WYTHEVILLE COMMUNITY COLLLEGE
COURSE OUTLINE
Course Number & Name:
(Fall 2010)
Instructor Name: Instructors
HMS 162 – Communication Skills for Human Services Professionals
Date: August 2010
Division Dean: ____________________________
HMS 162, Syllabus, Fall 2010
Date: _____________
JLM/KQP
Wytheville Community College
Course Syllabus/Plan for
HMS 162 – Communication Skills for Human Services Professional
3 credit hours
Fall 2010
On-line
Fall 2010
I.
Course Description
HMS 162 Covers basic written and verbal communication skills, including, listening skills,
interviewing techniques, and completing written documentation to professional standards. Lecture
3 hours per week. 3 credits.
II.
Course Purpose:
The purpose of this course is to provide an overview of the topic of interpersonal communication,
exploring why individuals communicate and how they do so. It provides the opportunity of
interpretation of communication through one’s identity, perception, emotions, language,
nonverbal, listening relational dynamics as well as intimacy and distance. It additionally provides
the student with the opportunity to explore communication climates and the chance to manage
interpersonal conflicts.
III.
Instructor(s)
See Blackboard Faculty Information for contact information about your instructor.
IV.
Instructional Materials (Required)
Adler, Ronald B.; Proctor, Russell F. (2011). Looking Out Looking In, 13th Edition.).Wadsworth,
Cengage Learning
V.
Course Content Objectives
Chapter 1
1. Assess the needs (physical, identity, social and practical) that communicators are attempting to
satisfy in a given situation or relationship.
2. Apply the transactional communication model to a specific situation
3. Describe how the communication principles and misconceptions are evident in a specific
situation.
4. Describe the degree to which communication (in a specific instance or a relationship) is
qualitatively impersonal or interpersonal, and describe the consequences of this level of
interaction.
5. Diagnose the effectiveness of various communication channels in a specific situation.
6. Be able to use criteria to determine level of communication competence in a specific instance or a
relationship.
Chapter 2
1. Be able to describe the relationship between self-concept, self-esteem, and communication.
2. Explain how self-fulfilling prophecies shape the self-concept and influence communication.
3. Demonstrate how principles in this chapter can be used to change the self-concept, and hence
communication
4. Compare and contrast the perceived self and the presenting self as they relate to identity
management.
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5. Describe the role that identity management plays in both face-to-face and mediated relationships.
Chapter 3
1. Describe how the processes of selection, organization, interpretation, and negotiation shape
communication in a given situation.
2. Explain how the influences on perception in this chapter affect communication in a specific
situation.
3. Analyze how the tendencies described in this chapter have distorted your perceptions of another
person, and hence your communication.
4. Demonstrate how you might use the skill of perception checking in a significant relationship.
5. Be able to apply the “pillow method” in a significant disagreement.
Chapter 4
1. Describe how the four components in this chapter affect your emotions, and hence your
communication, in an important situation.
2. Describe how the influences on emotional expression in this chapter have affected your
communication in an important relationship.
3. Apply the guidelines for effectively communicating emotions in an important situation.
4. Identify and dispute the fallacies that are creating debilitative emotions in an important situation.
5. Explain how rational thinking can lead to more constructive communication.
Chapter 5
1. Be able to analyze a real or potential misunderstanding in terms of semantic or pragmatic rules.
2. Describe how principles presented in the section of this chapter titled “The Impact of Language”
operate in your life.
3. Construct a message at the optimal level of specificity or vagueness for a given situation.
4. Be able to recast “you” statements into “I” or “we” statements to reflect your responsibility for the
content of messages.
5. Rephrase disruptive statements in less inflammatory terms.
6. In a given situation, analyze how gender and/or cultural differences may affect the quality of
interaction.
Chapter 6
1. Be able to explain the defining characteristics of nonverbal communication in this chapter.
2. List and offer examples of each type of nonverbal message introduced in this chapter.
3. Demonstrate ability in a given situation to recognize your own nonverbal behavior and its
relational significance.
