I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
x
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program COT/Applied Arts and Sciences
Course #
COM U 260S
Course Title
Prerequisite
Survey of Children’s Communication
No Prerequisite
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
Kimberly Reiser
Phone / Email 243-6839
Program Chair Cathy Corr
Dean
Barry Good
III. Type of request
New
One-time Only
Renew
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course provides a survey of communication processes in early childhood through adolescence. In particular,
the course focuses on how children learn to communicate; the contemporary communication environments of
children/adolescence including interactions in family relationships, friendships, as well as media; and challenges
concerning childhood communication and its effects on later communication development (e.g. aggression,
violence, etc.).
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Systematically study individuals, groups, or
social institutions.
This course surveys communication
processes in early childhood through
adolescence. Students reading material
includes research in key areas of children’s
communicative development (i.e. the
development of language and nonverbal
communication, family influences on
communicative and social development,
using motivational interviewing to encourage
positive behavior, emotional literacy as well
as other areas of contemporary research in
children’s communication). In addition, in
the first half of the semester, students write
and present an abstract and research paper on
an area of research in early childhood
communication. In the second half of the
semester, they do the same with an area of
research in adolescent communication.
Analyze individuals, groups, or social problems This course analyzes the challenges posed by
and structures; and or
the contemporary communication
environments of children, including
adolescent bullying, social and emotional
challenges for adolescent boys and girls, and
media influences. In addition, the course
analyzes challenges concerning early
childhood communication and its effects on
later communication development (e.g.
aggression, substance abuse, premature
sexuality, and violence).
Give considerable attention to ways in which
Students review and interpret current
conclusions and generalizations are developed
research on child and adolescent
and justified as well as methods of data
communication both through course readings
collection and analysis.
and their own research projects.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Describe the nature, structure, and historical
Students trace the development of children’s
development of human behavior, organizations, nonverbal and verbal communication. As
social phenomena, and/or relationships;
mentioned above, they also analyze the
contemporary communication environment
of children.
Use theory in explaining these individuals;
group, or social phenomena; and/or
Understand, assess, and evaluate how
conclusions and generalizations are justified
based on data.
Students identify environmental influences
on children and adolescents’ communicative
and social development. As noted above,
students also use the research (theory) in
course readings to analyze an area of both
early childhood communication and
adolescent communication. Furthermore,
their ability to use theory to explain children
is tested through mid-term and final essay
examinations.
Students review and interpret current
research on child and adolescent
communication. They do this by leading
and engaging in discussion over course
readings (research on many contemporary
children’s communication issues, as noted
above) as well as researching a topic in early
childhood communication and adolescent
communication independently.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. 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
The University of Montana-Missoula
College of Technology
Applied Arts and Sciences Department
Fall 2011, Course Syllabus
Course Number and Title: Com 260S, Survey of Children’s Communication
Semester Credits: 3
Instructor: Kim Reiser, M.A.
E-mail: kim.reiser@umontana.edu
I am most easily reached by e-mail. However, if e-mail is not easily accessible to you, it is
also possible for you to leave messages for me at 243-7839.
Office Location: Main faculty office (HB 02) in the HB building at the College of
Technology
Office Hours: Monday 11-12, Thursday 1-2, or By Appointment
Course Description
This course provides a survey of communication processes in early childhood through
adolescence. In particular, the course focuses on how children learn to communicate; the
contemporary communication environments of children/adolescence including interactions
in family relationships, friendships, as well as media; and challenges concerning childhood
communication and its effect on later communication development (e.g. aggression,
violence, etc.).
Student Performance Outcomes
1. Trace the development of children’s nonverbal and verbal communication.
2. Identify environmental influences on children and adolescents’ communicative and
social development.
3. Observe and analyze patterns of children and adolescents’ communication with one
another.
4. Review and interpret current research on child and adolescent communication.
Textbooks
Roberts, M. (2000). Horse sense for people. NY: Penguin Books.
Articles on Electronic Reserve (www.lib.umt.edu).
Grading
Exams (2) – 35% of grade
Abstract Paper #1 on Early Childhood Communication – 10% of grade
Abstract Paper #2 on Adolescent Communication – 10% of grade
Assignments – 25% of grade
Research Paper – 20% of grade
Attendance Policy
It is my belief that what you gain from a course is dependent on what you put into it.
