Interpersonal Communication Syllabus for 2021-2022
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Disability Statement

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.

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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.

Statement for Mental Health and Advocacy & Resource Center:

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

Amarillo College Tutoring for Success Policy:

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.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

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.

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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 .

Course

SPCH-1318-019 Interpersonal Communication

Prerequisites

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.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

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.

Hours

(3 sem hrs; 3 lec)

Class Type

Online Course

Syllabus Information

Textbooks

This course requires an online textbook through Pearson Revel, Devito's Interpersonal Messages.  You must purchase the Revel edition.  You may purchase directly from the Amarillo College Bookstore or the book publisher.  The price is cheaper directly through the publisher (in the link provided above) but you will have to self-pay for the access code if you use financial aid to pay for books.

Students will have two free weeks of access to this e-text.  If you cannot afford the textbook, please set an appointment with me as soon as possible. 

Students will be asked to complete reading assignments then answer questions about what they've read.  These quizzes are how students earn a significant portion of their course grade.  Failure to do these assignments will result in a poor course grade.

Supplies

Supplies

• Revel e-text (See "Textbook" section for more information)
• Reliable access to the internet (all assignments for this course are completed/submitted online)
• Reliable computer/laptop

Skills*

• knowledge of basic computer skills including, but not limited to
  • navigation of Blackboard
    • how to write journals
    • how to submit an assignment
    • how to participate in a discussion board
    • how to participate in a group discussion/assignment
  • ability to use access codes (Revel)
  • navigation of Google Drive & associated apps
    • how to convert Google Doc to .pdf
    • creation of Google Slides
  • Ability to use Canva
    • a tutorial is provided in the course
• willingness to continue learning (aka: Growth Mindset)

*If you find you do not know how to do any of these skills, please reach out to me as quickly as possible so I can get you in contact with the correct tutoring center.

If you're on any Amarillo College campus, you may access the college's free WiFi.

WIFI PASSWORD: AmarilloCollege

Student Performance

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.

Learning Objective	THECB Skill	Assessment(s)
Exhibit understanding of interpersonal theories and principles.	Communication (written)/Critical Thinking	Assessed through in-class discussions, course text/assignments 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 paper/activities.
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 a paper, in-class discussions, and infographic project.
Demonstrate understanding of the relevance of cross-cultural, co-cultural, gender and age influences on human communication.	Communication (verbal)	Assessed through in-class discussions, course readings, 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 paper and class discussions.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

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".

Expected Student Behavior

Student behavior is more subjective in an online course; however, there are some keys to success.

• I highly encourage you to set yourself up for academic success by remembering to treat this learning experience just like you would if we were in class.  Please honor the commitment your past self made when signing up for classes.  Your future self will appreciate it!
• If you find it difficult to learn from home, or you need the structure of getting up and leaving the house, please know that all AC campuses are open and ready to assist your learning.  If you need a quiet place away from home or work to participate in your online courses, AC is here for you.  There are places on campus where you can use the WiFi and spaces to join in on conversations.  Additionally, you may use The Underground and/or empty classrooms/lobbies to assist your academics.  Don't feel as if you're "stuck at home."  Come to campus.  Grab a coffee and socially distance yourself as you learn.  I will be teaching both from my office and from home.  It will depend on the day, but I'll be up and ready and focused on just your success.
• disAbility Services and Accommodations
  • Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (located on the third floor of the Ware Student Commons; phone number 371 5436) as soon as possible.
  • Accommodations will be applied to the course content requirements from the date the form is received.  The accommodations will not be retroactive to previously completed assignments.
• Student Rights and Responsibilities
  • 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 within the course.
• Assignment Submission
  • I do not accept Google Drive links as a means of submitting an assignment.  I will not grade any assignments submitted in this format.  Any assignments submitted in this format will receive a zero in the grade book with no resubmission options.
  • When you're ready to submit an assignment, please check the stated requirements of the assignment listed in the instructions.  Typically I will ask that the assignment be submitted as a .PDF or .docx file.  

Grading Criteria

Course Requirements:
Assignments will be due each week by Monday at 11:59 PM. (unless otherwise specified)

• Coffee Talks (Discussion Boards) 20%
• Assignments/Journals 30% (weekly Revel assignments & Blackboard journal entries)
• Chapter Assessments: 20% (weekly worksheets/performance assessments)
• Paper/Love Lyrics/Service Learning Poster Presentation: 20%
• Final Exam: 10%

Readings

You should be prepared to have the assigned portions of the chapter read before completing course assignments. Each week we will study a new Interpersonal Communication topic. All of the readings are located in Revel. You will find this linked to the course content on the left-hand navigation guide for the course.