4. Monitor and manage your nonverbal cues in ways that achieve your goals.
5. Demonstrate ability to share appropriately your interpretation of another’s nonverbal behavior with
that person.
Chapter 7
1. Identify the situations in which you listen mindfully and those when you listen mindlessly, and
evaluate the appropriateness of each style in a given situation.
2. Identify the circumstances in which you listen ineffectively, and the poor listening habits you use
in these circumstances.
3. Identify the response styles that you commonly use when listening to others.
4. Demonstrate a combination of listening styles you could use to respond effectively in a given
situation.
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Chapter 8
1. Identify factors that have influenced your choice of relational partners.
2. Demonstrate ability to use Knapp’s model to describe the nature of communication in the various
stages of a relationship.
3. Describe the dialectical tensions in a given relationship, how they influence communication, and
the most effective strategies for managing them.
4. Describe the possible strategies for repairing a given relational transgression.
5. Identify the content and relational dimensions of communication in a given transaction.
6. Describe how metacommunication can be used to improve the quality of a given relationship.
Chapter 9
1. Demonstrate the ability to identify the dimensions of intimacy that operate and how they are
expressed in a specific relationship.
2. Be able to explain the need for both intimacy and distance in a given relationship.
3. Use the social penetration and Johari Window models to identify the nature of self-disclosing
communication in one of your relationships.
4. Be able to outline the potential benefits and risks of disclosing in a selected situation.
5. Assess the most competent mixture of candor and equivocation in a given situation.
Chapter 10
1. Identify confirming, disagreeing, and disconfirming messages and patterns in your own important
relationships, and describe their consequences.
2. Describe how the messages you identified in the previous objective either threaten or honor the
self (face) of the communicators involved.
3. Be able to use Gibb’s categories and the assertive message format to create messages that are
likely to build supportive rather than defensive communication climates.
4. Demonstrate ability to create nondefensive responses to real or hypothetical criticisms.
Chapter 11
1. Be able to identify the conflicts in your important relationships and how satisfied you are with the
way they have been handled.
2. Describe your personal conflict styles, evaluate their effectiveness, and suggest alternatives and
appropriate.
3. Identify the relational conflict styles, patterns of behavior and conflict rituals that define a given
relationship.
4. Demonstrate how you could use the win-win approach in a given conflict.
VI.
Expectations of Students Enrolled in this Course
Completion of requirements for this course as detailed in this course plan is expected and
specified deadlines met. Meeting your educational goals requires daily attention to course
requirements and details. Adhering to course expectations and deadlines are important for
learning the material required in this course, especially for the helping profession.
Should satisfactory progress not be maintained, talk with your professor to discuss why those
expectations are not being met. Whenever possible, the student should inform his/her professor
prior to missing deadlines and course responsibilities. I do reserve the right and will exercise the
administrative withdrawal option should reasonable progress not be maintained. (See WCC
Catalog and Student Handbook, p. 16: http://www.wcc.vccs.edu/docs/WCC_Catalog_20092010.pdf).
HMS 162, Syllabus, Fall 2010
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Quizzes, assignments and discussions are due on specific dates (this is NOT a correspondence
course to be completed when convenient). Late work will NOT be accepted unless there are
extenuating circumstances and it is at the instructor’s discretion to determine whether or not to
accept your late work. Should you run into an instance where your work will be late (again, only
in dire emergencies) you should contact the instructor as soon as possible before the due date,
to determine if the work will be accepted.
You will benefit from the amount of time you put into this course. The more time you invest, the
more you will learn. The very nature of this course requires you check Blackboard at least three
times per week. Again, all work is due on scheduled due dates, and the chart of work and due
dates are listed in this syllabus and in a separate item for ease in printing for your records.
Failure to submit class assignments on, or before, the specified due date will result in a
grade of "0" for that assignment.
VII.
