WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__CMST101________________________________
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for
Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed
by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of
proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just
the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted
proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant
descriptions, rationales, and notifications have been provided.
____X____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
___X_____ Completed ________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been
enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by
existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions
on this matter.
____X____ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both
the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____X____ Completed
Name and office phone number of proposal's representative: ___Carrie Niesen
5243________________________________
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal.
Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal
Subcommittee meeting at which this proposal is considered.
___X_____ Completed ________ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
________ Completed
___X_____NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes
all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit
hour calculations. ________ Completed
____X____ NA
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
____X____ NA
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
________ Completed
_____X___ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form
of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
_____X___ Completed
________ NA
__________________________________________________
Department's A2C2 Representative or Alternate
______________________
Date
[Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department __Communication Studies_______________________
Date __2/01/12_______________
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular
changes.
_CMST101_____________________
___Speaking Confidently____________________________
Course No.
Course Title
This proposal is for a(n)
Applies to:
__X____ Undergraduate Course
______ Major
_____ Required
_____ Elective
Prerequisites
_____1________
Credits
______ Graduate Course
______ Minor _
______ General Education Program*
______ University Studies Program*
_____ Required
_____ Elective
___None_____________________________________________________________________________________
Grading method ______ Grade only
______ P/NC only
__X____ Grade and P/NC Option
Frequency of offering ______One-time pilot (Fall 2012)_______________________
*For General Education Program course approval, the form Proposal for General Education Program Courses must also be
completed and submitted separately according to the instructions on that form. For University Studies Program course approval, the
form Proposal for University Studies Courses must also be completed and submitted separately according to the instructions on that
form.
Provide the following information:
A.
Course Description
1.
Catalog description.
This one-credit course is designed to prepare students with communication apprehension (CA) for speaking-intensive
classes. It provides an overview of what CA is, and the contexts in which it occurs, and the short- and long-term effects it
can have on speakers. Students will identify dimensions that trigger their own CA, and learn techniques to reduce anxiety
about public speaking situations.
2.
Course outline of the major topics and subtopics (minimum of two-level outline).
I.
II.
Communication Apprehension and Speech Anxiety
a. Definition of communication apprehension
i. Types of communication apprehension (Trait-like; Generalized-content; Person-Group;
Situational)
ii. Assessment of Communication Apprehension
b. Causes of speech anxiety
i. Learned responses
ii. Worrisome thoughts
iii. Performance orientation
iv. Perceived lack of public speaking skills
v. Excessive activation
vi. Situational aspects
c. Effects of speech anxiety
i. Short-term effects
ii. Potential long-term effects
Personality Dimensions Affected by Anxiety
a. The BASICS personality dimensions of anxiety
b. Tracking the firing order of the BASICS dimensions to get to the root of speaking anxiety and nervousness
III.
IV.
Anxiety-reduction techniques
a. Deep breathing
b. Cognitive restructuring
c. Systematic desensitization
d. Mental rehearsal (visualization)
e. Stress reduction plans
f. Skills training
Developing a multi-dimensional plan for conquering speech anxiety
a. Matching personality dimensions to most appropriate anxiety-reduction techniques
b. Setting and committing to goals for anxiety reduction
c. Participating in public communication
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
ITV
Online
Lecture: Classroom XXX
Service Learning
Travel Study
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None: XXX
3. Internet
1. Satellite
4. ITV Sending
2. CD Rom
5. Broadcast TV
Web Enhanced
Laboratory
6. Independent Study
7. Taped
8. ITV Receiving
Web Supplemented
Internship/Practicum
9. Web Enhanced
10. Web Supplemented
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Quizzes (4)
Journal entries (5)
Mini-speeches (3)
In-class activities and personal assessments
Personal action plan assignment
See course outline in appendix for additional details.
5. Course materials (textbook(s), articles, etc.).
Dwyer, K. (2005). Conquer your speech anxiety: Learn to overcome your nervousness about public speaking.
Belmont, CA: Wadsworth.
Dwyer, K. (2005). Conquering speech anxiety. [CD-ROM]. Belmont, CA: Wadsworth.
6. Assessment of Outcomes
Main Topic
Related Course Objective
I. Communication
Explain the meaning, contexts, causes,
Apprehension and Speech
occurrence, and the short- and (potential)
Anxiety
long-term (academic, social, career) effects of
CA. (Objective 1)
II. Personality dimensions
affected by anxiety
Describe the BASICS personality dimensions
involved in CA. (Objective 2)
Identify the firing order of the BASICS
dimensions involved in personal CA.
