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CRS 347 Mindful Communication Skills
[Previous title/number: CRS 360 Communication and Contemplative Engagement]
Fall 2015 Syllabus / Tuesdays & Thursdays 3:30-4:50
PROFESSOR
Dr. Diane Grimes
Phone: 443-5136
Office: 101 Sims
E-mail: dsgrimes@syr.edu
OFFICE HOURS:
Tuesday /Thursday 2:00-3:00, by appointment or by email
REQUIRED READING:
Dan Huston’s Communicating Mindfully is available in the SU bookstore. Additional
required readings available as pdfs on BlackBoard.
*I will put the textbook on 2-hour reserve at MLK Library on the 2nd floor of Sims.
ALSO REQUIRED: You must be willing to check BlackBoard and your Syracuse
e-mail account often for this class. I will post official class information to BlackBoard or
send it via e-mail whenever necessary.
The student's final course grade is based on the following 100 points*:
Attendance …………………………………………………………………………….10%
Reading Notes (10 @ 3% each)………………………………………….…………….30%
Question/Comments (1 @ 1%)………………………………………………...………01%
Practice and Reflection journals (11 @ 4% each)……..…………..……..………........44%
Benefit or practice sharing…... ………...………………………………...……………05%
Creative assignment……………………………………………………………………04%
Final Portfolio and Reflection...…………………………………………………….…06%
Extra credit: Ch 7 RN or Contemplative Crossing Paper………….…………………..03%
*Word to the wise: The 100 point system makes it easy to be aware of the consequences
of your decisions. Assume that any three points missed (i.e., a set of reading notes), will
drop your course grade a letter step (i.e., from B to B -).
*Word to the wise II: In this class, if you show up and do your work, you can control
your grade (i.e. no exams where you are not sure how well you will do; no required
group projects; no term paper). However, there is work for the class every day. Think
about whether that is a format you enjoy and will succeed with.
COURSE OBJECTIVES:
 To expose you intellectually and experientially to contemplative practices
 To learn about the benefits of contemplative practice
 To consider the relation between contemplation skills and communication skills
 To communicate your understandings by engaging with others.
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This is not a religion course, nor is it a course in Buddhism. People of many religions
(and none) practice meditation. I have particular meditation backgrounds that I draw on
more frequently than other contemplative traditions. However, you will have an
opportunity to explore other traditions. Please see Dr. Grimes if you have concerns.
PROCEDURAL ISSUES:
Assignments:
Pay attention to when assignments are due and their format. Submit work on time and as
directed or I will not accept it (however, if you are absent you may email your work).
Other Important Notes:
You will not need shoes, jacket, backpack, electronic devices, so secure these in the
closets before entering the space. Also silence and secure your phone in the closets. Bring
your paper & pen, journal, reading(s) and reading notes and place neatly beside your
meditation cushion.
Dress comfortably (every class day) for yoga and cross-legged sitting.
Come as you are policy: To allow us a flexible class time schedule, on any given day you
should be prepared to discuss your sitting, relaxation and/or connecting practices and to
share a journal entry. Please have one ready to share should you be called on.
Failure to complete/participate fully in any assignment will result in an "F" for the
course. There are no optional assignments in this class. All assignments are designed to
work together to help you understand the course material.
If you miss on-time submittal of more than three Journals or three Reading Notes, please
drop or withdraw from the class.
Finally, let us practice resilience (meaning returning to a steady state after a disturbance).
If you are a student who will be told “no” rarely, don’t let one “no” bother you or create
resentment as it won’t greatly affect your overall grade. If you a student who is told “no”
frequently, that is feedback to either change your behavior or drop the class.
See syllabus pages 9-11 for information on 1) Religious observance accommodations,
2) Disability accommodations, 3) Use of student work, and 4) Academic integrity.
ASSIGNMENTS
Attendance (10%)
Tl;dr
Attend all classes. Be on time. Stay alert. Don’t wander. Be prepared. Participate.
I do not distinguish between excused and unexcused absences.
