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Catalog Description Formerly known as COMM 1 Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: In this course, students learn and apply foundational rhetorical theories and techniques of public speaking in a multicultural democratic society. Students discover, develop, and critically analyze ideas in public discourse through research, reasoning, organization, composition, rhetorical sensitivity, creative expression, delivery to a live audience and evaluation of various types of speeches, including informative and persuasive speeches. (C-ID COMM 110) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Create and deliver presentations that connect with diverse audiences and critique your speech making process. CSLO #2: Engage in thoughtful speech making including: audience analysis, an audience-centered topic, academic research, rhetorical sensitivity, organizational principles, impactful language, and effective delivery to a diverse audience. CSLO #3: Apply persuasive appeals and rhetorical strategies to advocate for change with sensitivity to equity, diversity, inclusion, 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 Apply rhetorical theories to create and analyze public speeches in a variety of contexts including historical and/or contemporary. Formulate and implement effective research strategies to gather information and ideas from primary and secondary sources, evaluating them for credibility, accuracy, and relevancy. Employ sound reasoning and construct compelling arguments in support of a guiding thesis and organizational pattern appropriate for the audience, occasion, and purpose.  Demonstrate rhetorical sensitivity to diversity, equity, inclusion, accessibility, and belonging and adhere to ethical communication practices which include truthfulness, accuracy, honesty, and reason.  Compose and deliver a variety of speeches, including Informative and Persuasive speeches, to a live audience (one to many) using effective delivery practices.  Employ effective listening practices.   Engage in ethical communication practices which include truthfulness, mindfulness, accuracy, honesty, and reason as essential to the integrity of communication. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Oral Comm Skills 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: In class or through the discussion board, students will be evaluated on the ways in which they participate in discussion, demonstrating they have done the reading, and offering constructive criticism to their peers after their speech performances. Essay Examinations Example: Essay question: Imagine you are preparing a classroom persuasive speech in favor of abolishing intercollegiate athletics. What are the factors you would consider in analyzing your audience’s disposition toward the topic? In a well-developed essay, explain how differences in each of the three factors might influence your preparation of the speech including arguments, evidence, and rhetorical strategies you would use to persuade your audience. Objective Examinations Example: Arranged in random order below are a main point, two sub-points, and two sub-sub-points from a speech preparation outline. Which is the main point? a. One example of this kind of phobia is the child who is bitten by a dog and who remains fearful of dogs thereafter. b. Most phobias are caused by a frightening experience, usually in childhood. c. Phobias can develop either in childhood or adulthood. d. Another example is the child who develops a fear of heights after falling off a ladder. e. Some phobias seem to develop suddenly in adulthood without any apparent cause. Projects Example: Prior to giving a persuasive or advocacy speech, students will write an "opposition brief" or argument essay in which they describe and provide evidence for a viewpoint that is in opposition to the one that they will advocate for in their speech. Skill Demonstrations Example: A minimum of three faculty-supervised, faculty-evaluated, oral presentations in front of a live audience (one to many), including an Informative speech of at least five minutes and a Persuasive speech of at least six minutes in length; 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. Other Example: A minimum of three faculty-supervised, faculty-evaluated, oral presentations in front of a live audience (one to many), including an Informative speech of at least five minutes and a Persuasive speech of at least six minutes in length; speech outlines and works cited/references; critiques of speeches. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead discussion on assigned chapters covering how to write central ideas/theses. Instructor will present several central ideas/thesis statements and discuss with students the effectiveness or ineffectiveness of each statement. Students will then engage in a critical thinking exercise to practice recognizing and formulating effective central ideas/theses. Distance Learning To teach students public speaking skills in the area of delivery, the instructor will discuss on and show examples of key concepts such as gesture, articulation, inflection, facial expression, and eye contact and illustrate these techniques. A speech assignment will be given in which students focus on delivery. Students will post video recordings of their speeches on a discussion board and then students and instructor will watch the speeches and give constructive criticism. Typical Out of Class Assignments Reading Assignments In preparation for a speech assignment, read the chapter from the textbook that defines and explains the type of speech. Then read a transcript of an exemplary speech that illustrates the speech-type and provides example of the concepts from the chapter. Analyze the specific speech purpose, language, evidence, rhetorical strategies and how the speaker adapts to a diverse audience and a specific context. Answer questions about the reading and speech transcript in a written reflection or group discussion. Writing, Problem Solving or Performance Performance: Deliver a persuasive speech, in which you use ethos (building your credibility and citing reliable sources), logos (supporting your thesis with facts, statistics, examples, expert testimony, and logical reasoning), and pathos (appealing to the emotions of the audience) as well as rhetorical strategies adapted to your audience to persuade them that they should agree with your thesis and possibly take action. Writing: In MLA style, write a manuscript for a commemorative speech, which clearly states why the subject is being honored and which inspires the audience with its specific examples and with its creative use of vivid and poetic language. Be sure to have an introduction which captures interest and reveals the topic, a well-organized body with strong support, and an inspiring conclusion. Other (Term projects, research papers, portfolios, etc.) Essay: Critically reflect on a speech performance that most resonated with you. Comment on the whether the speaker was successful in adapting to the audience and context as well as organization of the speech, the arguments and evidenced use to support the thesis, and the overall effectiveness of the message. Required Materials Public Speaking: The Evolving Art Author: Coopman, S. J. and Lull, J. Publisher: Cengage Publication Date: 2024 Text Edition: 5th Classic Textbook?: No OER Link: OER: A Pocket Guide to Public Speaking Author: O'Hair, D., Rubenstein, H., and Stewart, R. Publisher: Bedford St. Martins Publication Date: 2023 Text Edition: 7th Classic Textbook?: No OER Link: OER: The Art of Public Speaking Author: Lucas, Stephen E. Publisher: McGraw Hill Publication Date: 2023 Text Edition: 13th Classic Textbook?: No OER Link: OER: Speak Out, Call In: Public Speaking as Advocacy Author: Mapes, M. Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Stand up, Speak out: The Practice and Ethics of Public Speaking Author: Anonymous Publisher: LibreText Publication Date: 2020 Text Edition: Classic Textbook?: No OER Link: OER: Yes Exploring Public Speaking Author: Barton, K., and Tucker, B. Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Fundamentals of Public Speaking Author: Cunill, M. Publisher: Lumen Learning Publication Date: Text Edition: Latest Classic Textbook?: OER Link: OER: Lumen Learning Public Speaking Matters Author: Floyd, K. Publisher: McGraw-Hill Publication Date: 2023 Text Edition: 3rd Classic Textbook?: OER Link: OER: Principles of Public Speaking Author: German, K. Publisher: Routledge Publication Date: 2021 Text Edition: 20th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of ENGL C1000 with grade of "C" or better Advisory: Completion of COMM C1000 with grade of "C" or better Hours: 54 lecture Description: Argumentation and rhetorical criticism focuses on methods of critical inquiry, advocacy, and argumentative writing through the written and oral traditions. Students will refine and strengthen critical thinking skills necessary to identify, analyze, and evaluate communicative messages and arguments in a variety of forms. Theoretical components will introduce students to perspectives toward argument analysis to develop basic criteria for identifying and evaluating effective, ethical arguments both written and orally. Significant emphasis will be placed on the sophistication of writing assignments surrounding argumentative and rhetorical theory. Students will write a minimum 5,000 words during the course. (C-ID COMM 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the relationship between theories of argumentation and the implementation of argumentation based on type and form. CSLO #2: Discuss diverse perspectives in the development and delivery of argument and rhetoric in a variety of forms. CSLO #3: Demonstrate the use critical research methods to analyze and evaluate premises, assumptions, rhetorical properties, and implications in arguments. CSLO #4: Construct written and oral arguments that draw on theoretical perspectives of argumentation and rhetorical criticism to evaluate the use of logic, reasoning, and rhetorical strategy within a variety of texts. CSLO #5: Integrate strategies of writing and presenting a progression of arguments, written and orally demonstrating increasingly complex development, critical thought, and advocacy. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Write organized and well-supported essays (1,500-3,000 words) using sophisticated rhetorical strategies that emphasize structure, coherence, style, and rhetorical sensitivity for diverse audiences culminating in at least 5,000 words . Develop written and oral arguments that represent diverse rhetorical sensibility, ethical, reasonable, and logical assumptions in order to make informed judgements about communicative phenomena and messages. Refine research skills by evaluating primary and secondary sources with respect to relevance, reliability, and appropriateness to rhetorical context.  