Tuesday, May 12, 2009
Tuesday, April 28, 2009
Final Exam Review Guide
FORMAT OF EXAM: Exam will be approx. 45 multiple choice, approx. 10 true-false, and about 20 identification questions using word banks. In the effort to save turnaround time submitting grades, there will be no short-answer questions on the exam.
You WILL need to bring a scantron form just like you used for the midterm.
Ch. 6 - Nonverbal Communication
characteristics of nonverbal communication
functions of nonverbal communication ( text and lecture both)
gender and cultural influences
types of nonverbal communication
paralanguage/paralinguistics
gesture - emblems, illustrators, regulators (lecture & text) adaptors, manipulators (text only) - be able to identify given an example
For a great video tutorial on gesture types, click HERE.
haptics
personal appearance
proxemics & Hall's zones
territoriality
chronemics
kinesics
Ch. 7 - Listening
Definition, difference from hearing
mindless vs. mindful
elements of the listening process
challenges of being an effective listener
types of ineffective listening
reasons we are not good listeners
ways of becoming a better listener
types of listening responses (text only)
how to choose the best listening response (text only)
Ch. 8 - Relational Dynamics
Why we form relationships
Social Exchange Theory and Comparison Level Theory - know all aspects of these well
Knapp's stages of relational development - be able to identify the stage a friendship or romantic relationship is in given a specific example
What is a dialectical tension? Be able to explain connection vs. autonomy, openness vs. privacy, and predictability vs. novelty.
Be able to explain the various ways of managing dialectical tensions in relationships
Content and relational levels of meaning
Ch. 9 - Intimacy and Distance
Know the dimensions of intimacy and ways of creating distance
What are some ways that culture influences intimacy?
Know the various Love Styles and be able to identify the love style given examples
How does intimacy develop differently in computer-mediated communication?
Limits/problems with intimacy (i.e. is more intimacy always better?)
Social Penetration Theory
Reasons we self-disclose and benefits of self-disclosure as well as risks - be able to identify reasons for self-disclosure if given an example
Ways of assuring your self-disclosure is appropriate
Things we self-disclose (categories of self-disclosure)
Reasons people lie
Ch. 10 - Climate
What is a communication or relational climate? How do they develop?
Confirming and disconfirming responses
Types of confirming messages and disconfirming messages
Spirals
Defensiveness - causes, types of defensive behaviors, preventing defensiveness in others
Gibb's categories of defensive versus supporting behaviors
What are the steps in the clear message format and how do you go about putting together each step? (text, not lecture)
What are the ways of best responding to criticism?
Agreeing with your critics
Ch. 11 - Conflict
Definition of conflict and it's various components - know these well
The nature/truths of conflict - basically, the first part of the in-class lecture on this chapter
Conflict styles - you will only be responsible for understanding the 5 basic styles and their components, strengths and weaknesses
What is win-win, loose-loose, win-loose? Which of these is "compromise"? Be able to argue your case.
How do you choose which conflict style to use?
Constructive conflict skills and problem solving methods
You WILL need to bring a scantron form just like you used for the midterm.
Ch. 6 - Nonverbal Communication
characteristics of nonverbal communication
functions of nonverbal communication ( text and lecture both)
gender and cultural influences
types of nonverbal communication
paralanguage/paralinguistics
gesture - emblems, illustrators, regulators (lecture & text) adaptors, manipulators (text only) - be able to identify given an example
For a great video tutorial on gesture types, click HERE.
haptics
personal appearance
proxemics & Hall's zones
territoriality
chronemics
kinesics
Ch. 7 - Listening
Definition, difference from hearing
mindless vs. mindful
elements of the listening process
challenges of being an effective listener
types of ineffective listening
reasons we are not good listeners
ways of becoming a better listener
types of listening responses (text only)
how to choose the best listening response (text only)
Ch. 8 - Relational Dynamics
Why we form relationships
Social Exchange Theory and Comparison Level Theory - know all aspects of these well
Knapp's stages of relational development - be able to identify the stage a friendship or romantic relationship is in given a specific example
What is a dialectical tension? Be able to explain connection vs. autonomy, openness vs. privacy, and predictability vs. novelty.
Be able to explain the various ways of managing dialectical tensions in relationships
Content and relational levels of meaning
Ch. 9 - Intimacy and Distance
Know the dimensions of intimacy and ways of creating distance
What are some ways that culture influences intimacy?
Know the various Love Styles and be able to identify the love style given examples
How does intimacy develop differently in computer-mediated communication?
Limits/problems with intimacy (i.e. is more intimacy always better?)
Social Penetration Theory
Reasons we self-disclose and benefits of self-disclosure as well as risks - be able to identify reasons for self-disclosure if given an example
Ways of assuring your self-disclosure is appropriate
Things we self-disclose (categories of self-disclosure)
Reasons people lie
Ch. 10 - Climate
What is a communication or relational climate? How do they develop?
Confirming and disconfirming responses
Types of confirming messages and disconfirming messages
Spirals
Defensiveness - causes, types of defensive behaviors, preventing defensiveness in others
Gibb's categories of defensive versus supporting behaviors
What are the steps in the clear message format and how do you go about putting together each step? (text, not lecture)
What are the ways of best responding to criticism?
Agreeing with your critics
Ch. 11 - Conflict
Definition of conflict and it's various components - know these well
The nature/truths of conflict - basically, the first part of the in-class lecture on this chapter
Conflict styles - you will only be responsible for understanding the 5 basic styles and their components, strengths and weaknesses
What is win-win, loose-loose, win-loose? Which of these is "compromise"? Be able to argue your case.
How do you choose which conflict style to use?
Constructive conflict skills and problem solving methods
Wednesday, April 15, 2009
Survey Link for Research Participation
Click HERE to take the survey related to suicide intervention.
After your completion, be sure to print out the "Thank You" page, write your name on it, and turn it in to your professor.
Be sure to use Internet Explorer and close out any other programs that may be running before accessing the survey.
After your completion, be sure to print out the "Thank You" page, write your name on it, and turn it in to your professor.
Be sure to use Internet Explorer and close out any other programs that may be running before accessing the survey.
Tuesday, April 14, 2009
Application #4 Assignment
(This original post was back in January after the syllabus with all of the appication assignments - I've moved it here for your convenience.)
Application #4 – Thomas-Kilman Conflict Mode Instrument and Response Essay
1. Complete the Thomas-Kilman Conflict Mode Instrument provided to you in class.
2. Calculate your conflict styles by following the printed directions provided to you.
3. Once you have determined your style, read more closely about your style using the descriptions provided in the handout as well as the chapter on conflict.
4. Discuss the results with a close friend or family member as appropriate in order to gain their feedback as well.
5. Write a 1-page (12 pt. font, 1 inch margins, double-spaced, typewritten) response paper to this activity. Your response paper should draw on your readings about conflict communication as well as the results of the instrument. Do you see these results as accurate? How does your conflict style(s) influence your day to day communication? Are there certain relationships that are more affected than others? How so?
6. Turn your response paper and your completed instrument (stapled together) at the start of class on the due date listed in the syllabus.
Application #4 – Thomas-Kilman Conflict Mode Instrument and Response Essay
1. Complete the Thomas-Kilman Conflict Mode Instrument provided to you in class.
2. Calculate your conflict styles by following the printed directions provided to you.
3. Once you have determined your style, read more closely about your style using the descriptions provided in the handout as well as the chapter on conflict.
4. Discuss the results with a close friend or family member as appropriate in order to gain their feedback as well.
5. Write a 1-page (12 pt. font, 1 inch margins, double-spaced, typewritten) response paper to this activity. Your response paper should draw on your readings about conflict communication as well as the results of the instrument. Do you see these results as accurate? How does your conflict style(s) influence your day to day communication? Are there certain relationships that are more affected than others? How so?
6. Turn your response paper and your completed instrument (stapled together) at the start of class on the due date listed in the syllabus.
Monday, March 23, 2009
Research Project Guidelines & Grading Rubric (under construction)
Paper:
50 points total:
10 pts. - APA style
10 points - organization/flow
30 points - research, scholarship, content
Each individual in the group will write his/her own research paper.
5 pages, typewritten, in APA 5th Edition style
The "5 pages" is in addition to your title page, abstract, and bibliography pages.
The APA manual will answer all questions about format, font, margins, spacing, and more - so refer to the manual for these types of questions
For APA FAQs: http://www.apastyle.org/faqs.html
The BEST APA help page online (from Perdue):
http://owl.english.purdue.edu/owl/resource/560/01/#resourcenav
5 sources, minimum - you may need to find more scholarly, peer reviewed articles on your topic area in order to write a solid research paper. All articles must therefore interrelate and your paper be a cohesive summary of the research on your topic.
Well-written, organized, and polished. It is assumed that your paper will be free of typos, spelling errors, and grammatical errors. One point will be deducted for each of these types of errors.
ANY plagiarism (i.e. lifting phrases/sentences from the articles in your bibliography, lifting phrases/sentences from ANY other source without quoting and acknowledging the source, copying material from the internet, or using the work of anyone else) will absolutely result in a failing of the project and a failing of the course. If you do not understand what plagiarism is or how to avoid it, it is your responsibility to come talk to me about it. Ignorance of the academic code is not an excuse for plagiarism.
PowerPoint:
35 points
Each person will design his/her own powerpoint slides (5 slides minimum - 7 maximum).
The group will then combine the slides into ONE cohesive presentation with each person having an equal portion of the presentation. This presentation will be turned in on a CD on the corresponding due date for this portion.
Slides will summarize the research in your area of the topic your group studied. You will not be able to discuss everything, so pick out the most surprising or applicable research to share in the presentation.
Slides, too, must be your original work.
Slides must also be free of typos and grammatical errors. Five (5) points will be deducted for each error of this type.
Sources in APA style must be inserted at the bottom of each slide in which you refer to the research.
Each person should utilize images in the slides that boost interest and comprehension of the subject matter. Citations are not necessary for images (as this is an in-class presentation).
Oral Presentation:
50 points
Each individual must present their topic in a well-planned, organized, and extemporaneous class presentation (as a part of their group). Each member of the group will present in an order determined by the group.
You will not use notecards, or read from notes or your slides. Reading a scripted "speech" will result in failure for the oral presentation. You will be allowed 1 8 1/2" x 11" sheet of paper, using the front only, typewritten in no less than 16 point font, of a key-word/phrase outline (no complete sentences). This sheet of notes, if used, must be approved before taking it up with you to speak (to be sure it is within the guidelines), and will be turned in following the presentation.
Each oral presentation must also be free of plagiarism and be your original work.
Each individual presentation will be 5 minutes in length. You should practice your presentation with your slides to ensure your presentation is at least 5 minutes and no longer than 6 minutes. If your presentation goes over 7 minutes, you will be asked to stop so we will have adequate time for all presenters.
Each individual will smoothly and effectively incorporate his/her powerpoint slides in the presentation.
Group Grade:
(15 points)
Each individual will assign all group members (including him/herself) a grade based on criteria provided by the professor via a grading form. This will be provided at the final exam.
50 points total:
10 pts. - APA style
10 points - organization/flow
30 points - research, scholarship, content
Each individual in the group will write his/her own research paper.
5 pages, typewritten, in APA 5th Edition style
The "5 pages" is in addition to your title page, abstract, and bibliography pages.
The APA manual will answer all questions about format, font, margins, spacing, and more - so refer to the manual for these types of questions
For APA FAQs: http://www.apastyle.org/faqs.html
The BEST APA help page online (from Perdue):
http://owl.english.purdue.edu/owl/resource/560/01/#resourcenav
5 sources, minimum - you may need to find more scholarly, peer reviewed articles on your topic area in order to write a solid research paper. All articles must therefore interrelate and your paper be a cohesive summary of the research on your topic.
Well-written, organized, and polished. It is assumed that your paper will be free of typos, spelling errors, and grammatical errors. One point will be deducted for each of these types of errors.
ANY plagiarism (i.e. lifting phrases/sentences from the articles in your bibliography, lifting phrases/sentences from ANY other source without quoting and acknowledging the source, copying material from the internet, or using the work of anyone else) will absolutely result in a failing of the project and a failing of the course. If you do not understand what plagiarism is or how to avoid it, it is your responsibility to come talk to me about it. Ignorance of the academic code is not an excuse for plagiarism.
PowerPoint:
35 points
Each person will design his/her own powerpoint slides (5 slides minimum - 7 maximum).
The group will then combine the slides into ONE cohesive presentation with each person having an equal portion of the presentation. This presentation will be turned in on a CD on the corresponding due date for this portion.
Slides will summarize the research in your area of the topic your group studied. You will not be able to discuss everything, so pick out the most surprising or applicable research to share in the presentation.
Slides, too, must be your original work.
Slides must also be free of typos and grammatical errors. Five (5) points will be deducted for each error of this type.
Sources in APA style must be inserted at the bottom of each slide in which you refer to the research.
Each person should utilize images in the slides that boost interest and comprehension of the subject matter. Citations are not necessary for images (as this is an in-class presentation).
Oral Presentation:
50 points
Each individual must present their topic in a well-planned, organized, and extemporaneous class presentation (as a part of their group). Each member of the group will present in an order determined by the group.
You will not use notecards, or read from notes or your slides. Reading a scripted "speech" will result in failure for the oral presentation. You will be allowed 1 8 1/2" x 11" sheet of paper, using the front only, typewritten in no less than 16 point font, of a key-word/phrase outline (no complete sentences). This sheet of notes, if used, must be approved before taking it up with you to speak (to be sure it is within the guidelines), and will be turned in following the presentation.
Each oral presentation must also be free of plagiarism and be your original work.
Each individual presentation will be 5 minutes in length. You should practice your presentation with your slides to ensure your presentation is at least 5 minutes and no longer than 6 minutes. If your presentation goes over 7 minutes, you will be asked to stop so we will have adequate time for all presenters.
Each individual will smoothly and effectively incorporate his/her powerpoint slides in the presentation.
Group Grade:
(15 points)
Each individual will assign all group members (including him/herself) a grade based on criteria provided by the professor via a grading form. This will be provided at the final exam.
Friday, March 20, 2009
Monday-Wednesday Schedule
In trying to address concerns you noted on the midterm assessment of the class, I've re-done the schedule for the rest of the semester, tried to "pare down" where I could (no group paper anymore - only your individual papers), and also tried to be as specific as possible. You'll notice some due dates are pushed back a bit, and you'll also know exactly when you are having a quiz, and what that quiz will cover.
I value your feedback, and hope this alleviates many of your concerns!
M 3/23 Quiz 6 over Ch. 6 - then cover Ch. 7 on Listening
W 3/25 Workday on papers & APA style
Bring your papers - we will do workshop day in class to edit and polish them
M 3/30 Quiz 7 over Ch. 7 - then cover Ch. 8 on Relational Dynamics
April
W 4/1 Due: Application #3 The List - then begin to cover Ch. 9 on the following:
Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
M 4/6 Quiz 8 over Chs. 8 and 9 then cover the remaining parts of Ch. 9 not finished from last class
W 4/8 Cover Ch. 10 on Communication Climates
Due: Research Papers - 5 pages in APA style *see assignment sheet for paper details
M 4/13 Quiz 9 over Ch. 10, then start Ch. 11 on Conflict and take Thomas-Kilman Conflict Mode Instrument
W 4/15 finish Ch 11: Managing Conflict and Forgiveness
Due: Application #4 - response to conflict style/manangement
M 4/20 Quiz 10 over Ch. 11
Due: PowerPoint for the entire group
Effective Oral Presentations (Content, Structure, & Delivery)
W 4/22 Critical Research Symposiums - 2 groups present
M 4/27 Critical Research Symposiums - 2 groups present
W 4/29 Critical Research Symposiums - 2 groups present
Final Exams:
12:30 section - exam is 5/6 at 1:00
3:30 section - exam is 5/4 at 10:30
* Final course grades posted on MyUK on 5/11 at noon.
I value your feedback, and hope this alleviates many of your concerns!
M 3/23 Quiz 6 over Ch. 6 - then cover Ch. 7 on Listening
W 3/25 Workday on papers & APA style
Bring your papers - we will do workshop day in class to edit and polish them
M 3/30 Quiz 7 over Ch. 7 - then cover Ch. 8 on Relational Dynamics
April
W 4/1 Due: Application #3 The List - then begin to cover Ch. 9 on the following:
Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
M 4/6 Quiz 8 over Chs. 8 and 9 then cover the remaining parts of Ch. 9 not finished from last class
W 4/8 Cover Ch. 10 on Communication Climates
Due: Research Papers - 5 pages in APA style *see assignment sheet for paper details
M 4/13 Quiz 9 over Ch. 10, then start Ch. 11 on Conflict and take Thomas-Kilman Conflict Mode Instrument
W 4/15 finish Ch 11: Managing Conflict and Forgiveness
Due: Application #4 - response to conflict style/manangement
M 4/20 Quiz 10 over Ch. 11
Due: PowerPoint for the entire group
Effective Oral Presentations (Content, Structure, & Delivery)
W 4/22 Critical Research Symposiums - 2 groups present
M 4/27 Critical Research Symposiums - 2 groups present
W 4/29 Critical Research Symposiums - 2 groups present
Final Exams:
12:30 section - exam is 5/6 at 1:00
3:30 section - exam is 5/4 at 10:30
* Final course grades posted on MyUK on 5/11 at noon.
Friday Updated Schedule
The following schedule is what we will adhere to for the remainder of the term. All things due are listed below. If it's not listed, it's been removed. Email with any questions you may have.
3/27 Quiz 6 over Ch. 6 - then cover Ch. 7 on Listening
BRING RESEARCH PAPERS WITH YOU TO CLASS - we will have "workshop time" in the remainder of class after covering Ch. 7, and will keep doing workshop time whenever class time allows for the next 2 weeks as well
APRIL
4/3 Quiz 7 over Ch. 7 - then cover Ch. 8 on Relational Dynamics
Due: Application #3 The List
4/10 Quiz 8 over Ch. 8 - then cover Ch. 9 on
Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
4/17 Quiz 9 over Ch. 9 - then cover Ch. 10 on Climate
Due: Individual Research Papers
Take Thomas-Kilman Conflict Mode Instrument at end of class
4/24 Quiz 10 over Ch. 10 - then cover Ch. 11
Due: Application #4
Due: Group PowerPoint
Effective Oral Presentations (Content, Structure, & Delivery)
MAY
5/1 Critical Research Symposiums
5/8 Final Exam - 1:00 pm - should take about 75 minutes to complete, but you have up to 2 hrs.
* Final course grades posted on MyUK on 5/11 at noon.