Major Assignments: Paper/Love Lyrics/Poster Presentation

Each student is required to do a paper, "The Way We See Me," Love & Relationship Lyrics (done in PowerPoint or Google Slides), and an Infographic based on course content and your future career.

These three assignments are worth 20% of your total grade. 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.  

The Way We See Me

VIDEO: HOW TO SET-UP AND WRITE PAPER ONE

"The Way We See Me" or "TWWSM" is early in the term and will require you to reach out to family/friends to ask them to evaluate your characteristics on a one-page worksheet. You will complete a similar worksheet. Once you have all three (two from family/friends, once you’ve completed yourself) you can begin writing your two-page paper. 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.  In the class folder "Major Assignment Directions" you can find more information about this assignment, including all of the worksheets, a copy of the rubric, and tips for submitting the completed worksheets electronically.

Love & Relationship PowerPoint Project

VIDEO: How to complete the Love Lyrics Project

File: Click here to make a copy of my example

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

Justification: 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!

Infographic Presentation

The final project for the course will require you to develop an infographic on a topic covered this term as it relates to your future field of study.  I recommend using a topic that will benefit your career growth (and also putting your infographic into your EDUC 1100 portfolio).  You may find it useful to review your Myers-Briggs Type Indicator (MBTI) career skills from Week One (assessment through AC's free access to MyPlan)., or review O*NET Online for more ideas on skills needed in your career.  

Please follow this link to learn more.

Students' are highly encouraged to contact and utilize the Amarillo College Writers' Corner for this assignment.

FAQ's (Frequently Asked Questions):

What is an infographic?

How do I do research for the infographic?

How do I make an infographic?

Q: How do I pick a topic for my infographic?

A: This document is built to help you navigate through the term, making notes on areas you find interesting or that make a difference in your future career.  Take a look at your career results within the MBTI (in MyPlan) and/or review your career goals in O*NET Online.  Look at the skills needed for the career you're pursuing.  Using this information, review the course textbook and/or content to determine a specific area of interest.  (A great place to do this quickly is to review the book's table of contents.)  Once you've identified a skill area from your career and found a link to a course concept, then dive into the AC databases to find articles addressing your topic.  

If you choose to use the results in MBTI, here's a group of screenshots that will help you navigate your way to the results.

Discussions:

We will have numerous discussions during the semester. Your participation in these discussions is crucial to your success in the class. Everyone must contribute 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. 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.

If you would like to contribute to the conversation, please respond to a classmates thread.  

{what do you reply to and what should it look like?}

Final Exam:

The final exam will be a comprehensive 50 question exam worth 100 points.  Check the course calendar for the due date.

Late Work

There is no late work accepted.

In the first two weeks of class, I do extend grace.  That means I want you to have the opportunity to come into class and learn your way around.  Sometimes that means you miss something you didn't intend on missing.  I get it.  That's the joy of teaching and learning.  After the first two weeks, the rules get enforced to be fair and equitable to everyone enrolled in the course.  As always I take things on a case by case basis.  During the first two weeks of class, if you missed something, please set-up an appointment to visit about what options are available.  I may allow you to complete the past-due work or I may decide that in the larger picture, the assignment isn't critical to your overall success in the course.  Please do not assume that I can or will allow you to make up work.  In college, we do not practice grade recovery. You earn the grade you submitted.

As we proceed in the class, know that I understand finding your way through a college course is a process.  And many of us, myself included, needed some help in the 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.  As a rule, 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 were 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 before 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: What to Do

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.  

What not to do: A Guide

Do not email assignments to me if the dropbox for closed assignments. I will not grade them. 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 feel free to text me to alert me. Don't assume I am aware of the issue or that it is your technology.  

Don't Assume: Talking to me after class

I love talking to students after class, but if you need me to help with a particular assignment, I would ask you to make an appointment.  Let me explain.  I typically go from one class directly into another class.  Once I enter that second classroom, I have a hard time remembering what you've just asked me to do, or what question you had.  It's just me and my brain.  To help this, I recommend making an appointment with me.  When you make an appointment, I can visit with you, one-on-one and make sure I've done everything in my power to help your success.  Additionally, please reserve your private comments (via Zoom) for our one-on-one conversations.  The chat window is on-screen and it shows to everyone seated in the class.

Earning Your Grade

Again, 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

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.

Attendance

Class Participation/Attendance

The course will require you to actively attend and participate in class. As an 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 first weekly discussion (posted a substantive response in the first discussion post and replied to at least 2 classmates with quality responses), and completed the first journal assignment.

For this course, to continue being actively attending you will need to complete one of the following: online discussion, journal, Pearson Revel assignments, chapter assessment, or major course 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 the 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 using your phone.  If I cannot read the note I will require a physical copy.

Calendar

Additional Information