Differentiate the components of an argument utilizing various methods of reasoning including inductive and deductive. Evaluate arguments of different forms across a variety of communication contexts. Interrogate personal assumptions and implications of claims based on fact, value, and policy using critical methods of inquiry. Recognize and refute logical fallacies in a variety of formats. General Education Information Approved College Associate Degree GE Applicability AA/AS - Critical Thinking AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A1 Oral Communication CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1B - Critical Thinking IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1C Oral Communication Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Discussion can be whole class or small groups with a report to the whole class addressing the following questions: What is the nature of argument? What is the relationship between logic and reasoning? How do we make judgments about arguments we experience? Essay Examinations Example: Essay question: Define values and value hierarchies and explain how you might use both to craft an opinion column persuading the reader to abolish a college sport (e.g., football, basketball, fencing, etc.). Your essay should be approximately 500-750 words. Objective Examinations Example: Multiple choice question: Which of the following is not a part of an argument according to Toulmin? a. Qualifier b. Claim c. Backing d. Warrant e. Description Short answer question: List and define the canons of rhetoric. Other Example: In a formal essay, of at least 1,500 words, students will demonstrate their ability to critically analyze and evaluate the rhetorical effectiveness of a given text in a well-developed and supported argument of their own. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture on Toulmin's approach to rhetoric and explanation of his method of argument analysis. Potential discussion questions: What are the most important aspects of the Toulmin model? How do we determine parts of an argument according to Toulmin? How do we evaluate the effectiveness of an argument according to Toulmin? How is Toulmin's approach to rhetoric different than Aristotle? When discussing the Neo-Aristotelian tradition of rhetoric, display a list of classical terms. In groups, students map the words that are similar in definition, function, or have a relationship. Students will present their mappings to the class. Students bring in a newspaper or magazine article. In groups students must identify the logical fallacies used in the article and identify the type argument (fact, value, policy). Distance Learning Discussion board is created with different issues based on fact, value, and policy. Students organize themselves into groups based on the argument of interest. Students work together to research information to build an argument, provide documented support and refute the opposition. Complete projects will be combined in a peer engagement discussion board that will provide all students to evaluate the effectiveness of the groups' argument and offer feedback for improvement. Typical Out of Class Assignments Reading Assignments After doing reading on the scientific approach of Aristotle, students will provide a modern interpretation of his writing on "Usefulness of Rhetoric" using his 4-form proof as a guide. After reading about meaning-centered theory, students will locate a visual-based argument and discuss its effectiveness. Writing, Problem Solving or Performance Using a recent newspaper or periodical, students will select an editorial and address the following questions: What is the argument (claim) the author is making? Who is the target audience for the argument? What is the structure of the argument (statement and proof)? How is the evidence presented? What type of reasoning is used to connect the evidence to the claim? What types of appeals (logical, emotional, psychological) is the author using to persuade his target audience? How does the author establish his or her credibility? Finally, diagram the argument using Toulmin's Model of Argument. After determining the debate proposition, each student will select and research one viewpoint of the issue and write a deliberation brief that incorporates structured, persuasive argument of approximately 2,000 words. Debate components will cover a fact, value or policy proposition, designation of the central issues, delineation of commonplaces shared with opponents, and definition of key terms. The brief will also contain all the claims the student plans to advance in the debate as well as relevant support and evidence, and an outline of all underlying values and assumptions. Finally, each student will assess the standpoint, power and perspective for each advocate involved in the debate. After each student has a brief prepared, students will enter into a deliberation over the issue. When the deliberation is complete, students will write an analysis paper approximately 2,500 words of the issue including both, or all, viewpoints. In the analysis, students will evaluate their performance and explain any alterations or significant changes to their argument as a result of the deliberation. Other (Term projects, research papers, portfolios, etc.) Critical analysis paper, approximately 3,000 words focuses on the strategic use of rhetorical appeals and persuasive power of a given text. The argument the student makes about the text must address how/why it works rhetorically, not simply what it conveys. Students’ argument must also evaluate rhetorical appeals used within the text in order to determine the overall effectiveness of the text's argument. Required Materials Advocacy and Opposition: An Introduction to Argumentation Author: Rybacki, D. & Rybacki, K. Publisher: Pearson Publication Date: 2021 Text Edition: 7th Classic Textbook?: No OER Link: OER: Everything's an Argument Author: Lunsford, A. and Ruszkiewicz, J. Publisher: Bedford/St. Martins Publication Date: 2021 Text Edition: 9th Classic Textbook?: No OER Link: OER: Arguing Using Critical Thinking Author: Martenay, J. Publisher: LibreTexts Publication Date: Text Edition: Classic Textbook?: No OER Link: OER: https://socialsci.libretexts.org/Bookshelves/Communication/Argument_and_Debate/Arguing_Using_Critical_Thinking_(Marteney) How Arguments Work- A Guide to Writing and Analyzing Texts in College Author: Mills, A. Publisher: LibreTexts Publication Date: Text Edition: Classic Textbook?: No OER Link: OER: https://human.libretexts.org/Bookshelves/Composition/Advanced_Composition/How_Arguments_Work_-_A_Guide_to_Writing_and_Analyzing_Texts_in_College_(Mills) The Practice of Argumentation: Effective Reasoning in Communication Author: Zarefsky, D. Publisher: Cambridge University Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Critical Thinking Author: Gurevich, A. Publisher: MHCC Library Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Arguments in Context: An Introduction to Critical Thinking Author: Robinson, T. Publisher: Muhlenberg College Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Logic and Critical Thinking Author: Levin, N. & Sheley, J.D. Publisher: NGE Far Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Diving into Rhetoric: A Rhetorical View of History, Communication, and Composition Author: Palmer, K. Publisher: The Worry Free Writer Publication Date: 2020 Text Edition: Classic Textbook?: No OER Link: OER: Yes Argumentation: Critical Thinking in Action Author: Lapakko, D Publisher: Kendall Hunt Publication Date: 2021 Text Edition: 5th Classic Textbook?: No OER Link: OER: Arguments and Arguing: The Products and Process of Human Decision Making Author: Hollihan, T.A. & Baaske, K.T. Publisher: Waveland Press Publication Date: 2022 Text Edition: 4th Classic Textbook?: No OER Link: OER: Argumentation: Understanding and Shaping Arguments Author: Herrick, J.A. Publisher: Strata Publishing, Inc. Publication Date: 2023 Text Edition: 7th Classic Textbook?: No OER Link: OER: Argumentation and Criticial Decision Making Author: Rieke, R., Sillars, M. and Peterson, T. Publisher: Pearson Publication Date: 2021 Text Edition: 8th Classic Textbook?: No OER Link: OER: The Approachable Argument Author: Leigh, M.& Davarni, S.S. Publisher: Kendall Hunt Publishing Publication Date: 2020 Text Edition: 4th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000; completion with grade of "C" or better or concurrent enrollment in COMM C1000 or 5 Hours: 54 lecture Description: The study of human communication through hands-on research methods that serve as specializations to the field of Communication Studies. This course explores human communication patterns through an examination of critical approaches, key concepts, and founding theories. Students engage in original inquiry, research and data gathering, analysis and discovery. (C-ID COMM 180) (CSU, UC) Course Student Learning Outcomes CSLO #1: Develop an original research question and/or hypothesis to investigate that reflects a communication concept or theory of interest.\\n CSLO #2: Engage in social scientific research methods that function as specializations to the communication studies discipline (e.g., interviews, survey, ethnography) in order to collect data. CSLO #3: Apply key concepts to the analysis of research data and connect the data (i.e., findings) to one or more communication studies theories.\\n CSLO #4: Present findings from the social scientific research process to a public audience (e.g., peers, professional, community).\\n Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Explain and apply key concepts within the field of communication. Discuss the history and trajectory of the study of communication. Critically discuss and write about human communication theories and contexts. Compare and contrast the social scientific research methods for the evaluation of human communication patterns. Explain the contextual, cultural, social and political implications of various types of communication (e.g., mediated, interpersonal, intercultural). Describe specializations within the communication discipline. Explain ethical perspectives in communication, including the influence of cultural diversity, inclusion, and equity perspectives. Identify and describe a range of viewpoints representative of diverse individuals and communities. