COM 2235 Survey of Communication Theory and Research Prerequisites:
ENG 1102.Spring 2001 M W 12:30-1:45 p.m. in 103 Wilson. Section 02, computer number 93473.
*** READ SYLLABUS CAREFULLY AND SAVE FOR FUTURE REFERENCE.***
Chinese Proverb:
"If you are planning for a year ahead, sow rice; for 10 years, plant trees; for 100 years, educate people."
Liberal arts education:
Education is the key to coping with accelerated change in the technological era, says the writer and historian Arthur Schlesinger, Jr. The liberal arts must "remain the heart of the educational enterprise," he writes. At a time when human history rushes by rapidly, the liberal arts provide a much-needed anchor to the past, says Mr. Schlesinger. The search for international understanding is also more important than ever, he says, because we live in a global society in which information is not confined by national boundaries. "As the planet heads into a new millennium, as we struggle to navigate the great structural changes convulsing human society, as we pursue the grand quest for international understanding, education becomes more than ever the antidote to catastrophe," he concludes. "We certainly need to know how to run computers. We need even more to know how to run ourselves." (excerpt of book review in September 1998 issue of The Boston Book Review; www.bostonbookreview.com)
Facilitator: Dr. Chuck Aust Office: 223 Wilson (WB). Phone: 770 423 6730
E-mail: caust@kennesaw.edu Office Hours: M, W 2-3:15 p.m.,T,Th 2-3 p.m.,
And Friday noon-2 p.m. Other hours by appointment.
My class times: MW 12:30-1:45, T,Th 3:30-4:45, and F 2-4:45. All in WB 103.
I have an answering machine in my office. Call and leave a message any time, day or night. No need to wait until my office hours. Also, do not hesitate to communicate with me by e-mail.
Do not fax
assignments or messages to me. Faxed work will not be accepted. Do not send work to me as e-mail attachments. Hard copies submitted in person only, please.
My education: B.S. in psychology at the Univ. of Pittsburgh, 1975. M.A. Telecommunications. Indiana Univ., Bloomington. 1985. Ph.D. Mass communication, Univ. of Alabama, Tuscaloosa. 1993
Text materials:
NOTE: Please be aware that
you will be required to achieve some of your tested knowledge gains solely by reading and studying individually and/or in groups outside of class. Because of time limits and the great quantity of relevant topic details, I am not able to address all chapters and topics in detail in class. I often utilize our time together to reflect upon, discuss, analyze and supplement. One of the purposes of class time is to practice critical thinking skills as well as learning detailed information.
Be prepared for class.
By this I mean having a working knowledge of the readings for that scheduled class day. Read ahead. Also, be prepared to ask questions about any reading material or your lecture notes you might be struggling to understand. Please realize that if you have a question, others probably have it too. If you ask, you might be helping other classmates and me. Thanks, in advance.
2 text items are needed.
1. Communication Research by D. W. Stacks and J. E. Hocking (1999; Addison-Wesley). Please note that you will probably need to read each assigned reading at least twice to accomplish knowledge gains. Skim chapter highlights first, then read for details. Outlining and taking notes will help.
2. Course Packet - Available for purchase at the KSU bookstore only. This required course packet contains material for classroom activities, homework assignments, and helpful guides for note-taking in class, as well as getting ready to take exams. Please note that I make no money on this. It is strictly to help you.
Studying suggestions:
I recommend that you:
Reserve Readings:
Reserve readings are required reading assignments. They will be available at the library. More information about them will be provided during the semester as needed.
Documentation of your learning experience, i.e., grades:
At the end of the semester, the registrar’s office asks me for one single symbol to represent all your learning, your insights, your intellectual accomplishments...just one letter of the alphabet. A one-page narrative would perhaps be more informative to employers and others who are interested in your transcript. But for now, higher education in the United States, with rare exception, uses the letter grade system.
So, I have to have a basis for my documentation of that letter that I put on the report to the registrar’s office. Thus, I utilize a variety of grade elements on which I can base my determinations…..
Exam 1 = 25%
Exam 2 = 35%
Exam 3 = 15%
Exam 4 = 25%
Small assignments that might be given throughout the semester will be mathematically included in the exam covering that part of the course.
