COMM 122 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5659 Page 1 of 3 3/7/2014 COMM 122 SANTA BARBARA CITY COLLEGE ASSOCIATE DEGREE CREDIT COURSE OUTLINE Department: Communication Subject Area and Course Number: COMM 122 Course Title: Mediated Interpersonal Communication Discipline: Communication Studies (Speech Communication) Units: 3 Repeatability: May be repeated 0 time(s) Catalog Course Description: Introduction to the principles of interpersonal communication with an emphasis on selfanalysis, interpersonal relationship dynamics, research and effective oral presentation. Description for Schedule of Classes: Introduction to the principles of interpersonal communication. Lecture Hours: 48 54 Total Hours - 3.2 per week Laboratory Hours: None Prerequisite: None Concurrent Corequisite: None Course Advisories: None Limitation on Enrollment: None Math and English Skills Advisories Eligibility for ENG 110 or ENG 110H or ENG 110GB Course Objectives: 1. Evaluate their own communication competence. 2. Describe how their self-concept and social identities affect their interpersonal perception and communication. 3. Identify areas for improvement in their own relationships. 4. Find and summarize social science research in the field of interpersonal communication. 5. Design, organize, and deliver an effective oral presentation. 6. Utilize peer and instructor feedback for improvement of oral communication. Student Learning Outcomes: 1. COMM122 SLO1 - Apply appropriate verbal and nonverbal elements when communicating orally. 2. COMM122 SLO2 - Apply interpersonal communication theory to analyses of the self and of real interpersonal relationships. 3. COMM122 SLO3 - Explain the fundamental concepts and theories of interpersonal communication. Course Content and Scope: 1. Introduction A. Nature of interpersonal communication: Students will be able explain what constitutes an interpersonal relationship. B. Communication competence: Students will be able to evaluate their current interpersonal communication competence according to the communication competence model, in order to determine areas of improvement. C. Students will learn the major functions and characteristics of the verbal, nonverbal, and mediated communication channels. 2. Self-Analysis A. Self-concept: Students will be able to identify how their self-concept affects their communication. B. Social identity: Students will be able to identify how their worldview and social identity affects communication.
COMM 122 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5659 Page 2 of 3 3/7/2014 C. Students will learn about the process of interpersonal perception and common perceptual errors that impact interpersonal relationships. 3. Interpersonal Relationship Dynamics A. Relational paths: Students will learn about the natural processes of relational escalation and de-escalation. B. Relational maintenance: Students will learn about relational conflict and climate and use this knowledge to analyze areas for improvement in their own relationships. 4. Research Skills A. Researching: Students will learn to find and evaluate social science research. B. Synthesizing and summarizing: Students will learn to decipher important information, make connections between information, and incorporate the information into three main points in support of a thesis. C. Citing: Students will learn to use proper APA citation format. 5. Oral Skills A. Students will learn how to effectively deliver an oral presentation in a recorded medium, with a focus on effective use of vocal tone, rate of speech, use of silence, and oratory skills. B. Students will learn how to effectively deliver an oral presentation to a non-immediate (mediated) but synchronous (live) audience, with a focus on live oratory skills for both face-to-face and mediated presentations. C. Evaluation: Students will learn to critically evaluate their own and other presentations for the purpose of development and improvement. Methods of Instruction: Discussion, Lecture, Mediated Learning, Observation and Demonstration A.Reading in textbook on topics relating to course objectives. B.Mediated lecture of textual materials to expand upon and clarify topics in text. C. Reading and discussion about the unique characteristics of the mediated environment and how it affects our interpersonal communication D. Student observation and assessment of oral skills (both student's and others'). Sample Assignment -Sample Assignment: Research Presentation OBJECTIVE: You will research a topic in interpersonal communication according to the guidelines for scholarly research, select two peer-reviewed journal articles on your topic, design a presentation outline around a central thesis, and deliver your 4-5 minute presentation to the class on Skype using effective oral delivery skills. There will be three presentation slots during which ten students will deliver their presentations to our live class audience. Once you have signed up for a presentation time, you have committed to be fully present as a live online audience member and presenter during the entire hour. Presentations not delivered at the designated time will receive a zero. STEPS: 1.Read the textbook chapter associated with your chosen topic in advance to fully understand the topic. 2.Find at least two pieces of scholarly research on the specific topic you selected, following the research guidelines in your textbook. Make sure the articles you find are from a journal listed in your textbook as a peer-reviewed communication journal (see research chapter), and make sure it is full text, not just an abstract. Read the article, focusing on the Introduction and the Discussion sections. 3. Create a central thesis that pulls together the points you d like to make in one BIG IDEA. Then devise three main points that will support your thesis. Put your information into a presentation outline following the guidelines learned in class. 4. Submit your presentation evaluation for peer review and adapt it based on feedback. 5. Add visual and audio aids to increase the effectiveness of your presentation, following the guidelines for effective aids. 6. Practice your presentation using the methods discussed in your course materials. 7. Deliver your live (online) presentation to the class using the oral presentation skills you ve learned. 8. Read your classmates feedback about your presentation. Sample Outline for Research Presentation: TOPICAL PATTERN I. Introduction A. Attention getter B. Audience motivation/rationale C. Personal credibility/expertise D. Thesis statement E. Preview of main ideas Transition II. Main Point #1 (First claim, write here as COMPLETE sentence that supports your thesis statement). A. Facts, statistic, example, narrative, or testimony in support of your claim (with appropriate APA citation) B. Facts, statistic, example, narrative, or testimony in support of your claim (with appropriate APA citation). Transition III. Main point #2 (Second claim, write as COMPLETE sentence that supports your thesis statement). A. Facts, statistic, example, narrative, or testimony in support of your claim (with appropriate APA citation) B. Facts, statistic, example, narrative, or testimony in support of your claim (with appropriate APA citation). Transition IV. Main point #3 (Third claim, write as COMPLETE sentence that supports your thesis statement). A. Facts, statistic, example, narrative, or testimony in support of your claim (with appropriate APA citation) B. Facts, statistic, example, narrative, or testimony in support of your claim (with appropriate APA citation). Transition V. Conclusion A. Re-state thesis statement: B. Review of Main Ideas: (list briefly, no details) C. Reference back to attention getter/clincher Sample Assignment 2: Analysis and Application Students will create and deliver an asynchronous (recorded), mediated (online) oral presentation analyzing their self-concept and social identity using the method of Digital Storytelling. Required Assignments Assignments in the course include but are not limited to: Research Presentation: Students will deliver a live oral presentation of communication research over Skype to an audience of at least ten peers and the instructor. Analysis and Application Assignment: Students will deliver a recorded oral presentation analyzing their communication style and patterns and how they affect interpersonal relationships.
