Spring 2023 Syllabus

COMS 135 - 23917

Interpersonal Communication
Instructor Contact Information
• Instructor: Mark Lieberman
• Email: Canvas Inbox (preferred method of contact) or [email protected]
• Phone: Meeting online is usually the best. However, phone arrangements can be made
if the need arises.
• Office: We can always “meet” through Zoom! See you there!

Office Hours and Response Time

• Online (via Canvas Inbox and Zoom video conferencing): Wednesday 3-4 p.m.
• Questions outside of office hours? I will respond to your message or Q&A post within
24-48 hours, M-F. If you do not get a response after 48 hours, please resend.

Welcome!
I am passionate about communication and will be your guide this semester as we explore a
wide variety of related topics. Some areas may feel familiar, some may not. We will be creating
knowledge and new understandings as we learn from each other in an open, respectful
environment. Every person here, no matter their background or experience, is valued and
welcome in our class. I am here to help you learn but your success will depend on you.
Thank you for joining us!

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Work Based Learning
FUN and Interesting! This course includes a Work Based Learning (WBL) focus. WBL offers
students the opportunity to develop and apply transferable skills that have consequences and
value beyond the classroom. WBL helps students develop soft skills and makes it easier for
them to see the connection between classroom activities and their future careers.

To put it another way…

“Promoting policies and practices that strengthen the connections between education and work
will help working learners of all backgrounds move to and through college on their way to a
successful career and, and at a minimum, a nice middle-class life.”
(Carnevale & Smith, 2018)

Course Location & Technical Support Canvas Student Guide

This course is fully online and is taught in Canvas. To access our course, Log In To Canvas.
Questions about Canvas are best handled by the Canvas Student Guide, Canvas Chat, and
Canvas Support (877) 884-1673. Although I will try to assist you with technical questions when
possible, please understand that it is not my area of specialty.

Course Content Summary

An introduction to all different aspects of speechmaking. Students will develop the skills
needed to organize and speak confidently in all aspects of their lives

Student Learning Outcome

Students will develop effective communication to facilitate understanding and cooperation.

Student Learning Objectives

Upon successful completion of this course, you will be able to:
1. Identify and explain the fundamental models of the communication process.
2. Analyze 'self-concept' development and its relationship to interpersonal communication.
3. Describe the perception process, identify the factors that influence perception, and
construct language to accurately identify one's own perception and the perceptions of
others.
4. Explain and analyze the role of emotions in interpersonal situations and
communications.

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 5. Assess the nature and impact of language and apply language skills to communicate
with men and women of various cultural and linguistic backgrounds.
6. Define and explain types of nonverbal communication, assess their appropriateness,
and apply them in various situations.
7. Compare and contrast effective versus ineffective listening skills and employ effective
listening practices to various interpersonal situations.
8. Explain why people form relationships and evaluate ways to deepen relationships.
9. Use positive communication to minimize defensiveness within ourselves and others.
10. Employ effective conflict resolution skills to various situations.

Required Materials
Textbook
Textbook: Adler, Ronald B., Lawrence Rosenfeld, and Russell F. Proctor II. Interplay: The
Process of Interpersonal Communication. 14th ed. New York: Oxford University Press, ISBN:
978-0190646257

Electronic Hardware
• Reliable, high-speed Internet access on a desktop or laptop computer
• A recording device for recording speeches and uploading them, to YouTube. If you do
not own a recording device (phone, camera, etc.), please let your instructor know.

YouTube Account
We will be uploading our presentations to YouTube. We will not have many, but you will need
a YouTube account.

SDCCD registered email address

Via Canvas, you can check your grades, download handouts, and find assignment guidelines.
Please check the Canvas page and your email regularly.

Attendance and Participation

When attending college, it is important for students to put in a genuine effort, manage their
time, and stay on top of assignments. This is just as important in an online course as a face-to-
face course.
Attendance in an online course is determined by participation in academically related activities.
You will be considered present if there is evidence of your participation in course activities
including, but not limited to, submitting an assignment, taking a test, participating in an online
discussion, and working in a group. You will be considered absent if there is no evidence of

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your participation in the academic activities of this course. Students who do not complete an
assignment or are absent for more than 6 hours may be dropped.

Students who do not complete the first week’s online assignments or are absent for two
weeks or more may be dropped. However, if you choose to drop the course you will need to
do so officially through Admissions and then notify your instructor.