3/27 Quiz 6 over Ch. 6 - then cover Ch. 7 on Listening
BRING RESEARCH PAPERS WITH YOU TO CLASS - we will have "workshop time" in the remainder of class after covering Ch. 7, and will keep doing workshop time whenever class time allows for the next 2 weeks as well
APRIL
4/3 Quiz 7 over Ch. 7 - then cover Ch. 8 on Relational Dynamics
Due: Application #3 The List
4/10 Quiz 8 over Ch. 8 - then cover Ch. 9 on
Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
4/17 Quiz 9 over Ch. 9 - then cover Ch. 10 on Climate
Due: Individual Research Papers
Take Thomas-Kilman Conflict Mode Instrument at end of class
4/24 Quiz 10 over Ch. 10 - then cover Ch. 11
Due: Application #4
Due: Group PowerPoint
Effective Oral Presentations (Content, Structure, & Delivery)
MAY
5/1 Critical Research Symposiums
5/8 Final Exam - 1:00 pm - should take about 75 minutes to complete, but you have up to 2 hrs.
* Final course grades posted on MyUK on 5/11 at noon.
Wednesday, February 25, 2009
Midterm Exam Review Guide - as of 2/25/09
I'll be continuing to update this study guide as I also finish writing the exam - here's what I have so far. It should be finalized sometime tomorrow.
Exam will cover Ch. 1-5 as well as all of the lecture material.
From Ch. 1 and related lectures/class discussions
Principles of Interpersonal Communication
What is communication?
Be able to articulate what we mean by creation of meaning, symbolic nature of communication, that communication is a process, that communication is functional, systematic, interactional and transactional.
Definition & Elements of Interpersonal Communication
What needs are met via communication and how?
What is meant by the statement “Meanings are in people, not in words”?
Myths/Misconceptions of Communication
What makes a relationship “personal” as opposed to “impersonal” (what are the criteria)?
Face to face vs. CMC
What are the two criteria for communication competence and what are the characteristics of a competent communicator?
What distinguishes a social relationship from a personal relationship?
Explain the claim that “we all need to communicate”. Explain that claim and give two examples of what needs communication might fulfill.
Discuss the difference between effective communication and appropriate communication as they relate to communication competence.
Attachment and Bonding
What is attachment and how do primate studies inform our understanding of it?
PowerPoint on Harry Harlow’s experiments - Be articulate in the major findings of Harlow’s study and implications those findings have for human relationships.
Based on Harlow’s research (not just your own opinion), be able to articulate in specific terms how you would go about choosing a day care for your child.
Chapter on Self & related lectures/class discussions
PowerPoint presentation on the development of the self through interaction (James, Mead, Cooley, Goffman)
Characteristics of the self-concept
What 4 requirements must be met in order for an appraisal to be regarded as important?
Ways to change/improve self-concept (& exercise I gave you) – How is it possible to change your self-concept?
The self-fulfilling prophecy
Explain the difference between self-concept and self-esteem.
Self Esteem – characteristics of people with high or low SE, Coopersmith SE inventory – what was your score? How does this impact your communication?
Public vs. private selves - how do you navigate the different arenas?
Goffman - identity management, perceived vs. presenting selves & facework
How do we manage impressions online?
According to the things we talked about in class as well as your textbook, what are some steps you could take to improve your self-concept?
Chapter on Perception and related lectures/class discussions
Perception - 3 steps in the process (text & lecture),
Influences on perception
Filters and common tendencies in perception (text & lecture)
Standpoint theory (text) Stereotyping – what it is, steps/stages
Attribution and self-serving bias Empathy (text)
Imagine that you work for a publisher – and they want to remove the chapter on perception from the Interpersonal Communication textbook that they publish, and because you had a class in it, your boss asks your opinion. Of course, you are strongly opposed. Explain, as you would to your boss, why the study of perception is so central to an understanding of interpersonal communication.
Emotions - Ch. 4
Facilitative and debilitative emotions
Fallacies (be able to identify the fallacy in a matching section with
examples)
What kinds of changes, reactions, interpretations, and expressions do emotions involve?
What variables influence our emotional expression? Be able to provide examples for any of the variables your textbook discusses.
Of all the guidelines for expressing emotions – which are you best at? Worst at?
How do these relate to your personal conflict style?
What are facilitative and debilitative emotions? How can self-talk be either one?
Why is it important to identify an activating event when dealing with emotions?
Fallacies - how can they be debilitative? How could determining an activating event help us rid ourselves of these fallacies? How do they impact your relationships?
Language - Ch. 5
Using the Sapir-Whorf hypothesis, explain how the documentary "The N Word: Divided We Stand" illustrates that "lanugage has the power to both affect and reflect culture".
Possible Short Answer Questions:
Understanding the research of Harry Harlow on forming secure bonds and attachments, explain how you would go into potential daycare centers and choose one for your child. What are three specific things you would be looking for (that Harlow's work informed your understanding of)?
What is the difference between self-concept and self-esteem?
What is the difference between sympathy and empathy? How can you experience empathy even if you have never been through or experienced what someone is going through?
Explain how your gender has shaped your self-concept, perception, emotions and expression of them, language, and nonverbal communication via your understanding of research concerning gender differences in these things throughout the chapters you have read.
Exam will cover Ch. 1-5 as well as all of the lecture material.
From Ch. 1 and related lectures/class discussions
Principles of Interpersonal Communication
What is communication?
Be able to articulate what we mean by creation of meaning, symbolic nature of communication, that communication is a process, that communication is functional, systematic, interactional and transactional.
Definition & Elements of Interpersonal Communication
What needs are met via communication and how?
What is meant by the statement “Meanings are in people, not in words”?
Myths/Misconceptions of Communication
What makes a relationship “personal” as opposed to “impersonal” (what are the criteria)?
Face to face vs. CMC
What are the two criteria for communication competence and what are the characteristics of a competent communicator?
What distinguishes a social relationship from a personal relationship?
Explain the claim that “we all need to communicate”. Explain that claim and give two examples of what needs communication might fulfill.
Discuss the difference between effective communication and appropriate communication as they relate to communication competence.
Attachment and Bonding
What is attachment and how do primate studies inform our understanding of it?
PowerPoint on Harry Harlow’s experiments - Be articulate in the major findings of Harlow’s study and implications those findings have for human relationships.
Based on Harlow’s research (not just your own opinion), be able to articulate in specific terms how you would go about choosing a day care for your child.
Chapter on Self & related lectures/class discussions
PowerPoint presentation on the development of the self through interaction (James, Mead, Cooley, Goffman)
Characteristics of the self-concept
What 4 requirements must be met in order for an appraisal to be regarded as important?
Ways to change/improve self-concept (& exercise I gave you) – How is it possible to change your self-concept?
The self-fulfilling prophecy
Explain the difference between self-concept and self-esteem.
Self Esteem – characteristics of people with high or low SE, Coopersmith SE inventory – what was your score? How does this impact your communication?
Public vs. private selves - how do you navigate the different arenas?
Goffman - identity management, perceived vs. presenting selves & facework
How do we manage impressions online?
According to the things we talked about in class as well as your textbook, what are some steps you could take to improve your self-concept?
Chapter on Perception and related lectures/class discussions
Perception - 3 steps in the process (text & lecture),
Influences on perception
Filters and common tendencies in perception (text & lecture)
Standpoint theory (text) Stereotyping – what it is, steps/stages
Attribution and self-serving bias Empathy (text)
Imagine that you work for a publisher – and they want to remove the chapter on perception from the Interpersonal Communication textbook that they publish, and because you had a class in it, your boss asks your opinion. Of course, you are strongly opposed. Explain, as you would to your boss, why the study of perception is so central to an understanding of interpersonal communication.
Emotions - Ch. 4
Facilitative and debilitative emotions
Fallacies (be able to identify the fallacy in a matching section with
examples)
What kinds of changes, reactions, interpretations, and expressions do emotions involve?
What variables influence our emotional expression? Be able to provide examples for any of the variables your textbook discusses.
Of all the guidelines for expressing emotions – which are you best at? Worst at?
How do these relate to your personal conflict style?
What are facilitative and debilitative emotions? How can self-talk be either one?
Why is it important to identify an activating event when dealing with emotions?
Fallacies - how can they be debilitative? How could determining an activating event help us rid ourselves of these fallacies? How do they impact your relationships?
Language - Ch. 5
Using the Sapir-Whorf hypothesis, explain how the documentary "The N Word: Divided We Stand" illustrates that "lanugage has the power to both affect and reflect culture".
Possible Short Answer Questions:
Understanding the research of Harry Harlow on forming secure bonds and attachments, explain how you would go into potential daycare centers and choose one for your child. What are three specific things you would be looking for (that Harlow's work informed your understanding of)?
What is the difference between self-concept and self-esteem?
What is the difference between sympathy and empathy? How can you experience empathy even if you have never been through or experienced what someone is going through?
Explain how your gender has shaped your self-concept, perception, emotions and expression of them, language, and nonverbal communication via your understanding of research concerning gender differences in these things throughout the chapters you have read.
Friday, February 20, 2009
Discussion Guide for "The N-Word: Divided We Stand"
Important Caveat: Your professor for this class despises the N-word, and uses it here only because it is how Dr. Randall Kennedy (whom you saw a lot in the documentary) writes. I've chosen not to censor his writing, but rather present his questions to you as he wrote them.
Writing from Randall Kennedy, in papragraph 2, in which he justifies learning about this, no matter how profane we feel it is:
http://blackhistory.harpweek.com/1Introduction/RandallKennedyEssay.htm
Should it be eradicated from dictionaries and the language? Should it be, somehow, regulated? What is the significance of its emergence among some blacks as a term with "undertones of warmth and good will"? Do blacks have a historical right to its use or does that place the term under a "protectionist pall"?
Can the usage of the word "N" word change it from a negative connotation to a positive? In greeting each other and attempting to use the "N" word as an everyday phrase, we frequently confuse white, Latinos, etc. The practice is so pervasive modern day musicians like J-Lo and Kid Rock have used the word in their lyrics. But, why is their usage of the word offensive while Jay-Z and other popular rappers are considered "hip?" I am sure the answer would be that what we say among ourselves as African-Americans does not give "outsiders" license to use the "N" word. But, how can we censor the usage of the "N" word when we continue to flaunt it?
Discussion Guide:
1. How should nigger be defined? Is there only one meaning of the word? How has the semantics of the word evolved over time? What does this term mean to you personally? What do you think it means to your parents’ generation? What does it mean to those in other racial communities? Does its meaning vary depending upon age, race, community, class, and setting?
2. Is nigger part of the American cultural inheritance that should be preserved? Should we ban books from the nineteenth century such as Huckleberry Finn that contain the word? What about books from the twentieth century such as To Kill a Mockingbird or Uncle Tom’s Children or Invisible Man? What about contemporary works such as the movie Rush Hour?
3. Why does nigger generate such powerful reactions? Is it more hurtful than other racial, ethnic, and religious epithets? Why are such words so plentiful? Should nigger be treated differently that other racial or ethnic slurs?
4. Should Kennedy have used “the n-word” instead of nigger in his book? Should the title have been “The N-Word”? Does the title or Kennedy’s continued use of the word throughout the book offend you? Why do you think that Kennedy used nigger as the only word in the title?
5. Should blacks be able to use the word nigger in ways forbidden to others? Why or why not?
6. Is there an important distinction between “nigger” and “niggah”?
7. Under what conditions, if any, should a person be ousted from his or her job or school for saying nigger?
8. How can we go about changing the connotations of the word nigger?
9. In an episode of the television show “Boston Public,” Marla Hendricks, a black teacher, wants Danny Hanson, who is white, to be fired for discussing the word nigger in his classroom. She says, “That word has always stood for hatred coming out of a white mouth. No teacher in any school is good enough to erase that in a sensitivity class.” Do you agree with her? Would it have made a difference if Danny Hanson was black? Is a commercial television show an appropriate forum in which to explore this type of issue? What do you think the program hoped to achieve? Has it succeeded?
10. Do you feel we should be discussing the word and its social and cultural connotations? Or is this issue too explosive to be resolved? What do you think about discussing this word in the classroom?
11. What is your reaction to hearing nigger or niggah in rap lyrics sung by blacks? How about when used in skits by black comedians? How would you react if you heard these words used in a routine performed by a white comedian on “Saturday Night Live” or Comedy Central?
12. Andy Rooney of “60 Minutes” has said that “the best way to get rid of a problem is to hold it up to the bright light and look at all sides of it, and that’s what Kennedy does in this book.” Do you agree?
Writing from Randall Kennedy, in papragraph 2, in which he justifies learning about this, no matter how profane we feel it is:
http://blackhistory.harpweek.com/1Introduction/RandallKennedyEssay.htm
Should it be eradicated from dictionaries and the language? Should it be, somehow, regulated? What is the significance of its emergence among some blacks as a term with "undertones of warmth and good will"? Do blacks have a historical right to its use or does that place the term under a "protectionist pall"?
Can the usage of the word "N" word change it from a negative connotation to a positive? In greeting each other and attempting to use the "N" word as an everyday phrase, we frequently confuse white, Latinos, etc. The practice is so pervasive modern day musicians like J-Lo and Kid Rock have used the word in their lyrics. But, why is their usage of the word offensive while Jay-Z and other popular rappers are considered "hip?" I am sure the answer would be that what we say among ourselves as African-Americans does not give "outsiders" license to use the "N" word. But, how can we censor the usage of the "N" word when we continue to flaunt it?
Discussion Guide:
1. How should nigger be defined? Is there only one meaning of the word? How has the semantics of the word evolved over time? What does this term mean to you personally? What do you think it means to your parents’ generation? What does it mean to those in other racial communities? Does its meaning vary depending upon age, race, community, class, and setting?
2. Is nigger part of the American cultural inheritance that should be preserved? Should we ban books from the nineteenth century such as Huckleberry Finn that contain the word? What about books from the twentieth century such as To Kill a Mockingbird or Uncle Tom’s Children or Invisible Man? What about contemporary works such as the movie Rush Hour?
3. Why does nigger generate such powerful reactions? Is it more hurtful than other racial, ethnic, and religious epithets? Why are such words so plentiful? Should nigger be treated differently that other racial or ethnic slurs?
4. Should Kennedy have used “the n-word” instead of nigger in his book? Should the title have been “The N-Word”? Does the title or Kennedy’s continued use of the word throughout the book offend you? Why do you think that Kennedy used nigger as the only word in the title?
5. Should blacks be able to use the word nigger in ways forbidden to others? Why or why not?
6. Is there an important distinction between “nigger” and “niggah”?
7. Under what conditions, if any, should a person be ousted from his or her job or school for saying nigger?
8. How can we go about changing the connotations of the word nigger?
9. In an episode of the television show “Boston Public,” Marla Hendricks, a black teacher, wants Danny Hanson, who is white, to be fired for discussing the word nigger in his classroom. She says, “That word has always stood for hatred coming out of a white mouth. No teacher in any school is good enough to erase that in a sensitivity class.” Do you agree with her? Would it have made a difference if Danny Hanson was black? Is a commercial television show an appropriate forum in which to explore this type of issue? What do you think the program hoped to achieve? Has it succeeded?
10. Do you feel we should be discussing the word and its social and cultural connotations? Or is this issue too explosive to be resolved? What do you think about discussing this word in the classroom?
11. What is your reaction to hearing nigger or niggah in rap lyrics sung by blacks? How about when used in skits by black comedians? How would you react if you heard these words used in a routine performed by a white comedian on “Saturday Night Live” or Comedy Central?
12. Andy Rooney of “60 Minutes” has said that “the best way to get rid of a problem is to hold it up to the bright light and look at all sides of it, and that’s what Kennedy does in this book.” Do you agree?
Wednesday, January 21, 2009
COM 252 Monday & Wednesday Syllabus (Updated 2/9)
COM 252 Interpersonal Communication
Prof. Tamara Arrington
Department of Communication 243 Grehan Bldg.
University of Kentucky
Spring 2009 Syllabus – MW sections
Email: arrington_tamara@yahoo.com Office hours: M & W 2:00-3:15
Course Blog: com252uk.blogspot.com
Director of Undergraduate Studies: Dr. Deanna Sellnow 235 Grehan Bldg.
859.257.2886 Deanna.Sellnow@uky.edu
Required Materials:
Adler, R.B., & Proctor II, R.F. (2008). Looking Out, Looking In, (12 ed.). California: Wadsworth/Cengage Learning.
ISBN: 0-495-83335-5
Students must purchase Scantron Forms #882-ES from any UK Bookstore for taking some quizzes and the midterm and final exam. Exams submitted on Scantron Forms that do not meet the aforementioned requirement will not be graded and the student will receive a grade of zero.
E-mail Account: It is required that all students have a working e-mail account.
The benefits you receive in this class are directly proportional to your efforts in keeping up with the assigned reading and actively participating in class to build trust, cooperation, support and mutual respect.
COURSE OBJECTIVES AND REQUIREMENTS
Many individuals believe that “communication” is so basic that it is taken for granted and not thought about seriously. Unfortunately, this attitude tends to result in such difficulties as misunderstandings, conflict, avoidance, and stereotyping. We will examine basic concepts, theories, and research findings relevant to initiating, developing, modifying, maintaining, and terminating relationships with an eye to the role of communication in the process. Lecture, discussion, in-and out-of-class observations, and “applied” assignments will be used to increase student knowledge and behavioral competence in interpersonal communication.
Interpersonal Communication is designed to increase your understanding and implementation of effective interpersonal communication behaviors and skills. Throughout the semester will examine basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts. This course requires you to participate in written and oral activities designed to develop and improve interpersonal skills and will actually improve the quality of your life if you keep an open mind and participate actively! Topics may include: an introduction to interpersonal communication theory, relationship and conversation management, effective listening, conflict management, ethics in communicating, communication climate, and cultural/gender differences in interpersonal communication.
Competencies and Objectives
Interpersonal communication introduces students to the complex interaction of social and psychological forces operating in human communication. The course is designed with a dual approach consisting of both theory and application that allows students opportunities to critically evaluate the intricacies of interpersonal relationships and the communication issues surrounding human interaction in various contexts.
At the conclusion of the course it is expected that students will demonstrate knowledge and skills in several core areas. Specifically, students should demonstrate an increased understanding of:
1. The options and alternatives for action in a wide variety of interpersonal situations.
2. Individual preferences and an increased appreciation for the differences of others.
3. The dialectical tensions that arise as students use communication to satisfy conflicting personal needs.
4. How the process of perception affects communication behavior.
5. The ethical dimensions of interpersonal communication.
6. The importance of nonverbal communication in successful interpersonal interactions.
7. Defensive and supportive communication climates.
8. Competence and an ability to assess the appropriateness and effectiveness of interpersonal strategies used in various interpersonal relationships.