COMM 122 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5659 Page 3 of 3 3/7/2014 Methods of Evaluation: A. Objective quizzes and examinations to check understanding of textual material. B. Evaluation of students' ability to effectively identify and analyze own communication behavior. C. Evaluation of oral skills presented in a recorded presentation. C. Evaluation of the ability to find, summarize, and synthesize peer-reviewed research in the discipline. C. Evaluation of oral communication skills for effective face-to-face and mediated presentations. Appropriate Texts and Supplies: Interpersonal Communication: Navigating Relationships in a Changing World, Hutchinson, C.C., Hayden-McNeil, 2014 Origination Date: 10/08/2009 CAC Approval Date: Board Approval Date: Proposed Effective Start: Fall 2014 5659
COMM 131 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5529 Page 1 of 3 3/7/2014 COMM 131 SANTA BARBARA CITY COLLEGE ASSOCIATE DEGREE CREDIT COURSE OUTLINE Department: Communication Subject Area and Course Number: COMM 131 Course Title: Fundamentals Of Public Speaking Discipline: Speech Communication Units: 3 Repeatability: May be repeated 0 time(s) Catalog Course Description: Instruction in public speaking, stressing audience analysis, organization and support of ideas. Students prepare and deliver speeches on topics of current concern. Video-taped replays and instructor evaluation provide feedback on performance. Description for Schedule of Classes: Instruction in public speaking, stressing audience analysis, organization/support of ideas. Students prepare and deliver speeches on topics of current concern. Lecture Hours: 48 54 Total Hours - 3.3 per week Laboratory Hours: None Prerequisite: None Concurrent Corequisite: None Course Advisories: None Limitation on Enrollment: None Math and English Skills Advisories Eligibility for ENG 110 or ENG 110H or ENG 110GB Course Objectives: 1. Employ the principle of invention by devising creative speech topics. 2. Exercise ethical considerations in the development and presentation of ideas. 3. Adapt ideas to listeners' attitudes, values, and beliefs. 4. Conduct library research personal interviews, and other information-gathering activities. 5. Select verbal and audio/visual supporting material according to the needs of the speech subject and situation. 6. Employ the principle of disposition by organizing speech content in compliance with standard structural rules. 7. Develop effective speech introductions and conclusions. 8. Present five speeches including informative, epideictic (speech of tribute), forensic (speech of argument), deliberative (speech to persuade), and an assigned speech on a particular theme. 9. Evaluate classroom speeches, their own presentations, and messages to which students are exposed in everyday life. 10. Gain control and command over speech anxiety. Student Learning Outcomes: 1. COMM131 SLO1- Describe the functions and types of oral communication. 2. COMM131 SLO2 - Adapt ideas to listeners' attitudes, values, and beliefs. 3. COMM131 SLO3 - Select and effectively use specific methods of organization appropriate to their speaking goals. 4. COMM131 SLO4 - Select and effectively use verbal and audio/visual supporting material in speech delivery. Course Content and Scope: 1. Historical and contemporary rhetorical contexts A. The evolution of public speaking B. Communication models 2. The first speech: an overview of planning and presentation 3. Audience analysis and adaptation A. Demographic audience analysis B. Psychological audience analysis 4. Gathering supporting materials A. Verbal supporting materials
COMM 131 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5529 Page 2 of 3 3/7/2014 B. Audio-visual supporting materials 5. Structuring ideas A. Topical and logical outlining B. Informative and Persuasive structural formats C. Composing introductions and conclusions 6. Using voice and body to communicate A. Nonverbal code systems B. Methods of delivery 7. Reasoning to logical conclusions A. Components of argument B. Inductive and deductive reasoning 8. Evaluating public address A. Classroom critiques and basic rhetorical criticism B. Fallacies of speech and writing a. Material fallacies b. Psychological fallacies 9. The process of persuasion A. Persuasion versus propaganda B. The elements of persuasive messages C. Persuasion theory a. Cognitive dissonance b. Maslow's hierarchy of needs 10. The elements of style Methods of Instruction: Discussion, Mediated Learning, Projects, Service Learning 1. Readings in textbook and student handbook on topics related to course objectives. 2. Video recorded and in-person lecture and discussion to enhance and expand coverage of text topics as well as introduce additional topics of course value. 3. In-class exercises including impromptu speeches, handbook exercises, and student-generated activities. 4. Outside of class activities to apply course concepts beyond the classroom experience. 5. In-class presentations including four formal speaking assignments. 6. Videotaped exemplification of contemporary and historical speeches as well as examples of effective former student speeches. 7. Videotaping of each student's speeches for subsequent self-evaluation. 8. Essay-based examinations to test understanding and application of concepts. 9. Written evaluations of speaking efforts and other essay-format activities to test comprehension and expression. 10. Oral and written feedback provided by the instructor for each speaking assignment. Sample Assignment -Introductory Speech Assignment Time Requirement: 3-4 min. Organizational Pattern: Your outline must include an introduction, 3 main points, and conclusion. Use the outline template on the following pages to make sure you fulfill all required parts of the speech Assignment Description: This assignment requires you to learn about either 1) your personality type (find by taking assessment at www.humanmetrics.com), or 2) your astrological sign, and present your findings to the class in an informative speech following the format listed in the general speech outline on the following pages. Assignment Objectives: After completing this assignment you should be able to: - organize an informative speech using a basic speech outline - use transitions to signal the parts of your speech - introduce and conclude your speech using the steps suggested in the basic speech outline - assess your initial level of speech anxiety and identify your strengths and weaknesses at the outset of class Assignment Requirements: - Speech Outline and Rehearsal (due the day of your speech) - Speech Debrief (due the class period after your speech) Steps to take in designing your speech: 1. Choose your topic/do preliminary research 2. Write a tentative thesis statement (central idea). 