Online Course Syllabus
COM310 Interpersonal Communication
Important Notes:
This document provides an overview of expectations for this online course and is subject to change prior to the term start. Changes may also occur during the term due to faculty or SPS Distance Learning course updates. Some links may only be active once the term starts.
For this course you must check the Regis Bookstore: http://www.efollett.com for the most current online course material information.
Course Description | Prerequisites | General Course Requirements
Required Course Materials | Disclosing Disabilities | Grading Criteria | Assignments
Course Description
The ability to communicate effectively in interpersonal situations helps to achieve, establish and maintain successful relationships. This course emphasizes an understanding of interpersonal communication; its theories and its practical application using models and research. Also included are language and meaning, message coding, verbal and nonverbal skills, effective listening
strategies, and ethical dimensions to assist in reflecting on the circular nature of interpersonal communication.
Prerequisites
None.
Course Goals
COURSE OBJECTIVES / PURPOSES
1. Define interpersonal communication and explain its impacts on human relationships at work, in social settings and at home.
2. Analyze personal style of communication and ways to become a more competent communicator in your interpersonal relationships by applying effective communication skills.
active listening techniques.
4. Practice and analyze effective communication skills.
5. Write papers that offer unique and cogent thought and perspectives on interpersonal communication topics that are free of grammatical, structural and mechanical errors.
Required Course Materials (top)
Stewart, John, (ed.). (2006). Bridges not walls: A book about interpersonal communication. (9th edition) New York: McGraw-Hill
Hult, Christine A., Huckin, Thomas N., The Brief New Century Handbook, (4th ed.), Allyn & Bacon/ Longman
Optional Reference Text:
Trenholm, S., & Jensen, A. (1996). Interpersonal communication (3rd ed.). Belmont, CA: Wadsworth Electronic Reserves
Refer to the course content for information regarding articles on Electronic Reserves.ink will open a new browser window.)
General Course Requirements (top)
The following expectations will
be in place for all who take
this course:
Readings:
In order to gain the maximum potential from the learning environment, it is expected that you complete the assigned reading(s) in advance.
Weekly Discussion Questions:
Weekly discussions are an important part of demonstrating communication in the course. Post your initial response to the discussion questions by Wednesday midnight (MT) of each week. Also, reply to at least two students every week by Saturday midnight (MT). Your facilitator will post any
amendments or changes to these requirements in the weekly discussion area. Use a formal writing style (no abbreviations and correct punctuation).
Written Assignments:
skill for college-level students. Therefore, please carefully revise and edit any papers before
submitting them to the facilitator. Include your name, course number and assignment number in the subject line of your email.
Group Work: Working with a group in the online setting can be challenging. Here are a few helpful suggestions to facilitate communication during group designed discussions.
1. Exchange information containing several methods of communication (phone, fax and e-mail for example) so you are not reliant on course access for conversation and document exchange between group members. This will enable you to keep working in spite of unforeseen technical problems that may arise.
2. Coordinate your efforts early to allow enough time to complete the tasks. You may find that you need to begin group work activities even sooner than you would in a traditional class setting to allow for the possibility of communication glitches.
3. Let the instructor know as soon as possible about obstacles you are encountering or assistance you may need.
Disclosing Disabilities (top)
If you have a documented disability requiring academic adjustments for this class, you should have already contacted the Director of Disability Services at Regis (303-458-4941). The Director will contact your facilitator after reviewing your documentation to determine appropriate, reasonable accommodations. You should not proceed with this course until this process has been completed.
Grading Criteria (top)
Assignment
Week(s)
Percentage Total
Points
Forum Discussions Week 1-8
5 points per
week
40%
40
Assignments
(submitted to the
Assignments Drop
Box)
Week 2, 4, 6 and
8
15 points per
assignment
60%
60
TOTAL
100%
100
Criteria for assessing and grading will be discussed throughout the course. All products will be assessed with an emphasis on depth of understanding and connections made between content of readings and class discussions. (See criteria below).
Grading Scale: 100-95% = A. 90-94% = A-. 85-89% = B. 80-84% = B-. 75-79% = C. 70-74% = C-. 65-69% = D. 60-64% = D-. 60% - below = F
ACADEMIC HONESTY
Academic honesty is at the very foundation of teaching and learning. Since trust is so important, the sanctions for presenting the work of others as your own are severe. The handbook and the Regis University Bulletin describe the university policy in detail. You may not use the same paper for two courses; however you may discuss extension of a previous topic as a new paper with the instructor. In courses, presenting the work of others as your own or using the same paper for two courses can lead to "F" grades and recommendation for expulsion from the program. If you are unsure how to document information please ask for help.
Written Assignment Grading Criteria
The following is a description of the standards for written assignments:
"5" grade: An "A" paper shows appropriate answers to the assignments and understanding of the course concepts. Reasoned arguments are supported by evidence. The paper shows evidence of reading and critical thinking about the topic. The assignment flows smoothly. Standard English grammar, spelling and punctuation are used throughout. APA style is used appropriately.
"4" grade: A "B" paper also shows appropriate answers to the topic. It differs from the "A" paper by showing less critical thinking and connection with the course concepts. The paper may flow less smoothly and there may be minor errors in grammar, punctuation, spelling, or citation style.
"3" grade: A "C" paper indicates difficulties in one or more of the following areas: content and critical thinking lacking, difficulty in writing clearly, problems with using standard English, and/or serious problems with APA citation style.
"2" grade: A "D" paper shows a predominance of the problems associated with a "C" paper.
"1" grade: A "F" paper lacks quality and master level work in all areas above. Any paper not turned in will carry a "F" grade.
The 15--point assignment will be evaluated based on this proportion:
1. Completeness: Responding to the details of identified tasks and expressing ideas with
support (from text and other resources) = 5
2. Organization: Lively and clear introduction with a purpose statement, logical main ideas,
and a tidy conclusion that brings together all your points = 5
Online Course Assignments COM310
(top)
Week
Topic
Reading
Assignments
Other
Activities
One
Interpersonal
Communication
• Chapter 1 in
the text
• Week by
week, week 1
• Forum
Activities
Two
Self Awareness
and self
disclosure
• Chapters 2
&3 in the text.
• Week by
week, week 2
• Forum
Activities
• Written
Assignment
Three
Are you listening? • Chapter 4 in
the text
• Week by
week, week 3
• Forum
Activities
Four
Relationships:
Boost or Bust
• Chapters 6
& 10 in the
text
• Week by
week, week 4
• Forum
Activities
• Written
Assignment
Five
Friends, Family
and Intimates
• Chapters 7
& 8 in the text
• Week by
week, week 5
• Forum
Activities
Six
Gender and
Culture; Barriers
and Bridges
• Chapter 11
in the text
• Week by
week, week 6
• Forum
Activities
• Written
Assignment
Seven
Computer
Mediated
Communication
VS. Face to Face
• Chapters 12
& 13 in your
text
• Week by
week, week 7
• Forum
Activities
Eight
Future Directions • Chapters
14, 15 & 16
• Week by
week, week 8
• Forum
Activities
• Written
Assignment
Online Course Evaluation
Complete the online course evaluation form located at the bottom of the course content. (top)
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