Course Number: SPCH 1318
Course Title: Interpersonal Communication
Semester Hours: 3
Foundational Component Area
A. The course “focus[es] on the application of empirical and scientific methods that contribute to the
understanding of what makes us human.”
Interpersonal communication examines the process humans use to share their ideas, values, and beliefs with
one another. The course focuses on quality interactions between people, and how these interactions shape
self-identity, social needs, and the instrumental goals of influencing others. Students engage in a variety of
research exercises and experiences including study of: perception, gender and language, nonverbal
communication, listening, relational dynamics, and managing interpersonal conflicts.
a. The course “involves[s] the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.”
The study of interpersonal communication explores the context in which humans interact to create a
social reality. Students demonstrate understanding of the relevance of cross-cultural, co-cultural, gender,
and age influences on human communication.
Core Objectives
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students in this course are required to demonstrate the ability to analyze and critique verbal and
nonverbal interactions in mediated and face-to-face contexts. They develop an understanding of
perceptual processes as they relate to themselves and others. Students complete a team presentation
which includes a written and oral component assessed on team dynamics, creativity, and presentation
(See Appendix A and Appendix B).
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
In this course, students must demonstrate critical thinking abilities by effectively researching, evaluating,
and applying communication theories in oral and written assignments and in a variety of contexts (See
Appendix A and Appendix B).
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students evaluate their own, as well as group member contributions to the group project. Group
members are required to work collaboratively in selection of a group project, as well as in planning the
group presentation. Students are required to critically listen, and analyze classmates’ group and
individual presentations. Students must also participate in and respond to examples of nonverbal
communication in a variety of classroom exercises (See Appendix B).
As a part of the group project and presentation, students are required to develop a hypothesis, research
methods, and presentation. This requires careful planning, communication, as well as cooperation of all
group members (See Appendix C).
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.”
Students analyze events, ideas, and processes in order to understand them and explain them to their
audience, as well as synthesize source materials in order to convey the unique combinations to others
and to create original speeches. Students must utilize the writing process in order to create clear written
responses.
As a part of the nonverbal communication exercise, students must complete written responses to specific
questions regarding the classroom activity (See Appendix B). In addition to this, students must
complete a detailed report of observations and information gained from attending a civic meeting of
their choosing (See Appendix A). In this assignment, students must carefully observe specific topics
covered in this meeting and are required to summarize their findings in a written report.
E. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
In this course, students must observe and record responses and behaviors in order to write and present a
report and analysis of their findings. Students must choose a specific behavior to observe in order to
compile and analyze appropriate data.
Students also learn the difference between quantitative data and qualitative data and the appropriate
occasions for using each method of data collection. As a part of the group speech project, students must
decide on a behavior, observe that behavior, and gather appropriate data (See Appendix C). Another
example can be found in the nonverbal communication classroom exercises, where students take an
active role in observing and reporting key findings (See Appendix B).
F. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts.”
Students will collect and analyze appropriate data in order to complete a written and oral report based on
specific observations and compilation of collected data. As a part of the group research and analysis
project, students will collect and analyze data in order to develop and communicate appropriate
conclusions. These conclusions will be shared and discussed with the rest of the class (See Appendix C).
Also, students will analyze data and will report on their observations as a part of the nonverbal
communication classroom activity (See Appendix B). Finally, students will observe communication
styles, both verbal and nonverbal, as a part of the civic meeting assignment and report (See Appendix A).
G. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of numerical
data or observable facts to reach informed conclusions.”
Students are required to use data collected to carefully analyze in order to reach appropriate and sound
conclusions. Specific assignment requires students to observe human behaviors and/or choices in which
students are required to support conclusions with observable facts and/or statistical data.
In the group project, students are required to establish, collect, analyze, and report on specific behavioral
facts used to reach identifiable conclusions (See Appendix C). Additionally, students must report on
observations made as a part of the nonverbal communication classroom exercise (See Appendix B).