3. Create your main points. 4. Finish research & develop each main point with the supporting material you ve found 5. Plan your introduction and conclusion 6. Write outline 6. Rehearse 9. Bring completed labs to class on day of your speech (rehearsal and outline) Required Assignments 1. Introductory Speech - Outline - Speech Debrief (self-evaluation based on video recording of self performance) 2. Informative Speech - Outline - Speech Debrief 3. Persuasive Speech - Outline - Speech Debrief 4. Group Nonprofit Speech - Outline - Speech Debrief 5. 10 quizzes on text reading and assigned speech videos 9. Essay-based final exam Methods of Evaluation: 1. Performance on speaking assignments according to various content, composition, and delivery criteria. 2. Performance on various written assignments such as speech debriefs and outlines. 3. Participation in online Moodle forum discussion, and completion of assigned out-of-class activities. 4. Performance on quizzes/examinations--objective and essay formats. Appropriate Texts and Supplies: Speak Up! An Illustrated Guide to Public Speaking, Fraleigh, D. M & Tuman, J. S., Bedford St. Martin's, 2011 Other Materials Students are also required to purchase the Communication 131 Handbook containing assignments, exercises and examples (prepared by individual instructor),
COMM 131 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5529 Page 3 of 3 3/7/2014 Origination Date: 10/08/2009 CAC Approval Date: Board Approval Date: Proposed Effective Start: Fall 2014 5529
COMM 162 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5644 Page 1 of 2 3/7/2014 COMM 162 SANTA BARBARA CITY COLLEGE ASSOCIATE DEGREE CREDIT COURSE OUTLINE Department: Communication Subject Area and Course Number: COMM 162 Course Title: Mediated Communication in Organizations Discipline: Communication Studies (Speech Communication) Units: 3 Repeatability: May be repeated 0 time(s) Catalog Course Description: Study of communication in organizations. Topics include organizational culture, interpersonal and group processes, the impact of new communication technologies, and strategic organizational communication, with a special focus on designing and delivering effective business presentations. Description for Schedule of Classes: Study of communication in organizations. Organizational culture, interpersonal/group processes, communication technologies, and presentations. Lecture Hours: 48 54 Total Hours - 3.2 per week Laboratory Hours: None Prerequisite: None Concurrent Corequisite: None Course Advisories: None Limitation on Enrollment: None Math and English Skills Advisories Eligibility for ENG 110 or ENG 110H or ENG 110GB Course Objectives: 1. Describe the meaning and significance of organizational culture and communication climate. 2. Describe the verbal and nonverbal behaviors required for effective communication in organizations across contexts. 3. Apply new skills for group decision-making and problem-solving. 4. Find, evaluate, and synthesize supporting material for a presentation. 5. Organize a presentation using one of the major organizational patterns. 6. Use multimodal verbal and visual support to effectively deliver a presentation. Student Learning Outcomes: 1. Demonstrate knowledge of theories of organizational communication behavior including individual, group, and organizational determinants. 2. Design, organize, and deliver an effective business presentation. 3. Demonstrate knowledge of new communication technologies used for interpersonal, small group, and presentational purposes. Course Content and Scope: Course Content and Scope: 1. Fundamentals of Communication in Organizations A. Settings and functions of organizational communication B. Formal, informal, and mediated communication networks C. Organizational culture and communication climate D. Verbal, nonverbal, and mediated communication channels 2. Interpersonal and Small Group Communication Processes A. Fundamentals of interviewing B. Interpersonal communication in organizations C. Group and team processes D. Meeting management and problem solving 3. Presentational Speaking
COMM 162 http://www.curricunet.com/sbcc/reports/course_outline_html.cfm?courses_id=5644 Page 2 of 2 3/7/2014 A. Types and functions of presentations B. Topic selection and research C. Organizing a presentation D. Verbal and visual support for presentations E. Delivering a presentation Methods of Instruction: Lecture, Mediated Learning, Observation and Demonstration, Discussion A. Reading in textbook on topics relating to course objectives. B. Recorded lecture of textual materials to expand upon and clarify topics in text. C. Instructor and peer feedback on oral presentation skills Sample Assignment -Sample Required Assignments Individual Presentation and Team Presentation General Description: Students will create two business presentations (one individual and one team) following the guidelines for effective business presentations, and submit their progress in each step of the presentation design process for peer and instructor evaluation and feedback (topic selection, development, organization, presentation practice). Detailed Assignment Description: OBJECTIVE: You will research a topic in organizational communication according to the guidelines for scholarly research, design a presentation outline around a central thesis, convert your presentation to PowerPoint or Prezi, and deliver your presentation to the class The individual presentations will be voice-narrated over your slides, and the team presentation will be delivered live (online). Each student will peer evaluate three individual and three team presentations. STEPS: 1. Select a topic related to new technologies in organizational communication, using the guidelines for topic selection. 2. Find at least two pieces of research on the specific topic you selected. Make sure the information you find is from reputable and credible sources (see research chapter for guidelines). 