LANCASTER CAMPUS, Harrisburg Area Community College
Interpersonal Communication, (COMM 203)
COURSE SYLLABUS / OUTLINE
Professor: C . J. Fernandes Semester: ________
CRN: _______ Meets: _________ Course Title: Interpersonal Communication
Semester Credit Hours: 3 Division: Communications, Humanities, & the Arts
Department: Speech Communication
Required Text: Joseph A. DeVito, The Interpersonal Communication Book, Twelfth Edition, Pearson Education, Inc.
Prerequisites: Eligibility for, or Completion of English 101
COURSE DESCRIPTION: This is an introductory course in the fundamentals of interpersonal human communication.
Based on an overview of human communication theory, the course examines the components of interpersonal
communication and how we may improve our own interpersonal communication through awareness and practice.
The course relies on our text, lectures, class discussions, student presentations, and field observations of ourselves
and others engaged in the communication process. Work and professional, casual and friendship and last but not
least, our most precious love and intimate relationships can be made better. This course is a starting point for improving
the quality of these relationships. The course will be divided into three distinct sections in accordance with the organization
of our text. (1) Interpersonal Communication Preliminaries (2) Interpersonal Messages (3) Interpersonal Relationships.
OBJECTIVES:
Primary Objectives:
1. Students demonstrate the ability to identify and define the parameters of interpersonal communication.
(via tests, exercises, field studies and in-class presentations)
2. Students demonstrate their understanding of the major components of the human communication process:
Language, nonverbal, behavior/relationships, perception, and listening.
(via tests, exercises, field studies and in-class presentations)
3. Students demonstrate their understanding of how the major components of the human communication process can
influence interpersonal interactions. (via tests, exercises, field studies and in-class presentations)
4. Students demonstrate their understanding of a range of interpersonal relationship dynamics including: self-concept,
communication climates, conflict management, relationship development, self-disclosure, gender communication and more.
(via tests, exercises, field studies and in-class presentations)
Secondary Objectives:
1. Empower students to increase the quality of their personal relationships by increasing their communicative choices.
(Design of Ideal Relationship assignment is one way of achieving this)
2. Foster an appreciation of the power human communication has to shape relationships and our lives.
3. Develop an awareness of the influence diversity has in our lives.
EVALUATION:
1. Three written tests based on reading assignments and lectures.
2 One in-class based oral presentation along with written outline, three field observation (verbal report and written outline in
accordance with prescribed format)
Report of field studies will be graded in accordance with the comprehensiveness of the verbal report, application of one
or more interpersonal concepts covered in class and/or in the text readings. Quality of the written outline will also be
considered.
3 Class attendance and participation in discussions and exercises are factors to be considered.
ASSIGNMENT DESCRIPTIONS:
1. EXAMS: There will be a total of 3 written tests. Each test will cover assigned readings in the text and lectures for
respective areas of coverage. Each exam will be multiple choice and will be worth 100 points. Warning: Unless
documentation of extreme emergency is produced, missed tested will receive the failing grade of “F” with Zero Points for the
test.
2. ORAL REPORTS OF FIELD STUDIES: There will be three assigned field studies. Students will be assigned to execute
3. a concept or to observe others involved in real life interpersonal communication outside of class (in the field). Reporting
4. on these concept executions/observations will be interpersonal communication concept driven and will be worth a total of
5. 100 points each. Report of field studies will be graded according to the comprehensiveness of the report, application of
6. one or more interpersonal concepts covered in class and/or in the text readings and the quality of the written outline.
A typed/computer printed report of the field observation will be turned in immediately following oral presentation of the report to
the class. (Note: Hand written reports will not be accepted.) The oral report as well as the type written report outline must
adhere to the following format:
SPEECH 104 FIELD STUDY REPORT FORMAT
Name______________________ FS Report #_________ Date________________
I. Concept(s) Being Executed or Observed:
(Briefly describe the interpersonal communication concept which was the basis of your Field Study for this report. Also discuss
the people involved. Then discuss the situational context of the event being observed. (What was the object of the study or
situation were you observing)
Note: In discussing the people involved/observed, remember to protect their anonymity. You must not name the
participants being observed or otherwise provide a description of the participants that would make them easily identifiable.
II. Physical Setting of the Field Study:
(Describe the physical setting in which the study was conducted. Public place or private place? What did the surroundings
look like?)