Full version
If you do not attend, you will miss a lot, including the opportunity to share your insights
and experiences with the class and learn from those of your classmates. It would also hurt
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you in terms of developing a shared set of ideas and arguments, and the class in terms of
developing trust and openness.
PLEASE NOTE: I do not distinguish between excused and unexcused absences.
If you know you will miss more than 3 classes, this may not be the class for you.
Arrive early for class so we can be focused and unrushed. You need to be sitting on your
cushion when I take roll. Do not leave our room after class begins. Each late arrival or
early departure will lower your attendance grade, more if you are very late /leave very
early. The door will be unlocked during yoga, but closed during meditation. You should
meditate (not chat!) in the hall and enter after sitting. YOU are responsible for letting me
know if you arrive late; otherwise you may be counted absent.
Attendance will be graded as follows
0 absences AND 0-1 late
10 points (A+)
1 absence
9.5
(A)
2 absences
8.5
(B)
3 absences
7.8
(C+)
4 absences
6.5
(D)
5 absences
0.0
(zero in attendance)
6 absences
You will FAIL the COURSE based on
attendance and should drop or withdraw
If you are not prepared (readings done; reading notes ready) or are not participating
(chatting or giggling, you don’t participate in yoga, discussion or activities, you are not
listening or are dominating the conversation), I will ask you to leave and you will be
counted absent.
It will also be helpful to be diligent about your practices outside of class so that you will
have a proper mind-set when you meditate and interact in class.
Reading Notes (RNs) and Questions/Comments (Q/Cs) (31%)
Before each meeting, do the reading and make notes or Q/Cs using the formats given
below. Bring a completed typed copy to class (except for the post discussion reflection
question). You will use these in a full class discussion or in a discussion group which will
loosely follow a Learning Though Discussion format. Your reading notes and Q/Cs will
also provide a convenient place to write additional notes as you discuss. At the end of the
discussion you may have time to reflect and write. After class I will take the notes or
Q/Cs up, give feedback (& grade using check plus, check, check minus), and return them.
Since the notes and Q/Cs lose their relevance when they are not ready before the
discussion (because they don’t contribute to your or the class/group’s insight on that
reading), I do not accept them late.
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Instructions for Questions /Comments (Q/Cs)
Read carefully. Type your Q/Cs. Write article citation (author/title of article only).
Write at least one question you have about the reading. Then write at least one
comment you have about the reading (for example, a favorite quote or an opinion
about the argument). Write three Q/Cs total (in other words, the third Q/C may be
a question OR comment). Be prepared to discuss these in class. Be prepared to
write an individual reflection about the discussion at the end of class.
Questions for Reading Notes
PART 1: SUMMARY
1) Reading information (author and article/chapter [not the book] title only)
2) What does the author argue? (2-3 sentences)
3) Brief outline of the entire chapter. More detail on areas you wish to discuss (1 page).
PART 2: RESPONSE (Answer both.)
1) What within the reading resonated with you or made you uncomfortable? Why?
2) What do you have a question about? / What had you not thought of before?
3) PART 3: RELATION (Choose one.)
1) Draw connections between this article and yourself.
2) Draw connections between this reading and another work (another article from this
class, a discussion from a different course, a TV show/movie/advertisement, etc.)
Bonus: Favorite quote?
PART 4: After discussion [we will do this part in class, when we have time]
What is your sense now of the readings now? Has your reaction changed?
Your responses do not need to be lengthy, but they need to be thoughtful and reflect a
close reading of the article.
Practice and Reflection Journals (11 x 4 = 44%)
Your journal is a crucial opportunity to self-reflect on your experience with
contemplative practices, to notice the range of responses you have, and to see changes
over time. You are primarily writing it for yourself, rather than for me.
Please see detailed Journal instructions & resources pages 12-14 of this syllabus.
Benefit or Practice Sharing (5%)
In the latter weeks of the course, each person will have class time to share a benefit of
meditation or a meditation practice that they are interested in. You will have 5-7 minutes
to present. The more active and engaging your “sharing,” the better. There will be time
for class discussion after the “sharings” for the day have been presented.
During weeks 7-9, students will present on the benefits of meditation. I can assign you an
article to report on or you can research on your own.
