Course Syllabus
| Course Name: Intro to Speech Communication | Term and Session: |
| Course ID: SPC1024 | Reference Number: |
Table of Contents
Faculty Contact Information
Instructor Name: BC Online Phone: 954-201-7900 Fax: 954-201-7937 Email: Please use the D2L email tool. Use my BC email ONLY if you are unable to access the course email: gserlin@broward.edu Online Office Hours: By appointment. The best way is to send me an email with your phone number and the best time to call you back. BC Safety Phone #: 954-201-HELP (4357)
| Instructor Name: | |
| BC Online Phone: | 954-201-7900 |
| Fax: | 954-201-7937 |
| Email: | Please use the D2L email tool. Use my BC email ONLY if you are unable to access the course email: gserlin@broward.edu |
| Online Office Hours: | By appointment. The best way is to send me an email with your phone number and the best time to call you back. |
| BC Safety Phone #: | 954-201-HELP (4357) |
Course Description
This course is designed to provide students with the fundamentals of speech communication including speaking and listening. Topics include: intrapersonal, interpersonal, verbal, nonverbal, small group communication, and public speaking in various cultural contexts.View the course description for more details.
General Course Outcomes
- Gain an understanding of the elements involved in the communication process.
- Gain an understanding of the internal processes involved in creating and receiving messages.
- Gain an understanding of the importance of and problems involved in effective listening.
- Gain an understanding of the types of nonverbal communication and its different interpretations in various cultural contexts.
- Gain an understanding of the various aspects of verbal communication and how a culture uses language to define itself.
- Gain an understanding of and experience in utilizing the factors associated with successful interpersonal relationships.
- Understand group processes and leadership formation.
- Deliver an effective informative speech.
- Deliver an effective persuasive speech.
- Gain an understanding of the purposes and techniques used in mass communication and advertising.
Return to Table of Contents
- Gain an understanding of the elements involved in the communication process.
- Gain an understanding of the internal processes involved in creating and receiving messages.
- Gain an understanding of the importance of and problems involved in effective listening.
- Gain an understanding of the types of nonverbal communication and its different interpretations in various cultural contexts.
- Gain an understanding of the various aspects of verbal communication and how a culture uses language to define itself.
- Gain an understanding of and experience in utilizing the factors associated with successful interpersonal relationships.
- Understand group processes and leadership formation.
- Deliver an effective informative speech.
- Deliver an effective persuasive speech.
- Gain an understanding of the purposes and techniques used in mass communication and advertising.
Prerequisites and Corequisites
To maximize your chances for success in this course, make sure that you meet the following course prerequisites:
- Co-requisites/Prerequisites: n/a
To maximize your chances for success in this course, make sure that you meet the following course prerequisites:
- Co-requisites/Prerequisites: n/a
Methods of Instruction
This is a 3-credit hour fully online course. In this class, you will engage in structured out-of-class and online activities. The online activities may include, but are not limited to, readings, discussions, essays, case studies, research, and/or online quizzes and tests. See the course schedule for a detailed description of activities. Students are responsible for regularly reviewing the course schedule and completing all required assignments.
Textbook and Materials
Required Text:
Title: Communication in the Real World: An Introduction to Communication Studies, v. 1.0
Author: Richard G. Jones, Jr.
ISBN 13: 978-1-4533-5202-1
This is a free, open textbook available to you as a BC Online student enrolled in this class. There is nothing for you to purchase; the textbook chapters will be provided to you in D2L. Use Firefox or Chrome to access the textbook. Internet Explorer may show only the first three chapters.
If you wish to obtain a print version of the text, either click the textbook link from Content, or textbook information and scroll to bottom of page. Enter Professor, School or Course. You will be charged for the print version -- details are available after clicking the link.
Students are required to have ready access to the Internet.
|
| Required Text: Title: Communication in the Real World: An Introduction to Communication Studies, v. 1.0 Author: Richard G. Jones, Jr. ISBN 13: 978-1-4533-5202-1 This is a free, open textbook available to you as a BC Online student enrolled in this class. There is nothing for you to purchase; the textbook chapters will be provided to you in D2L. Use Firefox or Chrome to access the textbook. Internet Explorer may show only the first three chapters. If you wish to obtain a print version of the text, either click the textbook link from Content, or textbook information and scroll to bottom of page. Enter Professor, School or Course. You will be charged for the print version -- details are available after clicking the link. Students are required to have ready access to the Internet. |
Class Activities
Read and refer to this section regularly. It will tell you what assignments you should complete, and how to complete them. Deadlines for assignments, assessments, discussions, quizzes, tests, and all other graded and non-graded activities are posted in the course schedule. Submitting work late will be permitted only under extenuating circumstances and only with prior notification and documentation (original funeral notice, original doctor note, etc.).
Discussions
Use the general discussion thread to post questions that might be of interest to all students such as questions about assignments, tests, etc. Feel free to respond to other students with thoughtful responses. Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public - all enrolled students will be able to view posts and responses. Please follow proper netiquette. Grades for discussion postings will be posted within five working days after the discussion has closed. If you need general information and support for the discussion tool visit the discussion tutorial page.
Graded Discussions
- Students will need to answer discussion questions every week.
- You must complete the weekly quiz before attempting the discussion question.
- You must post a reply to the discussion topic before you will see postings from classmates.
- Original posting must be at least 300 words. If it is less than 300 words, it will not be graded and will recevie a zero.
- Students are also to comment on two classmates' posts Each reply must be at least 50 words.
- To receive credit, the student must answer the discussion question thoroughly with cites from the text and give thought provoking opinions in response to the other students' posts.
- Each discussion is worth 20 points:
- 10 points for answering the discussion question and
- 10 points for two responses to two students' post. Two commetnts must be made for it to be graded.
