4 Credit Conversion Committee
a Sub-Committee of the Curriculum/Gen Ed Committee
AGENDA
January 12, 2005, 1:00 p.m.
Sylvania Campus, Presidents Conference Room A or B
Old Business:
New Business:
D – Opt-Out Request
All Dance Courses
J 200, 201, 202, 204 – Individual/Non-Sequential Increase
SP 100, 140, 214, 215, 227, 228, 237 – Individual/Non-Sequential Increase
SP 111 – Individual/Non-Sequential Increase;
SP 111 – Corresponding Course Description & Learning Outcomes Change
Curriculum 4 Credit Conversion Request
Opt-Out Request
COURSE
NUMBER(S):
COURSE
TITLES:
All D courses
BENEFIT TO
STUDENTS:
There are no courses offered in Dance that are 3-credits. The majority
are 1-credit, with the exception of D 170, Ethnic Dance. It is 2-credits.
We see no reason to do anything. This is being submitted because
Dance, all of which are LDT courses. was listed as not responding to
the transfer question.
OUS MATCH:
It will have no affect on transferability to any OUS institution.
CONTACT
NAME:
CONATCT
EMAIL:
Doris Werkman
dwerkman@pcc.edu
Curriculum 4 Credit Conversion Request
Individual/Non-Sequential Increase
Course number(s): J 200, J 201, J 202, J 204
Course titles:
Introduction to Writing for the Media, Mass Media and Society, Information Gathering,
Visual Communication
Will outcomes
change?:
No Change
Will content be
added?:
No additional content
Is additional time
needed?:
Yes
Basis for
conversion:
Currently, students are not able to engage in a wide spectrum of activities and
exercises that can help them learn the skills and concepts they are being taught. An
additional hour will give them time to engage in more activities, group projects, and inclass exercises to help them increase their skill level and critical thinking. The extra
time will also give the instructor opportunity to thoroughly present the courses' themes,
concepts and issues in order to allow the students to better reach the core outcomes.
Specifically: J 200, Introduction to Writing for the Media--Grammar is the greatest
problem in teaching this course. the need to understand grammar when writing for the
media is imperative. Presently students can not successfully move ahead in the course
without time spent teaching grammar, which takes time away from the core themes,
concepts and issues. The extra credit hour will allow instructors to properly teach basic
grammar as well as the different types of media writing (newspaper, magazine,
television, internet, etc).
J 201, Mass Media and Society--this course (often cross-listed with SP 228, Mass
Communication) covers such a wide breadth that it is impossible to examine all
aspects with much depth. It examines the history of the media, media literacy, media
ethics, media conglomerates, as well as other major themes, topics and issues.
Students will be able to explore each area with more depth. For example, time can be
spent on actually deconstructing different media when we discuss media literacy. We
can also have more time to incorporate current issues.
J 202, Information Gathering--the extra credit hour will allow students to meet all
course outcomes. For example, one outcome is "to work collaboratively in planning,
executing, and evaluating journalistic projects." Students will be able to engage in more
group activities, in-class projects, and research/writing exercises. The extra time will
allow us to add more depth in giving feedback, allow students to present "trial"
researched papers, and redo these minor and major term papers.
J 204, Visual Communication--Current content is nearly impossible to cover on a 3credit time span. There are 10 different topics to be covered as well as student
presentations, media literacy, and current events. For example, the students will be
able to critically examine for message and perception such visual communication tools
as line type, line weight, color, and font (currently they examine only fonts and colors,
missing much of the message).
How will this match These courses were developed specifically to transfer to UO School of Journalism,
ous institutions?:
which are all 4-credit courses. They will all be accepted as Arts and Letters
(Humanities) electives at all OUS institutions.
Contact name:
Contact e-mail:
Doris Werkman
dwerkman@pcc.edu
Curriculum 4 Credit Conversion Request
Individual/Non-Sequential Increase
Course
number(s):
Course titles:
SP 100, SP 140, SP 214, SP 215, SP 227, SP 228, SP 237
Will outcomes
change?:
Will content be
added?:
Is additional time
needed?:
Basis for
conversion:
No Change
Introduction to Speech Communication, Intercultural Communication,
Interpersonal Communication, Small Group Communication, Nonverbal
Communication, Mass Communication, Gender and Communication
No additional content
Yes
Currently, students are not able to engage in a wide spectrum of
activities and exercises that can help them learn the skills and concepts
they are being taught. An additional hour will give them time to enage
in more activities, group projects, and exercises to help them increase
their skill levels and critical thinking. The extra time will also give the
instructor opportunity to thoroughly present the courses' themes,
concepts and issues in order to allow the students to better reach the
core outcomes.
Specifically: SP 100, Introduction to Speech Communication-instructors can spend more than a day in such areas as Listening,
Interviewing, Mass Communication. Instead of briefly mentioning core
concepts, students can engage in group activities that will help them
understand these concepts.
SP 140, Intercultural Communication--students are exposed to different
cultures' communication styles, but due to time constraints very little
time is spent on co-cultural communication--racial differences, gender
differences, and/or religious differences. The increase of time will allow
us to examine with more depth different domestic communication
issues.
