Department of Communication
Illinois State University
I believe that communication plays a central role in the process of teaching and learning. That is, teachers should communicate their expectations clearly and follow through with them consistently. I feel that teacher clarity affects the relational climate of the classroom and that teachers and students share in the responsibility of clarifying classroom content and processes.
I view the classroom as a secondary socialization process and a unique culture where the teacher is the only native. That is, the teacher is the only one who knows, in advance, what the expectations of the classroom are. Students must identify the environmental demands and speculate about the strategies necessary to meet these demands successfully. Because students have a vested interest in the outcome of their own instruction, they attempt to share ownership of the culture. They will seek to reduce uncertainty about classroom expectations by using one of three clarification strategies: asking, observing, or challenging. In short, challenge behavior is a mediational strategy that students may use to share ownership of the classroom culture and may be manifested by behaviors that are contrary to teacher expectations.
I view students as active agents in establishing, maintaining, and changing the conventions of the classroom culture. This may sound counter intuitive to the teacher being the only native. However, I also feel that teachers should be student-centered in creating rules, standards, and expectations. That is, teachers should consider the rights and learning styles of the students and the climate/culture of the classroom. It is in this way, that students do have an indirect influence on teacher decisions. Thus, the classroom is a place of mutual influence rather than simply teacher influence.
These beliefs about teachers, students, and the classroom truly reflect my teaching
philosophy and have implications for the way I conduct class. Because I consider the
classroom to be a secondary socialization process and a unique culture, I pay special
attention to the communication of classroom expectations on the first day of class
(See Appendix F: Course Syllabi). I also try to get students involved in a class assignment
where they can introduce and get to know each other within the first week of class
(See Appendix F: "Any Bag" Presentation Assignment within COM 283 Course
Materials). Because I believe that students have a vested interest in the outcome of
the class, I provide them the opportunity to critically reflect on course grades and
challenge them constructively (See Appendix EE: Evaluation Challenge Procedure). Because
I believe that students take an active role in the classroom and help to negotiate
the climate of the classroom culture, I try to get the students involved in the learning
process. One way that I attempt to do this involves having students evaluate their
active preparation for and participation in class (See Appendix EE: Participation Grade
Sheets). I also give students opportunities to lead classroom discussions and process
classroom activities with regard to course content (See Appendix F: Instructional Discussion
and Activity Assignment Sheets in COM 283 Materials). Additionally, students are provided
many opportunities to apply course material to real-life experiences (See Appendix
F: Artifact Assignment in COM 110 Materials; See also Appendix DD: Artifact Examples
from COM 110). Because I think that effective teaching requires that we (teachers)
strike a balance between the way we teach and the way students learn, I feel strongly
that we should incorporate a variety of instructional strategies to meet the diverse
needs of our students (See Appendix F: Course Materials). All this-to create a positive
classroom environment which is conducive to learning.
In addition to Directing Language and Communication (which includes training, mentoring, and supervising 40 GTAs to teach approximately 80 sections of COM 110 each semester), I have the following teaching responsibilities:
I have also chaired and/or participated in the following thesis committees, independent studies, or other independent academic work with students.
Thesis Committees:
Danielle Dietrich (Chair)
Travis Russ (Chair)
Jennifer Stitt (Chair)
Christy Carson
Susan Owens
Karla Huffman
Taunya Peters
Frank Powell
39 Hour Option:
Eugene Narciso (Chair)
Brandi Wells-Chumbley
Comprehensive Exam Committees:
Kristy Coop-Schickel (Chair)
Danielle Garey (Chair)
Daisy Johnson
Susie Knobrach
Independent Study:
Susan Owens (Graduate Teaching Assistant Research)
Melissa Grant (Graduate Teaching Assistant Training Packet)
Following is a summary/synthesis of the open-ended responses for two sections of Language and Communication (COM 110) taught in the spring of 1998 and the fall of 1999.
What are the strengths of this instructor as a teacher?
Dr. Simonds is easy to relate to. Her ideas and methods are easy to adapt to.
She is very clear and is willing to explain things in different ways when we don't understand her. She answers questions clearly. She goes over things in class clearly and well.
