University Curriculum Committee
Proposal for New Course
1. Is this course being proposed for Liberal Studies designation?
If yes, route completed form to Liberal Studies.
Yes
No
2. New course effective beginning what term and year? (ex. Spring 2009,
Summer 2009)
3. College
Fall 2010
See effective dates schedule.
SBS
4. Academic Unit /Department
5. Course subject/catalog number
7. Long course title
SC 151
Speech Communication
6. Units/Credit Hours
3.0
Introduction to Interpersonal Communication
(max 100 characters including spaces)
8. Short course title (max. 30 characters including
Interpersonal Communication
spaces)
9. Catalog course description (max. 30 words, excluding requisites).
Analysis of communication concepts, processes, and practices in interpersonal contexts. Includes situational management
and behavioral repertoire development, verbal/nonverbal code in structuring conversation and relationships, functional
relational systems, and intercultural/inter-ethnic factors.
10. Grading option:
Letter grade
Pass/Fail
or Both
(If both, the course may only be offered one way for each respective section.)
11. Co-convened with
NA
11a. Date approved by UGC
(Must be approved by UGC prior to bringing to UCC. Both course syllabi must be presented)
12. Cross-listed with
NA
(Please submit a single cross-listed syllabus that will be used for all cross-listed courses.)
13. May course be repeated for additional units? yes
no
a. If yes, maximum units allowed?
b. If yes, may course be repeated for additional units in the same term?
(ex. PES 100)
14. Prerequisites (must be completed before
proposed course)
None
15. Corequisites (must be completed with
proposed course)
NA
yes
no
16. Is the course needed for a new or existing plan of study
(major, minor, certificate)?
yes
no
Name of plan?
BA and BS in Speech Communication
Note: If required, a new plan or plan change form must be submitted with this request.
17. Is a potential equivalent course offered at a community college (lower division only)
If yes, does it require listing in the Course Equivalency Guide?
Please list, if known, the institution and subject/catalog number of the course
UA COM114, ASU COM110, Yavapai College COM134, Maricopa
Community Colleges COM110, Mohave COM121, Cochise COM270
yes
yes
no
no
18. Names of current faculty qualified to teach this course: Dayle Hardy-Short, Richard Rogers,
Julie Schutten, Laura Umphrey
19. Justification for new course, including unique features if applicable. (Attach proposed
syllabus in the approved university format).
Introduction to interpersonal communication is a course that will be required of all students
majoring in speech communication. This course will provide a foundational understanding of
interpersonal communication in a variety of contexts and relationships. The NAU SC351
course is a more theory-driven advanced course that students may take. This course meets
the need for an additional articulated course across the three Arizona universities and
community colleges to facilitate transfer students completing their degrees.
35. Approvals
Department Chair (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committees use only
For University Curriculum Committee
Date
Action taken:
Approved as submitted
Approved as
modified
PROPOSED SYLLABUS (LIBERAL STUDIES FORMAT)
College of Social & Behavioral Sciences
School of Communication
Speech Communication
SC 151 Introduction to Interpersonal Communication
3 credits, 45 contact hours
Fall 2010
DAY, TIME: TBA
ROOM NUMBER: TBA
Instructor: Dayle Hardy-Short, Ph.D.
Office: COM 351 (Bldg. 16)
Phone: 523-2311 (office)
email: dayle.hardy-short@nau.edu
Office Hours: TBA
Course prerequisites: None
Course description
This course provides an analysis of the study of communication concepts, processes, and
practices in interpersonal contexts with application of principles and concepts to actual
interpersonal communication situations. Includes situational management and behavioral
repertoire development, verbal/nonverbal code features structuring conversation and
relationships, characteristics of functional relational systems, intercultural/inter-ethnic factors.
This is a Liberal Studies course (social and political worlds block) that also meets requirements
for Speech Communication majors and minors. As a Liberal Studies course in the social and
political worlds block, the course provides analytic and theoretical frameworks that facilitate
understandings of effective interpersonal relationship in a variety of contexts. Specifically, the
course examines how human relationships are shaped by communication at the interpersonal
level. This emphasis on interpersonal communication in relationships necessitates inclusion of
cultural, social, and political components related to these human relationships, such as various
cultures’ understandings of relationships and the political implications of different forms of
communication between human beings.