Instructor Communication: Regular Effective Contact

I am looking forward to working closely with you this semester, and you can expect me to play
an active role in our course. I will post announcements every week, teach course material
through online lecture content, join you in class discussions to help you understand course
concepts, and provide detailed feedback on major assignments within one week of
submission. I will also answer questions throughout the semester in the Q&A forum and in our
weekly discussions, usually within 24-48 hours M-F.
Please let me know when you need help—that’s why I’m here!

Student and Instructor Expectations

As your instructor, I am here to teach, motivate, and assist you in improving your
communication skills and learning the basics of how to be a successful college student. You
can expect me to play an active role in our course. I will send announcements, help you
understand course concepts, answer questions, and provide feedback on major assignments.

As students, you play a bigger role in your own learning and success. You must dedicate
several hours a week to work on this class and you must turn in work on time. If you have
questions or difficulty, please contact me early in the semester to discuss your progress. Do
not wait to contact me if you are having trouble. Please let me know when you need help-
that’s why I’m here!

Weekly Schedule
For most weeks, this will be your workflow:
1. Read the announcement opening the new week. This course runs Tuesday - Monday. I
know many of you are working weekends, just as I did all the way through college.
Therefore, assuming you have other classes that start on Monday, and you have a
limited amount of time to complete assignments over the weekend, Tuesday is the first
day of our week.

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 2. Use the home page link to go to the new week’s module. (Mobile users: select the
week’s module.) Work through the content, activities, and assignments for the week,
being mindful of the week’s deadlines. Use the “Next” button at the bottom of each page
to progress through the module.
3. Take the week’s quiz by Thursday to check your understanding.
4. Contribute your initial post to the week’s discussion by Thursday. Peer responses are
due by Sunday.
5. If applicable, work on your essays, speeches, or other special assignments throughout
the week, completing them by the published due date.
After a few weeks, you will fall into the rhythm of Thursday-Sunday-Monday deadlines. This
should make it easier to schedule your time and reduce the chance that a deadline will sneak
past you.

Assignments
Detailed guidelines for each assignment will be posted on our course website. The following
descriptions are intended to offer you a preview into our course.
• Major assignments (worth 100 points or more) are listed on the calendar.
• All assignments will be announced and introduced in the “Modules” sections that we will
work through each week.
• Please plan to have multiple (smaller) assignments, discussions, and/or quizzes
to complete for each week.

Speaking Assignments
Personal Narrative Speech

This assignment is designed as a simple way to ease into public speaking. You will present a
3-minute speech on a topic that relates to you.

Group Project Presentation

We study interpersonal group dynamics and will work in groups. Assignment details will be
determined by the interests of the class and will offer you plenty of time to coordinate with your
group.

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Writing Assignments
Personal Narrative Speech Outline
You will write a formal outline for your 3-minute speech. This outline must follow the rules of
formal outlining and the structure given in class. The outline is due at the time/date you upload
the recording of your speech.

Conflict Conversation Essay

You will create a 3 to 4 page essay (750-1000 words) discussing a conversation you have had
with another person in which there was a conflict (a back-and-forth dialogue). Your finished
paper will use, define, and cite at least 5 different credible sources of evidence. Your paper
should name the concept, explain how it works, and explain how it fits into the context of your
conversation. Feel free to discuss any conversation you have had, so long as it is actually with
another person. (Conflicts you’ve “had within yourself” will not receive credit.)

Quizzes
You will have the opportunity to earn credit while engaging with the text. Quizzes could consist
of multiple choice, true/false, and short answer questions that will cover assigned readings and
class discussions.

Exams
There are 3 exams in this course (one is the Final). Each exam consists of no more than 50
items worth 2-3 points each, totaling 100 points per exam. If you miss the Final, you will not be
allowed to make it up. It is worth 100 points, so missing it will drop your final grade in the
course by a one full letter one full letter (e.g., from an A down to a B or a B down to a C). See
comments under “Due Dates and Make-Up Policy” for more information.

Engagements
Good news! In order to practice the skills you will need in this course, your interpersonal
relationships, your college careers, and your professional careers, you will participate in a
series of engagements (brief speaking, video, discussion, and/or writing exercises).
Engagements will not be announced in advance and point value/dates will vary.
More good news! In addition to having regular effective contact with me (as described above),
you will have the pleasure of enjoying regular effective contact with other students! We will
take part in team activities like discussion/brainstorming sessions, small group projects and
presentations, and of course, critiquing other student’s speeches (highlighting what your
student colleagues do well is crucial for building our skills).