This teacher is always enthusiastic about teaching. She is always willing to answer questions and she explains lessons really well. She is always prepared to teach. She treats all students equally. She graded papers fairly and constructively.
She makes learning fun and easy.
Enthusiastic, Knowledgeable, Respectful, Helpful.
Willingness to help students transition into college.
She is very organized. She is always willing to spend extra time meeting with students.
She was enthusiastic and encouraged the class to make connections between real-life and what we learned. She was friendly and made it very clear that we could always come to her with questions.
She is very understanding and listens to all the questions and view points brought up in class.
Being able to provide examples that relate and help us understand the course material.
She teaches with refreshing enthusiasm.
I had a great time being in her class.
Her grading system was fair and a little tough. This helped us to improve ourselves.
I liked the way she held all of us to a high standard.
Fair, honest, sticks to the syllabus.
What, if any, are the limitations of this instructor as a teacher?
None that I could identify.
Her grading is a little too critical. Her standards are too high.
Did not experience any.
Sometimes she favored certain topics over others.
Her position in the university [as director of the course] can be a little intimidating to first year students.
Following is a summary/synthesis of the open-ended responses for the Seminar in Communication Education (COM 481) taught in the summer of 1998 and Communication for the Classroom Teacher (COM 283) taught in the spring of 2000.
What are the strengths of this instructor as a teacher?
Very Knowledgeable, Plans Work, Can Effectively Communicate with class.
Very organized; Used many forms of teaching strategies including discussion, activities, lecture, and group-work.
She is very organized and clear. She shows a true love for the subject matter and her enthusiasm is contagious.
She is good about letting students know when what she is saying is her opinion as opposed to fact or general knowledge in the field.
She has the ability to clearly explain course objectives and expectations of student performance.
Showed respect for all students. She opened my eyes to the big picture of graduate school and theory. She allows students to be in control of their own learning.
She is very effective in facilitating discussions.
Dr. Simonds exhibits patience and understanding of what it is to experience student frustrations in the classroom. She uses her education in addition to her experiences to help explain important ideas we needed to learn. Her ability to provide examples of why things are so important was a definite strength.
Fair, friendly, experienced, knowledgeable, enthusiastic, constructive, available, organized, respectful, empathic, and helpful.
Made class fun and gives students room to be creative.
Lets students challenge grades.
She is always excited to teach.
Dr. Simonds uses different and innovative teaching techniques. She does an excellent job creating a friendly classroom environment.
What, if any, are the limitations of this instructor as a teacher?
The instructor may not be aware that some of her students may be intimidated by her input into the discussion.
Sometimes she can be too specific with the requirements on assignments.
Opinionated at times.
Are there any general comments that you would like to make about the content of the course that would improve it?
This course [COM 481] should be required of all graduate students teaching in the Communication Department during their first semester of graduate school.
This course [COM 283] needs to be required of all education majors-especially Speech Education majors.
Extremely helpful for future teachers.
I enjoyed this course very much. It can and will be applied to my future job as a teacher.
Instructor: Dr. Cheri Simonds
Office: Fell 454
Office Phone: 438-3298 (direct line/voice mail)
Office Hours: TR 10:00-10:50 & by appt.
E-mail: cjsimon@ilstu.edu
TEXTS:
Lucas, S. E. (2000). The art of public speaking, (7th ed.), Custom published for Illinois
State University New York: McGraw Hill.
Metts, S. M., Simonds, C. J., & Hunt, S. K. (Eds.) (2000). Language and communication:
Supplementary materials packet. Champaign, IL: Stipes Publishing.
ALSO REQUIRED:
A videotape for recording presentations
A three-ring binder (1 ½") to be used for the course portfolio
COURSE POLICIES:
ATTENDANCE: Regular attendance is expected. Being absent will deprive you of valuable class discussions and will also prevent you from fulfilling certain graded in-class activities/quizzes which cannot be made up. Excessive absences will effect your participation grade in this class. You are always responsible for all material distributed in your absence. Also note, any/all materials are handed out only once. If you are not in class to receive them, you should obtain the information from a fellow student.
TARDINESS: Participation/Attendance sheets will be distributed at the beginning of each class session. If you are late (and please try NOT to be), you are responsible for completing this sheet immediately after class or you will not get attendance credit for that day.