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During Weeks 10-13 students will present on a practice (this could be meditation, a
connecting practice, or a relaxation practice. It could be a practice you do at home, or one
you have researched). You could present /explain it, or lead the class in doing it.
Creative assignment (4%)
Explore your understanding of course material by creating something: a poem, image,
story, photograph, collage, song, interpretive dance, drawing, video. . . We will share
with the class and this will become part of your portfolio.
Final Portfolio and Reflection (6%)
As the semester begins, get a 3-ring binder or folder with five labeled sections or pockets
(NOT a single folder). Keep your work from the class (that means original work with my
comments on it, not copies). Organize as follows: Your name & table of contents, then 1)
Revised Creative Work, 2) Additional Creative Work,* 3) Journals (in order), 4) Reading
Notes (in order), 5) Benefit or practice sharing, and 6) Final Reflection.**
*As the semester progresses, keep creative work done in or out of class in this section
(poems, photographs, drawings, your Creative Assignment). Choose 2 or 3 of the items
and develop or revise them. Get feedback from a classmate or me and give feedback to
help your classmates. Put the revised creative work in Section 1 of your Portfolio.
**Look over each item in your portfolio, reflect on it and on the semester as a whole,
changes you noticed in yourself or others, important things you learned. What surprised
you? What was difficult? What came easy? Be specific about what you learned. Have
you changed (if so, how)? What do you think will stay with you from this class? Write a
thorough and thoughtful (1-2 page) Final Reflection on the class.
Extra Credit: Contemplative crossing paper (03%)
A contemplative crossing is an out-of-class activity that encourages you to get out of your
contemplative “comfort zone.” Examples include formal sitting opportunities (Hendricks
Chapel or the Zen Center), a contemplative campus lecture or event. Each person will
differ in what counts as a contemplative crossing activity for them (check with me).
You will need to prove your participation in the contemplative event that you write about.
Instructions and the form are on BlackBoard.
Course schedule
General plan:
Tuesdays for yoga, sitting, discussion and practice (journals due Tuesdays)
(Share journals, lectio, discuss our practice, in-class activities)
Thursdays for yoga, sitting, readings/study (reading notes due Thursdays)
(Readings and notes, lecture and discussion)
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Tentative Daily Schedule
In class activities
Prepare before class
Week 1
9/1
Tue: enter in silence and sit (each day)
Try it: Pass out Zen Q/A
Meditate / Ask questions
Assign sitting for Wed., yoga for Thu.
Lectio (WNE Ch 1)
Sit (meditate) Wednesday at home and be ready to discuss your experience
9/3
Thu: Yoga
Explain/practice procedures and Sit. Discuss.
Introduction to course
Reread ZenQ/A
Q/C 1 due
Daily sitting (from now on every day)
Week 2
9/8
Tue: Yoga & sit
Discuss, ask questions about practice
Discuss syllabus
QUIZ on syllabus
[If time] Clip: “Aren’t you supposed…
9/10
Thu: Yoga and sit
Discuss reading
Week 3
9/15 Tue: Yoga & sit
Share journals
Discuss Tree of Contemplative Practices
Lectio (WNE Ch 2)
9/17
Thu: Yoga and sit
Discuss Meditation, Mindfulness…
Week 4
9/22 Tue: Yoga & sit
Lectio (WNE Ch 3)
Journal sharing
9/24
Thu: Yoga and sit
Discuss This is your brain on meditation
Read syllabus
Study for quiz
Journal 1 due
Read WNE Ch 4
RN 1 due
Journal 2 due
Read Tree
Explore BB. Compare w/ Tree
Watch Meditation, Mindfulness
and Spirituality RN 2 due
Journal 3 due
Read This is your brain on meditat’n
Read Huston Neuroscience Note
pp 52-54
RN 3 due