Student Conduct
Plagiarism and cheating will not be tolerated. Students will be expected to abide by the college’s
honor code at all times. What does this mean? In Doing Honest Work in College Charles Lipson
explains:
“Academic honesty boils down to three simple but powerful principles:
 When you say you did the work yourself, you actually did it.
 When you rely on someone else’s work, you cite it. …
 When you present research materials, you present them fairly and truthfully.” (p. 3)
Your name on an assignment says you are responsible for it. If you do not do your own work,
you will receive a zero and there will be no opportunity to attempt the assignment again. A
single instance of cheating is grounds for failing the course, and can lead to formal
disciplinary action.
Scholastic Dishonesty:
Sample: College officials certify successful completion of work for degrees, diplomas, and
certificates when satisfied that the absolute integrity of the student has been maintained in the
completion of such work. It is imperative that learners maintain a high degree of individual honor
in their scholastic endeavors. Scholastic dishonesty will not be condoned under any
circumstances.
In the event a learner is suspected of violating the college's policy on scholastic dishonesty, the
faculty member directly involved will investigate the matter. If the faculty member believes the
student has violated the policy, the faculty member will inform his or her division dean and the
learner of the evidence and the intended action. The action may involve a grade reduction for the
work in question, the assignment of a failing grade for the course, and/ or a recommendation for
possible dismissal from the college. If a learner disputes the faculty member's decision regarding
the above action, the student may use the Student Grievance Procedure.
Generally, scholastic dishonesty is interpreted as cheating on an examination or quiz, which
includes giving or receiving information, copying, using unauthorized materials in tests,
collaboration during examinations, substituting for another person or allowing substitutions during
examination; plagiarism, submission of work other than one's own; and collusion with another
person or persons in submitting work for credit unless such collaboration is approved in advance
by the instructor.
Plagiarism:
Webster's Third International Dictionary defines plagiarism as follows:
“Plagiarism--to steal and pass off, as one's own the ideas or words of another; to use without
crediting the source; to present as new and original an idea or product derived from an existing
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source; to commit literary theft.” We have found the following Virginia Polytechnic Institute and
State University's amplified definition to be useful:
Language:
Plagiarizing the words of another consists of copying single words without acknowledging your
indebtedness to the author. A student's dictation and phraseology should always be his or her
own except where he or she clearly indicates otherwise. Obviously it is not dishonest to copy an
author's words in quotation marks and give credit to the source by footnoting or by acknowledging
the source in the text of your paper. If you paraphrase a writer's words, you must acknowledge
your indebtedness.
Ideas and Thoughts:
Students should give credit to the source of any opinion, idea or conclusion that is not their own.
For example, the statement "Emily Bronte, unlike her contemporaries, was not concerned with
the social injustices of her time" is a conclusion derived from an extensive knowledge of
nineteenth-century fiction. If you really have such knowledge, you can honestly draw such a
conclusion, but if you have stolen the thought from a critic or other authority, you are plagiarizing.
Plagiarism at any of the VCCS institutions will constitute a dismissible offense, and the use of
syndicated research papers, essays, etc., constitutes a violation of this rule.
VIII. VCCS Withdrawal Policy
Student Initiated Withdrawal
A student may drop or withdraw from a class without academic penalty during the first sixty
percent (60%) of a session. For purposes of enrollment reporting, the following procedures
apply:
a.
b.
c.
If a student withdraws from a class prior to the termination of the add/drop period for the
session, the student will be removed from the class roll and no grade will be awarded.
After the add/drop period, but prior to completion of sixty percent (60%) of a session, a
student who withdraws or is withdrawn from a course will be assigned a grade of "W." A
grade of “W” implies that the student was making satisfactory progress in the class at the
time of withdrawal; the withdrawal was officially made before the deadline published in
the college calendar, and/or that the student was administratively transferred to a
different program.
After that time, if a student withdraws from a class, a grade of "F" will be assigned.
Exceptions to this policy may be made under documented mitigating circumstances if the
student was passing the course at the last date of attendance.
