~ S T U D E N T H O U R S ~
Contact me through the Messages area within Blackboard. These types of messages are best for situations where you're having difficulty understanding how to submit something or have a quick question about an assignment. From these messages, I have easy access to your grades within the course (and I don't need to seek clarification on what course you're enrolled in).
More in-depth questions about your class performance, and/or grades should be discussed during a student/faculty appointment.
Please schedule an appointment with me here. My 2025 Spring I Office Hours are Tuesday & Thursday, 10:15 a.m. - 12:30 p.m.
All meetings can be held via Microsoft Teams or in person in Parcells Hall, Suite 204, Office P. If I have someone in my office, please let our departmental administrative assistant, Shauna Jefferson (Parcells Hall, Suite 204, Office F), know you're here to see me for an appointment and then have a seat in our lobby area. Please do not assume that you may interrupt other conversations. We practice what we teach.
With all of that out of the way, know I love getting appointments from you. When I do, I know I can focus directly on you and you alone. Otherwise, it's a first-come, first-served world and I may miss out on an opportunity to understand what it is you need. Appointments come first!
If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
SPCH-1318-004 Interpersonal Communication
Application of communication theory to interpersonal relationship development, maintenance and termination in relationship contexts including friendships, romantic partners, families and relationships with co-workers and supervisors.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(3 sem hrs; 3 lec)
On Campus Course
Textbook: Interpersonal Messages e-text by Joseph A. Devito, 4th edition. Students will only need access to the online Revel component in this course for readings and activities and not the printed text; however, if purchasing from the AC Bookstore, the printed text is included in the price. Information on how to receive a copy of the written text is in the documentation included with the e-text access code.
The Revel component is essential for success in this course. You will test at the end of section reading quizzes over how well you understood the content (Example: Read Section 1.1 and take the three-question quiz, then move to the next reading section). These reading quizzes are 22.5% of your total grade. Pearson does have an app (Android, Apple) you can download to your phone where you can complete your reading and homework online and upload your homework when you reach a wi-fi network.
Face masks are required for entrance into the course. Masks must be worn properly covering the nose and mouth at all times.
Reliable access to a computer with high-speed internet access. If you do not have a computer, you may want to visit the AC Bookstore to see if you can rent a laptop for the semester. Additionally, The Underground may assist by providing free access to computers.
Google Drive (through your AC email account).
Paper and pen/pencil for notes and in-class notes and activities.
Zoom - free access available. Privacy Policy
Menti.com - free access through daily codes provided. Privacy Policy
Course Description:
Application of communication theory to interpersonal relationship development, maintenance and termination in relationship contexts including friendships, romantic partners, families and relationships with co-workers and supervisors.
After studying the material presented in this course of study, the student will be able to do the following as evaluated by the faculty in the department/program.
Evaluation of Objectives
|
Learning Objective |
THECB Skill |
Assessment(s) |
|
Exhibit understanding of interpersonal theories and principles. |
Communication (written)/Critical Thinking |
Assessed through in-class discussions and exam questions |
|
Demonstrate ability to analyze and critique verbal and nonverbal interactions in mediated and face-to-face contexts. |
Critical Thinking, Communication (written) |
Assessed through group activities, and papers. |
|
Identify perceptual processes as they relate to self and others. |
Communication (written)/Critical Thinking |
Assessed through paper and projects. |
|
Demonstrate critical thinking ability by effectively researching, evaluating, and applying communication theories in oral and/or written assignments. |
Communication (written/verbal) |
Assessed through paper, in-class discussions and poster presentation. |
|
Demonstrate understanding of the relevance of cross-cultural, co-cultural, gender and age influences on human communication. |
Communication (verbal) |
Assessed through in-class discussions and group activity. |
|
Demonstrate ability to identify, evaluate, and apply conflict styles and conflict management techniques in dyads and/or groups. |
Team Work |
Assessed through group work assignment. |
|
Identify types of and barriers to effective listening. |
Communication (written/visual)/Critical Thinking |
Assessed through poster presentation and class discussions. |
My goal for student learning is to maintain a level of dignity. There will be times when I ask questions you need a minute to think about in order to answer. You have the right to allow your brain to process the information. For me to achieve the course Learning Objectives as well as ensure your dignity, you may have to take risks and volunteer an answer you’re not sure is correct. You may need to ask for clarification. It is your responsibility to push yourself and your interpersonal communication skills.
