ROWAN UNIVERSITY
Communication Studies Department
INTERPERSONAL COMMUNICATION
CMS 06.206, Spring, 2008
Tues, Thurs

Dr. Foulger

SectionRoomTimecrnhegis
1 Hawthorne 104 9:25am-10:40am20270cms062061
2Westby Hall 2361:45 pm - 3:00 pm22138cms062063

Semester Syllabus

Class Schedule and Assignments /Discussion Notes / Compact Syllabus (the class handout)

Course Description

We live in our communication, and no form of communication occupies more hours our days than our interpersonal interaction with others in dyads (pairs, couples, twos, etc) and informal small groups. It is in our interpersonal communication, more than anything else, that defines who we are and the nature of our relationships with others. Interpersonal communication is not just something we do, it is something we live. It is the dominant form of communication in most of our lives, whether we are talking to parents, friends, significant others, spouses, salespeople, coworkers, bosses, employees, etc. Even if we make a career in the mass media as journalists or broadcasters, it is our interaction with others (interpersonal interviews and interactions with colleagues) that will shape our careers and career opportunities. We will find, build, sell, and often even write our stories through interaction with others.

This course will explore face-to-face communication, one of the oldest forms of human communication, and its variants, including the many technological mediated interpersonal communication systems that you use every day (telephones, cell phones, texting, instant messaging, computer conferencing, etc. The course will mix theory with research and daily practice as we look for ways to improve our friendships, relationships, and our social and business interaction with others.

Required Text

Additional Materials

Learning Objectives

  1. Students should understand a variety of interpersonal communication theories well enough to usefully apply them to improving their own communication and understanding the communication successes and failures of others.

  2. Students should be able to distinguish the fundamental structures and processes associated with interpersonal communication, whether mediated or face to face, and usefully compare the different theories they have studied.
  3. Students should know how to find, read, and analyze research in interpersonal communication, including theoretical descriptions of the communication process, empirical tests of those theories, and systematic observations of real world communication.

Outcomes Assessment

Your understanding of interpersonal communication theories and research will be assessed through two exams (36% of your grade), a research paper (24% of your grade), an interpersonal resume (10% of your grade), and several different kinds of participation, including participation in discussions (8% of your grade), submission of questions (8% of your grade), and submission of "think" assignments (8% of your grade), and in class group assignments (6% of your grade). You should aim to write research paper that is at least nine pages long (not including the cover page or references), that explores an topic in interpersonal communication in more detail.. You will be expected to BOTH find, read, and make use of at additional original references and to apply the theory to your own life. We'll discuss detailed expectations as you start work on the papers, but the maximum grade for five pages is a C and the maximum grade for seven pages is a B. The two exams will take the form of classic question and answer testing. Essay questions will require you to compare different theories of interpersonal communication we have studied during the semester. Other questions will probe your specific knowledge of the readings and class discussions. The second exam will be comprehensive, covering all of the material in the course.

Grading:

 WeightDescription
Mid-Term Exam12%Classic Question and Answer testing, conducted in the middle of the semester. Covers all of the material up until mid-term.
Final Exam24%Classic Question and Answer testing, conducted at the end of the semester. Covers all of the material covered in the course, including classroom material and book material.
Reflective Paper on Interpersonal Skills at work8%An mid-semester exercise in which you will apply your knowledge of interpersonal communication you have gained in the course to that point to your work as a health professional. This will take the general form of a five paragraph essay. Details of this reflective paper will be provided before it is due.
Term Paper24%You will be expected to write a research paper on a topic related to Interpersonal Communication theory and research. A sensible research paper will select a single topic that we examine in the course and take a look at that topic in more detail. In order to do this you will need to go find additional references related to the topic. The term paper will proceed in three stages. In the first stage you will select a topic (via a set of think assignments). In the second stage you will select a set of references, create an annotated bibliography, and create an outline. In the last stage you will complete the paper.
Interpersonal Resume8%An end of semester exercise in which you will apply your knowledge of interpersonal communication to your interpersonal communication history and activities. You will do the basic work of developing this resume throughout the semester via Think Assignments (see below) such that, at the end of the semester, you should be able to readily build an "interpersonal resume" that outlines and examines significant interpersonal experiences of your life. While I'm sure such a resume will never have any particular value in getting a job or even a relationship, it may help you to understand yourself a little better and will give you an additional chance to explore what you've learned this semester.
Think Assignments8%Think assignments generally entail doing thinking about a problem or question involving thought or observation and summarizing your findings in brief on one side of a 3x5 card. I don't grade these assignments. Simply turning them in on time nets the points so long as you appear to have taken the assignment seriously. Think Assignments will frequently be used in the course of class discussions.
Questions8%You should bring two questions to class each day based on the readings. Write them on one side of an index card. Class sessions will often take the form of a conversation based, in part, on your questions.
Participation8%This portion of the grade is based on your ability to intelligently talk about the subject matter of the class session, based on the readings. Your ability to both ask good questions and participate in answering them will depend on your familiarity with the days readings. If I feel strongly that the class is not prepared, I may give a quiz that will count as a part of this portion of the grade.
Total Grade 100%(based on above)
Effort BonusUp to 10%An optional addition, based on good and enthusiastic participation, interest in subject matter, etc. There is no guarantee I will give any of these points to anyone.

