COMM 203 DEB Understanding Human

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COMM 203 DEB
Understanding Human Communication
Spring 2015 Session (14-54)
Monday, March 23 – May 16, 2015
Course Description
Communication theories and models applied to intrapersonal, interpersonal, small-group, and public
settings. Principles practiced in verbal and non-verbal forms.
Prerequisite: None
Proctored Exams: None
Textbooks
Required Textbook
Wood, Julia T. (2014), 7th Edition. Communication Mosaics: An Introduction to the Field of
Communication. USA: Thomson-Wadsworth. ISBN-13: 978-0-8400-2818-1.
Required Video
Haggis, Paul, (2005). Crash (video). You should be able to locate this video for purchase or
rental through a number of commercial sites online or local retailers.
Note: This movie is “R” rated. If you desire to view a movie other than this one, please let me
know so we can discuss an appropriate movie for this assignment.
Textbooks for the course may be ordered from MBS Direct. You can order
 online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education
rather than your home campus before selecting your class)
 by phone at 800-325-3252
For additional information about the bookstore, visit http://www.mbsbooks.com.
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Course Overview
Welcome to Understanding Human Communication (COMM 203) online. This course will focus on the
study skills and knowledge needed to better understand basic human communication. The student
will be introduced to the study of multiple communication perspectives and have a better
understanding of how communication creates, maintains, and alters the identity of individuals and
the meaning of their personal lives, and the effect of human communication in the social
environment. Students will learn how to communicate more effectively with self, family, and coworkers; in small groups, and public settings.
This course provides students with the opportunity to explore the communication process and learn
to communicate more effectively. The major goal of this course is to provide the students with the
knowledge, skills and experiences necessary to improve their communication effectiveness. Topics to
be studied include but are not limited to:
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Introduction to communication models
Perception of self
Listening
Language
Non-verbal communication
Interpersonal communication
Improving interpersonal communication
Small Groups
Group Problem Solving
Technology Requirements
Participation in this course will require the basic technology for all online classes at Columbia
College:
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A computer with reliable Internet access,
a web browser,
Acrobat Reader,
Microsoft Office or another word processor such as Open Office.
You can find more details about standard technical requirements for our courses on our site.
This course requires both audio and video recording of a speech.
Course Objectives
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To introduce the major communication theories and practices across the field of human
communication.
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To begin applying that understanding of communication process to real-life situations.
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To analyze communication situations and the communications of others.
Additional Instructor Objectives
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To help students increase personal awareness and understanding of the effect communication has on
them in all areas of their life and the effect their communication has on others.
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To assist students in analyzing and understanding the communication behavior of others.
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Measurable Learning Outcomes

Demonstrate a basic theoretical and practical knowledge of interpersonal, public, organizational,
mass and intercultural communication.
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Explain how technology influences communication.
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Learn how to be critical consumers of communication as well as being ethical communicators.
Grading
Grading Scale
GRADE
Grade Weights
POINTS
PERCENT
ASSIGNMENT
POINTS
PERCENT
A
450-500
90-100
Discussions (20)
100
20%
B
400-449
80-89
Papers (3)
150
30%
50
10%
C
350-399
70-79
Speech (1)
D
300-349
60-69
Midterm (1)
100
20%
F
0-299
0-59
Final (1)
100
20%
TOTAL
500
100%
Schedule of Due Dates
WEEK
1
2
3
4
ASSIGNMENT
POINTS
DUE DATE
Discussion #1
5
Wednesday
Discussion #2
5
Friday
Discussion #3
5
Sunday
Discussion #4
5
Wednesday
Paper #1: Communication Analysis
50
Saturday
Discussion #5
5
Sunday
Discussion #6
5
Wednesday
Discussion #7
5
Friday
Discussion #8
5
Sunday
Discussion #9
5
Wednesday
Discussion #10
5
Friday
Paper #2: Gender Frustration
50
Saturday
Midterm Exam
100
Sunday
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6
7
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Discussion #11
5
Wednesday
Discussion #12
5
Friday
Discussion #13
5
Sunday
Speech Topic/Outline
0
Sunday
Discussion #14
5
Wednesday
Discussion #15
5
Friday
Discussion #16
5
Sunday
Public Speech
50
Sunday
Discussion #17
5
Wednesday
Discussion #18
5
Friday
Paper #3: Groups
50
Saturday
Discussion #19
5
Wednesday
Discussion #20
5
Friday
100
Saturday
Final Exam
TOTAL POINTS
500
Assignment Overview
Each student is responsible for:
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Weekly reading assignments.