EXAMS: There will be one midterm exam and a comprehensive final exam. Exams will assess your understanding of communication concepts and theories, as well as your application and integration abilities.
SPEECHES: Each student will present three speeches:
a. Informative speech
b. Group presentation
c. Persuasive speech
All three speeches must be completed to pass the course. Each presentation will be evaluated on content and delivery. Specific details will be clearly outlined in class. Typed outlines and references are required for each (a sample will be provided). You are always welcome to bring a preliminary outline to me or an assistant for comments prior to your presentation date.
PORTFOLIO: The portfolio is a collection of your work in this course over the semester. It will represent your insights, observations, experiences, and reflections that illustrate course content. Although a detailed handout will be provided, the end product will consist of your Communication Improvement Profile (CIP), the videotape of your speeches, your speech materials, self evaluations, a series of communication artifacts, and a final communication analysis paper.
QUIZZES AND ACTIVITIES: You are expected to come to class prepared to discuss and participate in activities associated with the readings. I will not lecture over the material you have read, rather I will synthesize the material into discussions and activities, of which, you will play a large role. In order to assess your preparation for class, I will give several unannounced quizzes throughout the semester. The answers to these quizzes will be quite obvious to one who has read the material! You may NOT make-up a quiz.
ASSIGNMENT DUE DATES: All speeches, assignments, and exams must be completed on the date assigned. If you are unprepared to deliver a speech on your assigned day (you sign up for your own speech dates) or do not come to class on an exam day, you will receive a ZERO for that assignment unless an alternate due date has been previously approved or documentation has been provided for extreme circumstances.
PROFESSIONAL COURTESY: Professional courtesy includes respecting others' opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. I expect you to demonstrate these behaviors at all times in this class. With that in mind, sleeping, reading materials irrelevant to class purposes, and disrupting the class will not be tolerated and will result in the student being considered absent for that particular class period. SPEECH ETIQUETTE: On speech days, you have dual responsibilities as a speaker and an audience member. When you are presenting, you will dress appropriately. When you are an audience member, you will be attentive and ask challenging but constructive questions when the speech is finished. Because most people are nervous when they give a speech, you will be supportive both verbally and nonverbally. You will never enter or leave the room while a speech is in progress.
CHEATING/PLAGIARISM: Evidence of plagiarism or cheating on papers, speeches, or exams will result in an F on the assignment and possible dismissal from the university. The University Handbook contains the plagiarism policy that will be followed in this course and all ISU courses. Read it and understand it.
PARTICIPATION: Because Language and Communication is a skills-based, developmental course, participation is essential. Participation is a function of attendance, demonstration of having read the material, asking questions that extend the thinking of the class and instructor, contributing relevant examples, and demonstrating respect for the contributions of classmates.
SPECIAL NEEDS: According to the Americans with Disability Act (Title 7), students with special physical or academic needs are invited to notify the Office of Disability Concerns or the instructor during the first week of class so that any necessary accommodations can be made promptly.
SAFE ZONE: My office is a "safe-zone" and is intended to provide a space where gay, lesbian, bisexual, and trans-gendered persons are supported and understood and where bigotry and discrimination are not tolerated.
EVALUATION:
Informative Speech - 100 pts.
Group Presentation - 100 pts.
Persuasive Speech - 100 pts.
Portfolio - 100 pts.
Midterm Exam - 100 pts.
Final Exam - 100 pts.
Quizzes/Activities - 100 pts.
Participation - TBAThe grading scale is a standard ten percentage point scale:
90-100% = A ; 80%-89% = B; 70%-79% = C; 60-69% = D; below 60% = F
Class Participation Sheet
Attendance and active participation are a necessary part of this course. Each class period you will grade your participation. Please fill in your score (whole numbers only) based upon the following scale and provide a rationale for your score. Scores may be adjusted if the point value is not consistent with the rationale or the criteria for evaluation.