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Week 5
9/29 Tue: Yoga & sit
Contemplative writing & Discuss experience
10/1
Thu: Yoga and sit
Discuss Introduction to Huston’s
Communicating Mindfully
Week 6
10/6 Tue: Yoga & sit
Lectio (WNE Ch 5)
Contemplative walking
Journal sharing
10/8
Thu: Yoga and sit
Discuss Huston Chapter 1
Week 7
10/13 Tue: Yoga & sit
Journal sharing
2 Benefits Sharings
Contemplative photography
10/15 Thu: Yoga and sit
Discuss Huston Chapter 2
2 Benefits Sharings
Week 8
10/20 Tue: Yoga & sit
Lectio (WNE Ch 6)
Discuss sitting practices and connecting practices
2 Benefits Sharings
10/22 Thu: Yoga & sit
2 Benefits Sharings
Poetry workshop
Week 9
10/27 Tue: Yoga & sit
Journal sharing and discuss practice
2 Benefits Sharings
10/29 Thu: Yoga and sit
Discuss Huston Chapter 3
2 Benefits Sharings
Journal 4 due
Read Huston Intro
RN 4 due
Journal 5 due
Read Huston Ch 1
RN 5 due
Journal 6 due
Read Huston Ch 2
RN 6 due
Journal 7 due
no reading
no RN
Journal 8 due
Read Huston Ch 3
RN 7 due
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Week 10
11/3 Tue: Yoga & sit
Contemplative arranging
11/5
Journal 9 due
Thu: Yoga and sit
Discuss Huston Chapter 5
2 Practice Sharings
Read Huston Ch 5
RN 8 due
Week 11
11/10 Tue: Yoga & sit
2 Practice Sharings
Mandala practice
Journal 10 due
11/12 Thu: Yoga and sit
Discuss Huston Chapter 6
2 Practice Sharings
Read Huston Ch 6
Extra Credit RN due
Creative Assignment
Early due date
Week 12
11/17 Tue: Yoga & sit
Share journals
2 Practice Sharings
Journal 11 due
11/19 Thu: Yoga and sit
Discuss Huston Chapter 7
2 Practice Sharings
11/24 and 11/26
NO CLASS
Read Huston Ch 7
RN 9 due
Thanksgiving Break
NO CLASS
Week 13
12/1 Tue: Yoga & sit
2 Practice Sharings
12/3
Thu: Yoga & sit
Present Creative Assignment
Week 14
12/8 Tue: Yoga and sit
Discuss Huston Chapter 8
12/10 Thu: Yoga & sit
Present portfolio
Final words/writing, future contemplative plans
Course evaluations
Final Exam Time
12/15 Tuesday, 12:45 am-2:45pm: Optional class meeting
Creative Assmt due
Read Huston Ch 8
RN 10 due
Portfolio due
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POLICY STATEMENTS
Student Evaluation:
Letter Grade
A
AB+
B
B-
Percent Needed |
93-100
|
90-92
|
87-89
|
83-86
|
80-82
|
Letter Grade Percent Needed
C+
77-79
C
73-76
C70-72
D
60-69
F
0-59
Religious Observance Accommodation Statement
SU’s religious observances policy, found at
http://supolicies.syr.edu/emp_ben/religious_observance.htm, recognizes the diversity of
faiths represented among the campus community and protects the rights of students,
faculty, and staff to observe religious holy days according to their tradition. Under the
policy, students are provided an opportunity to make up any examination, study, or work
requirements that may be missed due to a religious observance provided they notify their
instructors before the end of the second week of classes. For fall and spring semesters, an
online notification process is available through MySlice/Student Services/Enrollment/My
Religious Observances from the first day of class until the end of the second week of
class. Course specific information: In this course, you’ll need to manage absences for
religious observances along with any others, as no absences are excused (however, you
can get a B in attendance with 2 absences, see pp. 2-3 above). Work that is due during
your absence should be handed in ahead of time or posted/ emailed at the time it is due.
Disability Accommodations Statement:
Students who are in need of disability-related academic accommodations must register
with the Office of Disability Services (ODS), http://disabilityservices.syr.edu, 804
University Avenue, Room 309, 315-443-4498. Students with authorized disability-related
accommodations should provide a current Accommodation Authorization Letter from
ODS to the instructor and review those accommodations with the instructor.
