Catalog Description

Advisory: Eligibility for ENGL C1000
Hours: 54 lecture
Description: Introduction to communication theories, concepts, and effective communication skills for a variety of social contexts. Includes practical experiences and skill building in public speaking, interpersonal, intercultural, and small group settings. (C-ID COMM 115) (CSU, UC-with unit limitation)

Course Student Learning Outcomes

  • CSLO #1: Engage in the public speaking process by researching, preparing, organizing, and presenting informative and persuasive speeches with coherent, rhetorically sensitive, audience-centered messages.
  • CSLO #2: Investigate and assess communication theories and strategies for working within diverse small groups (e.g., listening, conflict management, decision making, group roles, etc.).\\n
  • CSLO #3: Analyze interpersonal communication theories and concepts to apply to a personal relationship in your own life.
  • CSLO #4: Identify and analyze intercultural communication theories and concepts to develop cultural competence and sensitivity to diversity, equity, inclusion, belonging, and accessibility.

Effective Term

Fall 2025

Course Type

Credit - Degree-applicable

Contact Hours

54

Outside of Class Hours

108

Total Student Learning Hours

162

Course Objectives

At the conclusion of this course, the student should be able to:

  1. Identify similarities and differences between various disciplinary areas within communication studies. (Depending on faculty specialties, explorations could include the nuances of Rhetoric, Interpersonal, Intercultural, Small Group, Performance Studies,  Mass Communication, and Critical Communication Andragogy).
  2. Demonstrate rhetorical sensitivity to diversity, equity, inclusion, belonging,  and accessibility and its implications for communication.
  3. Develop compelling, well-organized arguments in support of a guiding thesis appropriate for diverse audience(s), purpose(s) across a variety of contexts.
  4. Engage in ethical communication communication practices which include  truthfulness, mindfulness, accuracy, honesty, and reason as essential to the integrity of communication
  5. Apply rhetorical principles to analyze historical and contemporary public discourse(s).
  6. Demonstrate effective public speaking skills by:
    1. Understanding the theoretical foundations for creating and sharing knowledge grounded in the rhetorical tradition,
    2. Selecting, researching, and presenting appropriate arguments for various speaking occasions and contexts, including informative and persuasive speeches,
    3. Logically identifying and using appropriate organizational patters to develop compelling audience-centered messages,
    4. Utilizing an outline format when preparing and delivering presentations,
    5. Employing effective verbal and nonverbal strategies to productively manage communication apprehension while delivering speeches and presentations.
  7. Critically analyze and evaluate information and arguments for the purpose of creating meaningful, effective, and ethical oral and written messages.
  8. Demonstrate competence in active, critical listening skills to provide appropriate constructive feedback to peers.
  9. Explore assumptions that facilitate or hinder the ability to be a competent communicator in a variety of communication contexts.
  10. Understand interpersonal communication theories and demonstrate effective interpersonal communication skills.
  11. Showcase an understanding of small group communication skills to be applied in diverse group settings, including: collaborative communication, problem solving, and conflict management strategies.

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Oral Communication
    • AA/AS - Behavioral Sciences
    • AA/AS - Comm & Analyt Thinking
    • AA/AS - Oral Comm Skills
    • AA/AS - Social and Behavioral Sciences
  • CSU GE Applicability (Recommended-requires CSU approval)
    • CSUGE - A1 Oral Communication
  • Cal-GETC Applicability (Recommended - Requires External Approval)
    • Cal-GETC 1C - Oral Communication
  • IGETC Applicability (Recommended-requires CSU/UC approval)
    • IGETC - 1C Oral Communication

Articulation Information

  • CSU Transferable
  • UC Transferable

Methods of Evaluation

  • Classroom Discussions
    • Example: Classroom discussion: Students may select a controversial topic of personal interest to research and present in small groups in front of the class using a variety of rhetorical strategies. Each group member will adopt a different and diverse position, representing several sides of the issue at hand. A moderator will be selected who will prepare an introduction and primary questions for analysis. Each group member will present their researched argument as part of the panel discussion using effective language and delivery skills.
  • Essay Examinations
    • Example: Essay exams: Students will write a traditional essay responding to one or more prompts. Example: describe the difference between listening to evaluate and listening to understand/empathize. After describing these differences, identify and explain a context where each listening styles would be appropriate and why. Example: Reflect back on our discussion about interpersonal relationship stages of development. Using one or more interpersonal communication theories, map the trajectory of an interpersonal relationship relevant to your life. Be sure to identify at least three stages of development.
  • Objective Examinations
    • Example: Objective exams: Exam which may include concept definitions, multiple choice, or true/false answers based on course objectives and work covered over a manageable period of time. Example: Which of the following statements is true about adapting to your audience? a. Adapting to an audience isn’t necessary if you have to change the message of your speech. b. The way you speak to a favorable audience is different from the way you speak to a hostile audience. c. The demographics of your audience shouldn’t affect your speech. d. None of these
  • Problem Solving Examinations
    • Example: Problem Solving Exams: Provided with a case scenario, students may work independently, in pairs, or groups to arrive at creative and effective solutions to everyday communication problems. Students can be presented with an ethical communication dilemma - being asked to sit through/audience a political speech where they do not agree with the speaker's message. How might they engage ethical listening skills and/or provide speaker feedback that showcases mindful and inclusive communication strategies?
  • Skill Demonstrations
    • Example: Skill Demonstrations: Live demonstration engaging effective public speaking practices for managing communication apprehension. In small groups, create a skit to perform in class that showcases 1-2 strategies for managing communication apprehension (e.g., lead a visualization, reframing exercise, yoga/mediation, deep breathing, etc.).
  • Other
    • Example: Faculty-supervised, faculty-evaluated, oral presentations in front of a live audience (one to many), including an informative speech and a persuasive speech; speech outlines and works cited/references; critiques of speeches. Students will perform original works of informative and persuasive speeches for a classroom audience. They will receive critiques from their peers and be evaluated by their instructor based on a performance rubric that is shared with students in advance.

