New Course Proposal CMST 192: Nonverbal Communication
A.
Description of the course.
1.Catalog Description
This course introduces students to the concepts, models, and theories of human communication
and their application to interpersonal, small group, and public speaking situations
2. Course outline of the major topics, themes, subtopics, etc., to be covered in the
course.
The Essentials of Human Communication
Foundations of Human Communication
Communication Models and Concepts
Communication Competence
Principles of Communication
Culture and Communication
The Self and Perception
The Self in Human Communication
Self-Disclosure
Perception
Impression Formation
Impression Management: Goals and Strategies
Listening in Human Communication
The Importance of Listening
Stages of Listening
Listening Barriers
Styles of Effective Listening
Listening Differences: Culture and Gender
Verbal Messages
Principles of Verbal Messages
Disconfirmation and Confirmation
Principles for Using Verbal Messages Effectively
Nonverbal Messages
The Functions of Nonverbal Communication
The Channels of Nonverbal Communication
Culture, Gender, and Nonverbal Communication
Nonverbal Communication Skills
Interpersonal Communication and Conversation
Conversation
Principles of Conversation
Everyday Conversations
Interpersonal Relationships
The Stages of Interpersonal Relationships
Interpersonal Relationship Types
Theories of Interpersonal Communication and Relationships
Culture, Technology, Work, and Relationships
Managing Interpersonal Conflict
Preliminaries to Interpersonal Conflict
Principles of Interpersonal Conflict
Conflict Management Strategies
Small Group Communication
Essentials of Small Groups and Teams
Small Group Culture
Brainstorming Groups
Information-Sharing Groups
Problem-Solving Groups
Members and Leaders in Small Group Communication
Members in Small Group Communication
Leaders in Small Group Communication
Membership, Leadership, and Culture
Public Speaking Preparation
The Nature of Public Speaking
Step 1: Select Your Topic and Purpose
Step 2: Analyze Your Audience
Step 3: Research Your Topic
Step 4: Formulate Your Thesis and Identify Your Main Points
Step 5: Support Your Main Points
Step 6: Organize Your Information
Step 7: Word Your Speech
Step 8: Construct Your Conclusion and Introduction
Step 9: Rehearse Your Speech
Step 10: Deliver Your Speech
Critically Evaluating Speeches
The Informative Speech
Guidelines for Informative Speaking
Supporting Materials
Presentation Aids
Speeches of Description
Speeches of Definition
Speeches of Demonstration
The Persuasive Speech
Goals of Persuasion
Guidelines for Persuasive Speaking
Supporting Materials
Persuasive Speeches on Questions of Fact
Persuasive Speeches on Questions of Value
Persuasive Speeches on Questions of Policy
3.
Indicate the instructional delivery methods and course media codes used.
Daily class discussion
Lecture
Structured in-class and out-of-class exercises and activities
Group / cooperative learning
Individual and group presentations.
Guest speakers
Media (video clips, websites, Keynote)
4.
Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Exams, 3, each worth 15%: 45% (evaluation: number correct for objective questions, holistic
rubric for short answer and essay questions)
Individual speeches 2 each worth 15% (rubric)
Group presentation 15% (rubric)
Activities and exercises 10%
5.
List of course materials. This list may include textbooks, articles, monographs,
software, etc.
DeVito, J.A. (2011). Essentials of Human Communication 7th ed. San Francisco: Allyn & Bacon.
Sample speeches, including
http://www.youtube.com/watch?v=FSQQK2Vuf9Q
http://www.youtube.com/watch?v=IMgyi57s-A4
http://www.huffingtonpost.com/2011/06/02/richard-jones-commencement-umuc-_n_870301.html
6. Assessment of Outcomes
Course Level
Learning Outcomes:
Upon completion of
this class, students
should be able to:
Apply the elements of
the communication
process to
interpersonal, group
and public speaking
contexts
Learning Activities/
Assignment
Students will build a model
of communication and adapt
the model for different
contexts
Evaluation
Exam questions /
rubric
Deliver competent
informative and
persuasive
presentations
Students will deliver at least
two individual presentations
between 4-6 minutes long
Rubric
Adapt the
speechmaking process
to group presentations
Students will deliver at least
one group presentation
Rubric
Participate effectively in
a task oriented groups
Students will participate in at
least one group decision
making discussion
Peer evaluation
Assessment
Percentage of
student who achieve
a score of 80% or
above on related
exam questions
Percentage of
students who score
in the “proficient”
category on the
model rubric
Percentage of
students who score
in the “proficient”
category on the
speech rubric
Percentage of
students who score
in the “proficient”
category on the
speech rubric
Percentage of
students whose
contributions are
perceived as
valuable on the peer
Explain the elements of
successful
interpersonal
communication
interpersonal
relationships
Adapt to the audience
in interpersonal, group
and public contexts.