In this class, we believe in the power of words, and the ability of all people to come to some sort of understanding based on shared experiences. If you need a minute to think, acknowledge it. Take it! You don't have to have the answer in .025 seconds. If you don't understand what we're discussing, ask questions. However, DO plan on reading the textbook before you come to class. DO think about the questions posed in the textbook. DO challenge the ideas we discuss in class. DO make your own opinion.
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Every student is required to comply with the policies published in the “Student Rights and Responsibilities Handbook.” A link to the Student Rights and Responsibilities is included in the section above.
At no point may students photograph, record, or video any type of in-class activities without written permission from the instructor of record. Students who fail to comply with this will be reported to the Vice President of Enrollment Management.
At no point may a student harass, blackmail another student.
Students who have questions should contact me, Courtney Milleson, first, using the contact information provided at the beginning of this document.
Assignments will be due each week by Monday at 11:59 PM. (unless otherwise specified)
Chapter Quizzes: 22.5% (weekly 20 question quizzes within Blackboard)
Ch. 1 - 3.21% of the final grade
Ch. 3 & 4 - 3.21% of the final grade
Ch 9 - 3.21% of the final grade
Ch 10 - 3.21% of the final grade
Ch 11 - 3.21% of the final grade
Ch 6 - 3.21% of the final grade
Ch 7 - 3.21% of the final grade
Assignments: 22.5% (weekly Revel assignments and other as assigned throughout the term)
Ch. 1 - 3.21% of the final grade
Ch. 3 & 4 - 3.21% of the final grade
Ch 9 - 3.21% of the final grade
Ch 10 - 3.21% of the final grade
Ch 11 - 3.21% of the final grade
Ch 6 - 3.21% of the final grade
Ch 7 - 3.21% of the final grade
In-Class Discussions “Coffee Talks”: 22.5%
Daily opportunities = .04% of the final grade
"The Way We See Me" Paper, Love & Relationship Lyrics, Infographic: 22.5%
"The Way We See Me" - 7.5% of the final grade
Love & Relationship Lyrics - 7.5% of the final grade
Infographic - 7.5% of the final grade
Final Exam: 10%
There is no “grade recovery” in my courses. Students are awarded the grade earned (both on assignments and in the class). Final grades will be assigned on the following basis:
|
A |
B |
C |
D |
F |
|
90-100 |
80-89.9 |
70-79.9 |
60-69.9 |
0-59.9 |
I do not round final grades up to the next highest grade.
I do not assign or accept extra credit work in this course.
No administrative withdrawals will be initiated by the instructor. It is each student’s responsibility to drop a class or withdraw from school in the event he/she decides to quit attending class. To withdraw from the course, you must request a form from me. To do this, please schedule an appointment at courtneymilleson.youcanbook.me.
I work to have all assignments graded and returned to students in one week. It's my goal, but some assignments require more time to adequately grade. I do promise I'm working on them as quickly as possible.
The course will require you to actively attend and participate in class, in-person, and on Zoom.
Students will be attending class in-person using shifts. While in class students must:
Actively attending class means being on time, and vocal in the class, as well as, participating in the class activities. I will do my best to help you keep engaged in the course. Together we can make it a reality!
Courses require all students to come to class prepared to participate in discussions, activities, and lectures. It's critical that our time together is spent as economically as possible. Please note, students who do not actively participate will not receive attendance credit for the day.
Each day I am required to call role. I will do this using Menti and/or by physically calling role. I may take the role at the beginning of class, in the middle or at the end. The Coffee Talk grades are based on my marked attendance for the day. If you come in after I have called role, you will receive a 0 for that day's Coffee Talk assignments. If this is you, please set an appointment to have the role updated within a week of the marked absence.
Promptness is appreciated; however, if you have a class off-campus, or life happens one day - COME IN! You are welcome and expected! Do so with respect to your classmates, but don't STOP coming to class!