9. Why and how relationships develop and the role communication plays in determining the nature and quality of interpersonal relationships.
10. Conflict in interpersonal communication and the application of conflict management principles.
11. Competencies related to communication with individuals from other cultures and co-cultures.
In addition, COM 252 addresses the following University Studies Program Competencies:
1. Writing: To communicate effectively using standard written English.
2. Reading: To understand, analyze, summarize and interpret a variety of reading materials.
3. Integrated Learning: To think critically and make connections in learning across the disciplines.
4. Creative Thinking: To elaborate upon knowledge to create thought, processes, and/or products that are new to the students.
5. Ethics/Values: To demonstrate an awareness of ethical considerations in making value choices.
COM 252 can be taken to fulfill the Oral Communication Skills Requirements in the University Studies Program. If you have any questions about this requirement, please contact Dr. Deanna Sellnow at 257-2886 or the USP Office at 257-3027.
General Requirements
You are expected to:
1. Be on time for all class meetings.
2. Interact productively in class discussions and group activities.
3. Be prepared daily for discussions and quizzes by reading all assigned material BEFORE the day it is listed on the course schedule.
4. Successfully deliver a group presentation.
5. Submit all written assignments TYPED at the BEGINNING of the class period on the designated due date.
6. Complete all major assignments (presentations, class assignments and tests). FAILURE TO COMPLETE THE GROUP PRESENTATION WILL RESULT IN AN ‘E’ FOR THE COURSE - regardless of your accumulated point total. Failure to complete any major assignment will result in a drop of one letter grade for each assignment missed.
7. Read your email at a minimum of 3 times per week.
Classroom Civility
There are certain basic standards of classroom civility that should be adhered to, particularly on a communication course. Civility does not eliminate appropriate humor, enjoyment, or other features of a comfortable and pleasant classroom community. Classroom civility does, however, include the following:
1. Displaying respect for all members of the classroom community, both your instructor and fellow students.
2. Attentiveness to and participation in lectures, group activities, workshops, and other classroom exercises.
3. Avoidance of unnecessary disruptions during class such as texting, having private conversations, reading the newspaper, and doing work for other classes.
4. Avoidance of racist, sexist, homophobic, or other negative language that may unnecessarily exclude members of our campus and classroom community.
If a student consistently exhibits behavior that disrupts the class or contributes to a negative communication climate, action will be taken, including forced withdrawal from the course. In addition all university students are expected to abide by the Student Code of Conduct. You can access this five-part document at http://www.uky.edu/StudentAffairs/DeanofStudents/conduct.htm
Reasonable Accommodation
If you have a special need that may require an accommodation or assistance, please inform the instructor as soon as possible. We cannot accommodate needs if we do not know what they are, so please notify your instructor right away.
Help Available: If you need assistance with oral presentations, contact Cyndy Miller at CHMiller12@aol.com or call 859-257-6137.
If you need help with other skills (writing, time management, etc.), contact The Thomas D. Clark Study, 5th floor in W. T. Young Library, or call 257-3156, or go to: www.uky.edu/ugs/study/.
Department of Communication Policies
Research Policy: The Department of Communication is committed to involving undergraduate students in scholarly research so that they may understand the importance of generating new knowledge at the University of Kentucky as a Research I institution. Students in this class are expected to participate in one research study (approved by the University IRB and assigned for this course). The study may take up to one regularly scheduled class period during the term.
Academic Integrity: We expect that all of the individual assignments you complete for COM 252 (and in all of your other courses) are always your own work. Please read the information on plagiarism and cheating from your UK Student Rights and Responsibilities Handbook (www.uky.edu/StudentAffairs/Code/) and talk with your instructor if you are uncertain about what this entails. If you have any questions about whether you may be plagiarizing in your work for COM 252, please be sure to contact your instructor well in advance of the due date for your assignment. Any work that is found to be plagiarized will result in a minimum of a “0” for the assignment, and may result in failure of the course and bring reported to University authorities. Cheating of any kind will not be tolerated.
COM 252 Policies
Cell Phone/Electronic Devices: Students are required to stow away and silence all cell phones and electronic devices. If you are seen texting during class, you will be asked to leave. Non adherence to this policy may result in a deduction of points. Moreover, violating this policy during quizzes/exams will result in the student receiving a grade of zero on the exam and subject to other penalties (as described above).
Attendance: ATTENDANCE IS REQUIRED. Class attendance and participation are important in accomplishing the goals of this course. Reading, class discussions, group workshops, and in-class activities increase both your understanding if interpersonal communication theory and the development of your interpersonal communication skills. In order to receive credit for attendance you must attend for the ENTIRE class period. Failure to do so will result in an absence for the given class session.
Please arrive to class on time.
Tardiness is unprofessional and displays disrespect toward your instructor and classmates. Consequently, you can expect to have 25 points deducted from your final grade for EACH tardy or early departure more than 2 times over the course of the semester.
Moreover, do not expect your instructor to cover any missed material specifically for you. If you are a few minutes late for a class, it is YOUR responsibility to make sure the instructor has not marked you absent for the day. This must be done on the day you are late. Otherwise, it holds as an unexcused absence.
Because class meets twice a week, you will be allowed 2 unexcused absences. For each subsequent unexcused absence over the maximum allowed, 25 points will be deducted from your final grade. You cannot make up work missed for unexcused absences – you simply receive a zero.
You are given these ‘free’ absences for a special situations for which you have to miss class but would not otherwise receive an official excuse. Do not use these “freebies” for blowing off class and then come to the instructor later (after you have gone over the limit) when you have special circumstances and expect an excuse. The freebie allows for an emergency. Please don’t abuse this option.
The Students Rights and Responsibilities Handbook defines an excused absence as the following:
1. Illness of the student or serious illness of a member of the student’s immediate family;
2. The death of a member of the student’s immediate family;
3. Trips for members of student organizations sponsored by academic unit, trips
for University classes, and trips for participation in intercollegiate athletic events;
4. Major Religious holidays.
For any officially excused absence, you are responsible for presenting official written documentation for the absence. For university-sponsored absences, this notification is to be given to the instructor prior to the absence. For other excused absences, this documentation must be presented within one week of the absence. *Note: yellow date-stamped slips from UK student health center are not accepted as excused absences.
If you have excused absences in excess of one-fifth of the class contact hours, you shall have the right to petition for a “W” or the faculty member may require the student to petition for a “W.” See sections 5.2.4.1 and 5.2.4.2 of the Students Rights and Responsibilities Handbook for further clarification.
Assignments/Due Dates: Being absent does not excuse you from submitting homework on time. Even though missing class may be unavoidable, it is still your responsibility to submit all assignments on or before the designated due dates. If you know in advance that you will be missing, it is your responsibility to communicate with me PRIOR to the class session you will be missing. In the event of an emergency, please contact me by e-mail as soon as possible.
LATE HOMEWORK IS NOT ACCEPTED AND WILL RECEIVE A GRADE OF ZERO.
Moreover, there is NO EXCUSE for submitting assignments late when you know in advance that you will be missing class. In the event of an unanticipated EMERGENCY – and if it is feasible – students who provide proper written documentation for their absence may have up to two days after the absence to submit written assignments. Please note that this policy ONLY applies to University approved absences. Moreover, please be aware that some assignments (e.g., in-class exercises) cannot be made up.
Instructor’s Absence:
In the event of an emergency and the instructor is late for class, please remain in the classroom for 15 minutes. In the event of an emergency and your instructor has cancelled class, an email will be sent to you if at all possible and the department office will be notified to post a notice on the classroom door. In case of inclement weather, please check the local news and the website for cancellation notices.
Contacting Your Instructor:
Please use email as a primary means of contact. Allow 36 hours response time. Do not send repeated messages as this will only confuse the process and possibly delay a response further. Use basic courtesy when emailing. Do not add my email to your distribution list for jokes and other assorted “web junk”.
COURSE REQUIREMENTS
This course combines lectures by the instructor, class discussion of assigned textbook readings, group work, audio/video presentations emphasizing certain communication concepts and skills, oral presentations by students, quizzes, exams, and classroom activities which all contribute to your overall understanding of interpersonal communication. Out-of-class work will include written exercises (class assignments), library research of communication concepts and planning of activities that are presented in a group workshop. Assigned chapters should be read before class so that you will be able to make a contribution to the class discussions and activities and perform well on the quizzes and exams.
Oral Skill Opportunities
Since this is an oral communication skills course, we want to provide you with many opportunities to develop these skills. Aside from general class participation, such opportunities may include performance and/or evaluation of role-playing activities, one major in-class presentation, dyadic communication case studies, and group discussions.
Written Work
NO Emailed assignments are accepted, unless otherwise required by the assignment instructions. Emailed work will not be graded, will be deleted, and will not receive a response.
You will be expected to use current APA 5th Edition style guidelines for all written work. Use of appropriate grammar is very important. Your written work will be evaluated on both content and mechanics. Good writing should be reasonably free of mistakes and without composition errors, which are called gross errors (sentence fragments, run-on sentences, subject-verb disagreement, misspelled words, and typographical errors which result in such errors). PROOFREAD your papers; do not leave it up to your computer software. If you are not able to perform these basic written requirements, your instructor may REQUIRE you to schedule appointments with the University Writing Center. In such cases, you will be required to provide your instructor with written documentation of your appointment.
All of your work MUST BE TYPED (using no more than 12 point type with margins not exceeding 1 inch on the top, right, and bottom, nor 1.5 inches on the left) and double-spaced--unless otherwise indicated by the instructor. Handwritten work (except for worksheets that must be filled out) will not be accepted. Multiple pages MUST be stapled in the upper left-hand margin and each assignment should include the following heading, located on the first page, upper left-hand side:
Name
COM 252-(Section #)
Assignment (e.g., Exercise #1)
Date
Submit all written assignments at the beginning of the class period on the designated due date. Failure to meet written work guidelines will result in a grade penalty.
Participation
Participation in this class is an ungraded basic expectation. Students are expected to question, probe, and challenge the course material, the professor, and their peers in the spirit of learning and enriching understanding. Personal attacks, demeaning comments, and overly confrontational scenarios are not tolerated.
FERPA & Privacy
It is against the law for your professor to talk to anyone else (that includes your parents) about your enrollment or work in this class. It is also against the law for me to release your grades or graded work to anyone else except you (that includes best friends and roommates). In addition, I cannot email grades – you must either get them in class, during office hours, or online.
What This Course is Not
We will be discussing communication as it relates to a number of issues, even sensitive issues. But it is not the behaviors themselves that will be the focus, but rather, the communication that underlies the situation. It is inappropriate (and dangerous) to use the course as individual therapy to help you solve serious personal, relational, or family issues such as abuse in all its forms (substance, emotional, physical, or sexual). If you do need help, your professor will be glad to refer you to the counseling center on campus or elsewhere.
GRADED ASSIGNMENTS
EXAMS – 150 points
Midterm Exam – 75 pts.
Final Exam – 75 pts.
These exams/tests cover the course readings, lectures, & class exercises.
QUIZZES – 100 points
There are 10 pre-scheduled quizzes that cover readings and course material (they may cover readings you have been assigned but have not yet been covered in class). These will be during the first 10 minutes of class (or online) and can only be made up with a written excused absence. If you arrive late to class and the quiz has already been distributed and completed by any students, you will not be given the opportunity to take the quiz. Quizzes may be given on an unassigned (“pop quiz”) basis at the instructor’s discretion.
GROUP PRESENTATION – 150 points
(100 points individual, 50 points group)
In order to address and assess the five University Studies Program Competencies met by COM 252 (writing, reading, and integrated learning, creative thinking, ethics/values) students will complete a major application component for this class that combines research, critical thinking, writing, and oral communication skills. Each student will pose a research question about and conduct extensive scholarly research on an interpersonal communication topic that has particular personal interest/relevance to his/her life and/or relationships. Students sharing similar areas of interest will form groups and present their findings to the class in a Critical Research Symposium. Critical Research topics are chosen by the student and approved by the instructor. You are encouraged to begin thinking about your Critical Research topic very early in the semester. Examples of previous student-selected topics and accompanying written outlines will be shared with the class prior to midterm.
Grade will include scholarly research articles, statement of problem, individual research papers, individual outlines, a group paper, a group outline, group and individual assessments, PowerPoint, and individual/group presentations.
Group project assignment details will be posted on the course blog.
APPLICATION EXERCISES - 100 points
Application Exercises: Students will be assigned several exercises designed to enhance their skills, knowledge, and understanding of interpersonal communication theories and concepts. Application Exercises will include in-class and out of class exercises which illustrate concepts/theories discovered in the readings. A written component is included in each of these exercises, and students must adhere to written work guidelines as outlined in the syllabus.
1. Coopersmith Self-Esteem Inventory & Improving Self-Concept Responses – 25 pts
2. Meez.com Avatar Creation & Response – 25 pts
3. “The List” Relationship Requirements– 25 pts
4. Thomas-Kilman Conflict Mode Instrument & Reaction Essay – 25 pts
Detailed guidelines and grading criteria for all graded assignments are posted on the course blog at com252uk.blogspot.com.
Determination of Final Grade
The final grade will be determined by adding the total points earned for each of the graded assignments and referring to the grading scale. The final grade is based on number of points accumulated—NOT PERCENTAGES. No extra credit is offered in this course. Final grades are not rounded up and are NOT negotiable.
POINT DISTRIBUTION
Quizzes 100 points
Midterm Examination 75 points
Final Examination 75 points
Application Exercises 100 points
Critical Research Symposium 150 points
TOTAL POINTS POSSIBLE 500 POINTS
GRADING SCALE
A 450-500
B 400-449
C 350-399
D 300-349
E 0-299
DAILY SCHEDULE
(Any changes will be announced in class, and/or emailed to the class and/or posted on our class website. Additional due dates for project materials will be announced and emailed to the class.)
READINGS/ASSIGNMENTS
January
W 1/14 Syllabus/Course Overview
M 1/19 MLK Holiday - No Classes
W 1/21 COM 252 Pre-testing in Computer Lab
M 1/26 Quiz 1
Intro to IPC/Activities
Ch1: Intro to IPC, Effective Com, Principles & Misconceptions
W 1/28 Our First Relationship(s), H. Harlow’s “The Nature of Love” The need for
personal relationships
Social vs. Personal Relationships
Groups Finalized for Critical Research Symposium Project
February
M 2/2 Quiz 2
W 2/4
Ch 2: Communication and Self Concept/Characteristics of your Self Concept
The Development of the Self via Interaction/Managing Impressions
Class exercise: Take Coopersmith Self-Esteem Inventory
Improving the Self Concept
M 2/9
Application #1 due: SE Inventory & Improving SC Worksheet
Ch 3: The Process of Perception & Accuracy & Inaccuracy of Perception
W 2/11 Quiz 3 (over Ch.2 and Ch. 3)
Ch 4: Emotions: Thinking & Feeling/Expressing Feelings
Discuss Group Project/Requirements/Working Effectively in Groups/Code
of Conduct
M 2/16 Quiz 4 (over Ch. 4)
Application #2 due: Meez.com Avatar & Response Essay
begin Ch 5: Language
Documentary: The N Word: Divided We Stand
W 2/18 Class discussion of documentary
Due: Group Statement of the Problem/Topic & Rationale
M 2/23 Quiz 5 (over Ch. 5 and documentary)
Conducting research & topic refinement
W 2/25
Ch 6: Nonverbal Communication/Characteristics of Nonverbal Communication
March
M 3/2 Catch-up day, take student questions re: midterm exam
Due: All Research Articles for Project
W 3/4 MIDTERM EXAM
M 3/9
Ch 7: Listening vs. Hearing & Becoming a more effective listener
W 3/11
M 3/16 & W 3/18 No Class-Spring Break
M 3/23 Quiz 6
W 3/25 Due: Individual Papers for Critical Research Symposium
Ch 8: Relational Dynamics
M 3/30 Quiz 7
April
W 4/1 Due: Application #3 The List
Ch 9: Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
M 4/6 Quiz 8
W 4/8 Due: Group Paper for Critical Research Symposium
Ch 10: Communication Climates
Confirming & Disconfirming Messages
M 4/13 Quiz 9
W 4/15 Individual Outlines Due
Ch 11: Managing Conflict
Take Thomas-Kilman Conflict Mode Instrument
M 4/20 Quiz 10
Due: Application #4
Due: Group Outline & PowerPoint
Effective Oral Presentations (Content, Structure, & Delivery)
W 4/22 Critical Research Symposiums - 2 groups present
M 4/27 Critical Research Symposiums - 2 groups present
W 4/29 Critical Research Symposiums - 2 groups present
Final Exams:
12:30 section - exam is 5/6 at 1:00
3:30 section - exam is 5/4 at 10:30
* Final course grades posted on MyUK on 5/11 at noon.
Prof. Tamara Arrington
Department of Communication 243 Grehan Bldg.
University of Kentucky
Spring 2009 Syllabus – MW sections
Email: arrington_tamara@yahoo.com Office hours: M & W 2:00-3:15
Course Blog: com252uk.blogspot.com
Director of Undergraduate Studies: Dr. Deanna Sellnow 235 Grehan Bldg.
859.257.2886 Deanna.Sellnow@uky.edu
Required Materials:
Adler, R.B., & Proctor II, R.F. (2008). Looking Out, Looking In, (12 ed.). California: Wadsworth/Cengage Learning.
ISBN: 0-495-83335-5
Students must purchase Scantron Forms #882-ES from any UK Bookstore for taking some quizzes and the midterm and final exam. Exams submitted on Scantron Forms that do not meet the aforementioned requirement will not be graded and the student will receive a grade of zero.
E-mail Account: It is required that all students have a working e-mail account.
The benefits you receive in this class are directly proportional to your efforts in keeping up with the assigned reading and actively participating in class to build trust, cooperation, support and mutual respect.
COURSE OBJECTIVES AND REQUIREMENTS
Many individuals believe that “communication” is so basic that it is taken for granted and not thought about seriously. Unfortunately, this attitude tends to result in such difficulties as misunderstandings, conflict, avoidance, and stereotyping. We will examine basic concepts, theories, and research findings relevant to initiating, developing, modifying, maintaining, and terminating relationships with an eye to the role of communication in the process. Lecture, discussion, in-and out-of-class observations, and “applied” assignments will be used to increase student knowledge and behavioral competence in interpersonal communication.