5 = Outstanding participation (completely prepared for class having read all of the required readings, contributed to the classroom experience for self and others, allowed/encouraged others to contribute in class; had insightful comments/questions for classmates and instructor; took a leading role in class activities)
4 = Good participation (prepared for class having looked over required readings; offered good comments and took an active role in class activities)
3 = Average participation (responded to questions adequately; moderately prepared, participated in class activities)
2 = Poor participation (poorly prepared; responded to questions, but briefly and with little elaboration; came to class late)
1 = Came to class, but contributed little or nothing; Arrived in class more than 10 minutes late.
0 = Absent from class; entered class during another student's speech.
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Dr. Cheri J. Simonds
Department of Communication
454 Fell Hall (438-3298)
cjsimon@ilstu.edu
Office Hours: TR 11:00-12:00
COURSE OVERVIEW (Goals and Objectives)
TEXTS
Cooper, P. J. & Simonds, C. J. (1999). Communication for the classroom teacher
(6th ed.).
Needham Heights, MA: Allyn & Bacon.
REQUIRED MATERIALS
VHS Video Tape
3 Ring Binder (1")
COURSE POLICIES
Attendance: Regular attendance is expected. Being absent will deprive you of valuable class discussions and will also prevent you from fulfilling certain graded in-class activities/quizzes which cannot be made up. Excessive absences will effect your participation grade in this class. You are always responsible for all material distributed in your absence. Also note, any/all materials are handed out only once. If you are not in class to receive them, you should obtain the information from a fellow student.
Tardiness: Participation/Attendance sheets will be distributed at the beginning of each class session. If you are late (and please try NOT to be), you are responsible for completing this sheet immediately after class or you will not get attendance credit for that day.
Exams: There will be one midterm exam and a comprehensive final exam. Exams will assess your understanding of communication concepts and theories, as well as your application and integration abilities.
Quizzes and Activities: You are expected to come to class prepared to discuss and
participate in activities associated with the readings. I will not lecture over the
material you have read, rather I will synthesize the material into discussions and
activities, of which, you will play a large role. In order to assess your preparation
for class, I will give several unannounced quizzes throughout the semester. The answers
to these quizzes will be quite obvious to
one who has read the material! You may NOT make-up a quiz. Also note, any/all materials
are handed out only once. If you are not in class to receive them, you should obtain
the information from a fellow student.
Assignment Due Dates: All major assignments and exams must be completed on the date
assigned. If you are unprepared to deliver a presentation on your assigned day (you
sign up for your own dates) or do not come to class on an exam day, you will receive
a ZERO for that assignment unless an alternate due date has been previously approved
or documentation has been provided for extreme circumstances.
Professional Courtesy: Professional courtesy includes respecting others' opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. I expect you to demonstrate these behaviors at all times in this class. With that in mind, sleeping, reading materials irrelevant to class purposes, and disrupting the class will not be tolerated and will result in the student being considered absent for that particular class period.
Presentation Etiquette: On presentation days, you have dual responsibilities as a speaker and an audience member. When you are presenting, you will dress appropriately. When you are an audience member, you will be attentive and ask challenging but constructive questions when the presentation is finished. Because most people are nervous when they present, you will be supportive both verbally and nonverbally. You will never enter or leave the room while a presentation is in progress.
Cheating/Plagiarism: Evidence of plagiarism or cheating on papers, presentations, or exams will result in an F on the assignment and possible dismissal from the university. The University Handbook contains the plagiarism policy that will be followed in this course and all ISU courses. Read it and understand it.
Participation: Because Classroom Communication is a skills-based, developmental course, participation is essential. Participation is a function of attendance, demonstration of having read the material, asking questions that extend the thinking of the class and instructor, contributing relevant examples, and demonstrating respect for the contributions of classmates.
Special Needs. According to the Americans with Disability Act (Title 7), students with special physical or academic needs are invited to notify the Office of Disability Concerns or the instructor during the first week of class so that any necessary accommodations can be made promptly.
Safe Zone: My office is a "safe-zone" and is intended to provide a space where gay, lesbian, bisexual, and trans-gendered persons are supported and understood and where bigotry and discrimination are not tolerated.
