Small Group Communication

Communication 230

Fall 2012

Section A; Monday –Monday—Friday; 8:30—9:20 AM

Section B; Monday—Friday; 10:30 –11:20 AM

Instructor: Dr. Alan E. Yabui

Office: R230C

Phone: 425-564-3083

Email: ayabui@bellevuecollege.edu

Office Hours: 1:30 PM to 3:00 PM Monday thru Thursday or TBA

Textbooks:

Tubbs, S. L. (2009) A Systems Approach to Small Group Interaction, 10^th Ed. Boston: McGraw Hill. (Spring 2011 Modified folder edition in book store!!)

Rhoads, E. J. M. (2012) Stepping Forth into the World, Hong Kong: Hong Kong University Press.

CMST 230 is a Social Sciences distribution requirement course

and may not be used for Humanities at BC. (For transfer to UW, this course may be used as either a Social Sciences or Humanities course.)

INSTRUCTOR COMMENTS:

Here are some words of wisdom about working in an academic small group from Dr. Randy Pausch, the author of the book, “The Last Lecture. “ Dr. Pausch was a professor of Computer Science, Human Computer Interaction, and Design at Carnegie Mellon University. He died of Pancreatic Cancer in the spring of 2008. In chapter 35 titled “Start by Sitting Together,” he provides his tips of working in small groups: (pages 142—144)

1, Meet people properly

2. Find things in you have in common

3. Try for optimal meeting conditions

4. Let everyone talk

5. Check ego at the door

6. Praise each other

7. Phrase alternatives as questions

Here are my recommendations that I have given small group students over the years teaching this course.

1. Place No Blame! (From Peter Senge’s Fifth Discipline).

2. Assume100 percent responsibility for the group’s project

3. Group work is based of interdependence (the collective “We”)

4. Integrity is paramount!!

5. Get to personally know the members of your group!!

6. Listen!.

7. Actively and equitably participate in your group.

8. Think and speak positively!!

9. Engage differences (conflict) early in the group process!!

10. Focus, commit, and align positively to attain the group goals.

Your small group communication learning in this course will be experiential as well as academic. You need to “actively” participate with your group members in completing all phases of your group’s project to make this course academically meaningful and successful for you. You also have a requirement to complete all learning email journals using the recommended format and using “academic excellence” as your standard!! Use multiple means of staying in touch with your group members.

Have fun learning!!

Course Objectives:

1. To develop small group communication competencies by experiencing and learning positive ways of engaging with others in a small group environment using multiple learning strategies to meet the expectations of the course objectives and defined group goals

2. To develop confidence to work with (cultural dissimilar) others and to complete a complex computer multimedia project.

3. To develop critical thinking, academic learning and leadership skills while reflecting on, analyzing, and applying the various concepts studied in the course.

4. To collaboratively learn in an open and culturally diverse academic environment by listening and being exposed to multiple perspectives by communicating with people with different viewpoints to accomplish defined group goals and objectives.

5. To learn to negotiate a shared (We) vision and to align creative energy toward group developed goals for the group project completion while working in different types of management and leadership situations.

6. To participate and learn by mindfully engaging in dialog and discussion in formulating and implementing group negotiated solutions to solve “real time” group problems within the scope of the group’s goals and objectives of the course.

7. To experience the frustrations, group conflicts, and positive achievements that are a part of a group communication environment, and to work through the conflicts by positively applying strategies of conflict negotiations and intercultural communication to achieve individual and group learning goals.

8. To learn how to self-monitor individual learning by analyzing reading assignments, applying pertinent concepts to the group process, and by reporting individual learning in email learning journals.

9. To read, discuss and analyze the assigned chapters in Stepping Forth into the World about 120 Chinese students who came to the United States to Study in New England between 1871 and 1881.

10. To write talking point papers of assigned chapter readings from Stepping Forth into the World and to participate in a seminar-like discussion group. (See objective #9)

11. To learn how to analyze small group case studies.

12. To use the Internet and Toolbook Instructor as learning tools in the course.

13. To develop skills of a self-directed learner.

Grades: (Based on 6000 points)

A 100-90 percent (Minimum points= 5400 points)

B. 89.9 to 80 percent 5399 to 4800 points

C. 79.9 –70.0percent 4799 to 4200 points

D. 69.9—60.0 percent 4199 to 3600 points

F. Less than 60 percent less than 3599 points

Evaluations:

Toolbook Multimedia Project 3000 points

Email Learning Journals (2 to 8) 1400 points

Case Studies 400 points

Milestone 4/5 Assessment Journal 9 400 points

Stepping Forth into the World Book review 400 points

Classroom Active Participation 400 Points

Total 6000 points

Students will be evaluated on the following assignments:

E-mail Learning Journals: You are required to turn-in seven (7) Readings: Overview (two articles) learning journals, due dates for the journals are listed in the course schedule, beginning the second week of class. Journals are due on the first day of week.

The email journal must have all four parts:

(1) Summary of the major points of article.

(2) Specific example of application of the each of the summary points discussed in the summary.

(3) “What lessons I learned from the article I reviewed?”

