Comm414/Syll Summer2012
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CALIFORNIA STATE UNIVERSITY, LONG BEACH
COMMUNICATION STUDIES DEPARTMENT
COMM 414/SYLLABUS FOR SUMMER 2012
(CSULB, University of Edinburgh and London)
COURSE INSTRUCTOR:
OFFICE:
OFFICE HOURS:
CONTACT INFORMATION:
BeachBoard Access:
DR. VALERIE MCKAY (pronounced McK-eye)
(CSULB) AS353; (EDINBURGH & LONDON)
TBD
(CSULB) (562) 985-4301 (dept message)
vmckay@csulb.edu
MyCSULB
Course Description: A survey course emphasizing the role of communication in families;
theoretical perspectives of family interaction, current family issues, intercultural aspects of
family interaction, effects of changing career/family roles, and intergenerational interaction.
Course Goals:
1. To explore the role of communication in families in the U. S. and Scotland
2. To introduce students to the theoretical perspectives used to explain
communication and family process
3. To recognize and appreciate cultural variations in and definitions of
families and alternative family forms with an emphasis on clan family
structure
4. To aid students in becoming more informed about social, political, and
economic issues impacting contemporary families in the U. S. and
Scottish society
Course objectives:
Students should be able to demonstrate the ability to
 Distinguish between major theories used to explain communication and family process
 Articulate the normative and alternative definitions of family in our society with respect to
diversity (e.g., culture, ethnicity, lifestyle, religious beliefs, socioeconomic status, age,
sexuality, etc.)
 Discuss the political, economic, and social issues impacting families in contemporary
society
 Identify the roles and rules of family communication as well as the process(es) by which
they emerge
 Discuss the role of communication as a mediating factor in functional and dysfunctional
family interaction
 Engage in critical thinking about communication with family members, family history, and
other aspects of continuity and intergenerational family interaction
 Engage in critical thinking, oral and written communication skills through synthesis,
integration, written and oral expression of ideas and opinions
 Apply what they’re learning by completing a special assignment
Comm414/Syll Summer2012
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Required Text:
Turner, L. H. & West, R. (2006). Perspectives on family communication. San Francisco, CA:
McGraw-Hill Publishers (3rd Edition).
Required Supplemental Readings (BeachBoard “Course Documents”):
MacLean, F. (1995). Highlanders: A history of the Scottish clans. NY: Penguin
Roberson, J. (1996). Lady of the Glen: A novel of Scotland. NY: Kensington
COURSE REQUIREMENTS:
READING/HOMEWORK ASSIGNMENTS: In order to successfully accomplish the goals and objectives of
this course, students are required to complete the assigned readings and related assignments. Reading
assignments are indicated in the “Course Schedule” section of this syllabus. The reading assignments, as well
as related homework assignments will comprise the foundation for discussion during each class session.
Come prepared to thoughtfully and critically discuss your reading and homework assignments; there
will be few formal lectures given in this class. Supplemental homework assignments are described on pp.
6-8 of this course syllabus.
SPECIAL ASSIGNMENT: Students will be instructed to keep a journal during the five week course.
Information from the journal will be used as a resource for writing guided reflection papers. Also, students will
be required to prepare a portfolio of information collected during their Study Abroad Experience. These will be
prepared and presented upon our return to the United States during a reflection and presentation post-Study
Abroad opportunity (August 20, 2012).
EXAMINATIONS: In order to successfully accomplish the goals and objectives of this course, students are
required to successfully complete the midterm and final examination.
 The midterm is scheduled for Friday, July 6, 2012 (all day online “BeachBoard”).
 The final exam is scheduled for Monday, August 20, 2012 (all day online “BeachBoard”).
Examinations include multiple choice, fill-in, and matching items and are based primarily on textbook and
supplemental reading assignments. Study Guides will be posted on BeachBoard to facilitate preparation for
midterm and final exams. Use Mozilla Firefox to access on-line exams.
Comm414/Syll Summer2012
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COURSE REQUIREMENTS POINT SUMMARY:
Assignment
Content-related
Assignments
(Instructions on pp. 78)
Content
 What is family?