3. Create a central thesis that pulls together the points you d like to make in one BIG IDEA. Then devise three main points that will support your thesis. (see text for details). 4. Submit your presentation outline for peer review and adapt it based on feedback. 5. Add visual aids to increase the effectiveness of your presentation, following the guidelines for effective visual aids. 6. Practice your presentation using the methods discussed in class. 7. Record (for individual presentation) or deliver (for team presentation) your presentation using the oral presentation skills you ve learned. 8. Read your classmates feedback about your presentation. Sample Outline for Research Presentation: TOPICAL PATTERN I. Introduction A. Attention getter B. Audience motivation/rationale C. Personal credibility D. Thesis statement E. Preview of main ideas Transition II. Main Point #1 (First claim, write here as COMPLETE sentence that supports your thesis statement). A. (First reason why your claim is true) 1. (Facts/statistics) 2. (Example, narrative, or testimony) B. (Second reason why your claim is true) 1. (Facts/statistics) 2. (Example, narrative, or testimony) Transition III. Main point #2 (Second claim, write as COMPLETE sentence that supports your thesis statement). A. (First reason why your claim is true) 1. (Facts/statistics) 2. (Example, narrative, or testimony) B. (Second reason why your claim is true) 1. (Facts/statistics) 2. (Example, narrative, or testimony) Transition IV. Main point #3 (Third claim, write as COMPLETE sentence that supports your thesis statement). A. (First reason why your claim is true) 1. (Facts/statistics) 2. (Example, narrative, or testimony) B. (Second reason why your claim is true) 1. (Facts/statistics) 2. (Example, narrative, or testimony) Transition V. Conclusion A. Re-state thesis statement: B. Review of Main Ideas: (list briefly, no details) C. Reference back to attention getter/clincher Required Assignments 1. Individual Presentation: Students will individually create and deliver one recorded Powerpoint or Prezi presentation. 2. Team Presentation: Students will create and deliver one live online presentation in groups of 3. 3.Discussion answers and responses: Students are required to view or read an assigned online resource addressing the topic they are studying each week, answer a series of questions about how to apply the information, and respond to each others' answers with feedback. Methods of Evaluation: A. Objective quizzes and examinations to check understanding of textual material. B. Evaluation of students' ability to apply course material to required weekly discussions online. C. Evaluation of oral skills presented in a recorded presentation. D. Evaluation of oral communication skills in a live presentation. Appropriate Texts and Supplies: Communicating at Work: Principles and Practices for Business and the Professions., Adler, R. & Elmhorst, J, McGraw- Hill., 0 Business Communication: In Person, In Print, Online, Newman, Amy, Cengage, 2015 Origination Date: 10/08/2009 CAC Approval Date: Board Approval Date: Proposed Effective Start: Spring 2014 5644
Cañada College Official Course Outline 1. COURSE ID: COMM 110 TITLE: Public Speaking C-ID: COMM 110 Semester Units/Hours: 3.0 units; a minimum of 48.0 lecture hours/semester Method of Grading: Grade Option (Letter Grade or P/NP) Recommended Preparation: Eligibility for ENGL 100. 2. COURSE DESIGNATION: Degree Credit Transfer credit: CSU; UC AA/AS Degree Requirements: Cañada GE Area A: ENGLISH LANGUAGE COMMUNICATION AND CRITICAL THINKING: A1: Oral Communication Requirement CSU GE: CSU GE Area A: ENGLISH LANGUAGE COMMUNICATION AND CRITICAL THINKING: A1 - Oral Communication IGETC: IGETC Area 1: ENGLISH COMMUNICATION: C: Oral Communication (CSU requirement only) 3. COURSE DESCRIPTIONS: Catalog Description: This course provides a practical and theoretical introduction to the fundamental principles of public speaking through an audience-centered approach, and a forum for practicing public speaking skills. Students discover, develop, and criticize ideas in public discourse through research, reasoning, organization, composition, presentation, and evaluation of various types of speeches, including informative and persuasive speeches. Critical thinking & listening skills are realized through speaker and audience analysis. Speeches are delivered in both impromptu (spontaneous) and extemporaneous (prepared) modes. Schedule of Classes Description Theory and techniques of public speaking in a democratic society, including discovery, development, and criticism of ideas in public discourse. Focus is on various types of speeches, including informative and persuasive. 4. STUDENT LEARNING OUTCOME(S) (SLO'S): Upon successful completion of this course, a student will meet the following outcomes: 1. Analyze the role of the audience, both from a speaker's perspective and from the audience perspective, engaging in critical and analytical listening. 2. Develop greater confidence to effectively present extemporaneous speeches that incorporate both verbal and nonverbal elements of delivery. 3. Use critical thinking to identify socially significant and intellectual topics that will be researched, developed, and organized in speech outlines 5. SPECIFIC INSTRUCTIONAL OBJECTIVES: Upon successful completion of this course, a student will be able to: 1. Use critical thinking to identify socially significant and intellectual topics that are researched, developed, and organized in speech outlines. 2. Analyze the role of the audience, both from a speaker's perspective and from an audience perspective, engaging in critical and analytical listening. 3. Develop greater confidence to effectively present extemporaneous speeches that incorporate both verbal and nonverbal elements of delivery. 4. Understand and explain general principles of communication 6. COURSE CONTENT: Lecture Content: 1. Research of Principles of Human Communication Identification of significant topics Investigation of appropriate resources, including secondary sources such as library research and/or interviews Synthesis of research into well-developed outlines