Class discussion, reading,
speech evaluations
Exam
In class exercises,
discussion
Exam
Speeches (individual
, group)
evaluation rubric
Number correct for
objective questions,
holistic rubric for
short answer / essay
Number correct for
objective questions,
holistic rubric for
short answer / essay
7. References
Beebe, S. A., Beebe, S. J., Ivy, D. K. (2010). Communication: Principles for a Lifetime. 4th
edition. San Fransisco: Allyn & Bacon.
Berko, R. M., Wolvin, A. D., Solvin, D. R. (2010). Communicating: A Social, Career, and Cultural
Focus 11th ed. San Fransisco: Allyn & Bacon.
Gamble, T. K. & Gamble, M.L. (2010). Communication Works, 10th ed. New York: McGraw Hill.
Pearson, J.C., Nelson, P. E., Titsworth, S., Harter, L. (2011). Human Communication 4th ed.
New York: McGraw Hill.
B.
Rationale for the new course.
1.
Statement of the major focus and objectives of the course.
This course is designed as an alternative course to CMST 191: Introduction to Public Speaking to
meet the MnSCU transfer curriculum and the WSU General Education Basic Skills:
Communication outcome.
A survey of WSU department chairpersons found that while the traditional public speaking course
is related to many programs’ learning outcomes, additional outcomes related to interpersonal
communication and participation in groups are also critical to success in many disciplines.
This course will utilize a hybrid course model that will include public speaking, with significant
concept and skill building in the areas of interpersonal and small group communication. The
hybrid communication course model is utilized on several other MnSCU campuses (including
Southeast Technical) and will not create issues for students who transfer into Winona State.
Students will have the option from selecting from one of the two courses (the existing 191 course,
and this course) offered that both meet the MnSCU and WSU UStudies program outcomes. The
two courses will allow students to be able to pick the course that best meets their needs.
Departments will be encouraged to recommend a specific course to their students, though
students will receive a foundational experience in public speaking in both courses.
Course learning outcomes:
Students will be able to:
1. Apply the elements of the communication process to interpersonal, group and public speaking
contexts
2. Deliver competent informative and persuasive presentations
3. Adapt the speechmaking process to group presentations
4. Participate effectively in a task oriented groups
5. Explain the elements of successful interpersonal communication interpersonal relationships
6. Adapt to the audience in interpersonal, group and public contexts.
2.
Statement specifying how this course will contribute to the departmental
curriculum.
This course will ill a gap between the existing CMST 191 Public Speaking course and the
expressed needs of department chairs who requested additional emphases in the areas of
interpersonal and small group communication. This course delve less into the theory behind
public speaking than the current Public Speaking course, while still requiring at least two
individual presentations. The addition of small group and interpersonal communication skills will
provide students with a practical, skills-based overview to communication in three different
contexts.
3.
Courses which may be dropped, if any, if this course is implemented.
No courses will be dropped to accommodate the addition of this course. Instead of
staffing 40 sections of 191 per semester, it is estimated that roughly 35-45% of those sections will
shift to this new CMST 192 course. Existing faculty in the department are capable of teaching
this course.
C.
Impact of this course on other departments, programs, majors, and minors.
1.
Would approval of this course change the total number of credits required by
any major or minor of any department? If so, the department must indicate which
departments are affected and explain carefully the effects of the course.
No
2. Letters of understanding
N/A
D. University Studies Documentation
1. Course proposals must address all specified outcomes.
2. The course proposal must include documentation of Course Requirements and learning
activities designed to meet the course outcomes specifies for the area.
3. The course proposal must include a course description (e.g., a syllabus or course outline for
distribution to students) that clearly identifies (to the student) the course as a University Studies
Course.
4. The course description (e.g., a syllabus or course outline for distribution to students) should
also include information
directed to the student that clearly identifies course activities and assignments that address the
course outcomes.
N/A 5. Sequences of courses may be submitted to satisfy area requirements. In this case the
requested material or documentation in items 1-4 must be submitted for all of the courses in the
sequence.