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Late Work

Easy… Don’t do it. Assignments for this course should be completed on time so
that we are all moving through the class together. Sometimes, though, life gets in the way of
learning. In unexpected situations leading to late work, please contact me to discuss a plan for
success.
Congratulations! You now have the opportunity to practice time management and self-
motivation! These are super valuable skills that potential employers value very much! You will
be able to use this experience in your job search and interviewing process when convincing
employers you can work independently and manage a project. (All parts of this class, and the
class as a whole, are essentially just a project.)

A bit of advice: I have worked in some of the most advanced tech companies in the world.
Even there, tech could be uncooperative. We all know how it is… tech always seems to have
trouble when we most need it to function properly.
Please, please… Don’t wait until the last few hours to complete and upload your work.

Your future managers will expect you to meet deadlines and I will hold you to that same
standard.
*****Please be aware that late work will ONLY be accepted up to 3 days after the due date. All
late work will be subject to a 50% point reduction. *****

NOTE: Quizzes and Discussions will not be accepted late. Please make necessary room in
your schedule in case you have an unexpected delay and don’t wait until the last minute.
Other NOTE: A big part of a college instructor’s role is to hold the bar high and provide
students the resources and guidance they need to earn an excellent education. If these
policies seem harsh, don’t worry “too much.” Small extra credit opportunities are offered
multiple times throughout the course (usually in the discussion boards). Learning how to
manage deadlines and look for extra opportunities will serve you well in your collegiate and
professional careers.
Please keep in mind that you may be dropped if your participation is absent for 2 consecutive
weeks.
Sorry, no work will be accepted through email. Everything will be uploaded to Canvas.

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Academic Integrity
Academic dishonesty of any type by a student provides grounds for disciplinary action by the
instructor or college. In written work, no material may be copied from another without proper
quotation marks and appropriate documentation.
By enrolling in a distance education course, you agree that you are the person accessing and
completing the work for this course and will not share your username and password with
others.
Plagiarism is the act of using another person's words or ideas as if they were your own.
Sources of quotations, paraphrases, and summaries must be properly documented according
to APA format. This applies to all writing, including discussions. Plagiarism is considered
academic theft because it is stealing someone else’s words or ideas, but the plagiarizer robs
himself or herself as well. This course will provide you with the opportunity to improve your
reading, thinking, and writing skills—don’t rob yourself of that chance.

Unfortunately, I am very practiced at both identifying and locating the source of

plagiarized writing. In addition, plagiarism detection software in Canvas will be used to scan
written submissions. Because plagiarized work typically earns failing grade and puts the
plagiarizer at risk of failing the course and/or facing misconduct charges, please discuss
source use with me whenever you have any concerns about correct citation—I am here to
support your success. When in doubt, ask first!
A few official words from the college on the subject: “Students are expected to be honest and
ethical at all times in their pursuit of academic goals. Students who are found in violation of
district Procedure 3100.3, Honest Academy Conduct, will receive a zero grade on the
assignment, quiz, or exam in question and may be referred for disciplinary action in
accordance with Procedure 3100.2, Student Disciplinary Procedures.”

Diversity Statement and Respectful Conduct

I would like our class to be a supportive learning environment that values and builds on the
richly diverse identities, perspectives, and experiences of our group. Please help me develop
this environment by honoring the diverse identities of your classmates and letting your
instructor know (via anonymous surveys or email, for example) if an assignment, comment,
etc. makes you feel uncomfortable.
In our readings, videos, and in discussions, you will likely encounter cultures, ideas, and
values that differ from your own. These are valuable opportunities to learn more about different
perspectives and where they intersect with yours. We all see the world from a point of view
informed by our experiences and backgrounds, and what we read and discuss can open new
windows through which to understand both our texts and the world around us. You are
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encouraged to contribute your ideas about our readings freely, but please remember to
demonstrate respect for the works as well as your classmates and instructor. We all have
unconscious biases that stem from our experiences and recognizing and discussing them can
lead to unexpected insights.
Conversely, disrespectful or threatening responses tend to shut down conversation and
insight, and so these kinds of comments will be promptly addressed by your instructor. To
keep our interactions safe and productive, please know that anyone who repeatedly engages
in disrespectful or otherwise inappropriate behavior will be locked out of the discussion for the
week and/or face student misconduct charges. Please join me in creating a comfortable and
productive learning environment for us all.

Netiquette
Netiquette is a set of guidelines for respectful behavior in an online environment. It is etiquette
for the Internet and knowing these social rules can help you have a more rewarding semester
and a more rewarding career!
1. Participate. Reading the posts of others is helpful for you, but you must also do your part
to be helpful for the group. Share your ideas to strengthen our discussion, and please don’t
wait until the last minute to contribute. Encourage others to participate by responding to
their ideas. Be involved, but do not dominate a discussion with too many posts.

