Communication 481, Seminar in Communication Education
Course Syllabus
Instructor:
Office:
Phone:
Email:
Cheri Simonds, Ph.D.
427 Fell Hall
309-438-7550
cjsimon@ilstu.edu
Spring 2015
Wednesday 6:30-9:20 p.m. (Fell 162)
Office Hours:
MW 2:00-3:00 or by appointment
COURSE DESCRIPTION
This seminar will explore the evolution of the field of Communication Education, which focuses
on communication skills and competencies in an educational setting. We will begin with the
special issue of Communication Education celebrating the 100th Anniversary of the National
Communication Association to identify the state of the art in the field. Finally, after reflecting on
our past, we will advance an advocacy and research agenda for the future of Communication
Education. To borrow verbiage from Steven Johnson, a leading author of several best selling
books on ideas and innovation, this course will be organized around Now, How We Got to Now,
and How We Get to Next.
REQUIRED READING
The instructor and members of the seminar will make course readings available on ReggieNet.
TASKS
1.
Now—Reading and Classroom Participation
We will begin this seminar by carefully examining the Special Issue of
Communication Education’s celebration of the 100th Anniversary of the National
Communication Association, which represents the state of the art of
Communication Education research. You are responsible for reading the assigned
material prior to class. You are expected to discuss the readings and your ideas
informally each session. Because this course is a seminar, not a lecture class, your
own involvement is imperative. In order for our discussions to be productive you
will need to (1) show knowledge of readings and have given thought to what you
have read, (2) articulate your ideas clearly and argue effectively for your
positions, (3) contribute to a lively interchange of ideas, and (4) respond
thoughtfully to the comments of others. Physical presence is necessary, but not
sufficient for participation.
2.
How We Got To Now—Instructional Discussion
Next, we will reflect on the scholarship that precedes our current literature in the
Special Issue of Communication Education. You will be responsible for providing
class members with articles/abstracts relevant to a particular communication
education topic based on your class project (See below). You will then be
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responsible for facilitating a class session with regard to that topic. The class
session will include an overview of the relevant literature and how it leads to your
project, a student-led discussion, and any experiential activities that may apply.
Evaluation will be based on your ability to accurately present current research
findings, to effectively organize the class discussion, to ask thought-provoking
questions, as well as your ability to effectively engage and involve students in the
learning process. Details and further instruction will be provided.
The evening of your assigned discussion leadership, please provide a copy of your
annotated bibliography to every member of the class (including your instructor).
Additionally, you will provide some mechanism for assessing student preparation
for participation in class (reading objectives, quizzes, etc.).
Your discussion facilitation outline (just to the instructor) is due the evening you
present your articles.
3.
How We Get To Next: Class Project
Based on our examination of the current and past literature in Communication
Education, we will begin to propose a direction for the future of Communication
Education. A class project consists of an in-depth analysis focused upon a topic of
the student's choosing and approved in advance by the instructor. For this project,
you will propose an advocacy or research agenda for the future direction of
Communication Education based on our analysis of How We Got to Now.
Projects may include, but not be limited to, the following:
 Re-envisioning English Language Arts certification to include
Communication instruction
o curriculum development, teacher standards, and assessment
 Sustaining the Future of the Basic Communication Course
o Annotated Bibliographies for the Basic Communication Course
Annual, Communication Education, and Communication Teacher
(possible grant opportunity)
o Write a forum piece for the next issue of the Basic Communication
Course Annual
o Update Hunt, Novak, Semlak, & Meyer (2005)
 PhD. Proposal, Rationale, and Curriculum
All work for this course should be written using APA (American Psychological
Association) guidelines, as this is the style required by most journals that publish
communication research. If you do not have a copy of this manual, I recommend
that you purchase it. Writing clearly and concisely is an ongoing learning processnone of us ever perfect it. However, I do want you to be concerned about your
writing style and hope that as this course progresses your writing will also
improve. Feel free to ask me to consult with you on your papers prior to grading.
Each student will give an informal (brief) summary of his/her paper/project at
the time of the scheduled final exam.
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4.
Community Service: Parent Café
One of the readings in the Special Issue of Communication Education addresses
the issue of bullying in an educational context. Previous seminar members of
Com 481 have developed training programs on Teachers Modeling and Teaching
Social Emotional Learning as a way of preventing social aggression. During our
last teacher educator training session, area educators asked that we provide a
session for parents. The instructional discussion strategy you practice in this class
will qualify you to facilitate a Parent Café discussion. This spring, the Peaceful
Schools Committee will plan and implement a Parent Café on dealing with school
aggression. We will have a representative from the McLean County Mental
Health Advisory Group to help prepare us for the Parent Café. This project will
allow us as communication education scholars to honor the School of
Communication’s commitment to civic engagement by using our communication
skills for the common good.
5.