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Consider the ways that your upbringing and/or cultural identity (memberships) influence your ways of knowing. After discussing your ideas with a group, make a list of communication topics that you are interested in exploring this semester, and discuss why they are interesting to you. Essay Examinations Example: Example: Write a “Me Search” Paper - oftentimes, social scientific researchers investigate topics of personal interest. In preparation for this paper, reflect on 3 memorable communication events that stand out to you in important ways. Be sure to select communication events that represent a variety of contexts, such as relational, workplace or mediated communication. Next, compose a narrative essay connecting your communication events to key concepts and/or theories that we have discussed in class. Example: Write a synopsis of three academic resources related to your topic of study. Be sure to use in-text citations where appropriate. Objective Examinations Example: Students take unit or chapter quizzes showcasing their understanding of key concepts and theories. Example exam question: Consider the role of sensitizing concepts when undergoing ethnographic research. At what stage should/does a researcher identify sensitizing concepts and what purpose does this process serve? Example quiz question: True of False? Communication Accommodation Theory examines the way that individuals adjust their style of speech toward or away from one another. Problem Solving Examinations Example: Students are given two ethical scenarios, each demonstrating a potential breach in communication ethics. Students are asked to explain the breaches, compare and contrast the implications of the ethical breach to the communication context, and to determine the best course of action. Projects Example: Students will be guided through the steps of a semester-long original research project. Students will start by writing an original research question and/or hypothesis to examine a communication phenomenon of personal interest. Next, students will select one research method covered in class to use in order to collect and analyze data. Students will connect their findings to communication research and theory in efforts to draw conclusions and discuss the implications of their research. Skill Demonstrations Example: After reading about ethnographic fieldwork methods, students will engage in non-participant observations by taking detailed field notes of various communication phenomenon they observe in their local surroundings (e.g., campus, work, online). Students will work in teams to create a formal interview guide showcasing various learned question types (e.g., narrative, touring, hypothetical, etc). They will then use this guide to interview a communication practitioner. Students will demonstrate their skills in visual thematic analysis by participating in an activity whereby they are first asked to draw “what it means to be a college student today.” After 3 minutes of silent drawing, students will share their creative interpretations with the class by posting them to a shared space. Finally, students will use the collection of class drawings to search for meaningful patterns and themes that emerge from the visual data. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a class discussion that goes over the steps of the social scientific research process, including writing a guiding research question or hypothesis, selecting and using an appropriate method for data collection, analyzing the data to draw relevant conclusions, and making connections to current communication research. Students will discuss the various steps using their own interests/experiences to select a communication topic and design an original semester-long research project. The instructor will use a variety of mediated clips to showcase a critical theory in action (e.g., The Surveillance of Hidden Amazon Tribes to teach about Muted Group Theory). The instructor will next facilitate a classroom discussion that challenges perspectives of agency, ethics, and equity. Students will view the clip(s), discuss who is muted and by whom, share their perspectives, and in doing so, apply key terms. Distance Learning Using the course management system recording studio or other, students will create a dynamic and informative presentation showcasing their research project from start to finish. The presentation will include their original research question or hypothesis, a short discussion of academic research connected to their topic of study, a brief overview of their data collection and analysis methods, as well as relevant findings and conclusions. Students will participate in an online discussion board where they 1) share their visual analysis drawings in teams, and 2) respond to peers’ drawings by identifying similarities and differences in the data re: themes and patterns. Students will watch an online video showcasing a social experiment (e.g., Brown Eyes vs. Blue Eyes experiment, CNA Insiders Race and Privilege Social Experiment, What would you do?) After watching the video, students will post their immediate reactions and discuss any one of the following: a) what they believe the purpose of the social experiment was at the time it was conducted, b) which communication pattern is best identified/explored in the video, c) if a norm was violated, what was it and what are the implications of violating this norm? and/or d) what they would do differently if they were to recreate this social experiment today. Typical Out of Class Assignments Reading Assignments Locate an academic and popular press reading about how to develop a research question. Feel free to use the assigned chapter reading(s), online videos, OER lessons, or business/commercial publication(s). Write a paragraph detailing the similarities and differences you identified between the sources. Writing, Problem Solving or Performance 1. Create an annotated bibliography with 7 academic sources, relevant to your topic, method and 1 communication theory that you think is well-suited and connected to your project. Select articles and sources that relate to your research question or hypothesis; then summarize and analyze the article. 2. Using the SOAPSTone method of rhetorical analysis (worksheet or similar), watch a modern film that challenges social justice themes (e.g., I am Simon, Selma, He Named Me Malala, Crash, Nope, etc.) Be prepared to discuss your findings in connection to learned theories. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio showcasing each step of your research process. Be sure to include: early brainstorming notes, your original research question/hypothesis drafts, research project timeline, notes on method, the data you collected (digital or hard copy), data analysis, and early conclusions. 2. Poster session - much like a poster session at an academic or professional conferences, students will take their research public by participating in a poster session that highlights their most relevant findings. Students will create a creative and informative visual (digital or poster) display to be showcased to peers and the public. Required Materials Survey of Communication Study Author: Hahn & Payton Publisher: Merlot (OER) Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Communication in the Real World: An introduction to Communication Studies Author: Anonymous (Author removed at request of original publisher) Publisher: University of Minnesota Libraries Publishing Publication Date: 2016 (currently being revised) Text Edition: Classic Textbook?: No OER Link: OER: Yes A First Look at Communication Theory Author: Griffin, Ledbetter, Sparks Publisher: McGraw Hill Publication Date: 2019 Text Edition: 10th Classic Textbook?: No OER Link: OER: Communication Mosaics: An Introduction to the Field of Communication Author: Wood, Julia T. Publisher: Cengage Learning Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

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.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to the symbolic process of communication through the study of foundational communication theories and concepts to develop critical thinking and communication competence in a variety of contexts. Areas of theoretical focus include public speaking, rhetoric, small group, and interpersonal communication. (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 2026 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: Present a well-organized (extemporaneous) speech to be delivered in front of a live audience.  Demonstrate critical thinking and reasoning skills by conducting research (primary and secondary sources), evaluating source credibility, and presenting evidence in support of a logical argument during a live speech. Cite sources correctly both in-text and as reference material.  Showcase rhetorical sensitivity to diversity, equity, inclusion, belonging, and accessibility in both writing and verbal communication practices. Engage in ethical communication communication practices including  engaged listening, truthfulness, mindfulness, accuracy, and honesty Identify and explain the Canons of Rhetoric, Aristotelian proofs (ethos, pathos, logos)) and the Toulmin Model then apply this knowledge to plan and deliver a speech to live audiences.  Demonstrate effective public speaking skills by: Applying audience analysis techniques appropriate the live audience Crafting compelling, well-organized and logical arguments in support of a thesis across a variety of speech contexts (informative, persuasive) Decipher and select relevant research sources as support for claims Write formal speech outlines using an introduction, main points, conclusion and transitions Use effective presentation enhancers/visual aids in an individual or group speech Employing effective verbal and nonverbal presentation skills to deliver effective speeches to a live audience Perform effective techniques of persuasion in both written and oral communication. Critically analyze and evaluate information and arguments for the purpose of creating meaningful, effective, and ethical oral and written messages. Demonstrate effective listening skills in order to provide appropriate and constructive feedback to peers on verbal and nonverbal presentation skills.  Understand barriers to interpersonal, group and intercultural communication competence. Explain the role of perception and self-concept to the communication process. 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: Students may select a controversial topic of personal interest to research, selecting both primary and secondary sources as support for their claims. In small groups, students will craft their arguments showcasing a variety of rhetorical strategies (Toulmin model, ethos, pathos, logos). Various group members will adopt different and diverse stakeholder positions, thus representing multiple sides of the issue and present their arguments to a live audience. A moderator will be selected to prepare an introduction and questions for analysis as a practice in civil dialogue. Essay Examinations Example: Students will write a traditional essay responding to one or more prompts. Example: Aristotle identified three artistic proofs—ethos, pathos, and logos—as the foundation of persuasion. 