- Each of the three postings must be on three different dates or you will lose 20% of the grade per discussion.
- NO WORK WILL BE ACCEPTED LATE.
Assignments
Assignments may be submitted only during the availability dates as specified in your syllabus. The submission of an assignment is the sole responsibility of the student. Students should not leave assignment preparation until the last minute and must plan their workloads so as to be able to meet the deadlines. Assignments submitted after the due date and time will only be accepted if prior arrangements have been made with the instructor. Assignments should not be mailed, faxed or emailed directly to your instructor unless otherwise directed. You should keep an electronic copy of all assignments. Grades for assignments will be posted within five working days of the closing date of the assignment. If you need general information and support with assignments visit the assignment tutorial page.
Instructions for Outlines and Reaction Papers:
- Outlines for speeches are to be submitted by the day the speech is due via the Assignment dropbox.
- Outlines will be submited to the assignment dropbox AND automatically connect to Turnitin.
- Reaction papers are to be submitted within a week of due date of speech via the Assignment dropbox.
- NO WORK WILL BE ACCEPTED LATE.
Instructions for Speeches:
- All speaking assignments should be delivered in an extemporaneous manner (see chapter 14).
- Eight (8) adult audience members are required. Less than 8 adults will cause you to receive a zero on the speech.
- You must film your audience in one continuous flow before and after the speech.
- Minimum of 4-5 sources must be cited in the written speech and 2 sources out of the 5 must be cited verbally.
- Each speech has a minimum time requirement:
- Introductory Speech: - 3-4 minutes
- Informative Speech: - 4-5 minutes
- Persuasive Speech: - 5-6 minutes
- NO WORK WILL BE ACCEPTED LATE.
Quizzes
Assessments may be taken only during the availability dates as specified in the course schedule. The submission of an assessment is the sole responsibility of the student. Please allow ample time to complete assessments and be observant of the time limit. Make sure you have a solid internet connection. Most online quiz and exam grades will be available after finishing the quiz or exam. If you need general information and support with assessments visit the assessment tutorial page.
It is at the discretion of the instructor to offer a make-up exam. Make-up exams will only be considered under extenuating circumstances, and with prior notification and documentation (original funeral notice, original doctor note, etc.). Scheduling conflicting appointments and vacations are not valid reasons for requesting a make-up exam.
Instructions for Quizzes:
- 12 quizzes @ 20 points each
- 20 Questions per quiz
- Duration: 60 minutes
- NO WORK WILL BE ACCEPTED LATE UNDER ANY CIRCUMSTANCE.
Discussions
Use the general discussion thread to post questions that might be of interest to all students such as questions about assignments, tests, etc. Feel free to respond to other students with thoughtful responses. Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public - all enrolled students will be able to view posts and responses. Please follow proper netiquette. Grades for discussion postings will be posted within five working days after the discussion has closed. If you need general information and support for the discussion tool visit the discussion tutorial page.Assignments
Graded Discussions
- Students will need to answer discussion questions every week.
- You must complete the weekly quiz before attempting the discussion question.
- You must post a reply to the discussion topic before you will see postings from classmates.
- Original posting must be at least 300 words. If it is less than 300 words, it will not be graded and will recevie a zero.
- Students are also to comment on two classmates' posts Each reply must be at least 50 words.
- To receive credit, the student must answer the discussion question thoroughly with cites from the text and give thought provoking opinions in response to the other students' posts.
- Each discussion is worth 20 points:
- 10 points for answering the discussion question and
- 10 points for two responses to two students' post. Two commetnts must be made for it to be graded.
- Each of the three postings must be on three different dates or you will lose 20% of the grade per discussion.
- NO WORK WILL BE ACCEPTED LATE.
Assignments may be submitted only during the availability dates as specified in your syllabus. The submission of an assignment is the sole responsibility of the student. Students should not leave assignment preparation until the last minute and must plan their workloads so as to be able to meet the deadlines. Assignments submitted after the due date and time will only be accepted if prior arrangements have been made with the instructor. Assignments should not be mailed, faxed or emailed directly to your instructor unless otherwise directed. You should keep an electronic copy of all assignments. Grades for assignments will be posted within five working days of the closing date of the assignment. If you need general information and support with assignments visit the assignment tutorial page.Quizzes
Instructions for Outlines and Reaction Papers:
Instructions for Speeches:
- Outlines for speeches are to be submitted by the day the speech is due via the Assignment dropbox.
- Outlines will be submited to the assignment dropbox AND automatically connect to Turnitin.
- Reaction papers are to be submitted within a week of due date of speech via the Assignment dropbox.
- NO WORK WILL BE ACCEPTED LATE.
- All speaking assignments should be delivered in an extemporaneous manner (see chapter 14).
- Eight (8) adult audience members are required. Less than 8 adults will cause you to receive a zero on the speech.
- You must film your audience in one continuous flow before and after the speech.
- Minimum of 4-5 sources must be cited in the written speech and 2 sources out of the 5 must be cited verbally.
- Each speech has a minimum time requirement:
- Introductory Speech: - 3-4 minutes
- Informative Speech: - 4-5 minutes
- Persuasive Speech: - 5-6 minutes
- NO WORK WILL BE ACCEPTED LATE.
Assessments may be taken only during the availability dates as specified in the course schedule. The submission of an assessment is the sole responsibility of the student. Please allow ample time to complete assessments and be observant of the time limit. Make sure you have a solid internet connection. Most online quiz and exam grades will be available after finishing the quiz or exam. If you need general information and support with assessments visit the assessment tutorial page.