(4) “How I plan to use what I stated I learned in my journals article review in my group project work!

Be specific in your discussion about what you learned and how you applied what you learned from the articles in your group work for this class. Your lessons learned statement is your feedback to yourself about how you are progressing in this course. If you would like to address specific issues to me, write your comments after the “lessons learned” section. I will respond to your issues in a timely manner.

This is not a compliance exercise. The learning value of each journal is based on the depth of the content analysis, and the self-monitoring learning report. Support your article summaries by relating the concepts in the articles to your group activities, i.e., what you did well and what were some problem areas (if any). Journals are due on the first academic day of the academic week. (Second Reminder!)

To receive full credit for journals, all nine journals must be turned in. Points: 1400.

Journal 1, Reading Overview, Chapter 1 (2 Articles) (in class exercise)

Journal 2, Reading Overview, Chapter 2 (2 Articles)

Journal 3, Reading overview, Chapter 3 (2 Articles)

Journal 4, Reading Overview, Chapter 4 (2 Articles)

Journal 5, Reading Overview, Chapter 5 (2 Articles)

Journal 6, Reading overview, Chapter 6 (2 Articles)

Journal 7, Reading Overview, Chapter 7 (2 Articles)

Journal 8, Reading Overview, Chapter 8 (2 articles)

Journal 9, (400 points) Self-assessment on your own and group’s performance in Milestone 5 using the format described in the syllabus.

The format for the Journals: (For each of the articles in the chapter Readings: Overview)

NOTE: All seven (7) “Readings Overview” journals must be submitted for receive the 1400 points. Journal 9 (Self-assessment journal is worth 400 points!!

Small Group Project: Each group will develop a computer multimedia project using Toolbook Instructor (Computer lab has the 2004 edition.) Each team will determine the theme of their group project. The grade for this project will be incremental, i.e., you will be graded on the process of development and how well you work as a cohesive group using the principles of small group communication you will be learn throughout the course. There will be five major process milestones that will be graded. Each of the milestones will be discussed in class. Upon completion of the Milestone oral presentations, each group member will be awarded the designated points for the milestone based on presentation performance. For all Milestone group presentations, participation and content points will be awarded based on the content completeness and professionalism of the group’s presentation. Attendance is mandatory for all milestones group reports.

The milestones are: (Please follow the guidelines for each milestone report listed below in each of your presentations!!)

Milestone 1: Initial project title. Form team, identify team name, specify group goals and objectives, assign team assignment, draft group plan, and project a schedule of activities to complete the project (coordination, resources, and feedback strategies) 200 points

A PowerPoint presentation is mandatory for Milestone #1. Groups must turn-in a paper copy of the PowerPoint presentation to receive full credit for this milestone. The presentation should include:

1. The title of the project.

2. A brief narrative description of the project (100 to 200 words).

3. Your group’s goals and objectives in doing the project.

4. A team work plan for milestone 2 to 5.

5. Turn-in your group’s PowerPoint presentation on day of presentation.

Milestone 2: Learning to use Toolbook Instructor as a group activity, feedback on plan, modification of schedule, coordination with other groups, collection of information, script writing, accomplishing tasks identified in plan. Groups must demonstrate that they have a digital portfolio (Toolbook or PowerPoint) with at least two digital images. Group must also turn in a “signed” (by all group members) project written outline with references. Grades for this portion of the project will depend on proof of research. Points 400.

A written project outline (APA or MLA format: APA Style Guide - M. Plonsky, Ph.D., [DOC] Outline Format - Mr. Oncay's Language Arts)

Include a reference page containing fifteen (15) or more (authored) references with your group’s signed outline (paper copy) must be turned in before starting your group’s Milestone 2 oral presentation.

The outline must be signed by all team members.

Each group must use Toolbook Instructor in this presentation. The presentation will have the following:

1. Title page,

2. The project outline and at least 15 authored references

3. Group’s work plan from milestone 3 to milestone 5

3. At least one imported graphic image

4. Demonstration of navigation from one page to the next and back in the Toolbook Instructor presentation.

Milestone 3: Development of a Storyboard (poster paper will be provided) One class day will be used for story board development. The story board must reflect all major points of the group’s Milestone 2 outline. Each group will present their storyboard to the class. Points: 600

The grade on this portion will be based on the group’s ability to demonstrate non-linearity in their storyboard, and connectivity to the outline and resources collected in Milestone 2. The poster paper presentation demonstrating, project theme, navigation, page links, and references are a must for the storyboard to be graded as “complete.”

Additionally, and least one page of a content “chapter” (one page of the storyboard) must be presented in detail. On this page, the group must show a listing of all (word, visual, audio) files used on this part of the project. (It is recommended that all project pages have a listing of all the digitized files used.) The storyboard must show that the group’s Toolbook multimedia project may be exited in “two clicks.”

The storyboard must be signed by all members of the group.

Milestone 4: Initial preview of project (the goal for this milestone is approximately 80 percent of the project completed). Points: 800

Milestone 4 is a group progress report of the information input intoToolbook for the final presentation and should be approximately 80 percent completed. The presentation is graded on the progress toward milestone 5.