The course will require you to actively attend and participate in class. As a f2f and online course, being actively involved is being engaged in the course in a variety of ways, however, just logging into the course does not count as attending. According to the 2018-2019 Federal Student Aid Handbook (5-59, 5-60), students must engage in academic content in order to maintain online attendance. To be counted as academic attending in the first week of class, students must have completed the syllabus quiz, the MBTI Personality Type assignment, and completed the first Revel assignment. Failure to complete at least one of these areas will count as non-attendance and will be reported as necessary to AC Registrar's and Financial Aid offices. Other contacts with the course or faculty member do not count toward attendance.
If for some reason, you are unable to complete this requirement and the coursework associated, please contact me immediately. Excused absences are granted based on participation in campus-sponsored activities or illnesses. Campus-sponsored absences require an email from the club/organization sponsor stating your role in the activity. If the club/organization sponsor sends a blanket "All-AC" or "All-Faculty" email, it is your responsibility to ensure I have added the excused absence to your assignments. If you are ill, please understand I require documentation of your illness from a physician. You may take a photo of the note, or scan it in using your phone. If I cannot read the note I will require a physical copy.
A more detailed course calendar is located each week in the content folder for the week (example: "Week One Checklist" located on the left-hand side of the Blackboard course. I reserve the right to make modifications of this course calendar to benefit student learning.
* Unless otherwise specified, all assignments, quizzes, and journal entries are due Mondays by 11:59 PM.
You should be prepared to complete the chapter readings and assignments before the chapter is discussed in class. Specifically, each Revel chapter is due on Sunday evening (with a few exceptions where a portion is due on Sunday and another portion is due Tuesday evening). The readings are essential to completing the journal or discussion board postings for the week. All of the readings are located in Revel along with short, 3-question assignments after each section of the chapter (Example: Section 1.1, read it, answer 3 questions, move to the next section). Sometimes you will receive a whole chapter at once, and other times you'll be assigned a portion of the chapter.
You will find the textbook linked in the weekly course content folders as "Open Pearson." I check weekly to see who has completed the readings and the quizzes (I am able to see how much time a student has spent reading each chapter/section). I also, directly import the grades from Revel. The system does not automatically update grades. It is a manual process. I will use this data to make sure everyone understands the concepts. The small assignments after the readings are not the chapter quiz. The larger quiz at the end of the chapter in Revel is not the chapter quiz. The larger quiz within Revel is set to accumulate no points but simply to provide you with an opportunity to review the materials before taking the quiz within Blackboard.
Initially, Revel grades are listed in the grade book as specific due dates. Once I have done the first importing of grades, I will switch the dates to Revel: MM/DD. I will also make sure the grade is set to a percentage and not a score. If for some reason I miss one, please have grace with me.
If for some reason you see a grade in the grade book for a Revel assignment that is lower than what you know you earned (because Revel will show you what you've earned), it may be that I have updated grades in the middle of you working on the assignment. I try to NOT do this. I only update grades AFTER the due date; however, there are occasions later in the term where I will need to update grades throughout the week. Please have patience with me. I will get it updated in the next update cycle. If it has not changed then, please make sure you've submitted the assignment prior to the due date. When all of those options are exhausted, please reach out. Two sets of eyes are always better than one, and I appreciate your help!
To learn more about AC's remote services, click here.
To Access REVEL from your Blackboard Course:
That’s it. Throughout the semester, please access your REVEL content through Blackboard.
To upgrade temporary access to full access:
Need help?
If you have trouble getting access, make sure your laptop or other device is set up to work with REVEL.
Visit Pearson Support at https://support.pearson.com/getsupport.
Dedicated REVEL support line for students: (855) 875-1801
Each student is required to do Paper One - Who Do We Think I Am?, Love Lyrics (done in PowerPoint or Google Slides) & Service Learning Poster Presentation.
These three assignments are worth 15% of your total grade. In addition, they are one half of the process to be exempt from the final exam. Students who earn higher than a 90.0 or better on all three assignments will have one half of their exemption completed. Please view the attendance policy for another half. All of the directions for the assignments can be found under the "Major Assignment Directions" link on the left-hand side of the course (in Blackboard). They are just under the weekly content folders.
This assignment requires you to conduct a brief exercise and write a short (2 page) paper about your self-concept and self-awareness and how these factors impact your interpersonal communication skills. The paper should be typed and double-spaced using 12-point font. Please proofread your paper, run spell-check if you are using a computer and ask a friend to check it over for spelling and grammatical errors.