1) Define each of the Aristotelian proofs in your own words. 2) Provide a specific example of how a speaker might use each proof effectively in a contemporary public speech (for example: a political address or a graduation speech). 3) Finally, evaluate which proof you believe is most persuasive in today’s society and explain why. Example: Reflect back on the 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: Exam which may include concept definitions, multiple choice, or true/false answers, or short-answer questions based on course objectives and work covered over a manageable period of time. Aristotle identified three primary modes of persuasion, often referred to as the "Aristotelian proofs." Which of the following correctly describes them? A. Pathos, Logos, and Doxa — appealing to emotion, logic, and commonly held beliefs B. Ethos, Pathos, and Logos — appealing to credibility, emotion, and logic C. Ethos, Mythos, and Logos — appealing to character, cultural stories, and logic D. Logos, Kairos, and Pathos — appealing to logic, timeliness, and emotion Correct Answer: B. Ethos, Pathos, and Logos — appealing to credibility, emotion, and logic Problem Solving Examinations Example: Provided with a case scenario, students will work to arrive at creative and effective solutions to everyday communication problems. Students will be presented with an ethical dilemma - for example, being asked to sit through a political speech where they do not agree with the speaker's message. Students will craft an essay in response to their attendance explaining how they might engage ethical listening skills and provide speaker feedback that showcases their understanding of these communication principles. Skill Demonstrations Example: Live demonstration engaging effective public speaking practices for managing communication apprehension. In small groups, create a skit to perform in class that showcases the 5 Canons of Rhetoric. 1) Invention - in small groups, brainstorm a skit idea for the provided prompt. 2) Arrangement - develop a mini-outline appropriate for the live audience that includes a hook, thesis, three main points, and a memorable conclusion. 3) Style - revise and enhance the style using various rhetorical devices (humor, metaphor). 4) Memory - practice to increase credibility and confidence. 5) Delivery - each group presents mini-skit/speech using effective verbal and nonverbal skills. 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; formal speech outlines complete with in-text citations from primary and secondary sources, as well as a reference list. Students will present extemporaneous informative and persuasive speeches for a live 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: 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. 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 Instructor will provide digital instructions through closed captioned videos that reflect the course outcomes. For example, instructors will use voice-over and/or video content 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, including ethical listening and feedback, via written and/or audio and video recorded responses Typical Out of Class Assignments Reading Assignments 1. Using the chapter resources and/or the SOAPStone method of rhetorical analysis handout provided in class, critically analyze 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 communication theory can be applied to the method of 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 cultural artifact. 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.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: The study of interpersonal communication through an examination of theory and research findings. This course investigates the application of the principles of verbal and nonverbal transactions, key interpersonal concepts, and the dynamics of communication in personal and professional contexts. (C-ID COMM 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain how communication with others shapes aspects of identity including self-concept and self-esteem. CSLO #2: Critically reflect on how cultural identities influence interpersonal interaction. CSLO #3: Analyze interpersonal conflict and apply appropriate communication strategies to manage or resolve the situation. CSLO #4: Assess your interpersonal communication skills to hone strengths and improve in needed areas. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Explain the key concepts, principles, and theories of interpersonal communication Apply interpersonal communication theories to analyze and describe, through lived experiences, the ways that communication creates, develops and changes personal identities taking into consideration variables such as culture, gender, ethnicity, and race;  Evaluate the effects of communication on interpersonal relationships and social and cultural realities; Examine the ethical and cultural dimensions within interpersonal communication founded on communication theory; Apply communication theory and research – considering factors such as power, distance, context, and individualism-collectivism – in individual skills and competencies, such as listening and feedback, for successful ethical interpersonal communication; and Analyze and diagnose conflict in interpersonal relationships and demonstrate appropriate conflict management strategies. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Oral Comm Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will complete an activity applying theories such as the Johari Window and Social Penetration to describe the self-disclosure in a significant relationship. Students will then participate in a classroom discussion where they will explore the costs and benefits of self-disclosing in interpersonal relationships. Essay Examinations Example: Describe two people with whom you live, work, or study. For each person, (a) record at least five of perceptions that you have of each person, and (b) describe the perceptual influences that contribute to your perceptions of each person. Objective Examinations Example: The interactional dialectics for friendships include all of the following except: a. Independence/Dependence b. Affection/Instrumentality c. Trustworthiness/Disclosure d. Judgement/Acceptance e. Expressiveness/Protectiveness Problem Solving Examinations Example: Students are given a case study outlining a conflict between two parties in a work setting. Students are asked to identify the conflict orientation that each person is using in the conflict, compare the different conflict styles that might be used to help resolve the conflict, and recommend the best course of action to reach a solution that both parties could accept. Projects Example: Working in groups, analyze a television or movie interpersonal relationship applying course concepts, theories, and research in completing the following: Using Knapp’s Relationship stages, identify stage(s) the relationship went through and the communication that was observable in each stage. Describe the effective and ineffective communication in that relationship including confirming and disconfirming behaviors. Describe the communication climate of the relationship. Describe any conflict observed in the relationship. Drawing on what you learned in class, provide the characters advice on what they could change about their communication for improving relational satisfaction and increasing closeness. Write a group paper including the five areas outlined above, integrating research and course content and theories. Finally, present to the class a short clip and share your group’s analysis in a class presentation. Skill Demonstrations Example: From a list of skills to improve communication competence, students will choose 3 skills. Each week, students keep a journal of how the week's course content of interpersonal theories and concepts help them improve their chosen skills. At the end of the semester, students do a reflective write up of how they have made improvements in their communication competence based on the concepts covered in the class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a class discussion on the influences on the self-concept and identities including race, gender, social roles, social media, etc. Students will reflect on their own identities and identify influences and explain the effect of communication on their self-concept and identities. Distance Learning The instructor will develop a peer review assignment requiring students to describe and analyze a conflict situation in their personal or work life. Students will determine what triggered the conflict event, explain the issues, describe the communication between the parties, and explain how they handled the conflict including the resolution, if a resolution was reached. In the peer review, students will "coach" each other in employing different conflict management strategies. Based on the peer review and their own analysis, students would determine what they would do differently in the future. Typical Out of Class Assignments Reading Assignments Read the chapter on Relationship Development. Using Knapp's model of interpersonal relationship stages, diagram a significant interpersonal relationship in your life. Writing, Problem Solving or Performance After the class lecture and discussion on Gibb's communication climates, identify the climate of a current relationship. In an essay, describe the specific confirming and disconfirming behaviors, verbal and nonverbal, employed by you and the other person. Evaluate these behaviors and determine which ones were most significant in contributing to the communication climate of the relationship. Since relationships require constant nurturing, determine which communication behaviors would be most effective in either ensuring the continued positive climate or improving the negative climate. Other (Term projects, research papers, portfolios, etc.) Choose one significant relationship to focus on for the semester. To begin, using the components found in the Transactional Communication Model, explain the communication in the relationship including the duration, the frequency of interaction. Next, identify quality (not quantity) communication issues that will benefit from using more effective communication skills. State the goals that you have for improving your communication in the relationship and develop a plan of action for improving your communication within the relationship including specific, qualitative, and measurable communication behaviors (not attitudes) that were covered in class. In subsequent weeks, track your progress with a written or