Syllabus Template
This template includes basic elements that must be included in all syllabi for a course.
Instructors are free to customize and add to these elements. This template includes examples in
italics of how one might do certain things in particular categories.
Drury is an independent University, church-related, grounded in the liberal arts tradition
and committed to personalized education in a community of scholars who value the arts of
teaching and learning. Education at Drury seeks: to cultivate spiritual sensibilities and
imaginative faculties as well as ethical insight and critical thought, to liberate persons to
participate responsibly in and contribute to life in a global community, to foster the
integration of theoretical and practical knowledge.
Course Information
Title and Number:
Term and Year
Enter term and year for syllabus. Syllabi must be submitted each term to the College of
Continuing Professional Studies (CCPS) at ccpssyllabi@drury.edu at least two weeks prior to the
start of class.
Contact Information
Instructor Name:
Phone:
Email:
Availability Outside of Class:
Course Description
First paragraph should come from the CCPS catalog. Additional elements may be added.
Student Learning Outcomes
Upon successful completion of this course, students will be able to: (for example. Use clear,
assessable language. This should also come from the leaning outcomes that have been
established in the course and are included in the catalog)
1. Synthesize and evaluate communication theories and their applicability in professional
settings.
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2. Identify short and long term communication goals that account for different people in
particular situations.
3. Design communication strategies that manage or resolve conflict.
4. Apply communication skills that promote conflict management and resolution.
You may list additional learning outcomes.
Course Materials
Textbooks, required and optional, as well as supplementary reading and use of learning resources
beyond the textbook such as course website, software, field trips, guest speakers, service learning
projects and videos. These may be specified in general terms if the instructor has not yet
determined exactly which additional resources will be used. For example, “The course will
feature several local professionals as guest speaks” or “In addition to the course readings, we will
view and discuss two or three documentaries.” Details, if known at the time of the planning of
the syllabus, may be included in the schedule of events. If the instructor is going to require
students to participate in activities at times other than the course meeting time, this should be
specified in the syllabus. Include the following textbook:
Brinkman, R, and Krischner, R. (2002). Dealing with people you can’t stand. New York:
McGraw-Hill.
Barsky, A. B. (2007). Conflict resolution for the helping professions. Belomont, CA.: Thomson
Brooks/Cole.
Fisher, R., Kopelman, E., and Kupfer Schneider, A. (1996). Beyond Machiavelli. New York, NY:
Penguin.
Class Policies
Insert rules regarding class preparation and participation, classroom decorum, make-up
examinations and quizzes, late papers, etc.
University Tobacco-Free Policy
Tobacco use of any kind, or use of the following products, including but not limited to cigarettes,
smokeless tobacco, e-cigarettes, snus, hookah, or any other tobacco product is prohibited on
campus and inside University-owned vehicles. The policy is enforceable for all general use and
academic buildings, residence halls and apartment-style housing, athletic facilities, open air
spaces, and common areas.
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Attendance
Insert your attendance policy here. There is no class-cut system at Drury. Students are expected
to attend all classes and laboratory periods for which they are enrolled. An absence is an
individual matter between student and instructor. Students are directly responsible to instructors
for class attendance and for work missed during an absence for any cause.
Academic Honesty
Academic dishonesty undermines the values of Drury University as well as the educational
endeavor. Dishonesty and theft of any kind are not to be tolerated, but the act of cheating in
academic work is detrimental to the educational process and ultimately cheats both the student
involved and the entire community of scholars. All instances of academic dishonesty will be
reported to the Dean of the College of Continuing Professional Studies. Please refer to the CCPS
catalog for more thorough review of the university’s academic dishonesty policy.
ADA Students
Drury University is committed to providing a hospitable environment to qualified students with
disabilities and to complying fully with Section 504 of the Rehabilitation Act and the Americans
with Disabilities Act. Services for students with disabilities enrolled in the College of
Continuing Professional Studies are coordinated by the Coordinator of Disability Services, Bay
Hall room 133, (417) 873-6881.
Grading Scale
Instructor add a numerical scale and indicate whether plus or minus grades will be given (i.e.):
A 93 A- 90 B+ 87 B 83 B- 80 C+ 77 C 73 F Below 72
GRADE
A
B
C
D
S
F
I
CRITERIA AND GUIDELINES
A grade of "A" involves a level of performance that is conspicuously excellent in
the factors indicated in the definition of "B."
A grade of "B" indicates a higher level of performance than the satisfactory
standard defined for a grade of "C." It involves excellence in some aspect of work,
such as completeness, accuracy, detail of knowledge, or effective independent
work.
A grade of "C" represents a satisfactory level of performance which can be
expected of any Drury student who gives a reasonable amount of time, effort and
attention to the work of the course. Such satisfactory performance should include
familiarity with the concept of the course as shown by an acceptable mastery of
the information, concepts of skills involved and regular participation in the work
of the class.