VIDEO: How To Paper 1: The Way We See Me
Complete Worksheet #1 by checking the boxes to show how well (in your opinion) each adjective describes you and listing your strengths, weaknesses and one word that best describes you.
Give two close friends or family members each a copy of Worksheet #2 to complete. Review the results.
Write a paper summarizing what you have learned from this exercise. Break your paper down into six or seven paragraphs.
Paragraph One: Introduction: Tell me what you are going to tell me
Paragraph Two: What did your responses to the worksheet indicate about your self-concept?
Paragraph Three: What factors have influenced the development of your self-concept? Has your self-concept changed during the course of your life?
Paragraph Four: What did your friends/family members’ responses to the worksheets reveal about you?
Paragraph Five: How does the image others have of you differ from the image you have of yourself? Was your self-concept confirmed? Were you surprised by any of the responses? What did you learn about other’s images of you?
Paragraph Six: How can you use what you have learned in this exercise to increase your self-awareness? What does this exercise reveal about your willingness to self-disclose? How can you use these conclusions to improve your communication skills?
Paragraph Seven: Conclusion: Sum up what you told me.
Scan the three completed copies of the worksheets using a free scanning tool (I use Genius Scan) or students can upload clear, easy to read photos taken from student's phone. If uploading photos, please only include one worksheet per photo.
If you struggle with your writing skills, please reach out to the Writers' Corner. This free service offers both in-person and online (via email) tutoring. Students' may also take advantage of SmarThinking (also free) online tutoring. Students who fail to submit the three worksheets into the dropbox will receive a 10 point deduction and lose credit (10 points/paragraph) for each of the paragraphs referencing the worksheet (Paragraphs 2, 4, 5, 6). The highest the student can make on the assignment is 50.
In this assignment, you will compile a list of love songs (Title of the song & Artist). This will require you to analyze the lyrics to songs and relate the meaning of the song to the Love Types discussed in class as well as the Relationship Stages. Complete the project in PowerPoint or Google Slides. Click here to watch a quick tutorial on how to complete this assignment (step by step directions using Google Slide).
1. Find songs that represent each of the Love Types discussed in the textbook in Chapter 9. (Eros, Ludus, Storge, Pragma, Mania, Agape). This will be 6 different songs. (One song for each Love Type.)
2. Find songs that represent each of the Relationship Stages discussed in the textbook in Chapter 9 (Contact, Involvement, Intimacy, Deterioration, Repair, Dissolution). This will be 6 different songs one song for each Relationship Stage.
Each presentation will have 13 slides: 1) Title slide (with your name and section), 2) Eros, 3) Ludus, 4) Storge, 5) Pragma, 6) Mania, 7) Agape, 8) Contact, 9) Involvement, 10) Intimacy, 11) Deterioration, 12) Repair, 13) Dissolution.
For example: “You’ve Lost That Loving Feeling” by the Righteous Brothers – Dissolution
On the slide you will list the following items:
Topic (one of the 12 terms)
Definition of the topic (citing the source)
Song title which represents the topic
Performer(s)
Songwriter(s)
Lyric from the song
Justification of why the song matches the definition of the topic (minimum 25-30 words).
EXAMPLE:
Dissolution
Dissolution is a "stage model of relationships, the termination or end of the relationship" (DeVito, 2017).
You've Lost That Lovin' Feelin'
Performers: The Righteous Brothers
Songwriters: Phil Spector / Barry Mann / Cynthia Weil
Lyrics: Bring back that lovin' feelin'
Whoa, that lovin' feelin'
Bring back that lovin' feelin'
'Cause it's gone, gone, gone
And I can't go on, woh
The songwriters are expressing the sadness felt at the end of a relationship. Based on the lyrics, the songwriters have lost love in a relationship and understand dissolution is happening. They are also dealing with moving on from the relationship.
4. Write a brief description of each of your twelve songs and justify your reason for choosing the song. Be sure to include one lyric from the song. Make sure to include the song title, writer, and performer. Make your project as visually interesting and creative as you please…colors, pictures, clip art, audio clips, YouTube video links, etc., are welcome. Make sure your presentation is readable!