Synthesis of research into well-developed outlines 2. Audience Analysis Identification of audience needs, including understanding audience values in society Demonstration of audience awareness by selection of appropriate and necessary information and ethical awareness Demonstration of critical and analytical listening by incorporating response to audience feedback 3. Theory and Techniques of Public Speaking Use of organizational strategies in crafting extemporaneous speeches Illustration of control through practice Control of nonverbal elements of delivery Impact of disfluencies on delivery 4. Critique of public speaking Self-critique Analysis of peer speeches Analysis of famous speeches, and critical analysis of public discourse 5. Elements of effective group presentations Roles and types of public speaking Cohesive style and design 6. Visual Aids Clarity of design Visual appeal Usefulness and appropriateness 7. Critical Listening Skills Honors Content: 1. Research Identification of significant topics Investigation of appropriate resources, including secondary sources such as library research and/or interviews Synthesis of research into well-developed outlines 2. Audience Analysis Identification of audience needs, including understanding audience values Demonstration of audience awareness by selection of appropriate and necessary information and ethical awareness Demonstration of critical and analytical listening by incorporating response to audience feedback 3. Delivery Use of organizational strategies in crafting extemporaneous speeches Illustration of control through practice Control of nonverbal elements of delivery Impact of disfluencies on delivery 4. Critique of public speaking Self-critique Analysis of peer speeches Analysis of famous speeches 5. Elements of effective group presentations Roles Cohesive style and design 6. Visual Aids Clarity of design Visual appeal Usefulness and appropriateness 7. Honors Extended research on a current significant topic Incorporation of multiple perspectives in group presentations Incorporation of theories from classical rhetoric Significant development of critical peer response 7. REPRESENTATIVE METHODS OF INSTRUCTION: Typical methods of instruction may include:
A. Lecture B. Critique C. Discussion D. Guest Speakers E. Individualized Instruction F. Observation and Demonstration 8. REPRESENTATIVE ASSIGNMENTS Representative assignments in this course may include, but are not limited to the following: Writing Assignments: A. Compose full-sentence outlines and/or speech plans. B. Prepare effective speech notes. C. Prepare written peer feedback. D. Prepare self-critque of presentation and/or written goals for improvement. Reading Assignments: A. Study required text assignments. B. Research and gather supporting materials. C. Review sample speaking plans and outlines. Other Outside Assignments: A. Conduct appropriate research and/or oral interviews. B. Rehearse and deliver at least four speeches, including informative and persuasive. C. Provide peer feedback D. Apply critical listening skills to media analysis. To be Arranged Assignments (if applicable): Not applicable 9. REPRESENTATIVE METHODS OF EVALUATION Representative methods of evaluation may include: A. Class Participation B. Class Performance C. Class Work D. Exams/Tests E. Final Class Performance F. Final Performance G. Final Public Performance H. Group Projects I. Oral Presentation J. Papers K. Quizzes L. Research Projects M. At least four speech presentations will be required, including at least one informative and one persuasive. Topic selection, delivery, research, content development, use of visual aids, speech outlines/plans, and critiques of speeches will be evaluated according to the principles outlined in the text. Presentations will range from 3-7 minutes each, and must be delivered in front of a live audience. Written full-sentence speech outlines and/or speech plans. College-level research and properly cited published materials (MLA or APA) are required. Assignments such as quizzes, exams, essays, speech analyses, peer feedback, and self-evaluations may be assigned in order to assess student comprehension and mastery of class lectures, in-class group activities, readings, and homework. 10. REPRESENTATIVE TEXT(S): Possible textbooks include: A. Lucas, S. E.. The Art of Public Speaking, 11th ed. New York, NY: McGraw Hill, 2012 B. O'Hair, D., Rubenstein, H. & Stewart, R.. A Pocket Guide to Public Speaking, 4th ed. Boston, MA: Bedford/St. Martin's, 2012 C. Jaffe, C.. Public Speaking: Concepts and Skills for a Diverse Society, 7th ed. Belmont, CA: Thomsom/Wadsworth, 2013 D. Bebee, S. A., & Bebee, S. B.. Public Speaking Handbook, 4th ed. Upper Saddle River, NJ: Pearson, 2013
E. O'Hair, D., Stewart, R., & Rubenstein, H.. A Speakers Guidebook, 5th ed. Boston, MA: Bedford/St. Martin's, 2012 F. Bebee, S. A., & Bebee, S. B.. Public Speaking: An Audience-Centered Approach, 8th ed. Boston, MA: Pearson/Allyn & Bacon, 2012 Origination Date: November 2012 Curriculum Committee Approval Date: December 2012 Effective Term: Fall 2013 Course Originator: Jessica Kaven
1. COLLEGE: WEST LOS ANGELES COLLEGE 2. SUBJECT: COMMUNICATION STUDIES 3. COURSE NUMBER: 151 4. COURSE TITLE: SMALL GROUP COMMUNICATION 5. UNITS: 3 6. CATALOG COURSE DESCRIPTION: Section I: BASIC COURSE INFORMATION Outline Status: Approved Outline This course provides an analysis of the purposes, principles and types of discussions. Emphasis is placed on developing skills to assume roles of leadership and active participation. Creative decision making, groupthink, the nature of power, conflict management, anger management and problem solving are explored. 7. CLASS SCHEDULE COURSE DESCRIPTION: This course focuses on the skills necessary for effective communication in small group discussions. Topics covered include creative decision making, conflict management, anger management, leadership, groupthink, problem solving and the nature of power. 8. INITIAL COLLEGE APPROVAL DATE: 9. LAST UPDATE DATE: 2/12/14 10. CLASS HOURS: Standard Hrs Per Week (based On 18 weeks) Total Hs per Term (hrs per week x 18) Units Lecture: 3 54 3 Lab/Activity (w / homework): 0 0 0 Lab/Activity (w /o homework): 0 0 0 Lecture: 3 Lecture: 54 Lecture: 3 Lab: 0 Lab: 0 Lab: 0 Totals: Total: 3 Total: 54 Total: 3 Totals In Protocol: Lecture: 3 Lecture: 54 Lab: 0 Lab: 0 Total: 3 Total: 54 Total: 3 11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT: Note: The LACCD's Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course's prerequisite, corequisite or advisory is an 'appropriate and rational measure of a student's readiness to enter the course or program' and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.