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Discussion postings and participation.
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Three Papers.
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One public speech presentation.
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Two exams.
Readings
All readings should be completed prior to submitting assignments or weekly discussion postings. All
graded assignments will rely upon information derived from our text readings.
Discussion postings
Discussion postings should be complete by their respective deadlines. Some weeks you will be asked
for two postings and other weeks there will be three postings. Always refer to the weekly syllabus
guidelines for proper discussion postings each assigned week. Discussion postings amount to 20% of
your final grade. Discussion postings will be graded according to the Discussion grading criteria table
(Please see Grading Criteria section below). Discussion posts are not accepted late for any reason.
Participation in class discussion is required by reading your classmates’ posts as well as the
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instructors’ responses. This means that your interaction in the discussion needs to be more than
simply posting your own answer.
Papers
Each paper will be graded according to the point system presented in the grading tables below
(please see Grading Criteria section below). Papers should be 2-3 double-spaced pages in length.
Each will be worth up to 50 points, assigned on the basis of percent of analytical and critical thinking
skills, completeness, correct spelling, correct MLA formatting, organization, citations, neatness, and
following directions. The instructor does not accept Wikipedia as a source. Work done in a previous
course, in whole or in part, will not be accepted. The instructor wants to see original work for this
class and will check for plagiarism and previous submission. Students who don’t understand
plagiarism are encouraged to take the tutorial found under Quizzes. Papers should be submitted to
the appropriate folder within the Dropbox area of the course.
Public Speech Presentation
Audience: You will need to record a 2-5 minute speech in front of a small audience (three adult
audience members at a minimum, but try to get five or more audience members to watch your
speech). If the recorded speech does not show at least three adult audience members, the speech
grade will be zero (0) points. Quickly scan your audience and then have the camera focus on you
throughout the speech.
Notes: Before you begin speaking, display your note cards close enough to the camera for me to see
them before you begin your speech. You can use up to three 4” x 6” note cards for the delivery outline
plus any for direct quotations. Do not use a laptop or full sheets of paper for your notes.
Submitting your assignment: After you have recorded the speech, upload the video to your computer
and use one of the following options to submit your assignment:

Submit files directly to CougarTrack. If you have a slow Internet connection or a file larger
than 50 Mb, this can take more than an hour.
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Upload your video to a website that is publically viewable, such as YouTube, Vimeo and
TeacherTube, and post a file with the link to the dropbox.
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Contact the instructor if you have difficulty posting your video electronically. As a last resort,
you can mail me a DVD or flash drive with your file.
Exams
There will be a midterm and a final exam, each worth 100 points. Each exam will consist of roughly
50% multiple choice questions, 30% true/false questions, and 20% short answer essays. The exams
can be accessed through the Quizzes section of the course. The exams are NOT proctored and you
may use your textbook but you will run out of time if you haven’t done the reading. The two exams
comprise 40% of your final grade.
Course Schedule
Week 1 – Introduction
This week we will look at the terms and concepts of communication and consider historical and
contemporary perspectives on communication
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Readings:
Chapters 1 and 2 of the textbook.
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Discussion:
#1. Introduce yourself in the “Introductions” topic of our class Discussion, our “virtual
classroom.” Please include profession, hobbies, interests, whether this is the first time you
have taken a course online, and any other information that can help us get to know you.
Please post by midnight Wednesday.
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#2. In the discussion, reflect on some concept presented in one of the introductory readings
(Chapters 1 & 2) that surprised you, something you had never thought about until now.
Before posting this assignment, please take a moment to reread the section in this syllabus
on Discussion Postings and the Grading Criteria above. Please post by midnight Friday.
#3. In the discussion, tell us what insights you hope to gain from this class as you learn more
about human communication. Are there particular communication situations that concern
you more than others? What are your expectations about this course due to its online
nature? In what ways do you believe this online course will be different from a traditional
on-campus communication course? Please post by midnight Sunday.
Week 2– Perception
This week we will look at the process of perception and the factors that influence our perception, including
our unique “Frame of Reference” and how verbal communication affects our lives
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Readings:
Read Chapters 3 and 4 of the textbook.