6. The USS may request other material (e.g., textbooks) for review in evaluation course proposal.
7. The USS may request additional information for re-approval
Course Level
Learning
Outcomes:
Upon
WSU
UStudies
Outcomes
(numbers are
MnSCU transfer
curriculum outcomes
(numbers are from the list
of Transfer Curriculum
Learning
Evaluation
Assessment
completion of
this class,
students
should be able
to:
Apply the
elements of
the
communication
process to
interpersonal,
group and
public
speaking
contexts
Deliver
competent
informative
and
persuasive
presentations
from the list of
UStudies
outcomes.)
outcomes.)
Activities/
Assignment
8. understand the
components of
the
communication
process and how
they enhance
and/or hinder the
effective
exchange of
information and
ideas
4. Select appropriate
communication choices for
specific audiences.
Students will
build a model
of
communication
and adapt the
model for
different
contexts
Exam
questions
/ rubric
1. deliver a selfprepared speech
in a public setting
with a reasonable
level of
competency
2. demonstrate
the basic
principles of
organizing ideas
appropriately for
accomplishing
informative and
persuasive
communication
objectives
1.Understand/demonstrate
the <writing and>
speaking processes
through invention,
organization, drafting,
revision, editing and
presentation.
Students will
deliver at least
two individual
presentations
between 4-6
minutes long
Rubric
Students will
deliver at least
one group
presentation
Rubric
4. locate, use and
correctly cite
appropriate
evidence in
supporting their
claims
7. Employ syntax and
usage appropriate to
academic disciplines and
the professional world
Percentage
of student
who achieve
a score of
80% or
above on
related
exam
questions
Percentage
of students
who score in
the
“proficient”
category on
the model
rubric
Percentage
of students
who score in
the
“proficient”
category on
the speech
rubric
3.
Locate, evaluate,
and synthesize in a
responsible manner
material from diverse
sources and points of
view.
4. Construct logical and
coherent arguments.
6. Use authority, point-ofview, and individual voice
and style in their <writing>
and speaking.
7. Employ syntax and
usage appropriate to
academic disciplines and
the professional world
Adapt the
speechmaking
process to
group
presentations
8. understand
the components
of the
communication
process and how
they enhance
1.Understand/demonstrate
the <writing and>
speaking processes
through invention,
organization, drafting,
revision, editing and
Percentage
of students
who score in
the
“proficient”
category on
Participate
effectively in a
task oriented
groups
Explain the
elements of
successful
interpersonal
communication
interpersonal
relationships
Adapt to the
audience in
interpersonal,
group and
public
contexts.
and/or hinder the
effective
exchange of
information and
ideas
presentation.
4. locate, use,
and correctly cite
appropriate
evidence in
supporting their
claims;
6. understand
and be able to
apply the
communication
behaviors
appropriate for
the constructive
management of
intra-group
conflict;
7. understand
the skills, roles,
and methods of
proceeding in
task groups in
order to achieve
high levels of
motivation,
productivity, and
member
satisfaction and
to obtain highquality decisions
and/or outputs;
and
5. demonstrate
communication
behaviors
appropriate for
effective
comprehensive
and supportive
listening;
1.Understand/demonstrate
the <writing and>
speaking processes
through invention,
organization, drafting,
revision, editing and
presentation.
3. understand
and demonstrate
the principles of
rhetorical
sensitivity and
effective,
audiencecentered
message
the speech
rubric
7. Employ syntax and
usage appropriate to
academic disciplines and
the professional world
Students will
participate in
at least one
group decision
making
discussion
Peer
evaluation
Percentage
of students
whose
contributions
are
perceived as
valuable on
the peer
evaluation
rubric
Class
discussion,
reading,
speech
evaluations
Exam
In class
exercises,
discussion
Exam
Speeches
(individual
, group,
Number
correct for
objective
questions,
holistic
rubric for
short
answer /
essay
Number
correct for
objective
questions,
holistic
rubric for
short
answer /
essay
4.
Locate, evaluate,
and synthesize in a
responsible manner
material from diverse
sources and points of
view.
5. Construct logical and
coherent arguments.
7. Employ syntax and
usage appropriate to
academic disciplines and
the professional world
1.Understand/demonstrate
the <writing and>
speaking processes
through invention,
organization, drafting,
revision, editing and
presentation.
4. Locate, evaluate, and
adaptation,
utilizing genderneutral English;
synthesize in a
responsible manner
material from diverse
sources and points of
view.
5.Construct logical and
coherent arguments.
6. Use authority, point-ofview, and individual voice
and style in their <writing>
and speaking.
7. Employ syntax and
usage appropriate to
academic disciplines and
the professional world