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DRAFT- OCTOBER 2010
South Dakota State University
College of Arts and Sciences
Communication Studies and Theatre
Communication Theory
SPCM 405- D2L course
Spring 2011
Instructor:
Elizabeth (Liz) Tolman, Ph.D.
Associate Professor
Communication Studies & Theatre Department
E-mail address:
Use email in Desire2Learn for questions about this course.
SDSU email: Elizabeth.Tolman@sdstate.edu
Office: Pugsley Center 115
Office number: 688-6664
Required text:
Griffin, E. (2009). A First Look at Communication Theory. 7th Ed. New York: McGraw-Hill.
ISBN: 0-07-338502-6
The link to the university bookstore is http://www.sdstatebookstore.com or you can call
1-800-985-8771.
- You will also need access to the textbook’s on-line learning center:
http://www.mhhe.com/griffin7e. You will use this site to access the Conversations with
Theorists Interviews. In these interviews, the author of the textbook, Em Griffin,
interviews the communication theorists. These interviews will provide you with
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additional information about the theories and will serve as a starting point for some of
the discussions.
Minimum Computer Skills:
Assignments will be submitted in Microsoft Word 2003 or newer.
Minimum Technological Requirements: https://d2l.sdbor.edu/shared/sdsu/require.htm
Catalog Description
Examines communication theories and philosophies, emphasizing clarification through
theory of daily communication processes, and relating theory to traditional and
developing research methods.
Course Overview
In this upper-level communication course you will identify and reflect on
communication theories in everyday life. This will include completing a service-learning
project at the Boys and Girls Club of Brookings, conducting research interviews, and
researching computer mediated communication. Distance Education students living
outside of Brookings will work closely with the instructor and identify a similar
organization in their area where they can serve. This will include a similar after-school
program.
Your service will help fulfill a real community need. You will be assisting at the Boys and
Girls Club (http://www.bgcbrookings.org/) This will include helping grade school
children and teens with their homework (help during “power hour” – their homework
hour, assisting in the art room, assisting in the gym, etc.) We will work closely with the
B&GC Volunteer Coordinator.
You will reflect on the communication in this setting. You will observe the
communication in this setting and reflect on your own communication. You will focus on
the verbal and nonverbal communication. For example, kids in the teen room are
allowed to text while at the club. For this class we will be exploring the implications of
technology, computer mediated communication (CMC), and the connections to face to
face communication. The setting will provide a context for observing communication
and the potential implications of technology.
You will be required to interview two parents of teenagers. In the interviews you will
gather data about how their teen uses technology, if they regulate their teen’s use of
texting and social networking, etc. You will be responsible for identifying two parents of
teenagers (ages 13-18) and conducting these interviews. You will interview
acquaintances. You will not interview family members. It will be important to interact
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with someone you do not know or an acquaintance. Students will use the same
interview guide. This will be developed by the instructor and will be available in the
content module on the first day of class. As a class, we will make the research findings
and recommendations based on the research available in a blog. All students will be
required to conduct ethical research. This will include creating pseudonyms for the
research participants.
In addition, you will also write a paper about Computer Mediated Communication. Your
observations at the Boys and Girls Club, interview research, and secondary research will
enhance your understanding of communication. As you document your service-learning
experiences, conduct secondary research, and reflect on the communication in the
interviews, you will notice communication theory in everyday life.
This course will also include participating in asynchronous class discussions throughout
the semester. This will occur in the D2L Discuss Module. You will illustrate your
understanding of the material in the textbook and the interviews with communication
theorists. You will also reflect on your service-learning experiences and the interview
research you conduct.
Course Objectives
1. Enhance your understanding of communication theory in everyday interactions.
2. Develop an understanding of communication theory, as it relates to relational
development, relational maintenance, intercultural communication, small group
communication, and gender communication.
3. Complete a service-learning project that helps fulfill a community need.
4. Complete a critical reflection paper and illustrate your understanding of
communication theory.
