Viewing: COM 112 : Interpersonal Communication

Last approved: Wed, 03 Oct 2018 08:01:04 GMT

Last edit: Mon, 01 Oct 2018 14:18:41 GMT

Changes proposed by: eacraig
Change Type
Major
COM (Communication)
112
019873
Dual-Level Course
Cross-listed Course
No
Interpersonal Communication
Interpersonal Comm
College of Humanities and Social Sciences
Communication (16COM)
09.0901
Organizational Communication, General.
Term Offering
Fall, Spring and Summer
Offered Every Year
Fall 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Cynthia Zuckerman
Senior lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture5-8 sections130YesTypically, 5-8 sections are taught on campus
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2-3 sections75YesTypically, 2-3 sections are taught DELTA


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16COMBACommunicationElective
16HISTBSHistory (BS)Elective
16LSMBSInterdisciplinary Studies (BS)Elective
16PHILBSPhilosophy (BS)Elective
16PSBSPolitical Science (BS)Elective
Interpersonal communication competence: self-concept, language and culture, self-disclosure, active listening, verbal and nonverbal communication, and conflict management.

Added "language and culture" to reflect current offerings.

GEP Social Sciences review


No

Is this a GEP Course?
Yes
GEP Categories
Social Sciences
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Interpret and describe your own communication behavior, as well as the communication behavior of others.
 
 
Assignment: Be mindful of the meanings you attribute to nonverbal behaviors. Observe the interactions you have with others over a day or two and reflect on the interpretations you are making for what a behavior means. In a short essay (2-3 paragraphs) consider the following regarding nonverbal behaviors and nonverbal communication:

1 When you encounter a person's nonverbal behavior--say, a gesture or facial expression--take notice of your initial interpretation of it. What do you think it means? Identify the specific context clues, verbal aspects, that lead you to attribute that meaning.
2 Generate two (2) other interpretations of the behavior that are DIFFERENT from your initial interpretation. Take notice of all aspects of context (physical, temporal, social-psychological, cultural, gender), other nonverbal behaviors, and any verbal statements. Identify specific aspects that would support these alternate interpretations.
What challenges did you encounter in trying to identify alternative explanations for nonverbal behaviors? How can these challenges affect your communication competency?
 
 
Apply theory and research to individual behavior and/or societal phenomena.
 
 
Assignment: Let's say you have a friend who has been taught negative stereotypes about a particular culture (consider all aspects of culture as discussed in the chapter). Discuss how you would advise your friend to apply guidelines for intercultural competence. Refer to the specific components of intercultural competency, but write the dialogue in your own words specific to your imagined cultural stereotypes.
 
 
Develop a theoretically-grounded set of strategies for communicating in interpersonal relationships in a variety of contexts.
 
 
Assignment: The phrase “boomerang generation” has been used to refer to children who move back in with their parents after finishing college, graduate school, or some other form of “adult life.” Read the following articles:
http://www.newyorker.com/magazine/2010/05/24/your-new-college-graduate-a-parents- guide
http://www.huffingtonpost.com/2014/07/09/parents-boomerang-kids-_n_5534070.html
Answer the following:

3 Were there any family narratives mentioned (perhaps not overtly) in the articles? What were they?
4 How did the people who wrote or who were mentioned in the articles manage this new wrinkle in the connection-autonomy dialectic?
Using the guidelines in “Effective Communication in Families” what advice would you give to a family experiencing this boomerang effect?
Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100%
 
a. If seats are restricted, describe the restrictions being applied.
 
none
 
b. Is this restriction listed in the course catalog description for the course?
 
none
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
See syllabus
 
Major topics to be covered and required readings including laboratory and studio topics.
 
See syllabus
 
List any required field trips, out of class activities, and/or guest speakers.
 
See syllabus
Faculty will teach this as part of the regular course load.

1. Expose students to concepts and theories which will help in interpreting and understanding their own communication behavior, as well as the communication behavior of others;

2. Familiarize students with important variables influencing the communication process so these variables can be identified and analyzed;

3. Demonstrate how to apply theory and research to individual behavior and/or societal phenomena;

4. Assist students in acquiring observational sensitivity to potential communication problems, so that the students can recognize attitudes, values, and behaviors that underlie communication events;

5. Aide students in integrating and critically analyzing communication concepts and variables;


Student Learning Outcomes

1. Interpret and describe their own communication behavior, as well as the communication behavior of others;

2. Identify and analyze variables influencing the communication process;

3. Apply theory and research to individual behavior and/or societal phenomena;

4. Recognize attitudes, values, and behaviors that underlie communication events;

5. Develop a theoretically-grounded set of strategies for communicating in interpersonal relationships in a variety of contexts.


Evaluation MethodWeighting/Points for EachDetails
Multiple exams6003 exams, 200 points each
Final Exam200 1 Final Exam
Homework100Students must complete 10 of 12 unit activities, 10 points each
Homework activities are an opportunity for students to apply the various concepts and theories introduced in the course to their own experiences, and will be posted on Moodle. Activities will take the form of short writing assignments that will ask you to actively engage the concepts in your own communication interactions. Activities will be submitted through Moodle.
Participation10010 classroom activities, total of 100 points.
Students receive explanations of these activities during class time. These activities are associated with the chapter readings and will be assessed on a completed/not completed basis.
TopicTime Devoted to Each TopicActivity
Interpersonal Processes, Culture, Communication and the Self, and Perceiving OthersWeeks 1-5Reading, discussion, activities
Language, Nonverbal Communication, and Listening, Weeks 6-10Reading, discussion, activities
Interpersonal Relationships, Close Relationships, Communication Climate, and Managing ConflictWeeks 11-15Reading, discussion, activities

despain (Wed, 13 Apr 2016 00:19:47 GMT): Rollback: Rework outcomes/assessments.
aeherget (Mon, 10 Sep 2018 13:25:46 GMT): AECHH: Friendly suggestion from CUE members at the September 7, 2018 meeting to update the disabilities resources office statement with the correct statement. Here is the correct statement in the interim period: "Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with the Disability Resource Office on the third floor of University College Commons (Suite 304). For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01)” The DRO statement can usually be found in Section 2.15 here: https://policies.ncsu.edu/regulation/reg-02-20-07
despain (Wed, 19 Sep 2018 18:24:57 GMT): DRO Statement added.
aeherget (Mon, 01 Oct 2018 14:18:41 GMT): AECHH: Including curricula in which COM 112 is an elective ( 16HISTBS, 16LSMBS, 16PHILBS, & 16PSBS) at Scott Despain's request via email 9/27/2018.
Key: 4993
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