A retroactive grade of “W” may be awarded only if the student would have been eligible under the
previously stated policy to receive a “W” on the last date of class attendance. The last date of
attendance for a distance education course will be the last date that work was submitted.
Late withdrawal appeals will be revised and a decision made by the Dean of Student Services.
Instructor Initiated Withdrawal
Students who have not attended class or accessed distance learning materials by the last day to
drop the class and receive a refund must be deleted by the instructor during the following week.
No refund will be applicable.
You must begin and remain active in the course to stay enrolled. At the very least, you must
complete your first assignment by your last day to withdraw (see schedule of important dates). If
you do not complete this, you may be dropped from the course with a "W" grade, unless you have
contacted your professor and made other arrangements. In addition, if you do not show any
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activity on your course work for a period of three weeks during the semester, you may be
dropped with a "W" grade. You will be notified by the admissions office of your withdrawal from
the course. If you wish to re-enter the course, you must obtain the approval of your instructor.
IX.
Course Approach
Communication, learner-to-learner and learner-to-instructor, is critical in an online course. Since
we cannot have “class discussions” in the traditional sense, we will use various features built into
Blackboard’s Communication system in place of face-to-face interaction.
E-mail account: Each learner MUST have an active VCCS e-mail account. This will be the email address that is used for any communication between you and your instructor. E-mail may be
sent from learner-to-learner, or learner-to-instructor using the e-mail feature in Blackboard’s
Communication area. You MUST use your official VCCS e-mail account when sending and
receiving email to and from your instructor and peers.
Discussion Board (threaded discussion forum): This is also located in Blackboard’s
Communication area. Each threaded discussion is called a forum. Only the instructor can create
forums, but learners may reply to any forum posted. There will also be a “Help” forum for
learners to post and reply to questions (this keeps our e-mail to a minimum).
Learner responsibilities: Learners enrolled in this course should continually monitor their
learning, evaluate their own efforts, and actively seek help when needed in a timely manner. To
successfully complete HMS 162, you will need to assume an active role in the learning process;
ask questions, complete assignments, participate in discussion and group chat sessions, and
complete all assignments.
X. Important Dates
Classes Begin
Last Day to Register or Add a Class
Last day to drop a class, change from audit
to credit and receive a refund
Last day to withdraw without academic penalty
(“W”) or change from credit to audit (no refund)
Classes end
Final exams
XI.
September 7, 2010
September 23, 2010
September 23, 2010
November 11, 2010
December 12, 2010
December 13 - 17, 2010
Grading
Individuals will be graded on all assignments, discussions and exams. The grading system will
consist of A, B, C, D, F, and I consistent with WCC’s grading scale. Grading for this class will
consist of the following number grades:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = Below 60
I = Incomplete
Points without final exam
328-365
292-327
255-291
219-254
<219
So to be exempt from the final exam, you would need to receive at least 328 points.
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If you do have to take the final exam, this chart will be used to determine your grade:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = Below 60
I = Incomplete
Points with final exam
373-415
332-372
290-331
249-289
<249
Look on Blackboard under Due Dates and Points per Assignments in order to see the points
awarded per assignment, discussion board and exams. Students who reach the end of the
course with an “A” average before taking the final exam will be exempt from the final
exam. You can use the extra credit points to get into the “A” average range.
XII. Notes, etc.
 I need your help. Please get in the habit of including the following in the subject line when
sending an email to me of the course you are enrolled in--the course ID, your name, and brief
purpose of your email and in that specific order. For example:
 You are enrolled in HMS 162 (whatever your particular section is). Thus your
subject line would read HMS 162, ___ Your Name—Purpose of Email. This will
help me to help you much quicker.
 Assignments not submitted or exams not taken by the specified due date will receive a “0” for
that assignment.
 Final grades are not posted given out over the phone/E-mail. They will be posted in
Blackboard and on PeopleSoft.
 Professor reserves the right to alter the course plan as needed.
 Observation of "Netiquette": All your online communications need to be composed with
fairness, honesty and tact. Spelling and grammar are very important in an online course.