EVALUATION
Class Participation (includes attendance, punctuality,class discussion, and
daily activities - TBA
Quizzes - 100pts
Any Old Bag Speech - 10pts
Group Member Grade - 50pts
Instructional Discussion - 100pts
Student-led Activity - 100pts
Mid-term exam - 100pts
Micro-Lecture - 100pts
Portfolio - 100pts
Final exam - 100ptsThe grading scale is a standard ten percentage point scale:
90-100% = A ; 80%-89% = B; 70%-79% = C; 60-69% = D; below 60% = F
ASSIGNMENT SHEET
Note
Adapted from M. Buchanan. (1995). The Speech Teacher.
Purpose
To provide students with the opportunity to "get to know each other" so that
they may make decisions as to who they think they can work with in a group for future
assignments. To begin the process of audience analysis as well as to "break the
ice" of completing the first "speech". Finally, to provide students
the opportunity to see what it is like to stand in front of an audience.
Assignment
Students will bring to class 3 items in a bag of their choice (no book bags). The items
should be a personal reflection of the student and allow that student to share information
about themselves. The students will conclude their presentation by explaining why
they chose the bag they brought and how it reflects them personally. Be creative!
Evaluation
This assignment is worth 10 points. You must stand in front of the class for at least
1 minute (no longer than 2 minutes please). If you finish the explanation of each
item before the time limit, then the class can ask you questions to finish your allotted
time. (Remember one of the objectives of this assignment is to get a "feel" for
standing in front of the class.) Basically, if you bring in 3 items in a bag, and
stand in front of the class for at least 1 minute, you will receive 10 points. Easy
enough!
Hints
Practice working with your items. You'd be surprised how difficult it can be to talk
and manipulate items at the same time (especially if you are nervous). Make sure
you know exactly what you want to say, when you want to say it, and (most importantly)
how you want to finish it. Make sure that your presentation is at least 1 minute
long. Silence can be very uncomfortable. Most of my former students say that this
is the most difficult assignment of the semester, so from here on out is smooth sailing.
Good luck!
ASSIGNMENT SHEET
Purpose
To provide students with the opportunity to be "teacher-for-a-day". To aid
students in identifying the necessary steps in planning and presenting content material
in conjunction with large group discussion in the classroom. To provide students the
opportunity to utilize and budget class time for implementing a given objective.
Assignment
Students will be divided into groups of approximately 3-4 members each. Each group
will be responsible for presenting a chapter's major concept and relevant issues
to the class. The prologue of the instructional discussion should provide an overview
of the material in the chapter as well as provide transitional links from one point
to the next. Try to emphasize not only what is in the text, but why it is in the
text. Also, how does the information contribute to a teacher's body of knowledge?
The group will use and budget 40 minutes of class time for their presentation and
discussion. The group will lead a constructive class discussion in order to synthesize
and analyze the contents of the chapter. Give us something to talk and "think" about.
A typed list of questions that will guide the class discussion should be given to
the instructor.
Format
I. Quiz (10 minutes) to be given by instructor
II. Prologue (5 minutes)
Before opening up the discussion for the entire class to participate, the group members will answer the following questions:
1. In a nutshell, what is the author stressing in this chapter? What ideas, concepts, and instruction are important? Give a 1-2 min. overview of the chapter.
2. How do these things relate to each other and why are they included in this chapter?
3. How does the information provided in this chapter relate to and/or help us as future teachers? Give some real-life applications.
III. Class Discussion (15-20 minutes) All group members must participate in the discussion (refer to chapter 6 for information on writing questions)
IV. Exercise (10-15 minutes)
The culminating exercise should, of course, relate to the chapter. Your group may come up with your own or you may consult the instructor (well before your presentation) for ideas. Conclude your exercise by telling us in a few sentences how it relates to the chapter and how it relates to us as prospective teachers (short version of the EDIT Process).
Related Concepts
Lecture Strategies
Planning the Discussion (Chapt. 6)
Evaluation
Eighty percent of your grade will be based on the prologue and effectiveness of the
discussion and 20% will be based on your typed list of questions. Remember, class
interaction is the key to a successful discussion.
Note: Before the discussion begins, each group is responsible for
placing the desks in a U-shaped arrangement to encourage class participation. It is
the responsibility of the remainder of the class to have read the chapter to be discussed
PRIOR to the instruction discussion. A 10-point Quiz will be administered to the entire
class before the discussion begins.
