COMM 2330 SMALL GROUP COMMUNICATION
Course Syllabus Fall, 2008 INSTRUCTOR: Dr. Pamela Glasnapp OFFICE:
OFFICE HOURS: MW 8:00-8:50 MWF 10-11 and by appointment OFFICE PHONE: 543-4923, 543-4840
(COMMUNICATION OFFICE)
Please do not leave a message on the voice mail. If you need to reach me, send an e-mail.
e-mail: glasnapp@ucmo.edu Please indicate who you are in the subject line.
REQUIRED TEXT: Galanes, et al (2007) Effective Group Discussion: Theory and
th
Practice, 12 ed. Boston: McGraw-Hill.
This course will use Blackboard. Course documents will be posted on Blackboard, grades
will be posted on Blackboard, and we will use some of the communication features. You
should check daily for announcements concerning this class.
COURSE OVERVIEW: This
course emphasizes communicating and interacting
This course is designed to provide an introduction to group communication concepts and
principles; an understanding of group deliberation and decision making methods; an
opportunity to experience group dynamics; and a forum for the improvement of group
discussion and problem solving. The course also stresses the importance of small group
decision making and group communication in both our personal and public relationships.
This course is a requirement of the B.S.E. Speech Communication and Theatre program. Therefore it
is designed to meet the Missouri Standards for Teacher Education Program (MoSTEP) Quality
Indicators 1.2.1.1, 1.2.6.1, 1.2.7.
Conceptual Framework:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education
Program shapes teachers and other school professionals who are well grounded in theory, display competence in
content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners.
The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally
diverse population. Faculty and candidates provide support and service to schools in meeting their present and
future challenges by developing communities that learn through research and scholarly activities. Educator
preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital
profession.
Vision
Through a dedication to teaching, scholarship, collaboration, and outreach, the University of Central Missouri's
Professional Education Faculty prepare school professionals who have high expectations for P-12 student
learning, are informed decision makers, and value diversity. The UCM Teacher Education Program provides
each graduate with a foundation for a life of continued learning and professional engagement.
GENERAL STUDENT OBJECTIVES:
1
The student will be able to demonstrate his/her understanding of small group communication theory
through participation in group presentations. (MoStep Quality Indicators 1.2.1.1, 1.2.6.1)
2
The student will be able to demonstrate his/her understanding of small group behavior bydescribing that
behavior on group evaluation forms and through group journals. (MoStep QualityIndicators 1.2.1.1, 1.2.6.1)
3
The student will gain experience as an effective group participant through structured group activities and
projects.
4
The student will have an opportunity to exert leadership and/or lead group activities.
5
The student will demonstrate his/her understanding of group communication theory and practice through
written examination. (MoStep Quality Indicator 1.2.1.1)
6
The student will modify existing attitudes or develop new ones regarding working with others in group
problem solving situations. (MoStep Quality Indicators 1.2.1.1, 1.2.7)
SUMMARY OF GRADE POINTS:
Group Project 1
Group project 2
GRADING SCALE:
90% -100% A
80% -89% B
70% -79% C
60% -69% D
10%
20%
3 exams
30 %
Learning activity.
25%
Daily (attendance, homework, etc.)
15%
COURSE REQUIREMENTS:
I. GROUP PROJECTS/: For the two group projects, your assigned group will do problem-solving research and
presentations on a significant international issue. More details will be provided later.
II. EXAMS Three exams will be given.
Each exam will contain questions on material covered in class, the text
& any supplemental material used.
III. LEARNING ACTIVITIES: You are required to write six reaction papers based on learning activities we do in
class. (See syllabus for dates) We will have at least 9 learning activities. You may choose to write any 6 of
them. If you do more than 6, I will drop the lowest grades.
Learning activities are experiential activities designed to illustrate concepts and theories of group
communication. After doing the activity in class, do the following:
Write a 2-3 page, typed, double-spaced reaction in which you answer the questions below. Each question should
be addressed in well-constructed paragraphs. Learning activity papers are generally due two class periods after
the day in which the
activity occurred. In some cases, this will vary depending on other things we may have due that day. Check the
syllabus calendar as well as the calendar on BB for changes in the schedule. They are due at the beginning of
class.