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
Interpersonal communication examines various cultures, the mass media and gender and their role in
shaping interpersonal relationships. Students gain information about other individuals, and build a
context of understanding through communication. Students demonstrate respect for others’ viewpoints,
and engage in exercises on conflict management, including de-escalatory behaviors and mediation
between conflicting parties.
As a part of the assignment that requires students to attend, observe, and report on a civic or school
board meeting, students must identify ways specific groups and peoples communicate and respond to
one another in specific contexts (See Appendix A).
I. Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in
regional, national, and global communities.”
Students are required to identify, evaluate, and apply conflict styles and conflict resolution strategies for
problems at multiple levels. This course includes instruction in intercultural communication, including
conflict in culture and communication styles. Students demonstrate understanding of the relevance of
cross-cultural, co-cultural, gender, and age influences on human communication, most notably through
the meeting observation and report assignment (See Appendix A).
Appendix A
City Council or School Board Meeting Assignment
As citizens, we have a responsibility to understand the functioning of local governments. You are to:




attend a City Council or School Board meeting in your community
be sure to get an agenda
take notes on the proceedings
You will then, in a thoughtful and compelling manner, write an essay reporting what occurred in the
meeting and submit your computer-generated essay and a copy of the agenda in the appropriate drop box.
Please scan the agenda into your computer, save it as .pdf, and submit that in the drop box with your essay. If you
do not have a scanner at home, you may have the lab assistant in the 3rd-floor computer lab (Corinth campus) scan
the agenda for you. Most public libraries also have a scanner and can help you with this process. Those of you
with iPhones or smart phones may have an app that allows you to scan a document. However you accomplish this
task, I must have a copy of the agenda.
Among the information addressed in your essay, you should include the following:








Give the name of the City Council/School Board, the place and date of the meeting, and the Mayor’s or
Chairman’s name and title.
What issues were heard?
What issues brought forth by council/board members?
What issues brought forth by members of the public?
What titles were used for the mayor/chairman and council/board members?
What instructions were given to members of the public who addressed the council/board?
If time limits were imposed by public speakers, were they adhered to by the council/board?
What was the manner in which the members of the public addressed the council/board members and vice
versa? Consider the following:
o Did people talk over each other or wait for one another to finish speaking/
o Did they paraphrase correctly?
o Were there nonverbal shows of agreement, disagreement, disgust, pleasure, etc.?
o Were people
 Courteous/discourteous
 Questioning
 Accepting/rejecting of others’ ideas
 Angry
 Agreeing/disagreeing with others
 Exhibiting good or poor listening skills
 Responsive to or ignoring of the speaker and his/her ideas


What factors led to listening difficulties?
What factors led to good listening behaviors?
Appendix B
Relational Messages in Nonverbal Communication
Objective: To illustrate how nonverbal behavior conveys relational messages such as immediacy and
respect.
Instructions:
1.
2.
3.
4.
5.
In groups of three, students will come to the front of the room and will give directions to separate
locations across town.
Before each exercise, the group will go into the hallway while the instructor will give hints to the rest of
the class about nonverbal behavior.
For the first group member, students will be disengaged, looking at phones, etc. For the second member,
designate half of the room to pay attention while the other half looks bored and disengaged. For the
third member, have the entire class listen closely and carefully to the speaker.
Have each member share his/her experiences as the speaker. Have each group member discuss their
responses and to discuss what behaviors were observed.
Have the rest of the class discuss their observations of the speaker’s verbal and nonverbal
communication and how each speaker’s varied according to the audience response.
Discussion Questions:
1. What are some other ways in which we convey relational messages through our nonverbal?
2. Have you ever been in a situation like the first speaker? How did you respond?
3. Give some examples of other situations in which it might be important to be aware and convey
nonverbally that we are paying attention or that we respect the speaker.
4. Which of the three directions do you most remember? Why?
Written assignment:
Write a one page response to the behaviors you observed in both the speakers and audience. What conclusions
can you make? Support these with your data/observations.