III. Field Study Timing:
(Discuss the date(s), time(s), and duration of the study being reported. Was this a single study of a single interpersonal
communications event or did you execute/observe several events based on the same concept?)
IV. Recommended Areas for Improvement (if any):
(What interpersonal communication changes could have been made to improve the event you executed or observed and are
reporting on?) (Or – See Number V.)
V. Recommended Elements to Adopt and Use (if any) :
(If you feel you have observed an ideal communication event or executed a study assignment that worked out very well, how can
you incorporate the effective interpersonal communication elements you observed/executed into your own style in order to
improve it?)
Note: Grading will be based on the degree of comprehensiveness of the oral report and the student's application of relevant
concepts and principals. Finally, the grade will also be based on the degree of adherence to the required format both in delivering
the oral report and in the written outline.
ASSIGNED PRESENTATIONS REFLECTING STUDY/COMPREHENSION OF PERTINENT AREAS:
Students will deliver two oral presentations which illustrate the student’s reflection on lessons learned concerning course areas
covered during the semester. A written outline must be turned in at the time of the oral presentation. Each oral presentation
will be worth 100 points. The outline is worth 10 of those 100 points. If the typed outline is not handed in immediately following
a student’s presentation there will be zero points awarded for the outline. Presentations will be graded in accordance with the
degree of comprehensiveness, textbook concept relevant observations, general understandability and the degree of conversational /
forthcoming communicative style. (All of which on illustrate the students preparation for this assignment.)
WARNING: THERE WILL BE NO MAKE-UPS FOR MISSED PRESENTATIONS, FIELD STUDY
REPORTS OR TESTS. FAILURE TO TAKE A TEST, DELIVER ANY PRESENTATION OR
FIELD STUDY REPORT IN CLASS AND ON TIMEWILL RESULT IN THE GRADE OF “F” AND
ZERO POINTS FOR THAT PARTICULAR TEST OR ASSINGMENT. THE ONLY EXCEPTION
TO THIS RULE IS A DOCUMENTED MEDICAL/NON-STUDENT CONTROLABLE
EMERGENCY OR DOCUMENTED EMERGENCY CALL TO FIRE, POLICE OR
MILITARY DUTY. Professor will make final determinations.
ATTENDANCE POLICY: Student attendance and active participation is absolutely essential. Unexcused absences will impact
your overall grade. I will take attendance randomly throughout the semester. The Class participation block is worth a maximum
100 points. Those not in attendance when the roll is called will lose 10 points from the Attendance and Class Participation
block for that particular day. A verifiable emergency as described above is an example of what constitutes an excused absence.
Any excuse other than this will not be considered adequate for an excused absence. You are a vital part of this class.
Please make every effort to be present and on time for each class.
HONESTY POLICY: Any student found cheating on a test will receive the grade of “F” (Zero Points) for that test.
Likewise plagiarism will also result in the grade of “F” (Zero Points) for the plagiarized work.
AMERICANS WITH DISABILITIES ACT (A.D.A.)
Any student requiring a special accommodation due to a physical and/or learning disability (challenge) must meet with an ADA
counselor in order to establish the nature of the disability
(challenge) via documentation. Then, one of the ADA trained counselors will communicate with me to establish the appropriate
accommodation. Should any student believe he or she needs a special accommodation in order to compete fairly in this class but
has not yet seen a counselor, please do so as soon as possible. Finally, students who have seen an ADA counselor and who have
had their disability (challenge) documented, please make a private appointment
with me so that we can be clear on the accommodation(s) to be made. When you succeed, I succeed. I fully support your
rights under the ADA.
STUDENT BEHAVIOR EXPECTATIONS
A positive, friendly, but above all, civil class atmosphere is essential for a good teaching and earning environment.
Aggressive or intimidating, vulgar, abusive, or otherwise disrespectful or disruptive behavior/communication (verbal or nonverbal)
will not be tolerated in this class. Should it be necessary to ask a student to leave the class due to such behavior(s),
he or she must speak with the Campus Dean or Lancaster Campus Chief Disciplinary Officer and have documentary proof
of such a meeting prior to being readmitted to subsequent class meetings.
I need the following from my students: When I am calling the role, or lecturing, silence and attention
is needed and appreciated in the class. Side conversations are distracting and disruptive.