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Discussion:
#4. In the first discussion of this week, discuss what processes are involved in perceiving.
How does the self-serving bias affect the accuracy of our perceptions? Please post by
midnight Wednesday.
#5. In the second discussion of this week, select one of the following terms on which to do
some quick research. Use a search engine to research the term in order to find articles and
web sites that inform the language usage issues within that language community. In your
response, describe what you found and how it relates to this chapter. Include some URLs
of some of the sites and articles that you found. Please post by midnight Sunday.
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Adoptive Families’ Communication
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Asian American Communication
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Latino Communication
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Gender Communication
Paper #1: Communication Analysis
You will need to view the movie “Crash,” directed by Paul Haggis. After viewing the movie, you
are assigned to write a 2-3 page double-spaced paper critiquing the movie based on what
you have learned from this class so far. This critique is not a plot summary of the movie, nor
a discussion of your opinions about the movie. I am interested in an academic evaluation of
the movie in which you make connections to what you have learned in this class about
communication. Write no fewer than 2 double-spaced pages, including (1) an introduction;
(2) the body of your paper and (3) a conclusion. Highlight your thesis statement in
boldface. Follow MLA formatting with your name, etc. on the first page, upper left hand side
of the paper. Take two (2) concepts or principles, define them clearly and then apply them to
characters or situations in the movie (e.g. stereotyping, listening, perception, social roles, mind
reading, etc.). For each concept there should be a full paragraph defining and explaining
what that concept means; then make a connection to the movie in the next paragraph.
Tell me what communication strategies were effective and/or ineffective and support those
claims by citing specific concepts/principles. Be sure to cite your sources and include a
Works Cited page using the current MLA format. Due by midnight Saturday.
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If you cannot save your file as a Word, document (.doc or .docx extension), please
submit it in rich text format (.rtf).
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Style should be Times New Roman.
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The font size should be 12 pt.
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The following link has MLA Guidelines:
http://owl.english.purdue.edu/owl/resource/747/01/
Week 3 – Non-verbal communication
This week we will look at the complexities of non-verbal communication, and the power of listening.
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Readings:
Read Chapters 5 and 6 of the textbook.
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Discussion:
#6. In the first discussion of this week, answer these “Focus Questions” for chapter 5:
1.
How does non-verbal communication express cultural values?
2.
How can you improve your effectiveness in using and interpreting non-verbal
communication?
Please post by midnight Wednesday.
#7. In the second discussion for this week you will write about the non-verbal
communication in a situation comedy. Watch one episode of a situation comedy (sit-com) on
television. Take notes of the nonverbal communication used in the show. Briefly describe the
show’s main characters and their relationships then discuss the specific instances of
nonverbal communication used in the episode. Use specific vocabulary from the chapter
in your discussion. Please post by midnight Friday.
#8. For this third posting, take the listening assessment
at http://flightline.highline.edu/cneffenger/pdf/Listening_Quiz.pdf. Share your results and
anything you learn about your listening habits. Give an example of why you do (or do not)
consider yourself a good listener using the concepts covered in Chapter 6. Please post by
midnight Sunday.
Week 4 – Communication climates, cultures and social communities
This week we will look at how to create effective communication climates and the effect culture and social
communities have on communication
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Readings:
Read Chapters 7 and 8 of the textbook.
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Discussion:
#9. In the first discussion for this week, discuss the following focus question:
What kinds of communication foster defensive and supportive communication
climates? Please post by midnight Wednesday.
#10. In the second discussion for this week, discuss how the following roll play could be
rewritten to have a win-win outcome (146 - 147). After you have made comments about the
dialogue, write out a new dialogue, keeping in mind what you have learned, such as I and
You language from Chapter 4 (88-89). Please post by midnight Friday.
CONFLICT ROLE PLAY
A: You were really out of line tonight.
B: What do you mean “out of line?”
A: I mean you flirted with everyone there, that’s what.
B: (disinterested tone). Sounds to me like you have a problem, but I had a good time
tonight.
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A: Yeah, you did it at my expense. You made me feel like I wasn’t there the way you
kept deserting me at the party.
B: Gimme a break! You’re supposed to mingle at a party. I wasn’t deserting you.