 Sharing a family
story
 Family roles and
rules and the
Family Map
 TV Families
 Course Reflection
Points
50 points
(5@10 pts
each)
Special Assignment
(p. 9-12)
(students’ choice)
Midterm Examination

Portfolio
50 points

50 points
(25@2pts each)
Final Examination

Objective test
covering assigned
readings
(beginning to
midterm)
Objective test
covering assigned
readings (midterm
to final)
Total
My Points Earned
50 points
(50@1pt each)
250 points*
My total is
GRADING POLICY
Final course grades will be assigned by percentiles: 225 + (A); 200-224 (B); 175-199 (C); 150-174 (D); 149
and below (F).
UNIVERSITY WITHDRAWAL POLICY
The instructor's signature on a College of Continuing and Professional Education drop form is required to drop
a credit course after the first class meeting. Instructor and department approval are required after 27% of the
course time has elapsed, at which time a 'W' will be posted on the student's transcript. The last day to submit a
withdrawal request is before the start of the final week of the course. It is the student’s responsibility to
withdraw from classes. Instructors have no obligation to withdraw students who do not attend courses and
may choose not to do so. For other key dates and deadlines, see
http://www.ccpe.csulb.edu/ContinuingEd/policies.aspx?pID=29
ATTENDANCE POLICY
This course is an elective upper division course for the Communication Studies Major. The objectives of this
Study Abroad course are designed to provide you with the knowledge, skills, and abilities necessary to
understand the role of communication in and major issues surrounding families in the U. S. and Scottish
society. In order to accomplish the goals and objectives of this Study Abroad course, regular attendance and
participation in class and field trips is essential.
Comm414/Syll Summer2012
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COURSE SCHEDULE (Approximate)
Week
Date
Topic/Assignment
1
TBD
Before class begins: Attend a local Clan gathering and begin reading
Roberson
CSULB
(9 hours)
Intro/Course Syllabus
 Overview of course syllabus
o Considering your “expectations” for the course
o Orientation to Study Abroad experience in Scotland
Reading: Ch 2: Providing a Theoretical Framework
 PowerPoint Lecture: Exploring the theory-research link in the
study of Communication in Families
 Overview of Theoretical Perspectives
o In-class group activity
Reading: Ch 1: Providing a definition of family
 Video: Defining “family”
 In-class exercise on “Defining the Family”
 Assignment #1 (Syllabus, p. 7/A-H) “Person-On-The-Street” (What
is family?)
 Assignment #1 (Syllabus, p. 7/I-Q): How is family defined in
communication research literature?
Reading: MacLean (Chs 1-5)
 Understanding Scottish clan family structure
 Assignment #1 (Syllabus, p. 7/R-Z): How are “family” and clan
structure defined in Scotland?
Reading: Ch 8: Societal influences on the family
 Television Families (Defining family in the media)
o Assignment #4 (Syllabus, p. 8): “Family” portrayals in U.
S. and Scottish media
o Analysis of “Monarchs of the Glen (BBC)” “A Man Called
Peter,” and “Flame Trees of Thika,” “Elizabeth,” “Elizabeth
R,” “Mary, Queen of Scots (1971),” “The Other Boleyn Girl”
(historical
July 6
Midterm Exam (on-line)
2
July 1619
Reading: Ch 3: Telling stories, making meaning, and creating family
identify
 (finish) Roberson, J. (1996). Lady of the Glen: A novel of
Edinburgh
Scotland
(6 hours
 Scottish Storytelling Centre (scheduled day of six hours of
instruction
instruction and workshop on the art of Scottish storytelling)
and 3
 Stories and Reminiscence
hours
Comm414/Syll Summer2012
activity for
a total of
9 hours)
5
 PowerPoint Lecture (see BeachBoard)*
 Assignment #2 (Syllabus, p. 7): Sharing a family story
 Scottish Tartans Museum
Reading: Ch 4: Communicating roles and rules
 PowerPoint Lecture (see BeachBoard)*
 Assignment #3 (Syllabus, p. 7): Our family roles/rules (thinking
map)
 Edinburgh Museum of Childhood
 Edinburgh Heritage Museum
 Peoples Story Museum
Reading: Ch 8: Government and the Family
 Edinburgh library scavenger hunt: Exploring the role of
government in Scottish family life
3
July 2326
Reading: Ch 5, Roberson (review), and MacLean (Chs 13-17):
Communicating conflict, power, and violence