It is at the discretion of the instructor to offer a make-up exam. Make-up exams will only be considered under extenuating circumstances, and with prior notification and documentation (original funeral notice, original doctor note, etc.). Scheduling conflicting appointments and vacations are not valid reasons for requesting a make-up exam.
Instructions for Quizzes:
- 12 quizzes @ 20 points each
- 20 Questions per quiz
- Duration: 60 minutes
- NO WORK WILL BE ACCEPTED LATE UNDER ANY CIRCUMSTANCE.
Rules for Speeches
- Speeches must be submitted by the assignment due date.
- Topics should be appropriate for a college level audience. “How to Make Brownies” is not a good topic. This is information anyone can obtain from the box of a brownie mix or a basic cookbook. Your topics must focus on social justice issues. Your topic must be cleared with your instructor via email one week or earlier before the speech due date.
- At the start of your speech, you must film your audience of no less than 8 adults, then begin. After you complete your speech, you must show the audience again. All the filming must be done in one continuous flow and cannot be stopped. Moreover, I must be able to clearly see your face and posture as well as hear your voice. I suggest a well lighted room. Please check your filmed speech before uploading it to our class site to ensure that the quality is acceptable.
- No speech work attached to the assignment will be graded, if the speech had not been uploaded on time.
- No drugs, alcohol, or other substances not appropriate or allowed in university settings should be incorporated in your speeches.
- No swearing—OF ANY KIND. General audiences will perceive anything even vaguely inappropriate negatively.
- YOUR SPEECH MUST MEET THE MINIMUM TIME REQUIREMENT OR IT WILL NOT BE GRADED!
- You must have completed at least an informative or persuasive speech to receive a grade. If you have missed both you will receive an 'F' in this class.
- You have an introduction outline and a persuasive outline. If you use the wrong outline for the specific required speech, you will receive a zero. There are no make-ups.
- Speeches must be submitted by the assignment due date.
- Topics should be appropriate for a college level audience. “How to Make Brownies” is not a good topic. This is information anyone can obtain from the box of a brownie mix or a basic cookbook. Your topics must focus on social justice issues. Your topic must be cleared with your instructor via email one week or earlier before the speech due date.
- At the start of your speech, you must film your audience of no less than 8 adults, then begin. After you complete your speech, you must show the audience again. All the filming must be done in one continuous flow and cannot be stopped. Moreover, I must be able to clearly see your face and posture as well as hear your voice. I suggest a well lighted room. Please check your filmed speech before uploading it to our class site to ensure that the quality is acceptable.
- No speech work attached to the assignment will be graded, if the speech had not been uploaded on time.
- No drugs, alcohol, or other substances not appropriate or allowed in university settings should be incorporated in your speeches.
- No swearing—OF ANY KIND. General audiences will perceive anything even vaguely inappropriate negatively.
- YOUR SPEECH MUST MEET THE MINIMUM TIME REQUIREMENT OR IT WILL NOT BE GRADED!
- You must have completed at least an informative or persuasive speech to receive a grade. If you have missed both you will receive an 'F' in this class.
- You have an introduction outline and a persuasive outline. If you use the wrong outline for the specific required speech, you will receive a zero. There are no make-ups.
Class Schedule
Start Here / Orientation Module: Assignments & Assessments Learning Outcomes
By the end of the orientation students will be able to:
- understand the course requirements and policies
- demonstrate proficiency in using the D2L tools
Readings
- Welcome
- Syllabus
- Student Contract
- Directions to Join Group for the Team Assignment (Team Lecture Project)
- Team Assignment Instructions (due in Module 15)
- Speech Upload Directions
- Quality Guidelines for Written Work
- All items within orientation
Discussions
- Introduce yourself
Assessment
- Syllabus Quiz - must score 100% to access course materials
Assignment
- Email a copy of the Student Contract to your professor
Module 1: The Communication Process Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
1.1 Identify and explain the major elements in communication.
1.2 Compare types of communication situations (intrapersonal, interpersonal, small group, public speaking).
1.3 Differentiate purposes for oral communication (informative, persuasive, special occasion).
1.4 Assess the effects of attitude, values, cultural experiences and emotion on perception.
1.5 Contrast differences between intended and perceived messages.
1.6 Explain the ethical responsibilities of communicators.
Readings
- Chapter 1 in textbook
Lecture
- PowerPoint - Chapter 1
Discussions
- Chapter 1 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 1 Quiz
Due x/xx @ 11:59pm
Group Project
- Join one of the groups for the Team Lecture
Module 2: Self, Perception and Communication Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
2.1 Explain factors involved in the internal communication process (e.g.: age, gender, race, ethnicity, education, etc.)
2.2 Assess personal self-concept development and maintenance.
2.3 Examine various reasoning processes and thinking errors (fallacies.)
2.4 Evaluate the impact of past experience and cultural contexts on individual perception.
Readings
- Chapter 2 in textbook
Lecture
- PowerPoint - Chapter 2
Videos
- Our Century's Greatest Injustice (18:19)
- HIV - How to Fight and Epidemic of Bad Laws (15:28)
- What I've Learned from My Autistic Brothers (5:20)
- Fifty Shades of Gay (18:18)
Discussions
- Chapter 2 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 2 Quiz
Due x/xx @ 11:59pm
Module 3: Verbal Communication Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
3.1 Explain the cognitive process of encoding and decoding language.
3.2 Explain the connotative and denotative uses of language.
3.3 Differentiate among levels of abstraction.
3.4 Assess the ethical usages of language appropriate to the receiver.
3.5 Evaluate the uniqueness of a language through analysis of vocabulary, idiomatic expressions, dialect, and pronunciation.
