FUNDAMENTALS OF ORAL COMMUNICATION
WITH
SERVICE LEARNING
PROFESSOR RICHARD L. UNDERWOOD
INSTRUCTOR
“Education is what survives when what has
been learned has been forgotten ”
-B F Skinner
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FUNDAMENTALS OF COMMUNICATION [FALL 2009]
RICHARD L. UNDERWOOD [E-MAIL: Rich.Underwood@kirkwood.edu]
BH 330A [398-5587]
WEB PAGE:{http://www.kirkwood.edu/faculty/runderw}
OFFICE HOURS:
Monday/Friday
Tuesday
Wednesday
Thursday
12:00-12:45
9:00-9:45
2:00-3:00
1:00-1:50
COURSE MATERIAL:
WORLEY:COMMUNICATION COUNTS:GETTING IT RIGHT IN COLLEGE
MY COMMUNICATION LAB
GENERAL COURSE OBJECTIVES:
1. To enable students to examine the relevant concepts of
communication theory and interpersonal,small group and
public communication.
2. To enable students to understand the impact of
communication on their lives.
3. To engage students with activities and assignments
encourage students to analyze,prepare and practice
communication skills.
ATTENDANCE:
The nature of this course relies a great deal on the
basic concept of any communication theory, which is
interaction between the students and the instructor.
Although it is hoped you can attend every class
session,events occur in life which may impede attending
class. You will only be allowed three (3) absences for the
entire semester without a reduction of percentage points
toward your final grade. Exceptions will only be made for
medical/illness considerations. A one percent deduction
(1%) will take place for each absence after the three
absences. NO EXCEPTIONS WILL BE MADE UNLESS AN AGREEMENT
IS MADE BETWEEN THE INSTRUCTOR AND STUDENT.
Attendance
will be taken five minutes after the scheduled start of
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class. If you are more than five (5) minutes late to
class,it will be marked as an unexcused absent.
Service-Learning F.A.Q. Sheet
Fundamentals of Oral Communication
1. What is service-learning?
Service-Learning is a method of teaching and learning that
enriches your academic life and life-long learning by engaging
you in meaningful hands-on service to the community while gaining
valuable knowledge and skills that integrate with course
objectives. Service-Learning focuses on critical reflective
thinking and experiential learning that address local needs and
foster civic responsibility. (Service Learning Guide and
Journal: Higher Education Edition, 2004 Robert Schoenfeld)
2. What are the communication course objectives that
service-learning addresses?
In studying communication concepts, principles and skills, there
can be no better way than to observe communication behavior in
real life contexts. In addition to developing your understanding
of communication concepts and meeting the general course
objectives as listed in the course syllabus, students see firsthand the very real connections between communication and
community. The specific objectives of the Service Learning
experience are:
 To enable students to examine the relevant concepts of
communication theory and interpersonal, small group and public
communication in real-life settings outside the classroom.
 To enable students to see first-hand the impact of
communication skills and concepts in professional and
community settings.
 To engage students with activities and assignments that
encourage students to analyze, prepare and practice
communication skills.
 To enable students to contribute to their community by making
personal connections with special attention to positive,
effective and ethical communication.
3. What personal benefits will I gain?
In addition to seeing the course content in action, there are
personal benefits to be gained by participating in a Service
Learning experience. Here are some of those benefits:
 Personal Growth and Development
o Development of self image and esteem
 Social growth and development
o Development of sense of responsibility and concern for
others
o Development of civic involvement and positive
contributions to community
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
Career development
o Development of career exploration/workplace skills
4. How many hours will be required to complete my
service-learning?
For Rich Underwood’s Fundamentals of Oral Communication course
you must complete a minimum of 15 hours. However, if you choose
to complete more than 15 hours you will receive extra credit.
5. How will I choose where to do my service-learning?
You will be given a list of agencies to choose from and will then
sign-up for your choice (if space is available).
6. How will I notify the agency/organization?
Once you have chosen an agency/organization, the service-learning
coordinator will contact the agency/organization contact to give
him/her a “heads-up” that you will be contacting the
agency/organization to begin the service-learning assignment. It
is your responsibility, in conjunction with the contact person of
the agency/organization, to schedule your days and hours of
service, identify your duties, and set goals.
7. Is there anything else I am responsible for doing
to “get started”?
You may have additional forms to complete, such as the Assumption
of Risk and Disclosure. The agency/organization may also have
paperwork that is required for volunteers at that site.
