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Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: The study of small group communication through the analysis and evaluation of communication theories. Includes planning and completing small group projects and presentations to implement problem-solving methods, conflict management, and decision-making to develop effective communication skills. (C-ID COMM 140) (CSU, UC) Course Student Learning Outcomes CSLO #1: Research and co-create presentations as small groups. CSLO #2: Apply theory to adapt communication and effectively interact with group members from diverse cultural backgrounds and identities. CSLO #3: Collaborate using strategies that lead to working through conflict, making decisions, and problem solving. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze the member roles that contribute to a group’s process and task goals. 2. Execute effective communication skills when interacting with diverse group members. 3. Evaluate group leadership theories in different organizational contexts. 4. Prepare an agenda for a meeting and use it to guide the meeting’s structure and sustain the group.  5. Compare and evaluate successful conflict-management theories and strategies in a small group setting. 6. Demonstrate effective listening skills in various settings. 7. Collaborate effectively with group members in a digital environment. 8. Research, prepare and deliver a presentation in a small group setting. 9. Exhibit effective problem-solving communication skills. 10. Demonstrate the ability to discover, critically evaluate and accurately report information. 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 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1C Oral Communication Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Example: The instructor will lead students through a discussion regarding their past experiences participating in groupthink. First, students will discuss their groupthink experiences in small groups, answering guided discussion questions such as: (1) which groupthink symptoms were present? and (2) how was the outcome of the group interaction affected by the presence of groupthink? Then, each group will share at least one example from their group with the entire class, including the groupthink symptoms present. The class will discuss ways to reduce or eliminate groupthink in future group interactions. The instructor guides the conversation through each step. Essay Examinations Example: Example Essay Question: Explain Tuckman’s Stages of Group Development. Make sure to name each stage as well as explain what happens during each stage. The instructor evaluates the question based on a pre-established rubric. Objective Examinations Example: Example objective examination question: According to Face Negotiation Theory, people who hold more individualistic values tend to be more: A. Group-face oriented B. Self-face oriented C. Other-face oriented D. Mutual-face oriented Answer: B. Self-face oriented Projects Example: Example Project: Students teach a theory lesson. Students are sorted into small groups of 5-6 people. Each small group is assigned a theory to teach to the class via an interactive lesson, including a lecture with visual aid, three application examples and an interactive class activity. All members of the group are required to lead a part of the lesson, practicing their presentation skills. The instructor evaluates and provides feedback on the project in stages: Step 1: group work plan and timeline for project; Step 2: theory lesson slide deck; Step 3: theory lesson presentation. Reports Example: Report Example - Problem-solving report: After small groups of students follow a version of John Dewey's reflective-thinking method to analyze a complex problem and determine possible solutions, each group writes a report evaluating possible solutions, choosing one solution, and then providing justification for their solution choice. Rubric grading - instructor evaluates the report based on a grading rubric. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture/Discussion: The instructor lectures on each step of the reflective thinking problem-solving method, including what is accomplished in each step. After this introduction, the students read through a complex problem-solving case study. After independently reading the case, the students are organized into small groups to discuss the benefits and challenges of the organization's chosen problem-solving method and solution. Then each group shares highlights of their small group conversation with the class. The instructor guides the larger class discussion, highlighting the importance of each problem-solving step and the possible repercussions of skipping or inverting the method. Distance Learning The instructor will include a written lecture and multiple short video lectures on leadership theories within the course module on group leadership. After reading and watching the lectures, students will write a reflection response answering multiple questions about leadership including: * Explain what you believe makes a good leader. * What leadership perspective resonates with you the most? Why? * In what behaviors of functional leadership have you engaged in the past? Explain. Typical Out of Class Assignments Reading Assignments 1. Read a chapter from the textbook that defines effective problem solving skills in various group situations. Answer open-ended questions about the reading that provoke critical thinking in an essay-style post to the discussion board, or in an essay-style reflection and face-to-face share out in class. 2. In preparation for a group presentation assignment, read a chapter from the textbook that defines and explains the type of presentation assigned. Answer questions about the reading in a written reflection or group discussion. Writing, Problem Solving or Performance 1. Attend two campus or other approved group/organizational meetings. Write an analysis of the group, including group interaction and leadership styles, and distinguish between maintenance, task, and individual roles. 2. Participate in two group oral presentations using principles of panel and symposium formats. Each format requires a moderator and prescribed plan of action for problem solving. Other (Term projects, research papers, portfolios, etc.) Case Study Project: Students use their small group experiences in the course as a case study and demonstrate their learning by both (1) writing a paper; and (2) creating a group presentation describing their small group development in the course. Each group chooses three theories that describe their group development and interactions throughout the course, explain each theory, and then apply each theory to their group development. A detailed group paper is submitted and a short group presentation is shared with the class. Required Materials Small Group Communication: Forming and Sustaining Teams Author: Linabary, Jasmine Publisher: PressBooks Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Problem Solving in Teams and Groups Author: Piercy, Cameron Publisher: OER Commons Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: https://oercommons.org/courses/problem-solving-in-teams-and-groups-3 In Mixed Company: Communicating in Small Group and Teams Author: Rothwell, D. Publisher: Oxford University Publication Date: 2021 Text Edition: 11th Classic Textbook?: No OER Link: OER: No Other materials and-or supplies required of students that contribute to the cost of the course.