SP 214, Interpersonal Communication--Communication is a situational
process: the context determines the appropriate and effective tools to
use. We will be able to explore more situations/contexts to expand the
skills and concepts being taught. Students will be able to engage in
more group activities as well as small class projects.
SP 215, Small Group Communication--students will be better prepared
to make decisions in small groups with an extra hour. Such concepts
as conflict resolution, problem solving and decision-making are often
glanced-over because they are introduced toward the end of the term.
Students can better internalize the concepts and issues because these
issues can be introduced earlier in the term and groups can practice
using the skills.
SP 227, Nonverbal Communication--Once again as a situational
process, communication needs a context. Part of what is missing is
How will this
match ous
institutions?:
Contact name:
Contact e-mail:
time to explore different contexts. We may be able to examine
nonverbal behavior in one or two contexts, such as in the home and
culturally, but not important contexts such as in the workplace and
interactions between disabled and nondisabled people. The extra credit
hour will allow us this freedom.
SP 228, Mass Communication--this course (often cross-listed with J
201, Mass Media and Society) covers such a wide breadth that it is
impossible to examine all aspects with much depth. It examines the
history of the media, media literacy, media ethics, media
conglomerates, as well as other major themes, topics and issues.
Students will be able to explore each area with more depth. For
example, time can be spent on actually deconstructing different media
when we discuss media literacy.
SP 237, Gender and Communication--in exploring gendered
communication, we often need to spend time introducing core concepts
of interpersonal communication and the creation of relationships. This
takes time away from the effect gendered communication has on our
relationships. Such issues as power and status as created by the way
we communicate are examined, but little time can be spent on such
important issues as gendered violence, violent language and verbal
abuse.
They will be a direct match with PSU and SOU in core outcomes and
credit hours. They will match the other institutions in outcomes.
Doris Werkman
dwerkman@pcc.edu
Curriculum 4 Credit Conversion Request
Individual/Non-Sequential Increase
Course number(s): SP 111
Course titles:
Fundamentals of Speech
Will outcomes
Yes
change?:
How outcomes will Currently we have these outcomes: � The student will be able to
change:
effectively deliver oral messages suitable to the topic, purpose, and
audience within a public setting. � The student will be able to critically
examine ideas and information represented in oral language and
nonverbal behavior. We would like to add the following outcome: � The
student will be more able to manage communication anxiety.
Will content be
added?:
Is additional time
needed?:
Yes
Basis for
conversion:
As a course where we must allow students to practice the skills they
are learning, more time to actually lecture is important. The increase of
1 credit hour will allow students to engage in more class activities,
more group projects, and more presentations. They will receive more
instructor feedback that will help them learn to become better critical
thinkers. PSU students have reported that the increased credit hour in
the Public Speaking course has allowed them more time for
comprehending coursework. In addition to more time needed in order
for the course to be taught effectively, we are adding the following
content to the CCOG:
� Critical thinking
� Communication Anxiety
� Impromptu speaking
Yes
How will this match Changing to 4-credit hours, SP 111 will be an exact match in both
ous institutions?:
outcomes and credit hours at PSU and SOU.
Contact name:
Contact e-mail:
Doris Werkman
dwerkman@pcc.edu
Curriculum Course Revision Form
Course Changes for Number, Title, Description, Prerequisites, and Outcomes
Change:
Course Description, Learning Outcomes
Does this correspond
with a conversion
request?:
YES
Current course number: SP 111
Current course title:
Fundamentals of Speech
Current description:
Prepare and present original speeches with emphasis on organization and outlining.
Present informative, persuasive, and other types of speeches. Prerequisite:
Satisfactory completion of WR 121.
Proposed description:
Introduction to speechmaking based primarily on a traditional public speaking
approach. Aids students in developing theoretical understanding and practical
application of oral communication skills. Also includes techniques in controlling
speech anxiety, how to structure and organize information to present to a variety of
audiences, and physical and vocal delivery skills. Prerequisite: Satisfactory
completion of WR 121.
Reason for description Description is more clear to course content. It shifts the emphasis from simply giving
change:
different types of speeches to a more rhetorical perspective.
Current learning
outcomes:
� The student will be able to effectively deliver oral messages suitable to the topic,
purpose, and audience within a public setting.
� The student will be able to critically examine ideas and information represented in
oral language and nonverbal behavior.
Proposed learning
outcomes:
� The student will be able to effectively deliver oral messages suitable to the topic,
purpose, and audience within a public setting.
� The student will be able to critically examine ideas and information represented in
oral language and nonverbal behavior.
� The student will be more able to manage communication anxiety.
Reason for learning
outcomes change:
Will this impact other
sacs?:
Will this impact other
depts/campuses?:
Implementation term:
Implementation year:
Contact name:
Contact e-mail:
The addition of the communication anxiety outcome better reflects the actual themes,
concepts and issues as stated on the CCOG
no
no
fall
2005
Doris Werkman
dwerkman@pcc.edu