Late papers will receive 20% penalty per class day (MWF).
Questions to address. Please write each separately and in this order:
1
Write a narrative in which you describe what you experienced in the learning activity. Describe what
you did, and more importantly, what reactions you had. In addition to general descriptions of the activity, you
should describe your thoughts, your feelings, your reactions to the others, etc. This question will be answered in
one or more paragraphs, written in narrative format. (between 300-400 words.)
2
Define the concept(s) that is given to you in the debriefing of the activity. I will usually give you one or
more concepts as we discuss what occurred. In addition, I will post the concepts on the announcements in
Blackboard. Use the definition from the textbook or class (be sure to use quotations for direct quotes), then
explain it in your own words. This question may be easily answered in one paragraph, beginning with a thesis
statement and then developed.(between 100-150 words).
3
Answer the application questions. Apply the concept discussed above to the class activity by answering
the questions given on BB. Be very specific in applying the concept. Please do not expect me to assume that you
see the connection, make it explicit. Be sure that you address the concept as a group-level concept, not just as an
individual-level one. (300-400 words).
Proofread for spelling and grammar. One point will be subtracted for grammar and
mechanical errors.
Below is the rubric used to grade the learning activity papers. These may be found under Learning Activity
Topics on Blackboard. Print off a rubric and attach it to each learning activity that you submit.
CRITERIA
1Narrative describing
the activity
2. Defines and explains
the assigned concept
3. Answers the
application questions
FORM:
Does not
answer the
question
Does not
understand the
concepts
Answers the
questions, but
minimally
developed.
Examples are vague.
All questions are
answered and
supported with
specific illustrations.
15-16-17
Answers the
question but
does not
support the
answer with
examples
18-19
0-14
20-22
23-25
0-11
12-13
14-15
16-17
18-20
0-14
15-16-17
18-19
20-22
23-25
30
IV. TAKE-HOME QUIZZES The take-home quizzes are designed to encourage you to read the chapters prior to
our class discussion of them. This will help you understand the discussion more completely, and studying
for each exam will be much less painful!
There are take-home quizzes for ten specific chapters, due on specific days. Each quiz
will be worth 10 points, and each is due at the beginning of class. I do not accept late take-home quizzes.
You can receive up to 100 quiz points for excellent performance on the take-home
quizzes. At the end of the semester, I will substitute the percentage of your quizzes for ONE of your test grades
(based on which test is the lowest.) You still must take each test.
If you use the wording in text, acknowledge with quotations marks and the page number.
You should do as much as possible in your own words.
Questions for take-home quizzes will be posted on Blackboard.
V. DAILY: attendance, homework, class work, etc.
GROUP PLANNING DAYS AND PRESENTATION DAYS: If you miss one of these
days without a documented excuse, you will be penalized 2% of the total grade per day.
REGULAR CLASS DAYS: If you miss more than 2 regular class days that are not
documented and excused, you will be penalized 1 percept of the total grade per day.
Although the percentage allotted for daily and attendance is 15%, students who continue
to miss classes that are unexcused and documented after they have reached a “0” from these points may still
continue to be penalized the points as described above.
TARDIES. All of the activities in this class involve group work. Students who enter
class late disrupt the activities and inhibit effective group planning. Therefore, two tardies will
become one unexcused absence. Please plan to arrive on campus with ample time to find parking,
etc.
INSTRUCTIONAL POLICIES AND EXPECTATIONS:
RESPECT: for self, for other students, and for the instructor!
1. Attendance and Participation
Excused absences consist of only the following: (1) personal illness, (2) death or serious illness of very close
family member, (3) school-sponsored trip, (4) a religious holiday which you are required to observe. All
excused absences must be documented and are at the discretion of the instructor.
a.
If you miss an exam you may make it up if (1) you have a documented, legitimate excused
absence, AND (2) you have called and arranged to make up the test within one class period after the test.
Students who arrive late to class when a quiz is given normally will not be allowed to take it later.
b.