8. What happens at the agency/organization site when I
volunteer?
The procedures and volunteer processes will vary from site to
site, because each agency/organization has its own rules and
regulations. Some type of orientation is usually required. This
will be provided by a staff person(s), usually on site. YOU MAY
COUNT ALL ORIENTATION TIME TOWARDS YOUR REQUIRED SERVICE-LEARNING
HOURS FOR THE COURSE. At that time you will be informed as to:
confidentiality, appropriate dress, appropriate demeanor, how to
sign-in, how to keep track of volunteer hours, duties and
responsibilities, and who will supervise you. You will establish
a schedule with your supervisor-days and times you will volunteer
at the agency/organization.
 Your instructor will provide you with a time sheet and log;
however, the agency/organization may also have a sign-in
sheet or other tracking mechanism for its volunteers that
you will also use.
You will be expected to follow the instructions and directions
given you by your agency/organization supervisor to complete your
volunteer tasks. If you are unsure about what to do or how to do
it, ask your supervisor! No task is too menial; even though
something you are asked to do may seem insignificant, or doesn’t
4
require much expertise, it is a task that needs doing in order
for the agency/organization to provide needed services to the
community.
 Attendance is very important; if you must miss, call the
agency/organization IN ADVANCE. It is your responsibility
to make arrangements for any make-up time necessary.
 Appropriate dress and hygiene are also very important. You
are presenting yourself as a “professional,” as well as
representing Kirkwood Community College.
9. How will I be evaluated for service-learning?
You will be evaluated by both the agency/organization supervisor
and by your course instructor. The site supervisor will be given
an evaluation rubric on which various aspects of your performance
will be rated. I will assign various assignment(s), written
and/or oral, that will address the relationship between your
service-learning activity and the course learning objectives.
10.
What should I do if I have a question, or
concern, or problem at my site?
You should feel comfortable asking your site supervisor any
questions concerning your duties, how to perform them, and the
expectations the supervisor has in regards to your performance.
Don’t hesitate to discuss any concerns or problems you are having
with your site supervisor. If you feel uncomfortable asking the
supervisor, share your problems, questions, and/or concerns with
me.
SERVICE LEARNING REQUIREMENTS
By the end of the Spring semester each student
will complete 15 hours of Service Learning.
The Service
Learning experience will relate to the field of education.
The requirements for the Service Learning component of the
course are below:
1. You will document your Service Learning time with a log
that will be signed by yourself and the supervisor.
The log will be turned in at the end of the Service
Learning experience.
2. A Service Learning contract will be developed to
precisely document the expectations of the supervisor
and the student. This contract will be approved by the
instructor and signed by both the supervisor and the
student.
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3. The work hours will be negotiated by you and your
supervisor. You must complete at least 50% (8 hours)
of your Service Learning contract on or before Friday,
October 16. The remaining hours must be completed on
or before Friday, December 4.
4. You will turn in a final report at the conclusion of
your Service Learning experience. The report is due 48
hours after completion of the Service Learning
contract. The final deadline date for the journal is
Monday December 7. The requirements are below:
a. 4-6 pages typed double spaced.
b. Utilize 5 concepts minimum discussed in class.
c. Discuss your observations in your Service Learning
experience
i. Was concept used effectively/ineffectively?
ii. Make sure to incorporate terms discussed in
class in observation
d. Include a work cited page in report (MLA format)
e. Provide 2 copies of report (folder/report cover)
i. One copy-supervisor
ii. Original-instructor
f. Include a title page and report cover with report
5. If you wish to continue your service learning after
completion of the time requirement (I hope you decide
to continue) you will receive extra credit. You will
receive 5 extra points per 5 hours of completed service
up to a maximum of 20 hours (20 points)
PLAGIARISM:
According to Webster,to plagiarize is “to steal or
pass of the ideas or words of another as one’s own…to use
created productions without crediting the source…to commit
literary theft…to present as new and original an idea or
product derived from an existing source.”
Kirkwood students are responsible for authenticating
any assignment submitted to an instructor. If asked,you
must be able to produce proof the assignment you submit is
actually your own work. Therefore,we recommend that you
engage in a verifiable working process on assignments.