Interpersonal Communication is designed to increase your understanding and implementation of effective interpersonal communication behaviors and skills. Throughout the semester will examine basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts. This course requires you to participate in written and oral activities designed to develop and improve interpersonal skills and will actually improve the quality of your life if you keep an open mind and participate actively! Topics may include: an introduction to interpersonal communication theory, relationship and conversation management, effective listening, conflict management, ethics in communicating, communication climate, and cultural/gender differences in interpersonal communication.
Competencies and Objectives
Interpersonal communication introduces students to the complex interaction of social and psychological forces operating in human communication. The course is designed with a dual approach consisting of both theory and application that allows students opportunities to critically evaluate the intricacies of interpersonal relationships and the communication issues surrounding human interaction in various contexts.
At the conclusion of the course it is expected that students will demonstrate knowledge and skills in several core areas. Specifically, students should demonstrate an increased understanding of:
1. The options and alternatives for action in a wide variety of interpersonal situations.
2. Individual preferences and an increased appreciation for the differences of others.
3. The dialectical tensions that arise as students use communication to satisfy conflicting personal needs.
4. How the process of perception affects communication behavior.
5. The ethical dimensions of interpersonal communication.
6. The importance of nonverbal communication in successful interpersonal interactions.
7. Defensive and supportive communication climates.
8. Competence and an ability to assess the appropriateness and effectiveness of interpersonal strategies used in various interpersonal relationships.
9. Why and how relationships develop and the role communication plays in determining the nature and quality of interpersonal relationships.
10. Conflict in interpersonal communication and the application of conflict management principles.
11. Competencies related to communication with individuals from other cultures and co-cultures.
In addition, COM 252 addresses the following University Studies Program Competencies:
1. Writing: To communicate effectively using standard written English.
2. Reading: To understand, analyze, summarize and interpret a variety of reading materials.
3. Integrated Learning: To think critically and make connections in learning across the disciplines.
4. Creative Thinking: To elaborate upon knowledge to create thought, processes, and/or products that are new to the students.
5. Ethics/Values: To demonstrate an awareness of ethical considerations in making value choices.
COM 252 can be taken to fulfill the Oral Communication Skills Requirements in the University Studies Program. If you have any questions about this requirement, please contact Dr. Deanna Sellnow at 257-2886 or the USP Office at 257-3027.
General Requirements
You are expected to:
1. Be on time for all class meetings.
2. Interact productively in class discussions and group activities.
3. Be prepared daily for discussions and quizzes by reading all assigned material BEFORE the day it is listed on the course schedule.
4. Successfully deliver a group presentation.
5. Submit all written assignments TYPED at the BEGINNING of the class period on the designated due date.
6. Complete all major assignments (presentations, class assignments and tests). FAILURE TO COMPLETE THE GROUP PRESENTATION WILL RESULT IN AN ‘E’ FOR THE COURSE - regardless of your accumulated point total. Failure to complete any major assignment will result in a drop of one letter grade for each assignment missed.
7. Read your email at a minimum of 3 times per week.
Classroom Civility
There are certain basic standards of classroom civility that should be adhered to, particularly on a communication course. Civility does not eliminate appropriate humor, enjoyment, or other features of a comfortable and pleasant classroom community. Classroom civility does, however, include the following:
1. Displaying respect for all members of the classroom community, both your instructor and fellow students.
2. Attentiveness to and participation in lectures, group activities, workshops, and other classroom exercises.
3. Avoidance of unnecessary disruptions during class such as texting, having private conversations, reading the newspaper, and doing work for other classes.
4. Avoidance of racist, sexist, homophobic, or other negative language that may unnecessarily exclude members of our campus and classroom community.
If a student consistently exhibits behavior that disrupts the class or contributes to a negative communication climate, action will be taken, including forced withdrawal from the course. In addition all university students are expected to abide by the Student Code of Conduct. You can access this five-part document at http://www.uky.edu/StudentAffairs/DeanofStudents/conduct.htm
Reasonable Accommodation
If you have a special need that may require an accommodation or assistance, please inform the instructor as soon as possible. We cannot accommodate needs if we do not know what they are, so please notify your instructor right away.
Help Available: If you need assistance with oral presentations, contact Cyndy Miller at CHMiller12@aol.com or call 859-257-6137.
If you need help with other skills (writing, time management, etc.), contact The Thomas D. Clark Study, 5th floor in W. T. Young Library, or call 257-3156, or go to: www.uky.edu/ugs/study/.
Department of Communication Policies
Research Policy: The Department of Communication is committed to involving undergraduate students in scholarly research so that they may understand the importance of generating new knowledge at the University of Kentucky as a Research I institution. Students in this class are expected to participate in one research study (approved by the University IRB and assigned for this course). The study may take up to one regularly scheduled class period during the term.
Academic Integrity: We expect that all of the individual assignments you complete for COM 252 (and in all of your other courses) are always your own work. Please read the information on plagiarism and cheating from your UK Student Rights and Responsibilities Handbook (www.uky.edu/StudentAffairs/Code/) and talk with your instructor if you are uncertain about what this entails. If you have any questions about whether you may be plagiarizing in your work for COM 252, please be sure to contact your instructor well in advance of the due date for your assignment. Any work that is found to be plagiarized will result in a minimum of a “0” for the assignment, and may result in failure of the course and bring reported to University authorities. Cheating of any kind will not be tolerated.
COM 252 Policies
Cell Phone/Electronic Devices: Students are required to stow away and silence all cell phones and electronic devices. If you are seen texting during class, you will be asked to leave. Non adherence to this policy may result in a deduction of points. Moreover, violating this policy during quizzes/exams will result in the student receiving a grade of zero on the exam and subject to other penalties (as described above).
Attendance: ATTENDANCE IS REQUIRED. Class attendance and participation are important in accomplishing the goals of this course. Reading, class discussions, group workshops, and in-class activities increase both your understanding if interpersonal communication theory and the development of your interpersonal communication skills. In order to receive credit for attendance you must attend for the ENTIRE class period. Failure to do so will result in an absence for the given class session.
Please arrive to class on time.
Tardiness is unprofessional and displays disrespect toward your instructor and classmates. Consequently, you can expect to have 25 points deducted from your final grade for EACH tardy or early departure more than 2 times over the course of the semester.
Moreover, do not expect your instructor to cover any missed material specifically for you. If you are a few minutes late for a class, it is YOUR responsibility to make sure the instructor has not marked you absent for the day. This must be done on the day you are late. Otherwise, it holds as an unexcused absence.
Because class meets twice a week, you will be allowed 2 unexcused absences. For each subsequent unexcused absence over the maximum allowed, 25 points will be deducted from your final grade. You cannot make up work missed for unexcused absences – you simply receive a zero.
You are given these ‘free’ absences for a special situations for which you have to miss class but would not otherwise receive an official excuse. Do not use these “freebies” for blowing off class and then come to the instructor later (after you have gone over the limit) when you have special circumstances and expect an excuse. The freebie allows for an emergency. Please don’t abuse this option.
The Students Rights and Responsibilities Handbook defines an excused absence as the following:
1. Illness of the student or serious illness of a member of the student’s immediate family;
2. The death of a member of the student’s immediate family;
3. Trips for members of student organizations sponsored by academic unit, trips
for University classes, and trips for participation in intercollegiate athletic events;
4. Major Religious holidays.
For any officially excused absence, you are responsible for presenting official written documentation for the absence. For university-sponsored absences, this notification is to be given to the instructor prior to the absence. For other excused absences, this documentation must be presented within one week of the absence. *Note: yellow date-stamped slips from UK student health center are not accepted as excused absences.
If you have excused absences in excess of one-fifth of the class contact hours, you shall have the right to petition for a “W” or the faculty member may require the student to petition for a “W.” See sections 5.2.4.1 and 5.2.4.2 of the Students Rights and Responsibilities Handbook for further clarification.
Assignments/Due Dates: Being absent does not excuse you from submitting homework on time. Even though missing class may be unavoidable, it is still your responsibility to submit all assignments on or before the designated due dates. If you know in advance that you will be missing, it is your responsibility to communicate with me PRIOR to the class session you will be missing. In the event of an emergency, please contact me by e-mail as soon as possible.
LATE HOMEWORK IS NOT ACCEPTED AND WILL RECEIVE A GRADE OF ZERO.
Moreover, there is NO EXCUSE for submitting assignments late when you know in advance that you will be missing class. In the event of an unanticipated EMERGENCY – and if it is feasible – students who provide proper written documentation for their absence may have up to two days after the absence to submit written assignments. Please note that this policy ONLY applies to University approved absences. Moreover, please be aware that some assignments (e.g., in-class exercises) cannot be made up.
Instructor’s Absence:
In the event of an emergency and the instructor is late for class, please remain in the classroom for 15 minutes. In the event of an emergency and your instructor has cancelled class, an email will be sent to you if at all possible and the department office will be notified to post a notice on the classroom door. In case of inclement weather, please check the local news and the website for cancellation notices.
Contacting Your Instructor:
Please use email as a primary means of contact. Allow 36 hours response time. Do not send repeated messages as this will only confuse the process and possibly delay a response further. Use basic courtesy when emailing. Do not add my email to your distribution list for jokes and other assorted “web junk”.
COURSE REQUIREMENTS
This course combines lectures by the instructor, class discussion of assigned textbook readings, group work, audio/video presentations emphasizing certain communication concepts and skills, oral presentations by students, quizzes, exams, and classroom activities which all contribute to your overall understanding of interpersonal communication. Out-of-class work will include written exercises (class assignments), library research of communication concepts and planning of activities that are presented in a group workshop. Assigned chapters should be read before class so that you will be able to make a contribution to the class discussions and activities and perform well on the quizzes and exams.
Oral Skill Opportunities
Since this is an oral communication skills course, we want to provide you with many opportunities to develop these skills. Aside from general class participation, such opportunities may include performance and/or evaluation of role-playing activities, one major in-class presentation, dyadic communication case studies, and group discussions.
Written Work
NO Emailed assignments are accepted, unless otherwise required by the assignment instructions. Emailed work will not be graded, will be deleted, and will not receive a response.
You will be expected to use current APA 5th Edition style guidelines for all written work. Use of appropriate grammar is very important. Your written work will be evaluated on both content and mechanics. Good writing should be reasonably free of mistakes and without composition errors, which are called gross errors (sentence fragments, run-on sentences, subject-verb disagreement, misspelled words, and typographical errors which result in such errors). PROOFREAD your papers; do not leave it up to your computer software. If you are not able to perform these basic written requirements, your instructor may REQUIRE you to schedule appointments with the University Writing Center. In such cases, you will be required to provide your instructor with written documentation of your appointment.
All of your work MUST BE TYPED (using no more than 12 point type with margins not exceeding 1 inch on the top, right, and bottom, nor 1.5 inches on the left) and double-spaced--unless otherwise indicated by the instructor. Handwritten work (except for worksheets that must be filled out) will not be accepted. Multiple pages MUST be stapled in the upper left-hand margin and each assignment should include the following heading, located on the first page, upper left-hand side:
Name
COM 252-(Section #)
Assignment (e.g., Exercise #1)
Date
Submit all written assignments at the beginning of the class period on the designated due date. Failure to meet written work guidelines will result in a grade penalty.
Participation
Participation in this class is an ungraded basic expectation. Students are expected to question, probe, and challenge the course material, the professor, and their peers in the spirit of learning and enriching understanding. Personal attacks, demeaning comments, and overly confrontational scenarios are not tolerated.
FERPA & Privacy
It is against the law for your professor to talk to anyone else (that includes your parents) about your enrollment or work in this class. It is also against the law for me to release your grades or graded work to anyone else except you (that includes best friends and roommates). In addition, I cannot email grades – you must either get them in class, during office hours, or online.
What This Course is Not
We will be discussing communication as it relates to a number of issues, even sensitive issues. But it is not the behaviors themselves that will be the focus, but rather, the communication that underlies the situation. It is inappropriate (and dangerous) to use the course as individual therapy to help you solve serious personal, relational, or family issues such as abuse in all its forms (substance, emotional, physical, or sexual). If you do need help, your professor will be glad to refer you to the counseling center on campus or elsewhere.
GRADED ASSIGNMENTS
EXAMS – 150 points
Midterm Exam – 75 pts.
Final Exam – 75 pts.
These exams/tests cover the course readings, lectures, & class exercises.
QUIZZES – 100 points
There are 10 pre-scheduled quizzes that cover readings and course material (they may cover readings you have been assigned but have not yet been covered in class). These will be during the first 10 minutes of class (or online) and can only be made up with a written excused absence. If you arrive late to class and the quiz has already been distributed and completed by any students, you will not be given the opportunity to take the quiz. Quizzes may be given on an unassigned (“pop quiz”) basis at the instructor’s discretion.
GROUP PRESENTATION – 150 points
(100 points individual, 50 points group)
In order to address and assess the five University Studies Program Competencies met by COM 252 (writing, reading, and integrated learning, creative thinking, ethics/values) students will complete a major application component for this class that combines research, critical thinking, writing, and oral communication skills. Each student will pose a research question about and conduct extensive scholarly research on an interpersonal communication topic that has particular personal interest/relevance to his/her life and/or relationships. Students sharing similar areas of interest will form groups and present their findings to the class in a Critical Research Symposium. Critical Research topics are chosen by the student and approved by the instructor. You are encouraged to begin thinking about your Critical Research topic very early in the semester. Examples of previous student-selected topics and accompanying written outlines will be shared with the class prior to midterm.
Grade will include scholarly research articles, statement of problem, individual research papers, individual outlines, a group paper, a group outline, group and individual assessments, PowerPoint, and individual/group presentations.
Group project assignment details will be posted on the course blog.
APPLICATION EXERCISES - 100 points
Application Exercises: Students will be assigned several exercises designed to enhance their skills, knowledge, and understanding of interpersonal communication theories and concepts. Application Exercises will include in-class and out of class exercises which illustrate concepts/theories discovered in the readings. A written component is included in each of these exercises, and students must adhere to written work guidelines as outlined in the syllabus.
1. Coopersmith Self-Esteem Inventory & Improving Self-Concept Responses – 25 pts
2. Meez.com Avatar Creation & Response – 25 pts
3. “The List” Relationship Requirements– 25 pts
4. Thomas-Kilman Conflict Mode Instrument & Reaction Essay – 25 pts
Detailed guidelines and grading criteria for all graded assignments are posted on the course blog at com252uk.blogspot.com.
Determination of Final Grade
The final grade will be determined by adding the total points earned for each of the graded assignments and referring to the grading scale. The final grade is based on number of points accumulated—NOT PERCENTAGES. No extra credit is offered in this course. Final grades are not rounded up and are NOT negotiable.
POINT DISTRIBUTION
Quizzes 100 points
Midterm Examination 75 points
Final Examination 75 points
Application Exercises 100 points
Critical Research Symposium 150 points
TOTAL POINTS POSSIBLE 500 POINTS
GRADING SCALE
A 450-500
B 400-449
C 350-399
D 300-349
E 0-299
DAILY SCHEDULE
(Any changes will be announced in class, and/or emailed to the class and/or posted on our class website. Additional due dates for project materials will be announced and emailed to the class.)
READINGS/ASSIGNMENTS
January
W 1/14 Syllabus/Course Overview
M 1/19 MLK Holiday - No Classes
W 1/21 COM 252 Pre-testing in Computer Lab
M 1/26 Quiz 1
Intro to IPC/Activities
Ch1: Intro to IPC, Effective Com, Principles & Misconceptions
W 1/28 Our First Relationship(s), H. Harlow’s “The Nature of Love” The need for
personal relationships
Social vs. Personal Relationships
Groups Finalized for Critical Research Symposium Project
February
M 2/2 Quiz 2
W 2/4
Ch 2: Communication and Self Concept/Characteristics of your Self Concept
The Development of the Self via Interaction/Managing Impressions
Class exercise: Take Coopersmith Self-Esteem Inventory
Improving the Self Concept
M 2/9
Application #1 due: SE Inventory & Improving SC Worksheet
Ch 3: The Process of Perception & Accuracy & Inaccuracy of Perception
W 2/11 Quiz 3 (over Ch.2 and Ch. 3)
Ch 4: Emotions: Thinking & Feeling/Expressing Feelings
Discuss Group Project/Requirements/Working Effectively in Groups/Code
of Conduct
M 2/16 Quiz 4 (over Ch. 4)
Application #2 due: Meez.com Avatar & Response Essay
begin Ch 5: Language
Documentary: The N Word: Divided We Stand
W 2/18 Class discussion of documentary
Due: Group Statement of the Problem/Topic & Rationale
M 2/23 Quiz 5 (over Ch. 5 and documentary)
Conducting research & topic refinement
W 2/25
Ch 6: Nonverbal Communication/Characteristics of Nonverbal Communication
March
M 3/2 Catch-up day, take student questions re: midterm exam
Due: All Research Articles for Project
W 3/4 MIDTERM EXAM
M 3/9
Ch 7: Listening vs. Hearing & Becoming a more effective listener
W 3/11
M 3/16 & W 3/18 No Class-Spring Break
M 3/23 Quiz 6
W 3/25 Due: Individual Papers for Critical Research Symposium
Ch 8: Relational Dynamics
M 3/30 Quiz 7
April
W 4/1 Due: Application #3 The List
Ch 9: Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
M 4/6 Quiz 8
W 4/8 Due: Group Paper for Critical Research Symposium
Ch 10: Communication Climates
Confirming & Disconfirming Messages
M 4/13 Quiz 9
W 4/15 Individual Outlines Due
Ch 11: Managing Conflict
Take Thomas-Kilman Conflict Mode Instrument
M 4/20 Quiz 10
Due: Application #4
Due: Group Outline & PowerPoint
Effective Oral Presentations (Content, Structure, & Delivery)
W 4/22 Critical Research Symposiums - 2 groups present
M 4/27 Critical Research Symposiums - 2 groups present
W 4/29 Critical Research Symposiums - 2 groups present
Final Exams:
12:30 section - exam is 5/6 at 1:00
3:30 section - exam is 5/4 at 10:30
* Final course grades posted on MyUK on 5/11 at noon.
Thursday, January 15, 2009
COM 252 Friday Syllabus - OFFICIAL VERSION!
COM 252 Interpersonal Communication
Prof. Tamara Arrington
Department of Communication 243 Grehan Bldg.
University of Kentucky
Spring 2009 Syllabus – Friday section
Email: arrington_tamara@yahoo.com Office hours: M & W 2:00-3:15
Course Blog: com252uk.blogspot.com
Director of Undergraduate Studies: Dr. Deanna Sellnow 235 Grehan Bldg.
859.257.2886 Deanna.Sellnow@uky.edu
Required Materials:
Adler, R.B., & Proctor II, R.F. (2008). Looking Out, Looking In, (12 ed.). California: Wadsworth/Cengage Learning.