5. Enhance your understanding of communication theory and computer mediated
communication (CMC) by participating in on-line discussions with your
classmates and researching CMC.
Important information about this course:
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This D2L course is not self-paced. However, all assignments and discussion
questions will be available in the content module on the first day of class.
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This is an asynchronous course. You will be able to participate in the discussion
board from Monday at 5:00 am – Friday at 11:00 p.m.
Assignments and discussion postings will be submitted Mondays- Fridays. This is
not a weekend course.
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All assignments will be submitted in the D2L – Dropbox. Assignments must be
submitted as Word documents - (readable format). You will submit all discussion
postings in a Word document in the Dropbox.
I will check D2L at least once a day. Depending on when you email me- you can
expect a response within at least 24 hours.
If you experience technical difficulties, please contact the helpdesk at (605) 6886776 or SDSU.supportdesk@sdstate.edu.
http://www3.sdstate.edu/TechnologySupport/InformationTechnologyServices/
Distance Education Support: http://distance.sdstate.edu/
Supplementary materials (Off Campus Library Access:
http://lib.sdstate.edu/OffCampusAccess.html)
Quizzes will be available on four Thursdays throughout the semester. You will
need to be available to take the quizzes between 6:00 a.m. and 11:00 p.m.
Additional Information
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Plagiarism: If you are found plagiarizing on any of your work in this course, you will
automatically receive an “F” (Fail) for your final course grade.
Cheating and plagiarism policy
http://studentaffairs.sdstate.edu/JudicialAffairs/StudentCode/SDSU_Student_Code.pdf
In general, no make-up assignments, quizzes or discussion postings will be allowed.
Arrangements to turn assignments in late must be made with the instructor prior to the
deadline.
Students will be required to complete at least 12 service-learning hours. If the student
does not complete the hours by the assigned deadline, 25 points per hour will be
deducted from the total points earned by the student. The student is responsible for
signing into the service site at each visit.
Each student will be required to have a background check prior to serving at the service
site. If the student is unable to serve at the site, an alternative site will be assigned. If
students are living outside of Brookings, student will propose an alternative service site
and the instructor will approve this site. This will not affect the student’s ability to
complete the course. If the student completes the service project at another location,
this location will need to be identified by February 1.
ADA Statement :
Any student who feels s/he may need an accommodation based on the impact of a
disability should contact Nancy Hartenoff-Crooks, Coordinator of Disability Services
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(605-688-4504 or Fax, 605-688-4987) to privately to discuss their specific needs. The
Office of Disability Services is located in room 125, the Wintrode Student Success
Center.
Freedom in Learning Statement:
Students are responsible for learning the content of any course of study in which they
are enrolled. Under Board of Regents and University policy, student academic
performance shall be evaluated solely on an academic basis and students should be free
to take reasoned exception to the data or views offered in any courses of study.
Students who believe that an academic evaluation is unrelated to academic standards
but is related instead to judgment of their personal opinion or conduct should first
contact the instructor of the course. If the student remains unsatisfied, the student may
contact the department head and/or dean of the college which offers the class to
initiate a review of the evaluation.
South Dakota State University
Attendance Policy
(Adopted by Faculty Senate on April 27, 2010)
(Approved by Office of Academic Affairs on April 28, 2010)
SDSU is obligated to encourage its primary constituents, the students, to meet their
responsibilities to themselves, their families, classmates, instructors and the taxpayers
and donors who support higher education in South Dakota. For these reasons, the
following policy as related to attendance is outlined.
Online course attendance policy for this course:
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You are expected to log into D2L on the first day of the summer session.
You are expected to log into D2L at least 3 times per week.
You are expected to have an initial posting / answer to the discussion question
posted by Wednesday by noon. This is for the 7 weeks that you will participate in
the discussion.
You are expected to have at least 4 follow up postings per discussion item.
You are expected to contact your instructor in D2L if you have questions or
concerns about the course.