Keep copies of all drafts of your work,make photocopies or
write summaries of research materials,keep logs or journals
on your work or assignments and papers,learn to save drafts
6
or versions of assignments under individual file names on
computer or diskette,etc. The inability to authenticate
you work,should an instructor request it,is sufficient
grounds for failing the assignment. In addition to
requiring a student to authenticate his/her work,the
instructor may employ various other means or ascertaining
authenticity-such as engaging in Internet searches,creating
verbal or written quizzes based on student work,requiring
students to explain their work and/or process orally,etc.
COLLEGE CLOSINGS/DROP DATE:
When the college is closed or class is cancelled the
day a graded activity is due,the graded activity will be
due the next class period. If the starts of classes are
delayed,you should go to the class that you would normally
be in at that time. For instance,if you have a two-hour
class and the start of school falls in the middle of your
class,you should come to the class at that time. The drop
date for the SPRING semester will be November 17,2009.
ELECTRONIC DISTRACTIONS:
The Arts and Humanities Department has adopted a
policy that states that “all cellular telephones and pagers
must be turned off or placed in a non-audible mode while in
the classroom.” If this policy is not followed the
instructor reserves the right to ask the student to leave
the room.
GRADES:
All grades will be based on an accumulation of points.
The following sections will provide a detailed description
on how each category will be evaluated. Part of the
college experience deals with deadlines and completion of
assignments. NO IN-CLASS OR OUTSIDES CLASS ASSIGNMENT(S)
WILL BE ACCEPTED LATE UNDER ANY CIRCUMSTANCES. The only
exception deals with presentations which are discussed in
the next section of the syllabus. You must complete both
presentations and the final examination in order to
complete the course.
7
PRESENTATIONS:
You will have various opportunities to make formal
presentations during the semester. A student needs to
present their individual or group performances on the
date(s) specified in the syllabus(unless otherwise stated
by the instructor). Exceptions will only be made for a
death or serious illness in the immediate family,funeral,or
serious personal illness (a doctors excuse must be given to
the instructor upon the return of the student to class).
Excuses such as ”I am not prepared” or “I am not feeling
well” etc. will not be accepted. If you have made prior
arrangements with the instructor not to give your
presentation on the date(s) specified in the syllabus,a
make-up speech day will take place. This date will be the
only time you can make up the presentation. YOU WILL ONLY
BE ALLOWED TO MAKE UP THE INFORMATIVE SPEECH. If you
choose to make up your speech,your score will be reduced by
15%.
After each presentation,the instructor will compare the
results from the previous speeches you have performed. If
you are continuing to make the same errors,your point
deduction for that particular category will be more severe
each time you make the error. Thus you should learn to
correct or minimize your errors and learn from each
speaking opportunity.
OUTLINES:
All outlines will be typed following the format
discussed in class(examples will be found in the public
speaking packet provided later in the course). Outlines
will be due on the date specified in the syllabus(unless
otherwise stated by the instructor). Exceptions will only
be made for serious illness/death in the death in the
immediate family or a serious personal illness(a doctors
excuse will be required upon the return of the student)or
funeral. Excuses such as “My printer is not working”,or “I
do not have access to a computer” will not be accepted.
8
QUIZZES/EXAMS:
All exams will be given on the date specified in the
syllabus unless otherwise stated by the instructor. If you
need to make-up an exam,you need to speak with the
instructor at least 24 hours prior to the date of the exam
and the student will take a make-up exam. The student must
take the exam within 48 hours of the exam date in a time
and place designated by the instructor. Students with
disabilities who need accommodations should fill out an
application with the Learning Services Department, Cedar
Hall 2063 within the first two weeks of the semester. The
exam will consist of some or all of the following:
Matching, Short Answer,Multiple Choice and Essay. Your
answer will be formulated in the same manner as the case
study analysis you did in class (TERM,DEFINITION,AND
EXAMPLE). However for the exam the answer will be personal
examples from your life. This will test your knowledge of
being able to apply class concepts in everyday situations.
Grammar and spelling will be a part of the grading
criterion for all exams. Communication is written as well
as verbal/nonverbal. You will be allowed to bring a
dictionary and/or thesaurus to help you formulate your
answer. A 10 point multiple choice quiz will be given at
the end of each concept. You will not be allowed to makeup any quizzes.
ASSIGNMENTS/ACTIVITIES:
Assignments will range from homework,group activities,
and in-class assessment activities. All assignments will
be due on the date(s) specified in the syllabus unless
otherwise stated in by the instructor. All assignments
will be graded on content and proper grammar/spelling. The
case study analysis will be an in-class group activity and
will be worth 10 points. The case study will consists of
several questions that your group will answer to apply
lecture/ classroom discussion to “real life” situations.
