MATHEMORPHORSIS
Learning Community SYLLABUS
SPRING QUARTER, 2011
LEARNING COMMUNITY DESCRIPTION: Mathemorphosis is a counselor-supported, federated learning
community that combines CMST 100 and Math 96, 97, or 98 to explore math and speech skills as well as
techniques for reducing anxiety that may accompany the learning and practice of both these and other
life challenges.
INSTRUCTORS: Linda A. Smith, CMST 100; Alec McDougall, Math 96; Abel Gage, Math 97; Terri Matzko,
Math 98; and Anne Ziomkowski/Eric Anderson, Counseling.
GRADUATION REQUIREMENTS: As a developmental learning community, Mathemorphosis meets one
of the interdisciplinary/learning community graduation requirements for SVC transfer degrees. CMST
100 counts towards elective credits.
GENERAL EDUCATION LEARNING VALUES AND OUTCOMES: As a learning community, Mathemorphosis
addresses additional General Education Learning Values and Outcomes beyond those covered within the
individual courses. By the end of this quarter, these additional General Education outcomes will be
addressed: 0. Integration and Application: Students will be able to (0.3) identify and evaluate the
relationships among different perspectives within a field of study or among different fields of study and
(0.5) analyze and reflect upon insights gained from integrating multiple perspectives in a purposeful
project or experience.
HOW THE COURSES CONNECT: At first glance, math and communication may not seem to have much in
common. But you may be surprised by how well they connect.
1. Anxiety. Many college students experience some level of anxiety as part of completing either
speech or math requirements--or both. Using both speech and math anxiety research and
techniques, Mathemorphosis seeks to help students identify, analyze, and reduce their anxiety
levels in both courses.
2. Skills. Students will increase their skills in public speaking by presenting on math topics in
this learning community. Students will also apply math skills by completing a series of speech
diagnostic tests that require mathematical calculations.
3. Self-awareness. Through journaling assignments, students will be able to develop a broader
picture of themselves as college students by examining and looking for patterns in their
thinking, behavior, and responses in two or more college courses.
WELCOME! Your instructors look forward to having you as part of the Mathemorphosis learning
community experience this quarter. Let us know if you have any questions about how this learning
community works.
MATHEMORPHORSIS
CMST 100 SYLLABUS
(SPEECH & PERFORMANCE ANXIETY MANAGEMENT)
SPRING QUARTER, 2011
TIME: 10:30-11:20 a.m., Mondays & Wednesdays
LOCATION: Hodson Hall 24 (east end of bldg.)
COURSE DESCRIPTION: CMST 100 is an ELECTIVE course that supports students/professionals who
experience moderate to severe anxiety in public and/or group presentation, performance, and/or
academic situations by introducing and practicing anxiety management techniques. This course may be
taken prior to or concurrently with Communication Studies, speech intensive, or other academic courses
or professional speech activities.
INSTRUCTOR: LINDA A. SMITH
PHONE: (360) 416-7810
OFFICE HOURS: 9:30, MW; 10:30, TThF.
OFFICE: Hodson Hall-115
E-MAIL: Linda.Smith@skagit.edu
Other times available by appointment.
STUDENT EMAIL: The instructor will contact and respond to students via students’ MySVC g-mail
accounts. Please check your SVC g-mail account regularly. CMST 100 is also supported by a Moodle site.
TEXTBOOK : None required.
SUPPLEMENTAL READING: As assigned online.
REQUIRED SUPPLIES: It is recommended that each student own or have access to a stapler; hole punch;
highlighter pen; typewriter, computer, or word processor; 1 paper, three-brad notebook with pocket;
and other basic stationery supplies, including paper and writing implements, for note-taking. Do not ask
your instructor for these items.
COURSE OBJECTIVES: At the end of this course, each student should be able to:
1. Understand the influence of culture on communication, specifically
a. Characterizing cultural/gender influences on speech/performance anxiety.
b. Applying culture/gender based strategies to overcome speech/ performance anxiety.