The final project for the course will require you to develop an infographic on a topic covered this term. You may look at the topic from any point of view (raising kids, working in your future career field, etc.)
Please follow this link to learn more.
We will have numerous discussions during the semester. Your participation in these discussions is crucial to your success in the class. Everyone must contribute in order to ensure a lively discussion and to ensure participation in the class. Your comments during the discussions and your replies to your classmates' thoughts will make up a portion of your grade in this class. Points are earned based on the quality of your responses. In order to receive credit, for your comments, you must participate in the discussions with quality comments that demonstrate you have completed the online and textbook readings and have given significant thought to the questions. Citing sources (either textbook, newspaper article dealing with a concept, etc.) goes a long way to support your ideas. You must read the chapter to find out where the conversation is trending.
The final exam will be a comprehensive 50 question exam worth 100 points. Check the course calendar for the due date.
There is no late work accepted without approval from the instructor.
Finding your way through a college course is a process. There are challenges in each class and there are challenges each of you has or will have, in your personal lives. Those challenges can overwhelm you. Because of these, and the amount of content we will cover in the course, I have set up the course structure to all you the best opportunity to learn and master the content. In general, I do not accept late assignments or late work; however, if after speaking with a student during an appointment about the extenuating circumstances, I may decide to alter upcoming assignment due dates to prevent personal issues from being a barrier to success.
Pathways to Success: A Scenario
What does this mean? Well, here’s a scenario: Maria is a single mom of two girls. She takes classes throughout the year and hopes to graduate in the upcoming term. During our class, Maria’s youngest daughter falls from a swing and breaks her wrist. In the next few weeks, Maria’s daughter will have doctor’s appointments and possibly surgery. Those important items force Maria to make changes to her work schedule, and because of this, cause Maria to have to miss class meetings. Knowing I do not accept late work, here are the options she may have when it comes to her schoolwork:
1. Maria can continue on the path she on now, trying to make all of the doctor’s appointments, work shifts, and class sessions.
2. Maria can drop the course and pick it back up next term. Doing this will delay her graduation by a full semester.
3. Maria can set an appointment where we can visit. She can tell me what’s happening and see how I can help her continue on her path to graduation.
If this was you, what do you think you would do? The worst-case scenario is option #2. Dropping the course, unless there’s no other way around it, is always my last choice. Option #1 – well, I don’t recommend it either, but hey – some people are stronger and more private than others. Option #3 – it’s my recommendation. Why? Well, it means that I know how I can walk along with Maria on her path.
If Maria chooses Option #3, we could visit and discuss what options were available for her success. It may mean she gives two speeches on one performance day, or it may mean she gives a speech a week later than her classmates do. Any assignments not submitted prior to our conversation will be considered missing and earn a zero. However, future assignment due dates are negotiable which may or may not have a late point deduction. I make this decision on a case-by-case basis. The standard deduction is 10 points off the final grade earned for the assignment.
Pathways to success: In action
If you find yourself in a situation, please visit with me as soon as possible. Whenever I can, I will work with you to find a pathway to success. I will work to be flexible with the course requirements; however, this will require the student to be flexible with their expectations as well. Please know that sometimes – especially toward the end of the term – I cannot say “yes.” Know when that happens, I have exhausted all avenues. If we agree to work together in helping you get caught up, but I do need help. Any assignment emailed to me is in a place I normally do not go to look for assignments. I ask for your help! Please, watch to see that the item has been graded. If it has not been graded within a week, please send me a text, or talk to me during my office hours about the grade. I need encouragement too! And it is okay to ask me this question. I will do my best to put any assignments on my calendar for grading as soon as I know they are ready for grading.
Do not assume I will grade late assignments emailed to me if the dropbox for closed assignments. I will not grade them. Do not assume I will grade late assignments if you submit them through another assignments dropbox. I will not grade either assignment.
If there is an error or technical issue, please check the announcements section of our AC Connect Class to see if I have made a note. If you do not see a note in our class, please check your AC email account. If after checking these two spaces, please text me to alert me. Don't assume I am aware of the issue or that it is your technology. We are in this together!
08/20/20 10:02 AM
08/20/20 10:49 AM