During class discussions and critiquing sessions your free input is solicited and appreciated.
CELL PHONES: Cell phones must be turned OFF when entering the classroom Texting or Talking on a cell phone is
NEVER permitted in class. (Sick Child at home? Put cell phone on vibrate and leave the room to use it.)
AUDIO DEVICES: Audio Devices are not to be used in class with the exception of those used for recording lectures or
those assisting students with hearing lectures and speeches. Unless you have a documented hearing loss, You may not use head
phones at any time during class
“W” (withdraw) Grades will always be given to a student requesting to drop one of my classes within the
legal time lines.
“I” (Incomplete) Grades will be considered only under the most extreme of circumstances. “I” grades can be very
dangerous for a student’s grade point average. If at the prescribed time limit a student has not satisfactorily completed
the incomplete work, then the grade of “F” will be awarded.
COURSE GRADING SYSTEM:
Test # 1………………… 100 points
Test # 2………………… 100 points
Test # 3…...……………. 100 points
Field Study # 1………… 100 points
Field Study # 2………… 100 points
Field Study # 3………… 100 points
Presentation # 1 exercise not graded
Presentation # 2………… 100 points
Attendance and Class Participation ………… 100 points
Total Possible Course Points ……………….. 800 points
EEOC/PHRC Statement
EEOC POLICY 005: It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment,
student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry,
disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression,
veteran status, genetic history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of
equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women.
The Pennsylvania Human Relations Act (“PHRAct’) prohibits discrimination against prospective and current students because of race, color
, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship
or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals.
The Pennsylvania Fair Educational Opportunities Act (“PFEOAct”) prohibits discrimination against prospective and current students because of
race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a
relationship or association with an individual with a handicap or disability.
Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at www.phrc.state.pa.us.
If an accommodation is needed, please contact:
Lancaster Campus
Victoria Van Hise
Lancaster Main 212E
(717) 358-2972
STUDENT BEHAVIOR EXPECTATIONS
A positive, friendly, but above all, civil class atmosphere is essential for a good teaching and earning environment. Aggressive
or intimidating, vulgar, abusive, or otherwise disrespectful or disruptive behavior/communication (verbal or nonverbal)
will not be tolerated in this class. Should it be necessary to ask a student to leave the class due to such behaviors, he or she must
speak with the Campus Dean or Chief Disciplinary Officer and have documentary proof of such a meeting prior to being readmitted to
subsequent class meetings.
WARNING: When performing oral presentations or participating in class discussions, attacks on ethnicity, national origin,
religion, political affiliation or sexual preference will not be tolerated. Violators will be asked to stop speaking and will
receive no credit for any unfinished portion of a presentation. Remember, dignified and logical discussion is always
encouraged and no topic if off limits. However, personal attack will not be tolerated.
I need the following from my students: When I am calling the role, delivering a speech critique,
or lecturing, silence and attention is needed and appreciated in the class. Side conversations are
distracting and disruptive. During class discussions and critiquing sessions your free input is
solicited and appreciated.
CELL PHONES: Cell phones must be turned OFF when entering the classroom Texting or Talking on a cell phone is
NEVER permitted in class. (Sick Child at home? Put cell phone on vibrate and leave the room to use it.)
AUDIO DEVICES: Audio Devices are not to be used in class with the exception of those used for recording lectures or
those assisting students with hearing lectures and student presentations. Unless you have a documented hearing loss, you may not
use head phones at any time during class
HONESTY POLICY: We have three written examinations. Any student found cheating on an examination will receive zero
points for that particular examination for grade of F. Likewise, any student found to have plagiarized any portion of any field report
or presentation will receive the grade of F for that particular report or presentation.
REMEMBER such things as, vacations, dental/medical/legal appointments of a non-emergency status, counseling appointments,
activities for other classes, transportation problems and child care problems of a non-emergency medical nature
DO NOT CONSTITUTE an excused absence.
LAPTOPS: Laptop computers are permitted only for note taking and use during presentations. Any other use not approved
by me is prohibited in class. Violation of this rule will result in the responsible individual being disallowed laptop usage for the
remainder of the semester.
AUDIO RECORDING DEVICES: Using recording devices to record lectures or oral presentations is allowed. Please be aware
that some professors/ instructors have individual policies regarding recording devices.. Please be sure to ask before attempting to
record in other classes.