 Exploring conflict, power and violence in clan family structure
Edinburgh
(6 hours
Reading: Ch 7: Family communication, stress, and stressors
instruction
 Exploring family stress and stressors on a whole new level: the
and 3
story of Mary (Queen of Scots) and Elizabeth (Queen of England)
hours
 http://www.marie-stuart.co.uk/index.htm
activity for
 MacLean (Chs **-**)
a total of
9 hours)
4
July 30Aug 2
Reading: Ch 9: Managing Challenging Dialogues:
Family Communication and Religion
 Edinburgh library scavenger hunt: Exploring the role of religion in
Edinburgh
Scottish family life
(6 hours
 Protestantism and separation from the Catholic Church will be
instruction
explored (MacLean) and connections made during our visit to
and 3
London
hours
 Mary, Queen of Scots
activity for
 Edinburgh Castle
a total of
 Hollyrood
9 hours)
 Jedburgh (home of Mary, Queen of Scots; located
southeast of Edinburgh)
 http://www.marie-stuart.co.uk/index.htm (Mary and
Elizabeth)
Comm414/Syll Summer2012
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Reading: Ch 9: Managing Challenging Dialogues:
Family Communication and Sexuality
 Progress and conversations about sexuality in Scotland (how does
it compare to the U. S. experience?)
 http://www.scotland.gov.uk/Resource/Doc/212871/0056591.pdf
 http://www.affirmationscotland.org.uk/links.htm
 http://www.stonewall.org.uk/scotland/at_home/2798.asp
(3 hours)
5 Aug 4-11
London
(3 hours)
6 Aug 20
CSULB
(3 hours)
Culminating Edinburgh Experience
 Clan Gathering and Highland Games
Exploring the political, economic, and social relationship between
England and Scotland and the effect on Scottish family life
 Roberson (Historical novel)
 MacLean (Chs 9-11)
 British Library (96 Euston Rd., London): A display focusing on the
final years of Mary Queen of Scots, during which she was prisoner
held prisoner in England. On show are recently discovered letters
and manuscripts from the archives.
 Museum of London
 Victoria and Albert Museum
 The British Museum
Course Reflections and portfolio presentations
Final Exam (on-line)
NOTE: PowerPoint Presentations will depend upon the availability of technology in Edinburgh.
Comm414/Syll Summer2012
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INSTRUCTIONS FOR COMPLETING CONTENT-RELATED ASSIGNMENTS
Content related assignments will be evaluated according to (1) your ability to integrate text readings, class
discussions, and your own experiences when answering the questions for each assignment; (2) correct paper
format and structure (following instructions, grammar, quality of writing, etc.); and (3) citing references used
according to APA format (including reference page). ALL papers will be formatted in accordance with APA
guidelines with 1” margins, 12-point font, and a title and reference page (as needed). Instructions for completing
content-related assignments are found in the following pages (p. 7-8). BeachBoard DropBox optional!
CONTENT RELATED ASSIGNMENT #1: Defining “family” (Week #1: CSULB)
This “content-related” assignment targets the following instructional objective:
 Articulate the normative and alternative definitions of family in our society with respect to diversity (e.g., culture,
ethnicity, lifestyle, religious beliefs, socioeconomic status, age, sexuality, etc.)
For this assignment, students whose last name ends in A-H are asked to interview a person-on-the-street and ask
“What is family?” In your own words, offer a description and analysis of their “definition.” Include a verbatim transcript of
your interview. Students whose last name ends in I-Q are asked to find a published research article in communication
and family, and provide a brief description of the “subjects and procedures” used for the study. Include a photocopy of the
first page only (including title and abstract) with your paper. Students whose last name ends in R-Z are asked to read
MacLean (Chs 1-5) and summarize the definition of family and clan structure in Scotland. How does the subject
description compare to the textbook definition of family? MacLean’s description of the “Clan?” We will take this
assignment one step further as we explore the Scottish family in Edinburgh during our Edinburgh Library scavenger hunts
(10points).