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ACADEMIC HONESTY POLICY
In written papers and other class projects (electronic format, hard copy or
otherwise) it is unethical and unprofessional to present the work done by others in a
manner that indicates that the students is presenting the material as his/her original
ideas or work. Cheating, assisting others, or plagiarizing on tests, quizzes, problems,
research papers, or other assignments will result in written notification to the student
involved, the academic advisor, the department that offers the course, the appropriate
College or Administrative Dean, and parent/guardian (when the students is a dependent
for financial aid purposes). Plagiarizing is submitting uncited materials as your own
work, which was in fact produced by others. Examples include uncited work from
journals, books, work of others or electronic sources.*
ACADEMIC DISHONESTY STATEMENT
Plagiarized reports or papers will result in the student receiving zero points for the
course.
The following actions will not be tolerated and if detected will be reported to the
appropriate authorities for disposition.
Cheating: An act of deception by which a student misrepresents that he or
she has mastered information on an academic enterprise that she or he has
not mastered.
Plagiarism: The offering of as one’s work the words, ideas or arguments of
another person without appropriate attribution by quotation, reference or
footnote.
Fabrication: The intentional and unauthorized falsification or invention of
any information or citation in an academic exercise.
Facilitating Academic Dishonesty: Those who intentionally or knowingly help
or attempt to help another to commit an act of academic dishonesty are also
subject to penalty.
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Learning Activities
These assignments are available in the D2L content module. All assignments must be
submitted in the D2L Dropbox.
Class Discussion
You will participate in on-line discussions about course content. These will be
asynchronous discussions and will allow for flexibility during this course. During the
discussion weeks, be prepared to read 1-2 chapters each week and engage in on-line
discussions for at least 3-4 hours per week.
In these on-line discussions you will make connections between the course material,
your everyday communication, and your observations about communication. In
addition, you will illustrate that you understand the course concepts and theories.
No late postings will be accepted. All initial postings must be completed by Wednesday
by noon. If you do not meet the Wednesday deadline you will earn a zero 0/100 for the
assignment. This is a necessary requirement because your group members need you to
participate in the discussion.
Prior to the Friday 11:00 p.m. deadline you will cut and paste all of your discussion
postings for the week and submit them as a Word document in the dropbox. Postings
should be threaded and include the date/ time of your postings. Include only your
postings for the week. View the guidelines for this assignment in the Content Module.
Service-Learning Project
The Boys and Girls Club will serve as a “living text” for this course. You will not earn
points for the time you spend at the club. Rather, you will need these service-learning
experiences in order to complete the critical reflection paper and participate in the
discussions. You will be able to reflect on your communication in this “new” setting and
relate the course content to these experiences. In addition, you will be able to serve
with other students in the class. All students will be required to attend an orientation
session. This will include a tour of the club, information about their mission, history, etc.
This will count toward the 12 hours that are required.
Rationale for Service-Learning: Alignment with strategic priorities
This project focuses on using service-learning in order to enhance learning for each
student in the course. More specifically, it connects to the goal of the university to
expand the reach of the university through engagement, collaborations and
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partnerships, and civic engagement. This assignment is designed to enhance this online
learning experience.
SDSU: The Strategic Planning Framework for South Dakota State University for 20082012 (created: August 2007).
• Strategic Intent and Goals
• Strategic Goal #3: Expand the reach of the University through engagement,
technology, and globalization.
• Increase collaborations and partnerships with public, private and tribal
sectors of state, regional, national and international communities.
• Increase opportunities for student participation in service-learning, study
abroad and civic engagement.
• Provide lifelong learning and professional development opportunities.
Related to the Student Success Model, the project is an enriching educational
experience. It is well developed, organized, and directly linked to service-learning.
SDSU: Student Success Model - Supporting Student Achievement (created: April
2010).
 Part D. Enriching Educational Experiences (EEE)
o Recommendations:
 Integrate educational experiences that are purposefully linked to
academic programs (i.e. service-learning, internships and volunteer
work).