ISBN: 0-495-83335-5
Students must purchase Scantron Forms #882-ES from any UK Bookstore for taking some quizzes and the midterm and final exam. Exams submitted on Scantron Forms that do not meet the aforementioned requirement will not be graded and the student will receive a grade of zero.
E-mail Account: It is required that all students have a working e-mail account.
The benefits you receive in this class are directly proportional to your efforts in keeping up with the assigned reading and actively participating in class to build trust, cooperation, support and mutual respect.
COURSE OBJECTIVES AND REQUIREMENTS
Many individuals believe that “communication” is so basic that it is taken for granted and not thought about seriously. Unfortunately, this attitude tends to result in such difficulties as misunderstandings, conflict, avoidance, and stereotyping. We will examine basic concepts, theories, and research findings relevant to initiating, developing, modifying, maintaining, and terminating relationships with an eye to the role of communication in the process. Lecture, discussion, in-and out-of-class observations, and “applied” assignments will be used to increase student knowledge and behavioral competence in interpersonal communication.
Interpersonal Communication is designed to increase your understanding and implementation of effective interpersonal communication behaviors and skills. Throughout the semester will examine basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts. This course requires you to participate in written and oral activities designed to develop and improve interpersonal skills and will actually improve the quality of your life if you keep an open mind and participate actively! Topics may include: an introduction to interpersonal communication theory, relationship and conversation management, effective listening, conflict management, ethics in communicating, communication climate, and cultural/gender differences in interpersonal communication.
Competencies and Objectives
Interpersonal communication introduces students to the complex interaction of social and psychological forces operating in human communication. The course is designed with a dual approach consisting of both theory and application that allows students opportunities to critically evaluate the intricacies of interpersonal relationships and the communication issues surrounding human interaction in various contexts.
At the conclusion of the course it is expected that students will demonstrate knowledge and skills in several core areas. Specifically, students should demonstrate an increased understanding of:
1. The options and alternatives for action in a wide variety of interpersonal situations.
2. Individual preferences and an increased appreciation for the differences of others.
3. The dialectical tensions that arise as students use communication to satisfy conflicting personal needs.
4. How the process of perception affects communication behavior.
5. The ethical dimensions of interpersonal communication.
6. The importance of nonverbal communication in successful interpersonal interactions.
7. Defensive and supportive communication climates.
8. Competence and an ability to assess the appropriateness and effectiveness of interpersonal strategies used in various interpersonal relationships.
9. Why and how relationships develop and the role communication plays in determining the nature and quality of interpersonal relationships.
10. Conflict in interpersonal communication and the application of conflict management principles.
11. Competencies related to communication with individuals from other cultures and co-cultures.
In addition, COM 252 addresses the following University Studies Program Competencies:
1. Writing: To communicate effectively using standard written English.
2. Reading: To understand, analyze, summarize and interpret a variety of reading materials.
3. Integrated Learning: To think critically and make connections in learning across the disciplines.
4. Creative Thinking: To elaborate upon knowledge to create thought, processes, and/or products that are new to the students.
5. Ethics/Values: To demonstrate an awareness of ethical considerations in making value choices.
COM 252 can be taken to fulfill the Oral Communication Skills Requirements in the University Studies Program. If you have any questions about this requirement, please contact Dr. Deanna Sellnow at 257-2886 or the USP Office at 257-3027.
General Requirements
You are expected to:
1. Be on time for all class meetings.
2. Interact productively in class discussions and group activities.
3. Be prepared daily for discussions and quizzes by reading all assigned material BEFORE the day it is listed on the course schedule.
4. Successfully deliver a group presentation.
5. Submit all written assignments TYPED at the BEGINNING of the class period on the designated due date.
6. Complete all major assignments (presentations, class assignments and tests). FAILURE TO COMPLETE THE GROUP PRESENTATION WILL RESULT IN AN ‘E’ FOR THE COURSE - regardless of your accumulated point total. Failure to complete any major assignment will result in a drop of one letter grade for each assignment missed.
7. Read your email at a minimum of 3 times per week.
Classroom Civility
There are certain basic standards of classroom civility that should be adhered to, particularly on a communication course. Civility does not eliminate appropriate humor, enjoyment, or other features of a comfortable and pleasant classroom community. Classroom civility does, however, include the following:
1. Displaying respect for all members of the classroom community, both your instructor and fellow students.
2. Attentiveness to and participation in lectures, group activities, workshops, and other classroom exercises.
3. Avoidance of unnecessary disruptions during class such as texting, having private conversations, reading the newspaper, and doing work for other classes.
4. Avoidance of racist, sexist, homophobic, or other negative language that may unnecessarily exclude members of our campus and classroom community.
If a student consistently exhibits behavior that disrupts the class or contributes to a negative communication climate, action will be taken, including forced withdrawal from the course. In addition all university students are expected to abide by the Student Code of Conduct. You can access this five-part document at http://www.uky.edu/StudentAffairs/DeanofStudents/conduct.htm
Reasonable Accommodation
If you have a special need that may require an accommodation or assistance, please inform the instructor as soon as possible. We cannot accommodate needs if we do not know what they are, so please notify your instructor right away.
Help Available: If you need assistance with oral presentations, contact Cyndy Miller at CHMiller12@aol.com or call 859-257-6137.
If you need help with other skills (writing, time management, etc.), contact The Thomas D. Clark Study, 5th floor in W. T. Young Library, or call 257-3156, or go to: www.uky.edu/ugs/study/.
Department of Communication Policies
Research Policy: The Department of Communication is committed to involving undergraduate students in scholarly research so that they may understand the importance of generating new knowledge at the University of Kentucky as a Research I institution. Students in this class are expected to participate in one research study (approved by the University IRB and assigned for this course). The study may take up to one regularly scheduled class period during the term.
Academic Integrity: We expect that all of the individual assignments you complete for COM 252 (and in all of your other courses) are always your own work. Please read the information on plagiarism and cheating from your UK Student Rights and Responsibilities Handbook (www.uky.edu/StudentAffairs/Code/) and talk with your instructor if you are uncertain about what this entails. If you have any questions about whether you may be plagiarizing in your work for COM 252, please be sure to contact your instructor well in advance of the due date for your assignment. Any work that is found to be plagiarized will result in a minimum of a “0” for the assignment, and may result in failure of the course and bring reported to University authorities. Cheating of any kind will not be tolerated.
COM 252 Policies
Cell Phone/Electronic Devices: Students are required to stow away and silence all cell phones and electronic devices. If you are seen texting during class, you will be asked to leave. Non adherence to this policy may result in a deduction of points. Moreover, violating this policy during quizzes/exams will result in the student receiving a grade of zero on the exam and subject to other penalties (as described above).
Attendance: ATTENDANCE IS REQUIRED. Class attendance and participation are important in accomplishing the goals of this course. Reading, class discussions, group workshops, and in-class activities increase both your understanding if interpersonal communication theory and the development of your interpersonal communication skills. In order to receive credit for attendance you must attend for the ENTIRE class period. Failure to do so will result in an absence for the given class session.
Please arrive to class on time.
Tardiness is unprofessional and displays disrespect toward your instructor and classmates. Consequently, you can expect to have 25 points deducted from your final grade for EACH tardy or early departure more than 2 times over the course of the semester.
Moreover, do not expect your instructor to cover any missed material specifically for you. If you are a few minutes late for a class, it is YOUR responsibility to make sure the instructor has not marked you absent for the day. This must be done on the day you are late. Otherwise, it holds as an unexcused absence.
Because class meets once a week, you will be allowed 1 unexcused absence. For each subsequent unexcused absence over the maximum allowed, 25 points will be deducted from your final grade. You cannot make up work missed for unexcused absences – you simply receive a zero.
You are given this ‘free’ absence for a special situation for which you have to miss class but would not otherwise receive an official excuse. Do not use this “freebie” for blowing off class and then come to the instructor later (after you have gone over the limit) when you have special circumstances and expect an excuse. The freebie allows for an emergency. Please don’t abuse this option.
The Students Rights and Responsibilities Handbook defines an excused absence as the following:
1. Illness of the student or serious illness of a member of the student’s immediate family;
2. The death of a member of the student’s immediate family;
3. Trips for members of student organizations sponsored by academic unit, trips
for University classes, and trips for participation in intercollegiate athletic events;
4. Major Religious holidays.
For any officially excused absence, you are responsible for presenting official written documentation for the absence. For university-sponsored absences, this notification is to be given to the instructor prior to the absence. For other excused absences, this documentation must be presented within one week of the absence. *Note: yellow date-stamped slips from UK student health center are not accepted as excused absences.
If you have excused absences in excess of one-fifth of the class contact hours, you shall have the right to petition for a “W” or the faculty member may require the student to petition for a “W.” See sections 5.2.4.1 and 5.2.4.2 of the Students Rights and Responsibilities Handbook for further clarification.
Assignments/Due Dates: Being absent does not excuse you from submitting homework on time. Even though missing class may be unavoidable, it is still your responsibility to submit all assignments on or before the designated due dates. If you know in advance that you will be missing, it is your responsibility to communicate with me PRIOR to the class session you will be missing. In the event of an emergency, please contact me by e-mail as soon as possible.
LATE HOMEWORK IS NOT ACCEPTED AND WILL RECEIVE A GRADE OF ZERO.
Moreover, there is NO EXCUSE for submitting assignments late when you know in advance that you will be missing class. In the event of an unanticipated EMERGENCY – and if it is feasible – students who provide proper written documentation for their absence may have up to two days after the absence to submit written assignments. Please note that this policy ONLY applies to University approved absences. Moreover, please be aware that some assignments (e.g., in-class exercises) cannot be made up.
Instructor’s Absence:
In the event of an emergency and the instructor is late for class, please remain in the classroom for 15 minutes. In the event of an emergency and your instructor has cancelled class, an email will be sent to you if at all possible and the department office will be notified to post a notice on the classroom door. In case of inclement weather, please check the local news and the website for cancellation notices.
Contacting Your Instructor:
Please use email as a primary means of contact. Allow 36 hours response time. Do not send repeated messages as this will only confuse the process and possibly delay a response further. Use basic courtesy when emailing. Do not add my email to your distribution list for jokes and other assorted “web junk”.
COURSE REQUIREMENTS
This course combines lectures by the instructor, class discussion of assigned textbook readings, group work, audio/video presentations emphasizing certain communication concepts and skills, oral presentations by students, quizzes, exams, and classroom activities which all contribute to your overall understanding of interpersonal communication. Out-of-class work will include written exercises (class assignments), library research of communication concepts and planning of activities that are presented in a group workshop. Assigned chapters should be read before class so that you will be able to make a contribution to the class discussions and activities and perform well on the quizzes and exams.
Oral Skill Opportunities
Since this is an oral communication skills course, we want to provide you with many opportunities to develop these skills. Aside from general class participation, such opportunities may include performance and/or evaluation of role-playing activities, one major in-class presentation, dyadic communication case studies, and group discussions.
Written Work
NO Emailed assignments are accepted, unless otherwise required by the assignment instructions. Emailed work will not be graded, will be deleted, and will not receive a response.
You will be expected to use current APA 5th Edition style guidelines for all written work. Use of appropriate grammar is very important. Your written work will be evaluated on both content and mechanics. Good writing should be reasonably free of mistakes and without composition errors, which are called gross errors (sentence fragments, run-on sentences, subject-verb disagreement, misspelled words, and typographical errors which result in such errors). PROOFREAD your papers; do not leave it up to your computer software. If you are not able to perform these basic written requirements, your instructor may REQUIRE you to schedule appointments with the University Writing Center. In such cases, you will be required to provide your instructor with written documentation of your appointment.
All of your work MUST BE TYPED (using no more than 12 point type with margins not exceeding 1 inch on the top, right, and bottom, nor 1.5 inches on the left) and double-spaced--unless otherwise indicated by the instructor. Handwritten work (except for worksheets that must be filled out) will not be accepted. Multiple pages MUST be stapled in the upper left-hand margin and each assignment should include the following heading, located on the first page, upper left-hand side:
Name
COM 252-(Section #)
Assignment (e.g., Exercise #1)
Date
Submit all written assignments at the beginning of the class period on the designated due date. Failure to meet written work guidelines will result in a grade penalty.
Participation
Participation in this class is an ungraded basic expectation. Students are expected to question, probe, and challenge the course material, the professor, and their peers in the spirit of learning and enriching understanding. Personal attacks, demeaning comments, and overly confrontational scenarios are not tolerated.
FERPA & Privacy
It is against the law for your professor to talk to anyone else (that includes your parents) about your enrollment or work in this class. It is also against the law for me to release your grades or graded work to anyone else except you (that includes best friends and roommates). In addition, I cannot email grades – you must either get them in class, during office hours, or online.
What This Course is Not
We will be discussing communication as it relates to a number of issues, even sensitive issues. But it is not the behaviors themselves that will be the focus, but rather, the communication that underlies the situation. It is inappropriate (and dangerous) to use the course as individual therapy to help you solve serious personal, relational, or family issues such as abuse in all its forms (substance, emotional, physical, or sexual). If you do need help, your professor will be glad to refer you to the counseling center on campus or elsewhere.
GRADED ASSIGNMENTS
EXAMS – 150 points
Midterm Exam – 75 pts.
Final Exam – 75 pts.
These exams/tests cover the course readings, lectures, & class exercises.
QUIZZES – 100 points
There are 10 pre-scheduled quizzes that cover readings and course material (they may cover readings you have been assigned but have not yet been covered in class). These will be during the first 10 minutes of class (or online) and can only be made up with a written excused absence. If you arrive late to class and the quiz has already been distributed and completed by any students, you will not be given the opportunity to take the quiz. Quizzes may be given on an unassigned (“pop quiz”) basis at the instructor’s discretion.
GROUP PRESENTATION – 150 points
(100 points individual, 50 points group)
In order to address and assess the five University Studies Program Competencies met by COM 252 (writing, reading, and integrated learning, creative thinking, ethics/values) students will complete a major application component for this class that combines research, critical thinking, writing, and oral communication skills. Each student will pose a research question about and conduct extensive scholarly research on an interpersonal communication topic that has particular personal interest/relevance to his/her life and/or relationships. Students sharing similar areas of interest will form groups and present their findings to the class in a Critical Research Symposium. Critical Research topics are chosen by the student and approved by the instructor. You are encouraged to begin thinking about your Critical Research topic very early in the semester. Examples of previous student-selected topics and accompanying written outlines will be shared with the class prior to midterm.
Grade will include scholarly research articles, statement of problem, individual research papers, individual outlines, a group paper, a group outline, group and individual assessments, PowerPoint, and individual/group presentations.
Group project assignment details will be posted on the course blog.
APPLICATION EXERCISES - 100 points
Application Exercises: Students will be assigned several exercises designed to enhance their skills, knowledge, and understanding of interpersonal communication theories and concepts. Application Exercises will include in-class and out of class exercises which illustrate concepts/theories discovered in the readings. A written component is included in each of these exercises, and students must adhere to written work guidelines as outlined in the syllabus.
1. Coopersmith Self-Esteem Inventory & Improving Self-Concept Responses – 25 pts
2. Meez.com Avatar Creation & Response – 25 pts
3. “The List” Relationship Requirements– 25 pts
4. Thomas-Kilman Conflict Mode Instrument & Reaction Essay – 25 pts
Detailed guidelines and grading criteria for all graded assignments are posted on the course blog at com252uk.blogspot.com.
Determination of Final Grade
The final grade will be determined by adding the total points earned for each of the graded assignments and referring to the grading scale. The final grade is based on number of points accumulated—NOT PERCENTAGES. No extra credit is offered in this course. Final grades are not rounded up and are NOT negotiable.
POINT DISTRIBUTION
Quizzes 100 points
Midterm Examination 75 points
Final Examination 75 points
Application Exercises 100 points
Critical Research Symposium 150 points
TOTAL POINTS POSSIBLE 500 POINTS
GRADING SCALE
A 450-500
B 400-449
C 350-399
D 300-349
E 0-299
DAILY SCHEDULE
(Any changes will be announced in class, and/or emailed to the class and/or posted on our class website. Additional due dates for project materials will be announced and emailed to the class.)
READINGS/ASSIGNMENTS
January
1/16 Syllabus/Course Overview/Intro to IPC/Activities
Ch1: Intro to IPC, Effective Com, Principles & Misconceptions
(Wednesday, January 21st, Last day to add a class for Spring Semester)
1/23 Our First Relationship(s), H. Harlow’s “The Nature of Love” The need for
personal relationships
Social vs. Personal Relationships
Groups Finalized for Critical Research Symposium Project
1/30 Quiz 1
Ch 2: Communication and Self Concept/Characteristics of your Self Concept
The Development of the Self via Interaction/Managing Impressions
Class exercise: Take Coopersmith Self-Esteem Inventory
Improving the Self Concept
(Wednesday, February 4th, Last day to drop a course without it appearing on the student’s
transcript)
February
2/6 Quiz 2
Application #1 due: SE Inventory & Improving SC Worksheet
Ch 3: The Process of Perception & Accuracy & Inaccuracy of Perception
Discuss Group Project/Requirements/Working Effectively in Groups/Code
of Conduct
2/13 Quiz 3
Due: Group Statement of the Problem/Topic & Rationale
Ch 4: Emotions: Thinking & Feeling/Expressing Feelings
2/20 Quiz 4
Application #2 due: Meez.com Avatar & Response Essay
Ch 5: Language
Documentary: The N Word: Divided We Stand
Class discussion of documentary
2/27 Quiz 5
Due: All Research Articles for Project
Ch 6: Nonverbal Communication/Characteristics of Nonverbal Communication
March
3/6 MIDTERM EXAM
3/13 Ch 7: Listening vs. Hearing & Becoming a more effective listener
3/20 No Class-Spring Break
3/27 Quiz 6
Due: Individual Papers for Critical Research Symposium
Ch 8: Relational Dynamics
April
4/3 Quiz 7
Due: Application #3 The List
Ch 9: Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
4/10 Quiz 8
Due: Group Paper for Critical Research Symposium
Ch 10: Communication Climates
Confirming & Disconfirming Messages
4/17 Quiz 9
Individual Outlines Due
Ch 11: Managing Conflict
Take Thomas-Kilman Conflict Mode Instrument
4/24 Quiz 10
Due: Application #4
Due: Group Outline & PowerPoint
Effective Oral Presentations (Content, Structure, & Delivery)
May
5/1 Critical Research Symposiums
5/8 Final Exam - 1:00 pm - should take about 75 minutes to complete, but you have up to 2 hrs.
* Final course grades posted on MyUK on 5/11 at noon.