Repeatable

No

Methods of Instruction

  • Lecture/Discussion
  • Distance Learning

Lecture:

  1. Engaging the principles of a student-centered classroom, the instructor facilitates peer discussions focused on various communication principles and concepts. For example, the instructor may guide conversations about ethics, mindful communication practice, rhetorical canons/Aristotelian methods of persuasion as compared to global persuasive strategies, etc.
  2. Directed work in a prescribed, hands-on course of study in a social-laboratory environment. or various classroom activities such as learning scenarios. For example, after guiding students through an application of Human Communication Experience methods for groups, students participate in an activity during a course session facilitated by the instructor or another student.

Distance Learning

  1. Instructor will provide digital instructions through closed captioned videos that reflect the course outcomes. For example, instructors will use voice-over with digitally recorded slides to instruct students how to incorporate effective public speaking delivery techniques. Students then interact with both instructor and peers via threaded discussion boards showcasing their application of learned skills via written and/or audio and video recorded responses (Course objective 1, 4, 5)

Typical Out of Class Assignments

Reading Assignments

1. Access the class reading on rhetorical analysis methods. Using the chapter resources and/or the handout provided in class, practice the method in your analysis of a contemporary and mediated communication artifact (e.g., music video, commercial, PSA, digital short, etc.) Pay special attention to the concepts we have learned in class and how these can be applied while conducting the analysis. 2. Using a mix of primary, secondary, and support sources, thoroughly research the topic of your persuasive speech, checking for source credibility, relevancy, and accuracy. Select the material that enhances your thesis/purpose statement as well as your main points. Be sure to quote, paraphrase and/or cite the sources using proper formatting.

Writing, Problem Solving or Performance

Plan and write an outline for an informative speech about a specific feature/artifact of another culture. In the outline, be sure to include a clear thesis/purpose statement, a well-rounded introduction, a comprehensive body with supported main points, and effective conclusion. The outline should also include a works cited page for all outside sources used. Speaker outlines traditionally include nonverbal cues (e.g., speak up, use gestures, ask the audience a question).

Other (Term projects, research papers, portfolios, etc.)

Craft and maintain a digital portfolio of recorded speeches showcasing your public speaking delivery skills in various contexts. After each recorded speech, prepare a short written self-reflection about your strengths and areas of improvement.

Required Materials

  • Essential Communication
    • Author: Adler, Ronald B., George Rodman, & Athena du Pré
    • Publisher: Oxford University Press
    • Publication Date: 2021
    • Text Edition: 3rd
    • Classic Textbook?: No
    • OER Link:
    • OER:
  • Introduction to Communication
    • Author: Scott T. Paynton & Laura K. Hahn with Humboldt State University Students
    • Publisher: LibreText Libraries
    • Publication Date: 2021
    • Text Edition: 1st
    • Classic Textbook?: No
    • OER Link:
    • OER: Open Education Resource (OER) LibreTexts Project: https://socialsci.libretexts.org/Bookshelves/Communication/Introduction_to_Communication/Introduction_to_Communication_(Paynton_and_Hahn)
  • Communication in Our Lives
    • Author: Wood, Julia T.
    • Publisher: Wadsworth/Cengage Learning
    • Publication Date: 2024
    • Text Edition: 9th
    • Classic Textbook?: No
    • OER Link:
    • OER:
  • Introduction to Communication
    • Author: Keith Green, Ruth Fairchild, Bev Knudsen, & Darcy Lease-Gubrud
    • Publisher: LibreText
    • Publication Date: 2021
    • Text Edition: 1st
    • Classic Textbook?: No
    • OER Link:
    • OER: Open Education Resource (OER) LibreTexts Project: https://socialsci.libretexts.org/Bookshelves/Communication/Introduction_to_Communication/Introduction_to_Communication_(Green_et_al.)
  • Communication In the Real World
    • Author: Author removed at request of publisher
    • Publisher: University of Minnesota Libraries Publishing
    • Publication Date: 2016
    • Text Edition: 2nd
    • Classic Textbook?: No
    • OER Link:
    • OER: Creative Commons Attribution NonCommercial ShareAlike: https://open.lib.umn.edu/communication/

Other materials and-or supplies required of students that contribute to the cost of the course.