Readings
- Chapter 3 in textbook
Lecture
- PowerPoint - Chapter 3
Review
- Introductory Speech Instructions & Rubric
- Introductory Speech Outline Instructions
Videos
- Remember to Say "Thank You" (3:29)
- Language as a Window into Human Nature (10:54)
- What our Language Habits Reveal (17:27)
Discussions
- Chapter 3 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 3 Quiz
Due x/xx @ 11:59pm
Assignments
- Team Lecture - Update 1 Due
Module 4: Nonverbal Communication Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
4.1 Give examples of various nonverbal communication carriers.
4.2 Summarize the functions of nonverbal communication.
4.3 Differentiate the relationships between verbal and nonverbal communication
4.4 Explain the ways in which nonverbal communication both solidifies and differentiates cultures.
Readings
- Chapter 4 in textbook
Lecture
- PowerPoint - Chapter 4
Videos
- A Word Game to Communicate in Any Language (15:43)
- Your Body Language Shapes Who You Are (21:02)
Discussions
- Chapter 4 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 4 Quiz
Due x/xx @ 11:59pm
Speech Assignments
- Introductory Speech Outline
- Introductory Speech Video
Due by XX @ 11:59pm
Module 5: Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
5.1 Determine purposes of listening (discriminative, comprehensive, empathic, analytical)
5.2 Evaluate some specific barriers that inhibit listening and strategies to overcome them.
5.3 Demonstrate knowledge of methods for improving listening comprehension.
5.4 Explain the factors involved in active, empathic, evaluative, and critical listening.
5.5 Listen to and critique informative speeches.
5.6 Listen to and critique persuasive speeches.
Readings
- Chapter 5 in textbook
Lecture
- PowerPoint - Chapter 5
Review
- Introductory Speech Reaction Guideline and Score Sheet
Videos
- "Listen Up" Playlist - Part I
- 5 ways to listen better (7:47)
- How to truly listen (32:12)
- "Listen Up" Playlist - Part II
- Want to help someone? Shut up and listen! (17:09)
- Listening to global voices (19:45)
- The voices of Twitter users (8:00)
- "Listen Up" Playlist - Part III
- I listen to color (9:35)
- Listen, learn ... then lead (15:38)
- A history of the universe in sound (11:16)
Discussions
- Chapter 5 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 5 Quiz
Due x/xx @ 11:59pm
Speech Assignment
- Introductory Speech Reaction Paper
Due x/xx @ 11:59pm
Module 6: Interpersonal Communication Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
6.1 Identify and explain the elements of interpersonal communication based on assigned readings.
6.2 Assess the effects of trust, openness, spontaneity, and defensiveness on communication based on assigned readings. Recognize how these elements vary from culture to culture.
6.3 Explain the effects of roles, norms and status, and cultural differences on relationships based on assigned readings.
6.4 Recognize and explain factors promoting interpersonal attractiveness and recognize cultural differences based on assigned readings.
6.5 Categorize factors related to effective communications at work and at home.
6.6 Choose methods which facilitate conflict resolution based on theories in assigned readings.
6.7 Apply effective uses of feedback.
6.8 Perform in class assignments/exercises demonstrating specific principles in human relations.
Readings
- Chapter 6 in textbook
Lecture
- PowerPoint - Chapter 6
Videos
- How the Internet Enables Intimacy (8:51)
- The Future of Lying (18:31)
- Connected but Alone (19:48)
Discussions
- Chapter 6 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 6 Quiz
Due x/xx @ 11:59pm
Module 7: Evaluating and Improving Relationships Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
7.1 Identify and explain the elements of interpersonal communication based on assigned readings.
7.2 Assess the effects of trust, openness, spontaneity, and defensiveness on communication based on assigned readings. Recognize how these elements vary from culture to culture.
7.3 Explain the effects of roles, norms and status, and cultural differences on relationships based on assigned readings.
7.4 Recognize and explain factors promoting interpersonal attractiveness and recognize cultural differences based on assigned readings.
7.5 Categorize factors related to effective communications at work and at home.
7.6 Choose methods which facilitate conflict resolution based on theories in assigned readings.
7.7 Apply effective uses of feedback.
7.8 Perform in class assignments/exercises demonstrating specific principles in human relations.
Readings
- Chapter 7 in textbook
Lecture
- PowerPoint - Chapter 7
Videos
- The Mothers Who Found Forgiveness (9:54)
- Why Veterans Miss War (13:08)
Discussions
- Chapter 7 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 7 Quiz
Due x/xx @ 11:59pm
Assignments
- Team Lecture - Update 2 Due
Module 8: Conflict & Conflict Management Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
8.1 Identify and explain the elements of interpersonal communication based on assigned readings.
8.2 Assess the effects of trust, openness, spontaneity, and defensiveness on communication based on assigned readings. Recognize how these elements vary from culture to culture.
8.3 Explain the effects of roles, norms and status, and cultural differences on relationships based on assigned readings.
8.4 Recognize and explain factors promoting interpersonal attractiveness and recognize cultural differences based on assigned readings.
8.5 Categorize factors related to effective communications at work and at home.
8.6 Choose methods which facilitate conflict resolution based on theories in assigned readings.
8.7 Apply effective uses of feedback.
8.8 Perform in class assignments/exercises demonstrating specific principles in human relations.
Readings
- Chapter 8 in textbook
Lecture
- PowerPoint - Chapter 8
Discussions
- Chapter 8 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 8 Quiz
Due x/xx @ 11:59pm
Module 9: Small Group Communication Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
9.1 Assess the effects of attitude, values, cultural experiences and emotion on perception.
9.2 Explain the ways in which nonverbal communication both solidifies and differentiates cultures.
9.3 Explain the effects of roles, norms and status, and cultural differences on relationships based on assigned readings.