Critical Reflection Paper
You will prepare a Critical Reflection Paper about your service-learning experiences. You
will reflect on the communication you observed in the setting. You will look for evidence
of communication theory in these interactions. You will illustrate your understanding of
the course content. You will use the theory to gain insight into the communication in the
setting. You will offer your analysis of the verbal and nonverbal communication.
Quizzes
You will complete four on-line quizzes (50 points each). Quizzes will include 25 truefalse and multiple-choice questions.
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Grade Monitoring
All assignments will receive a numerical score. Final letter grades will be based on a 90-80-70-60 percent
scale. At any time you can determine your appropriate letter grade by calculating the percentage of points
you have earned out of the points possible for each assignment.
Learning Activities- Draft Oct. 2010
Syllabus quiz
______/ 20 points
Discussion 1
______ / 100 points
Discussion 2
______ / 100 points
Discussion 3
______ / 100 points
Discussion 4
______ / 100 points
Discussion 5
______ / 100 points
Discussion 6
______ / 100 points
Discussion 7
______/ 100 points
Quiz 1
______ / 50 points
Quiz 2
______ / 50 points
Quiz 3
______/ 50 points
Quiz 4
______/ 50 points
Research Findings Interview 1
______ / 100 points
Research Findings Interview 2
______ / 100 points
Critical Reflection Paper
______ / 150 points
Findings
______/ 50 points
Computer Mediated Communication Paper
______/ 75 points
Total
1395-1256 = A
1255-1116 = B
1115-977 = C
976-837 = D
836 & Below = F
_______/ 1395 Points
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Tentative Course Schedule
Communication Theory
Spring 2011
DRAFT October 2010
This is a draft. It is tentative and will change. This will give you information
about the course assignments, deadlines, and details about the course.
However, when the course starts- you will need to use the syllabus that will be
available in D2L.
Week 1
Thursday, January 14
Log into course
Friday, January 15
Syllabus quiz will close at 11:00 p.m.
Things to do:
Read syllabus and course requirements.
Find your group. Post self-introduction.
Take Syllabus Quiz by Jan. 14 at 11:00 p.m.
Week 2 – Discussion Week (1 of 7)
Chapter 1
Launching your study
Chapter 2
Talk about Theory
Monday, January 17
Martin Luther King, Jr Day- No class
Tuesday, January 18
Wednesday, January 19
Initial postings due at noon
Thursday, January 20
Friday, January 21
Final postings due by 11:00 p.m.
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Week 3 – Discussion Week (2 of 7)
Chapter 3
Weighing the Words
Chapter 4
The Seven Traditions in the Field of Communication Theory
January 24
January 25
January 26
Initial posting due by noon
January 27
January 28
Final postings due by 11:00 p.m.
Week 4
January 31
February 1
February 2
February 3
Quiz 1- Chapters 1-4 – Available from 5:00 a.m.- 11:00 p.m.
February 4
Deadline for completing service-learning orientation session at the Boys
and Girls Club or your service-learning site.
Week 5 - Discussion Week (3 of 7)
Chapter 7
Expectancy Violations Theory
Chapter 9
Social Penetration Theory
February 7
February 8
February 9
Initial postings due by noon
February 10
February 11
Final posting due by 11:00 p.m.
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Week 6 – Discussion Week (4 of 7)
Chapter 10
Uncertainty Reduction Theory
Chapter 12
Relational Dialectics
February 14
February 15
February 16
Initial postings due by noon
February 17
February 18
Final postings due by 11:00 p.m.
Week 7
Monday, February 21
No Class- President’s Day
Tuesday, February 22
Wednesday, February 23
Thursday, February 24
Friday, February 25
Interview 1 due by 11:00 p.m.
Week 8
Monday, February 28
Tuesday, March 1
Wednesday, March 2
Thursday, March 3
Quiz 2 (Chapters 7, 9, 10, & 12)
Available from 6:00 p.m.-11:00 p.m.