You’re just too sensitive.
A: I’m not too sensitive. It’s that you are totally insensitive! That’s the problem-you, not me.
B: Well, if I’m such a problem, then maybe we shouldn’t see each other anymore.
A: Is that a threat?
B: No. It’s a statement of fact. If you’re so jealous and insecure that you can’t let me
have a little fun, then maybe we don’t belong together.
A: Yeah, and what will this be--the hundredth relationship you’ve walked out on?
Has it ever occurred to you that something’s wrong with someone who can’t keep a
relationship going for more than a few months?
B: Nothing’s wrong with me, except perhaps my lack of judgment in choosing
people to have relationships with.
A: Yeah, well that makes two of us with that problem.
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Paper 2: Gender Frustration
This assignment asks you to write about a frustration you have experienced related to the
expectations imposed upon you related to your sex (society and/or cultural expectations of a
man/woman). Some examples of this are: Men are supposed to be able to "fix" everything, or
men are not supposed to "cry." Women need to "look" a certain way and, of course,
preparing fabulous meals comes naturally. What does our society or your culture say you
should do (or not do) that, at times, frustrates you? Be sure to focus on your own sex, not
the opposite sex. After you come up with some ideas, do a little research for articles written
about the issue you have identified. If this is an issue for the larger society or a particular
culture, there are research articles available. Remember, your grade rubric for papers
includes source citations and Works Cited page.
This 2-3 page double-spaced paper is to be written in essay format with an introduction, body,
and a conclusion. The introduction should explain your frustration and have a clear thesis
statement. Be sure to highlight that thesis statement. Follow MLA formatting for papers
without a cover sheet. This paper is due by midnight Saturday.
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Font should be 12 point Times New Roman.
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Use standard one-inch margins.
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The following link has MLA Guidelines:
http://owl.english.purdue.edu/owl/resource/747/01/
Midterm Exam!
Students must take their midterm exam this week. This exam will be 50% multiple choice,
30% true/false, and 20% short answer or essay. You will have two hours to complete it. The
exam is NOT proctored and you may use your textbook.
Week 5 – Communication and personal identity, relationships
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Readings:
Read Chapters 9 and 10 of the textbook.
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Discussion:
#11. In the first discussion for this week, review the Johari Window in Figure 9.2 on page
189. First, describe each of the areas according to the textbook. Next, list three attributes
about yourself that corresponds with the open area. For the other three areas, list at least
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one item that you may potentially find out about yourself and what type of circumstances
may cause this knowledge. Please post by midnight Wednesday.
#12. In the second discussion for this week, using specific terms from the chapter, discuss
the three types of relationship dialectics and give specific examples from your personal
relationships for each type of dialectic. Please post by midnight Friday.
#13. In the third discussion for this week, think about the previous posting and discuss
which of the four ways you tend to deal with your dialectical tensions in your main personal
relationships. Please post by midnight Sunday.
Week 6 – Public speaking
This week we will look at public speaking and the application of this skill in our everyday life; we will also
examine mass media and the importance of media literacy.
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Readings:
Read Chapters 13 and 14 of the textbook.
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Discussion:
#14. In the first discussion for this week, discuss the following “Focus Questions:”
1. How can speakers enhance their credibility?
2. How can speakers manage their speaker anxiety?
#15. In the second discussion, share the topic of your speech and a basic outline. Use this
discussion topic as a “writer’s workshop” and provide peer feedback for your classmates.
Please post by midnight Friday.
#16. In your third discussion for this week, share insights you gained from the process of
performing and recording your speech. What do you think you did well? What area do you
think you need to improve on? Please post by midnight Sunday

Public Speech Presentation:
You are to give a 2 to 5 minute informative public speech using the extemporaneous style of
speaking. Choose a topic that you find interesting, one that you already know about or would
like to learn more about. Have your instructor approve of your topic and provide feedback
on your outline by submitting them to the Outline dropbox. Research this topic and have at
least two (2) references that you will cite in your speech. Present a 2- 5 minute
INFORMATIVE speech, informing your audience about your topic. Do not go over the 5 minute time limit.
THE SPEECH NEEDS TO INCLUDE:

An introduction with an attention getter, your name, why you are credible to speak
on your topic, and why your audience should listen (motivation).
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A thesis statement or main point you intend to convey.