AMERICANS WITH DISABILITIES ACT (A.D.A.)
Any student requiring a special accommodation due to a physical or learning disability/challenge must meet with an ADA
counselor in order to establish the nature of the disability/challenge via documentation. Then, one of the ADA trained
counselors will communicate with me to establish the appropriate accommodation. Should any student believe he or she
needs a special accommodation in order to compete fairly in this class but has not yet seen a counselor, please do so as
soon as possible. Finally, students who have seen an ADA counselor and who have had their disability/challenge documented,
please make a private appointment with me so that we can be clear on the accommodation(s) to be made. When you succeed,
I succeed.
I fully support your rights under the ADA.
INSTRUCTOR CONTACT: Feel free to contact me if you have any questions or
concerns regarding the course. Whether in my office, via email, or on the phone, you are always welcome.
My office hours are: ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬______________________________________________
East Building, Room 316T My office phone number is: 358-2839
My Email address is: cjfernan@hacc.edu (Always indicate “Student” in the Subject block.)
If we have bad weather:
Delayed Opening
The announcement that HACC is on a “Delayed Opening” schedule will be made by 6:00 a.m. Classes will meet for
shorter periods as indicated below (35 minutes for Monday-Wednesday-Friday classes and 50 minutes for
Tuesday-Thursday or Monday - Wednesday classes). Classes that extend over multiple start times will utilize multiple
delayed periods. Faculty will include “Delayed Opening” information in each course syllabus.
There will be no delayed schedule for evening classes and classes beginning prior to 7:00 a.m. (Make-up time will
be announced by the instructors for these courses.)
The delayed opening announcement will be communicated by means of:
HACC Home Page [www.HACC.edu]
Voice Mail
E2Campus Emergency Alert Service (You can sign up for this free service at www.hacc.edu.
Announcements are sent to subscribers as an email or cell phone text message.)
Announcement on main number at each campus
TV: WHP 21, WHTM 27, WGAL 8 , FOX 43 , WLYH/UPN 15
FM RADIO STATIONS:WITF 89.5, WWKL 92.1, WLGL 92.3, WTPA 93.5, WQKX 94.1, WDAC 94.5,
WRBT 94.9, WLAN 96.9, WRVV 97.3, WYCR 98.5, WQLV 98.9, WHKS 99.3, WQIC 100.1,
WLGL/WWBE 100.5, WVLY 100.9, WROZ 101.3, WCAT 102.3, WARM 103.3, WNNK 104.1, WIOV 105.1,
WQXA 105.7, WMHX 106.7, WEGH 107.3, WGTY 107.7
AM RADIO STATIONS:WHP 580, WSBA 910, WKOK 1070, WKBO 1230, WLBR 1270, WGET 1320,
WMLP 1380, WLAN 1390, WTCY 1400, WLPA 1490
COMM 203 Schedule
COURSE SCHEDULE
Week One:
- Review Syllabus, and discuss course objectives/requirements
- Discuss our mutual personal and professional expectations
- Instructor and Student personal introductions:
- Ice Breaker – Proceed to the area that best describes your Position/Feeling
-- USA should have / should not have single pay (socialized) health care
-- We should have the right to keep and bear fire arms at all times
-- There is intelligent life in outer space
-- Human life is worth / is not worth more than any other form of life
-- The Draft or Mandatory Federal Service should be enacted immediately.
-- Women should / should not be allowed to participate in military combat
Why do you identify with one of these positions/feelings?
Why do you perceive opposing positions holders feel as they do?
- Introductions- Select a partner from an opposing position, briefly get to know each other by going over the other
person’s personal introduction form and through conversation. Then introduce your partner to the class.