Summary of Tasks
Now—Reading and Classroom Participation
How We Got To Now—Instructional Discussion
How We Get To Next: Class Project
Community Service: Parent Café
POLICIES AND PROCEDURES
Goals or Grades. The goal of this course is to examine the evolution of, and provide direction
for, the future of Communication Education. If we can accomplish this goal, we can move
toward enhancing our field within the discipline and higher education. In this way, we are using
our communication education skills for the common good. To me, this outcome far surpasses any
grade that any of you could earn in this seminar. Thus, if you share this goal in common with me
and work diligently to produce high quality and pedagogically sound products, you will receive
an A in this course. If at any time, I feel that you are not producing high quality work, sharing
this goal, or working collaboratively toward it, I will schedule a conference with you to discuss
your grade. In other words, unless you hear otherwise, you have an A in this course. So, relax
and enjoy the experience of making a meaningful contribution to your discipline and community.
Professional Courtesy. As this is a graduate seminar, I feel it is unnecessary to emphasize issues
such as respect for the class (attendance, turning assignments in on time, etc.) and the members
of the seminar (respecting others' opinions, being respectful to those who are speaking, and
working together in a spirit of cooperation rather than competition). I do, however, want to be
clear about my expectations. I believe graduate school is an experience designed to bring
professional individuals together to increase and expand knowledge as well as create sound
pedagogy. Thus, I will expect your behaviors and attitudes towards this course to reflect
professional courtesy. If I believe a student is not meeting my expectations (e.g., excessive
absences, inadequate work, disrespect for others, etc.), I will notify you immediately and a
decision will be made concerning your ability to complete the course.
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Mental Health Resources. Life at college can get very complicated. Students sometimes feel
overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or
diminished self-esteem. However, many of these issues can be effectively addressed with a little
help. Student Counseling Services (SCS) helps students cope with difficult emotions and life
stressors. Student Counseling Services is staffed by experienced, professional psychologists and
counselors, who are attuned to the needs of college students. The services are FREE and
completely confidential. Find out more at Counseling.IllinoisState.edu or by calling (309) 4383655.
Special Needs. According to the Americans with Disability Act (Title 7), students with special
physical or academic needs are invited to notify the Office of Disability Concerns during the first
week of class so that any necessary accommodations can be made promptly.
Academic Misconduct. All University Policies concerning academic misconduct will be upheld
in this course. Of particular concern in a course with written and oral assignments is the issue of
plagiarism. Plagiarism is defined by Webster's (1989) as "the appropriations or imitation of
the language, ideas, and thoughts of another author, and representation of them as one's
original work" (p. 1100). In other words, plagiarism is stealing. You must cite your sources
accurately and consistently in both your oral and written assignments.
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TENTATIVE SCHEDULE
SEMINAR IN COMMUNICATION EDUCATION
January
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Orientation/State of Higher Education/Introduction
 Hess, J. A. (May 2013). The risks and rewards of serving as a department
chair. Spectra, 8-11.
 Braithwaite, D. O. (March/May, 2014). Engaging NCA’s evolving identity.
Spectra, 9-15.
 Frymier, A. B. (2014). In memory of James C. McCroskey, 1934-2012.
Communication Education, 100th Anniversary Issue, 63(4), 279-280.
 Frymier, A. B. (2014). Editorial: Special issue: The foundation and future
of instructional communication. Communication Education, 100th
Anniversary Issue, 63(4), 281-282.
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Special Issue—Instructional Communication History and Definitions
 McCroskey, L. L., Teven, J. J., Minielli, M. C., & McCroskey, V. P.
(2014). James C. McCroskey’s instructional communication legacy:
Collaborations, mentorships, teachers, and students. Communication
Education, 100th Anniversary Issue, 63(4), 283-307.
 Morreale, S. Backlund, P., & Sparks, L. (2014). Communication education
and instructional communication: Genesis and evolution as fields of
inquiry. Communication Education, 100th Anniversary Issue, 63(4), 344354.
 Five Years Out at https://www.natcom.org/fiveyearsout/
*Recommended Reading: Preiss, R. W., & Wheeles, L. R. (2014).
Perspectives on instructional communication’s historical path to the future.
Communication Education, 100th Anniversary Issue, 63(4), 308-328.
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Special Issue—Communication Pedagogy
 Brownell, J. (2014). Elwood Murray: Pioneering methodologist in
communication. Communication Education, 100th Anniversary Issue,
63(4), 329-343.
 Valenzano III, J. M., Wallace, S. P., & Morreale, S. P. (2014). Consistency
and change: The ®evolution of the basic communication course.
Communication Education, 100th Anniversary Issue, 63(4), 355-365.
 Simonds, C. J. (2013). NCA task force report Steven Beebe’s NCA
presidential initiative on strengthening the basic course (with others).
 Simonds, C. J., Buckrop, J., Redmond, M., and Hefferin, D. (2012).
National Communication Association Resolution on the Role of
Communication in General Education. Adopted by the NCA Legislative
Assembly, November 17, 2012.
 Five Years Out at https://www.natcom.org/fiveyearsout/
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February
04
Special Issue— Securing the Future
Read and report on one of the following:



Horan, S. M., & Afifi, T. D., (2014). Advancing instructional
communication: Integrating a biosocial approach. Communication
Education, 100th Anniversary Issue, 63(4), 383-404.
Hendrix, K. G., & Wilson, C. (2014). Virtual invisibility: Race and
Communication Education. Communication Education, 100th Anniversary
Issue, 63(4), 405-428.