CONTENT RELATED ASSIGNMENT #2: Family Portrayals in the Media (Week #1: CSULB)
This “content-related” assignment targets the following instructional objective:
 Discuss the political, economic, and social issues impacting families in contemporary society
For this assignment, students are asked to read Ch 8 and select a TV series or movie about the Scottish family. Consider
what your text suggests about media portrayals of families in our society, the “decades” of TV families, and family issues
that are the focus of series episodes or movie topics. In what way(s) does your selection compare or contrast to the
characterizations that the text describes? In what way(s) do media portrayals of the Scottish family compare or contrast to
our society’s definition of family? In what way(s) does society’s definition guide media content?
CONTENT-RELATED ASSIGNMENT #3: Sharing a family story (Week #2: Edinburgh)
This “content-related” assignment targets the following instructional objective:
 Engage in critical thinking about communication with family members, family history, and other aspects of
continuity and intergenerational family interaction
For this assignment, students are asked to read Ch. 3 and then (1) ask a family member about a family story, or (2) recall
a remembered family story. In your own words, offer a description and analysis of your story by identifying and using the
“characteristics of family stories” described on p. 99 of your text (Table 3-1). We will also attend a workshop on the Art of
Scottish Storytelling at the Scotland Storytelling Centre in Edinburgh. You will have an opportunity to “share your story” at
the workshop (10 points). Your paper should include a reflection on this experience.
Comm414/Syll Summer2012
 CONTENT-RELATED ASSIGNMENT #3:
8
Our family roles/rules (Week #3 & 5: Edinburgh and London)
This “content-related” assignment targets the following instructional objectives:
 Articulate the normative and alternative definitions of family in our society with respect to diversity (e.g., culture,
ethnicity, lifestyle, religious beliefs, socioeconomic status, age, etc.)
 Identify the roles and rules of family communication as well as the process(es) by which they emerge
For this assignment, students are asked to draw from our conversations on “defining the family” (Ch 1), read Ch. 4 and
then complete a thinking map depicting their own definition of family, and their family’s roles and rules. Start with a circle
in the center of your paper and label it “ME.” From there draw other circles (faces) and identify them as family members
and create “links” to each one. You can use dotted, solid, dashed and other lines (create a “key” to your map) to define
the characteristics of your relationship with each person. Complete the assignment by writing a brief paragraph about
what you have learned by creating your “Family Map” and consider how your definition of family compares to the
normative or alternative definitions of family we have considered. We will have the opportunity to experience Scottish
family life by visiting the Museum of Childhood, Peoples Story Museum and other sites around Edinburgh that give us a
unique view of the Scottish family. Taking roles and rules to another level, we will investigate the “Royal Family” and
historical ties between England and Scotland. During our week in London, we’ll visit a few museums with artifacts from
these historical periods.
CONTENT-RELATED ASSIGNMENT #5: Course Reflections (Week #5: London)
The final content related assignment targets the following instructional objectives:
 Engage in critical thinking, oral and written communication skills through synthesis, integration, written and oral
expression of ideas and opinions
 Apply what you’ve learned by completing a “special assignment” of your choice
For this assignment, students are asked to reflect upon their experiences in this course during their Study Abroad
experience. What were your expectations coming into this class? Were these expectations met? Why? Why not? What
aspects of the course did you find to be particularly challenging? How has your understanding of family in our society and
the Scottish family evolved? What activities have been of particular importance in helping you understand your own family
and your role(s) in your family? The Scottish family? Any other topics/issues that you’d like to include? Include
information from your portfolio when relevant.
 PORTFOLIOS: Portfolios should contain a variety of resources as noted above; no more than 1/3 of your sources
should be from internet websites. Your portfolio will be evaluated on the depth and breadth of resources included
and organization of materials. I have examples of “portfolios” in my office (projects completed by students in
Comm412 (Communication and Gender) during Spring 2009 semester and students in Comm414 (Communication
in Families) during Fall 2010, Spring 2011 and Fall 2011 semester. You are welcome to look these over either
like to comment
before oron?
following our Study Abroad experience.
.