Prof. Tamara Arrington
Department of Communication 243 Grehan Bldg.
University of Kentucky
Spring 2009 Syllabus – Friday section
Email: arrington_tamara@yahoo.com Office hours: M & W 2:00-3:15
Course Blog: com252uk.blogspot.com
Director of Undergraduate Studies: Dr. Deanna Sellnow 235 Grehan Bldg.
859.257.2886 Deanna.Sellnow@uky.edu
Required Materials:
Adler, R.B., & Proctor II, R.F. (2008). Looking Out, Looking In, (12 ed.). California: Wadsworth/Cengage Learning.
ISBN: 0-495-83335-5
Students must purchase Scantron Forms #882-ES from any UK Bookstore for taking some quizzes and the midterm and final exam. Exams submitted on Scantron Forms that do not meet the aforementioned requirement will not be graded and the student will receive a grade of zero.
E-mail Account: It is required that all students have a working e-mail account.
The benefits you receive in this class are directly proportional to your efforts in keeping up with the assigned reading and actively participating in class to build trust, cooperation, support and mutual respect.
COURSE OBJECTIVES AND REQUIREMENTS
Many individuals believe that “communication” is so basic that it is taken for granted and not thought about seriously. Unfortunately, this attitude tends to result in such difficulties as misunderstandings, conflict, avoidance, and stereotyping. We will examine basic concepts, theories, and research findings relevant to initiating, developing, modifying, maintaining, and terminating relationships with an eye to the role of communication in the process. Lecture, discussion, in-and out-of-class observations, and “applied” assignments will be used to increase student knowledge and behavioral competence in interpersonal communication.
Interpersonal Communication is designed to increase your understanding and implementation of effective interpersonal communication behaviors and skills. Throughout the semester will examine basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts. This course requires you to participate in written and oral activities designed to develop and improve interpersonal skills and will actually improve the quality of your life if you keep an open mind and participate actively! Topics may include: an introduction to interpersonal communication theory, relationship and conversation management, effective listening, conflict management, ethics in communicating, communication climate, and cultural/gender differences in interpersonal communication.
Competencies and Objectives
Interpersonal communication introduces students to the complex interaction of social and psychological forces operating in human communication. The course is designed with a dual approach consisting of both theory and application that allows students opportunities to critically evaluate the intricacies of interpersonal relationships and the communication issues surrounding human interaction in various contexts.
At the conclusion of the course it is expected that students will demonstrate knowledge and skills in several core areas. Specifically, students should demonstrate an increased understanding of:
1. The options and alternatives for action in a wide variety of interpersonal situations.
2. Individual preferences and an increased appreciation for the differences of others.
3. The dialectical tensions that arise as students use communication to satisfy conflicting personal needs.
4. How the process of perception affects communication behavior.
5. The ethical dimensions of interpersonal communication.
6. The importance of nonverbal communication in successful interpersonal interactions.
7. Defensive and supportive communication climates.
8. Competence and an ability to assess the appropriateness and effectiveness of interpersonal strategies used in various interpersonal relationships.
9. Why and how relationships develop and the role communication plays in determining the nature and quality of interpersonal relationships.
10. Conflict in interpersonal communication and the application of conflict management principles.
11. Competencies related to communication with individuals from other cultures and co-cultures.
In addition, COM 252 addresses the following University Studies Program Competencies:
1. Writing: To communicate effectively using standard written English.
2. Reading: To understand, analyze, summarize and interpret a variety of reading materials.
3. Integrated Learning: To think critically and make connections in learning across the disciplines.
4. Creative Thinking: To elaborate upon knowledge to create thought, processes, and/or products that are new to the students.
5. Ethics/Values: To demonstrate an awareness of ethical considerations in making value choices.
COM 252 can be taken to fulfill the Oral Communication Skills Requirements in the University Studies Program. If you have any questions about this requirement, please contact Dr. Deanna Sellnow at 257-2886 or the USP Office at 257-3027.
General Requirements
You are expected to:
1. Be on time for all class meetings.
2. Interact productively in class discussions and group activities.
3. Be prepared daily for discussions and quizzes by reading all assigned material BEFORE the day it is listed on the course schedule.
4. Successfully deliver a group presentation.
5. Submit all written assignments TYPED at the BEGINNING of the class period on the designated due date.
6. Complete all major assignments (presentations, class assignments and tests). FAILURE TO COMPLETE THE GROUP PRESENTATION WILL RESULT IN AN ‘E’ FOR THE COURSE - regardless of your accumulated point total. Failure to complete any major assignment will result in a drop of one letter grade for each assignment missed.
7. Read your email at a minimum of 3 times per week.
Classroom Civility
There are certain basic standards of classroom civility that should be adhered to, particularly on a communication course. Civility does not eliminate appropriate humor, enjoyment, or other features of a comfortable and pleasant classroom community. Classroom civility does, however, include the following:
1. Displaying respect for all members of the classroom community, both your instructor and fellow students.
2. Attentiveness to and participation in lectures, group activities, workshops, and other classroom exercises.
3. Avoidance of unnecessary disruptions during class such as texting, having private conversations, reading the newspaper, and doing work for other classes.
4. Avoidance of racist, sexist, homophobic, or other negative language that may unnecessarily exclude members of our campus and classroom community.
If a student consistently exhibits behavior that disrupts the class or contributes to a negative communication climate, action will be taken, including forced withdrawal from the course. In addition all university students are expected to abide by the Student Code of Conduct. You can access this five-part document at http://www.uky.edu/StudentAffairs/DeanofStudents/conduct.htm
Reasonable Accommodation
If you have a special need that may require an accommodation or assistance, please inform the instructor as soon as possible. We cannot accommodate needs if we do not know what they are, so please notify your instructor right away.
Help Available: If you need assistance with oral presentations, contact Cyndy Miller at CHMiller12@aol.com or call 859-257-6137.
If you need help with other skills (writing, time management, etc.), contact The Thomas D. Clark Study, 5th floor in W. T. Young Library, or call 257-3156, or go to: www.uky.edu/ugs/study/.
Department of Communication Policies
Research Policy: The Department of Communication is committed to involving undergraduate students in scholarly research so that they may understand the importance of generating new knowledge at the University of Kentucky as a Research I institution. Students in this class are expected to participate in one research study (approved by the University IRB and assigned for this course). The study may take up to one regularly scheduled class period during the term.
Academic Integrity: We expect that all of the individual assignments you complete for COM 252 (and in all of your other courses) are always your own work. Please read the information on plagiarism and cheating from your UK Student Rights and Responsibilities Handbook (www.uky.edu/StudentAffairs/Code/) and talk with your instructor if you are uncertain about what this entails. If you have any questions about whether you may be plagiarizing in your work for COM 252, please be sure to contact your instructor well in advance of the due date for your assignment. Any work that is found to be plagiarized will result in a minimum of a “0” for the assignment, and may result in failure of the course and bring reported to University authorities. Cheating of any kind will not be tolerated.
COM 252 Policies
Cell Phone/Electronic Devices: Students are required to stow away and silence all cell phones and electronic devices. If you are seen texting during class, you will be asked to leave. Non adherence to this policy may result in a deduction of points. Moreover, violating this policy during quizzes/exams will result in the student receiving a grade of zero on the exam and subject to other penalties (as described above).
Attendance: ATTENDANCE IS REQUIRED. Class attendance and participation are important in accomplishing the goals of this course. Reading, class discussions, group workshops, and in-class activities increase both your understanding if interpersonal communication theory and the development of your interpersonal communication skills. In order to receive credit for attendance you must attend for the ENTIRE class period. Failure to do so will result in an absence for the given class session.
Please arrive to class on time.
Tardiness is unprofessional and displays disrespect toward your instructor and classmates. Consequently, you can expect to have 25 points deducted from your final grade for EACH tardy or early departure more than 2 times over the course of the semester.
Moreover, do not expect your instructor to cover any missed material specifically for you. If you are a few minutes late for a class, it is YOUR responsibility to make sure the instructor has not marked you absent for the day. This must be done on the day you are late. Otherwise, it holds as an unexcused absence.
Because class meets once a week, you will be allowed 1 unexcused absence. For each subsequent unexcused absence over the maximum allowed, 25 points will be deducted from your final grade. You cannot make up work missed for unexcused absences – you simply receive a zero.
You are given this ‘free’ absence for a special situation for which you have to miss class but would not otherwise receive an official excuse. Do not use this “freebie” for blowing off class and then come to the instructor later (after you have gone over the limit) when you have special circumstances and expect an excuse. The freebie allows for an emergency. Please don’t abuse this option.
The Students Rights and Responsibilities Handbook defines an excused absence as the following:
1. Illness of the student or serious illness of a member of the student’s immediate family;
2. The death of a member of the student’s immediate family;
3. Trips for members of student organizations sponsored by academic unit, trips
for University classes, and trips for participation in intercollegiate athletic events;
4. Major Religious holidays.
For any officially excused absence, you are responsible for presenting official written documentation for the absence. For university-sponsored absences, this notification is to be given to the instructor prior to the absence. For other excused absences, this documentation must be presented within one week of the absence. *Note: yellow date-stamped slips from UK student health center are not accepted as excused absences.
If you have excused absences in excess of one-fifth of the class contact hours, you shall have the right to petition for a “W” or the faculty member may require the student to petition for a “W.” See sections 5.2.4.1 and 5.2.4.2 of the Students Rights and Responsibilities Handbook for further clarification.
Assignments/Due Dates: Being absent does not excuse you from submitting homework on time. Even though missing class may be unavoidable, it is still your responsibility to submit all assignments on or before the designated due dates. If you know in advance that you will be missing, it is your responsibility to communicate with me PRIOR to the class session you will be missing. In the event of an emergency, please contact me by e-mail as soon as possible.
LATE HOMEWORK IS NOT ACCEPTED AND WILL RECEIVE A GRADE OF ZERO.
Moreover, there is NO EXCUSE for submitting assignments late when you know in advance that you will be missing class. In the event of an unanticipated EMERGENCY – and if it is feasible – students who provide proper written documentation for their absence may have up to two days after the absence to submit written assignments. Please note that this policy ONLY applies to University approved absences. Moreover, please be aware that some assignments (e.g., in-class exercises) cannot be made up.
Instructor’s Absence:
In the event of an emergency and the instructor is late for class, please remain in the classroom for 15 minutes. In the event of an emergency and your instructor has cancelled class, an email will be sent to you if at all possible and the department office will be notified to post a notice on the classroom door. In case of inclement weather, please check the local news and the website for cancellation notices.
Contacting Your Instructor:
Please use email as a primary means of contact. Allow 36 hours response time. Do not send repeated messages as this will only confuse the process and possibly delay a response further. Use basic courtesy when emailing. Do not add my email to your distribution list for jokes and other assorted “web junk”.
COURSE REQUIREMENTS
This course combines lectures by the instructor, class discussion of assigned textbook readings, group work, audio/video presentations emphasizing certain communication concepts and skills, oral presentations by students, quizzes, exams, and classroom activities which all contribute to your overall understanding of interpersonal communication. Out-of-class work will include written exercises (class assignments), library research of communication concepts and planning of activities that are presented in a group workshop. Assigned chapters should be read before class so that you will be able to make a contribution to the class discussions and activities and perform well on the quizzes and exams.
Oral Skill Opportunities
Since this is an oral communication skills course, we want to provide you with many opportunities to develop these skills. Aside from general class participation, such opportunities may include performance and/or evaluation of role-playing activities, one major in-class presentation, dyadic communication case studies, and group discussions.
Written Work
NO Emailed assignments are accepted, unless otherwise required by the assignment instructions. Emailed work will not be graded, will be deleted, and will not receive a response.
You will be expected to use current APA 5th Edition style guidelines for all written work. Use of appropriate grammar is very important. Your written work will be evaluated on both content and mechanics. Good writing should be reasonably free of mistakes and without composition errors, which are called gross errors (sentence fragments, run-on sentences, subject-verb disagreement, misspelled words, and typographical errors which result in such errors). PROOFREAD your papers; do not leave it up to your computer software. If you are not able to perform these basic written requirements, your instructor may REQUIRE you to schedule appointments with the University Writing Center. In such cases, you will be required to provide your instructor with written documentation of your appointment.
All of your work MUST BE TYPED (using no more than 12 point type with margins not exceeding 1 inch on the top, right, and bottom, nor 1.5 inches on the left) and double-spaced--unless otherwise indicated by the instructor. Handwritten work (except for worksheets that must be filled out) will not be accepted. Multiple pages MUST be stapled in the upper left-hand margin and each assignment should include the following heading, located on the first page, upper left-hand side:
Name
COM 252-(Section #)
Assignment (e.g., Exercise #1)
Date
Submit all written assignments at the beginning of the class period on the designated due date. Failure to meet written work guidelines will result in a grade penalty.
Participation
Participation in this class is an ungraded basic expectation. Students are expected to question, probe, and challenge the course material, the professor, and their peers in the spirit of learning and enriching understanding. Personal attacks, demeaning comments, and overly confrontational scenarios are not tolerated.
FERPA & Privacy
It is against the law for your professor to talk to anyone else (that includes your parents) about your enrollment or work in this class. It is also against the law for me to release your grades or graded work to anyone else except you (that includes best friends and roommates). In addition, I cannot email grades – you must either get them in class, during office hours, or online.
What This Course is Not
We will be discussing communication as it relates to a number of issues, even sensitive issues. But it is not the behaviors themselves that will be the focus, but rather, the communication that underlies the situation. It is inappropriate (and dangerous) to use the course as individual therapy to help you solve serious personal, relational, or family issues such as abuse in all its forms (substance, emotional, physical, or sexual). If you do need help, your professor will be glad to refer you to the counseling center on campus or elsewhere.
GRADED ASSIGNMENTS
EXAMS – 150 points
Midterm Exam – 75 pts.
Final Exam – 75 pts.
These exams/tests cover the course readings, lectures, & class exercises.
QUIZZES – 100 points
There are 10 pre-scheduled quizzes that cover readings and course material (they may cover readings you have been assigned but have not yet been covered in class). These will be during the first 10 minutes of class (or online) and can only be made up with a written excused absence. If you arrive late to class and the quiz has already been distributed and completed by any students, you will not be given the opportunity to take the quiz. Quizzes may be given on an unassigned (“pop quiz”) basis at the instructor’s discretion.
GROUP PRESENTATION – 150 points
(100 points individual, 50 points group)
In order to address and assess the five University Studies Program Competencies met by COM 252 (writing, reading, and integrated learning, creative thinking, ethics/values) students will complete a major application component for this class that combines research, critical thinking, writing, and oral communication skills. Each student will pose a research question about and conduct extensive scholarly research on an interpersonal communication topic that has particular personal interest/relevance to his/her life and/or relationships. Students sharing similar areas of interest will form groups and present their findings to the class in a Critical Research Symposium. Critical Research topics are chosen by the student and approved by the instructor. You are encouraged to begin thinking about your Critical Research topic very early in the semester. Examples of previous student-selected topics and accompanying written outlines will be shared with the class prior to midterm.
Grade will include scholarly research articles, statement of problem, individual research papers, individual outlines, a group paper, a group outline, group and individual assessments, PowerPoint, and individual/group presentations.
Group project assignment details will be posted on the course blog.
APPLICATION EXERCISES - 100 points
Application Exercises: Students will be assigned several exercises designed to enhance their skills, knowledge, and understanding of interpersonal communication theories and concepts. Application Exercises will include in-class and out of class exercises which illustrate concepts/theories discovered in the readings. A written component is included in each of these exercises, and students must adhere to written work guidelines as outlined in the syllabus.
1. Coopersmith Self-Esteem Inventory & Improving Self-Concept Responses – 25 pts
2. Meez.com Avatar Creation & Response – 25 pts
3. “The List” Relationship Requirements– 25 pts
4. Thomas-Kilman Conflict Mode Instrument & Reaction Essay – 25 pts
Detailed guidelines and grading criteria for all graded assignments are posted on the course blog at com252uk.blogspot.com.
Determination of Final Grade
The final grade will be determined by adding the total points earned for each of the graded assignments and referring to the grading scale. The final grade is based on number of points accumulated—NOT PERCENTAGES. No extra credit is offered in this course. Final grades are not rounded up and are NOT negotiable.
POINT DISTRIBUTION
Quizzes 100 points
Midterm Examination 75 points
Final Examination 75 points
Application Exercises 100 points
Critical Research Symposium 150 points
TOTAL POINTS POSSIBLE 500 POINTS
GRADING SCALE
A 450-500
B 400-449
C 350-399
D 300-349
E 0-299
DAILY SCHEDULE
(Any changes will be announced in class, and/or emailed to the class and/or posted on our class website. Additional due dates for project materials will be announced and emailed to the class.)
READINGS/ASSIGNMENTS
January
1/16 Syllabus/Course Overview/Intro to IPC/Activities
Ch1: Intro to IPC, Effective Com, Principles & Misconceptions
(Wednesday, January 21st, Last day to add a class for Spring Semester)
1/23 Our First Relationship(s), H. Harlow’s “The Nature of Love” The need for
personal relationships
Social vs. Personal Relationships
Groups Finalized for Critical Research Symposium Project
1/30 Quiz 1
Ch 2: Communication and Self Concept/Characteristics of your Self Concept
The Development of the Self via Interaction/Managing Impressions
Class exercise: Take Coopersmith Self-Esteem Inventory
Improving the Self Concept
(Wednesday, February 4th, Last day to drop a course without it appearing on the student’s
transcript)
February
2/6 Quiz 2
Application #1 due: SE Inventory & Improving SC Worksheet
Ch 3: The Process of Perception & Accuracy & Inaccuracy of Perception
Discuss Group Project/Requirements/Working Effectively in Groups/Code
of Conduct
2/13 Quiz 3
Due: Group Statement of the Problem/Topic & Rationale
Ch 4: Emotions: Thinking & Feeling/Expressing Feelings
2/20 Quiz 4
Application #2 due: Meez.com Avatar & Response Essay
Ch 5: Language
Documentary: The N Word: Divided We Stand
Class discussion of documentary
2/27 Quiz 5
Due: All Research Articles for Project
Ch 6: Nonverbal Communication/Characteristics of Nonverbal Communication
March
3/6 MIDTERM EXAM
3/13 Ch 7: Listening vs. Hearing & Becoming a more effective listener
3/20 No Class-Spring Break
3/27 Quiz 6
Due: Individual Papers for Critical Research Symposium
Ch 8: Relational Dynamics
April
4/3 Quiz 7
Due: Application #3 The List
Ch 9: Intimacy & Self-Disclosure in Relationships
Benefits & Risks of Self-Disclosure/Alternatives
Lying and Deception
In-class exercise: Love Styles
4/10 Quiz 8
Due: Group Paper for Critical Research Symposium
Ch 10: Communication Climates
Confirming & Disconfirming Messages
4/17 Quiz 9
Individual Outlines Due
Ch 11: Managing Conflict
Take Thomas-Kilman Conflict Mode Instrument
4/24 Quiz 10
Due: Application #4
Due: Group Outline & PowerPoint
Effective Oral Presentations (Content, Structure, & Delivery)
May
5/1 Critical Research Symposiums
5/8 Final Exam - 1:00 pm - should take about 75 minutes to complete, but you have up to 2 hrs.
