online discussion readings (Webliography):
-Nonverbal Interviewing Skills
-What is emotional intelligence?
-Emotional Intelligence test
Project proposal draft due to instructor
Reflection and Application Essay #1 due by
Thursday 2 pm in Dropbox
Online discussion readings:
-Career Networking (Doc Sharing)
T 2/8
Online discussion #2 debrief;
Project proposals with feedback
returned
T 2/22
THIS WEEK- Work on project
proposal; one-on-one meetings
scheduled
NO CLASS: One-on-one meetings
scheduled all week
THIS WEEK – One-on-one meetings
scheduled
Guest Speaker from Career Services
T 3/1
THIS WEEK – Work on Project
No class - Break
T 2/15
T 3/8
T 3/22
T 3/29
T 4/5
Project proposal FINAL (signed) due to
instructor and non-profit organization by
Monday 2/14!
Minimum of five (5) Learning Objectives
(draft) due at individual meeting
Learning Objectives Paper due in Dropbox
by 2 pm.
Project updates
ONLINE DISCUSSION #3 starts
THIS WEEK - Online discussion #3
continues through Monday 3/14; Work
on project
T 3/15
-Career Help (Webliography)
Reflection and Application Essay #2 due by
Thursday 2 pm in Dropbox
Online discussion #3 debrief;
Project updates;
ONLINE DISCUSSION #4 starts
THIS WEEK – Online discussion #4
continues through Monday 3/21; Work
on project
Online discussion #4 debrief;
Project updates
THIS WEEK – Work on project and
presentation
Project Updates
THIS WEEK – Work on project and
presentation;
Project Updates
(Presentations this day if needed)
T 4/12
Presentations
TH 4/14
1:30 - 3
Presentations
Online discussion readings (Webliography):
“Educating for Citizenship”
http://www.aacu.org/peerreview/pr-sp03/prsp03feature1.cfm
Find info/articles on “What is civic engagement”
Reflection and Application Essay #3 due by
Thursday 2 pm in Dropbox;
Online discussion readings (Webliography):
Preparing for life after graduation - read articles
and info from
-Career Change Guides:
(www.first30days.com/channels/career)
- “Options after graduation”
Rough Draft of final product due
Final ASL Reflection Paper due in dropbox
by Midnight.
Final Product due to Instructor and Agency
Rep