1
New Course Proposal CMST 192: Introduction to Speech 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.
I.
The Essentials of Human Communication
A.
Foundations of Human Communication
B.
Communication Models and Concepts
C.
Communication Competence
D.
Principles of Communication
E.
Culture and Communication
II.
The Self and Perception
A.
The Self in Human Communication
B.
Self-Disclosure
C.
Perception
D.
Impression Formation
E.
Impression Management: Goals and Strategies
III.
Listening in Human Communication
A.
The Importance of Listening
B.
Stages of Listening
C.
Listening Barriers
D.
Styles of Effective Listening
E.
Listening Differences: Culture and Gender
IV.
Verbal Messages
A.
Principles of Verbal Messages
B.
Disconfirmation and Confirmation
C.
Principles for Using Verbal Messages Effectively
V.
Nonverbal Messages
A.
The Functions of Nonverbal Communication
B.
The Channels of Nonverbal Communication
C.
Culture, Gender, and Nonverbal Communication
D.
Nonverbal Communication Skills
VI.
Interpersonal Communication and Conversation
A.
Conversation
B.
Principles of Conversation
C.
Everyday Conversations
VII.
Interpersonal Relationships
A.
The Stages of Interpersonal Relationships
B.
Interpersonal Relationship Types
C.
Theories of Interpersonal Communication and Relationships
D.
Culture, Technology, Work, and Relationships
VIII.
Managing Interpersonal Conflict
2
A.
B.
C.
Preliminaries to Interpersonal Conflict
Principles of Interpersonal Conflict
Conflict Management Strategies
IX.
Small Group Communication
A.
Essentials of Small Groups and Teams
B.
Small Group Culture
C.
Brainstorming Groups
D.
Information-Sharing Groups
E.
Problem-Solving Groups
X.
Members and Leaders in Small Group Communication
A.
Members in Small Group Communication
B.
Leaders in Small Group Communication
C.
Membership, Leadership, and Culture
XI.
Public Speaking Preparation
A.
The Nature of Public Speaking
B.
Step 1: Select Your Topic and Purpose
C.
Step 2: Analyze Your Audience
D.
Step 3: Research Your Topic
E.
Step 4: Formulate Your Thesis and Identify Your Main Points
F.
Step 5: Support Your Main Points
G.
Step 6: Organize Your Information
H.
Step 7: Word Your Speech
I.
Step 8: Construct Your Conclusion and Introduction
J.
Step 9: Rehearse Your Speech
K.
Step 10: Deliver Your Speech
L.
Critically Evaluating Speeches
XII.
The Informative Speech
A.
Guidelines for Informative Speaking
B.
Supporting Materials
C.
Presentation Aids
D.
Speeches of Description
E.
Speeches of Definition
F.
Speeches of Demonstration
XIII.
The Persuasive Speech
A.
Goals of Persuasion
B.
Guidelines for Persuasive Speaking
C.
Supporting Materials
D.
Persuasive Speeches on Questions of Fact
E.
Persuasive Speeches on Questions of Value
F.
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)
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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
Explain the elements of
successful
Class discussion, reading,
speech evaluations
Exam
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
evaluation rubric
Number correct for
objective questions,
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Course Level
Learning Outcomes:
Upon completion of
this class, students
should be able to:
interpersonal
communication
interpersonal
relationships
Adapt to the audience
in interpersonal, group
and public contexts.
Learning Activities/
Assignment
Evaluation
Assessment
holistic rubric for
short answer / essay
In class exercises,
discussion
Exam
Speeches
(individual, group)
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
5
3.
4.
5.
6.
Adapt the speechmaking process to group presentations
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.
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
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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
Deliver
competent
informative and
persuasive
presentations
WSU U Studies
Outcomes:
(numbers are from
the list of U Studies
outcomes.)
(numbers are from the list of
Transfer Curriculum
outcomes.)
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.
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
4. locate, use and
correctly cite
appropriate
evidence in
supporting their
claims
Adapt the
speechmaking
process to group
presentations
MnSCU transfer curriculum
outcomes:
8. understand the
components of the
communication
process and how
they enhance
and/or hinder the
effective exchange
of information and
ideas
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.
Learning
Activities/
Assignment
Evaluation
Assessment
Students will
build a model of
communication
and adapt the
model for
different
contexts
Exam
questions /
rubric
Students will
deliver at least
two individual
presentations,
approximately 6
minutes in
length
Rubric
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
Students will
deliver at least
one group
presentation
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
1.Understand/demonstrate
the <writing and> speaking
processes through invention,
organization, drafting,
revision, editing and
presentation.
7. Employ syntax and usage
appropriate to academic
disciplines and the
professional world
Percentage of
students who
score in the
“proficient”
category on
the speech
rubric
7
Course Level
Learning
Outcomes:
Upon
completion of
this class,
students should
be able to:
Participate
effectively in a
task oriented
groups
Explain the
elements of
successful
interpersonal
communication
interpersonal
relationships
WSU U Studies
Outcomes:
MnSCU transfer curriculum
outcomes:
(numbers are from
the list of U Studies
outcomes.)
(numbers are from the list of
Transfer Curriculum
outcomes.)
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 high-quality
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.
Learning
Activities/
Assignment
Evaluation
Assessment
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
(peer and self
evaluations)
Exam
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
8
Course Level
Learning
Outcomes:
Upon
completion of
this class,
students should
be able to:
Adapt to the
audience in
interpersonal,
group and public
contexts.
WSU U Studies
Outcomes:
MnSCU transfer curriculum
outcomes:
(numbers are from
the list of U Studies
outcomes.)
(numbers are from the list of
Transfer Curriculum
outcomes.)
3. understand and
demonstrate the
principles of
rhetorical sensitivity
and effective,
audience-centered
message
adaptation, utilizing
gender-neutral
English;
1. Understand/demonstrate
the <writing and> speaking
processes through invention,
organization, drafting,
revision, editing and
presentation.
4. Locate, evaluate, and
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
Learning
Activities/
Assignment
Evaluation
Assessment
In class
exercises,
discussion
Exam,
Speeches
(individual,
group)
Number
correct for
objective
questions,
holistic rubric
for short
answer /
essay