COMM 301: Group Communication
Spring 2014
“Never doubt that a small group of thoughtful committed citizens can change the world; indeed,
it’s the only thing that ever has.” – Margaret Mead
Course Outline
Instructor:
Class Time:
Classroom:
Office Hours:
Office Location:
E-mail:
Dr. Jessica Akey
MWF 11:00-11:50 AM
Thompson W231
MWF 12:00-1:00; Tues 12:30-2:30 & by appt.
314A McEwen Hall
akey@fredonia.edu
Required Materials:
There is one required text for this course and you are responsible for every reading as
documented on the course schedule. I will post additional readings that supplement various
communication theories on ANGEL. These readings may help you better understand class topics.
Engleberg, I. N., & Wynn, D. R. (2013). Working in groups. Upper Saddle River, NJ: Pearson.
Course Description and Objectives: This is a course in Communication Studies. The
Communication Studies major stresses critical thinking regarding how reality is created and
maintained through communication practices. It also addresses appropriate and effective
participation within relationships and in the personal, public, and professional spheres. This
course is designed to acquaint you with the ways that group communication both contributes to,
and inhibits, effective group problem-solving and decision-making performance.
The ability to effectively communicate in groups is important in both professional and social
contexts. The purpose of this course is to empower you with the theory, the techniques, and the
practical skills essential to effective group communication and participation. We will focus on
the principles and processes of groups and the development of skills for participation and
leadership in group settings. The overarching goal of the course is to provide you with the
knowledge and skills necessary to function as competent members of task-oriented groups. The
course seeks to attain this goal by blending lectures and classroom exercises to provide an
opportunity for you to put what you learn into practice while you are learning it.
Course Goals:
Students who successfully complete this course will be able to:
1. Identify and describe motivations for member participation in groups, phases in group
development, and roles and role emergence in groups.
2. Use meeting management and facilitation techniques to organize, plan, conduct, and
evaluate a conference, workshop, or small group meeting.
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3. Identify and apply group theory to analyze groups in private and public settings.
4. Identify and demonstrate leadership skills in small group and team environments.
5. Identify and demonstrate techniques and skills for developing and maintaining a
supportive climate in a group.
6. Demonstrate effective communication skills in a group.
7. Identify and use conflict management strategies in a group.
8. Working as a group, identify, research, analyze, and resolve a problem related to social
scientific theories and principles.
Communication Department Student Learning Outcomes 1 - 6:
1. Students will understand, evaluate, and communicate creatively – within and across
technically culturally diverse systems – in ways that responsibly confirm the value of all
system members.
2. Students will evaluate and creatively consider communication locally, globally, and
historically through perspectives relevant to their specific major.
3. Students will extend and apply skills and knowledge to create community connections
beyond the university that foster professional, civic, and developmental engagement.
4. Students will understand and apply ethical principles to the practice of communication in
research, interactions, and creative processes in diverse social, cultural, and professional
spheres.
5. Students will develop and implement creative, knowledge-based solutions across a
variety of communication contexts within and beyond the university.
6. Students will forge connections between the skills and knowledge acquired in their
communication major with their lives and careers beyond the baccalaureate.
Course Format: Class periods will consist of lectures, discussion, and in-class activities. The
course format emphasizes active participation, critical analysis, and the free exchange of ideas.
Assigned readings should be completed PRIOR to each class.
Course Requirements and Assessment: In order to achieve the above course goals and learning
outcomes, the following assignments and policies have been set for the course:
1. Campus group/organization paper: Your mission: to infiltrate a campus group or
organization (list found here: http://www.fredonia.edu/sa/groups/groups.htm). Attend at
least 2 meetings/events and write a report of how that group functions, its objectives, its
norms and culture, and a description of the group structure and dynamics. This cannot be
a group to which you already belong. See Appendix A for more details.
2. Film analysis paper: Your group will analyze a movie that focuses on a small group and
their communication behavior. You will write a short paper analyzing it. See Appendix B.
3. Group video project: Each group will choose a group communication problem and
produce a 10-15 minute instructional video that (a) illustrates the problem, and (b)
demonstrates how that problem can be effectively dealt with. For example, your group
might produce a video that shows how an overly aggressive group member can hinder the
group, and then show how the group can deal with this aggressive group member in a
way that facilitates group effectiveness. Your group will present its video to the rest of
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the class at the end of the semester.
While MOST of the video must include original material produced by your group,
it can be supplemented with existing material (i.e. television programs or commercial
videos) provided proper credit is given to the source(s) of the pre-recorded material. The
following criteria will be employed in grading your instructional video:
(a) How well does the video explain/define the group problem?
(b) How well does the video illustrate the problem and its harmful effects on
group effectiveness?
(c) How well does the video illustrate an appropriate solution to the problem?
(d) How well does the video illustrate the positive consequences of the solution to
the problem?
(e) How well organized, clear, and creative is the video?
*See Appendix C for valuable questions that should guide this project.
4. Group paper: Additionally, there is a written portion of the project – an assessment of
the concepts demonstrated within your group interactions while completing the project.