ASSIGNMENT SHEET
Purpose
To provide students with the opportunity to supplement content material with experiential learning. To aid students in identifying the necessary steps in planning and processing a class activity in a given time period.
Assignment
Students will remain in their groups and plan a class period (45 min.) of activities. Students can prepare separate activities of shorter duration or prepare one long activity. The purpose is to fill the allotted time period. Students may choose the subject for the activity (i.e. elementary math, high school drama) and the target audience (i.e. preschoolers, college students). Students will be responsible for leading and processing the activity. Students should provide me with a typed outline which should include an introduction, a description of the activity, a conclusion, and any supplemental material included with the activity. Students should provide the audience with any material needed for participation in the activity. Outlines should contain the following:
I. Introduction
A. Who is the target audience?
B. How will you capture attention?
C. What has been taking place in this class prior to the activity?
D. What will the students be able to do when the activity is completed?II. The Activity Experience
A. Background (if necessary)
B. How is the activity conducted?III. Conclusion
A. Describe what happened (ask the audience questions in order to stimulate
disussion about the activity experience)
B. Interpret the results (how did it meet the objective).
C. Transfer principles (to other situations).
Related Concepts
Instructional objectives
Processing activities
Instructional strategies
ASSIGNMENT SHEET
Purpose
To provide students with the opportunity to present content material related to a specific area of interest. To aid students in identifying the necessary steps in planning and presenting a lesson to the class. To provide students the opportunity to incorporate visual aids in order to supplement content material.
Assignment
Students will present a 6-8 min. micro-lecture based on a specific, clear, and well-written instructional objective. Students may choose a target audience and subject for their presentation. Students should follow a clear organizational pattern (chronological, spatial, topical, etc.) which should include supporting material (examples, illustrations, testimony, demonstrations, evidence, etc). Students will supplement content material with a well-designed visual aid. Students will turn in a typed outline of their presentation to the instructor which should follow correct outline procedures. Outlines should contain, in detail, the following:
I. Introduction
A. Who is the target audience?
B. How will you capture our attention?
C. What is the instructional objective?
D. What are the major points to be covered?II. Body (identify organizational structure here)
A. Main point.
1. evidence (supporting material, could use any of these devices in any combination)
2. exampleB. Main point.
l. illustration of . . .
2. testimony of . . .C. Main point
l. demonstration of . . .
2. example of . . .III. Conclusion
A. Summary of main points and instructional objective.
B. Final closing sentence.
Related Concepts
Review instructional objectives
Chapter five
Visual aids.
The portfolio is a collection of material accumulated over the semester that represents your insights, observations, experiences and reflections on communication in the classroom. This is your opportunity to see material evidence of your accomplishments.
The portfolio is evaluated on a point system as outlined below. In fact, you might want to use the following as a checklist, to ensure all necessary materials are included. The portfolio will be turned in at the end of the semester, but you should keep up with the materials to be included as the semester progresses. In other words, keep everything! All materials for this class must be typed, double spaced, with no more than 1.25" margins and a 12 point font.
THE PORTFOLIO SHOULD INCLUDE:
_____ Your Philosophy of Teaching. This is a formal, written conception of your notions of teaching, learning, teachers, students, and the environment of the classroom. After discussing several of the readings for this course, you should begin to critically reflect on your philosophy of teaching. How do you view the educational enterprise, the classroom, your role as a teacher, or your student's roles in the classroom? What is teaching and how is it related to learning? Now, write your philosophy in a formal paper (2-3 pages). Criteria for evaluation will include: Format (5 pts); Writing (10 pts); Support (10 pts); and Overall Impression (5 pts). (30 points total)
_____ Classroom Materials. These will include all relevant materials such as instructor evaluations, outlines, handouts, references, and self-evaluation for one presentation: Micro-Lecture. For the Micro-Lecture, you will be required to fill out a self evaluation form after viewing the videotape of your presentation. This form must be included in the portfolio under the appropriate presentation file. (15 pts.)
_____ Lesson Plans. You will want to keep a file of all the student-led activities that might pertain to your teaching subject area. As you see your classmates present these activities, do not hesitate to ask for a copy for your files. You'll be glad when you prepare lessons for your first teaching experience to have these well-planned activities to build on. (No point value).