Attendance... not directly graded from day to day, but could influence one’s grades on assignments in which a participation grade applies. A percentage (usually 10%, but could be higher for a given activity) of the grade for work performed or turned in and discussed in class that day could depend on attendance/participation that day. Work on those time-management skills so you can consistently attend class.
I'd like to offer a comment about grades and self-worth. What do you think of this statement: "I am only as good as my grades." I strongly disagree with this, for psychological, ethical, and theological reasons. You are not your grades. I am not my student evaluations. Our ultimate worth as human beings is not dependent on or based on performance, in my opinion. So if your test and assignment grades are not what you'd like them to be, yes, work at improvement. But it is my hope that you will not let the grading process inordinately affect your psychological and spiritual well-being. Our ultimate worth as a human being is not dependent on or based on our academic performance. A slogan that helps me is "Progress, not Perfection."
Homework and other written assignments - General requirements:
Grammar, spelling, punctuation: For all written work submitted for a grade, correct spelling/grammar/punctuation are required. Inaccuracies will result in a reduction in the grade for that written assignment, usually one percent deducted for each error. Why? This precision is part of effective communication, and is essential in professional work. Such errors can raise a question in your reader's mind about your credibility as a source of information, so here's an opportunity to practice accuracy. Marilyn Vos Savant says "When our spelling is perfect, it's invisible. But when it's flawed, it prompts strong negative associations, ranging from major (lack of intelligence) to minor (lack of attention to detail)" (Parade Magazine, Aug. 13, 2000).
Proofread. Do not depend only on spellcheck software on the computer. Here is a poem to illustrate...
My spellcheck is sew helpful, it serves me on my weigh,
When plowing threw the mounds of work, too graduation day.
Yet theirs a little inkling that stirs within my mind,
That says I better reed each word, or points off I mite find.
Argh! It takes sum extra thyme, butt is a vital chore.
This added effort I invest will pay off even more.
Keep a copy of all homework
you submit for a grade. Just in case an assignment is lost after you turn it in to me, be sure to have another copy available for me to grade. Thanks.
Hard copies of your coursework are to be submitted in person only, please. No submission of course work by fax or e-mail attachment will be accepted.
Type and double-space all assignments. Why typed? 1).
To foster professionalism in your written work. 2). Evaluation of typed copy is less arduous than handwritten work when grading the large volumes of written work each semester. A deduction will be assessed if the work is not typed. The handwritten work will be returned ungraded to the student for typing and resubmission (penalty will apply). Be sure to see me if you have "hardship" circumstances. 3). You and I don't have to worry about whether I can read your handwriting. 4). If I would accept handwritten work, some students might be tempted to slap something together during class, when it's a short assignment. I’ve seen it done. I want students to do homework outside of class, not during. Why double space? I need the in-between space to make comments, corrections, etc. A deduction will be assessed if the typed work is not double-spaced.
Keep track of graded activities using this grid:
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Max- imum point value possible toward exam score |
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Exams and possible quizzes
will test your knowledge gains and understanding of concepts and facts. Exams could consist of multiple choice, matching, true-false (SCANTRON sheets will be used), fill in the blank, and essays. Test material will come from textbooks/course packet, lectures, handouts, student presentations, and other classroom activities.
Test or quiz occasions:
1. If I ask a student to move to a different desk during an exam, it must not be assumed that that student’s conduct is in question. Such an action might be taken for any of a number of reasons having nothing to do with that student’s conduct. Do not assume meaning in such a proctoring action, if taken.
2. Please use the rest room or vending machines before I distribute the exam. If you have to leave the room during the exam for any reason, at that point your exam must be turned in to be graded.
3. Put your name on the exam immediately.
4. Make sure you have all pages of the exam instrument.
[Dr. Aust: ][Announce when grade results are likely to be ready.]
[Checklist: Scantron sheets, pencils, tests, tissues, blank paper for essays, lecture folder.]
5. If you arrive late after at least one student has turned in the exam and departed, you will be required to take a different version of the exam the next time the class takes an exam. For academic honesty reasons I cannot allow a student to take the exam who arrives after at least one student has finished and departed the exam room.