In addition to discipline specific skills, this course will emphasize effective writing, an essential
skill defined in the University’s Liberal Studies Program. As defined by the Office of Academic
Assessment, effective writing “conveys information or argues a point of view using
organizational structures, supporting materials, and language appropriate for the topic, purpose,
and audience.” Through the analysis of interpersonal contexts, students will be able to gain a
better understanding of how to negotiate their own personal relationships. Through the written
analysis of interpersonal scenarios, engagement of the course readings, production of a semesterlong journal, production of a series of short papers, students will develop their abilities to
articulate the meaning of different interpersonal scenarios, engage in greater perspective taking
in interactions and practice the skills that they have learned.
The mission of the Liberal Studies Program at Northern Arizona University is to prepare
students to live responsible, productive, and creative lives as citizens of a dramatically changing
world. To accomplish the mission of Liberal Studies, Northern Arizona University provides a
program that challenges students to gain a deeper understanding of the natural environment and
the world’s peoples, to explore the traditions and legacies that have created the dynamics and
tensions that shape the world, to examine their potential contributions to society, and thus to
better determine their own places in that world. Through the program students acquire a broad
range of knowledge and develop essential skills for professional success and life beyond
graduation.
Student Learning Expectations/Outcomes for this Course
After completing this course, students should be able to:
 understand the significance of communication in the initiation, maintenance, and
evolution of everyday relationships.

develop skills to identify and evaluate basic elements of communication competence at
the interpersonal level.

analyze the role of basic communication processes in interpersonal communication,
including listening, small group behavior, and nonverbal behavior.
In terms of Assessment related to “Effective Writing” students should be able to:
 tailor their writing to a specific audience.
 focus writing on a specific purpose
 produce logical, coherent, and well-structured writing
 apply appropriate writing standards (e.g., proper organization, APA formatting).
Methods of Assessment of Student Learning Outcomes (including timeline)
Students’ grades will be determined by combining the following:
Semester-long journal of responses to journal prompts
25%
Written Essay Exams (two: mid-term and final)
30%
Short papers (two at 15% each)
30%
Participation and attendance (various short activities
and exercises in and out of class)
15%
Semester-long journal on interpersonal communication observations
You will keep an online journal (using the Vista course shell) in which you write about your
observations concerning concepts studied in this class. You will be expected to provide an entry
each week of approximately 300-350 words (about 4-6 well-developed paragraphs) in which you
respond to specific prompts provided by the instructor. Some of these journal prompts will be
taken directly from end-of-chapter material in your textbook and others will ask you to apply
course concepts to experiences you may have had during the week. This journal is not meant to
be an opportunity for the instructor to pry into your private life, but rather is an opportunity for
you to discuss how you are interpreting, understanding, applying, and utilizing course concepts.
Journal entries are due no later than Thursday each week.
Essay on language (short paper 1)
You should prepare a 4-5 page thinkpiece/essay (excluding references) which applies the theory
and principles concerning relationship cycles to a specific, common dyadic relationship.
Potential relationships for analysis might include parent-child, marital, close friends, life partner,
work colleagues, teacher-student, and so on. The goal is to illuminate how language typically
marks stages within the relationship, particularly in initiation, development, and termination of
the dyad.
Self-disclosure study (short paper 2)
The general research question to be answered in this study is: How do differing styles and
methods of self-disclosure affect our interpersonal relationships? In order to answer this general
question, you will view a commercially-released film and analyze the role that self-disclosure
plays in character development and relationships. If you wish, you are welcome to propose an
alternative key concept other than self-disclosure for this essay. You will be expected to link
textbook materials as well as material in two scholarly articles to your analysis. The paper should
be 4-6 pages long, excluding references.