_____ Final Synthesis Paper. In this paper, you will reflect on your progress over the semester. You should compile your portfolio before you write this paper. As you look over the documents provided, identify at least three things you think you improved on the most. Use the items in your portfolio as the evidence of the claims you are making and reference them in your paper. Your paper should be 3-5 pages Your paper will contain 5 paragraphs including an introduction (with attention getter, thesis, and preview), 3 main points (which reflect the 3 improvement claims with evidence to support), and a conclusion (with summary and memorable close). Criteria for evaluation will include: Format (5 pts); Writing (10 pts); Organization (10 pts); Support (10 pts); and Overall Impression (5 pts). (40 points total)
_____ Formal Appearance. The portfolio should have a formal appearance. All writing should be typed, double spaced and titled. Your portfolio should be displayed in a three ring binder (1") with organizational tabs indicating assignment division. (15 pts)
_____ Video Tape. As discussed in class, each of your major presentations will be recorded. Don't erase presentation #1 when taping presentation #2, and so on. You will want to review your progress and use the tape as "evidence" of your improvement in your synthesis paper. (No point value)
TENTATIVE SYLLABUS
Primary Instructor: Dr. Cheri Simonds, Fell 454 438-3298
Assistant Instructors: Dr. Stephen Hunt, 2nd Year Graduate Students
Class Meeting: Thursday 12:35-1:50 Fell 446
Course Description: This course plays a vital role in the ongoing professional development of graduate students teaching COM 110 LANGUAGE AND COMMUNICATION. The purpose of our weekly meetings is to assist students in becoming more effective instructors. To meet this objective, we will discuss matters related to course content and instructional theory.
Course Expectations: This course-in concert with the COM 110 training workshop, the mentor program, and midterm student and course director evaluations-constitutes your professional development as well as your professional commitment. As such, attendance is both expected and mandatory. Professional Courtesy. As this is a graduate level course , I feel it is unnecessary to emphasize issues such as respect for the class (attendance, punctuality, active participation, etc.) and the members of the class (respecting others' opinions, being respectful to those who are speaking, and working together in a spirit of cooperation rather than competition). I do, however, want to be clear about my expectations. I believe graduate school is an experience designed to bring professional individuals together to increase and expand knowledge. Thus, I will expect your behaviors and attitudes towards this course to reflect professional courtesy.
Text: McKeachie, W. J. (1999). Teaching Tips: Strategies, research, and theory for college and university teachers (10th ed.).Boston, MA: Houghton Mifflin.
Other Readings will be made available in both the central Communication Library and individual GA offices.
Instructor: Cheri Simonds, Ph.D.
Office Hours: MTWR 9-10 am.
Office: 454 Fell Hall
Phone: 438-3298 (wk). 821-0310 (hm).
Course Description: This course explores the theories and research that identify communication skills and competencies in the educational setting. Although grounded in communication education theory, the course will also include an applied element. Three broad units of material will be covered in the seminar: (a) founding perspectives of communication education research (i.e. empirical, interpretive, and critical) , (b) contexts of communication education research (e.g. teacher effectiveness, instructional strategies, immediacy, and challenge behavior), and (c) application of communication education contexts to the classroom.
Instructional Strategies: Instructional strategies will include: (1) readings in books and professional journals, (2) lectures and discussions by the instructor and members of the seminar, (3) term paper which may review communication education literature and apply a particular context to the classroom setting, and (4) assessment in the form of a comprehensive final examination.
Required Reading: A packet of readings will be compiled by the instructor and members of the seminar.
Policies and Procedures:
Grading - I hope grades will not be emphasized in this seminar as the major reinforcement
for which students strive. At the same time, I realize that grades are important and
will make every effort to be as objective, impartial, and fair as possible. Thus, whenever
you are in doubt about grading procedures for the seminar, please ask for clarification.