Make-up of exams or in-class graded activity is not automatic. A make-up is offered at the discretion of the professor, depending on why the student missed the graded activity when it was given to the class. Make-up exams will be made up at the next exam time. In other words, students take the exam they missed along with the next exam the class takes. This means that students who need to make up an exam will take two exams in one testing session. Therefore I would recommend that you show up for the scheduled exams if at all possible. Make-up exams not made up by the official final exam time will result in an automatic zero (0%) for that test. If you miss the final exam, you will get a zero (0%) for that exam. If an emergency develops at final exam time, be sure to notify me as soon as possible so we can work out a solution.
Quizzes will usually be announced but I might administer unannounced quizzes too. The best way to be ready for quizzes is to consistently read material ahead of time and study your notes after each class.
Attendance Policy:
Part 1. Any time students are late or absent, they are responsible for all announcements made in class, and all materials distributed or presented in class. Please see the instructor or a fellow student, because this will not automatically be done for the student after an absence or lateness occurs. I encourage you to get a "study buddy" and offer to be a "study buddy" for that student in return. Cover for each other.
Part 2
. I will take roll, in order to have documentation of attendance. Faithful, consistent class attendance is important for a number of reasons. 1.) You contribute to the learning process by your participation. I believe that students teach each other when they share their questions, experience, and knowledge in class. 2.) Technical explanations, dialogue about a topic, and discussion of handouts and homework assignments, and other performance-influencing activities occur in class. They are impossible to duplicate (e.g., dialogue) or difficult for an absent student to fully recover later, even if they obtain notes from another student. 3.) Some test material is based solely on class experience, not on text content.
Part 3. If you are going to be late
, come to class anyway. Please don't diminish your learning experience further by missing the class altogether. And please drive carefully to and from classes. I urge you not to drive in a way that is dangerous to yourself or others just to be here on time. Please put the emphasis on getting here safely if you are running late. Easy does it.
Part 4. Excused absences:
Absence from graded activity will be excused only for exceptional, documented reasons (verified in writing), such as sickness (I do not expect you to show up for an exam or quiz if you are so ill that you know your performance will suffer. Just be sure to have documentation of the illness), medical treatment, auto repair bill, school-approved competition, class trip, etc. or documented death (document this with the funeral service program) or illness in the immediate family requiring presence away from campus. Complete the RFA form and attach documentation.
Part 5. Unexcused absences
include, but are not limited to, social obligations and routine misfortunes such as car trouble (unless documented), parking problems, malfunctioning clock alarms, mysterious transient illness, and sleep deprivation. Please do not schedule work obligations that conflict with class or exam time. I know jobs are very important to help pay for school, but you have registered for this class, and therefore have made a commitment to attend. Please keep your commitment.
Academic Honesty: I wish the world was the kind of environment in which the following statement was not necessary. But we must address this. I monitor exams carefully and expect you to do your own work to earn your own grade. If I suspect any dishonest activity relating to your test performance or any other graded activity (including plagiarism - presenting someone else's work or ideas as if they were your own original work or ideas), I will apply appropriate sanctions within the parameters of school regulations regarding academic misconduct. It is the student's responsibility to be familiar with the policy on academic honesty in the university catalog. Please do not make necessary the enforcement of this policy.
(From the KSU Faculty Senate: To promote academic integrity among Kennesaw State University students and ensure that students understand the expectations of their professors, all faculty members shall integrate the following statement, under the heading "Academic Integrity ," into their class syllabus...)
Academic Integrity:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement.
TENTATIVE LECTURE SCHEDULE
Please note that because of our limited time, I often will not be able to lecture about every detail of the topics/text material. It is best to read the chapters before the class meeting to get the most benefit and understanding from our class discussions, exercises, audio-visual materials, etc. You increase the risk that your learning experience will be diminished if you do not prepare this way.