Therefore, “just show the Toolbook pages of your project as a progress report.” (Journal 9 is a report on each team member’s participation in this milestone.)

This report will be graded as either “Pass” or “Not Passing.” Not passing means, unless there is more quality demonstrated in the project presentation, the probability of an “A” grade for the project is in jeopardy.

Milestone 5: Final phase project presentation (100 percent

Completed.) Points: 1000

The completed project must “stand alone,” i.e., the user of your saved final project will be able to comprehend your content without you being present. It also must “be ready for a production run,” i.e., no spelling and grammar errors, All text material are in narrative format, ensure all references materials used are properly cited, and all multimedia used in the project are functional.) Project must be saved as a *.exe” file. (May use a “.tbk” file if your group uses a “demo” A final copy (CD) of the completed project must be turned in to the Instructor.

Case Studies: (400 points) On the first days of each academic week as indicated below, there will be a 10-minute quiz at the beginning of the period on the case study indicated. A quiz on the case study in Chapter 5, and chapter 6 will be graded quizzes and will be graded as class participation points. No make up for the quizzes. Students are also expected to be prepared to discuss each chapter case study on the first academic class of the week. The three basic questions for each case study are:

(1) What is the major problem addressed in the case study?

(2) Who are the “major actors” of the case?

(3) What are the causes of the problem?

Alternative solutions will be discussed in class.

Book Review of Steeping Forth into the World. (400 points) You are required to write a three page book report on “Stepping Forth into the World” to be turned in by 5:00 PM, October 5, 2012. You are expected to cover the significance of the experiences of the students of Chinese Educational Mission students in the United States and what they experienced in the United States and their contributions to China in the late 1800’s and early 1900’s.

On Seminar days, you may use discussion notes. Focus your points of interest in the chapter that you may be interested in developing your group’s project for this class. Read fast!! (At least 300 words/ minute at 80 percent comprehension)

Stepping Forth into the World: Group discussion recommended Talking Points format:

Chapters

I. Theme of the chapter’s reading. (Who are the important characters, where, and what is the context of the chapters—place, time, season, etc.)

II. Group project ideas from the chapters read.

III. Possible topics that may be of interest, that are indirectly related to the chapters.

Class Participation: (400 points) Attendance will be taken randomly throughout the quarter. Attendance and classroom group discussion is critical in learning small group communication and team building in this course. Class participation points will be assigned to supplement awards for group presentations and classroom discussions.

IMPORTANT!! On days of group project presentations, class attendance is mandatory. Fifty percent of the group points will be subtracted from each student’s group presentation grade for any unexcused absence during group oral presentations. Points subtracted will be based on the value of the milestone points as described earlier.

Schedule of Assignments:

Sep 18 Introduction and overview of course

Sep 19 Farmer’s Game Classroom group exercise

Sep 20 Lencioni’s “Five Dysfunctions of a Team”, Tubbs,

Readings: Overview articles 4.1 and 4.2
Sep 21 Lecture: Journal Writing, Intro to Stepping Forth into the World

Sep 19 Farmer’s Game Group exercise

Sep 20 Lencioni’s “Five Dysfunctions of a Team,” Tubbs, Chapters 1, 4 and Readings: Overview Articles 4.1 and 4.2

Sep 21 Journal writing and “How to Read Tubbs.” Introduction to Fortunate Sons. Reading assignments will in assigned in class.)

Sep 24-26 Group discussions on Stepping Forth into the World

Sep 24 : Introduction, chapters 1, 2, 3, 4;

Sep 25 : Chapters 5, 6, 7,

Sep 26: Chapters 8, 9, 10, 11, Conclusion

Sep 27: Create permanent project groups;

Sep 28: Group brainstorming exercise (in class).

Sep 29, 30 Group Project Days for Milestone 1

Oct 1, 2 Milestone 1 Presentation

Oct 3 Tubbs: Chapter 2

Oct 8 Tubbs: Chapters 3, case study 2, 3

Oct 9 No class

Oct 10 Project Outline Lecture

Oct 11, 12 Group Project Days

Oct 15 Tubbs: Chapter 5

Oct 16 Project Day

Oct 17, 18 Milestone 2 Group Project Outline Report

Oct 19 TBA

Oct 22, 23 Tubbs: Chapter 5, Department 8101 Quiz

Oct 24, 25 Project Days

Oct 26 No Class

Oct 29 Chapter 6

Oct 30 Project Day

Oct 31, Nov 1 Milestone 3 ; Story Board

Nov 2 TBA

Nov 5--7 Chapter 7

Nov 8, 9 Project Days for Milestone 4

Nov 12 Veterans Day in Honor of all Military Veterans

(No class)

Nov 13, 14 Milestone 4

Nov 15 TBA

Nov 19 Chapter 8

Nov 20, 21 TBA

Nov 22, 23 Thanksgiving Break

Nov 26-30 Milestone 5

Dec 3, 4 Milestone 5 and Course Summary

Dec 5—7 Final Exam days, may be used for Milestone 5 Reports