Your group will answer each question by using the concept
of TERM, DEFINITION,and EXAMPLE. Your group will use terms
from the book or lecture,define each term in detail,and
then apply the term to the movie used in the analysis. You
will not be allowed to make up any assignments unless
discussed with the instructor prior to the due date of the
assignment. NO EXCEPTIONS.
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HUMAN COMMUNICATION CHAPTER ASSIGNMENTS
All chapter assignments are to be completed prior to
the start of a new concept/chapter (NO EXCEPTIONS). The
results from each assignment will be sent via email either
through a WORD or text attachment. It must be in my
possession prior to the start of class. Please put in the
subject heading the title of the assignment and the time
your class meets. The list of assignments/point value is
below:
CHAPTER #1
CHAPTER #2
CHAPTER #3
CHAPTER
CHAPTER
CHAPTER
CHAPTER
#4
#5
#6
#7
PROFILE
“TRUST TROUBLES”
“SAGA OF SUSAN AND
JUAN”
“WHAT WAS THAT”
“PROFILE”
“PERCEPTION”
“PRCA-24”
(10 POINTS)
(10 POINTS)
(10 POINTS)
(10
(10
(15
(10
POINTS)
POINTS)
POINTS)
POINTS)
JOURNAL:
A journal is designed to relate you personal
thoughts/experiences to lecture/classroom discussion. You
are to submit at the time designated by the instructor a 2
full page double spaced journal on a concept discussed
during the class. The journal will consist of the
following concepts:
1. Choose 2-3 terms discussed in class or in your text.
2. Define/cite the origin of the definition (must use
2 different sources[text+ one other]).
a. Place quotation marks (“) around the quote.
b. Put bracket[] after quote and state origin of
quote(book/internet/magazine/etc).
3. Provide a detail account on how term/concept
affected your life in a positive/negative way.
4. Summary of journal experience.
a. What did you learn about yourself from writing
the journal.
5.Include a work cited page in your journal
a. MLA format (does not count as part of journal)
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Each journal will be worth 25 points. A rubric with
grading criterion is included in your packet. No journals
will be accepted late under any circumstances. If you are
unable to attend class,you may email the journal (attach
only as a Word document). If you e-mail the assignment it
must arrive before the start of class.
POINT DISTRIBUTION:
PRESENTATIONS:
220 POINTS POSSIBLE
1. Group Presentation
1. Informative Presentation
2. Persuasive Presentation
( 60 points possible)
( 70 points possible)
( 90 points possible)
OUTLINES:
65 POINTS POSSIBLE
1. Informative outline
2. Persuasive outline
(25 points possible)
(40 points possible)
EXAMS:
260 POINTS POSSIBLE
1. Group,Chapters 1-3
2. Chapters 4-8
3. Final Exam
(80 points possible)
(80 points possible)
(100 points possible)
SERVICE LEARNING:
145 POINTS POSSIBLE
1. BACKGROUND INFORMATION
2. SERVICE LEARNING CONTRACT
3. MID-TERM TIME LOG
4. FINAL JOURNAL
(10 points)
(15 points)
(20 points)
(100 points)
QUIZZES:
JOURNAL:
ASSIGNMENTS:
70 POINTS POSSILBE
100 POINTS POSSIBLE
140 POINTS POSSIBLE
PERCENTAGES:
1000-930
929-900
899-860
859-830
829-800
799-760
93%+
92-90%
89-86%
85-83%
82-80%
79-76%
A
AB+
B
BC+
759-730
729-700
699-660
659-630
629-600
599-
11
75-73%
72-70%
69-66%
65-63%
62-60%
59-
C
CD+
D
DF
COURSE CALENDAR
(subject to change)
AUG.
AUG.
AUG.
24
26
28
COURSE INTRODUCTION
GROUP COMM; INTRODUCE JOURNAL
GROUP COMMUNICATION (cont.)
AUG. 31
SEPT. 2
SEPT. 4
COMPUTER LAB WORK (TBA);HUMAN COMMUNICATION
HUMAN COMMUNICATION
HUMAN COMMUNICATION;JOURNAL #1 DUE
SEPT. 9
SEPT. 11
ETHICAL COMMUNICATION
ETHICAL COMMUNICATION
SEPT. 14
SEPT. 16
SEPT. 18
PERCEPTION
PERCEPTION
PERCEPTION;JOURNAL #2 DUE;REVIEW
SEPT. 21
SEPT. 23
SEPT. 25
EXAM #1
CULTURAL COMMUNICATION
CULTURAL COMMUNICATION
SEPT. 28
SEPT. 30
OCT.