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At least three main points, each with at least two subpoints.
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A conclusion that summarizes the main points of your speech and includes a
memorable closing line.
Please follow the instructions for submitting this assignment (page 5 of this syllabus).
Due by midnight Sunday.
Week 7 – Communication in groups, teams and organizations
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Readings:
Read Chapters 11 and 12 of the textbook.
Discussion:
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#17. In the first discussion for this week, answer these “Focus Questions” for Chapter 11.
1.
2.
What are the differences between groups and teams?
Why are groups and teams becoming increasingly popular?
Please post by midnight Wednesday.
#18. In the second discussion for this week, think of a group that you are presently a part of
or have been a part of within the last 2 years. Provide the following information about that
group and its communication (You are not required to name the group.
1.
2.
3.
Briefly describe the group for your classmates, including purpose, goals, and size of
the group and why you were a part of it.
Describe the types of communication in the group: climate, procedural, task, and
egocentric. Give specific examples of the communication used for each type. Discuss
the outcome of the group. Were the goals of the group accomplished? What were
your personal feelings about the group?
If the group work could be redone what would you change about yourself or others?
Please post by midnight Friday.
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Paper 3: Groups
Write a 2-3 page double-spaced paper in which you relate two principles covered in the text
and/or in discussion of groups or teams you’ve worked with in your life. Choose any two
concepts or ideas that we have covered in the text and/or in discussion and apply them to a
group situation in your life (not your family). In other words, take two group communication
concepts from the book (e.g. cohesion, climate, procedural, task, power structure, group
norms, limitations of groups, strength of groups), for each concept, use a full paragraph to
define and explain clearly and then apply to your own experience(s), explaining how the
group communication and/or output was affected by that real-world event. This paper is to
be written in essay format with an introduction, body, and a conclusion. Follow MLA
formatting with your name, etc. on the first page, upper left hand side of the paper. The
paper should include the following:
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Introduction - highlight the thesis statement.
A clear definition of each concept (a full paragraph) that shows you understand (be
sure to cite)
Application of each concept to your own group experiences in some way
Analysis of how that concept relates to the experience and how you might approach
a similar situation differently in the future
Conclusion (summary, concluding remarks).
Include a Works Cited page using MLA format
Font should be 12 point Times New Roman.

Use standard 1-inch margins.

The following link has MLA Guidelines:
http://owl.english.purdue.edu/owl/resource/747/01/
Due by midnight Saturday.
Week 8 – Personal and social media
This week we will look at modern communication technologies, their effect on our work and personal lives,
their advantages, controversy surrounding them, and guidelines for effective use.

Readings:
Read Chapter 15 of the textbook

Discussion:
#19. Can you share any inappropriate cell phone conversations, text messages, Facebook
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status updates or Tweets? Think of three rules for new media that everyone in this class
should follow. (At the bottom of page 322, Dr. Wood provides examples of when strangers
have disclosed private information near her while having cell phone conversations). Please
post by midnight Wednesday.
#20. In the last discussion of this class, reflect on what you have learned in the class. What
concept or information has been the most significant to you? Please post by midnight Friday.

Final Exam
Students must take their final exam between Tuesday and Saturday of this week. This exam
will be 50% multiple choice, 30% true/false, and 20% short answer essay. You will have two
hours to complete it. The final exam is NOT proctored and you may use your book.
Course Policies
Student Conduct
All Columbia College students, whether enrolled in a land-based or online course, are responsible for
behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use
Policy. Students violating these policies will be referred to the office of Student Affairs and/or the
office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the
Computer Use Policy for students can be found in the Columbia College Student Handbook. The
Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus
Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment,
and all students must adhere to the conventions of online etiquette.
Plagiarism
Your grade will be based in large part on the originality of your ideas and your written presentation
of these ideas. Presenting the words, ideas, or expression of another in any form as your own is
plagiarism. Students who fail to properly give credit for information contained in their written work
(papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For
proper citation of the original authors, you should reference the appropriate publication manual for
your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education
and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from
the College.
Collaboration conducted between students without prior permission from the instructor is
considered plagiarism and will be treated as such. Spouses and roommates taking the same course
should be particularly careful.
All required papers may be submitted for textual similarity review to Turnitin.com for the detection
of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the
purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on
the Turnitin.com site.