See Appendix D.
5. Peer evaluation: Each student will evaluate, and be evaluated by his/her group members
using Beebe and Barge's (1999) "Competent Group Communicator" evaluation form.
This standardized form provides evaluation scores for individual members, as well as for
the group as a whole.
6. Exams: You are required to take 2 exams (non cumulative) – 1 midterm (3/14 in class)
and 1 final (5/16 8:30-10:30). Exams items can be taken from class lecture, course
readings, and in-class activities and discussions. The exams will be primarily objective
(multiple-choice, true-false) and are written to measure comprehension and ability to
apply concepts and to synthesize ideas from texts and lectures. You must be present at
exams and there are no make-ups unless you have instructor permission. The class prior
to each exam we will hold a review. This will allow you to ask me questions of the
material covered in class or in the readings.
Grading: The course requirements above will be graded on 100 point scales and be worth the
following proportions of your grade:
 Campus group/organization paper – 10%
 Film analysis paper – 5%
 Group video project – 15%
 Group paper – 15%
 Peer evaluation – 5%
 Midterm exam – 20%
 Final Exam - 20%
 Attendance/Participation – 10%
Expectations:
1. Level of difficulty: Students in this class will be engaging in assigned activities (both
individual and group) within the first several weeks of the semester so plan on hitting the
ground running. Also expect to meet and work REGULARLY with your group
outside of class. Make time in your schedule to allow for this. If you cannot accomplish
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this to the standards required by the course and established by your group, you should retake the course at a time when this is possible.
2. Attendance: Attendance is required. To benefit from the concepts and discussions in this
course, and to benefit your group, it is essential that you regularly and actively
participate.
3. ANGEL Function: All readings, important updates, and a copy of this syllabus will be
posted on ANGEL. Additionally, students can keep track of their progress through the
ANGEL Grading function. Students are expected to raise any grade disputes to the
instructor in a timely manner (i.e., ask questions about your grades when they are given).
Makeup Policy: If an exam or assignment conflicts with religious observance or formal
participation in scheduled activities of an officially recognized college group, you should notify
me as soon as possible. Contacting me sooner rather than later helps your credibility and gives
me more flexibility for scheduling a make-up. If you request a make-up or extension, be
prepared to provide written documentation of your excuse, including a phone number I may call
to verify information. Makeup exams will only be given in extreme emergencies, and at the
instructor’s discretion.
Norms of Civility: Arrive on time and stay for the entire class period; keep an alert and
enthusiastic presence; pay attention to course material rather than other distractions; listen
supportively and attentively – speaking one at a time and helping others stay focused.
Many of us are irresistibly drawn to our hand-held devices. If this is the case for you, make it
invisible – put it away and turn it off. Engaging in a distracting activity during class time (such
as texting) will result in the equivalence of 1 absence.
Department of Communication Ethical and Professional Standards
The faculty of the SUNY Fredonia Department of Communication encourages projects and
behaviors that are undertaken with thoughtful respect and consideration for others. We support
and encourage work that is both ethical and enriching to the students’ community and to personal
and professional relationships.
The Department of Communication at SUNY Fredonia advocates the following standards of
behavior for all students:
1.
2.
3.
4.
5.
Academic honesty is expected.
Attendance is expected at all class-related meetings.
Punctuality is expected for all class- and department-related meetings.
Courteous classroom behaviors should be enacted at all times.
A respectful classroom environment should be maintained for classmates and
instructors, regardless of differing viewpoints.
6. All university/department equipment or properties should be used with care and
respect.
7. The campus sustainability policy, should be supported by using department and other
resources responsibly.
8. Cell phones should be turned off during all class meetings.
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9. Laptops are a potential distraction in the classroom and in some classes may be allowed
only to accommodate students with documented disabilities.
10. E-mail communications should use standard professional formatting.
11. A minimum of three hours of study time should be devoted for each in-class or credit
hour.
Examples/explanations of these standards can be viewed at
http://www.fredonia.edu/department/communication/standards.asp
Statement on Academic Integrity: Compliance with strict standards of academic honesty is
expected. Academic misconduct/plagiarism will not be tolerated and may be grounds for failure
of a course and suspension or dismissal from the university. Note that plagiarism is the failure to
correctly site/reference any ideas or words that are not originally your own; you should always
reference the sources of your information. Plagiarism also includes the using others' (or sharing
your own) essays, quizzes, etc., as well as the use of pre-written, purchased or downloaded
materials. Please review the SUNY Fredonia Academic Integrity Policy at
http://www.fredonia.edu/catalog/4442.htm
Any claim of ignorance of the rules of academic integrity by any student is unacceptable.
Appendix A: Campus Group/Organization Paper
Your mission: To infiltrate a campus group or organization.
Requirements:
Attend at least 2 meetings/events and write a report of how that group functions, its objectives,
its norms and culture, and a description of the group structure and dynamics.