video journal. After six weeks, they evaluate the overall results of your efforts by describing and assessing the degree to which you met your communication goals and the impact your improved communication had on the relationship. Required Materials Looking Out, Looking In Author: Adler, R., Proctor, R. and Manning, J. Publisher: Wadsworth Publication Date: 2023 Text Edition: 16th Classic Textbook?: No OER Link: OER: Interpersonal Communication: Everyday Encounters Author: Wood, J. Publisher: Cengage Publication Date: 2020 Text Edition: 9th Classic Textbook?: No OER Link: OER: Close Encounters: Communication In Relationships Author: Guerrero, L., Andersen, P. and Afifi, W. Publisher: Sage Publication Publication Date: 2020 Text Edition: 6th Classic Textbook?: No OER Link: OER: Interpersonal Communication: Context and Connection Author: Multiple Authors Publisher: LibreText Publication Date: 2020 Text Edition: Classic Textbook?: No OER Link: OER: Yes Communicating to Connect: Interpersonal Communication for Today Author: Usera, D. and Multiple Authors from Austin Community College Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Explores communication between people of different cultural communities both globally and locally. Intercultural communication is grounded within historical, political, organizational and interpersonal contexts that shape our individual interactions. This course focuses on intercultural communication theories and research to help students analyze identity, perception, conflict, and how power, privilege and oppression are perpetuated in societies. (C-ID COMM 150) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply theory to explain intercultural dynamics in communities. CSLO #2: Investigate cultural differences and similarities toward mutual understanding. CSLO #3: Examine how cultural identities affect communication. CSLO #4: Connect power, privilege and oppression to communication within a society. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Articulate how core values, worldview and communication patterns shape cultural and individual identity.  2. Explain how culture influences verbal and nonverbal communication.  3. Identify and explain the social and psychological variables of culture and its expression.  4. Connect power, privilege and oppression to communication within a society.  5. Identify and explain barriers to effective intercultural competencies such as stereotyping, prejudice, and ethnocentrism. 6. Evaluate problem solving strategies for dealing with intercultural conflict in the workplace, personal relationships and common social settings. 7. Investigate, differentiate and critique one's own culture. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Classroom Discussion: Students will participate in a class activity to learn effective ways of responding to prejudicial and stereotypical comments in an interpersonal situation. Students will complete an activity sheet that asks them to think of a time in which they have encountered prejudicial or stereotypical comments. They will write their response, its impact on the situation and then how they would approach the situation in the future to include the new strategies presented in class. After completing the activity sheet, students will share their answers with a small group. Then the instructor will facilitate a larger class discussion. Grading: The activity will be assessed in the area of participation and evaluated with a rubric that includes critical thinking, engagement with questions they were asked to address and speaking time, both in small groups and in the larger classroom discussion. 2. Classroom Discussion (Online): EXAMPLE: Discussion on cultural dialectics. In an online discussion students will share a dialectical perspective that they hold, or a dialectical perspective with which they are grappling. PROMPT: Choose one of the six dialectics of intercultural communication introduced in the module. Please describe the dialectics in detail and why you hold both opposing views simultaneously. STUDENT REPLIES: Students reply to two peers and share what they learned from a peer’s response or ask questions about a specific dialectic. Objective Examinations Example: Objective Examinations: In both online and face-to-face instruction, students will take multiple-choice exams to assess understanding of key concepts from the assigned reading, module content and lectures on intercultural communication theory and skills for optimal interaction. Sample Question: When Bill speaks he uses direct and precise language. He primarily relies on verbal communication. Bill has a ____________ orientation. Correct Answer: Low-Context Projects Example: Students will create and curate a portfolio throughout the semester to include excerpts of their reflection responses, course papers and submissions to class activities and discussions. The goal of the portfolio is to demonstrate understanding of course theories and their growth as intercultural communicators. At the end of the course, students will write a short reflection response analyzing their learning throughout the course. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on intercultural conflict including the definition and differences in conflict orientation on both the personal and cultural levels. Students complete a “What is my Conflict Lens?” assessment to get an idea of their general conflict style preferences. Students form small groups to discuss: (1) their results; (2) how to adapt their preferred conflict styles when needed in an unfamiliar situation or with a person who has a different conflict orientation. The instructor then brings the class together and leads a discussion to examine ways that individuals can adapt their conflict orientations in a culturally competent manner. Distance Learning The instructor will include an in-depth video lecture describing racial identity development models in the course module on identity. After watching the lecture and reading supporting material in the course textbook, students will write a reflection response where they choose the identity development model that best fits them, explain why they chose it, and then describe each stage of their chosen model, including the stage they are currently navigating on their identity journey. Typical Out of Class Assignments Reading Assignments 1. Read and critique selected articles addressing current events that demonstrate barriers of intercultural communication in a one-page analysis assignment. 2. After reading a chapter from Malcolm Gladwell’s book Outliers that provides real-world examples of communication patterns gone wrong, answer a series of questions connecting the chapter to the textbook reading on cultural dimensions and analyze proposed solutions and possible outcomes. Writing, Problem Solving or Performance 1. Write a research paper investigating one's own individual culture(s) and analyze typical communication patterns of the culture(s). 2. In an analytical paper, compare and contrast two cultures, examining beliefs, values, behaviors, customs, rituals and worldviews. Other (Term projects, research papers, portfolios, etc.) Required Materials Exploring Intercultural Communication Author: Grothe, Tom Publisher: LibreTexts Publication Date: 2020 Text Edition: N/A Classic Textbook?: No OER Link: OER: Yes Intercultural Communication: Globalization and Social Justice Author: Sorrells, Kathryn Publisher: SAGE Publication Date: 2020 Text Edition: 3rd Classic Textbook?: No OER Link: OER: No Understanding Intercultural Communication Author: Ting-Toomey, Stella and Chung, Leeva Publisher: Oxford University Press Publication Date: 2021 Text Edition: 5th Classic Textbook?: No OER Link: OER: No Language and Culture in Context - A Primer on Intercultural Communication Author: Godwin-Jones, Robert Publisher: LibreTexts Publication Date: 2021 Text Edition: N/A Classic Textbook?: No OER Link: OER: Yes Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to performance studies and issues of diversity and social justice with works that bring these issues to light. Through the analysis, selection, and interpretation of genres such as poetry, oral history, prose, humor, and drama, students deepen their appreciation for literature, gain skill in performance, and insight into the role of voice, identity, and social justice in spoken arts. Focus on critiquing performance in context with key concepts from the field. Includes analysis of literature for themes, script writing, delivery, and the co-production of solo and/or group performance events. (C-ID COMM 170) (CSU, UC) Course Student Learning Outcomes CSLO #1: Create verbal art for audiences. CSLO #2: Deliver a story about an aspect of your culture and/or identity. CSLO #3: Analyze the meanings of events as acts, performers, and audiences in cultural production. CSLO #4: Co-produce a literary performance event that highlights issues of diversity and/or social justice. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Identify and explain what constitutes good literature in context.  Distinguish between various forms of literature. Analyze and critique literature and nonfiction for the purpose of interpretation. Create an act of verbal art. Research and construct individual and/or group oral performances for various live audiences. Edit literature for live performance using techniques that focus on unity of time, place, action, mood and character. Perform a variety of verbal and nonverbal skills to bring literature to life and heighten the effectiveness of the performer’s message. Identify a text's premises and assumptions in various social, historical, cultural, psychological, or aesthetic contexts.  Apply a performance studies approach to analyze events. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 3A - Arts IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will workshop texts they plan to perform in small groups. They will share copies of the text in groups and without saying a lot beyond what's on the text, read it to the group. The group will annotate the text with questions to clarify meanings, feedback on where the piece resonated for them as audience members, and suggestions on how to strengthen delivery. Objective Examinations Example: Quizzes will be given to assess student comprehension of key concepts in performance studies and interpretation raised in the readings and lectures. Understanding the terms will allow them to apply them in their interpretations and analysis. Sample questions: 1. What are four concepts that are useful in analyzing performance? Answer: Act, audience, performer, and event. Projects Example: 1. Students will do library research to contextualize a piece of literature they plan to perform and to discern its issues of diversity and social justice. They will write-up their findings in an essay with a works-cited page. Assessment will attend to the relevance and credibility of the sources in relation to the piece, critical thinking and reflection, and quality of writing. 