Friday, March 4
Week 9
No Classes- Spring Break
Monday, March 7- Friday, March 11
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Week 10 – Discussion Week (5 of 7)
Chapter 23
Narrative Paradigm
Chapter 30
Accommodation Theory
Monday, March 13
Tuesday, March 14
Wednesday, March 15
Initial postings due by noon
Thursday, March 16
Friday, March 17
Final posting due by 11:00 p.m.
Deadline for completing 6 service-learning hours
Week 11
Chapter 31
Face Negotiation Theory
Monday, March 21
Tuesday, March 22
Wednesday, March 23
Thursday, March 24
Quiz 3 (Chapters 23, 30 & 31)
Friday, March 25
Computer Mediated Communication Paper due at 11:00
p.m.
Week 12 – Discussion Week (6 of 7)
Chapter 32
Speech Codes Theory
Chapter 33
Genderlect Styles
Monday, March 28
Tuesday, March 29
Wednesday, March 30
Initial postings due by noon
Thursday, March 31
Friday, April 1
Final postings due by 11:00 p.m.
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Week 13
Monday, April 4
Tuesday, April 5
Wednesday, April 6
Thursday, April 7
Friday, April 8
Interview 2 Due by 11:00 p.m.
Week 14 – Discussion Week (7 of 7)
Chapter 35
Muted Group Theory
Chapter 36
Common Threads in Communication Theories
Monday, April 9
Tuesday, April 10
Wednesday, April 11
Initial posting due at noon
Thursday, April 12
Friday, April 13
Final postings due by 11:00 p.m.
Last day to complete service-learning hours
Week 15
Monday, April 18
Tuesday, April 19
Wednesday, April 20
Thursday, April 21
Quiz 4 (Chapters 32, 33, 35, & 36)
Available from 6:00 a.m.-11:00 p.m.
Friday, April 22
Easter Break- No Class
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Week 16
Monday, April 25
Easter Monday- No Class
Tuesday, April 26
Wednesday, April 27
Thursday, April 28
Friday, April 29
Findings paper due
Week 17
Finals Week
Monday, May 2-Friday, May 6
Spring Commencement—Saturday, May 7
Critical Reflection Paper due: Wednesday, May 3 by 11:00 p.m.
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Grading Guidelines
The following document was adapted from one prepared by the senior faculty of the University of
Phoenix, Phoenix, Arizona.
A
Clearly stands out as excellent performance. Has unusually sharp insight into material and
initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and
clearly. Integrate ideas previously learned from this and other disciplines; anticipates next steps in
progression of ideas. Example: “A” work is the type which could be put on reserve for all students to
review and emulate. Others may very well learn much from this type of work.
B
Grasps subject matter at a level considered good to very good. Student is an active listener and
participant in class discussion. Speaks and writes well. Accomplishes more than the minimum
requirements. Work in and out of class is of high quality.
Example: “B” work indicates a high quality of performance and is assigned in recognition of solid work. A
“B” is a high grade.
C
Demonstrates a satisfactory comprehension of the subject matter. Accomplishes the minimum
requirements. Communicates orally and in writing at an acceptable level for a college student. Has an
acceptable understanding of all basic concepts.
Example: “C” work represents average work. Some work is above average, some is below. A student
assigned a “C” has met the requirements, including deadlines, for a course.
D
Quality and quantity of work in and out of class is below average and barely acceptable.
Example: “D” work is passing by a slim martin.
F
Quality and quantity of work in and out of class is unacceptable.
Example:
“F” work does not qualify the student to progress to a more advanced level of
coursework. A student who fails to complete one or more assignments may receive an “F” at semester
end.
“Good” grades (A, B, C) usually coincide with regular attendance and accurate, timely completion of
assignments. “Poor” grades (D, F) usually coincide with frequent absences and incomplete or missing
assignments.