PREREQUISITES: No Subject Number Course Title Units Validation Approval Date COREQUISITES: No Subject Number Course Title Units Validation Approval Date ADVISORIES: No Subject Number Course Title Units Validation Approval Date 12. OTHER LIMITATIONS ON ENROLLMENT: (See Title 5, Section 58106 and Board Rule 8603 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply): Enrollment should be maintained at a level that will permit active participation in small group discussions
1. COURSE CONTENT AND OBJECTIVES: COURSE CONTENT AND SCOPE - Lecture: Outline the topics included in the lecture portion of the course (Outline reflects course description, all topics covered in class). Section II: COURSE CONTENT AND OBJECTIVES Communication competence, verbal and non-verbal Groups as systems â synergy, establishing boundaries. Groupspeak. Task and social dimensions of groups. Individual versus group performance. Panel discussions Symposiums Facilitating discussions Norms. Holding individuals accountable. Types of roles. Effective leadership Active listening. Developing effective teams â setting goals, structuring team empowerment Effective versus effective decision making Creative problem solving Critical thinking Groupthink Power Conflict management Conflict as a transactional process Negotiation Anger management Hours COURSE OBJECTIVES - Lecture: per Upon successful completion of this course, the student will be able to..(use action verbs - see topic Bloom's Taxonomy for 'action verbs requiring cognitive outcomes.') 3 3 3 9 6 3 3 3 3 3 3 3 3 3 3 Total: 54 COURSE OBJECTIVES â Lecture (If applicable): Upon successful completion of this course, the student will be able toâ (Use action verbs â see Bloomâ s Taxonomy below for â œaction verbs requiring cognitive outcomes.â ) Define synergy. Analyze communication competence. Define groupthink. Define Groupspeak. Establish criteria for problem solving. Compare and contrast individual and group performance. Formulate rules for effective communication in small groups. Schedule small group meetings. Organize panel discussions Organize symposiums. Select topics for discussion. Research topics. Evaluate information for presentations. Contribute well-researched information to group discussions. Identify qualities of effective leaders. Distinguish between cooperative and competitive climates. Facilitate discussion. Demonstrate leadership. Employ active listening. Define conflict as content or relationship based. Explain styles of conflict management. Recognize conflict as a transactional process. Distinguish between critical and uncritical thinking. Identify strategies for anger management. Analyze power in groups. Total Hrs In Protocol: 54 1. (cont'd) LAB:
COURSE CONTENT AND SCOPE - Lab: Outline the topics included in the laboratory portion of the course (Outline reflects course description, all topics covered in class). Total: 0 Hours per topic COURSE OBJECTIVES - Lab: Upon successful completion of this course, the student will be able to..(use action verbs - see Bloom's Taxonomy for 'action verbs requiring cognitive outcomes.') Total Hrs In Protocol: 0 1. (cont'd) SLO: STUDENT LEARNING OUTCOMES - (Quote the appropriate Institutional SLO's in this column): Institutional SLOs: HOW WILL THESE STUDENT LEARNING OUTCOMES BE ASSESSED - (Explain how each outcome will be assessed in this column): A. Critical Thinking B. Communication Program SLOs: Plan speeches (discussions) that have clear purposes: to inform, to debate, to persuade or to resolve conflict. Employ effective interpersonal communication skills and strategies that foster improved relationships with other individuals in dyads or small groups. Participate in discussions designed for specific purposes. Lead a session in conflict resolution. Participate in discussions that lead to project develoment and problem solving. Employ small group communication strategies. Course SLO: At the end of the course, the successful student will be able to define, analyze, and apply group problem-solving concepts. Writing assignment. Essential Academic Skills: Reading and Communication 2. REQUIRED TEXTS: Provide a representative list of textbooks and other required reading; include author, title and date of publication: Communicating in Groups: Applications and Skills, Adams and Galanes, 2012; The Fundamentals of Small Group Communication, Myers and Anderson, 2008 3. READING ASSIGNMENTS: If applicable, reading assignments in this course may include but are not limited to the following:
Newspaper, internet and magazine articles about problem solving, groupthink, anger management and other topics covered in the course. A variety of sources to prepare for panel discussions and symposiums. 4. WRITING ASSIGNMENTS: Writing assignments, as required by Title 5, in this course may include, but are not limited to the following: Essay exams. Outlines for discussions. Reviews of discussions to include observations of such things as synergy, focus, conflict management and resolution. Journal entries or reports on group dynamics as observed in a variety of settings. Essential Academic Skills: Critical Thinking and Other Course Components 5. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING: Provide examples of assignments, as required by Title 5, that demonstrate critical thinking. Select topics for group discussions and symposiums. Formulate rules for group interaction. Evaluate and organize research for presentations. Analyze group dynamics in a variety of settings. Report on group meetings. Compose outlines for presentations. Solve problems raised in role playing. 6. SELF-REFLECTIVE LEARNING: If applicable, describe how students will reflect on their development as active learners. Provide representative examples below. Students may submit reports evaluating their roles in their groups. Students may submit writing assignments evaluating course information and reflecting on the ways in which the information is integrated into their own coursework. 7. COMPUTER COMPENTENCY: If applicable, explain how computer competency is included in the course. All of the skills mentioned above will be employed to enhance knowledge of small group communication. Students may access the Internet to read online articles. 8. INFORMATION COMPENTENCY: If applicable, explain how information competency is included in the course. Gender, culture and race may be considered in analyzing small group communication. Students may be asked to use library print and electronic resources.
Evaluation and Instruction 9. REPRESENTATIVE OUTSIDE ASSIGNMENTS (Homework): Out of class assignments may include, but are not limited to the following: As noted in #4. 10. METHODS OF EVALUATION: Title 5, section 55002 requires grades to be 'based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.' Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed 'Course Objectives' at the beginning of Section II): The student will fulfill the course objectives in Section II, Number 1 by analyzing and applying effective techniques of small group communication. Written assignments and performance will be evaluated by the instructor. 11. METHODS OF INSTRUCTION: Methods of instruction may include, but are not limited to the following. Discussion Activity Field Experience Independent Study Purposeful Collaboration Other (Please Explain) Research topics for presentation. 12. SUPPLIES: List the supplies the student must provide. Students may use the Internet to research topics. All written assignments must be written on computer. 13. DIVERSITY: If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course. Gender, culture and race may be considered in analyzing small group communication.