Accommodations, such as exam administration, are not provided retroactively; therefore,
planning for accommodations as early as possible is necessary.
Use of student work
Educational use of student work: I intend to use academic work that you complete this
semester in subsequent semesters for educational purposes (including assessment).
Before using your work for that purpose, I will either get your written permission or
render the work anonymous by removing all your personal identification.
Academic Integrity Statement:
Syracuse University sets high standards for academic integrity. Those standards are
supported and enforced by students, including those who serve as academic integrity
hearing panel members and hearing officers. The presumptive sanction for a first offense
is course failure, accompanied by the transcript notation “Violation of the Academic
Integrity Policy.” The standard sanction for a first offense by graduate students is
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suspension or expulsion. Students should review the Office of Academic Integrity online
resource “Twenty Questions and Answers About the Syracuse University Academic
Integrity Policy” and confer with instructors about course-specific citation methods,
permitted collaboration (if any), and rules for examinations. The Policy also governs the
veracity of signatures on attendance sheets and other verification of participation in class
activities. Additional guidance for students can be found in the Office of Academic
Integrity resource: ‘What does academic integrity mean?’”
For course-specific Academic Integrity information and guidelines, see below.
ACADEMIC INTEGRITY STATEMENT AND INSTRUCTIONS
Academic honesty is expected; it is crucial to our scholarly community and your grade.
In this class, a first instance of academic dishonesty will result in a two letter drop in
your final grade or a ZERO on 1½ times the weight of the assignment, whichever is
greater. You will not be allowed to make up the work. For example, if you turned in
reading notes that were substantially similar to a classmate’s and you had an A- in the
class, you would receive a C- as your final grade. I will report first instances to a
university-wide Academic Integrity Office (and you could ask for a hearing if you
wished). A second instance will result in failing the course, a hearing though the
Academic Integrity Office, and severe penalties (i.e., suspension, a notation on your
transcript that you failed for academic dishonesty, etc.). The hearing and penalties would
also result if you had a second instance in any other class at SU.
Some example of academic dishonesty especially relevant to this class:
*turning in Reading Notes that are substantially the same as another person’s
*copying from your own previously submitted journal or someone else’s
*taking part of a paper from a website or elsewhere (without giving credit)
*turning in substantially the same paper/project in two classes without permission
*lying (for example, about attendance or claiming to attend events that you did not attend
and writing about them)
*using direct quotes from class readings or elsewhere without giving any credit
*not citing in your writing/presentation
General rules to avoid academic dishonesty:
1) Do not work with others on reading notes or other individual assignments. It’s ok
to discuss ideas but don’t write together or send/ show your work to others. (You
are responsible for protecting your work—at all times and in all places—and YOU
will be charged if someone gets access to it.)
2) Do not copy from your earlier journals (or anyone else’s)—neither from
reflection journals nor from practice journals. Start fresh each time.
2) Do not lie.
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3) Do not write direct quotes into your reading notes and then unknowingly transfer
them into formal written work. Either quote using quote marks and note the article/
page number OR make sure you paraphrase.
4) Any time you use other people's work (webpages, class readings), give credit.
If you use exact words, use quotation marks, give the page number and the writer's name
and year of publication. EXAMPLE: Brilhart and Galanes argue, "It should be clear to
your group members how your remark contributes to the discussion" (1995, p. 71).
If you paraphrase (use you own words to talk about what they said), give author's name
and year of publication. EXAMPLE: You can improve communication if you relate what
you say to what the person before you said (Brilhart & Galanes, 1995).
In both cases, enter Brilhart and Galanes on your bibliography page, using APA style.
For information on how to cite APA style, see
http://www.indiana.edu/~wts/pamphlets/apa_style.shtml
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Journal instructions and resources
Practice and Reflection Journals (11 x 4 = 44%)
Remember, your journal is your place to self-reflect, notice your responses, and see
changes over time. Write it for yourself, rather than for me.