What you put into an online course reflects your level of professionalism. Several netiquette
guidelines are listed below:
Sentence Capitalization:




Typing in all caps is considered screaming and will NOT be tolerated
Example: SUNDAY WILL BE A LONG DAY!
Various studies have concluded that typing in all caps takes longer and is more difficult to
read.
Recipient may think you are overly excited
Leaving the subject field blank:



Always fill in the subject with a concise statement describing the email.
Do not use all caps or put in phrases such as Help or Hi.
Failure to follow netiquette guidelines when filling in the subject line of an email may result in
your correspondence being discarded as spam.
Colored text and background colors:


Use colors sparingly in your emails – whether it is text or fill colors
Certain colors can make emails difficult to read.
Return receipt request:
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

Allows you to track when the recipient opens your email – you should use this email feature
sparingly.
Can be very annoying to the recipient of the email.
Grammar and spelling check:



Proofread emails for errors
Capitalize your sentences and use appropriate punctuation
Refrain from using multiple !!!!!!! or ????????
These netiquette guidelines will help to ensure you are courteous and use proper manners
while corresponding with your friends, family and business associates. Remember one point
– someone is always watching or tracking your emails, just consult Col. Oliver North if you
have doubts (deleted emails were used in the Iran Contra proceedings).
XIII. Course Feedback
Learners who e-mail Monday – Thursday will ordinarily receive a response within 24 hours
depending on the instructor. Learners who e-mail Friday – Sunday may expect a response by 5
pm on Monday, depending on the instructor. All projects that are completed and received by the
due date will be graded and returned to the learner within 7 days.
Learners are expected to retain an electronic copy of all work submitted. If transmission of the
work fails, learners are expected to “resend” the document under directions of the instructor.
Projects will be submitted in Blackboard either through a discussion thread or via the assignment
features. Learners are expected to verify their own Blackboard responses by returning to the
appropriate place in Blackboard after the work has been posted.
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XIV. Due Dates and Points per Assignments
Below you will find the Due Dates and points you can earn for each assignment. If you keep up
with your assignments, logging in to Blackboard at least three times per week, you will find it
easier to keep up and have meaningful discussion with your classmates.
Week
HMS 162 Assignment Schedule
Points
Discussion Board: Who are you?
0
Discussion Board: Let’s get to know one another
0
Week 2
Wk2 Assignment1 Ch1 - Inventory
10
(Ch. 1)
Ch. 1 Quiz
15
Week 3
Wk3 Assignment2 Ch2 – Personality Test
10
(Ch. 2)
Ch. 2 Quiz
15
Wk4 Assignment3 Ch3 - Perception
10
Ch. 3 Quiz
15
Discussion Board- Emotion Labor in the Workplace
10
Wk5 Assignment4 Ch4 - Fallacies
10
Ch. 4 Quiz
15
Discussion Board- Response to Emotion Labor in the
Workplace
10
Wk6 Assignment5 Ch5 – Language Barrier and Bridge
10
Ch. 5 Quiz
15
Week 7
Mid Term Exam – will be a proctored test at all state
facilities
50
Week 8
Wk8 Assignment6 Ch6 – Nonverbal Communication
10
(Ch. 6)
Ch. 6 Quiz
15
Week 9
Wk9 Assignment7 Ch7 - Listening
10
(Ch. 7)
Ch. 7 Quiz
15
Wk10 Assignment8 Ch8 – Communication and Relations
10
(Ch. 8)
Ch. 8 Quiz
15
Week 11
Discussion Board- On the Job- Romance in the
Workplace between individuals we support
10
Week 1
Week 4
(Ch. 3)
Week 5
Due Date
September 12,
2010
September 19,
2010
September 26,
2010
October 3, 2010
October 10, 2010
(Ch. 4)
Week 6
(Ch. 5)
Week 10
October 17, 2010
October 18th –
October 24th, 2010
October 31, 2010
November 7, 2010
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November 21,
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(Ch. 9)
Wk11 Assignment9 Ch9 – Intimacy and Distance in
Relational Communication
10
Ch. 9 Quiz
15
Discussion Board- Response to On the Job -Romance in
the Workplace between individuals we support
10
Week 12
Wk12 Assignment10 Ch10 - Messages
10
Ch. 10 Quiz
15
Week 13
Wk13 Assignment11 Ch11 – Managing conflicts
10
(Ch. 11)
Ch. 11 Quiz
15
(Ch. 10)
November 28,
2010
December 5, 2010
TOTAL POSSIBLE POINTS
365
EXTRA CREDIT POINTS: With each week’s assignment there is a
link to do extra credit discussion board work. Each week, if you create
a thread about the topic and respond to 1 other student’s thread, you
will receive 2 extra credit points.