Just to be clear. In my class A means exception, B means above average, C means average, D means below average, and F means you did not meet expectations. I generally give out a small number of A's and a much larger number of B's. If you keep up with the course and take it seriously, you should have no trouble getting one. I do not give students A's simply because they want (or think they need) a higher GPA. You have to earn it my my standards.

Discussion Notes

My usual practice is to make my lecture/discussion notes directly available to the class via the Internet. If it is possible to do so I will display those notes during class. You can print them out later. You may be able to print them out before class, but I don't guarantee that you will. I frequently change my discussion notes right up to the beginning of class (and sometimes during class). The version posted at the end of class can generally be considered to be reliable, but I occasionally modify them after class based on class discussions.

Online Discussion Group

A class discussion group may be maintained for the class, either via Blackboard CE (which replaces Web-CT this year or using Moodle. When it is set up, you can also use the group to exchange of any class-related information or questions, especially those questions you didn’t want to ask in class. Only class members will be able to post to the forum or read messages on the forum. I will provide additional information when it is available.

Course Rules

  1. Attendance is required for all classes, including the final exam period. Punctuality is much desired.
  2. Complete reading assignments, questions, and think assignments prior to coming to class. Be prepared to discuss readings.
  3. Write in your own words. Reference the ideas you use to the original sources. Plagiarism and cheating will are unacceptable.
  4. Papers should be printed out for submission. Double space your papers and print them out using standard 12 point fonts (Ariel, Times Roman, and Courier are all acceptable). I will notice attempts to pad the length of your papers with oversized fonts, margins, and line spacing and count it against you.
  5. Unexcused late papers will be penalized 1/2 of a letter grade if one period late and one full grade thereafter.

Attendance Policy

Attendance is mandatory. Punctuality is much desired. While I am unlikely to lock the door, the participation requirements of this class make it inevitable that I will take account of missed class time in computing grades. You should not, as a general note, ask me for "permission" to miss class. While I will try to be understanding of documented emergencies, the basic reality (which has more to do with your ability to learn when you aren't in class than anything else) is that absences make your grade grow smaller.

Plagiarism and Cheating:

I have caught a number of students attempting to pass off other people's work as their own. Such behavior is unacceptable in any classroom, and I won't accept it in mine. My usual practice will be to zero any assignment on which a student has been found to be cheating and consult with the department chair on what other actions may be appropriate

Examples of cheating include:

Bottom line: Write in your own words and reference the ideas you use to the sources you read them in.

Late Assignments:

It is your responsibility to ensure that all assignments are submitted by the due date. I will reduce the grade on an assignment by one half letter grade if one period late and one full grade thereafter. As a general rule, it is always best to turn in assignments on time, but not turning in an assignment at all is far worse than turning them in late. A letter grade penalty is far less onerous than a zero.

Good Advice

  1. There will be reading and writing assignments associated with most clases. Most writing assignments will be brief, but you don't want to fall behind. If you can't keep up with the readings, papers, or other assignments, you may want to drop the course early on and try again in another semester.
  2. Keep a copy of any paper you submit, just in case the original gets lost.
  3. Write your name on the front of any assignment you submit, including questions, think assignments, and papers.
  4. Assuming you work on a computer, maintain backups of your paper in a reliable and convenient format. USB flash drives work on just about all computers now, can be readily obtained for less than $20.00, and are much less likely to fail than diskettes. Assume the worst. Maintain two backups.
  5. If at any time you find yourself confused or have questions, especially in terms of the writing assignmentss, please ask me (either in class or in private) for help. One person's question may help countless others in class. If you can't meet me during my office hours, we can probably find another time.

Disabling Conditions

Students who have a disabling condition which might interfere with their ability to successfully complete this course are encouraged to speak to me confidentially. I will be happy to cooperate in identifying alternate means of demonstrating such mastery where there is a demonstrable need.

Bottom line: I'm here to help.

Questions, Problems and Incomplete's:

If you have a question I encourage you to ask it in class. There are no stupid questions; only answers that didn't need to be. If you don't know the answer to a question it is likely someone else is curious as well. Please ask. The worst that can happen is that I defer my answer to a meeting after class or during office hours.

If you have a problem in the class I encourage you to contact me as quickly as possible. Several means of contact are listed at the top of my Rowan University home page, including telephone, e-mail, and instant messenger. I also maintain regular office hours. Note, in particular, that I will not grant an incomplete for the course unless you talk to me about it in advance or I am aware of conditions which would make it impossible for you to do so.