2. Develop critical thinking skills and communication strategies within speech/performance contexts,
specifically:
a. Analyzing personal and general speech/performance anxiety obstacles.
b. Adapting anxiety management techniques to individual needs and presentation formats.
c. Demonstrating appropriate listening and supportive techniques as an audience member.
3. Understand and demonstrate basic speech/performance anxiety management techniques,
including:
a. Identifying and explaining the causes; physiological, psychological, and behavioral
components; and common terminology of speech/performance anxiety management.
b. Practicing anxiety reductions techniques to build confidence in communicating verbally and
nonverbally in group and public presentation situations.
c. Applying textbook and supplemental reading assignments and/or library/technological
research to course work.
GENERAL EDUCATION LEARNING VALUES AND OUTCOMES: By the end of this course, the following
General Education outcomes will be addressed.
1. Information Literacy: Students will be able to (1.5) effectively integrate and use information ethically
and legally to accomplish a specific purpose.
2. Critical Thinking: Students will be able to (2.1) identify and express concepts, terms, and facts related
to a specific discipline; (2.3) identify, interpret, and evaluate pertinent data and previous experience to
reach conclusions; (2.4) Evaluate decisions by analyzing outcomes and the impact of actions; (2.8)
describe how one’s own preconceptions, biases and values affect one’s response to new and ambiguous
situations; and (2.9) apply and/or create problem-solving strategies to successfully adapt to
unpredictable and/or changing environments.
3. Communication: Students will be able to (3.1) recognize, read, comprehend, and produce academic
and/or professional writing; (3.2) recognize, produce and demonstrate appropriate interpersonal, group,
and public speaking skills; (3.3) demonstrate effective listening skills; (3.4) integrate academic and/or
professional writing into written and spoken projects; (3.5) recognize, comprehend, and use non-verbal
behaviors appropriate to a given context; and (3.7) adapt communication to diverse audiences and
media.
4. Community & Cultural Diversity: Students will be able to (4.1) understand, value and respect human
differences and commonalities as they relate to issues of race, social class, gender, sexual orientation,
disabilities and culture; (4.3) demonstrate effective communication across differences in human
communities and cultures; and (4.4) adapt to and function effectively in communities and cultures
different from one's own.
6. Individual Awareness & Responsibility: Students will be able to (6.1) identify ethical and healthy
choices and apply these personally, socially, academically, and professionally; (6.3) apply successful
organizational strategies of planning, goal setting, prioritizing, resolving conflict, and managing time to
specific goals and/or projects; (6.4) use self-reflection to recognize and define a sense of self-identity in
personal, social/gender, and/or cultural/global terms and in relationship to others; and (6.5) develop
self-monitoring and self-advocacy skills to effect positive life changes.
10. Technology: Students will be able to (10.3) use technology appropriate to the context and task to
effectively retrieve and manage information, solve problems, and facilitate communication.
KEYS TO STUDENT SUCCESS (or how to get a good grade):
1. Reading
a. Read the syllabus carefully during the first two weeks of the quarter, asking questions to
clarity it contents.
b. Complete reading assignments as assigned to prepare for class.
2. Listening/Following Directions
a. Listen carefully to explanations of assignments in class, high-lighting important points and
asking questions to clarify directions.
b. Apply active listening skills to class lectures and discussions avoiding side conversations while
others are speaking.
3. Attending/ Participating
a. Arrive on time and attend class regularly, avoiding excessive absences and tardies.
b. Participate in various classroom activities, exercises, and discussions designed to enhance
learning through doing.
c. Verify your attendance with the instructor at the end of class if you are tardy or late.
d. Obtain notes, handouts, and assignments on your own initiative for work missed during
absences or tardies.
4. Managing Time
a. Submit all assignments on time avoiding zeros or late work. (Certain assignments/projects
may not be accepted after the due date/deadline. )
b. Alert your instructor to any special circumstances which may prevent you from completing an
assignment, project, or presentation on time at least TWO DAYS IN ADVANCE of its due date.
c. Practice appropriate time management skills in preparing handouts and assignments or
speeches. Avoid procrastinating.