* Final course grades posted on MyUK on 5/11 at noon.
Wednesday, January 14, 2009
Application #1 Assignment
1.Take the Coopersmith Self-Esteem Inventory in class and get your self-esteem score by following the instructions provided in class.
2.Follow the steps in the worksheet on Improving Your Self-Concept.
3.Write a 1-page (12 pt. font, 1 inch margins, typewritten, double-spaced) response paper to this activity. Your response paper should draw on your readings about the self and communication as well as your score on the self-esteem inventory. Your response should give specific examples of how your self-concept and self-esteem influence your day to day interactions as well as the steps you may take to improve your self-concept.
4.Turn your response paper, your Self-Esteem Inventory, and your completed Self-Concept worksheet (all stapled together) in at the start of class on the due date listed in the syllabus.
2.Follow the steps in the worksheet on Improving Your Self-Concept.
3.Write a 1-page (12 pt. font, 1 inch margins, typewritten, double-spaced) response paper to this activity. Your response paper should draw on your readings about the self and communication as well as your score on the self-esteem inventory. Your response should give specific examples of how your self-concept and self-esteem influence your day to day interactions as well as the steps you may take to improve your self-concept.
4.Turn your response paper, your Self-Esteem Inventory, and your completed Self-Concept worksheet (all stapled together) in at the start of class on the due date listed in the syllabus.
Application #1 Response Paper
It came as no surprise that my self-esteem score is an "average" 39. While I seldom feel overjoyed about the "me" that I am, I still feel like a good, well-rounded person with fewer problems and issues than many others.
There are several things I would change about myself if I could. My weight and body image leave me less-than-confident in social situations. I believe that most people are more attractive than I am, and I am sure I communicate with less confidence because of it. I feel that people look at me and see a very overweight woman as opposed to a kind, generous, and intelligent woman. As a result, I try to overcompensate. I rely on humor to cover my lack of comfort. I also try to please people to the extent that I frustrate myself trying make others happy.
My worries and anxieties surrounding work and family relationships and responsibilities often leave me feeling inadequate. In 2001, I received the Educator of the Year award from Columbus State University - a student-nominated award. Even so, I continuously wonder if I am doing as well in my career as I could. I remain a bit bothered by the fact that I am "only" employed part-time and that I contribute far less to the household on a monetary level. I articulate this concern to my husband who is quick to remind me about the litany of ways I contribute that have no monetary value, yet are "priceless".
While I see myself as a passionate and caring person, I recognize from my self-concept worksheet that I could improve my communication of anger. I would like to work on expressing my anger more appropriately. Specifically, I would like to improve on the way I express it, ensuring that it is warranted, and that it is expressed to the proper individual and that it is well timed and communicated with a degree of respect. It will be challenging to do this, as I've learned my patterns of communicating anger from my father who remains a very angry person on many levels. Still, I read books (i.e. "Emotional Intelligence" by Daniel Goleman)and study Biblical scriptures related to anger (Mark, for example). I also receive good feedback from my friend Megan who is honest with her assessment of situations and my responses to them. I plan to carefully assess myself regarding my anger, and allow myself adequate time and space to make changes that can be enduring.
There are several things I would change about myself if I could. My weight and body image leave me less-than-confident in social situations. I believe that most people are more attractive than I am, and I am sure I communicate with less confidence because of it. I feel that people look at me and see a very overweight woman as opposed to a kind, generous, and intelligent woman. As a result, I try to overcompensate. I rely on humor to cover my lack of comfort. I also try to please people to the extent that I frustrate myself trying make others happy.
My worries and anxieties surrounding work and family relationships and responsibilities often leave me feeling inadequate. In 2001, I received the Educator of the Year award from Columbus State University - a student-nominated award. Even so, I continuously wonder if I am doing as well in my career as I could. I remain a bit bothered by the fact that I am "only" employed part-time and that I contribute far less to the household on a monetary level. I articulate this concern to my husband who is quick to remind me about the litany of ways I contribute that have no monetary value, yet are "priceless".
While I see myself as a passionate and caring person, I recognize from my self-concept worksheet that I could improve my communication of anger. I would like to work on expressing my anger more appropriately. Specifically, I would like to improve on the way I express it, ensuring that it is warranted, and that it is expressed to the proper individual and that it is well timed and communicated with a degree of respect. It will be challenging to do this, as I've learned my patterns of communicating anger from my father who remains a very angry person on many levels. Still, I read books (i.e. "Emotional Intelligence" by Daniel Goleman)and study Biblical scriptures related to anger (Mark, for example). I also receive good feedback from my friend Megan who is honest with her assessment of situations and my responses to them. I plan to carefully assess myself regarding my anger, and allow myself adequate time and space to make changes that can be enduring.
Saturday, January 10, 2009
Application #3 Assignment
“THE LIST” of Partner and Relationship Requirements
****NOTE**** No "response paper" needed - just your list assignment.
Dr. Neil Clark Warren, founder of eharmony.com, and author of Date or Soul Mate tells us that we should all have a list of “Must Have’s” and “Can’t Stands” when it comes to selecting a life partner. If you were to think about your field of potential eligibles, which characteristics are most important to you? What qualities must be present in your partner no matter what? What behaviors or characteristics will you not tolerate under any circumstances? If you don’t know what you are looking for, how will you know when you have found it? Worse yet, how would you know if someone would be a bad fit for you in the long run?
If you have a partner, think about what you currently get that you would never give up. Likewise, think about that which you do not have in your relationship, but would like (or like to improve). If you do not yet have a life partner, here is your chance to commit to choosing well in the future.
1) Begin by creating a list of at least 50 items (more if you like) that are either “Must Have’s” or “Can’t Stands”. Choose wisely – if you could ONLY guarantee these few things, would you select the ones you listed?
2) Then place your preferences into categories. Below is a list of potential categories for you to begin with.
3) Have at least 1 “Must Have” and 1 “Can’t Stand” for each category listed below, and for any other category you add to the list. Create new headings for yourself as you think about the kind of partner you want and need.
4) Be as specific as possible and provide details and examples where necessary for clarification. There should be no doubt left with what you want. Save the list as an electronic file, as you will be editing your list throughout the semester.
5) When you are done with your list, rank order your top ten choices in each category by placing a number by each one. So, beside the most important item in your “Must Have” and “Can’t Stand” list, write #1, then #2 beside the second most important, and so on – until you’ve identified your top 10 “Must Haves” as well as your top 10 “Can’t Stands” that are on your master list.
Personality Variables
Physical Characteristics
Education
Work
Food
Conflict Resolution
Friendship
Time
Communication
In-Law Relationships
Extended Family Relationships
Travel
Clothing/Dress/Grooming
Money/Finances
Parenting Issues
Nurturing/Caregiving
Affection/Touch
Intimacy
Sexuality
Living Arrangements
Pets/Animals
Roles/Responsibilities
Religion/Spirituality
Taboos
Health/Illness
Recreation/Sports/Entertainment
****NOTE**** No "response paper" needed - just your list assignment.
Dr. Neil Clark Warren, founder of eharmony.com, and author of Date or Soul Mate tells us that we should all have a list of “Must Have’s” and “Can’t Stands” when it comes to selecting a life partner. If you were to think about your field of potential eligibles, which characteristics are most important to you? What qualities must be present in your partner no matter what? What behaviors or characteristics will you not tolerate under any circumstances? If you don’t know what you are looking for, how will you know when you have found it? Worse yet, how would you know if someone would be a bad fit for you in the long run?
If you have a partner, think about what you currently get that you would never give up. Likewise, think about that which you do not have in your relationship, but would like (or like to improve). If you do not yet have a life partner, here is your chance to commit to choosing well in the future.
1) Begin by creating a list of at least 50 items (more if you like) that are either “Must Have’s” or “Can’t Stands”. Choose wisely – if you could ONLY guarantee these few things, would you select the ones you listed?
2) Then place your preferences into categories. Below is a list of potential categories for you to begin with.
3) Have at least 1 “Must Have” and 1 “Can’t Stand” for each category listed below, and for any other category you add to the list. Create new headings for yourself as you think about the kind of partner you want and need.
4) Be as specific as possible and provide details and examples where necessary for clarification. There should be no doubt left with what you want. Save the list as an electronic file, as you will be editing your list throughout the semester.
5) When you are done with your list, rank order your top ten choices in each category by placing a number by each one. So, beside the most important item in your “Must Have” and “Can’t Stand” list, write #1, then #2 beside the second most important, and so on – until you’ve identified your top 10 “Must Haves” as well as your top 10 “Can’t Stands” that are on your master list.
Personality Variables
Physical Characteristics
Education
Work
Food
Conflict Resolution
Friendship
Time
Communication
In-Law Relationships
Extended Family Relationships
Travel
Clothing/Dress/Grooming
Money/Finances
Parenting Issues
Nurturing/Caregiving
Affection/Touch
Intimacy
Sexuality
Living Arrangements
Pets/Animals
Roles/Responsibilities
Religion/Spirituality
Taboos
Health/Illness
Recreation/Sports/Entertainment
The List
My students have an assignment to create their list of Must-Haves and Can't Stands in a life partner. I began creating mine at the age of 14, at the urging of my father. It is now a monster in terms of length, but one that truly represents what I need in a partner. For my students' sake, I'm posting it here and sharing it publicly:
Communication
He will be incredibly honest.
He will never, ever lie to me, even if it means relational discord.
He will tell me if he doesn’t like something I cook, if he doesn’t like something I’m wearing, or if he doesn’t like something I’ve done or am doing.
He won’t wait to tell me until it’s too late to do anything about it.
#5 Together, we will make one terrific team. Together, we will accomplish things that separately we would never be able to achieve.
He will dream big and tell me often about those dreams. He will actively work with me to find ways to make some of those dreams come true.
He’ll listen to me vent after a really bad day – even if he doesn’t feel my frustration, anxiety, or feelings are warranted. He’ll listen to my excitement when I’ve had a really good day – even if it isn’t something that would excite him.
He will have no problem asking for what he wants – relationally, sexually, intimately, or otherwise.
He will want to hear my desires and needs.
He will compliment me when there is something special he takes notice of.
He won’t patronize me. He will see me as his equal.
He will miss me when we’re apart.
He will be proud of my accomplishments.
He will remind me often that he loves me, even though I already know.
He will keep the secrets I tell him.
He will have good social skills, be able to meet new people, carry on a good conversation, and not make a fool of himself or me socially.
He will call if he’s going to be late.
He will ask me difficult questions about life.
He will think I’m wonderful, and when other people ask about me, he will have nice things to say about me.
He will be my confidant.
He will want to hear all the stories from my childhood, my teenage years, and my young adult life.
He will regale me with his stories as well.
He will take great joy in the creation of our new stories together.
He won’t do things out of mere obligation.
He’ll put me first – ahead of others in his life.
My perspectives and opinions will be important to him.
My happiness will be important to him.
He will consider my feelings when making important decisions.
Religion/Spirituality
#1 He must be a born-again Christian. He can and will be fatally flawed, yet forgiven. He must be a spiritual partner who sees God in similar ways and who seeks to understand his relationship with his creator. We can disagree about worship practices and philosophies, but the core values and things we believe in strongly should match. I want a partner to support me spiritually as well. He will go to church with me every week and pray with me regularly. Together, we will have a regular (weekly) Bible study as a couple, and have a goal of praying together every day.
He must not be holier-than-thou, sanctimonious, or overly concerned with ritual and tradition (like what hymns or praise songs are sung or when the offering is taken up or if a woman is in a leadership role). He must not judge others who choose to worship God in different ways. He must not believe that because he was saved as a child, that means he’s still saved. He must not buy into religious teachings that make women subservient, second-class citizens.
Personality Variables
He’ll enjoy a good intellectual discussion as well as utter silliness – even in the same day.
He’ll laugh at everything that is remotely funny. He’ll laugh at himself, at me, and at the millions of funny things this crazy life presents. He’ll want to have lots of fun. He’ll find fun in the mundane goings-on of life. He’ll want to have lots of fun with me.
He will not be selfish, and will know how to put me first sometimes. He will share freely with others and give to those in need.
He must not be depressed and sullen a majority of the time. He must be, overall, a generally happy person. He will want to be happy.
He will be flexible.
Education
#2 He will have at least as much college education as I have. He’ll have common sense, and know about lots of things I know nothing about. He will be brilliant and well read, but will know that other people (myself included) are just as smart and capable. He’ll teach me new things.
He won’t take issue with the fact that there are things I know more about than he does.
Work
He will like what he does for a living. Work/career will not be all consuming to him or me.
He will be interested in my career and future aspirations. He’ll gladly edit my work, listen to what happened in class or at the office, and support me in whatever I decide to do career-wise.
He will work as hard as I do in all aspects of his life. He will not become complacent with his lot in life, and will always strive to become better at what he does for a living.
He couldn’t care less if I make more money than he does.
Clothing/Dress/Grooming
#6 He will have fastidious personal grooming and hygiene habits. He will believe in showering every day and simple things like brushing his teeth. He will cut his hair regularly before he looks homeless. He will also shave every day, and I’ll cut him some slack there on weekends and when he’s not feeling well.
He will not wear pants without appropriate undergarments. He will not wear dirty clothes. He will not find it amusing when he smells bad. He will not pass gas and laugh and rate it on an Olympic scale.
Food
He will encourage me to be healthy - he’ll help me with healthy eating, weight loss or maintenance, and exercise. He’ll eat something decadent and completely unhealthy every now and then and enjoy every bit of it.
He will try new things – new foods, new recipes, new activities – just for the sake of variety. He’ll have lots of new things he wants me to try as well.
I want him to let me try to cook the things he likes as well as allow me the freedom to cook the things that I like and he doesn’t.
He will not be a vegetarian, or insist that we eat only organic foods. He will not be a health-food fanatic or a work-out obsessed body builder.
I want to eat dinner together as often as possible.
Conflict
He’ll respect me. Despite what will certainly be frequent differences of opinion, he’ll respect my right to my own views.
He’ll respect himself. He won’t compromise his values.
He will not engage in physical violence against me, our children, our pets, or other people.
He will not engage in verbally aggressive conflict, including raising his voice, name-calling, or swearing at me.
He won’t run away from an argument (physically or emotionally).
He’ll view compromise as a necessary part of ensuring relational sanity instead of something that causes people to loose out on what they really want.
He’ll not publicly humiliate or belittle me. He’ll keep relational problems out of the public arena. He won’t discuss our relational problems with anyone who will listen. He will not discuss our relational problems with members of his family.
He’ll tell me when I’ve done something that offends him, annoys him, troubles him, or hurts him. He will be open to hearing it when he has done the same.
He’ll accept my apologies. He’ll forgive my faults. He and I will both say “I’m sorry” when we commit a wrong.
Pets
He will tolerate and be nice to my cats. He will give them food and water. I do not expect him to ever have to clean the litter box, except if I am too ill to do so.
He will never hit, kick, or hurt the cats.
He will never want to own a dog.
Friendship
#7 He must be willing to become my best friend, and treat me as such. He must seek to maintain healthy connections with other people he considers his friends. He must correspond with and talk to his friends on a regular basis, and seek to do things together with people other than me. He will want us to spend time together with other people.
He must not place his friends above me. When he thinks he needs to give time to a friend instead of meeting family obligations, he should consult me first. He should not engage in inappropriate behavior when with his friends that he would not engage in when in my presence (drinking, smoking, drug use, swearing, and other assorted “actin’ a fool” behaviors).
Intimacy
He’ll touch me constantly. He’ll rub my feet just because and rub my back when I can’t fall asleep. He’ll run his fingers through my hair and along my back. He’ll hold my hand. He won’t be able to touch me enough.
In turn, he’ll love being touched. He will like to cuddle.
He will be passionate, intense, and want amazing physical intimacy with a partner who wants to experiment and experience new things, and who’s willing to try almost anything once.
He’ll kiss me all the time. Occasionally, he will kiss me passionately. He will love kissing me as much as I love kissing him.
When I’m in bed and can’t fall asleep, I’ll ask him to tell me a story, and he will accept the challenge.
Sexuality
He will meet me for lunch in the middle of the day for no reason other than to see me for just a while before going back to work. On occasion, we will go home and make love in the middle of the day and then spend the rest of our work days grinning.
He will share his fantasies with me and be delighted to hear mine.
He will not believe that sex is for a man’s pleasure alone. He will not ignore my sexual needs by frequently giving me excuses for why he’s not in the mood.
Taboos
He will never, ever, under any circumstance be unfaithful to me – he will not kiss or fondle other women or engage in cybersex.
He will not watch pornography unless he is watching it with me for fun as a couple.
Recreation/Sports/Entertainment
He will want to go out on the town from time to time.
He will have good social skills, be able to meet new people, carry on a good conversation, and not make a fool of himself or me socially.
He’ll take me to the theatre, to concerts, museums, and cultural events. Afterwards, we’ll critique every detail and laugh like idiots.
He’ll enjoy spending time with me and will want to spend a lot time together. He’ll allow us to talk about work if we want to, or not talk about it at all on days we don’t.
He will surprise me.
He will work with me to create a life full of fun, excitement, novelty, and spontaneity.
He will frequently give “romance” his best attempt.
He will do some things just because he knows how important they are to me.
He will want to go out at least once a week, and hopefully more often.
He’ll take me on dates even after we’re too old to do much.
He’ll write me love letters and poetry and play romantic music for me.
He’ll sing to me, even if it’s more funny than serious.
He will not let sports overtake his life, sanity, or responsibilities. He will turn off ESPN and FOX Sports and other assorted sporting events when there are other pressing responsibilities and deadlines to meet. He will strive to maintain a healthy balance between working and watching sports, and other aspects of his life.
He will not require me to go to sporting events with him. He will allow me the freedom to choose which events I want or do not want to attend. He will not pout or complain about my lack of enjoyment of watching or participating in any sport.
He will not be a Nascar fan.
In-Law Relationships
He will love his family and seek to maintain relationships with his family. He will want me to be a part of his family.
I hope he will like my family.