Readings
- Chapter 13 in textbook
Lecture
- PowerPoint - Chapter 13
Videos
- The New Power of Collaboration (19:31)
Discussions
- Chapter 13 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 13 Quiz
Due x/xx @ 11:59pm
Module 10: Communicating Professionally Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
10.1 Differentiate purposes for oral communication (informative, persuasive, special occasion).
10.2 Assess the effects of attitude, values, cultural experiences and emotion on perception.
10.3 Contrast differences between intended and perceived messages.
Readings
- Chapter 14 in textbook
Lecture
- PowerPoint - Chapter 14
Review
- Informative Speech Video Instructions
- Informative Speech Outline Instructions
Videos
- Why Good Leaders Make You Feel Safe (11:59)
- "How to be a Great Leader" Playlist - Part I
- Tribal leadership (16:39)
- What it takes to be a great leader (9:19)
- Listen, learn ... then lead (15:38)
- "How to be a Great Leader" Playlist - Part II
- How great leaders inspire action (18:04)
- Learning from leadership's missing manual (16:35)
- Lead like the great conductors (20:51)
- "How to be a Great Leader" Playlist - Part III
- Everyday leadership (6:14)
- Trial, error and the God complex (18:07)
- Inspiring a life of immersion (17:48)
- "How to be a Great Leader" Playlist - Part IV
- How to start a movement (3:09)
- Why we have too few women leaders (14:58)
- The difference between winning and succeeding (17:36)
Discussions
- Chapter 14 Discussion
Original post due x/xx @ 11:59pm
Responses to classmates due x/xx @ 11:59pm
Assessments
- Chapter 14 Quiz
Due x/xx @ 11:59pm
Assignments
- Team Lecture - Update 3 Due
Module 11: Informative Speaking Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
11.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior.11
11.2 Choose supporting materials from research sources that meet the test of recency, validity, and credibility.
11.3 Organize materials to achieve persuasive purpose.
11.4 Employ the impact of source credibility (character, knowledge, and dynamism.)
11.5 Create a written outline and bibliography that conform to assigned standard format.
11.6 Relate audience attitude change to its hierarchy of needs.
11.7 Utilize contemporary theories of attitude change.
11.8 Use oral citations to document use of outside sources.
Readings
- Chapters 10 & 11 in textbook
Lecture
- PowerPoints - Chapters 10 & 11
Review
- Examples of Student Speeches
- Textbook Example of an Outline
- Informative Example: Physician Assisted Death
- Informative Example: Gambling
- Informative Example: Rape and Sexual Assault
Assessments
- Chapters 10 & 11 Quiz
Due x/xx @ 11:59pm
Assignments
- Team Lecture - Update 3 Due
Speech Assignments
- Informative Speech Outline
- Informative Speech Video
Due x/xx @ 11:59pm
Module 12: After Informative Speaking Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
12.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior.
12.2 Choose supporting materials from research sources that meet the test of recency, validity, and credibility.
12.3 Organize materials to achieve persuasive purpose.
12.4 Employ the impact of source credibility (character, knowledge, and dynamism.)
12.5 Create a written outline and bibliography that conform to assigned standard format.
12.6 Relate audience attitude change to its hierarchy of needs.
12.7 Utilize contemporary theories of attitude change.
12.8 Use oral citations to document use of outside sources.
Review
- Informative Speech Reaction Guideline/Score Sheet
- Persuasive Speech Instructions
- Persuasive Speech Outline Instructions
Speech Assignment
- Informative Speech Reaction Paper
Due x/xx @ 11:59pm
Module 13: Persuasive Speaking Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
13.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior.
13.2 Choose supporting materials from research sources that meet the test of recency, validity, and credibility.
13.3 Organize materials to achieve persuasive purpose.
13.4 Employ the impact of source credibility (character, knowledge, and dynamism.)
13.5 Create a written outline and bibliography that conform to assigned standard format.
13.6 Relate audience attitude change to its hierarchy of needs.
13.7 Utilize contemporary theories of attitude change.
13.8 Use oral citations to document use of outside sources.
Readings
- Chapter 12 in textbook
Lecture
- PowerPoint - Chapter 12
Review
- Persuasive Speech Assignment Details
- Examples of Student Persuasive Speech Outlines
- Textbook Example of an Outline
- Earning a College Degree Will Improve Your Life
- Web of Lies
- Save the Life of Someone You Know
- Same Sex Adoption
- You Should Become a Vegetarian
- A Vegetarian Diet
Videos
- The Secret Structure of Great Talks (18:09)
Assessments
- Chapter 12 Quiz
Due x/xx @ 11:59pm
Speech Assignments
- Persuasive Speech Outline
- Persuasive Speech Video
Due x/xx @ 11:59pm
Module 14: Persuasive Speaking Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
14.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior.
14.2 Choose supporting materials from research sources that meet the test of recency, validity, and credibility.
14.3 Organize materials to achieve persuasive purpose.
14.4 Employ the impact of source credibility (character, knowledge, and dynamism.)
14.5 Create a written outline and bibliography that conform to assigned standard format.
14.6 Relate audience attitude change to its hierarchy of needs.
14.7 Utilize contemporary theories of attitude change.
14.8 Use oral citations to document use of outside sources.
Review
- Persuasive Reaction Paper Guideline/Score Sheet
- Team Project
- Team Lecture Presentation Rubric and Score Sheet
- Team Lecture Details
Assignments
- Persuasive Speech Reaction Paper
Due x/xx @ 11:59pm
Module 15: Team Assignment Assignments & Assessments Learning Outcomes
Upon successful completion of this unit, the student shall be able to:
15.1 Explain the factors responsible for group attractiveness and effectiveness based on assigned readings.
15.2 Categorize factors of the group decision-making process based on assigned readings.
15.3 Understand leadership development roles based on theories in the assigned readings.
15.4 Effectively participate in a group task.
15.5 Evaluate the role of groups in various cultural settings.
15.6 Interpret how a participant’s cultural background may affect participation and leadership.
Review
- Team Lecture Assignment Instructions
Assignments
- Team Lecture
Due x/xx @ 11:59pm
| Start Here / Orientation Module: | Assignments & Assessments |
| Learning Outcomes By the end of the orientation students will be able to:
| Readings
|
| Module 1: The Communication Process | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 1.1 Identify and explain the major elements in communication. | Readings
|
| Module 2: Self, Perception and Communication | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 2.1 Explain factors involved in the internal communication process (e.g.: age, gender, race, ethnicity, education, etc.) | Readings
|
| Module 3: Verbal Communication | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 3.1 Explain the cognitive process of encoding and decoding language. | Readings
|
| Module 4: Nonverbal Communication | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 4.1 Give examples of various nonverbal communication carriers. | Readings
|
| Module 5: | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 5.1 Determine purposes of listening (discriminative, comprehensive, empathic, analytical) | Readings
|
| Module 6: Interpersonal Communication | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 6.1 Identify and explain the elements of interpersonal communication based on assigned readings. | Readings
|
| Module 7: Evaluating and Improving Relationships | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 7.1 Identify and explain the elements of interpersonal communication based on assigned readings. | Readings
|
| Module 8: Conflict & Conflict Management | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 8.1 Identify and explain the elements of interpersonal communication based on assigned readings. | Readings
|
| Module 9: Small Group Communication | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 9.1 Assess the effects of attitude, values, cultural experiences and emotion on perception. | Readings
|
| Module 10: Communicating Professionally | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 10.1 Differentiate purposes for oral communication (informative, persuasive, special occasion). | Readings
|
| Module 11: Informative Speaking | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 11.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior.11 | Readings
|
| Module 12: After Informative Speaking | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 12.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior. | Review
|
| Module 13: Persuasive Speaking | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 13.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior. | Readings
|
| Module 14: Persuasive Speaking | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 14.1 Choose a topic that seeks to change or reinforce the audience’s attitudes, values, beliefs, or behavior. | Review
|
| Module 15: Team Assignment | Assignments & Assessments |
| Learning Outcomes Upon successful completion of this unit, the student shall be able to: 15.1 Explain the factors responsible for group attractiveness and effectiveness based on assigned readings. | Review
|
Grades
How your Grade will be Determined
Assessment Graded Points Percent of Final Grade Speeches Introductory Speech 100 10% Informative Speech 100 10% Persuasive Speech 100 10% Written Outlines Introductory Speech Outline 25 2.5% Informative Speech Outline 25 2.5% Persuasive Speech Outline 35 3.5% Written Reaction Papers Introductory Speech Reaction Paper 25 2.5% Informative Speech Reaction Paper 25 2.5% Persuasive Speech Reaction Paper 25 2.5% Discussions 10 Discussion Questions @ 20 points each 200 20% Chapter Quizzes 10 Chapter Quizzes @ 30 points each 240 24% Group Work Team Assignment 100 10% Total 1000 100%
Grading Scale Grades Percentage Grade = A 90-100+% Grade = B 80-89.9% Grade = C 70-79.9% Grade = D 60-69.9% Grade = F 59.9%-0.0%
| Assessment | Graded Points | Percent of Final Grade |
| Speeches | ||
| Introductory Speech | 100 | 10% |
| Informative Speech | 100 | 10% |
| Persuasive Speech | 100 | 10% |
| Written Outlines | ||
| Introductory Speech Outline | 25 | 2.5% |
| Informative Speech Outline | 25 | 2.5% |
| Persuasive Speech Outline | 35 | 3.5% |
| Written Reaction Papers | ||
| Introductory Speech Reaction Paper | 25 | 2.5% |
| Informative Speech Reaction Paper | 25 | 2.5% |
| Persuasive Speech Reaction Paper | 25 | 2.5% |
| Discussions | ||
| 10 Discussion Questions @ 20 points each | 200 | 20% |
| Chapter Quizzes | ||
| 10 Chapter Quizzes @ 30 points each | 240 | 24% |
| Group Work | ||
| Team Assignment | 100 | 10% |
| Total | 1000 | 100% |
| Grading Scale | |
| Grades | Percentage |
| Grade = A | 90-100+% |
| Grade = B | 80-89.9% |
| Grade = C | 70-79.9% |
| Grade = D | 60-69.9% |
| Grade = F | 59.9%-0.0% |
Policies and Procedures
You are responsible for being familiar with all BC Online policies and procedures related to your activity in this course.
Attendance and Participation
Attendance
During the first week of class, you must complete the designated activity in the course to verify attendance. Typically the Syllabus Quiz from the online orientation is the designated activity. You must complete the Syllabus Quiz with a score of 100% from the online orientation. Simply logging into the course will not satisfy your attendance during this time. As with an on-campus course, students who are reported for non-attendance in an online course who are withdrawn are still responsible for paying for the course. If you do not complete the requirements of the first week of class, you should drop the course by the official drop/add deadline or expect to pay for the course.
Participation
Regular, active, and meaningful participation in online learning activities is an important component of this class and is essential to your success. Logging into the class does not count towards participation and attendance. You must actively participate in class activities by completing discussions, assignments, and assessments. It is recommended to check your email, the announcements, and class discussions regularly. Your date of last attendance is based on the last day you completed a documented class activity.
The following are academically related activities for the purpose of participation and attendance:
- Participation in a graded discussion board,
- Assessment attempt,
- Assignment submission, and
- Initiating contact with your instructor to ask a class-related question via D2L email
If you stop participating in any of the aforementioned activities you will be withdrawn from the class and receive a W or, if it is your third attempt, an F. If you stop participating after the withdrawal date, you will receive an F. Ongoing communication with the instructor is critical to your class success.