5. Communicating
a. Check your MySVC email account daily for important emails from your instructor and from
other campus offices (including information on campus closures or emergencies).
b. Contact your instructor before or after class, during offices hours, or by email or telephone at
other times with questions, concerns, or issues related to this course, degree advising, or
campus information.
c. Use Moodle, MySVC, or other communication media to stay connected with classmates
for projects and other classroom information.
ATTENDANCE/ABSENCES/LATE WORK:
1. Attendance will be taken daily. All absences affect your participation grade, including those for
illness, except for verified college-related activities or schedule conflicts cleared IN ADVANCE by the
instructor. Your presence in class is vital to the success of the class for everyone.
2. An unexcused absence or tardy on PRESENTATION days will result in a zero grade. For some
assignments, like group work or presentations, students will not be able to make up missed work.
3. If you are absent, you may need to telephone or e-mail your instructor before returning to class:
a. To make arrangements to turn in any assignments due.
b. To ask questions about how to make-up missed assignments, presentations, and/or tests.
c. To explain an extended absence (two or more days).
4. Due dates will NOT be extended due to absences. Consult your course schedule or Moodle and
contact your instructor or classmates to BE PREPARED when you return to class.
5. Late assignments, tests, or presentations will be accepted for grading only if a student has made
arrangements with the instructor IN ADVANCE or can provide a LEGITIMATE, DOCUMENTED REASON
either during the absence or after the fact.
6. FAULTY TECHNOLOGY (broken computers, printers, or cars, for example) or BREAKDOWNS IN GROUP
PROCESS are NOT legitimate excuses for turning in work late. Successful students need to anticipate
potential panic scenarios and develop contingency plans.
PARTICIPATION: You must be present in the classroom to earn daily participation points based on one
or more of the following:
1. Listening. Because listening—to your instructor and to other students—is vital to the communication
process, you will receive a listening point for each designated class you demonstrate effective listening
skills.
2. Class activities and assignments. You may be asked to produce work during or outside of class to
submit for evaluation or discussion in class.
3. Note-taking. You are expected to take notes during lectures and explanations of activities. You may
be asked to submit your notes (without warning) for participation points.
GRADING: Instructors for this learning community will provide separate grades for the Math and CMST
courses. The CMST grade will combine both the CMST and Counseling classes. For CMST 100, you may
access your grades via Moodle’s Gradebook, and the following grading information will apply:
1. Graded Assignments:
Journal (9 @ 10 pts.)
Points
Gen Ed Outcomes:
90
0.3, 0.5 1.5, 2.1, 2.4, 2.8, 2.9, 3.1, 3.3, 3.5, 4.1
4.4, 6.1, 6.4, 6.5
180 2.3, 3.3, 3.5, 6.4, 10.3
10 2.3, 3.2, 3.4, 4.3, 6.3
20 0.3, 0.5
100 0.5, 3.2, 3.4, 3.5, 3.7, 4.3, 6.3
400
Participation/Activities (18 @ 10 pts.)
Math Autobiography
Final Reflection
Final Presentation
TOTAL:
2. Grading Scale:
93%-100%
A
77%-79.4%
89.5%-92.9% A73%-76.9%
87%-89.4%
B+
69.5%-72.9%
83%-86.9%
B
67%-69.4%
79.5%-82.9% B63%-66.9%
C+
C
CD+
D
59.5%-62.9%
0%-59.4%
DE
3. P & N Grades: Students will be eligible for P (pass/fail) or N (audit) grades only by agreement of
student and instructor during the first two weeks of each quarter. P/N grades are not recommended for
degree-seeking students.
4. Incomplete Grades: The instructor will consider contracting with a student for an incomplete grade
only in a documented emergency situation. No incompletes will be granted for simply getting behind in
the course work.
5. Academic Honor Code: All students of Skagit Valley College are responsible for knowing and adhering
to the Academic Honor Code of this institution found at http://www.skagit.edu/honorcode . Violations
of this code include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and
threatening behavior. All incidents of academic misconduct are reported to the student conduct officer.