2. Students will perform an act of verbal art or interpretation alongside other performers and audience members. After the performance they will write a critical reflection on the meanings of the event for them personally and for the class as a whole. (Objectives 4, 5, and 9) Skill Demonstrations Example: 1. Students will perform acts of interpretation for an audience. Assessment will focus on how well they achieve interpretive elements of unity of time, place, action, mood, character and overall delivery. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on key concepts from the reading and show video exemplars of acts of performance. Concepts that illustrate different aspects of interpretation will be applied to the performance. Instructor will explain the performance event and the elements of act, performer, audience, and context and lead class in an analysis of what the performance does for the given group. During the lecture, the students will participate through whole-class discussion and/or small group discussion after the lecture. Distance Learning In the online modality, the instructor will post a lecture in the LMS on key concepts from the reading with embedded videos of performances. The elements of the performance event including: Act, verbal art, audience, and context will be analyzed to explain its meanings to the audience in situ, the performer, and in relation to the broader culture. Students will participate in a discussion tied to the lecture in which they engage the performance and discuss its meaning to them as audiences and performers. The instructor will post a lecture through writing and other media on the process of scripting for listening and/or watching audiences. They will provide short examples of a written text meant to be privately read, and an edited version of the text meant for public performance. The instructor will place students in small group discussions to upload photos of a short written text and a revised version they have marked-up to prepare for performance. They will practice reading each others revisions and give feedback on how they resonate and could be strengthened. Typical Out of Class Assignments Reading Assignments 1. Read a chapter from the assigned course text. Answer the questions at the end of the chapter to define and apply key terms and demonstrate comprehension. 2. Research and read credible historical, cultural, and/or biographical sources to gain insight into the background of an author, character, or subject whose work you choose to perform. Writing, Problem Solving or Performance 1. Interpret a selection of prose by editing it for performance, applying vocal and nonverbal delivery techniques, and writing a script. 2. Write a critical reflection on the ways in which performing a selection of literature from an author whose experience differs markedly from your own has deepened your appreciation and/or understanding of diversity. Other (Term projects, research papers, portfolios, etc.) Draw on an oral history interview from Studs Terkel’s “Working.” Do research to contextualize the interview, gain insight into its historical moment, and analyze its meaning and themes. Then script the interview and write an introduction to it that will aid your audience in appreciating it. Rehearse. Perform the piece for a classroom audience. Discuss the performance with the audience afterward. Lastly, write a short, critical reflection in which you comment on how performing the piece complicated or enlarged your understanding of the oral history and what you believe performing it accomplished for you, and for the audience. Required Materials Oral Interpretation Author: Timothy Gura and Benjamin Powell Publisher: Routledge Publication Date: 2019 Text Edition: 13th Classic Textbook?: Yes OER Link: OER: Performance Studies: An Introduction Author: Schechner, Richard and Sarah Lucie Publisher: Routledge Publication Date: 2020 Text Edition: 4th Classic Textbook?: No OER Link: OER: Voices of a People's History of the United States Author: Howard Zinn and Anthony Arnove Publisher: Seven Stories Publication Date: 2014 Text Edition: Classic Textbook?: Yes OER Link: OER: Working: People Talk About What They Do All Day and How They Feel About What They Do Author: Studs Terkel Publisher: New Press Publication Date: 2004 Text Edition: Classic Textbook?: Yes OER Link: OER: The Quarry: A Social Justice Poetry Database Author: Split this Rock Publisher: Publication Date: 2023 Text Edition: Classic Textbook?: No OER Link: OER: OER Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: Focuses on the intersections of mass communication, media and society. This course examines the evolution of mass communication through modern media (modalities, content and trends), as well as the role of journalism in matters of ethics, perception, representation, and globalization. (C-ID JOUR 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain how media influences identity development and change. CSLO #2: Investigate and evaluate the relationship between media literacy and equity (e.g., diversity, inclusion, accessibility, power, social justice). CSLO #3: Analyze the role of journalism in relation to culture, power, and viewer/user perceptions. CSLO #4: Identify and discuss journalism ethics. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify and explain the role of media and its effect/influence on key components of society (e.g., culture, politics, norms, power, technology).  2. Discuss and evaluate the role of journalism in modern society (including the relationship between journalism and identity).  3. Develop critical thinking skills to critique and analyze the relationship between media and social interactions, including face-to-face as well as digital.  4. Identify and apply mediated communication terms and theories to produce mediated content that addresses social justice issues in society.   5. Produce media and performative works that engage social justice themes, addressing the historical, ethical, legal, and media technologies that shape social discourses.   General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Using the central tenets of Muted Group Theory, instructors may facilitate a conversation with students about when, if at all, they have witnessed the theory in action from personal experience? Students should be encouraged to make connections between the role of the media and the evidence they provide for the theory. Essay Examinations Example: Example: Bias Detection and Ethics Report Select: a timely mediated news story of personal interest from a traditional news source (CNN, FOX, MSNBC, etc.), working to avoid social media news and clickbait. Students will then Summarize and Analyze the report in their own words, paraphrasing the major claims and engaging proper formatting. The summary should seek to identify and explain any biases, stereotypes, inflammatory or sensory-laden language, ethical breaches suspected within the news story. Finally, students should conclude their report by doing a Compare/Contrast of same news story reported from TWO other reputable news sources, making connections to the class readings/learning. Example: Citizenship Journalism as the New Norm Students will write an academic essay detailing at least 3 benefits and 3 criticisms to citizenship journalism, while also considering what consequences and effects, if any, citizenship journalism poses to the industry writ large. The essay should reflect the student’s understanding of journalism ethics and integrate academic research to support their position. Objective Examinations Example: Students take unit or chapter quizzes showcasing their understanding of key concepts and theories. Problem Solving Examinations Example: Students are given two ethical scenarios, each demonstrating a potential breach in journalism ethics. Students are asked to explain the breaches, compare and contrast the implications of the ethical breach to the mediated context and potential audience(s), and to recommend the best course of action for future case scenarios. Projects Example: Students will create an original blog site as part of a semester-long portfolio, and regularly post original content connected to class concepts, theories, and current events in the news media. The blog sites will be published and demonstrate their understanding of learned content. Skill Demonstrations Example: Working in groups, students will use their knowledge of social media theories and trends to design a powerful and social-justice focused Public Service Announcement that addresses an immediate need in our local community. Using technology available on campus, students will plan, write, and record their PSAs and post to a (class specific) social media site for peer feedback. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a class discussion that traces the evolution of traditional media through modern modalities. Students will then create and discuss their own media evolution timelines as groups. The instructor will use a variety of mediated clips to showcase a media theory in action (e.g., Uses and Gratification Theory). The instructor will next facilitate a classroom discussion that challenges student perspectives of agency, audience, and equity. Students will view the clip(s), discuss who is muted and by whom, share their perspectives, and in doing so, apply key terms. Students will share their interpretations and personal reactions to a current news story. Students should self-reflect upon and explore/explain their interpretation of the event as it relates to their ideas of media history, identity, politics, and expressions of culture and power. Distance Learning Using the course management system, students will develop a presentation highlighting the significance of media coverage in shaping a particular event, era, or social trend. (e.g., controversies surrounding an incoming president, selection of supreme court justice, the coverage of a natural disaster and subsequent relief efforts, a trending social movement, etc). First, they will select a story of interest and choose two traditional news sources to follow. Next, they will choose two social media news sources that are telling the same story. In groups, students will create a digital presentation sharing their news stories and findings, including any biases and the quality/accuracy of each news source. Student should consider issues of power, voice, author/readership, etc. Typical Out of Class Assignments Reading Assignments Read an academic article that discusses the relationship between new media and the self, as well as the positive and negative impacts of new media on our interpersonal relationships. Be ready to discuss the way you believe social media shapes identity. Writing, Problem Solving or Performance 1. Respond to the following prompt: do you believe certain types of speech (e.g., profanity) or speech acts (e.g., threats) should be censored by social media giants? Why or why not? Consider, for example, how in the late 2010s Craigslist was asked to take down several classified pages that were investigated and thought to be tied/connected to human trafficking efforts. Responses should be critically informed and reflect, in part, the learning from class readings and lessons. 