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 150S
Course Title
Prerequisite
Interpersonal 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 243-7839
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
We spend a majority of our existence communicating with others. Beebe, Beebe, and
Redmond (2011) explain that interpersonal communication “touches every aspect of our lives.
It is not only pleasant or desirable to develop quality interpersonal relationships with others, it
is vital for our well-being” (p. 5). Our communication encounters create our identities. In
addition, communication defines our relationships with friends, family, loved ones, and
colleagues. Therefore, our understanding of interpersonal communication and the role we play
in it will not only contribute to our sense of well-being and success in personal relationships,
but to our success in work relationships as well. Furthermore, Beebe et al. (2011) write that
communication affects the quality of our physical and emotional health. In fact, supervisors
recognize the importance of considering the communication skills of prospective employees.
Osborn, Osborn, and Osborn (2012) write that note that in 2009, the National Association of
Colleges and Employers discovered through hundreds of surveys of corporate recruiting
specialists, that the thing most prized in prospective candidates was communication skills.
Interpersonal Communication is particularly useful at the Applied Arts and Science level as it is
a type of communication that can be applied to many occupational fields. The purpose of this
course is for students to become aware of their present communication styles and decide what
is effective and what can be improved in order to build healthier relationships on an
interpersonal level. Students will learn skills to help them manage conflict both in personal
relationships and professional relationships. Communication will be viewed from both a verbal
and nonverbal perspective. Communicating more clearly and listening more effectively will be
addressed as well as the following topics: creating identities through communication,
communication and emotion, interpersonal conflict management, creating healthy
communication climates, gender communication, and cultural diversity and communication.
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
Interpersonal Communication (Com 150S)
social institutions.
presents students with current theory,
research and practical skills as they relate to
relational or personal communication. The
growth of interpersonal communication as an
academic discipline is evident in scholarly
books and journal publications. The book
we use, Julia Wood’s Everyday Encounters,
does a good job highlighting this research as
it pertains to personal individual and group
communication.
Analyze individuals, groups, or social problems Students in this course analyze their present
and structures; and or
communication styles and decide what is
effective and what can be improved in order
to build healthier relationships on an
individual level.
Give considerable attention to ways in which
conclusions and generalizations are developed
and justified as well as methods of data
collection and analysis.
Students review and interpret current
research in interpretation both through
abstracts, which are assigned as journal
entries, and a final relationship paper which
includes interpersonal communication
research. In addition, as mentioned above,
our text highlights current research in the
field which makes up a great deal of our
course discussions.
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
One of the outcomes for Interpersonal
development of human behavior, organizations, Communication is to recognize
social phenomena, and/or relationships;
communication patterns from family of
origin. We discuss the scripts and
communication we received from our
families and the influence this has on future
identity and communication. We also
investigate the scripts from society (i.e.
culture, peers, media, etc.).
Use theory in explaining these individuals;
Students are asked to demonstrate their
group, or social phenomena; and/or
understanding of the relational meaning
(interpersonal communication theory) of
what we say both verbally and nonverbally,
and the effect this has on relationships
personally, professionally, and in an
educational capacity. In addition, students
practice the research we review on effective
listening by practicing listening reflectively,
attentively, and more empathetically.
Course outcomes also include: recognizing
passive, aggressive, passive-aggressive and
assertive behaviors and learning how to deal
more effectively with them through conflict
management skills; understanding how the
quality of communication directly affects
the quality of relationships and ultimately
the quality of life; identifying practical skills
geared toward improving communication in
the workplace, in personal relationships, and
in the family; and understanding the role
emotions play in communication.
Understand, assess, and evaluate how
conclusions and generalizations are justified
based on data.
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
SPRING 2012, COURSE SYLLABUS
COURSE NUMBER AND TITLE: Com 150S, Interpersonal Communication - MWF
SEMESTER CREDITS: 3
PREREQUISITES: None
INSTRUCTOR NAME: Kimberly Reiser, M.A.
E-MAIL ADDRESS: kim.reiser@umontana.edu
I am most easily reached by e-mail. However, it is also possible for you to leave
messages for me at 243-7839.
OFFICE LOCATION: HB 02, or the fishbowl, on the East College of Technology
Campus in the Health and Business Building
OFFICE HOURS: Monday 11:00-12:00; Thursday 10:00-11:00, or By Appointment
COURSE RATIONALE
Beebe, Beebe and Redmond (2002) write that “communication is at the core of
our existence.... Most people spend between 80 and 90 percent of their waking hours
communicating with others” (p.5). Beebe et al. explain that “it is through these
interactions with others that we develop interpersonal relationships” (p.5). Our
communication encounters create our identities. In addition, communication defines
our relationships with friends, family, loved ones, and colleagues. Therefore, our
understanding of interpersonal communication and the role we play in it will not only
contribute to our sense of well-being and success in personal relationships, but to our
success in work relationships as well. Furthermore, Beebe et al. (2002) write that
communication affects the quality of our physical and emotional health. In fact,
supervisors recognize the importance of considering the communication skills of
prospective employees. Grice and Skinner (2004) write, “In a 1999 report, the
National Association of Colleges and Employers listed characteristics employers
consider most important when hiring an employee. At the top of the list was
communication skills” (p.4). Interpersonal Communication is particularly useful at the
A.A.S. level as it is a type of communication that can be applied to many occupational
fields.