2. Remember the human. This common Internet mantra means that even though we may
not be face to face, there is a real person behind each discussion post. Do not write
something that you would not feel comfortable saying in a face-to-face classroom setting.
Discuss ideas, not people. In other words, do not attack a classmate for expressing his or
her opinion; instead, discuss your position on the ideas that have been presented. Be kind
and understanding with your classmates to keep our environment positive and productive.

Please keep in mind, computer mediated communication (CMC) can sometimes provide a
false sense of security, enabling people to behave in ways they never would face-to-face.
It’s the same dynamic we see (and sometimes do) while driving.

We all complain, “people online are horrible to each other!” Please be that kind and
supportive person when you have an opportunity. Part of this class is learning to disagree
without being disagreeable!

3. Help others. We will be working together all semester, so let’s try to be a good team. If you
can help a classmate with a question, please do! Your efforts will be appreciated by both
students and instructor.

4. Respect other people’s time. Your posts should be focused, organized, and clear so that
your classmates can quickly see your point and evidence. Another way to respect people’s
time is to look for answers before asking for help. For example, if you can’t find something

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 or you don’t remember when an assignment is due, look through the syllabus and other
course documents for the answer. Only ask for help when you truly need it.

5. Edit and proofread before posting. We have lots of posts to read, so yours needs to be
as clear as it can be. It should be organized and written in standard English. Unfamiliar
abbreviations or easily fixed misspellings may tell your readers that you don’t value their
time, and this does not build good will.

Important note: In all academic work and communications, please, please, please
capitalize the letter “i” when referring to yourself. It is a good habit to get into (if you’re not
already). Nothing will make your new employer have second thoughts about hiring you
than emails and messages that look like your social media direct message feeds.

6. Don’t shout. TYPING IN ALL CAPITALS MEANS YOU ARE SHOUTING AT US! Don’t do
it. The same can be said of repeated exclamation marks!!!!!!!!!

7. Use emoticons sparingly. Social networking and texting have given us lots of fun
keyboard shortcuts to add tone to a message. Because a smiley face or wink can help to
establish the intended tone of a comment, you are welcome to use common emoticons
occasionally. Too many emoticons can make your writing look more casual than academic,
so don’t overdo it. :-)

8. No flaming. “Flaming” is an angry message, often directed at another person. When

another person responds in anger, we have a “flame war” taking over the discussion.
Personal attacks are unacceptable in the classroom, whether in person or online. If you see
a conflict developing, try to calm things down if you feel comfortable doing so. If you feel
attacked, contact your instructor rather than responding to the flaming student. We all have
biases, and sometimes we are not aware of how what we say may be viewed by others, so
let’s all try to be generous and kind in our responses to one another. Everything we do in
Canvas is permanent, so please think very carefully about your tone before submitting a
post. If you don’t, that mistake might haunt you for the rest of the semester.

Best rule of thumb: Would you post that message if your instructor (or new employer) was
looking over your shoulder?

Student Support Services

Student support services are available for you, even when online. Please take a moment to
look at the resources below. They can be a huge help in college, they certainly helped me!

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Library / Learning Resource Center (LRC)
The LRC is staffed with faculty librarians and a dedicated support staff, City's Learning
Resource Center includes the Library, the Independent Learning Center, the Office of
Classroom Technology Management, and the CitySITE professional development center. For
more information visit the Library Home Page.

The English Center

Online tutoring—make an appointment to work with a tutor online, email us your paper for
review by a tutor, or ask us a quick question via this website.
SI tutoring—learning community courses have special supplemental instruction tutors
assigned to them who work closely with students and instructors. For more information visit
the English Center webpage.

DSPS High Tech Center

The DSPS High Tech Center (HTC) provides training and services for students in the use of
adaptive hardware and software as well as individualized instruction in basic computer skill
and skill development programs. For more information visit the DSPS High Tech Center
webpage.

disAbility Support Programs and Services

Students with disabilities who may need academic accommodations are encouraged to
discuss their authorized accommodations from Disability Support Programs and Services
(DSPS) with their professors early in the semester so that accommodations may be
implemented as soon as possible.
The faculty member will work with the DSPS Office to ensure that proper accommodations
are made for each student. By law, it is up to the DSPS Office, through the interactive
process with the student, to determine which accommodations are appropriate, not the
instructor. This includes accommodations in a clinical setting.
Students that need evacuation assistance during campus emergencies should also meet with
the instructor as soon as possible to assure the health and safety of all students.
For more information, you may visit the DSPS office on campus (room A-122, when on
campus) or contact them at [email protected] or 619-388-3513. Website:
disAbility Support Programs and Services

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If you have a learning disability, physical disability, or any other circumstance that needs
special accommodation, please discuss it with your instructor, in person or via email. I want
you to be successful and am happy to work with you! I have dysphonetic dyslexia, and
understand how difficult college can be. Please feel free to come talk to me.

