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New Course Proposal CMST 192: Introduction to Speech Communication
A. Description of the course.
1.Catalog Description
This course introduces students to the concepts, models, and theories of human communication and their application to interpersonal, small group, and public speaking situations.
2. Course outline of the major topics, themes, subtopics, etc., to be covered in the course.
I. The Essentials of Human Communication
A. Foundations of Human Communication
B. Communication Models and Concepts
C. Communication Competence
D. Principles of Communication
E. Culture and Communication
II. The Self and Perception
A. The Self in Human Communication
B. Self-Disclosure
C. Perception
D. Impression Formation
E. Impression Management: Goals and Strategies
III. Listening in Human Communication
A. The Importance of Listening
B. Stages of Listening
C. Listening Barriers
D. Styles of Effective Listening
E. Listening Differences: Culture and Gender
IV. Verbal Messages
A. Principles of Verbal Messages
B. Disconfirmation and Confirmation
C. Principles for Using Verbal Messages Effectively
V. Nonverbal Messages
A. The Functions of Nonverbal Communication
B. The Channels of Nonverbal Communication
C. Culture, Gender, and Nonverbal Communication
D. Nonverbal Communication Skills
VI. Interpersonal Communication and Conversation
A. Conversation
B. Principles of Conversation
C. Everyday Conversations
VII. Interpersonal Relationships
A. The Stages of Interpersonal Relationships
B. Interpersonal Relationship Types
C. Theories of Interpersonal Communication and Relationships
D. Culture, Technology, Work, and Relationships
VIII. Managing Interpersonal Conflict
A. Preliminaries to Interpersonal Conflict
B. Principles of Interpersonal Conflict
C. Conflict Management Strategies
IX. Small Group Communication
A. Essentials of Small Groups and Teams
B. Small Group Culture
C. Brainstorming Groups
D. Information-Sharing Groups
E. Problem-Solving Groups
X. Members and Leaders in Small Group Communication
A. Members in Small Group Communication
B. Leaders in Small Group Communication
C. Membership, Leadership, and Culture
XI. Public Speaking Preparation
A. The Nature of Public Speaking
B. Step 1: Select Your Topic and Purpose
C. Step 2: Analyze Your Audience
D. Step 3: Research Your Topic
E. Step 4: Formulate Your Thesis and Identify Your Main Points
F. Step 5: Support Your Main Points
G. Step 6: Organize Your Information
H. Step 7: Word Your Speech
I. Step 8: Construct Your Conclusion and Introduction
J. Step 9: Rehearse Your Speech
K. Step 10: Deliver Your Speech
L. Critically Evaluating Speeches
XII. The Informative Speech
A. Guidelines for Informative Speaking
B. Supporting Materials
C. Presentation Aids
D. Speeches of Description
E. Speeches of Definition
F. Speeches of Demonstration
XIII. The Persuasive Speech
A. Goals of Persuasion
B. Guidelines for Persuasive Speaking
C. Supporting Materials
D. Persuasive Speeches on Questions of Fact
E. Persuasive Speeches on Questions of Value
F. Persuasive Speeches on Questions of Policy
3. Indicate the instructional delivery methods and course media codes used.
Daily class discussion
Lecture
Structured in-class and out-of-class exercises and activities
Group / cooperative learning
Individual and group presentations.
Guest speakers
Media (video clips, websites, Keynote)
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Exams, 3, each worth 15%: 45% (evaluation: number correct for objective questions, holistic rubric for short answer and essay questions)
Individual speeches 2 each worth 15% (rubric)
Group presentation 15% (rubric)
Activities and exercises 10%
5. List of course materials. This list may include textbooks, articles, monographs, software, etc.
DeVito, J.A. (2011). Essentials of Human Communication 7th ed. San Francisco: Allyn & Bacon.
