Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH
Communication
COMM 422
Subject
455) or sequence
Course(s) Title
Communication and Technology
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Greg Larson
Phone / Email
ext 4161
greg.larson@mso.umt.ed
u
Program Chair
Betsy Bach
III Overview of the Course Purpose/ Description
This course takes a critical look at the influence of communication technologies on organizational
communication. The current "information revolution" in organizations provides a context for the course.
The world of work is changing due to the implementation of new technologies. For example,
communication technologies allow people to work from home through telecommuting. On the one hand,
this avoids long commutes, increases time spent at home, and protects the environment. On the other
hand, this may also blur the distinction between home and work by increasing the influence of work in
our personal lives. While organized topically around current issues/problems, class members will be
introduced to many theoretical perspectives that frame scholarly thinking on these issues.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Identify and pursue more sophisticated
questions for academic inquiry
Through reading, discussion, lecture and
writing, students will engage the following:
1. Discuss the nature of technological
change, innovation and diffusion.
2. Understand how the world of work is
changing due to new technologies.
3. Understand how knowledge work is
managed and organized effectively.
4. Identify the key ethical communicative
responsibilities for managing
science/technology ethically and
effectively.
5. Position current technological advances
within historical contexts.
6. Understand the need for diverse
perspectives, including social scientific
and humanistic, for understanding,
creating and managing technology and
science.
7. Know key questions to guide the
development and adoption of new
technologies.
8. Identify the technologies used for
electronic surveillance in the workplace.
9. Develop a well-supported position
regarding both the utility and ethics of
electronic surveillance in the workplace.
10. Discuss important social issues at the
intersection of work and technology, such
as the digital divide.
Readings for the class come from a range of
Find, evaluate, analyze, and synthesize
sources (see attached syllabus). Students write
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) two research papers and complete a group
project for which significant outside research is
required.
The intersection of communication and
Manage multiple perspectives as appropriate
technology is approached from a variety of
theoretical perspectives. Students must engage
these in their writing and presentations.
Students analyze case studies through
Recognize the purposes and needs of
theoretical lenses in written work and in group
discipline-specific audiences and adopt the
presentations. Students are required to use
academic voice necessary for the chosen
APA format. Group presentation requires
discipline
students to perform an information
communication technology audit of some
organization and write an analysis paper based
on their findings.
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Develop competence in information
technology and digital literacy
Students rewrite each of their papers after
instructor has provided written feedback.
APA format is used.
The topic of the course is communication and
technology so readings, assignments and
discussion all pertain to information technology
and digital literacy. Information
communication technologies are used in-class
on a daily basis. In addition, students must use
electronic resources for researching class
assignments.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
 Yes  No
As a department, we are working to reduce the
number of students to 25. Doing so will require
rebalancing course enrollments across the
curriculum and/or new resources. Currently, the
maximum enrollment is 30 and we have heavy
demand from our majors to get into these upper
division writing courses. Obviously, this requires
extra effort on the part of the faculty member in
regards to grading writing assignments.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
 Yes  No
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
 Yes  No
Detailed descriptions for assignments are not
in the syllabus, but on the course web site.
Assignments are available from the first day
of class online.
http://www.cas.umt.edu/dcs/Faculty/Larson/c
omm420/home.html
Several instructional days in the course are spent
talking about writing. In addition, in-class
writing workshops are used to help students
develop arguments and organize their ideas.
Students also receive considerable feedback on
their written work that they then utilize when
rewriting their papers.
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
Will written assignments include an opportunity for
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
 Yes  No
Are expectations for Information Literacy listed in
 Yes  No
the course syllabus? If not, how will students be
In addition, expectations for information
informed of course expectations?
literacy are discussed in-class.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Students individually write two papers—the first
Formal Graded Assignments
7-10 pages and the second 5-7 pages in length.
Students have the opportunity to rewrite these
papers. (Total of approximately 24-34 pages of
individual writing). In addition, students, in
groups of 5 or 6, write detailed outlines for their
group presentations (15 pages).
Occasionally, students may write in-class thought
Informal Ungraded Assignments
paragraphs/papers.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Paste syllabus here.
Available online:
http://www.cas.umt.edu/dcs/Faculty/Larson/comm420/home.html