A grade of "D" indicates below standard performance; it is acceptable toward
graduation only if offset by superior work in other courses.
A grade of "S" (satisfactory) indicates the attainment of a "C" level or better.
A grade of "F" indicates an unacceptable level of performance.
A grade of "I" is given for incomplete work only if illness or other unavoidable
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U
IP, DR, DP,DF, WP, WF
causes prevent the student from completing the course. The student is
responsible for contacting the instructor and determining what must be done to
remove the "I" grade. Coursework must be completed and the "I" grade replaced
with a letter grade within six weeks after the beginning of the semester
immediately following the semester in which the "I" was received. See catalog for
complete “I” grade policy.
A grade of "U" (unsatisfactory) indicates an unacceptable level of performance.
See catalog.
Note
Drury does not give A+ grades as a final, end of semester grade.
Weighting of Assignments:
List the required assignments, due dates and point values for the course.
ASSIGNMENT
Group Project
Mid Term
Written Summary of each chapter (10 chapters @
10 points each)
Class participation/
Exercises (10 points per week)
Individual Final Presentation
Final Exam
Total
POINTS
250
100
100
150
200
200
1000
Methods of Evaluation
Assignments and mode of evaluation; i.e., explanation of what the major assignments in the class
are and how the student will be accountable for them (e.g. quizzes, examinations, term papers,
oral presentations, or other assignments.) Faculty are advised to be specific about modes of
accountability as well as about the relative value of each in the calculation of the final course
grade. Assignments should map onto learning outcomes.
1.
2.
3.
4.
5.
Reading Logs (eight of them) (LO 1)
Group Dynamics Exercise (LOs 2, 3, 4)
Midterm Examination (LOs 1, 2, 3)
Mediation Exercise (LOs 3, 4)
Reaction Papers (2 of them) (LOs 1, 2)
20%
20%
20%
20%
20%
Reading Logs
For eight of the weeks for which readings are assigned, students will write a short paper
examining the assigned readings. Write about something that interests you because it is
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refreshing, applicable to something you find relevant, unclear, or unconvincing. Papers are due
at the beginning of class, typed, double-spaced, and copied to everyone.
Midterm Examination
The midterm examination will consist of a combination of forced choice (true/false, multiple
choice, and matching) and open ended questions. Questions will be drawn from lectures,
readings, and discussions. A study guide will be available in class one week prior to the exam.
Exercises
The Group Dynamics and Mediation exercises are role-play simulations in class that are
designed to assess your ability to assimilate and utilize the topics of our readings and
assignments. Detailed instructions on each exercise will be provided prior to the assignment.
Reaction Papers
Following each exercise, you will write a paper where you reflect on what your objectives were
and how you prepared, the effectiveness of your presentation of the opening statement, and what
you learned from the assignment. All papers are to be typed and in proper APA style. Margins
are 1” all around and font is to be 12-point Times New Roman.
Tentative Schedule
Schedule of events: a chronology of class events and out-of-class readings, day-by-day, week by
week, or unit by unit. Summary of important dates are deadlines for the semester, including
holidays and the date of the final examination.
Week 1
Course Overview
Read Barsky, pp. 1-36; Brinkman & Kirschner, pp. 3-34
Week 2
Personal Dynamics—Perception and Personality
Read Barsky, pp. 37-64; Read Brinkman & Kirschner, pp. 35-52
Week 3
Relational Dynamics—Integration, Conflict, and Change
Read Brinkman & Kirschner, pp. 53-66; Kopelman & Schneider, pp. 1-41
Week 4
Nonverbal Communication
Read Barsky, pp. 118-129; Kopelman & Schneider, pp. 42-94
Week 5
Language and Expression
Read Barsky, pp. 130-159; Kopelman & Schneider, pp. 95-119
Week 6
Listening, Notetaking, and Paraphrasing
Read Brinkman & Kirschner, pp. 67-110; Kopelman & Schneider, pp. 120-144
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Week 7
Group Dynamics Exercise
Week 8
Midterm Examination
Week 9
Facilitation--Roles, Planning, and Process
Read Brinkman & Kirschner, pp. 111-134; Barsky, pp. 185-229
Week 10
Culture, Gender, and Difference
Read Brinkman & Kirschner, pp. 134-156; Barsky, pp. 230-242
Week 11
Questions and Questioning Skills
Read Brinkman & Kirschner, pp.157-174; Barsky, pp.254-291
Week 12
Framing and Reframing
Read Brinkman & Kirschner, pp.175-190; Barsky, pp. 299-315
Week 13
Dealing with Difficult People
Read Brinkman & Kirschner, pp. 191-215
Week 14
Mediation Exercise
Week 15
Course Synthesis
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