2. Take a position: Considering the role of Twitter (and/or other social media giants) in U.S. Politics and more specifically, U.S. elections, discuss how social media's ability to censor user content affects society, democracy, and individual freedoms. Refer back to the controversies surrounding social media censorship. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio of media messages for a given media format and time period from the list (e.g., Television in the 1960s or Magazine Ads from the 1980s). The portfolio must include a timeline of important events, the people associated with these changes, and an analysis summarizing the importance of this particular era in mass media. Provide a list of resources where important content from this era can be found, such as internet links to radio archives or copies of newspaper clippings. 2. Select a media topic of personal interest for a persuasive presentation. Develop a stance/position and create a call to action – one that is relevant to the audience. Students should prepare an introduction, main body with 2-3 major claims and academic sources as support, and a conclusion that includes a call to action. The persuasive presentation should function as a critique of larger discourses surrounding media use, consumption, production, etc. Required Materials Media & Culture: An Introduction to Mass Communication Author: Campbell, R., Martin, C., Fabos, B., & Becker Publisher: Bedford/St. Martin's Publication Date: 2022 Text Edition: 13th Classic Textbook?: No OER Link: OER: No Media, Society, Culture and You Author: Poepsel, M. Publisher: Southern Illinois: Rebus Community. Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: Yes Understanding Media and Culture: An Introduction to Mass Communication Author: Anonymous (Author removed at request of original publisher) Publisher: University of Minnesota Libraries Publishing: Creative Commons Publication Date: 2016 Text Edition: 1 Classic Textbook?: No OER Link: OER: https://open.umn.edu/opentextbooks/textbooks/143 Social Media and Society: An Introduction to the Mass Media Landscape Author: Luttrell, R., & Wallace, A. A. Publisher: Rowman & Littlefield Publishers Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: No Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as MATH 13 Prerequisite: Placement as determined by the college’s multiple measures assessment process or completion of a course taught at or above the level of intermediate algebra Hours: 72 lecture Description: This course is an introduction to statistical thinking and processes, including methods and concepts for discovery and decision-making using data. Topics include descriptive statistics; probability and sampling distributions; statistical inference; correlation and linear regression; analysis of variance, chi-squared, and t-tests; and application of technology for statistical analysis including the interpretation of the relevance of the statistical findings. Students apply methods and processes to applications using data from a broad range of disciplines. (C-ID MATH 110) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Label and identify data by type and level of measurement. CSLO #2: Construct and interpret data using graphical and numerical methods of descriptive statistics. CSLO #3: Calculate and interpret problems involving basic elements of probability and sampling. CSLO #4: Conduct hypothesis tests and construct confidence interval estimates for population means and proportions; chi-square tests for goodness-of-fit and independence; linear regression and correlation; and one-way analysis of variance (ANOVA). CSLO #5: Logically present clear, complete, and sufficiently detailed solutions to demonstrate understanding and communicate reasoning of statistical methods using technology when appropriate. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives At the conclusion of this course, the student should be able to: Assess how data were collected and recognize how data collection affects what conclusions can be drawn from the data. Identify appropriate graphs and summary statistics for variables and relationships between them and correctly interpret information from graphs and summary statistics. Describe and apply probability concepts and distributions. Demonstrate an understanding of, and ability to use, basic ideas of statistical processes, including hypothesis tests and confidence interval estimation. Identify appropriate statistical techniques and use technology-based statistical analysis to describe, interpret, and communicate results. Evaluate ethical issues in statistical practice.  General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Mathematical Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B4 Math/Quantitative Reasoning Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 2 - Mathematical Concepts IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 2A Math/Quan Reasoning Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: 1. A soft drink dispenser can be adjusted to deliver any fixed number of ounces of soft drink. If the machine is operating with a standard deviation in delivery equal to 0.3 ounces, what should be the mean setting so that a 12-ounce cup will overflow less then 1% of the time? Assume a normal distribution for ounces delivered. (A) 11.23 ounces (B) 11.30 ounces (C) 11.70 ounces (D) 12.70 ounces (E) 12.77 ounces 2. A manufacturer claims that a particular automobile model will get 50 miles per gallon on the highway. The researchers at a consumer-oriented magazine believe that this claim is high and plan a test with a simple random sample of 30 cars. Assuming the standard deviation between individual cars is 2.3 miles per gallon, what should the researchers conclude if the sample mean is 49 miles per gallon? (A) There is not sufficient evidence to reject the manufacturer’s claim; 49 miles per gallon is too close to the claimed 50 miles per gallon. (B) The manufacturer’s claim should not be rejected because the P-value of .0087 is too small. (C) The manufacturer’s claim should be rejected because the sample mean is less than the claimed mean. (D) The P-value of .0087 is sufficient evidence to reject the manufacturer’s claim. (E) The P -value of .0087 is sufficient evidence to prove that the manufacturer’s claim is false. Problem Solving Examinations Example: To assess student's understanding of certain course objectives the following problems could be placed on an examination. The instructor will evaluate the accuracy and quality of the student's solution. 1. The principal at Tahoe Elementary School randomly selected three of the school’s twelve classes of students to participate in an opinion poll. All of the children in each of the three randomly selected classes were asked the question “What is your favorite fruit to eat?”. The following results were obtained. Apple, Grapes, Apple, Apple, Banana, Apple, Apple, Grapes, Orange, Apple, Apple, Banana, Strawberries, Apple, Apple, Grapes, Apple, Orange, Apple, Apple, Apple, Apple, Grapes, Grapes, Apple, Orange, Apple, Apple, Banana, Apple, Apple, Apple, Strawberries, Apple, Orange, Grapes, Grapes, Apple, Grapes, Grapes, Grapes, Banana, Grapes, Banana, Apple, Banana, Grapes, Apple, Banana, Strawberries, Banana, Apple, Orange, Grapes, Orange, Grapes, Apple, Orange. Construct a percentage distribution table for this data and describe your results. 2. In a recent Harris Interactive poll, 51 out of 188 Americans living in the west said that they attend church regularly. Whereas, 58 out of 145 Americans living in the south said that they attend church regularly. Based on these results, can one conclude that the proportion of Americans who attend church regularly is lower in the west than in the south? Apply an appropriate statistical analysis technique to answer this question. 3. Before the semester began, Professor Wright predicted that 20% of her business students would receive an A, 40% a B, 25% a C, 10% a D, and 5% an F. At the end of the semester, 6 of Professor Wright's business students earned an A, 17 a B, 11 a C, 3 a D, and 1 an F. Use the Chi-Square test and a 0.05 level of significance to determine if Professor Wright's predicted percentages were accurate. Show your work. Projects Example: The purpose of this project is to enhance and expand the student’s experience with the application of statistical methods. Students must form a class group to collaborate with on this project. The group should consist of three to six students. Although the work submitted and the grade received will be as a group, each student will be accountable for all aspects of the project. The group is responsible for selecting the topic to investigate. The focus of the project can be anything of interest to the group. The only restriction is that this project must apply one of the statistical analysis techniques covered in class. The group’s findings will be documented in a written report. The group project report must contain a descriptive title, an alphabetical listing of each group member’s name, and be organized into four sections labeled: (1) Introduction, (2) Methods, (3) Results, and (4) Conclusions. The first section, Introduction, gives some background and a brief summary of what the project is about. The primary question or issue that this project intends to address should be clearly stated somewhere in the introduction. The second section, Methods, describes in sufficient detail how the data was collected and the process utilized in analyzing it. Include any limitations or assumptions made for the procedure applied in this project. The third section, Results, contains the essential elements and supporting information relevant to the outcome of this project. This could include the collected data, results of calculations, constructed tables or graphs, and work generated as the result of the statistical procedure. The fourth section, Conclusions, summarizes the results and answers the specific question or addresses the particular issue proposed in the introduction. The project report should be clear, complete, and concise. The project report can be evaluated on a standard rubric assessing the quality and accuracy of the content submitted in the project report. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Example 1: Lesson Plan - Reaction Time Men vs Women This learning activity involves your students in the statistical investigative process to address the issue of whether there is, on the average, a difference in the reaction time of men and women. The reaction time of students will be measured using an online reaction time test (https://www.humanbenchmark.com/tests/reactiontime) on the classroom computer presentation system (or with a reaction time app on a smartphone or by dropping a yardstick between the student’s fingers). A TI-84 calculator (or other instructor preferred computational technology) will be used to conduct a two population mean hypothesis testing procedure using the reaction time sample data collected in class. Introduce the learning activity by informing your students that they will follow the statistical investigative process to address the issue of whether there is, on the average, a difference in the reaction time of men and women. Ask your students to share what conclusion they believe will be reached. Have them explain their reasoning. Now, ask your students to identify the issue under investigation. After your students respond that the issue under investigation is to determine whether or not there is, on the average, a difference in the reaction time of men and women, ask them to define the population of interest. After your students realize that there are two populations of interest: men and women (or male Sierra College students and female Sierra College students), ask them to formulate the statistical question. After your students formulate an appropriate statistical question, such as “Is there evidence to clearly suggest that there is a difference in the mean reaction time of men and women?”, inform your students that you will be collecting relevant, representative data from male and female students in class (who are willing to participate). Tell your students that the reaction time is defined as the interval of time between an application of a stimulus and the detection of a response, and that you will be measuring their reaction time (in milliseconds) using an online reaction time test where the stimulus is a signal on the computer screen turning from red to green and the response is the student clicking the left mouse button. Project the TI-84 calculator on the classroom presentation system and instruct your students to get their calculator prepared to enter the data into their calculator as it is collected in class. Project the webpage www.humanbenchmark.com/tests/reactiontime in a browser on the classroom presentation system and provide your students with a detailed description and demonstration of the procedure followed to measure a student’s reaction time. 1 Ask your students for one male and one female to volunteer and have their reaction time measured. First, follow the established procedure to measure the reaction time of the male student volunteer and enter his reaction time in the first list. Second, follow the established procedure to measure the reaction time of the female student volunteer and enter her reaction time in the second list. Have your student volunteers return to their seat so that they can enter the collected data into their calculator along with the rest of the class. 1 Repeat this data collection process several times. Discuss the concerns related to the small sample sizes collected and address the validity of the assumptions required to continue with the data analysis (Peoples’ reaction times are approximately normally distributed). 1 After all of the sample data has been collected and entered into the calculator, instruct your students to work with a partner and analyze the sample data by conducting a hypothesis testing procedure to answer the statistical question. 1 Circulate around the classroom and observe your students’ progress. Offer feedback and encouragement as needed. 1 After your students have completed this task, encourage them to guide you through the data analysis. Model the two population mean hypothesis testing procedure and engage your students in a discussion regarding the interpretation of the results. 1 Conclude this learning activity by summarizing the results and answering the statistical question. 1 Consider following this learning activity with the one that investigates the reaction times of a person’s dominant and non-dominate hands. These learning activities complement each other. (Objectives 10, 12, 13, 14, 19 & 20) Example 2: Raisins in a Box Using an interactive lecture format, the instructor will develop the measures of central tendency and variation. To motivate the concept and start the discussion, the instructor can have the students count the number of raisins in 17 boxes. Create a method of displaying the number of raisins in each box. At this time the instructor can take the time for “just in time remediation” and spend time discussing the number of ways we can express the number of raisins in a box. (Objectives 3 & 4) Distance Learning Assign students to groups using the “People” feature of LMS labeling the “Group Set” name with the “group” feature allows students to have discussion with only members of their group. The assignment can be graded as a group. Title of the Lesson Plan/Activity. Each student will count the number of raisins in their box. A discussion question will be posted on why the size of the box of raisins makes a difference. Using the “survey” form on LMS (quiz feature – with one click to change to a feature) Your name, group name and # raisins, brand of raisins, size of the box. Be cautious that the survey will be graded because it is part of the quiz feature though not included in the gradebook). The instructor will do a conference with the all students showing the collected data which can be recorded (for those not able to attend) and made available for 14 days and discussing the different brands, the validity of the same size box, and the number of raisins and the average, range and variability. Students will submit a group summary prompted by questions given by the instructor. The instructor can create an assignment which can be assigned to “Group” and determine the “submission” as online. (Objectives 3 & 4) Typical Out of Class Assignments Reading Assignments 1. Read section of the textbook on standard scores before class and come to class prepared to discuss this topic and solve related problems. 2. Conduct a search of credible online statistics sources (such as Gallup at www.gallup.com, The Harris Poll at www.theharrispoll.com, or The Pew Research Center at www.pewresearch.org). Select and carefully read an article that reports a statistical result. Come to class prepared to share the article you selected and identify the issue under investigation, the population of interest, and the method of sampling used for one statistical result specified in the article. 3. Read section of the textbook on correlation and be prepared to discuss the difference between correlation and causation in class. 4. Read section of the textbook on hypothesis testing and be ready to discuss Type I and Type II errors. Writing, Problem Solving or Performance 1. A woman wrote to Dear Abby and claimed that she gave birth 308 days after a visit from her husband, who was in the Navy. Length of pregnancies have a mean of 268 days and a standard deviation of 15 days. Is such a length unusual? What do you conclude? 2. Air America has a policy of booking as many as 15 persons on an Airplane that can seat only 14. Past studies have revealed that only 85% of the booked passengers actually arrive for the flight. Find the probability that if Air America books 15 persons, not enough seats will be available. Is this probability low enough so that overbooking is not a real concern for passengers? 3. In a recent Gallup Poll, 55% of 362 blacks polled and 64% of 438 Hispanics polled rated the risk of side effects of the childhood vaccine for measles, mumps, and rubella as low. Based on this poll, estimate the difference in the percentage of blacks and the percentage of Hispanics that rate the risk of side effects of the childhood vaccine for measles, mumps, and rubella as low with 95% confidence. Express the estimate both symbolically and verbally. 4. Investors not only desire a high return on their money, but they would also like the rate of return to be stable from year to year. An investment manager invests with the goal of reducing volatility (year-to-year fluctuations in the rate of return). The following data represent the rate of return (in percent) for his mutual fund for the past 12 years. It was verified that the data are normally distributed. 13.8 15.9 10.0 12.4 11.3 6.6 9.6 12.4 10.3 8.7 14.9 6.7 a) Determine the sample standard deviation. b) Construct a 95% confidence interval for the population standard deviation of the rate of return. c) The investment manager wants to have a population standard deviation for the rate of return below 6%. Does the confidence interval validate this desire? Other (Term projects, research papers, portfolios, etc.) Required Materials Elementary Statistics Author: Triola, Mario F. Publisher: Pearson Publication Date: 2022 Text Edition: 14th Classic Textbook?: No OER Link: OER: Elementary Statistics Author: Navidi, William and Monk, Barry Publisher: McGraw Hill Publication Date: 2022 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Introduction to the Practice of Statistics Author: Moore, McCabe & Craig Publisher: MacMillan Publication Date: 2021 Text Edition: 10th Classic Textbook?: No OER Link: OER: Introductory Statistics 2e Author: Illowsky & Dean Publisher: OpenSTAX Publication Date: 2023 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Yes Introduction to Modern Statistics Author: Çetinkaya-Runde, M., Hardin, J. Publisher: OpenIntro Publication Date: 2024 Text Edition: 2nd Classic Textbook?: OER Link: OER: https://www.openintro.org/book/ims/ Statistics: Learning From Data Author: Peck, R., Case, C. Publisher: Cengage Publication Date: 2024 Text Edition: 3rd Classic Textbook?: OER Link: OER: Introductory Statistics: Exploring the World Through Data Author: ould, R., Wong, R., Ryan, C. Publisher: Pearson Publication Date: 2025 Text Edition: 4th Classic Textbook?: OER Link: OER: Introductory Statistics: Analyzing Data with Purpose Author: Charles A. Dana Center Publisher: University of Texas at Austin Publication Date: 2021 Text Edition: Classic Textbook?: OER Link: OER: https://www.utdanacenter.org/products/introductory-statistics Other materials and-or supplies required of students that contribute to the cost of the course. A statistically enabled scientific calculator or a computer with a statistical analysis software package installed.