22
Final Exam – optional if student has an “A” average 90100% on course. You do not have to take this final exam
if you have 328 or more points including your extra credit
points.
50
This is a proctored test at all State Facilities
December 5, 2010
Dec. 6th – Dec.
10th, 2010 All
exams need to be
back at WCC by
Dec. 17th, 2010
REQUIRED MID-TERM TEST:
Read instructions carefully. The mid-term written test will be on Chapter 1 through Chapter 5. There
will be 50 questions worth 2 points each. The 50 questions come from a pool of 110 questions relevant to
Chapters 1 through 5. These questions are exactly the same questions from your quizzes. The written
test will be proctored at each of the state facilities. This means that you will have to take the written midterm exam with a designated employee in the room with you while you take the test. The coordinator at
your facility will arrange test times. These test times will be scheduled to coincide with your schedule.
FINAL TEST:
Read instructions carefully. The final written test, if you should have to take it, will be on Chapter 6
through Chapter 11. If you have an “A” average after the completion of week 13, you will not be required
to take the final test. There will be 50 questions worth 2 points each. The 50 questions come from a
pool of 132 questions relevant to Chapters 6 through 11. These questions are exactly the same
questions from your quizzes. The written test will be proctored at each of the state facilities. This means
that you will have to take the written final exam with a designated employee in the room with you while
you take the test. The coordinator at your facility will arrange test times. These test times will be
scheduled to coincide with your schedule.
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MID-TERM AND FINAL EXAM CONVERSION TABLE
This table will convert your points into a corresponding letter grade. This table is for both mid-term
exams and final exams (if necessary to take the final exam).
# correct
on quiz
Test
Score
#
correct
on quiz
Test
Score
#
correct
on quiz
Test
Score
#
correct
on quiz
Test
Score
#
correct
on quiz
Test
Score
50
100
40
80
30
60
20
40
10
20
49
98
39
78
29
58
19
38
9
18
48
96
38
76
28
56
18
36
8
16
47
94
37
74
27
54
17
34
7
14
46
92
36
72
26
52
16
32
6
12
45
90
35
70
25
50
15
30
5
10
44
88
34
68
24
48
14
28
4
8
43
86
33
66
23
46
13
26
3
6
42
84
32
64
22
44
12
24
2
4
41
82
31
62
21
42
11
22
1
2
EXTRA CREDIT:
Read directions carefully: Each chapter has an extra credit discussion board question. If you want to
participate in the discussion board, you will need to create a thread in response to the question and reply
to one classmates’ thread to receive the entire 2 points extra credit. You will not receive any points if you
don’t create a thread AND reply to 1 fellow student – both of these must be present to receive the 2
points. There is an example posting for each extra credit discussion prompt to give you an idea of what
the prompt is about. You can reply to the example posting to qualify as replying to 1 fellow classmate.
With these extra credit discussion boards, you may at any time from September 7th through December 5th,
2010, go back and complete the extra credit discussion boards to get the extra credit points. You do not
have to complete the extra credit work during the week it’s posted. There are 22 available extra credit
points. These extra credit points may be added to your course work points to put you over the 328 points
you need to be exempt from the final exam.
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