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DATE |
Topic / Activity |
Readings/ Tasks/ Due dates
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Jan. 8 |
No activity. Section 02 was created at the last minute. |
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Jan. 10 |
First class meeting Welcome and introductions;
Student info sheet;
go over syllabus |
Purchase CP (course packet) ASAP
Bring CP and text to every class. |
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Jan. 15 |
We honor the life of Dr. Martin Luther King, Jr. |
No class |
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Jan. 17 |
Ch. 1
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Ch. 1 |
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Jan. 22 |
Ch. 1
Handout: USA Today article, Aug. 4, 1998
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Ch. 1 |
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Jan. 24 |
Ch. 2
Handout: Idiographic versus Nomothetic from "Beneath the Mask" text by Monte.
Handout: Sampling of qualitative studies from AEJMC Sept. 1999 newsletter.
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Ch. 2
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Jan. 29 |
Ch. 2
Handout: Frey text excerpt, p. 12-13 contrasting inductive and deductive approaches.
Handout: List of theories (just a sampling)
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Ch. 2
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Jan. 31 |
Ch. 3
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Ch. 3 |
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Feb. 5 |
Ch. 3 |
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Feb. 7 |
Exam 1
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Ch. 1, 2, 3 |
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Feb. 12 |
Ch. 4
Galileo assignment due. |
Ch. 4 Retrieve and print out a Galileo search result
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Feb. 14 |
Ch. 4
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Ch. 4 |
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Feb. 19 |
Ch. 5
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Ch. 5
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Feb. 21 |
Ch. 5
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Ch. 5 |
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Feb. 26
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Ch. 6
Show the class the transparency from Rubin, p. 206, about the Interpersonal Attraction Scale. |
Ch. 6
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Feb. 28 |
Ch. 6
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Ch. 6
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Mar. 3-9 |
Spring Break. Wear your seat belt. Obey the speed limit. The laws of physics will not be denied.
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Catch up on sleep. Eat well. Recharge the batteries. |
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March 12 |
Ch. 7
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Ch. 7
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March 14 |
Ch. 7
Show the class the transparency from Rubin, p. 338-339, an example of semantic differential approach. |
Ch. 7 |
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March 19 |
Exam 2
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Ch. 4, 5, 6, 7
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March 21 |
Ch. 8 |
Ch. 8 |
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March 26 |
Ch. 8
Handout: "Sex on TV..." article from AJC, Feb. 10, 1999.
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Ch. 8
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March 28 |
Ch. 9 |
Ch. 9 |
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April 2 |
Ch. 9
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Ch. 9 |
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April 4 |
No class. Prep time for exam 3. |
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April 9 |
Exam 3
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Ch. 8, 9
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April 11 |
Ch. 10
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Ch. 10
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April 16 |
Ch. 10
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Ch. 10
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April 18 |
Ch. 11
Handout: "Workers say job steals family time...," from AJC, March 18, 1999.
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Ch. 11
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April 23 |
Ch. 11
Handout: "The perils of polling and how to avoid them," Editor & Publisher, p. 5, 32, August 15, 1998
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Ch. 11 |
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April 25 |
Ch. 12
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Ch. 12 |
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April 30 |
Ch. 12
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Ch. 12
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May 7 Monday |
Final exam here in the classroom we've been using all semester. Same start time as our class start time.
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Ch. 10, 11, 12 |
Protect your belongings. Because I also leave the room when we take a break during class, I am unable to guarantee the safety of your personal belongings during breaks. Please take your own necessary precautions with your belongings before, during, and after class, including breaks during class time.
PRACTICE GRADE CALCULATION SHEET
PERFORMANCE WEIGHT* SCORE PORTION OF TOTAL
CRITERIA (VALUE) EARNED COURSE GRADE IN %
1. Exam ___ .________ X .________ = ._________
2. Exam ___ .________ X .________ = ._________
3. Exam ___ .________ X .________ = ._________
4. Exam ___ .________ X .________ = ._________
Add all figures in far right column. This results in....
Total Course Grade in Percent ._________
DUPLICATE
PRACTICE GRADE CALCULATION SHEET
PERFORMANCE WEIGHT* SCORE PORTION OF TOTAL
CRITERIA (VALUE) EARNED COURSE GRADE IN %
1. Exam ___ .________ X .________ = ._________
2. Exam ___ .________ X .________ = ._________
3. Exam ___ .________ X .________ = ._________
4. Exam ___ .________ X .________ = ._________
Add all figures in far right column. This results in....