Vogl-Bauer, S. (2014). When disgruntled students go to extremes: The
cyberbullying of instructors. Communication Education, 100th Anniversary
Issue, 63(4), 429-448.
Everyone Read:

Hunt, S. K., Wright, A. M., & Simonds, C. J. (2014). Securing the future of
Communication Education: Advancing an advocacy and research agenda
for the 21st Century. Communication Education, 100th Anniversary Issue,
449-461.
Class Project Proposals Due
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For Fun—On Your Own
 Dannels, D. P., Darling, A., Fassett, D. L., Kerssen-Griep, J., Lane, D.,
Mottet, T. P., Nainby, K., & Sellnow, D. (2014). Inception: Beginning a
new conversation about communication pedagogy and scholarship.
Communication Education, 100th Anniversary Issue, 63(4), 366-382.
 NCA’s Founding 17 (March/May, 2014), Spectra, 22-26.
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March
April
Instructional Discussion/Parent Café

Simonds, C. J., & Cooper, P. J., (2011). Leading classroom discussions. In
Communication for the classroom teacher, (9th ed.). Needham Heights,
MA: Allyn & Bacon.

Guest Speaker from McLean County Mental Health
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How We Got to Now Instructional Discussion
04
How We Got to Now Instructional Discussion
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Spring Break
18
How We Got to Now Instructional Discussion
25
How We Got to Now Instructional Discussion
01
How We Got to Now Instructional Discussion
08
How We Got to Now Instructional Discussion
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CSCA
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How We Get To Next Work Night
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May
29
How We Get To Next Work Night
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Final Projects Due
Communication 481, State of Higher Ed
Spring 2015
Reading Objectives (Hess, 2013)
1. What are some of the reasons (both wrong and right) that Hess provides for being a
department chair?
2. Hess claims that higher education is in the midst of a major transformation. What reasons
does he provide for this claim?
3. What are the implications for the communication discipline? What can we do to come out
winners instead of losers in this transformation?
4. What are the implications for what we can hope to accomplish in this class?
Reading Objectives (Braithwaite, 2014)
1. What are the various names of our national communication organization?
2. What were some of the early issues faced by our founders?
Reading Objectives (Frymier, 2014)
1. In the memorial for James McCroskey, Frymier lists his previous employment as an
academician. Where has McCroskey taught?
2. In the opening editorial, Frymier provides a summary of each of the articles in this
Special Issue of Communication Education and identifies a target audience that might
benefit from each piece. Identify the target audience for each article.
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Communication 481, Instructional Com and Definitions
Spring 2015
Reading Objectives (McCroskey et al., 2014)
1. What were McCroskey’s major lines of research?
2. Which of these was the most heavily researched?
3. Which scholarly field did McCroskey (and others) found? How does McCroskey
distinguish Communication Education and Instructional Communication?
4. What research methodologies is he known for?
5. What is his legacy?
Reading Objectives (Morreale, et al., 2014)
1. How do the authors of this piece use the terms: communication education, instructional
communication, and communication pedagogy?
2. What has been the evolution of the journals (and their titles) in the field?
3. What has been the evolution of the division titles in the field?
4. What are the major lines of research in the field?
5. What are the contemporary theoretical perspectives of the field?
6. How is the field gaining a national presence in the U.S. educational systems?
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Communication 481, Communication Pedagogy
Spring 2015
Reading Objectives (Brownell, 2014)
1. What/who were the major influences on Murray’s classroom methodologies?
2. How did Murray apply these methodologies?
3. How have Murray’s ideas and practices informed our current thinking?
Reading Objectives (Valenzano, et al., 2014)
1.
2.
3.
4.
5.
What do all basic courses have in common?
What are the early traditions of oral communication instruction?
What changes in higher education influenced the basic course?
What is the relationship between general education and the basic course?
How does the history of the basic course inform us going forward?
Reading Objectives (Simonds, 2013, NCA Task Force Report)
1. Compare the Task Force recommendations to the Basic Course Web Link on the NCA
web page. What still needs to be done to improve the web link?
Reading Objectives (Simonds NCA Resolution, et al., 2012)
1. What are the key arguments of the NCA Resolution?
2. How do communication knowledge and skills map to national trends in general
education?
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Communication 481, Securing the Future
Spring 2015
Report on one of the following three articles:
(Horan & Afifi, 2014)
(Hendrix & Wilson, 2014)
(Vogl-Bauer, 2014)
Reading Objectives (Hunt, et al., 2014)
1.
2.
3.
4.
Why is Communication Education important?
What progress have communication scholars made in answering Book’s call?
What do we still need to do?
What recent trends in educational reform help us make the argument for communication
instruction?
5. What three strategies are offered for advancing Communication Education?
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Communication 481, Instructional Strategies
Spring 2015
Reading Objectives (Simonds & Cooper, 2011)
1. How is an instructional discussion different from other types of classroom discussion?
2. What are the key considerations for planning instructional discussions?
3. What are the characteristics of the discussion method?
4. How can you motivate students to prepare for participation in the discussion?
5. What are the implications of classroom discussions for the apprehensive student?
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