COMM 3010
INTERPERSONAL COMMUNICATION
“We cannot teach people anything; we can only help them discover it within themselves.” ~ Galileo
Instructor:
Office:
Office Phone:
Office Hours:
Dr. Carol L. Benton, Professor of Speech Communication
Martin 136-P
Email: benton@ucmo.edu
[Blackboard on-line is used.]
660-543-8644
Department Phone: 660-543-4840
To be announced during the first week of classes
University Approved Objectives
While communicating, higher-order thinking, valuing, and managing information are all connected in
important ways, this general communication course assesses the two skill areas of Higher-Order Thinking
and Valuing. In addition, the course highlights the knowledge area of Personal Interaction. This University
Studies course satisfies thirteen (13) departmentally approved course outcomes/student competencies. At the
end of this course, students will demonstrate (through written & oral assessment rubrics) the ability to:
Clarify theories, approaches, skills, and strategies of interpersonal communication, as discussed in the
textbook and in class (MoSTEP Quality Indicator 1.2.1.1);
Alter and improve Interpersonal Communication skills with other class members as well as with people
outside of the class (MoSTEP Quality Indicator 1.2.1.5);
Recognize various conflict management skills and implement in a variety of contexts and relationships;
Integrate dialogic components in interpersonal communication;
Communicate effectively in dyads and groups by listening critically and responding appropriately (MoSTEP
Quality Indicator 1.2.7.1);
Understand the ways in which diversity (inc., gender, race, religion, physical and/or developmental ability,
sexual orientation, ethnicity, etc.) influences perceptions and subsequent interpersonal behaviors
(MoSTEP Quality Indicator 1.2.7.2);
Describe the effects of biological changes, including physical and sexual changes, upon initiating and
developing relationships;
Understand how changes in level of openness with others can help achieve balance between privacy and
self-disclosure in relationships;
Increase awareness of nonverbal communication and behavioral responses (MoSTEP Quality Indicator
1.2.7.1);
Recognize barriers distorting perception in interpersonal communication;
Become aware of the function of symbolic interaction;
Respond to interpersonal skills in multiple contexts to help develop productive professional relationships;
and
Describe, analyze, and critique Interpersonal Communication skills by being involved in a behavioral
modification contract and/or self-assessment project.
Get help @ your library!
You may access your library account, the online catalog, and electronic databases from James C.
Kirkpatrick Library’s website at http://library.ucmo.edu For research assistance, you may contact the
Reference Desk Phone: 660-543-4154.
This course is a requirement of the B.S.E. Speech Communication and Theatre program. Therefore it is designed to
meet the Missouri Standards for Teacher Education Program (MoSTEP) Quality Indicators 1.2.1.1, 1.2.1.5, 1.2.7.1,
1.2.7.2.
Conceptual Framework:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can
learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher
Education Program shapes teachers and other school professionals who are well grounded in theory,
display competence in content knowledge and instructional strategies, and possess the dispositions to
ensure success for all learners. The Teacher Education Program prepares individuals as professional
educators for an ever-changing, culturally diverse population. Faculty and candidates provide support
and service to schools in meeting their present and future challenges by developing communities that
learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a
commitment that reflects the honor and worth of serving a vital profession.
Vision
Through a dedication to teaching, scholarship, collaboration, and outreach, the University of Central
Missouri's Professional Education Faculty prepare school professionals who have high expectations for P12 student learning, are informed decision makers, and value diversity. The UCM Teacher Education
Program provides each graduate with a foundation for a life of continued learning and professional
engagement.
Course Format
This course is taught through lecture and interactive discussion with the full class, small group discussions
and activities, and experiential exercises in dyads and groups. In addition, there will be frequent reference to
outside activities, self-tests, and web-based exercises that students need to complete on their own time.
While this course has multiple sections, all instructors will teach to and measure the above listed outcomes
through multiple examinations (including objective and application questions), in-class observation of
student discussions (small group and dyadic), pop quizzes to test reading comprehension, brief concept
application papers, and a communication self-assessment project and its accompanying formal paper.
Required Text
R. B. Adler, R.F. Proctor, and N. Towne, Looking Out/Looking In, 12th Ed., (Belmont, Ca.: Thompson
Wadsworth, 2007).
ALL sections of assigned chapters are to be read. Please read and be prepared to discuss all stories, selfassessment tests, tables, charts, figures, skill builders, etc. In addition, occasionally you will be required to
post written comments &/or questions on the Blackboard discussion list. Finally, you will note on the
tentative weekly schedule that there are clusters of assignments that are provided with each chapter. You are
responsible to have COMPLETED all activities, that are italicized and in bold BY the date assigned.
Instructor/Course Assessment Criteria
The following objectives are particularly relevant. At the end of the semester, the IDEA evaluation form will be used to
measure your mastery of the following:

Demonstrate factual knowledge about IPC (terminology, classifications, methods, trends);

Explain fundamental principles, generalizations, or theories about the discipline;

Apply course material to improve rational thinking, problem solving and decision making;

Clarify implications of the course materials for understanding self (interests, values, etc.).
The final grade will be based upon accumulating points, as listed below:
First Exam
Second Exam
Third Exam
Participation
Formal Paper/Self-Assessment
100 points
100 points
100 points
100 points
100 points
450-500 = A
400-449 = B
350-399 = C
300-349 = D
299
=F
Participation Grade & Approved Attendance Policy
“People always want to be rewarded for the things they are supposed to do.” ~ Chris Rock
Your participation grade (100 Points) constitutes 20% of your final earned grade. The participation grade is
based on how you engage in the course (in class and using Blackboard) as well as the number and frequency
of absences you accrue during the semester. No more than ONE WEEK of absences will be allowed in
order to qualify for an A (superior) grade. If you miss more than one week of class, your participation
grade will be lowered 25 points for each subsequent absence. If you miss three or more weeks of class,
you will automatically receive a failing grade for the entire course. If you have extenuating circumstances,
see the instructor immediately for guidelines to ensure your success.
Participation is required during exercises, discussions, examinations, etc. You are expected to arrive at class
prepared to discuss &/or ask questions related to all assigned work. Avoid cross-talk with your neighbor
during class lectures – it is distracting and rude! Please complete readings & assignments, when they are
due. Often there will be self-tests or assigned work that will be referred to during in-class lectures. These
assignments are not intended to be “busy work” but to deepen the explanation of concepts and theories
presented in the textbook. All written work must be completed and turned in on or before the assigned date.
No late or extra credit work will be accepted. Please check Blackboard weekly for announcements, brief
writing assignments on the discussion board, or to check the accuracy of grades posted.
Please make every effort not to be tardy. If you are late, quietly enter the room to avoid disturbing the rest of
the class. Also, it is your responsibility to obtain notes on what you missed from another student. Do not
expect the instructor to repeat everything discussed during your absence. When you accumulate THREE or
more occasions of being tardy, these will automatically be converted into ONE ABSENCE for the course.
Please turn off your cell phones and do not use them during class. If you have an emergency, please notify
the instructor before class and set your cell phone on vibrate. If you receive an emergency call, quietly excuse
yourself from the room before taking your call. Please do not text message during class as it is distracting!
Students with learning, or other, disabilities are requested to inform the instructor immediately and should
contact the Director of Accessibility Services, Union 222 or you may call 660-543-4421.
Since it "is the policy of the University of Central Missouri to prohibit sexual harassment" please consider the
possible effects that your words and actions may have on other men and women in this class. Sexual
discrimination constitutes a violation of federal and state law. From time to time, controversial subjects may
be discussed and personal relationship information may be revealed. Please respect your colleagues through
courteous discussion; in addition, please keep personal information confidential. When discussing
controversial issues, some discomfort may be expected. However, if you find yourself excessively distressed
ask for an alternative assignment.
Behavior/Discipline
An important aspect of any classroom is how students conduct themselves in class. Some behaviors are inappropriate for
college students. Inappropriate behaviors are those that disturb other students while lectures are in progress, when other
students are asking questions, and while other students are doing assigned work. Do not expect to be warned about such
behavior. Such behavior will lower your final course grade as much as a letter grade per occurrence; eventually the
faculty member may ask you to leave the class. When asked to leave the class, the student cannot return without either
the permission of the professor or the Dean of the College of Arts, Humanities, and Social Sciences.
Evaluating your participation
You should make every effort to participate verbally and nonverbally in class, since that is one of the goals of
the course. While much of this course (about 60%) is devoted to theories of interpersonal communication, you
will be expected to participate in all in-class activities and exercises. Plan on a minimum of 6 dyadic &/or
small group exercises during the semester. From week to week, ask yourself the following questions:
1. Did I refrain from talking to others while the instructor was speaking?
2. Have I been attentive when the instructor was talking? Did I give clear feedback to the instructor by
indicating my understanding of materials, asking questions, and volunteering examples during discussions?
3. Was I prepared to answer questions that the instructor asked the class or me in particular? Have I kept up
with the reading and paid attention in class? If I had questions related to readings or lectures, have I asked
these questions or made appointments for help?
4. Am I participating willingly and openly in class exercises, or am I holding back, acting cool or bored, and
being disruptive, forming cliques? Do I focus my energy on the exercise instead of making small talk?
5. Was I willing to help others and supportive of those who have more difficulty discussing topics?
Honesty
The purpose of this policy is to encourage a mature attitude toward learning, to establish a sound academic morale, and
to discourage illegitimate aid in examinations, laboratory and homework.
Cheating is defined as using or attempting to use, giving or attempting to give, obtaining or attempting to obtain
products or prepared materials, information relative to a quiz or examination or other work that a student is expected to
do alone and not in collaboration with others. Plagiarism (copying) of themes or other written work shall also be
considered an infraction.
All materials distributed in class are the joint property of the instructor and University of Central Missouri. Cheating or
removing evaluation materials without permission will result in punitive action in accordance with the Student
Handbook's Regulations/Policies.
Criteria for Final Grade
F: Did very little work for the course; did not complete assignments; plagiarized; missed too many classes;
did not study or comprehend the conceptual material; never spoke in class; was unable to write coherently.
D: Did not complete some assignments; did poorly on exams, and never talked with the instructor about
ways to improve; spent little or no time on the course material outside of class; seldom made any productive
contributions to class discussions.
C: Completed minimum requirements of course; participated regularly in exercises and discussions but did
not offer much insight or valuable examples; may have had difficulty understanding some of the conceptual
material.
B: Assignments went beyond the minimum expectations and the routine contents and showed more signs of
learning new ideas from the course; participation in classroom discussions was regular, active, and fairly
productive; did well on exams.
A: Made perceptive and insightful contributions to the class; showed regular evidence of personal insights as
a result of the class; communicated freely with the instructor; participated actively and productively;
mastered the course content; helped others in the class.
During this course we will cover a variety of topics, including:









Interpersonal Communication Process, Principles, Qualities of Effectiveness
Identity: Self-Awareness, Self-Concept, Self-Esteem, Accountability
The power of projection in shaping our perceptions & understanding of the world
Language, Verbal, and Nonverbal Communication
Improving Different Types of Productive Listening Skills
Models of Relational Development, Maintenance, and Dissolution
Self-Disclosure in Relationships
Reducing Defensiveness Reactions
Conflict Management Styles and using Win-Win Problem Solving in relationships
*
*
*
*
*
*
“In all tests of character, when two viewpoints are pitted against one another, in the final analysis the thing that will strike you
the most, is not who was right or wrong, strong or weak, wise or foolish.... but who would go to the greatest lengths
in considering the other's perspective. “
~ Mike Dooley
*
*
*
*
*
*
Assessing Our Programs in the Department of Communication
Even the best can improve, which is exactly what we plan to do through program assessment. All
departmental majors must participate in specific assessment events or projects in their senior year in order to
graduate. Dates, times and locations will be announced. Look for explanatory brochures on each of the
majors in Martin 136.
If your major is:
Then your program assessment includes:
Communication, B.A.
Speech Communication, B.S.
Corporate/ Org. Communication, B.S.
Journalism, B.S.
Public Relations, B.S.
Broadcast Media, B.S.
Senior Recital/Formal Presentation
Exit Interview and Portfolio
Portfolio and Knowledge Test
Portfolio
Portfolio
Portfolio/Resume Reel and Exam
Begin preparing now! For more information, please see any department instructor, the office
professional, the department chair, or University/Department web site.