He will not be rude, insulting, or hateful to my family. If he has things to say about my family that is negative, he will reserve those comments for private conversations between he and I.
He will not discuss our relational problems with his family. He will not compare me to his mother (or any other relative). He will not expect me to be like his mother.
Nuturing/Caregiving
He’ll support me. He’ll do things for me when I can’t do them for myself, or just because he knows it’s important to me. He’ll support me emotionally by listening to me. He’ll provide confirmation and validation when I need it. He’ll encourage me to be the best at everything I find important to do.
He will be a life partner – someone who will help out with anything at all, even if it’s not his interest or area of expertise. When life’s in crunch-mode, I want a partner who actually wants to help out.
He will remember my birthday and buy me thoughtful gifts.
He will buy me little presents for no special reason.
Living Arrangements
He will work together with me to afford and buy a house that we will be comfortable and safe in, and that provides a safe and comfortable place to raise a family.
He will work together with me on the upkeep of the house.
He will not attempt household repair jobs that he cannot handle. He will call and pay for a proper expert for home repairs.
He will view housework as a joint effort. He will compromise on household task responsibilities so that together we can live in a clean and relatively organized home.
He will not leave dirty dishes in the sink longer than 24 hours.
Physical Characteristics
He will, of course, be absolutely beautiful to me.
He will not spend more time on his physical appearance than I do.
He will not have long hair, and will get regular haircuts prior to looking homeless.
He will keep his fingernails and toenails neatly trimmed.
He will not be morbidly obese.
He will not be shorter than me.
He will have the presence of buttocks.
He will not grow a beard. He will trim any facial hair regularly before food and small animals take residence in it.
Time
He will be on time for social events and engagements by arriving by the time the function is set to begin. If the movie starts at 7, we will be sitting down in the theatre by 6:55 at the latest.
He will not make me late by failing to be ready to leave the house in time to make it somewhere.
He will do his best not to cancel plans at the last minute (literally).
He will make social arrangements well in advance (hopefully a week in advance at the least).
He will not waste a tremendous amount of time sitting around being slothful.
Extended Family Relationships
He will realize that our long-distance family situations likely make it difficult to maintain frequent contact with family members. Nonetheless, he will make a concerted effort to allow us to see our families at least once a year – if only during the holidays or a short visit during summer vacation.
He will not create guilt-trip scenarios for me if we are unable to frequently travel to spend time with family members.
He will pay special attention to his relationships with his siblings, as they will likely outlive his parents. He will also be supporting of my efforts to maintain a healthy relationship with my brother.
Travel
He will want to regularly get out of whatever city we are living in. This travel can be to another city on a day trip, short weekend trips to an adjacent state, or longer week-long trips.
He will not “count” travel to professional conferences as our vacations and will not consider that sufficient “time away”.
He will not want to go on vacations with extended family.
He will view other vacation options than just going to Las Vegas. He will want to do more on vacation than sit in a hotel room and watch TV. Likewise, he will not have to plan out every single minute of a vacation.
He will plan a trip out of the country with me for sometime in the future.
Money/Finances
He will hate debt. He will work hard to eliminate all sources of debt in his life, as I have in mine.
He will not spend beyond his means. If he cannot afford something, he must not purchase it unless he can make the necessary payments (house, car, major repairs, etc.). He will not use credit cards for unnecessary purchases.
He will save money, both on his own and through retirement accounts.
He will tithe to his church, and view tithing as more than just a financial obligation.
Money and material possessions will not be the most important things in life to him.
Parenting Issues
He will not insist that I put my body through hell to try to conceive. He will view adoption as a viable option for us. He will not view race as an important factor in adoption.
#3 He will view parenting a joint obligation. He will take joint responsibility in caring, feeding, changing, disciplining, and playing with the children.
He will be committed to raising our children in a Christian church, and with Christian principles in the home.
Affection/Touch
He will love giving and receiving hugs and kisses every day.
He will not be stingy or selfish with the giving and receiving of affection. He will not be afraid to touch me in public, but he will not grope or fondle me in public, or engage in socially inappropriate PDAs.
He will like sitting close to me on the sofa, and snuggling up together while we watch TV or a movie, or listen to music.
He will dance with me in the living room.
He will “get fresh” with me, on occasion, in various rooms of the house.
Roles/Responsibilities
He will not view tasks according to gender lines (i.e. that there is “woman’s work” and “man’s work”). He and I will divide tasks and responsibilities according to what we are good at doing, or what we enjoy doing. When there are things that need to get done that neither of us want to do, we will jointly devise a way to get it done that works for both of us.
Health/Illness
He will not expect me to baby him when he is sick. He will appreciate the fact that I will take care of him when he is sick. He will be appreciative of my care giving efforts.
He will keep yearly well-visits to the doctor, and the dentist for routine cleanings.
He will not have any sexually transmitted disease.
He will engage in basic routines of taking care of his health – eating a healthy diet, exercising regularly, and not smoking, drinking, or doing drugs.
He will not abuse over-the-counter drugs.
He will view his health holistically – physical, mental, and spiritual health.
Communication
He will be incredibly honest.
He will never, ever lie to me, even if it means relational discord.
He will tell me if he doesn’t like something I cook, if he doesn’t like something I’m wearing, or if he doesn’t like something I’ve done or am doing.
He won’t wait to tell me until it’s too late to do anything about it.
#5 Together, we will make one terrific team. Together, we will accomplish things that separately we would never be able to achieve.
He will dream big and tell me often about those dreams. He will actively work with me to find ways to make some of those dreams come true.
He’ll listen to me vent after a really bad day – even if he doesn’t feel my frustration, anxiety, or feelings are warranted. He’ll listen to my excitement when I’ve had a really good day – even if it isn’t something that would excite him.
He will have no problem asking for what he wants – relationally, sexually, intimately, or otherwise.
He will want to hear my desires and needs.
He will compliment me when there is something special he takes notice of.
He won’t patronize me. He will see me as his equal.
He will miss me when we’re apart.
He will be proud of my accomplishments.
He will remind me often that he loves me, even though I already know.
He will keep the secrets I tell him.
He will have good social skills, be able to meet new people, carry on a good conversation, and not make a fool of himself or me socially.
He will call if he’s going to be late.
He will ask me difficult questions about life.
He will think I’m wonderful, and when other people ask about me, he will have nice things to say about me.
He will be my confidant.
He will want to hear all the stories from my childhood, my teenage years, and my young adult life.
He will regale me with his stories as well.
He will take great joy in the creation of our new stories together.
He won’t do things out of mere obligation.
He’ll put me first – ahead of others in his life.
My perspectives and opinions will be important to him.
My happiness will be important to him.
He will consider my feelings when making important decisions.
Religion/Spirituality
#1 He must be a born-again Christian. He can and will be fatally flawed, yet forgiven. He must be a spiritual partner who sees God in similar ways and who seeks to understand his relationship with his creator. We can disagree about worship practices and philosophies, but the core values and things we believe in strongly should match. I want a partner to support me spiritually as well. He will go to church with me every week and pray with me regularly. Together, we will have a regular (weekly) Bible study as a couple, and have a goal of praying together every day.
He must not be holier-than-thou, sanctimonious, or overly concerned with ritual and tradition (like what hymns or praise songs are sung or when the offering is taken up or if a woman is in a leadership role). He must not judge others who choose to worship God in different ways. He must not believe that because he was saved as a child, that means he’s still saved. He must not buy into religious teachings that make women subservient, second-class citizens.
Personality Variables
He’ll enjoy a good intellectual discussion as well as utter silliness – even in the same day.
He’ll laugh at everything that is remotely funny. He’ll laugh at himself, at me, and at the millions of funny things this crazy life presents. He’ll want to have lots of fun. He’ll find fun in the mundane goings-on of life. He’ll want to have lots of fun with me.
He will not be selfish, and will know how to put me first sometimes. He will share freely with others and give to those in need.
He must not be depressed and sullen a majority of the time. He must be, overall, a generally happy person. He will want to be happy.
He will be flexible.
Education
#2 He will have at least as much college education as I have. He’ll have common sense, and know about lots of things I know nothing about. He will be brilliant and well read, but will know that other people (myself included) are just as smart and capable. He’ll teach me new things.
He won’t take issue with the fact that there are things I know more about than he does.
Work
He will like what he does for a living. Work/career will not be all consuming to him or me.
He will be interested in my career and future aspirations. He’ll gladly edit my work, listen to what happened in class or at the office, and support me in whatever I decide to do career-wise.
He will work as hard as I do in all aspects of his life. He will not become complacent with his lot in life, and will always strive to become better at what he does for a living.
He couldn’t care less if I make more money than he does.
Clothing/Dress/Grooming
#6 He will have fastidious personal grooming and hygiene habits. He will believe in showering every day and simple things like brushing his teeth. He will cut his hair regularly before he looks homeless. He will also shave every day, and I’ll cut him some slack there on weekends and when he’s not feeling well.
He will not wear pants without appropriate undergarments. He will not wear dirty clothes. He will not find it amusing when he smells bad. He will not pass gas and laugh and rate it on an Olympic scale.
Food
He will encourage me to be healthy - he’ll help me with healthy eating, weight loss or maintenance, and exercise. He’ll eat something decadent and completely unhealthy every now and then and enjoy every bit of it.
He will try new things – new foods, new recipes, new activities – just for the sake of variety. He’ll have lots of new things he wants me to try as well.
I want him to let me try to cook the things he likes as well as allow me the freedom to cook the things that I like and he doesn’t.
He will not be a vegetarian, or insist that we eat only organic foods. He will not be a health-food fanatic or a work-out obsessed body builder.
I want to eat dinner together as often as possible.
Conflict
He’ll respect me. Despite what will certainly be frequent differences of opinion, he’ll respect my right to my own views.
He’ll respect himself. He won’t compromise his values.
He will not engage in physical violence against me, our children, our pets, or other people.
He will not engage in verbally aggressive conflict, including raising his voice, name-calling, or swearing at me.
He won’t run away from an argument (physically or emotionally).
He’ll view compromise as a necessary part of ensuring relational sanity instead of something that causes people to loose out on what they really want.
He’ll not publicly humiliate or belittle me. He’ll keep relational problems out of the public arena. He won’t discuss our relational problems with anyone who will listen. He will not discuss our relational problems with members of his family.
He’ll tell me when I’ve done something that offends him, annoys him, troubles him, or hurts him. He will be open to hearing it when he has done the same.
He’ll accept my apologies. He’ll forgive my faults. He and I will both say “I’m sorry” when we commit a wrong.
Pets
He will tolerate and be nice to my cats. He will give them food and water. I do not expect him to ever have to clean the litter box, except if I am too ill to do so.
He will never hit, kick, or hurt the cats.
He will never want to own a dog.
Friendship
#7 He must be willing to become my best friend, and treat me as such. He must seek to maintain healthy connections with other people he considers his friends. He must correspond with and talk to his friends on a regular basis, and seek to do things together with people other than me. He will want us to spend time together with other people.
He must not place his friends above me. When he thinks he needs to give time to a friend instead of meeting family obligations, he should consult me first. He should not engage in inappropriate behavior when with his friends that he would not engage in when in my presence (drinking, smoking, drug use, swearing, and other assorted “actin’ a fool” behaviors).
Intimacy
He’ll touch me constantly. He’ll rub my feet just because and rub my back when I can’t fall asleep. He’ll run his fingers through my hair and along my back. He’ll hold my hand. He won’t be able to touch me enough.
In turn, he’ll love being touched. He will like to cuddle.
He will be passionate, intense, and want amazing physical intimacy with a partner who wants to experiment and experience new things, and who’s willing to try almost anything once.
He’ll kiss me all the time. Occasionally, he will kiss me passionately. He will love kissing me as much as I love kissing him.
When I’m in bed and can’t fall asleep, I’ll ask him to tell me a story, and he will accept the challenge.
Sexuality
He will meet me for lunch in the middle of the day for no reason other than to see me for just a while before going back to work. On occasion, we will go home and make love in the middle of the day and then spend the rest of our work days grinning.
He will share his fantasies with me and be delighted to hear mine.
He will not believe that sex is for a man’s pleasure alone. He will not ignore my sexual needs by frequently giving me excuses for why he’s not in the mood.
Taboos
He will never, ever, under any circumstance be unfaithful to me – he will not kiss or fondle other women or engage in cybersex.
He will not watch pornography unless he is watching it with me for fun as a couple.
Recreation/Sports/Entertainment
He will want to go out on the town from time to time.
He will have good social skills, be able to meet new people, carry on a good conversation, and not make a fool of himself or me socially.
He’ll take me to the theatre, to concerts, museums, and cultural events. Afterwards, we’ll critique every detail and laugh like idiots.
He’ll enjoy spending time with me and will want to spend a lot time together. He’ll allow us to talk about work if we want to, or not talk about it at all on days we don’t.
He will surprise me.
He will work with me to create a life full of fun, excitement, novelty, and spontaneity.
He will frequently give “romance” his best attempt.
He will do some things just because he knows how important they are to me.
He will want to go out at least once a week, and hopefully more often.
He’ll take me on dates even after we’re too old to do much.
He’ll write me love letters and poetry and play romantic music for me.
He’ll sing to me, even if it’s more funny than serious.
He will not let sports overtake his life, sanity, or responsibilities. He will turn off ESPN and FOX Sports and other assorted sporting events when there are other pressing responsibilities and deadlines to meet. He will strive to maintain a healthy balance between working and watching sports, and other aspects of his life.
He will not require me to go to sporting events with him. He will allow me the freedom to choose which events I want or do not want to attend. He will not pout or complain about my lack of enjoyment of watching or participating in any sport.
He will not be a Nascar fan.
In-Law Relationships
He will love his family and seek to maintain relationships with his family. He will want me to be a part of his family.
I hope he will like my family.
He will not be rude, insulting, or hateful to my family. If he has things to say about my family that is negative, he will reserve those comments for private conversations between he and I.
He will not discuss our relational problems with his family. He will not compare me to his mother (or any other relative). He will not expect me to be like his mother.
Nuturing/Caregiving
He’ll support me. He’ll do things for me when I can’t do them for myself, or just because he knows it’s important to me. He’ll support me emotionally by listening to me. He’ll provide confirmation and validation when I need it. He’ll encourage me to be the best at everything I find important to do.
He will be a life partner – someone who will help out with anything at all, even if it’s not his interest or area of expertise. When life’s in crunch-mode, I want a partner who actually wants to help out.
He will remember my birthday and buy me thoughtful gifts.
He will buy me little presents for no special reason.
Living Arrangements
He will work together with me to afford and buy a house that we will be comfortable and safe in, and that provides a safe and comfortable place to raise a family.
He will work together with me on the upkeep of the house.
He will not attempt household repair jobs that he cannot handle. He will call and pay for a proper expert for home repairs.
He will view housework as a joint effort. He will compromise on household task responsibilities so that together we can live in a clean and relatively organized home.
He will not leave dirty dishes in the sink longer than 24 hours.
Physical Characteristics
He will, of course, be absolutely beautiful to me.
He will not spend more time on his physical appearance than I do.
He will not have long hair, and will get regular haircuts prior to looking homeless.
He will keep his fingernails and toenails neatly trimmed.
He will not be morbidly obese.
He will not be shorter than me.
He will have the presence of buttocks.
He will not grow a beard. He will trim any facial hair regularly before food and small animals take residence in it.
Time
He will be on time for social events and engagements by arriving by the time the function is set to begin. If the movie starts at 7, we will be sitting down in the theatre by 6:55 at the latest.
He will not make me late by failing to be ready to leave the house in time to make it somewhere.
He will do his best not to cancel plans at the last minute (literally).
He will make social arrangements well in advance (hopefully a week in advance at the least).
He will not waste a tremendous amount of time sitting around being slothful.
Extended Family Relationships
He will realize that our long-distance family situations likely make it difficult to maintain frequent contact with family members. Nonetheless, he will make a concerted effort to allow us to see our families at least once a year – if only during the holidays or a short visit during summer vacation.
He will not create guilt-trip scenarios for me if we are unable to frequently travel to spend time with family members.
He will pay special attention to his relationships with his siblings, as they will likely outlive his parents. He will also be supporting of my efforts to maintain a healthy relationship with my brother.
Travel
He will want to regularly get out of whatever city we are living in. This travel can be to another city on a day trip, short weekend trips to an adjacent state, or longer week-long trips.
He will not “count” travel to professional conferences as our vacations and will not consider that sufficient “time away”.
He will not want to go on vacations with extended family.
He will view other vacation options than just going to Las Vegas. He will want to do more on vacation than sit in a hotel room and watch TV. Likewise, he will not have to plan out every single minute of a vacation.
He will plan a trip out of the country with me for sometime in the future.
Money/Finances
He will hate debt. He will work hard to eliminate all sources of debt in his life, as I have in mine.
He will not spend beyond his means. If he cannot afford something, he must not purchase it unless he can make the necessary payments (house, car, major repairs, etc.). He will not use credit cards for unnecessary purchases.
He will save money, both on his own and through retirement accounts.
He will tithe to his church, and view tithing as more than just a financial obligation.
Money and material possessions will not be the most important things in life to him.
Parenting Issues
He will not insist that I put my body through hell to try to conceive. He will view adoption as a viable option for us. He will not view race as an important factor in adoption.
#3 He will view parenting a joint obligation. He will take joint responsibility in caring, feeding, changing, disciplining, and playing with the children.
He will be committed to raising our children in a Christian church, and with Christian principles in the home.
Affection/Touch
He will love giving and receiving hugs and kisses every day.
He will not be stingy or selfish with the giving and receiving of affection. He will not be afraid to touch me in public, but he will not grope or fondle me in public, or engage in socially inappropriate PDAs.
He will like sitting close to me on the sofa, and snuggling up together while we watch TV or a movie, or listen to music.
He will dance with me in the living room.
He will “get fresh” with me, on occasion, in various rooms of the house.
Roles/Responsibilities
He will not view tasks according to gender lines (i.e. that there is “woman’s work” and “man’s work”). He and I will divide tasks and responsibilities according to what we are good at doing, or what we enjoy doing. When there are things that need to get done that neither of us want to do, we will jointly devise a way to get it done that works for both of us.
Health/Illness
He will not expect me to baby him when he is sick. He will appreciate the fact that I will take care of him when he is sick. He will be appreciative of my care giving efforts.
He will keep yearly well-visits to the doctor, and the dentist for routine cleanings.
He will not have any sexually transmitted disease.
He will engage in basic routines of taking care of his health – eating a healthy diet, exercising regularly, and not smoking, drinking, or doing drugs.
He will not abuse over-the-counter drugs.
He will view his health holistically – physical, mental, and spiritual health.
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