Examinations
You are responsible for all assigned readings and lecture materials. Exam review sheets will
include sample questions, topic areas, and review suggestions.
Course structure/approach
This course integrates instructor lectures, class discussion, textbook and other readings,
experiential activities, directed writing assignments, and individual research to help the student
understand and be able to articulate basic concepts related to interpersonal communication.
Textbooks
Ronald B. Adler, Russell F. Proctor II, and Neil Towne. Looking Out, Looking In,
11th ed. Belmont, CA: Thomson/Wadsworth, 2005.
Course outline
August
30
Introduction to course, instructor, and students (and oh, yes, Blackboard Vista).
September
1
Getting to know you (or boxes, little boxes)
6
Interpersonal relationships (why and how)
READ text ch. 1
8
Cont.
DUE journal prompt (consider the “cartoons” on pp. 13 and 14: using the discussion of
transactional communication as a base point, explain what’s going on in the cartoons
from the parent’s point of view–in other words, put yourself in your parent’s role and
explain what you’re doing).
13
Communication and self-identity
READ text ch. 2
Cont.
15
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5
DUE journal prompt (consider the four scenarios described at the end of p. 85: select one
and suggest an approach to the problem based on concepts discussed in this chapter).
20
Perception, judging, and consequences
READ text ch. 3
22
Cont.
DUE journal prompt (have you ever found out that you mis-judged someone’s behavior
or personality? Using chapter concepts, explain why you think you did that and how you
figured out you had mis-judged the situation. Did you do anything to “correct” your
error? Please protect identities by using pseudonyms.)
27
The role of emotion in interpersonal communication (for good, bad, or ugly)
READ text ch. 4
29
Cont.
DUE journal prompt (read the ethical challenge on p. 149: respond to the two questions at
the end of the page).
October
4
Language and interpersonal communication (a key factor)
READ text ch. 5; H.J. Perkinson, “How Speech Made Things Better,” Etc. 41 (Fall
1984), 219-238 (available in Vista).
6
Cont.
READ W.F. Owen, "Thematic Metaphors in Relational Communication: A Conceptual
Framework," Western Journal of Speech Communication 49 (Winter 1985), 1-13
(available in Vista).
DUE journal prompt (do you agree or not with the central claim in Owen and Perkinson
that language gives us significant insight into individual relationships? Why or why not?
Link your response to the readings)
11
Cont.
REVIEW for exam.
13
Mid-term examination.
NO journal prompt this week.
18
General semantics and interpersonal communication
READ W. Johnson and D. Moeller, Living With Change: The Semantics of Coping,
1972, ch. 3 and 4 (available in Vista).
20
Cont.
READ J. Gordon and C. Kneupper, “Communication, Semantics, and Prejudice,” Etc. 35
(Winter 1978), 408-418 (available in Vista); and B.L. Whorf, “The Relation of Habitual
Thought and Behavior to Language,” Etc. 1 (1943-44), 197-215 (available in Vista).
DUE journal prompt (consider the Whorf hypothesis: how does understanding this idea
affect your judgments of other people’s actions?)
25
Nonverbal communication in interpersonal communication (no, it’s not all about words)
READ text ch. 6
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6
27
Cont.
DUE short paper 1 (essay on language)
NO journal prompt this week.
November
1
Listening in interpersonal communication (why is it so difficult?)
READ text ch. 7
3
Cont.
DUE journal prompt (utilizing exercises from class, describe a way to improve your own
listening)
8
Relationship intricacies (how does self-disclosure fit in?)
READ text ch. 8
10
Cont.
DUE journal prompt (comment on your perception of the text’s claim that lying,
equivocating, hinting, are all “alternatives” to self-disclosure).
15
Improving interpersonal communication (as opposed to using dysfunctional
communication)
READ text ch. 9
17
Relationship cycles (spirals, double binds, and termination)
READ L.A. Baxter and W.W. Wilmot, “‘Secret Tests’: Social Strategies for Acquiring
Information About the State of the Relationship,’ Human Communication Research 11
(Winter 1984), pp. 171-201 (available in Vista).