(Objective 3)
III. Anxiety-reduction
Techniques
IV. Developing a multidimensional plan for
conquering speech anxiety
Assessment Measure
Formative: Discussions, in-class
activities and personal assessments
Summative: Quizzes
Formative: Discussions, in-class
activities and personal assessments,
journal entries
Summative: Quizzes
Explain and apply techniques for reducing CA,
including: deep abdominal breathing, cognitive
restructuring, systematic desensitization,
mental rehearsal, stress reduction plans, and
skills training. (Objective 4)
Formative: Discussions, in-class
activities, journal entries
Explain and apply techniques for reducing CA,
including: deep abdominal breathing, cognitive
restructuring, systematic desensitization,
mental rehearsal, stress reduction plans, and
skills training. (Objective 4)
Formative: In-class activities, journal
entries, mini-speeches
Summative: Quizzes and minispeeches
Summative: Personal action plan
assignment
Design a personal action plan that includes
appropriate techniques for reducing CA.
(Objective 5)
7.
List of references.
Addison, P., Ayala, J., Hunter, M., Behnke, R. R., & Sawyer, C. R. (2004). Body sensations of higher and lower anxiety
sensitive speakers anticipating a public presentation. Communication Research Reports, 21, 284-290.
Ayres, J., & Hopf, T. S. (1993). Coping with speech anxiety. Norwood, NJ: Ablex Publishing
Corporation.
Behnke, R. R., Sawyer, C. R., & King, P. E. (1987). The communication of public speaking anxiety. Communication
Education, 36, 138-141.
Brodie, G.D. (2010). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public
speaking anxiety. Communication Education, 59, 70-105.
Dwyer, K. (2009). The multidimensional model for selecting interventions. In J.A. Daly, J.C. McCroskey, J. Ayers, T.
Hopf, & D. Ayers (Eds.) Avoiding communication: Shyness, reticence, and communication apprehension (359-374). Cresskill,
NJ: Hampton Press.
Dwyer, K., Carlson, R.E., & Kahre, S. (2002). Communication apprehension and basic course success: The Labsupported public speaking course intervention. Basic Communication Course Annual, 14, 87-112.
Dwyer, K., & Fus, D. (1999). Communication apprehension, self-efficacy, and grades in the basic course: Correlations
and implications. Basic Communication Course Annual, 11, 108-132.
Ellis, K. (1995). Apprehension, self-perceived competency, and teacher immediacy in the laboratory-supported public
speaking course: Trends and relationships. Communication Education, 44, 64-78.
Finn, A.N., Sawyer, C.R., & Behnke, R.R. (2009). A model of anxious arousal for public speaking. Communication Education,
58, 417-432.
Finn, A. N., Sawyer, C. R., & Schrodt, P. (2009). Examining the effect of exposure therapy on public speaking state anxiety.
Communication Education, 58, 92-109.
Hopf, T.S., & J. Ayers. (1992). Coping with public speaking anxiety: An examination of various combinations of
systematic desensitization, skills training and visualization. Journal of Applied Communication Research, 20, 183-198.
McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37, 269-277.
McCroskey, J.C. (1982). Oral Communication apprehension: A reconceptualization. In M. Burgoon (Ed.),
Communication Yearbook 6. Beverly Hills, CA: Sage.
McCroskey, J.C., Booth-Butterfield, S., & Payne, S.K. (1989). The impact of communication apprehension on college student
success and retention. Communication Quarterly, 37, 100-107.
National Association of Colleges and Employers (2010). Job outlook: Verbal communication skills most sought by
employers [data file]. Retrieved from: http://www.naceweb.org/so12082010/college_skills/
Richmond, V.P., & McCroskey, J.C. (1998). Communication apprehension, avoidance and effectiveness. (5th ed.).
Boston, MA: Allyn and Bacon.
Sawyer, C. R., & Behnke, R. R. (2002). Reduction in public speaking state anxiety during performance as a function of
sensitization processes. Communication Quarterly, 50, 110-121.
Smith, C. D., Sawyer, C. R., & Behnke, R. R. (2005). Physical symptoms of discomfort associated with worry about giving a
public speech. Communication Reports, 18, 31-41.
Smith, T. E., & Frymier, A. B. (2006). Get ‘real’: Does practicing speeches before an audience improve performance?
Communication Quarterly, 54, 111-125.
Witt, P., & Behnke, R.R. (2006). Anticipatory speech anxiety as a function of public speaking assignment type.
Communication Education, 55, 167-177.
Wrench, J.S., Brogan, S.M., McCroskey, J.C., & Jowi, D. (2008). Social communication apprehension: The
intersection of communication apprehension and social phobia. Human Communication, 11, 409-430.