13. SCANS COMPETENCIES: (required for all courses with vocational TOP Codes; recommended for all courses) SCANS (Secretary's Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses): RESOURCES Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules. Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments. Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them. INTERPERSONAL Participating as Member of a Team: Working cooperatively with others and contributing to group's efforts with ideas, suggestions and effort. Teaching Others New Skills: Helping others learn needed knowledge and skills. Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority. Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests. Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds. INFORMATION Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy. Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion. Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.
Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information. SYSTEMS Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them. Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance. Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality of products or services and developing new or alternative systems. TECHNOLOGY Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results. Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and operating machines, including computers and their reprogramming systems. Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.
Section III: RELATIONSHIP TO COLLEGE PROGRAMS 1. THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE DEGREE OR CERTIFICATE PROGRAM: Yes a. If yes, the course will be a requirement portion of the 'approved program' listed on the State Chancellor's Inventory of Approved Programs (approved programs can be found on the State Chancellor's Office website at https://misweb.cccco.edu/webproginv/prod/invmenu.htm) Speech AA - Program: 150600 State ID: 03322 2. GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE STATUS: a. Area Requested: D(2). Communications and Analytical Thinking Approval Date: 11/18/13 If applicable, provide an explanation of how the course meets the General Education parameters for one of the five general education areas - Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and Physical Education -- contained in Board Rule 6201.14 -General Education Requirements. http://www.laccd.edu/board_rules/documents/ch.vi-articleii.pdf Previously approved b. Area Requested: None Approval Date: If applicable, provide an explanation of how the course meets the General Education parameters for one of the five general education areas - Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and Physical Education -- contained in Board Rule 6201.14 -General Education Requirements. http://www.laccd.edu/board_rules/documents/ch.vi-articleii.pdf
Section IV: ARTICULATION INFORMATION (Complete in consultation with College Articulation Officer) 1. TRANSFER STATUS: a. Transferable to the University of California: Yes b. UC Approval Date: c. Transferable to the California State University: Yes d. College Approval Date: 2. GENERAL EDUCATION FOR TRANSFER: IGETC Certification a. Area Requested: b. Date Requested: c. IGETC Approval Date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in IGETC Certification Guidelines. CSU Certification a. Area Requested: b. Date Requested: c. CSU Approval Date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in CSU Certification Guidelines. a. 2nd Area Requested: b. Date Requested: c. IGETC Approval Date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in IGETC Certification Guidelines. a. 2nd Area Requested: b. Date Requested: c. CSU Approval Date: If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in CSU Certification Guidelines. 3. MAJOR REQUIREMENT FOR TRANSFER: Will this course be articulated to meet lower division major requirements?: No List college/university and the majors: CAN NUMBER: CAN SEQUENCE #: CAN Approval - Date requested: Date approved:
Section V: SUPPLEMENTAL COURSE INFORMATION 1. DEPT/DIVISION NAME: Language Arts 2. DEPT/DIVISION CODE: 35 3. SUBJECT CODE: 201 4. SUBJECT ABBREVIATION: COMM 5. RECOMMENDED MINIMUM QUALIFICATION AREA: 6. ABBREVIATION FOR TRANSCRIPTS: SMALL GROUP COMM 7. DEGREE CREDIT: Indicate whether the course meet the 'standards for approval' for degree credit course set forth in Title 5, section 55002(a)(2), which requires the course to have a degree of intensity, difficulty, and vocabulary that the curriculum committee has determined to be at the college level: Degree Applicable 8. GRADING METHOD: LETTER GRADE 9. REPETITIONS: # of times repeated for credit: 0 If this course is repeatable, explain how repetition of this course meets Title 5, section 55041(c)(2)(B): 10. PRIOR TO TRANSFERABLE LEVEL: This course attribute applies toenglish, Writing, ESL, reading and mathematics courses ONLY. If applicable, indicate how many levels below the transferable level this course should be placed: Not applicable 11. CREDIT BASIC SKILLS: Title 5, section 55000(j) defines basic skills as 'courses in reading, writing, computation, and English as a Second Language, which are designated as non-degree credit courses pursuant to Title 5, section 55002(b).': No 12. CROSS REFERENCE: Is this course listed as equivalent in content to existing College/District courses in another discipline?: No If Yes, list courses (documentation of cross-discipline agreement must be provided): 13. COURSE SPECIFICALLY DESIGNED FOR STUDENTS W/ DISABILITIES: Title 5, section 56029 allows a course to be repeatable when continuing success of the students with disabilities is dependent on additional repetitions of a specific class. Is this course designated as an 'approved special class' for students with disabilities?: No If yes, provide an explanation of how this course meets the requirements of Title 5, section 56029:
14. COOPERATIVE EDUCATION STATUS: Title 5, section 55252 allows for two types of Cooperative Education: 1) General Work Experience Education -- i.e., supervised employment, which is intended to assist students in acquiring desirable work habits, attitudes and career awareness, which need not be related to the students' educational goals; or 2) Occupational Work Experience Education - - i.e., supervised employment, extending classroom based occupational learning at an on-the-job learning station, which is related to the students' educational or occupational goal. Is this course part of the collegeâ s approved cooperative work experience education program?: No 15. COURSE CLASSIFICATION: Credit Course Note: A courseâ s Classification, TOP Code and SAM code must be aligned â e.g., Courses with an 'Occupational' Course Classification must have an 'Occupational' TOP Code and a SAM Code of A, B, C, or D; courses that do not have an 'Occupational' Course Classification cannot have an Occupational TOP Code and must have an 'E' SAM Code. Courses coded as 'basic skills' in #11 should be coded 'Adult and Secondary Basic Skills.' 16. TOP CODE - (6 digits XXXX.XX): 1506.00 Course content should match discipline description in Taxonomy of Programs found at http://ecd.laccd.edu/taxonomyofprograms.pdfcurriculum.htm 17. SAM CODE (Student Accountability Model): E 18. FUNDING AGENCY CODE: 19. STATE COURSE ID:
Section VI: APPROVAL STATUS 1. APPROVAL STATUS: Approval Date Of Board Date Requested Effective Semester Approved Effective Semester a. New Course College: Board: 10/20/95 Effective Semester: Effective Semester: b. Addition of Existing District Course College: Board: Effective Semester: Effective Semester: c. Course Change* College: Effective Semester: Effective Semester: d. Outline Update College: 11/18/13 Effective Semester: e. New Course College: Effective Semester: Effective Semester: f. New Course College: Board: Effective Semester: Effective Semester: * Changes to a course require the completion of a 'Course Change Request' form and approval by the college's Curriculum Committee. In some cases districtwide approval is also required; see, Administrative Regulation E-65, section 3(c) for details.