The instructor wants to see original work for this class and will check for plagiarism and previous
submission. Students who don’t understand plagiarism should take the tutorial found under Quizzes.
Non-Discrimination
There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation,
religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Disability Services
Students with documented disabilities who may need academic services for this course are required
to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been
cleared through the disability services office, accommodations do not have to be granted. If you are a
student who has a documented disability, it is important for you to read the entire syllabus before
enrolling in the course. The course structure or content may make an accommodation not feasible.
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Online Participation
You are expected to read the assigned texts and participate in the discussions and other course
activities each week. Assignments should be posted by the due dates stated on the grading schedule
in your syllabus. If an emergency arises that prevents you from participating in class, please let your
instructor know as soon as possible.
Attendance Policy
Attendance for a week will be counted as having submitted a course assignment for which points
have been earned during that week of the session or if the proctoring information has been
submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is
defined as the period of time between Monday and Sunday (except for Week 8, when the week and
the course will end on Saturday at midnight). The course and system deadlines are all based on the
Central Time Zone.
Cougar E-mail
All students are provided a CougarMail account when they enroll in classes at Columbia College. You
are responsible for monitoring e-mail from that account for important messages from the College and
from your instructor. You may forward your Cougar e-mail account to another account; however, the
College cannot be held responsible for breaches in security or service interruptions with other e-mail
providers.
Students should use e-mail for private messages to the instructor and other students. The class
discussions are for public messages so the class members can each see what others have to say about
any given topic and respond.
Late Assignment Policy
An online class requires regular participation and a commitment to your instructor and your
classmates to regularly engage in the reading, discussion and writing assignments. Although most of
the online communication for this course is asynchronous, you must be able to commit to the
schedule of work for the class for the next eight weeks. You must keep up with the schedule of
reading and writing to successfully complete the class.
Discussion posts are not accepted late for any reason. Please Note - If you do not post during the
scheduled time, you are not involved in the discussion.
Use the never-ending dropbox to submit a paper or speech after the deadline. Dropbox assignments
will be accepted late only under extenuating circumstances and a 25 percent late penalty will
apply. You must notify me prior to the due date (per Columbia College policy).
Course Evaluation
You will have the opportunity to evaluate the course near the end of the session. Course evaluations
will open on Sunday of Week 5 and will remain open until Thursday of Week 7. A link will be sent to
your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are
anonymous and your instructor will not be able to see them until after final grades are submitted.
Additional Resources
Orientation for New Students
This course is offered online, using course management software provided by Desire2Learn and
Columbia College. The Student Manual provides details about taking an online course. You may also
want to visit the course demonstration to view a sample course before this one opens.
Technical Support
If you have problems accessing the course or posting your assignments, contact your instructor, the
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Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available
within the online course environment.
[email protected]
[email protected]
800-231-2391 ex. 4357
877-325-7778
Online Tutoring
Smarthinking is a free online tutoring service available to all Columbia College students.
Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing.
The Writing Center can be used for writing assistance in any course.
Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study
resources, including writing manuals, sample problems, and study skills manuals. You can access the
service from wherever you have a connection to the Internet. I encourage you to take advantage of
this free service provided by the college.
Access Smarthinking through CougarTrack under Students->Academics->Academic Resources.
Grading Criteria
Discussion Postings
Criteria
Description
Points Possible
Knowledge
Shows familiarity with assigned readings
2
Expression of Ideas
Comments are complete and concise
1
Participation
Responded to at least two other postings with comments that
are insightful and thoughtful
2
Total
5
Paper Assignments
Criteria
Description
Content
How well the paper shows evidence of informed thinking.
15
Organization
How well the paper is organized, with an introduction, body and
conclusion.
15
Mechanics
How well the student uses proper spelling and grammar and follows
the assignment directions.
10
References
How well the student researches the topic, uses proper format for
citing and includes a works cited page.
10
Total
Points Possible
50
Columbia College Online Campus
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Public Speech Presentation
Criteria
Description
Content
How well the speech shows use of analytical and informed thinking;
10
Organization
How well the speech is organized (introduction, body and conclusion)
and follows the outline template provided for this assignment.
15
Delivery
How well the student prepares, practices and presents this speech
15
Mechanics
How well the student prepares notes and follows directions
10
Total
Points Possible
50
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