Sample speeches, including
http://www.youtube.com/watch?v=FSQQK2Vuf9Q
http://www.youtube.com/watch?v=IMgyi57s-A4
http://www.huffingtonpost.com/2011/06/02/richard-jones-commencement-umuc-_n_870301.html
6. Assessment of Outcomes
Course Level Learning Outcomes:Upon completion of this class, students should be able to: / Learning Activities/
Assignment / Evaluation / Assessment /
Apply the elements of the communication process to interpersonal, group and public speaking contexts / Students will build a model of communication and adapt the model for different contexts / Exam questions / rubric / Percentage of student who achieve a score of 80% or above on related exam questions
Percentage of students who score in the “proficient” category on the model rubric
Deliver competent informative and persuasive presentations / Students will deliver at least two individual presentations between 4-6 minutes long / Rubric / Percentage of students who score in the “proficient” category on the speech rubric
Adapt the speechmaking process to group presentations / Students will deliver at least one group presentation / Rubric / Percentage of students who score in the “proficient” category on the speech rubric
Participate effectively in a task oriented groups / Students will participate in at least one group decision making discussion / Peer evaluation / Percentage of students whose contributions are perceived as valuable on the peer evaluation rubric
Explain the elements of successful interpersonal communication interpersonal relationships / Class discussion, reading, speech evaluations / Exam / Number correct for objective questions, holistic rubric for short answer / essay
Adapt to the audience in interpersonal, group and public contexts. / In class exercises, discussion / Exam
Speeches (individual, group) / Number correct for objective questions, holistic rubric for short answer / essay
7. References
Beebe, S. A., Beebe, S. J., Ivy, D. K. (2010). Communication: Principles for a Lifetime. 4th edition. San Fransisco: Allyn & Bacon.
Berko, R. M., Wolvin, A. D., Solvin, D. R. (2010). Communicating: A Social, Career, and Cultural Focus 11th ed. San Fransisco: Allyn & Bacon.
Gamble, T. K. & Gamble, M.L. (2010). Communication Works, 10th ed. New York: McGraw Hill.
Pearson, J.C., Nelson, P. E., Titsworth, S., Harter, L. (2011). Human Communication 4th ed. New York: McGraw Hill.
B. Rationale for the new course.
1. Statement of the major focus and objectives of the course.
This course is designed as an alternative course to CMST 191: Introduction to Public Speaking to meet the MnSCU transfer curriculum and the WSU General Education Basic Skills: Communication outcome.
A survey of WSU department chairpersons found that while the traditional public speaking course is related to many programs’ learning outcomes, additional outcomes related to interpersonal communication and participation in groups are also critical to success in many disciplines.
This course will utilize a hybrid course model that will include public speaking, with significant concept and skill building in the areas of interpersonal and small group communication. The hybrid communication course model is utilized on several other MnSCU campuses (including Southeast Technical) and will not create issues for students who transfer into Winona State.
Students will have the option from selecting from one of the two courses (the existing 191 course, and this course) offered that both meet the MnSCU and WSU UStudies program outcomes. The two courses will allow students to be able to pick the course that best meets their needs. Departments will be encouraged to recommend a specific course to their students, though students will receive a foundational experience in public speaking in both courses.
Course learning outcomes:
Students will be able to:
1. Apply the elements of the communication process to interpersonal, group and public speaking contexts
2. Deliver competent informative and persuasive presentations
3. Adapt the speechmaking process to group presentations
4. Participate effectively in a task oriented groups
5. Explain the elements of successful interpersonal communication interpersonal relationships
6. Adapt to the audience in interpersonal, group and public contexts.
2. Statement specifying how this course will contribute to the departmental curriculum.
This course will ill a gap between the existing CMST 191 Public Speaking course and the expressed needs of department chairs who requested additional emphases in the areas of interpersonal and small group communication. This course delve less into the theory behind public speaking than the current Public Speaking course, while still requiring at least two individual presentations. The addition of small group and interpersonal communication skills will provide students with a practical, skills-based overview to communication in three different contexts.
3. Courses which may be dropped, if any, if this course is implemented.
No courses will be dropped to accommodate the addition of this course. Instead of staffing 40 sections of 191 per semester, it is estimated that roughly 35-45% of those sections will shift to this new CMST 192 course. Existing faculty in the department are capable of teaching this course.
C. Impact of this course on other departments, programs, majors, and minors.
1. Would approval of this course change the total number of credits required by any major or minor of any department? If so, the department must indicate which departments are affected and explain carefully the effects of the course.
No
2. Letters of understanding
N/A
D. University Studies Documentation
1. Course proposals must address all specified outcomes.
2. The course proposal must include documentation of Course Requirements and learning activities designed to meet the course outcomes specifies for the area.