B.
Rationale
1.
Statement of the major focus and objectives of the course.
The major focus of this course is to understand the sources of communication apprehension (CA) and help students
identify and apply appropriate interventions for reducing their anxiety about public speaking. Specifically, after taking
this class, students will be able to:
 Explain the meaning, contexts, causes, occurrence, and potential long-term (academic, social, career) effects of
CA.
 Describe the BASICS personality dimensions involved in CA.
 Identify the firing order of the BASICS dimensions involved in their own CA.
 Explain and apply techniques for reducing CA, including: deep abdominal breathing, cognitive restructuring,
systematic desensitization, mental rehearsal, stress reduction plans, and skills training.
 Design a personal action plan that includes appropriate techniques for reducing CA.
2.
Specify how this new course contributes to the departmental curriculum.
Communication apprehension, or the fear or anxiety associated with real or anticipated communication, is considered
the most widely studied concept in the communication studies discipline (Brodie, 2010; McCroskey, 1982; Wrench,
Brogan, McCroskey, & Jowi, 2008). Although research indicates that nearly all speakers experience some from of CA, an
estimated 15-20 percent of the general population experience high or severe levels of CA that cause them to avoid or
withdraw from communication situations (see McCroskey; Richmond & McCroskey, 1998). Despite the prevalence of CA,
oral communication skills are essential in the classroom and the workplace. Winona State University students are
required to take CMST 191 (Introduction to Public Speaking) to fulfill the Oral Communication component of the
University Studies Basic Skills Curriculum. Additionally, oral communication is ranked among the top skills that employers
seek in new college graduates (National Association of Colleges and Employers, 2010).
During any given semester at WSU, an estimated 1,000 students enroll in CMST 191. Extrapolating from the existing
research, an estimated 200 students in the public speaking course experience high levels of CA. Institutional data further
indicates that on a yearly basis, approximately 300 students do not take CMST 191 during their first year of enrollment.
This trend raises multiple concerns for student retention and progress towards matriculation: First, disciplinary research
indicates that students with high CA are more likely to drop out than students with low CA, particularly during the first
two years of enrollment (see, for example, McCroskey, Booth-Butterfield, & Payne, 1989). Second, the institutional data
suggests that students are postponing or avoiding enrollment in CMST 191, which could delay their ability to take other
courses or their entrance to a major. Third, when students who have delayed taking CMST 191 do enroll in the course,
the classes fill up earlier in the registration period –leaving fewer seats available for new students. The pilot run of this
course in Fall 2012 is intended to address these concerns by providing students with high CA with knowledge and
techniques that can help them reduce public speaking anxiety.
We have consulted with several campus partners about piloting this course (specifically, Advising and Tutoring Services,
Counseling Services, Disability Services, and Student Support Services). They support our efforts as part of a broader plan
to address the needs of students with high communication apprehension.
3.
C.
Indicate any course(s) which may be dropped if this course is approved.
None.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
2.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so,
which department(s)?
No.
Attach letter(s) of understanding from impacted department(s).
N/A
Definitions:
01-Satellite:
02- CD Rom:
03- Internet: Predominately = where all, or nearly all, course activity occurs in an online environment. One to two activities may
occur face-to-face in a classroom, with the maximum being two activities.
04 – ITV Sending: a course in which students are in the classroom with the instructor, other students join via interactive television
technology from other geographically separate locations
05 – Broadcast TV:
06 – Independent Study: a course in which the teacher develops specialized curriculum for the student(s) based on department
guidelines in the University course catalog
07 – Taped: a course in which the teacher records the lessons for playback at a later date
08 – ITV Receiving: a course in which students are not in the classroom with the teacher, other students join via interactive television
technology from other geographically separate locations
09 – Web Enhanced- Limited Seat Time: For a course in which students are geographically separate from the teacher and other
students for a majority of required activities. However, some on-site attendance is required. The course includes synchronous and/or
asynchronous instruction.
10 – Web Supplemented- No Reduced Seat Time: For a course utilizing the web for instructional activities. Use of this code may
assist your college/university in tracking courses for “smart classrooms” and/or facility usage.
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
______________________________________________
Name (please print)
________________
Phone
_______________________________
e-mail address
[Revised 9-7-11]
WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program:___CMST101_______________________________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by
adjunct faculty, include a rationale.
The course will be taught by existing staff.
2.
What impact would approval of this course/program have on current course offerings? Please discuss number of sections of
current offerings, dropping of courses, etc.
We will be offering the course as a one-time pilot in fall 2012. It will not affect existing course offerings.