Attendance will determine a student’s level of success. If you miss a class, you will miss a
learning opportunity. Students with fewer than two absences during the semester will see
their final grade increased by 5%. Students with more than three absences may lose their
privilege for a makeup should an emergency arise.
*Students who sleep, leave early/come late, or work on other assignments
during class will not be counted as present.
Test Makeup Policy: I believe the classroom setting should be treated like any other
professional setting. Employers and coworkers tend to be forgiving of a person’s absence
for an important meeting or engagement if that person has proven to be dependable in
the past. My policy follows this principle.
If the following conditions are met, you may be given an opportunity to make up a test:
1.
You must be in good standing in the class. This means no more than three
absences, no late assignments and passing grades on all completed assignments.
2.
You must notify me prior to missing the test that you will be unable to attend that
class period, and provide an explanation for your absence. Personal illness, family
emergencies and unexpected events are acceptable reasons for rescheduling a test. You
may be asked for documentation of verification of your excuse.
3.
Within 24 hours of missing the test, you must schedule an appointment with me to
make up your test.
ASSIGNMENTS TURNED IN A CLASS DAY LATE WILL BE GRADED OUT OF HALF
CREDIT. BEYOND THIS DATE, ASSIGNMENTS WILL NOT BE ACCEPTED.
*COURSE POLICIES ARE APPLIED AT THE DISCRETION OF THE INSTRUCTOR.
Academic Misconduct
All students must practice academic honesty. Academic misconduct is subject to an
academic penalty by the course instructor and/or a disciplinary sanction by the University.
All students need to be familiar with the Student Conduct Code. The Code is available for
review online at http://www.umt.edu/SAV/VPSA/index.cfm/page/1321.
Drop Policy
“Beginning the thirty-first day of the semester through the last day of instruction before
scheduled final exams, documented justification is required for dropping courses by
petition. Some examples of documented circumstances that may merit approval are:
registration errors, accident or illness, family emergency, change in work schedule, no
assessment of performance in class until after the deadline, or other circumstances beyond
the student’s control” (UM Catalogue). Failing is not an acceptable reason to drop the
course.
Course Calendar
*Readings and papers are due on the day they are listed. Assignments and their due
dates will be identified in class as we progress through the course.
August
30
Introductions
September
1
Roberts, Horse sense for people, Chapter 2
6
Roberts Reading Continued, Chapter 6
8
Video
13
Eliot, Language and the developing brain, pp. 351-390, Electronic Reserve
15
Haslett, Nonverbal communication: Its origins and development, pp. 20-56,
Electronic Reserve
20
Samter & Haslett, Family influences on communicative and social development, pp.
20-56, Electronic Reserve
22
ABSTRACT 1 (Early Childhood Communication) AND PRESENTATIONS DUE
27
Roberts Reading, chapter TBA
29
Faber & Mazlish, Engaging cooperation, pp. 47-88, Electronic Reserve
October
4
Sunwolf, Peer groups, pp. 53-72, Electronic Reserve
6
Goleman, Emotional intelligence, Electronic Reserve
11
Video
13
Louv, Last child in the woods, Electronic Reserve
18
MID-TERM EXAMINATION
20
NO CLASS-MEA/MFT EDUCATORS’ CONFERENCE
25
Flansburg [Reiser], This is the time out room…Sometimes you’ll find the
teachers in here”: An ethnography of motivational interviewing techniques in
the classroom, Electronic Reserve
27
Kindlon, Raising Cain: Protecting the emotional life of boys, Electronic Reserve
November
1
Video
3
Video
8
Simmons, Odd girl out, Electronic Reserve
10
Simmons reading continued
15
ABSTRACT 2 (adolescent childhood communication) AND PRESENTATIONS DUE
17
Faber & Mazlish, How to talk so teens will listen and listen so teens will talk,
Electronic Reserve
22
Austin, Hust, & Kistler, Powerful media tools, Electronic Reserve
23-25 NO CLASS-THANKSGIVING HOLIDAY
29
Berman, Talking to kids about sex handbook, Electronic Reserve
December
1
Wrap Up
6
RESEARCH PAPERS AND PRESENTATIONS DUE
8
RESEARCH PAPER PRESENTATIONS CONTINUED
12-16
FINALS WEEK; We will meet during our prescribed final time for our final
exam.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.