Need more Canvas Support?

If you need more support with Canvas, there is a great Student Online Training and
Orientation.
The Tutorial/Learning Center (TLC) is providing FREE online tutoring services with two
options: Canvas Tutoring and eTutoring. Visit the Tutorial/Learning Center
You can also contact Canvas directly at 1 (844) 612-7421, Chat with Canvas Support,
Search the Canvas Guides, or get help from an expert when you Ask the Canvas Community.

Emergency Plan
If our course or instructor unexpectedly becomes unavailable, continue following the schedule
to complete assignments, which will be submitted when access is restored. In emergency
situations, college updates will be provided via the emergency notification system and social
media.

Course Map
Here is an overview of the key areas of the course, each of which can be accessed from the
course menu:
• Announcements houses—you guessed it!—my announcements.
• Syllabus contains course information that you will use throughout the semester. A list of
course assignments with due dates can also be found here.
• Modules contains everything you need for each week of our course. Simply click “next” to
move from one item to the next in the week’s module.
• Quizzes provides one-click access to weekly quizzes and occasional surveys.
• Discussions contains links to our weekly discussions as well the Q&A Discussion. Weekly
discussions are housed in their modules as well.
• Assignments offers a list of essays, speeches, and project assignment as well as other
graded assignments. You will find each of these items in its module as well.
• Grades lists your scores and the points possible for all assignments. Most quiz grades are
posted immediately after completion, while other assignments requiring instructor grading
will be posted 3-7 days later (possibly a little longer for large assignments requiring more
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 feedback). You can access your graded work and my feedback by clicking on the item
and/or rubric. You will also see your current total points and percentage. You can even see
how your total grade will change with future scores using the “What if” feature!
• Calendar (global menu) includes all assignments with due dates; you can choose which
courses to display.
• Inbox (global menu) is where you can send messages to me and receive responses.
• Help (global menu) connects you to the Canvas Guides, our support hotline, and a variety
of other support options.

Course Calendar
• CALENDAR SUBJECT TO CHANGE
o As you may notice, the schedule is fairly open and non-specific in some areas.
That is purposeful and because this class will help you with your particular
communication interests while at the same time helping you to learn about the
areas of interest to others in our course. Please bear with us as we “go with
the flow” at times.

FUN FACT!
At first, I attended college right after high school. I felt a little lost, discouraged, and
overwhelmed, but kept those feelings to myself. I eventually dropped out. Years later, after
becoming dissatisfied with the type of career track my high school diploma could provide, I
came back and took advantage of the types of services listed above. The experience was
completely different and incredibly rewarding.

I know how difficult it can be to earn a quality college education while trying to also succeed in
life’s many other demands. I know how difficult it is to work all the way through school. I know
how much the services offered here at City College can help. If you find yourself struggling, or
just want to chat about your college/career experiences or aspirations, please feel free to come
to me. That’s why I am here!

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Week Date Activities Major Assignments Due
1 1/30 Introduction and Course Overview None
2 2/7 Ch. 1 – Foundations of None
Interpersonal Communication

3 2/14 Ch. 2 – Culture & Interpersonal None

Communication

4 2/21 Ch. 3 – Interpersonal None

Communication and the Self

5 2/28 Ch. 4 – Perceiving Others None

6 3/7 Ch. 5 – Language Exam 1 (Chapters 1-4)

7 3/14 Ch. 6 – Nonverbal Communication

8 3/21 Ch. 7 – Listening: Receiving and None

Responding

9 3/28 Spring Break – No Class Woohoo!

10 4/4 Ch. 8 – Emotions None

11 4/11 Ch. 9 – Dynamics of Interpersonal Exam 2 (Chapters 5-8)

Relationships

12 4/18 Extra week for group projects None

13 4/25 Group Projects! Group Projects Due

14 5/2 Ch. 11 – Managing Conflict None

15 5/9 Ch 12 – Communication Climate None

16 5/16 Conflict Conversation Essay Conflict Conversation Essay Due

17 5/23 The Happiness Module! None

18 5/30 Exam Prep – Take a breath! None

19 6/5 Final Exam (open multiple days) Final Exam (Exam 3)

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