Appendix C
SPCH 1318 Group Presentation
Your group must choose a topic related to human behavior and activity. For example, “How do NCTC students
utilize time between classes?” or “What purchases do people make when buying gas?”
You will be assigned to a group of 4 to 6 persons. Your group will select a topic (must be approved by
instructor) on which you will collect observational data, present a report, and then lead the class in a discussion.
When you select a topic, subdivide the topic and assign different tasks to group members. Your presentation
must begin with a background of the topic, the specific behavior observed, and you must include a hypothesis
section (30-45 seconds). The group member who presents the background should also present the conclusions
observed.
You must present both the hypothesis and the conclusion of the specific behavior observed, and then lead the
class in a discussion of your topic. Invite us to ask questions, or share information we may have. Be prepared
to field questions based on the research you’ve done. It is your responsibility to start the discussion.
I want to hear each of you cite three different research sources in your reports. These cites (such as, “An article
entitled ‘The Bermuda Triangle Revisited’ in the July 29, 2002 issues of Time magazine states that . . . .”) must
be cited (said) along with the material supported.
Use visual aids and/or handouts, as appropriate. Charts that accurately represent your findings are best.
Because your reports are subdivisions of the topic, you may not need an introduction and conclusion as you
would in an informative or persuasive speech. Let your topic dictate what you need, but be sure that what you
say makes sense and is supported by credible research. You will need to have introductory and concluding
sentences. Your presentations may be informative and/or persuasive, depending on your subtopic.
DO NOT READ!!! Rehearse your presentation enough that you can speak to us from notes, with the exception
of any quotes and cite information you may have. If you read, the best grade you can expect is a D.
Your group will have one class period (50 minutes) for the presentation, and each of your members must speak
a total of 5 - 6 minutes—excluding the class discussion.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher Education
Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment
and examination; (2) the learning objectives for the course; (3) a general description of the subject matter of each lecture
or discussion; and (4) any required or recommended readings. Contact information for the instructor is also provided.
The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and
mission. Information specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: Interpersonal Communication
Course Prefix & Number: SPCH1318
Section Number: 400
Term Code: 122S
Semester Credit Hours: 3
Lecture Hours: 48
Lab Hours: 0
Course Description (NCTC Catalog):
Introduces communication concepts and provides speech interaction in one-to-one and small group
situations. Provides experiential settings for a variety of environments, for the reduction of
communication barriers, for conflict resolution, and for leadership and decision-making. Emphasizes
interpersonal perception and listening skills related to self-concept.
Course Prerequisite(s):
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Dr. Terry Moellinger
Campus/Office Location:
1500 N. Corinth St., Corinth, TX 76240
Telephone Number:
940-668-7731
E-mail Address:
jmoellinger@nctc.edu
Name of Chair/Coordinator:
Kristen Weinzapfel
Office Location:
Gainesville, Room 120
Telephone Number:
940-668-7731, Ext. 4379
E-mail Address:
kweinzapfel@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Ronald B. Adler and Russell F. Proctor II. Looking Out, Looking In, 13th Edition
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
If you disagree with any posted grade, you have 48 hours from the time of the grade is posted to dispute it. .
Late and/or make-up work will be accepted, but at half credit. There will be no extra-credit work. Students must
diligently monitor their syllabus and class announcements to ensure on-time submissions of their completed
work.
Standard English—capitalization, spelling, punctuation, grammar, syntax, etc.—will be expected on all
assignments. You may not use emoticons, social media abbreviations, etc., in your communications.
Grading is based on a total-points system. At the end of the semester, the student’s grade will be determined by
dividing the total points possible into the total points earned.
90-100% = A; 80=89% = B; 70-79% = C; 60-69% = D; 0-59% = F
The following tentative assignments will be completed.