3.
What effect would approval of this course/program have on the department supplies? Include data to support expenditures for
staffing, equipment, supplies, instructional resources, etc.
None.
[Revised 9-05]
Appendix: Course Outline
Communication Studies 101
Speaking Confidently
Required Materials:
Dwyer, K. (2005). Conquer your speech anxiety: Learn to overcome your nervousness about public speaking.
Belmont, CA: Wadsworth.
Dwyer, K. (2005). Conquering speech anxiety. [CD-ROM]. Belmont, CA: Wadsworth.
Course Objectives:
The major focus of this course is to help you prepare for other speaking-intensive classes. Together, we will
examine the sources of communication apprehension (CA), and identify and apply appropriate techniques for
reducing anxiety about public speaking. Specifically, after taking this class, you will be able to:
 Explain the meaning, contexts, causes, occurrence, and potential long-term (academic, social, career) effects of
CA.
 Describe the BASICS personality dimensions involved in CA.
 Identify the firing order of the BASICS dimensions involved in their own CA.
 Explain and apply techniques for reducing CA, including: deep abdominal breathing, cognitive restructuring,
systematic desensitization, mental rehearsal, stress reduction plans, and skills training.
 Design a personal action plan that includes appropriate techniques for reducing CA.
Course Assignments and Grades:
Quizzes
Quizzes (4 @ 25 pts each)
Points Possible/Points Earned
100
/_____
Speaking Assignments
Mini-Speech 1 (Introduction)
Mini-Speech 2 (Object)
Mini-Speech 3 (Opinion)
20
20
20
/_____
/_____
/_____
Other Assignments
Journal Reflection Assignments (5 @ 10 pts each)
Personal Action Plan
50
40
/_____
/_____
TOTAL
250
/_____
Your final grade is a function of the number of points earned in the course divided by the total number of points, yielding a
percentage. The following grading scale will be used in the course:
A = 90%-100%
B = 80%-89%
C = 70%-79%
D = 60%-69%
F = 0%-59%
Course Schedule
Class Meeting
Day 1
Day 2
Day 3
Activity
Introduction to course
Introduction to Communication Apprehension and Speech
Anxiety
Discuss the meaning, contexts, occurrence and possible
effects of communication apprehension.
Complete PRCA-24 assessment.
Introduce the Deep Breathing Technique.
Quiz 1: Covers chapters 1, 2, 6
Introduce the connections between negative thoughts and
Assignments/Materials Needed
Reading: Chapter 1
Due: Journal Entry 1
Reading: Chapters 2 & 6
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
feelings of fear, anxiety or nervousness.
Explain steps in cognitive restructuring technique.
Explain positive coping statements and assign students to
develop their own coping statements master chart.
Explain first mini-speech assignment.
Students present mini-speeches
Quiz 2: Covers chapters 3, 5 & 7
Explain BASICS & Tracking Firing Order.
Discuss matching techniques to personality dimensions.
Discuss Fight, Flight or Freeze Response.
Introduce Systematic Desensitization.
Continue discussing Systematic Desensitization.
Continue practicing Systematic Desensitization.
Quiz 3: Covers Chapters 4, 8 & 10
Discuss stress reduction plans, and the importance of
physical exercise and interpersonal support.
Discuss skills training.
Discuss second mini-speech
Students present mini-speeches.
Explain Personal Action Plan assignment and final minispeech.
Introduce mental rehearsal.
Day 14
Quiz 4: Covers Chapters 9, 11 & 12
Continue discussing mental rehearsal
Day 15
Discuss Personal Action Plans
Complete PRCA-24 Assessment
Students present final mini-speech
Day 16
Reading: Chapters 3 & 7
Due: Journal Entry 2
Due: Mini-speech Outline
Reading: Chapter 5
Reading: Chapters 4 & 8
Due: Journal Entry 3
Reading: Chapter 10
Reading: Chapter 11
Due: Journal Entry 4
Due: Mini-speech Outline
Reading: Chapters 9 & 12
Due: Personal Action Plan assignment
Due: Journal Entry 5 and Mini-Speech
Outline
WINONA STATE UNIVERSITY
NEW AND REVISED COURSE AND PROGRAM APPROVAL FORM
Routing form for new and revised courses and programs.
Course or Program_____CMST101_____________________________
Department Recommendation
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Yes
_________________________________
Dean of College
____________________________________________
e-mail address
_____ No*
________________
Date
*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for
Academic Affairs.
A2C2 Recommendation
_____ Approved
_____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation
(if applicable)
_____ Approved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-1-10]