During the first week of class, you must complete the designated activity in the course to verify attendance. Typically the Syllabus Quiz from the online orientation is the designated activity. You must complete the Syllabus Quiz with a score of 100% from the online orientation. Simply logging into the course will not satisfy your attendance during this time. As with an on-campus course, students who are reported for non-attendance in an online course who are withdrawn are still responsible for paying for the course. If you do not complete the requirements of the first week of class, you should drop the course by the official drop/add deadline or expect to pay for the course.
Participation
Regular, active, and meaningful participation in online learning activities is an important component of this class and is essential to your success. Logging into the class does not count towards participation and attendance. You must actively participate in class activities by completing discussions, assignments, and assessments. It is recommended to check your email, the announcements, and class discussions regularly. Your date of last attendance is based on the last day you completed a documented class activity.
The following are academically related activities for the purpose of participation and attendance:
- Participation in a graded discussion board,
- Assessment attempt,
- Assignment submission, and
- Initiating contact with your instructor to ask a class-related question via D2L email
Student Initiated Withdrawals
If you are concerned about your ability to succeed in this class, it is important to make an online appointment to speak with your instructor and an academic advisor as soon as possible. It is important for you to understand the financial and academic consequences that may result from class withdrawal.
Academic Honesty
Upon gaining access to access to D2L you are expected to keep your username and password confidential. Sharing access or passwords to D2L is considered a breach of the academic honesty policy and could result in you being removed from your class. When you log-in to D2L, you do so with the understanding and agreement that you will produce your own work, complete class assignments and discussions yourself, and to take class exams, tests or quizzes without the assistance of others.
Your academic work must be the result of your own thought, research, or self-expression. Academic misconduct includes, but is not limited to the following: cheating, plagiarism, unacceptable collaboration, falsification of data, aiding and abetting dishonesty, unauthorized or malicious interference, hacking computer property or software, and online disturbances. Please refer to the Student Code of Conduct Policy and the Student Code of Conduct section located in the Student Handbook for more information.
All required class activities are subject to submission to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.
Types of Academic Dishonesty:
- Cheating: Is defined as obtaining or attempting to obtain, or aiding another to obtain credit for work by dishonest or deceptive means.
- Plagiarism: The use of words or ideas of the original creator without attribution as if they were your own. Plagiarism ranges from copying someone else’s work verbatim and elaborating on or altering someone else’s work.
- Self-Plagiarism: Submitting or reusing parts of a previous paper without referencing source it was first submitted. This includes retaking a course and turning in previously submitted papers and data.
- Unacceptable Collaboration: Using answers, solutions, or ideas that are the results of collaboration without citing the fact of the collaboration is improper.
- Falsification of Data: Making up or falsifying information and data. Examples include making up or altering data for an experiment or citing reference to sources you did not actually use.
- Pay Services: Employing an assignment writing service or having another write the paper for you.
- Enabling: Aiding and abetting another student in an act of academic dishonesty. Examples include giving someone a paper to copy and allowing someone access to your account.
- Unauthorized or malicious interferences: If one person deliberately interferes with the work or activities of another person on purpose to cause the other harm or irreparable damages.
Academic honesty violations are considered a breach of policy and may result in academic penalties (zero points on the assignment/test in question, and/or a failing grade for the class), disciplinary action, and/or referral to the Dean of Student Affairs.
Return to Table of Contents
Your academic work must be the result of your own thought, research, or self-expression. Academic misconduct includes, but is not limited to the following: cheating, plagiarism, unacceptable collaboration, falsification of data, aiding and abetting dishonesty, unauthorized or malicious interference, hacking computer property or software, and online disturbances. Please refer to the Student Code of Conduct Policy and the Student Code of Conduct section located in the Student Handbook for more information.
All required class activities are subject to submission to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.
Types of Academic Dishonesty:
- Cheating: Is defined as obtaining or attempting to obtain, or aiding another to obtain credit for work by dishonest or deceptive means.
- Plagiarism: The use of words or ideas of the original creator without attribution as if they were your own. Plagiarism ranges from copying someone else’s work verbatim and elaborating on or altering someone else’s work.
- Self-Plagiarism: Submitting or reusing parts of a previous paper without referencing source it was first submitted. This includes retaking a course and turning in previously submitted papers and data.
- Unacceptable Collaboration: Using answers, solutions, or ideas that are the results of collaboration without citing the fact of the collaboration is improper.
- Falsification of Data: Making up or falsifying information and data. Examples include making up or altering data for an experiment or citing reference to sources you did not actually use.
- Pay Services: Employing an assignment writing service or having another write the paper for you.
- Enabling: Aiding and abetting another student in an act of academic dishonesty. Examples include giving someone a paper to copy and allowing someone access to your account.
- Unauthorized or malicious interferences: If one person deliberately interferes with the work or activities of another person on purpose to cause the other harm or irreparable damages.
Return to Table of Contents
Student Grievance
Procedures for student grievances are found in the student handbook. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is your obligation to make an effort to resolve the matter with your instructor. If the matter is not resolved with your instructor, then you may contact academic affairs associate dean.
Communication and Faculty Response
Communication
Use the D2L email tool only for private, personal, one-to-one communication with a specific individual, or groups of individuals. Do not send class related emails to the instructor's BC email address. In the event that the class communication tools are unavailable for more than 24 hours, the instructor will communicate with students (if necessary) via their BC email address.
Faculty Response
Class emails will be answered within 24 hours. It is recommended that you post class-related questions in the discussion area. Other students may have the same questions as you or may even be able to answer your questions. If you need information related to a test or assignment, plan ahead and submit your questions in advance of the due date.