Attendance is absolutely required on group performance days, as no practical means exists for
making up a group assignment. As noted above, you also are required to attend on days that other groups are
participating.
c.
Students should come to class prepared to participate in class discussions, with reading and/or
homework completed.
d.
In this class you will be involved in two major group projects which will require meeting outside
of class. If you cannot spare the time to meet with your group as the need arises, then this course is not for you,
as part of your grade will be determined by your outside group participation, as determined by instructor and
peer evaluation.
e.
Participation in groups requires tolerance and cooperation; successful groups find ways to
overcome individual differences and difficulties in meeting, etc. Students are expected to work within groups to
iron out such differences or other conflicts, learning to treat each other's ideas with respect. Controversial topics
most certainly will be discussed from time to time. Student are encouraged to express their personal opinion,
but are expected to restrain themselves from personal attacks on individuals.
TURN OFF ALL ELECTRONIC DEVICES BEFORE ENTERING THE CLASSROOM. Setting it
to ‘vibrate’ is NOT off! Use of cell phones for calls or text messaging or any other personal electronic device is
not permitted during class. Such devices are considered a distraction to the other students and to the teacher and
will be dealt with as described in the faculty handbook. The teacher has the right to ask students using any of
these devices to leave the classroom and not return until having a conference with the teacher and/or the
department chair.
2. Academic Honesty Cheating and plagiarism are not tolerated in this class and may lead to course failure:
a.
Cheating and plagiarism are defined in the student handbook; cheating also involves theft of
academic materials, such as quizzes or exams; plagiarism also includes incorrectly cited paraphrases and
quotations, as well as copied work.
b.
Suspected cases of cheating and plagiarism will be handled according to the steps outlined in the
Student Handbook.
3. General Information on Assignments and Grading
a.
Major assignments include two group projects/presentations and three exams; any student who
fails to complete any of these risks failing the course.
b.
Assignments should be typed (unless otherwise stated) and written in Standard English.
Assignments not typed will be penalized 20%.
c. Assignments turned in late will be penalized 20% per class day (MWF) unless a legitimate and
documented excuse is provided, and at the discretion of the instructor.
Because they are optional assignments, I do not accept late take-home quizzes.
Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick
Library's website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk: Phone: 543 4154 Email:
reference@libserv.ucmo.edu AIM: JCKLReference RefChat: http://library.ucmo.edu/chat
Early Alert: As part of Central’s commitment to building a positive, student-centered learning community that supports the success of
every student, I am participating in the UCM Early Alert Program.
Important Student Website: www.ucmo.edu/who_can_help. This site lists all available support services and tutoring programs on campus
The Learning Services Center: The AE Learning Center provides multiple opportunities for all students to meet the challenges of college
level coursework. The Learning Center offers a relaxed, informal setting for all UCM students, faculty, and staff to study, get
individualized help, or find resources. No appointments are necessary and The Learning Center resources are available
free of charge.
Accessibility Services: Students who have disabilities that will affect their performance in this class must contact Barbara
Mayfield in the Office of Accessibility Services. Accommodations will be made according to her approval and
recommendations. This must be done the first two weeks of class. The Office of Accessibility Services provides academic
accommodations to Central students with disabilities as defined by the ADA. Students must provide verification of their
disability. The coordinator will determine reasonable appropriate accommodations on a case by case basis. Call or visit OAS,
Monday through Friday, 8:00 a.m. to 5:00 p.m. at Union 220, voice/TDD 660-5433-4421, or see HTTP.
ASSESSING OUR PROGRAMS:
Even the best can improve, which is exactly what we plan to do through program assessment. All students must participate in
order to graduate. Specific dates, times, and locations will be announced, although the program assessment will occur your
last semester before you graduate.
IF YOUR MAJOR IS:
Mass or Speech Comm, B.A.
Speech Comm., B.S.
Organizational Comm.
Journalism, B.S.
Public Relations, B.S.
Broadcast and Film, B.S.
THEN YOUR ASSESSMENT IS:
Formal presentation
Exit interview/resume
Portfolio and knowledge test
Portfolio
Portfolio
Portfolio/resume/Reel and Exam
Tentative
Schedul