2
LISTENING
LISTENING
NO CLASS-CONFERENCE; JOURNAL #3 DUE
OCT.
OCT.
OCT.
5
7
9
VERBAL COMMUNICATION;INTRO. GROUP PJT
VERBAL COMMUNICATION;GROUP WORK
NONVERBAL COMMUNICATION
OCT.
OCT.
OCT.
12
14
16
NONVERBAL COMMUNICATION;REVIEW
GROUP PRESENTATION;JOURNAL #4 DUE
EXAM #2;MIDTERM TIME SHEET DUE
OCT.
OCT.
OCT.
19
21
23
INFORMATIVE SPEAKING;INTRODUCE PRES. #2
SPEECH PREPARATION
SPEECH PREPARATION
OCT.
OCT.
OCT.
26
28
30
CREATING A FORMAL OUTLINE
PRESENTATION #2 PRACTICE
PRESENTATION #2;OUTLINE #1 DUE
NOV.
NOV.
NOV.
2
4
6
PRESENTATION #2;OUTLINE #1 DUE
PRESENTATION #2;OUTLINE #1 DUE
PRESENTATION #2;OUTLINE #1 DUE
12
NOV.
NOV.
NOV.
9
11
13
PERSUASIVE SPEAKING;INTRO. PRES. #3
PERSUASIVE SPEAKING
PERSUASIVE SPEAKING
NOV.
NOV.
NOV.
16
18
20
NO CLASS-WORK ON PRESENTATION #3
PRESENTAION #3;OUTLINE #2 DUE
PRESENTATION #3;OUTLINE #2 DUE
NOV.
DEC.
DEC.
23
2
4
PRESENTATION #3;OUTLINE #2 DUE
PRESENTATION #3;OUTLINE #2 DUE
PRESENTATION #3;OUTLINE #2 DUE
DEC.
DEC.
DEC.
7
9
11
INTERPERSONAL COMM.;FINAL JOURNAL DEADLINE
INTERPERSONAL COMMUNICATION
INTERPERSONAL COMMUNICATION;REVIEW
DEC.
16
FINAL EXAMINATION
13
COMMUNICATION CONCEPT #1-“GROUP
COMMUNICATION”[LECTURE]
CONCEPT OBJECTIVE:
This discussion will focus on why group communication is a
key to effective or ineffective communication in today’s
“climate”.
LEARNING OUTCOMES:
1. The learner will recognize how team building
skills are used in communication settings.
[Activity A]
2. The learner will demonstrate how groups need to
work together to solve problems. [Activity A]
ACTIVITY:
“HEART” GROUP ACTIVITY
RECOMMENDED FILMS:
THE BREAKFAST CLUB
THE BIG CHILL
THE UNTOUCHABLES
THE FAST AND THE FURIOUS
REMEMBER THE TITANS
COOL RUNNINGS
LEAGUE OF THEIR OWN
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To:
Members of transplant team
From:
Dr. Richard L. Underwood
Director of Transplant Center
Since heart transplant patients far outnumber the number of
donor hearts available, which receives a new heart is a
very complicated and difficult decision.
University of Iowa Medical Center is famous for their heart
transplants.
A committee of doctors has screened all
applicants who would benefit the most from this type of
surgery.
This committee has rejected those who would
possibly not recover from the surgery or their long term
prognosis is not encouraging.
You have learned that only
six hearts will be available for immediate transplant.
You are on the hospitals final screening committee.
All of
the applicants on your list have been determined to benefit
from the transplant.
Assume each patient will be a perfect
match for the donor heart(s).
You will then share your choices with your group.
The
group will make the final decision as to the top six
recipients.
Make sure that you rank them in order from
most to least deserving of the new heart.
Each team will
then share their findings with the Director and the other
members of the hospital.
Finally you will as individuals go back to your office
and reflect on the roles your group members played in this
activity.
You will write the names of the members of your
group on a sheet of paper, which role you felt they played
in the activity and justify your findings to the Director.
