Tentative Syllabus
Small Group Communication
Oklahoma City University
P.L.U.S. Program
Fall 2005
Instructor: Kristin Shamas
e-mail: KShamas@ou.edu
Monday 5:30-9:00 pm. August 22-October 12.
Course description:
In this course you will learn about theories of small group communication; research in
this area; and related communication concepts. Additionally, the course is designed to
help you interpret and apply such knowledge. Class periods will consist of lectures,
hands-on activities, discussions, and regular class involvement.
Course purpose
The course purpose is for students to develop an informed perspective on how and why
small groups achieve goals (and do NOT achieve them at times) through small group
communication in the workplace, at home, in school--wherever they work collaboratively
with a small group of people in order to accomplish a task and/or solve a problem.
Specific objectives:
1) To study the main approaches, concepts, and theories developed within the field
of small group communication.
2) To understand the process of communication within small groups.
3) To increase awareness of and capacity for handling common small group
communication difficulties.
Required Course Readings:
Barker, L.L, Wahlers, K.J., & Watson, K.W. (2001). Groups in Process: An Introduction
to Small Group Communication, Sixth edition. Needham Heights.
Other readings may be distributed in class or by Internet.
Assignments:
Theory Paper:
Each student will select and research a theory or concept applicable to the study of small
group communication in order to a) explain its central assumptions; b) demonstrate its
utility, and c) point out its shortcomings.
Initial stages of research for this paper can begin with our text, but the student should not
count on the text as a primary source for the paper. Students are by no means limited to
concepts mentioned in the book, but whatever topic they choose they must demonstrate
an understanding of the concept that exceeds that provided by the text.
The goal in this paper is to explain and evaluate the selected theory/concept through
integration of academic literature review and exemplification. The paper should be 5-7
pages in length. Grades will be based on meeting the aforementioned criteria as well as
organization, grammar, style, usage of references, and other factors typically expected
from a university-level formal writing assignment. This paper will be due .
Theory paper Presentation:
Each student will give a 10-15 minute presentation discussing the finished theory paper.
The goal of the presentation is to foster understanding of the selected theory and its
applicability for the rest of the class. The style of presentation should be considered as
“lecture” given that the information covered is susceptible to becoming examination
material. Each student should provide a handout outlining the presentation and proposing
three class discussion questions related to the theory. Grades will be based on
organization, delivery, effective source citation and other factors typically associated with
a university-level formal presentation.
Problem Solving Group Proposal Paper:
As a small group of 3-5 students, this task begins by selecting a policy problem and
hypothesizing about the appropriate “intended audience” that could theoretically have the
interest and power to act upon recommendations made by the group.
Next, the problem should be systematically analyzed according to the steps outlined in
chapter 6 of our text. Each group may be creative when deciding upon a problem and
defining the “intended audience;” but the problem should be one that is 1) of interest to
the rest of the class. and 2) complex enough to warrant the attention of a group of
hardworking students. The point is to be imaginative, think “big,” and become
empowered to educate people and engage them on an important topic.
Papers should be 10-15 pages in length. Grades will be based on meeting the
aforementioned criteria; the cohesiveness of writing collaboratively; organization;
grammar; style; references; and other factors typically expected from a university-level
formal writing assignment. This paper will be due on .
Problem Solving Symposium:
Each group will present the results of the group paper to the rest of the class, using some
adaptation of the “symposium” format with audience participation as discussed in
Chapter 10 of our text. Note that the audience for this symposium is not the same as the
“intended audience” from the problem solving paper assignment; it is the rest of the class.
The purpose of the symposium is to refine and improve the proposal before turning a
final draft in to the instructor as well as the “intended audience.” Symposium
presentations should be between 45 minutes and 1 hour including audience participation
time. Grades will be based on meeting the aforementioned criteria, as well as
demonstrating effectiveness of collaboration; organization; delivery; source citation, and
other factors typically associated with a university-level formal group presentation.
Symposium Response:
To ensure an active audience participation in the symposiums, each group will be
assigned as respondents to another group. The role of each group of respondents is to
help ensure that the “audience participation” time in the symposium is utilized
effectively. In order to do this, the respondents will need to read a rough draft of the
proposal so that well-informed questions are asked during each presentation.
Another role that respondents should fulfill is to help edit papers for unfocused
organization, grammar mistakes, awkward style, etc. The rest of the class will be
expected to participate in discussion as well, but the designated respondents will
ultimately be held most accountable for this particular aspect of the symposium.
Problem Solving Group Meta-Analysis Paper:
One final aspect of the problem-solving group is for each individual to turn in a short 2-3
page paper which articulates a brief analysis of the group she/he participated in. In this
paper, there are no source citations required, only your reflections on the overall cohesion
and success of the group. The reflections and analysis should articulate a point of view
of a person who has seriously studied small group communication. Only the instructor
will read these papers and confidentiality will be maintained. Not only is this assignment
intended to be an important learning activity, but it also serves as a small tool by which
group members can hold each other accountable for managing the workload.
Exam:
An examination will be given on the last day of class covering significant vocabulary and
concepts from the readings, instructor lectures, classroom discussion, and student
presentations. The exam will consist of defining key vocabulary; answering short
questions; and completing 2-3 essay questions.
Group Participation:
Each person is required to contribute to discussion. In addition to being prepared to
contribute to lectures through thoughtful questions, answers, and comments, class
sessions will also include a discussion exercise to be accomplished as a group. Some may
ask students to write short “reaction” papers in response to class materials; some may
include short quizzes about the assigned reading.
Course policies
Late work will result in a 10% deduction per day (including weekends) from the final
grade. All late assignments will receive this deduction, excluding those which result from
an emergency situation (at the discretion of the instructor).
Written Assignments Criteria
All outside of class assignments should be typed, double spaced, with one-inch margins,
in 12 point Times New Roman font. For assignments requiring reference citations,
please use APA format. Written assignments will be assessed based on 1) criteria of the
assignment and 2) content.
Classroom climate
Effective classroom climates are characterized by the following:
 Openness
 Involvement
 Respect
 Sense of Community
Students are encouraged to contribute to and help create an effective classroom climate.
Academic Misconduct
When a student delivers a speech or turns in a paper, the student is claiming the speech or
paper as an original and independent work, expressing the student’s ideas in the student’s
own language, except where otherwise indicated by quotation marks and references. A
student using the words or ideas of someone else in a paper or speech is expected to
provide appropriate references. A student who fails to give credit in the form of footnotes
or references is falsely representing someone else's words or ideas as their own. False
representation is plagiarism.
The most common forms of plagiarism include:

copying word-for-word from a source without acknowledging the source by
quotation marks and an appropriate reference;

paraphrasing someone else's ideas in your own words without acknowledging the
source by an appropriate reference;

turning in as your own work a paper or portion of a paper conceived jointly with
other students but not giving credit for others' contributions.
Plagiarism consists of more than just copying someone else's words; representing
someone else's ideas as your own is also plagiarism. Plagiarism is avoided by
acknowledging the source by quotation marks if a word-for word citation, and an
appropriate reference in all occasions.
Academic misconduct will be severely penalized, resulting in a failing grade for the class.
Incidences will be handled according to university policy.
Reasonable Accommodation
Any student in this course who has a disability that may prevent him or her from fully
demonstrating his or her abilities should contact the instructor as soon as possible. The
instructor will ensure, to the best of her ability, that necessary accommodations are made
to ensure your full participation and educational opportunities.
Attendance
Missing any class session or not being prepared for class will result in a loss of points.
More than 1 absence (2 absences) means missing 1/4 of total class meeting time and
automatically drops a student¹s grade to a C at the highest. More than 2 absences will
result in automatic failure of the course.
Point Values:
* All grades for group work will be assigned based upon consideration of the overall
group performance and the individual performance of each member receiving a grade.
Theory Paper: 50
Theory Paper Presentation: 50
Problem Solving Group Paper: 75
Problem Solving Group Symposium: 75
Symposium Response: 25
Group Analysis Paper: 25
Exam: 100
Participation: 100
Total: 500
Grading Scale:
A = 447.5 -- 500
B = 397.5 -- 447
C = 347.5 397
D = 297.5 347
F = 297 or below
Course Schedule:
Week 1, August 22nd: Introductions, Course Overview, Chapters 1, 2 and
3, course text. Please read chapters before the first class. Discuss Theory related
assignments
Week 2, August 29th: Read Chapters 6, 8, 9 and 11, course text. Discuss Problem
Solving Group related assignments, Form Groups
Week 3, September 5th: Labor Day, no class. Please feel free to contact me via e-mail or
phone for any needed advice on the theory paper.
Week 4, September 12th: Theory Papers due, theory paper presentations in class. Read
Chapters 4, 5, and 7 from text before class: be ready for lecture and discussion.
Week 5, September 19th: Read Chapter 10, focus on problem solving paper and
symposium presentation
Week 6, September 26th: Rough draft of group problem solving paper due, assign
respondent groups.
Week 7, October 3th: Symposium Presentations
Week 8, October 10th: Turn in Problem Solving Group Papers, Turn in group analysis
papers, Examination.