Number
Activity
Points
1
Communications Assignment
10
1
Analysis of Communication Situation Assignment
50
1
Perception Questions Assignment
10
1
Relationship Formation Questions Assignment
10
1
Self-Disclosure Questions Assignment
10
1
Online Assignment
10
Projects
1
Group Presentation and Peer Evaluation
70
1
Personal Interview
50
2
Related documents to Interview @ 10 points each
20
4
Examinations @ 50 points each
200
1
Final Examination
50
1
Attendance
30
Quizzes
20
Assignment points
100
Project points
145
Exam points
250
Attendance points and Quizzes
50
Total points
545
Attendance Policy
You are expected to attend all classes, and a grade is awarded for attendance. You will be allowed two absences per
term before points are deducted. Two tardies equal one absence. If you are tardy, it is your responsibility to see that the
instructor marks you present before you leave class that day. Students who leave class before being dismissed by the
instructor will be counted absent or tardy (at the discretion of the instructor). Those who leave at break will counted as
absent.
Absences will only be excused medical reasons and must be accompanied with a sighed note from a doctor. If you feel
you have justification for another reason, then email your request to the instructor. You will receive the answer by
email. Email is the only means by which absences may be excused in this class. Do not assume that smiling or nodding
on the instructor’s part is acknowledgment of an excused absence.
PROGRAM PURPOSE STATEMENT: CORE CURRICULUM
NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a
core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring
knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences
that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to
emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The Department of English, Speech, and Foreign Language provides quality instruction to students pursuing their
academic and career goals.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve
academic, career and lifelong goals. The chief focus of the General Education Core Courses at NCTC is to emphasize basic
intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA: COMMUNICATION
The overall objective of the Communication component area is to enable the student to communicate effectively in
clear and correct prose in a style appropriate to the subject, occasion, and audience.
STUDENT LEARNING OUTCOMES
EEO
Student Learning Outcome
C2,
C4
1. Demonstrate the ability to respond assertively.
2. Demonstrate the management of fear in stressful communication situations.
3. Demonstrate the ability to critically analyze communication situations.
4. Demonstrate the ability to listen more effectively.
5. Demonstrate the appropriate use of nonverbal messages.
6. Demonstrate the ability to open and maintain interpersonal relationships.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
See attached Tentative Schedule for subject material, test and assignment dates. This material is also posted in the
“lessons” section of ANGEL
Last day to Withdraw
For the Fall 2012 semester, the last day to withdraw from a course with a “W”
is April 13, 2012.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge, physical
illness or injury. Accommodations may include extra time on tests, tests in a
distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville
Campus, go to room 110 in the Administration (100) Building or call 940-6684209. Students on the Bowie, Graham, Flower Mound, and online campuses should
call 940-668-4209 to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both the spirit and
letter of federal equal opportunity legislation, including the Americans with
Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the
Rehabilitation Act of 1973 (P.L. 93-112).
Student Success
The Student Success Center is designed to help all students at NCTC develop tools to
achieve their academic goals. This program also links students to FREE tutoring,
including a Writing Center, a Math Lab, and free 24/7 online tutoring and helps new
students acclimate to college by providing computer lab services for prospective
students. All students are invited to visit the Student Success Center on the Corinth
Campus go to rooms 170, 182, or 188; on the Gainesville Campus go to rooms 114 or
111; on the Flower Mound Campus go to room 111, on the Bowie Campus go to
room 124.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.
Tobacco Free Campus:
NCTC restricts the use of all tobacco products including cigarettes, cigars, pipes and smokeless
tobacco on campus property. NCTC is aware that tobacco use influences underage students which cumulates
unsightly tobacco litter and interferes with assuring clean air for all who come to NCTC. NCTC recognizes the
health hazards of tobacco use and of exposure to second hand smoke. Information on a tobacco cessation program
is available for students, faculty, staff who wish to stop using tobacco products. We would like to "thank you" for
your help in making our campuses Tobacco-Free. For questions or concerns please contact the Office of Vice
President of Student Services at 940.668.4240.