Section VII: APPROVAL INFORMATION FOR NEW OR ADDED COURSES (complete in consultation with Department Chair and the appropriate Academic Administrator) 1. ORIGINATOR: Witucki, Jane 2. DEPARTMENT: 35 3. IF THIS IS A NEW COURSE, INDICATE HOW THE COLLEGE PLANS TO MEET THE EXPENSE OF THIS COURSE: By additional funds. Describe: By deleting courses from the college catalog and course database. List specific courses to be deleted: By deleting sections of existing course. List courses and number of sections to be deleted: FIRST YEAR: SECOND YEAR: THIRD YEAR: By rotating sections of existing courses. List courses and number of sections to be rotated, as well as the semesters in which they will be offered: 4. IMPACT IMPACT -- Will this course directly impact other course offerings and/or associate degree or certificate programs on campus? No (If yes, briefly explain how) 5. METHOD OF SUPPORT -- Indicate how the college plans to support the proposed course: A. Additional staff -- List additional staff needed: B. Classroom -- List classroom type needed: C. Equipment -- List new equipment needed and indicate funding source for any new equipment: D. Supplies- List supplies and indicate dollar value: E. Library/Learning Resources- The course initiator shall consult with the College Librarian and review the college library,
book, periodical, and electronic resource collections relevant to this course. List additional titles and resources to be considered for purchase as funding permits:
CERTIFICATION AND RECOMMENDATION This course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate Degree. course. This course meets Title 5 requirements but does not satisfy the requirements for an Associate Degree applicable We certify that the information and answers above properly represent this course. Originator Date Department/Cluster Chairperson Date Articulation Officer Date Librarian Date Dean (if applicable) Date Curriculum Committee Chairperson Date Academic Senate President Date Vice President, Academic Affairs Date College President Date
Section VIII: ADDENDA (Uploaded Documents) DE Addendum DE Addendum Dist Ed Approval Form.doc Communication Studies 151- SLO Addendum SLO Addendum SLOAddendum.docx DE Addendum DE Addendum Dist Ed DDL Delivery Strategies 151.doc DE Addendum DE Approval Dist Ed Approval Comm 151.doc
O'Donnell, Ken From: Sent: To: Cc: Subject: Attachments: O'Donnell, Ken Saturday, March 08, 2014 7:53 AM Laura Castro (Castro@sbcc.edu); Janet Stringer (stringerj@smccd.edu) Mark Van Selst (Mark.VanSelst@sjsu.edu) your submissions for on-line delivery of CSU-approved oral communication 5b Cañada College COMM 110.pdf; 5a SBCC oral communication outlines.pdf Dear Laura and Janet, Please thank your faculty on my behalf for proposing online versions of oral communication courses. I m writing with feedback and a question. At the direction of our Chancellor s General Education Advisory Committee, these outlines skipped our usual staff review and went straight to faculty in the discipline. Those reviewers were satisfied that the outlines addressed the learning outcomes we look for in any of these courses, but told me that before approving, they wanted to know more about how the courses would use this technology in particular. (In the words of one, this is a pilot case but one with human subjects, and we have an obligation to know how the colleges plan to use technology to bring about the learning proposed here.) Please write back to me with a brief email detailing what the on-line delivery itself will look like. For example, do students present speeches in groups before others on camera, in ways that the faculty member will evaluate? Or will the students sit alone and face the camera? How many times will a speech be delivered using distance technology? A few sentences per course should be enough. Note that some of your outlines may already address one or two of these questions, but none seemed to hit all of them. At my request, the reviewers provided me with the language below, which I m including for you to pass along to your faculty. We are encouraged that Santa Barbara City College and Cañada Community College have chosen to put forward online versions of oral communication courses to participate in the General Education Advisory Committee s trial program for using online technologies to fulfill this general education requirement. We believe that there may have been a misunderstanding of what was to be reviewed prior to giving these institutions permission to participate in the trial. Rather than submitting forms for courses already approved as fulfilling the oral communication requirement, the committee would like to review how each campus proposes to use online technologies in offering these courses. Specifically, we are interested in reviewing how students will interact with other students enrolled in the course and how oral assignments will be handled in the online environment, particularly in terms of means for offering students feedback aimed at improving their performance as speakers. We would also invite these applicants to participate in assessing student performance in these courses by sharing recordings of student work at various points in the course (particularly, at the beginning and the end of the course, in a manner that would show individual student progress as speakers). Of course, we realize that local campus policies regarding sharing student work with others would need to be followed and that student permission to share the work would need to be obtained, but we hope that faculty at these applicant institutions would assist us in providing this sort of assessment data as part of participating in the trial program. As you see, all of us sincerely appreciate the attention you re giving this, and don t mean to move the goal posts arbitrarily. As you propose courses like this, we learn more about what we need to see in them. 1
We also want to learn with you how this works, which is why the faculty note ends with an invitation to share assessments, at your discretion. What they reveal could help more students at other community colleges and in the CSU benefit from what you re taking on. Thank you again, and I ll look forward to hearing back from you. Ken Ken O'Donnell Senior Director, Student Engagement and Academic Initiatives & Partnerships California State University Office of the Chancellor 562-951-4735 kodonnell@calstate.edu 2