Communication
Use the D2L email tool only for private, personal, one-to-one communication with a specific individual, or groups of individuals. Do not send class related emails to the instructor's BC email address. In the event that the class communication tools are unavailable for more than 24 hours, the instructor will communicate with students (if necessary) via their BC email address.
Faculty Response
Class emails will be answered within 24 hours. It is recommended that you post class-related questions in the discussion area. Other students may have the same questions as you or may even be able to answer your questions. If you need information related to a test or assignment, plan ahead and submit your questions in advance of the due date.
Netiquette
In all online communication, it is expected that all students will follow rules of online "netiquette". Netiquette is a set of rules for polite online behavior that all members of this class are expected to follow. Review some of the general netiquette rules.
Individuals who violate the netiquette policy or engage in disruptive online behaviors such as flaming (posting disrespectful or hostile comments), posting inappropriate comments, or shouting (posting messages using all capitals) may have their class access privileges revoked and/or they may be referred to the Student Dean. Students who continue to engage in unacceptable online behavior even after being warned, may be permanently denied access to the class and/or may receive an F for the class.
Please don't use email short hand like ROTFLO (rolling on the floor laughing out loud) or BTW (by the way) - not everyone knows what these abbreviations mean. If you want to use emoticons (smileys) to convey feelings, please stick with the basics happy :-) sad :-( or wink ;-). Others are less well known and are subject to different interpretations. The idea is to be clear in your communications.
Individuals who violate the netiquette policy or engage in disruptive online behaviors such as flaming (posting disrespectful or hostile comments), posting inappropriate comments, or shouting (posting messages using all capitals) may have their class access privileges revoked and/or they may be referred to the Student Dean. Students who continue to engage in unacceptable online behavior even after being warned, may be permanently denied access to the class and/or may receive an F for the class.
Please don't use email short hand like ROTFLO (rolling on the floor laughing out loud) or BTW (by the way) - not everyone knows what these abbreviations mean. If you want to use emoticons (smileys) to convey feelings, please stick with the basics happy :-) sad :-( or wink ;-). Others are less well known and are subject to different interpretations. The idea is to be clear in your communications.
Privacy Notice
Broward College is committed to the privacy of all students. In accordance with institutional policy and the U.S. Family Education Rights and Privacy Act of 1974 (FERPA), Broward College protects the privacy of student education records. The college does not release private records of individual students, such as grades and class schedules, without prior written consent of the student. However, privacy and public records obligations of the college are governed by applicable Florida statutes and U.S. federal laws.
Course access records, quiz scores grades, email postings, discussion postings, file submissions, and chat room conversations are stored. This is a good reason to make sure that your communications adhere to proper netiquette. Please refer to the student handbook for more information.
Course access records, quiz scores grades, email postings, discussion postings, file submissions, and chat room conversations are stored. This is a good reason to make sure that your communications adhere to proper netiquette. Please refer to the student handbook for more information.
Critical Event Procedures
The health, safety and welfare of our faculty, staff, and students are of utmost importance, and we want to ensure that students are aware of the steps Broward College takes in preparing for an emergency event or severe weather. The BC Alert system uses a layered approach to communication, reaching out to the College community with emails, text messages, phone calls and postings to the web. In addition to the information that will be available through BC Alert, there are several hotlines that will be updated with College status information in the event of a storm or other emergency:
Emergency Hotline: 954-201-4900
In the event of a school closing due to weather or other major event that might impact class schedules, the instructor will post an announcement and/or send an email indicating what changes, if any, the event will have on the course schedule and due dates.
Emergency Hotline: 954-201-4900
In the event of a school closing due to weather or other major event that might impact class schedules, the instructor will post an announcement and/or send an email indicating what changes, if any, the event will have on the course schedule and due dates.
Changes to the Syllabus
The instructor reserves the right to make changes to the class syllabus. The syllabus is a guide and every attempt is made to provide an accurate overview of the class. However, circumstances and events may make it necessary for the instructor to modify the syllabus during the semester which may depend on the progress, needs, and experiences of the students. Changes to the syllabus will be made with advance notice. In the event that changes become necessary, students will be notified through class email, the discussion board, and/or the announcements tool.
Disability Services
If you need academic accommodations and/or disability services support, you must contact the Office of Disability Services (ODS). It is your responsibility to contact the ODS to document disability prior to receiving services. You must notify the instructor that you have registered with the ODS and provide the instructor a copy of the ODS letter. Your documentation and any related communication with your instructor remain strictly confidential.
Technical Resources
When taking any online course, you should know how to use an internet browser, a word processing program, send and receive e-mail, and download and upload files. Some online courses use additional software. Refer to the Class Schedule and Assignments section below for additional details. Although the help desk strives to assist our students in the best way possible they cannot be held responsible for class hardware and/or software purchases that are found to be unsatisfactory, insufficient, defective, misused, or incompatible with current system setups.
Visit the technical requirements page for a complete list of system and software requirements.
- Password Reset
- If your password does not work or you forgot it, click this link to reset it: student password reset.
- If you need further support, please contact the BC help desk at 954-201-7521 or helpdesk@broward.edu.
- Technical Problems
- If you need help using D2L, you can review the step-by-step tutorials
Visit the technical requirements page for a complete list of system and software requirements.
- Password Reset
- If your password does not work or you forgot it, click this link to reset it: student password reset.
- If you need further support, please contact the BC help desk at 954-201-7521 or helpdesk@broward.edu.
- Technical Problems
- If you need help using D2L, you can review the step-by-step tutorials
Help Desk
For year-round, 24 hour technical assistance, please visit the 24/7 Help Desk page.
Return to Table of Contents
Return to Table of Contents