Specifics:
Paper should be a minimum of 5 pages in length, making sure to document the following
characteristics for defining a group:
1. Group Size
2. Interdependence of Members
3. Group Identity
4. Group Goals
5. Group Structure
Additionally, report on what you perceive to be the group’s norms, their task and relational
dimensions, what you notice about members’ verbal and nonverbal communication patterns, and
describe the group’s communication network (using a diagram if possible).
*Please make sure that you observe the Department’s ethical policies, as well demonstrate
ethical behavior in contacting and interacting with your selected group. When referencing
individual group members please indicate by role (i.e. President) or a pseudonym (changed
name).
References: Please make sure to cite using APA format if you decide to quote directly from the
text or if you cite any information taken from another source.
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Appendix B: Film Analysis Paper
Overview:
As a group, you are to get together outside of class and watch a movie in which the main
characters form a group. The movie choice is up to you. Please run the movie by me first for
approval.
Afterwards you should discuss the film with particular attention paid to group communication
concepts and dynamics. Each group will hand in a short paper (min. 4 pages) that details your
analysis.
Specifically:
 Include a brief synopsis of the film.
 Provide the characteristics of the group – including size, structure, goals (shared
purpose), identity, interdependence of members, boundaries.
 How is this group related relationally? How do they come together?
 How could this group’s archetype be defined?
 Describe the group’s norms and culture.
 Additional details (when relative) may include:
o What communication networks exist within the group? Is there a gatekeeper of
information? Are there certain members (nodes) who are more “central” than
others?
o Is there a leader? How does s/he develop as such and describe the leadership
style.
o Any social loafers?
o Are there phases in group development that are especially relevant or focused
upon in the film?
o Any noticeable communicator styles or personalities? How does this affect the
group?
o Does conflict arise? If so, how is it handled?
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Appendix C: Questions to consider for the Group Video Project
Problem Selection:
1. Identify problem: What concerns do you generally have about group work? What
problems have you learned, experienced, or read about?
2. Research the problem: Decide what kinds of sources you need to look at to answer the
following questions. What is the current state of this problem? Who else has tried to
address it? What did they do? What is still missing and needs to be done?
Problem Analysis:
1. Analyze your question by gathering information (research) on the problem and possible
solutions. You will need to delegate research tasks, gather information, and then come
back together to share the information you found. Consider the following questions in
your analysis.
 What examples do we have that this is a problem?
 How often is this a problem?
 What is the significance of this problem?
 What is causing this problem?
 What solutions have other people recommended?
 What solutions have been tried in the past?
 What creative solutions can we come to as a group?
*You should analyze your problem before deciding on a solution.
Problem Implementation:
1. What needs to happen in order to implement this solution? What kinds of resources are
needed? What obstacles do you think might make it difficult to implement this solution?
Appendix D: Group Paper
As taken from the syllabus: “written portion of the project – an assessment of the concepts
demonstrated within your group interactions while completing the project.”
This should include: group meeting minutes, goal objectives, a project essay, an outline,
identification of group norms and culture, description of group structure and dynamics, and a
research bibliography. The paper must be correctly cited (using APA guidelines) and
demonstrate critical analysis and application of topics studied within group communication.
Although this is not a traditional ‘research paper’, you should use at least 3 sources beyond the
textbook to obtain additional information. Citations must be in APA style. A ‘model’ APA
paper will be provided for reference. Please take a look at these cites for more details on APA:
http://www.apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/
This paper will be due by Monday May 5, 2014 at 11:00 am. You will provide a hard copy for
the professor in class. There is not a required page length, all of the below must be included in
the final hard copy, in the order listed.
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Description of requirements:
Group meeting minutes: I want copies of any meeting agendas and meeting minutes taken each
time you meet as a group for work towards the final project. These can be as formal or informal
as your group chooses. This work will be compiled during your work on the final project.
Goal objectives: This can be a numbered or bulleted list of your goals as a group. May or may
not involve deadline dates i.e. timeline. This work will be compiled during your work on the final
project.
Project essay: Provide a description of what your video proposes to do and why it is important.
Think of this as your “pitch” if you were asking someone to fund your video. This work will be
compiled during your work on the final project.
Outline: The format of this can vary but what I want to see is a written or otherwise visual plan
of what will take place in your video. This work will be compiled during your work on the final
project.
Group structure & dynamics: What were the roles performed by each group member (both
formal and informal)? Did a leader emerge? Was there intergroup conflict? If so, how was it
resolved? What did the communication network of your group look like? This work will be done
towards the end of the final project.
Group norms & culture: What patterns of behavior developed within your group and amongst
group members? What role did the various backgrounds of group members play? Did this group
bond relationally? How would you define the identity of this group? This work will be done
towards the end of the final project.
Self-assessment: Once you have presented your video to the class I want you to reflect on how it
went and assess how well you think you did. What, if anything, could have been done differently
and/or better? This work will be completed after you have presented your final project.
Research bibliography: Looks like a works cited/reference/bibliography page in APA format,
followed by a short paragraph describing each source. This work will be compiled during your
work on the final project.
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