Your at-home practice: I will learn about your practice through your journals and class
discussion but here are some instructions about your at-home practice. You’ll want a
quiet, distraction-free time and space. Be alone and leave all electronic devices off and
(even better) in another room. Set a timer (or put your cell on “airplane mode” and set the
alarm). For Week 1, sit at least 3 minutes, adding 1 minute each week so that by the last
week of class, you are sitting at least 15 minutes each day. We will talk about the actual
technique in class.
Format for turning in Journals
Put your Practice Journal [the boxes] at the top, Reflective Journal entries under that in
order by date. Journals are due before class time each Tuesday to the Journal space on
BB. Find it under the “Tools” button, then Journals.
Practice Journal WEEK _____ for (dates) ___________[make sure to put the week/date]
Tuesday
Wednesday Thursday Friday
Saturday Sunday
Monday
Practice journal
*Paste the appropriate boxes (from above) at the top of your journal. In the box, write
the date and beginning/ending time of your practice (i.e., 10:00-10:10 pm).
*Write what practice you did. *Write a couple of words about how it went (i.e. “sleepy,”
“went by fast”).
*Write a practice journal entry for each practice you do, whether or not you write a
reflection entry about it.
*Start fresh each time; DO NOT cut and paste from earlier journals
So… in the box, put…. Time…. Practice… How it went...
Keep a pen/paper near where you practice to jot this info down.
Reflection Journal
The second part is your reflection journal. You will type 4-6 entries each week
(Lower limit: 7 lines typed per entry, upper limit 2 pages per entry).
Do the relevant assigned entry below for each Journal (if there are two, you may choose
one OR do both) and LABEL IT. On the following page are some ideas for open entries.
You may also do exercises from Kim Pearce’s Compassionate Communicating (see me if
interested).
Tuesday
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Assigned Entries
Journal 1
Write an entry on why you are taking the class and what you hope to get out of it.
Journal 2
Describe your at-home sitting environment. What have you done to create an
uplifted environment? What do you see when you sit?
Journal 3
Look around on BlackBoard or the MindfulComm Facebook page and find
something you haven’t engaged with yet. Do so and tell how it affected your
practice or outlook.
Journal 4
Stream of consciousness—what were you thinking on the cushion?
Journal 5
Follow these meditation instructions and write a reflection of your experience.
“Body like a mountain, breath like the wind, mind like the sky.
Journal 6
Talk about a time this week when you brought aspects of sitting practice (being in
the present, being aware of your body, being aware of your thoughts /feelings)
“off the cushion” into everyday life.
Journal 7
Read about walking (writing, drawing, etc.) meditation. Try the meditation and
report on it. What did you notice? Did you like /dislike doing it? Why?
Journal 8
Try doing Deep Listening with a conversation partner and write an entry about
how it went.
Journal 9
Reflect on the practice that you think is now your least favorite practice. Why is
it your least favorite?
Journal 10
Describe a relaxation practice that you do (or try out a new one) and tell how
/whether you find it useful.
Journal 11
Write a journal entry about the self-talk you “heard” in the process of revising
work for your Portfolio.
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Open entry ideas:
*Things that came up for you “on the cushion” (you remembered something you hadn’t
thought about in a long time, you were bored, etc.).
*Reflect on your own experience of “no two moments are alike” or other Huston
concepts such as “working at your edge.”
*Detail about your practice situation that day (your roommate’s phone kept ringing, but
you “kept your seat.” OR you wanted to smash the timer).
*Reflect on the development of a connecting/relaxation practice
*What did you notice during your relaxation or connecting practice?
*Reflect on things that happened in class –our lectio, discussion, or a class activity.
*Did you notice something “off the cushion” (a tree you never saw before even though
you walk that way often, a sense of compassion—or maybe intense anger that you didn’t
feel the need to act on—when someone snapped at you)?
*Reflect on your self-talk in an area of your life, for example, about a significant
relationship.
*Anything else you see as related to the class.
Your journal is not your general memoirs—it should relate to your practice. But it
doesn’t have to be “rainbows and puppy dogs”—& should reflect your experience—
pleasant OR unpleasant!
Each entry can be long or short, but it should always be thoughtful and focused.
You will share some of your journal entries in class so have them in mind (or bring them
with you) and decide which entries you do (or don’t!) want to share.