VIEW film.
NO journal prompt this week.
22
View film.
Discussion of relationship cycles (in class)
24
Thanksgiving holiday. No class.
29
Conflict in interpersonal relationships.
READ text ch. 10
December
1
Cont.
DUE journal prompt (think of an interpersonal conflict you’ve had recently: would any of
the suggestions in ch. 10 have helped you manage that conflict more appropriately? If so,
in what way(s)?)
6
Open.
8
Final exam review.
DUE short paper 2 (self-disclosure in interpersonal relationships).
The final exam will be given in accordance with university policy and at the time specified in the
university calendar. Please make your travel arrangements accordingly. The final exam is
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required, and the exam will not be given early.
Grading Scale
90-100%
A
80-89%
B
70-79%
C
60-69%
D
0-59%
F
Grading rationale
A
Exceptionally well-prepared completion of assignments indicating effort, individualized
style, and impact expected of effective writing and communication.
B
Well-prepared completion of assignments indicating original application of course
materials and individual imagination distinctly superior to ‘C’ effort.
C
Satisfactory completion of assignments indicating effort normally expected of the
majority of students (i.e., basic preparation, correct procedure, and disciplined
technique), including writing free from spelling and grammatical errors.
D
Unsatisfactory completion of assignments indicating technical irregularity, misperceived
objectives/methods, and undisciplined effort.
F
Failure to complete assignments during the scheduled time.
Attendance Policy
You are expected to attend class on a regular and timely basis. Roll will be taken each class
period and attendance records will be kept. After two (2) unexcused absences, your semester
grade will be reduced by 5% for each unexcused absence. Illness does not constitute an excused
absence, although I will look more kindly upon you if you let me know what’s going on with you.
Please contact me in advance if you must miss class. Institutional excuses will be accepted only
prior to the absence, however they do not excuse you from work nor do they provide you extra
time for assignments—you should submit work due during your absence before you leave (unless
the assignment has been made in your absence, in which case you will be given a reasonable
amount of time to submit the work after your return).
Policies and Requirements on Assignments
1. All assignments must be typed, double-spaced, in a 12 point font on 8.5x11” paper with oneinch margins on all sides. For Response Papers, your name, the course number, and the
assignment name should be single-spaced in the upper right-hand corner. Papers must be
stapled and each page after the first paginated in the upper-right hand corner. Whatever
printer you use must produce an easily legible copy. Please do not use folders. Failure to
staple and paginate any assignment of more than one page will result in the assignment
being returned ungraded (including response papers). The Final Paper should follow APA
style.
2. College-level writing is a minimum expectation at both the micro- (e.g., grammar) and
macro-level (e.g., organization). You will only be allowed a total of one obvious error per
page in the following categories: spelling, punctuation, grammar and syntax. For each error
over the allowed limit, up to 5% of the value of the assignment will be deducted from your
grade. Refer to the comments on writing posted on Vista, follow the APA style guide, and be
consistent.
3. Plagiarism and other forms of academic dishonesty are often easily identifiable and will
result in a failing grade. If you wish to use an assignment from another course to complete
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the requirements for this course, you must discuss this with the instructor and substantial
new work must be completed.
4. Gender-neutral language should be utilized in all assignments (see guidelines posted on
Vista). This reflects the concern for the inclusion of all peoples within this class and our
communication. In addition, any derogatory comments based on racial, ethnic, religious,
sexual or other categories should be avoided, an exception being their use in the context of
analysis and criticism (e.g., as an example).
5. Full credit will not be available for late work unless prior arrangements have been made
with me as the result of a serious and compelling reason. Late work will only be accepted
within one week of the original due date with a minimum 10%/weekday penalty. “Late” is
defined as any time after the beginning of class on the day the paper is due. Late Response
Papers will be accepted only under extreme circumstances.
University Policies
If you are not already familiar with NAU policies regarding safe working and learning
environments, academic dishonesty, disabilities and other topics, please review them by
downloading the following document:
http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html.
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