1318 Tentative Dailey Schedule
Date
Activity/Assignment
1/15
Introduction to course
1/17
Lecture and discussion: A First Look at Interpersonal
Communication (Chapter 1). In class quiz on topic.
3, 4, 5
Application of Interpersonal Communication and
Perception Checking.
3, 4, 5
Lecture and discussion on the Perception Process
(Chapter 3).
3, 4, 5
1/22
1/24
2, 3, 4, 5
2, 3, 4, 5
2, 3, 4, 5
Communications Assignment Due (10 points)
Discussion on Research Procedures and Data Bases.
(Online Assignment: Read NCTC Library Tutorial on MLA
work cited format and submit MLA citation at the
beginning of next class 10 points. Also, discussion about
Cultural Differences and Communication.
3, 4, 5
1/31
Lecture and discussion on Self Concept (Chapter 2)
2, 3, 4, 5
2/5
Lecture and discussion on Listening (Chapter 7). Also
brief review of upcoming exam.
2, 3, 4, 5
2/7
Test One—Chapters 1, 2, and 3 (50 points)
2/12
Discuss the Group Assignment and break into groups
2, 3, 4. 5, 6
2/14
Lecture and discussion on Language (Chapter 5)
2, 3, 4. 5
2/19
Lecture and discussion on Non-Verbal Communication
(Chapter 6)
2, 3, 4. 5
2/21
Group Work Day
2, 3, 4. 5, 6
1/29
2, 3, 4, 5
Perception Questions Assignment Due (10 points)
2/26
Lecture and discussion on Emotions, Feeling, Thinking,
3, 4, 5
and Communication (Chapter 4). Also, brief review of
upcoming exam.
2/28
Test Two—Chapters 5, 6, & 7 (50 points)
3/5
Discussion on Building Speakers Confidence and
C2, C4, 1, 2, 3, 4, 5, 6
Group Work Day
3/7
Lecture and discussion on Communication and Relational
Dynamics (Chapter 8) and Group work day, if necessary
3/11-15
No Class—Spring Break
3/19
Fill out and turn-in Group Peer Evaluation, and brief
Group Meeting
C2, C4, 1, 2, 3, 4, 5, 6
C2, C4, 1, 2, 3, 4, 5, 6
Group Presentation (70 points)
3/21
Brief Group Meeting
C2, C4, 1, 2, 3, 4, 5, 6
Group Presentations (70 points)
3/26
Brief Group Meeting
C2, C4, 1, 2, 3, 4, 5, 6
Group Presentations (70 points)
3/28
Lecture and discussion on Intimacy and Distance in
Relational Communication (Chapter 9)
2, 3, 4, 5, 6
4/2
Lecture and discussion on Relationship Theories
2, 3, 4, 5, 6
Self-Disclosure Questions Assignment Due (10 points).
Also brief review of upcoming exam.
2, 3, 4, 5, 6
4/4
Test Three—Chapters 4, 8 & 9, and Relationship
Theories (50 points)
4/9
Lecture and discussion on Communication Climate
(Chapter 10)
2, 3, 4, 5, 6
4/11
Lecture and discussion on Relationship Conflict (Chapter
11).
2, 3, 4, 5, 6
4/16
Lecture and discussion about Relationship Ending and a
brief review of upcoming exam.
2. 3. 4. 5. 6
Relationship Formation Questions Assignment Due (10
points)
4/18
Test Four (Chapters 10 and 11)
4/23
Lecture: Personal Interview Techniques and Resumes and
Cover Letters Discussed
C2, C4, 1, 2, 3, 4, 5, 6
4/25
Application of Interpersonal Communication and
Relationship Dynamics.
C2, C4, 1, 2, 3, 4, 5, 6
4/30
Personal Interview (50 points) with related documents
(20 points)
C2, C4, 1, 2, 3, 4, 5, 6
5/2
Personal Interview (50 points) with related documents
(20 points)
C2, C4, 1, 2, 3, 4, 5, 6
TBA
Final Exam (50 points): Interviewing and Interview
Techniques and questions drawn from assignments