15
CANDIDATES FOR HEART TRANSPLANT
CHET CULVER
PATTY JUDGE
KOBE BRYANT
OPRAH WINFREY
SAMUEL L. JACKSON
BARACK OBAMA
MICK STARCEVICH
BRUCE AUNE
SIMON COWELL
LARRY KING
MAYA ANGELOU
JOE BIDEN
LINDSAY LOHAN
NANCY GRACE
ELLEN DEGENERES
KATE GOSSELIN
BRITTANY SPEARS
HILLARY CLINTON
NANCY PELOSI
CHRIS BROWN
16
COMMUNICATION CONCEPT #2-“HUMAN
COMMUNICATION” [CHAPTER #1]
CONCEPT OBJECTIVE:
This discussion will focus on why it is important to begin
the journey into the field of communication.
LEARNING OUTCOMES:
1. The learner will understand the importance of
communication in today’s diverse culture.
ACTIVITIES:
“WHO AM I” ACTIVITY
“HOME FOR THE HOLIDAY’S” ACTIVITY
RECOMMENDED FILMS:
MYSTIC PIZZA
THE AMERICAN PRESIDENT
FRENCH KISS
HOME FOR THE HOLIDAYS
THE INSIDER
17
COMMUNICATION COMPETENCE CASE STUDY ACTIVITY
[“HOME FOR THE HOLIDAYS”]
SCENE DESCRIPTION:
This scene shows how disastrous a
holiday can be. It shows what happens
when no one understands how
communication can actually be a
hindrance to the communication process.
ASSIGNMENT:
This exercise will demonstrate your
groups abilities to examine the role
that communication competence plays in
communication. After viewing the clip,
your group will have 15 minutes to
answer the critical thinking questions
below. You will write your answers on
sheet(s) of paper and turn them in at
the end of class. The more detail you
provide will increase your groups
chances of receiving a quality
score on the activity. Do not forget
the case study analysis will form the
basis for your understanding of
concepts used in class discussions and
for tests/quizzes. So make sure each
person in the group receives the
correct answers to the critical
thinking questions.
CRITICAL THINKING QUESTIONS:
1. How were the different characteristics of communication
demonstrated in the scene. Explain.
2. Which communication misperceptions were apparent in the
scene? Be sure to explain the concepts in detail.
18
COMMUNICATION CONCEPT #3[“ETHICAL COMMUNICATION]
[CHAPTER #2]
CONCEPT OBJECTIVE:
This concept will focus on how an effective communication
climate is an essential tool in the communication process.
LEARNING OUTCOMES:
1. The learner will see the importance of ethics in the
communication process.
2. The learner will learn how the guidelines to ethical
communication
ACTIVITIES:
“ETHICAL DELIMMAS” ACTIVITY
“LIAR/LIAR” GROUP ACTIVITY
19
ETHICAL COMMUNICATION ACTIVITY(LIAR/LIAR)
SCENE DESCRIPTION:
Fletcher Reede is a fast
talking attorney and a habitual
liar. Reede’s five year old son
wishes his father could tell
the truth for just one day and his
wish comes true. During the scene
Reede’s boss calls him into a
Boardroom meeting to speak to the
Director of the partnership
committee. So let the truth begin
REQUIREMENT:
Answer the questions below. Be
sure to provide terms/define
each term and use the clip
to explain each answer. The
activity will be worth 10
points.
QUESTIONS:
1. Describe at least two ethical principles that Reede
could have used more successfully in the scene.
2. What does this scene suggest about the famous phrase,
“Honesty is always the best policy”?
20
COMMUNICATION CONCEPT #4“PERCEPTION” [CHAPTER #3]
CONCEPT OBJECTIVE:
This concept will focus on the perception process as it
relates to self-perception and the perception of others.
LEARNING OUTCOMES:
1. The learner will demonstrate understanding on how
important perceptual sets are in the communication
process. [Activity A]
2. The learner will demonstrate understanding of
stereotyping when dealing with others. [Activity B]
ACTIVITIES:
A. “HOW PERCEPTIVE ARE YOU” ACTIVITY
B. “ELF” CASE STUDY
WEB SITES:
http://racerelations.about.com/msubsterotype.htm?pid=2771??&cob=home
[site deals with stereotyping/labels]
http://mentalhelp.net/psyhelp/chap13/chap13i.htm
[site deals with self-disclosure]
21
RECOMMENDED FILMS:
WHEN HARRY MET SALLY
I’M GONNA GIT YOU SUCKA
REMEMBER THE TITANS
A WALK TO REMEMBER
SHALLOW HAL
THE NEW GUY
THE BIRDCAGE
ELF
PERCEPTION (SELF CONCEPT) ACTIVITY (ELF)
SCENE DESCRIPTION:
Buddy is a human raised from
birth by elves. He finds out that he
is not a “typical” elf
REQUIREMENT:
Answer the questions below. Be
sure to provide terms/define
each term and use the clip
to explain each answer. The
activity will be worth 10
points.