Total Course Grade in Percent ._________
*The "WEIGHT" column should add up to 1.00 (representing 100%).
NOTE: If you got a 100 % score on a criterion, enter that as 1.00. Otherwise, every number you enter should be to the right of the decimal point.
Keep track of assignments using this grid:
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Assignment details: Name of assignment? Handout needed? |
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CLASS ACTIVITIES TO STIMULATE LEARNING AND ENLIVEN THE CLASSROOM ATMOSPHERE:
1. ONE MINUTE PAPERS ** at end of class time. Three parts:
What is the BIG POINT you learned in class today?
What is the MAIN UNANSWERED QUESTION you leave class with today?
Take the class’s "temperature." Sound off. Whatever’s on your mind about the class.
(anonymous - drop in box)
Start NEXT CLASS reviewing ONE MINUTE PAPERS and answering questions.
** ONE MINUTE PAPERS AT BEGINNING OF CLASS TIME: Read answers to the class. It keeps their attention, especially if you get their opinions about something. They seem attentive to hear others' opinions.
2. GETTING STUDENTS TO TALK - ask them to WRITE first....then share, either in pairs with each other, or as a class. It’s called "THINK-PAIR-SHARE." Volunteers to read what they wrote.
3. DIAGRAM WITH PARTS MISSING - form groups to complete diagram.
4. NEXT CLASS PERIOD: "I will ask you to..." "Be ready to write about...
5. Response Journal idea: CONCLUSION SECTION OR CHAPTER OF TEXT: good source for thought-provoking ideas on which to journal.
6. ‘Housekeeping" issues? Try using the ONE MINUTE PAPER or the THINK - PAIR - SHARE method. It’s a kind of "COURSE MAINTENANCE," to find out how students are experiencing the course so far.
7. FLASH CARDS, including "what word doesn't fit in this list?" (form teams, too, perhaps - add points to lowest exam grade, or to the next exam on which this material will appear)
8. Bring in a deck of cards, shuffle, and "deal" each student a card. Then when I need volunteers or want to ask a question, I can say, "I need a diamond to answer this question..." or "I need a heart to volunteer to..."
9. CROSS-WORD PUZZLE (have students make them up and bring to class). For Fiber Optics terms in my media studies class, this worked very well as a way to get the students thinking about these new and technical terms.
10. Students write up test questions and submit them as nominations for the next exam.
11. "Quiz in reverse." See file folder: "Teaching Strategies: Quiz in reverse."
12. THE STUDENT TEACHES THE CONCEPT, PROCESS, IDEA, DEFINITIONS...(very popular with students in fall 1994 in CTL 335 to teach some of the brief chapters on new technologies.)
13. Ask if it seems that I’m "losing" their attention, or if they are having trouble grasping it... "How can I help you learn this material better?"
14. VOTE ON AN ISSUE (might be serious, but might also include those of a lighter nature).
15. WHAT WORD/CONCEPT DOESN'T FIT? (show them list of three, four words/concepts). Could be done with FLASH CARDS.
16. GIVE ME AN ANALOGY (e.g., "satellites are like...") TO CAPTURE THAT THOUGHT OR CONCEPT.
17. VERBS to use in GIVING ASSIGNMENTS:
summarize respond
assess evaluate
analyze outline
synthesize reflect
critique react
define challenge
discuss expand
propose (ideas, alternatives)
18. Play JEOPARDY. This was an excellent suggestion made by the students in the film and videotape class during fall 1994.
19. Mid-term evaluation by students, voluntary participation, anonymous if they wish. Give out index cards, or blank paper, and invite feedback. Can ask specific questions, or just as them to "sound off," or "take the class’s temperature."
20. Ask students to vote on the "MOST VALUABLE POINT" of the lecture material.
21. Ah-Hah! (so that's where that came from, etc.) (see assignment ideas folder)
22. Pose a quiz question at the beginning of class for them to answer in writing. It can be a bonus point situation or actually count toward next exam grade.
_____
classact.tch
Go over test answers same day, for those who want to stick around, after the exam.
Give an extra credit question every class for the reading material they were supposed to read for that day.