COURSE PURPOSE
The purpose of this course is for students to become aware of their present
communication styles and decide what is effective and what can be improved in order
to build healthier relationships on an interpersonal level. Students will learn skills to
help them manage conflict both in personal relationships and professional
relationships. Communication will be viewed from both a verbal and nonverbal
perspective. Communicating more clearly and listening more effectively will be
addressed as well as the following topics: creating identities through communication,
communication and emotion, interpersonal conflict management, creating healthy
communication climates, gender communication, and cultural diversity and
communication.
STUDENT PERFORMANCE OUTCOMES:
Upon completion of this course, the student will be able to:
1.
Recognize communication patterns from family of origin.
2.
Understand relational meaning of what we say both verbally and nonverbally,
and the effect this has on relationships personally, professionally and in an
educational capacity.
3.
Practice skills in listening reflectively, attentively, and more empathetically.
4.
Recognize passive, aggressive, passive-aggressive and assertive behaviors
and learn how to deal more effectively with them through conflict management
skills.
5.
Understand how the quality of communication directly affects the quality of
relationships and ultimately the quality of life.
Identify practical skills geared towards improving communication in the
workplace, in personal relationships, and in the family.
6.
7.
Understand the role emotions play in communication.
GRADING:
Exams (3) – 45% of grade
Journal – 35% of grade
Interpersonal Relationship Paper – 20% of grade
GRADING SCALE: 100-90 (A), 89-80 (B), 79-70 (C), 69-60 (D), 59 and Below (F)
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 fewer than four
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.
*USE MY MAILBOX AT YOUR OWN RISK. IT IS NOT MY RESPONSIBILITY TO
MAKE SURE ASSIGNMENTS PLACE IN MY BOX GET TO ME.
STUDENT CONDUCT:
Please conduct yourself in a way that promotes learning for all students in the
classroom (i.e. do not use language that might offend others, use laptops for note
taking only, avoid disclosing too much personal information, turn off cell phones,
absolutely no text messaging, and avoid monopolizing class discussion).
DISABILITY STUDENT SERVICES:
Eligible students with disabilities will receive appropriate accommodations in
this course when requested in a timely way. Please speak with me after class or in
my office. Please be prepared to provide a letter from your DSS Coordinator.
For students planning to request testing accommodations, be sure to bring the
DSS testing form to me in advance of the two-day deadline for scheduling in ASC.
ACADEMIC MISCONDUCT:
All students must practice academic honesty. Cheating and/or plagiarism will
not be tolerated. Specifically, you are not allowed to give or receive assistance on
assignments or tests. All your work must be completed independently, unless it is
group assigned. Academic misconduct is subject to an academic penalty by the course
instructor and/or 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/SA/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 POLICIES ARE APPLIED AT THE DISCRETION OF THE INSTRUCTOR.
REQUIRED TEXTS:
Wood, J. T. (2010). Interpersonal communication: Everyday encounters (6th
ed.). Belmont, CA: Wadsworth.
*A Moodle supplement will be utilized for this course.
COURSE OUTLINE:
The following readings, journal deadlines, and tests are due on the day they are
listed. Journal assignments will be announced in class and posted on Moodle at least
a week prior to their due date.
January
23
Introductions
25
Introduction to Interpersonal Communication
27
Chapter 1
30
Chapter 1 Continued
February
1
Chapter 1 Continued
3
Chapter 2
6
Chapter 2 Continued
8
Chapter 2 Continued
10
Chapter 3
13
Chapter 3 Continued; JOURNALS 1 and 2 DUE
15
EXAM #1 (Ch 1-3)
17
Intro to Research
20
NO CLASS, PRESIDENT’S DAY HOLIDAY
22
Chapter 4
24
Chapter 4 Continued
26
Chapter 4 Continued
28
Chapter 5
March
2
Chapter 5 Continued
5
Gender Article
7
ABSTRACT DISCUSSION AND JOURNALS 3 and 4 DUE
9
Chapter 5 Continued
12
Chapter 6
14
Chapter 6 Continued
16
Chapter 6 Continued
19
EXAM #2 (Ch 4-6)
21
Chapter 7
23
Chapter 7 Continued
26
MOVIE
28
MOVIE
30
MOVIE
April
2-6
NO CLASSES, SPRING BREAK
9
Movie Discussion; JOURNALS 5 and 6 DUE
11
Citing Research Lecture
13
Chapter 7 Wrap Up
16
Assertiveness Lecture
18
Chapter 8
20
Chapter 8 Continued
23
Chapter 8 Continued
25
Chapter 9
27
Chapter 9 Continued
30
RELATIONSHIP PAPERS DUE
May
2
4
Chapter 9 Continued
Wrap Up
OUR FINAL TEST (Exam 3, Chapters 7-9) WILL BE DURING OUR PRESCRIBED
FINAL TIME DURING FINALS WEEK (May 7-11)
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.