QUESTIONS:
1 Use the perception of self model to explain how the
elves shaped Buddy’s identity.
3. How is Buddy’s self-concept shaped by social
comparison?
22
COMMUNICATION CONCEPT #5:CULTURE
[LECTURE]
CONCEPT OBJECTIVE:
This concept will demonstrate to the learner that culture
permeates all aspects of the communication process
LEARNING OUTCOMES:
1. The learner will recognize value differences and
how it can affect communication. [Activity A]
2. The learner will demonstrate cultural differences and
how all communicators must factor in culture in the
communication process.
ACTIVITIES:
“AMERICAN VALUES” ACTIVITY
WEB SITES:
http://www.yforum.com
http://www.mexconnect/mex_/culxcomp.html
RECOMMENDED FILMS:
THE BIRDCAGE
BOYZ N THE HOOD
GLORY
THE JOY LUCK CLUB
23
COMMUNICATION CONCEPT #6“LISTENING”
[CHAPTER #4]
CONCEPT OBJECTIVE:
This concept will focus on why listening needs to be
considered along with verbal and nonverbal communication
LEARNING OUTCOMES:
1. The learner will recognize barriers to effective
listening.
2. The learner will develop techniques for improving
listening skills.
ACTIVITIES:
“HOMETOWN” ACTIVITY
“WHEN A MAN LOVES A WOMAN” CASE STUDY
WEB SITES:
http//www.listening.org
RECOMMENDED FILMS:
When a Man Loves a Woman
Dead Man Walking
Philadelphia
Jerry Maguire
24
LISTENING CASE STUDY ACTIVITY
[“WHEN A MAN LOVES A WOMAN”]
SCENE DESCRIPTION:
Alice (Meg Ryan) is a recovering
alcoholic,trying to return to a sober
life. During this fragile period
in her life, what she needs most from
her husband Michael (Alex Garcia) is
support and understanding. Instead,
Michael tries to analyze and solve her
problems. He is clearly more
comfortable with directive listening
responses,but she craves a reflective
empathic listener. A negative spiral
develops as the conflict escalates
into shouting,accusations and physical
confrontation.
WARNING: THIS SCENE DOES CONTAIN
PROFANITY. THE PROFANITY IS NOT MEANT
TO SHOCK,BUT IS A PART OF THE DRAMA.
IF YOU ARE OFFENDED BY THIS
LANGUAGE,YOU MAY LEAVE THE ROOM.
ASSIGNMENT:
This exercise will demonstrate your
groups ability to examine the concept
of listening as it affects the
communication process. After viewing
the clip, your group will have 15
minutes to answer the critical
thinking questions stated below.
Remember to use the technique of
term,definition,examples to answer the
questions to the best of your ability.
The activity will be worth 10 points.
CRITICAL THINKING QUESTIONS:
1. Use the reasons why we listen poorly to explain the
ineffective listening behavior of both Michael and
Alice.
2. Discuss which listening problems were effectively or
ineffectively used in the communication between Michael
and Alice.
25
COMMUNICATION CONCEPT #7-VERBAL
COMMUNICATION
[CHAPTER #5]
CONCEPT OBJECTIVE:
This concept will examine how language can be used
effectively or ineffectively in communication settings.
LEARNING OUTCOMES:
1. The learner will understand how the ambiguity of
language can affect the communication process
[Activity A]
2. The learner will use specialized language to demonstrate
effective or ineffective communication. [Activity A]
ACTIVITIES:
A. “VERBAL/NONVERBAL” GROUP ACTIVITY
WEB SITES:
http//www.intranet.csupomona.edu~jasanders/slang
RECOMMENDED FILMS:
NELL
CHILDREN OF A LESSER GOD
26
PRESENTATION #1-“VERBAL/NONVERBAL” ACTIVITY
1. Each group will develop a list of 20 slang terms.
common to state,city,town,etc.
Must be original!!!
A. 10 terms must be verbal;10 must be nonverbal
2. Place information into a PowerPoint presentation.
A. Clearly mark who produced each “new” term.
B. Term/definition/example.
3. Print a copy of the presentation.
4. Assignment is worth 60 points
5. Grading criterion:
A. Professionalism of PowerPoint slides [15 points]
1.