3. The course proposal must include a course description (e.g., a syllabus or course outline for distribution to students) that clearly identifies (to the student) the course as a University Studies Course.
4. The course description (e.g., a syllabus or course outline for distribution to students) should also include information directed to the student that clearly identifies course activities and assignments that address the course outcomes.
N/A 5. Sequences of courses may be submitted to satisfy area requirements. In this case the requested material or documentation in items 1-4 must be submitted for all of the courses in the sequence.
6. The USS may request other material (e.g., textbooks) for review in evaluation course proposal.
7. The USS may request additional information for re-approval
Course Level Learning Outcomes:Upon completion of this class, students should be able to: / WSU U Studies Outcomes:
(numbers are from the list of U Studies outcomes.) / MnSCU transfer curriculum outcomes:
(numbers are from the list of Transfer Curriculum outcomes.) / Learning Activities/
Assignment / Evaluation / Assessment /
Apply the elements of the communication process to interpersonal, group and public speaking contexts / 8. understand the components of the communication process and how they enhance and/or hinder the effective exchange of information and ideas / 4. Select appropriate communication choices for specific audiences.
7. Employ syntax and usage appropriate to academic disciplines and the professional world / Students will build a model of communication and adapt the model for different contexts / Exam questions / rubric / Percentage of student who achieve a score of 80% or above on related exam questions
Percentage of students who score in the “proficient” category on the model rubric
Deliver competent informative and persuasive presentations / 1. deliver a self-prepared speech in a public setting with a reasonable level of competency
2. demonstrate the basic principles of organizing ideas appropriately for accomplishing informative and persuasive communication objectives
4. locate, use and correctly cite appropriate evidence in supporting their claims / 1.Understand/demonstrate the <writing and> speaking processes through invention, organization, drafting, revision, editing and presentation.
3. Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
4. Construct logical and coherent arguments.
6. Use authority, point-of-view, and individual voice and style in their <writing and speaking.
7. Employ syntax and usage appropriate to academic disciplines and the professional world / Students will deliver at least two individual presentations, approximately 6 minutes in length / Rubric / Percentage of students who score in the “proficient” category on the speech rubric
Adapt the speechmaking process to group presentations / 8. understand the components of the communication process and how they enhance and/or hinder the effective exchange of information and ideas / 1.Understand/demonstrate the <writing and> speaking processes through invention, organization, drafting, revision, editing and presentation.
7. Employ syntax and usage appropriate to academic disciplines and the professional world / Students will deliver at least one group presentation / Rubric / Percentage of students who score in the “proficient” category on the speech rubric
Participate effectively in a task oriented groups / 4. locate, use, and correctly cite appropriate evidence in supporting their claims;
6. understand and be able to apply the communication behaviors appropriate for the constructive management of intra-group conflict;
7. understand the skills, roles, and methods of proceeding in task groups in order to achieve high levels of motivation, productivity, and member satisfaction and to obtain high-quality decisions and/or outputs; and / 1.Understand/demonstrate the <writing and> speaking processes through invention, organization, drafting, revision, editing and presentation.
4. Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
5. Construct logical and coherent arguments.
7. Employ syntax and usage appropriate to academic disciplines and the professional world / Students will participate in at least one group decision making discussion / Peer evaluation / Percentage of students whose contributions are perceived as valuable on the peer evaluation rubric
Explain the elements of successful interpersonal communication interpersonal relationships / 5. demonstrate communication behaviors appropriate for effective comprehensive and supportive listening; / Class discussion, reading, speech evaluations (peer and self evaluations) / Exam / Number correct for objective questions, holistic rubric for short answer / essay
Adapt to the audience in interpersonal, group and public contexts. / 3. understand and demonstrate the principles of rhetorical sensitivity and effective, audience-centered message adaptation, utilizing gender-neutral English; / 1. Understand/demonstrate the <writing and> speaking processes through invention, organization, drafting, revision, editing and presentation.
4. Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
5. Construct logical and coherent arguments.
6. Use authority, point-of-view, and individual voice and style in their <writing> and speaking.
7. Employ syntax and usage appropriate to academic disciplines and the professional world / In class exercises, discussion / Exam,
Speeches (individual, group) / Number correct for objective questions, holistic rubric for short answer / essay