Professional Courtesy - As this is a graduate seminar, I feel it is unnecessary to
emphasize issues such as respect for the class (attendance, turning assignments in
on time, etc.) and the members of the seminar (respecting others' opinions, being respectful
to those who are speaking, and working together in a spirit of cooperation rather than
competition). I do, however, want to be clear about my expectations. I believe graduate
school is an experience designed to bring professional individuals together to increase
and expand knowledge. Thus, I will expect your behaviors and attitudes towards this
course to reflect professional courtesy. If I believe a student is not meeting my expectations
(e.g., excessive absences, inadequate work, disrespect for others, etc.), I will notify
you immediately and a decision will be made concerning your need to drop the course.
Special Needs - According to the Americans with Disability Act (Title 7), students
with special physical or academic needs are invited to notify the Office of Disability
Concerns or the instructor during the first week of class so that any necessary accommodations
can be made promptly.
Safe Zone - My office is a "safe-zone" and is intended to provide a space
where gay, lesbian, bisexual, and trans-gendered persons are supported and understood
and where bigotry and discrimination are not tolerated.
Academic Misconduct - All University Policies concerning academic misconduct will
be upheld in this course. Of particular concern in a course with written and oral assignments
is the issue of plagiarism. Plagiarism is defined by Webster's (1989) as "the
appropriations or imitation of the language, ideas, and thoughts of another author,
and representation of them as one's original work" (p. 1100). In other words,
plagiarism is stealing. You must cite your sources accurately and consistently in both
your oral and written assignments.
While I cannot imagine a graduate student would intentionally plagiarize, it has happened
both on the ISU campus and across the United States. Consequently, I want to be clear
concerning my policy on plagiarism. Should I find that a student has intentionally
represented someone else's work as her/his own, I will make every effort to have that
student expelled from the University and the incident recorded on her/his permanent
academic record.
Plagiarism (from my perspective) does not include sharing class notes, studying together,
editing one another's papers, etc. However, when in doubt, ask!
Graded Assignments:
Assignments |
Due Date |
% of Final Grade |
Topic Presentations |
To Be Assigned |
30% |
Term Paper |
Negotiable |
30% |
Class Participation |
Ongoing |
20% |
Final Examination |
7-23 |
20% |
Topic Presentations: You will be responsible for providing class members with articles/abstracts relevant to a particular communication education topic (e.g. teacher clarity, critical thinking, immediacy, humor, self-disclosure, learning styles, etc.). You will then be responsible for facilitating a class session with regard to that topic. The class session will include an overview of the relevant literature, a student-led discussion, and any experiential activities that may apply. Evaluation will be based on your ability to accurately present current research findings, to effectively organize the class discussion, to ask thought-provoking questions, as well as your ability to effectively engage and involve students in the learning process. Details and further instruction will be provided.
Term Paper: A term paper consists of an in-depth study/analysis focused
upon a topic of the student's choosing and approved in advance by the instructor (no
later than June 29, 1998). The goal is to produce a product acceptable for convention
presentation. Most journal and convention guidelines specify that papers should be
no longer than 25 pages (excluding references, tables, etc.) I personally prefer a
paper between 15-18 pages when possible. This project may be conducted in teams or
pairs of students with instructor approval. Papers should be written using APA (American
Psychological Association) guidelines as this is the style required by most journals
that publish Communication Education research. If you do not have a copy of this manual,
I recommend that you purchase it. Writing clearly and concisely is an ongoing learning
process - none of us ever perfect it. However, I do want you to be concerned about
your writing style and hope that as this course progresses your writing will also improve.
Feel free to ask me to consult with you on your papers prior to grading. You may select
one of four options for the format of your final paper.
Class Participation: You are responsible for reading the assigned material prior to class. You are expected to discuss the readings and your ideas informally each session. Because this course is a seminar, not a lecture class, your own involvement is imperative. In order for our discussions to be productive you will need to (1) show knowledge of readings and have given thought to what you have read, (2) articulate your ideas clearly and argue effectively for your positions, (3) contribute to a lively interchange of ideas, and (4) respond thoughtfully to the comments of others. Failure to contribute to class discussion, in a meaningful way, will negatively affect your participation grade. Physical presence is necessary, but not sufficient for participation.
Final Exam: The final exam will assess your ability to reflect on the theoretical perspectives that guide a particular line of research, to synthesize and evaluate the literature with regard to a particular topic, and to apply that knowledge to the classroom.