2.
3.
4.
Clip art?
Movement?
Background?
Description of terms
B. Completeness of assignment [5 points]
C. Presentation by each member [20 points]
1. Attribution
2. Delivery techniques
3. Proper speech flow
D. Originality/definition of terms [10 points]
E. Individual contributions to group success [10 points]
27
COMMUNICATION CONCEPT #8-NONVERBAL
COMMUNICATION [CHAPTER #6]
CONCEPT OBJECTIVE:
This concept will focus on the role that nonverbal
communication plays in the communication process.
LEARNING OUTCOMES:
1. The learner will realize the difficulties in
interpreting nonverbal communication
2. The learner will analyze nonverbal behaviors relative to
sending and receiving messages.
ACTIVITIES:
A. “HUMAN BINGO” ACTIVITY
B. “BEFORE SUNRISE” GROUP ACTIVITY
WEB SITES:
http.//www3.usal.es/~nonverbal/introduction.htm
http.//nonverbal.ucsc.edu
RECOMMENDED FILMS:
NELL
CHILDREN OF A LESSER GOD
THE PIANO
28
NONVERBAL COMMUNICATION ACTIVITY(BEFORE SUNRISE)
SCENE DESCRIPTION:
Jason and Celine meet on a train
ride from Budapest and are
immediately attracted to each other
and decide to spend the day/night
together. They stop at a music
store and go into a listening booth
to see if Celine wants to buy an
album. So they enter the booth and
the nonverbal cues commence
REQUIREMENT:
Answer the questions below. Be
sure to provide terms/define
each term and use the clip
to explain each answer. The
activity will be worth 10
points.
QUESTIONS:
1. Describe the effects of proxemics on the eye contact
between Jason and Celine.
2. How to you think these two feel about each other? What
nonverbal cues led you to this conclusion (use at least
two different types of nonverbal cues)?
29
COMMUNICATION CONCEPT #9INTERPERSONAL RELATIONSHIPS
CONCEPT OBJECTIVE:
This concept will take an in-depth look at relationships
and how it affects the communications process. This
concept will examine both dyadic and group relationships.
LEARNING OUTCOMES:
1. The learner will learn how the concept of “power”
can impact a relationship.
2. The learner will understand how honesty can affect
relationships.
3. The learner will apply the relational theory to
group communication.
ACTIVITIES:
“DISCLOSURE INVENTORY” ACTIVITY
“HONESTY” GROUP ACTIVITY
“HITCH” GROUP ACTIVITY
WEB SITES:
http://www.student.com/article/interracialdate
http://www.mancol.edu/stntlife/relcom.html
RECOMMENDED FILMS:
REALITY BITES
THE BREAKFAST CLUB
DISCLOSURE
HITCH
30
RELATIONSHIP ACTIVITY (HITCH)
SCENE DESCRIPTION:
Alex(Hitch) Hitchens is a
New York date doctor who
teaches men how to romance the
women of their dreams. Hitch’s
latest client is a “nerd” who
is trying to win the heart of a
beautiful woman (Allegra)
REQUIREMENT:
Answer the questions below. Be
sure to provide terms/define
each term and use the clip
to explain each answer. The
activity will be worth 10
points.
QUESTION:
1. How does Hitch encourage Albert to change his verbal
communication when interacting with Allegra.
31
JOURNAL RUBRIC
CRITERION
PERSONAL
EXPERIENCE
EXCELLENT
AVERAGE
Personal experience
clearly identified;
Easy to follow concept
8=Excellent
7-4=Average
3-0=Needs Work
GRAMMAR/
SPELLING
6=excellent
5-3=Average
2-0=Needs Work
STRUCTURE
All words spelled
correctly;
Grammar correct in
assignment
NEEDS
WORK
Impersonal
(no “I”)
incomplete
length
Missing
from
assignment;
not enough
detail
Words spelled
incorrectly;
Grammar errors
More than
5 spelling;
grammar
errors
(2-5 errors)
Assignment length correct; Incorrect length
proper number of terms/
(less than 1.5-2)
concepts
Not in
proper
format
7=Excellent
6-4=Average
3-1=Needs Work
SUMMARY
Structure correct;concepts
4=Excellent
explained in detail
3-2=Average
1-0=Needs Work
32
Incorrect length
of assignment
No summary