Students found to be in violation of the Academic Honor Code are subject to academic consequences up
to and including failure of the course. Students may also be subject to college disciplinary sanctions up
to and including expulsion from the College.”
In CMST 100, you are expected to submit original work with the sources of all quoted material
properly identified using an accepted citation format (MLA, APA, etc.). Any student found to have
turned in work other than his/her own will receive a zero on that assignment, face disciplinary action
according to Skagit Valley College guidelines and policies. A pattern of academic dishonesty may result
in a failing grade and/or expulsion from the course.
6. Withdrawal: At SVC, you may withdraw from a class without instructor approval through the sixth
week of the quarter. After that time, your instructor must sign a special withdrawal card. Your
instructor will sign only when there is a documented emergency such as a serious illness, accident, or
death in the family. Hardship withdrawals are not given for getting behind in the course work.
7. Final Course Grades: Grades are unofficial until processed by Registration. Students are strongly
recommended to keep all graded work/tests until they have verified the accuracy of the final grade for
this course/learning community on their transcripts.
STUDENTS WITH SPECIAL NEEDS: If you are a student with a disability and need academic
accommodations, please contact Disability Support Services. For an appointment on the MV Campus,
call the Counseling Office at (360) 416-7654, or ask in person at the Counseling Reception Desk. At the
Whidbey Island Campus, contact Penny Bump, Accommodations Support, at (360) 679-5351 or Carol
Funk, Counselor, at (360) 679-5393. In regard to San Juan and South Whidbey Centers, contact the site
director. For more information, go to Disability Support Services under Counseling/Career Services at
www.skagit.edu. SVC and your instructor are committed to making every effort to meet students’
needs.
LEARNING INTO ACTION: Students who have completed at least 45 college credits may choose to meet
their Learning Into Action requirement by taking CMST 299. CMST 299 can be taken concurrently with
(during) CMST 100 or at any time afterward prior to graduation. If you are interested/eligible, see your
instructor for more information and project ideas.
EMERGENCIES AND WEATHER: Go to the following websites or listen to radio and TV stations for SVC
emergency and weather announcements: Check for announcements on the SVC website at
www.skagit.edu or www.schoolreport.org. Or in Anacortes tune into KLKI 1340 AM; in Bellingham
KPUG1170 AM, KGMI 790 AM, KISM 92.9 FM, KAFE 104.3 FM, KVOS-TV Ch. 12; in Mount Vernon KBRC
1430 AM, KAPS 660 AM, KSVR 91.7 FM (SVC radio station); and in Seattle KIRO 710 AM, KOMO 1000 AM,
KIRO-TV Ch.7, KOMO-TV Ch. 4, KING-TV, Ch. 5, or KONG-TV, Ch. 6.
EQUITY STATEMENT: In this course, faculty and students will engage each other by
1. Valuing differences in people, cultures, and ideas.
2. Hearing people out, with open minds, while still reserving the right to disagree.
3. Acting respectfully toward fellow students, faculty, and campus property.
4. Expressing themselves without using sexual harassment or degrading ethnic, racial, sexist, or
homophobic remarks, actively seeking to discourage or prevent such behavior.
5. Reading and upholding SVC policies on student and faculty rights.
CLASSROOM ENVIRONMENT: No one has the right to interfere with the learning process in the
classroom. To decrease distractions, please observe the following:
1. Reserve private conversations for outside of the classroom.
2. If you bring snacks or drink into the classroom, you must clean up after yourself or food rights will be
revoked. Avoid bringing an entire meal to class. Be quiet and discreet about eating/drinking.
3. If you carry personal electronic devices (pager or cell phone, for example), turn them off while you
are in class. Emergency personnel may be exempted from this rule. (See your instructor.) Headphones/
personal music players should not be used during class.
FINAL REMARKS: This syllabus is a contract between you and the instructor, outlining the policies and
procedures for your successful completion of this course. You are responsible for reading and clarifying
its contents during the first two weeks of the quarter to ensure you understand the expectations of the
class you are beginning. Together we can make this a valuable learning experience for everyone.