ASSIGNMENT: Read Chapters 1 and 2 and be prepared to discuss them
Week Two:
- Discussion of Chapter 1 – Foundation of Interpersonal Communication
-- Importance of Interpersonal Communication
-- Characteristics of Interpersonal Communication
--- People are connected in some way
--- Dyadic Primacy, Dyadic Coalitions
-- Purposes of Interpersonal Communication
-- Encoding-Decoding
-- Messages
--- Feedback, Feedforward, Message Overload, Channel, Noise, Context,
-- Ethics, Competence
-- Axioms
--- Transactions Process, Ambiguous, Symmetrical/Complementary, Context,
Punctuated Events, Inevitable, Irreversible, & Unrepeatable
Week Three:
- Discussion of Chapter 2 - Culture in Interpersonal Communication
-- The Nature of Culture
-- Enculturation, from one generation to the next
-- Ethnic Identity: test on
-- Acculturation, learning cultural rules other than your native culture
-- Cultural Perspective, distinguish what is universally true and what is relative
-- Cultural Imperialism, media and other exports influencing other cultures
-- How cultures differ
--- Power Distances
--- High and Low Context Cultures
-- Intercultural Communication
--- Principles for improving intercultural communication
---- Educate Yourself
---- Reduce Uncertainty
---- Recognize Differences
---- Confront our Stereotypes
---- Adjust Your Communication
---- Manage Culture Shock
-- Communication Tips / People with/without Disabilities: Table 2.3
-- Reviewing
Week Four:
: - Discussion of Chapter 3 – The Self In Interpersonal Communication
SECTON CLASS INTO QUADRANTS FOR THE JOHARI WINDOW
1. OPEN SELF – What are one or two things you and others know about you?
2. BLIND SELF – What are one or two things you’ve recently learned about yourself that you
did not know but someone else knew?
3. HIDDEN SELF - What is at least one thing you normally keep secret from others?
4. UNKNOWN SELF – What are one or two things you’ve recently learned about yourself
that no one knew before?
============== Are you a discloser or a privacy person? ================
ASSIGNMENT: Read Chapter 4
- Discussion of Chapter 4 – Perception in Interpersonal Communication
-- Discuss what Schemata class members have developed about HACC thus far
-- Take the little test on page 85 of the text and discuss it.
-- Is the “Halo Effect” at play in the Presidential Race?
-- Name one instance in recent memory where the Self-Serving Bias was at work
ASSIGNMENT: Read Chapter 5
Week Five:
- Discussion of Chapter 5 – Listening in Interpersonal Communication
-- Look at Table 5.2. Do you see any of these “Problem-Causing Listening Responses” in your own
listening style?
-- Lecture on Active Listening and preparation for Field Observation # 1
ASSIGNMENT DUE WEDNESDAY: Field Study #1 - Prepare to report on the Active Listening the
assignment which was explained during the
lecture. Use the Field Observation Format and Remember to also include:
(1) The situational and physical context
of the conversation
(2) Your use of attending behaviors
(3) Your observations of the subject's reaction
to having been listened to actively
(4) Your personal reactions to the assignment
(Note: Remember respect for anonymity)
ASSIGNMENT: REVIEW YOUR LECTURE NOTES AND READINGS IN PREPARATION
FOR TEST # 1 COVERING CHAPTERS 1 – 5 OF OUR TEXT.
- Active Listening Field Observation #1 Oral Reports
ASSIGNMENT: Read Chapter 6
++++++++++++++++++ BEGIN SECTION TWO OF OUR COURSE++++++++++++++++++
Week Six:
– TEST # 1 Be on time. Once the class begins taking the test, no late coming students will be allowed
into the class room until the test has finished. The test should take no longer than 30 minutes to complete and
we will grade the test in class after all students have completed it.
After the test: - Discussion of Chapter 6 – Universals of Verbal and Nonverbal Messages
-- Meanings are in people. You don’t receive meaning; you create meaning
-- Meta Communication and improving one’s own communication
-- Meanings are Unique: “Check your perception of another’s meaning by asking questions, echoing what you
perceive to be the other person’s feelings or thoughts”
-- Message are packaged – All parts of message system work together
-- EXERCISE ON DIRECTNESS - TWO POLES YES & NO
--- Go to the Pole you agree with most:
(1) Women are more indirect in giving orders in the workplace than are men.
(2) Men are more likely to speak indirectly in expressing emotions other than anger
(3) Gender differences are due to innate biological differences
(4) Gender differences are due to different patterns of socialization
ASSIGNMENT: Read Chapter 7
- finish discussion of Chapter 6 and then:
Week Seven:
- Discussion of Chapter 8 – Nonverbal Messages
-- Emotional Expressions
--- It is largely through facial expressions that we reveal our level of happiness
or sadness or confusion. Also we reveal feelings via posture, gestures and
eye movements.
---- EXERCISE: STUDENT A YOU THINK STUDENT B HAS DONE A WONDERFUL JOB IN
HELPING YOU UNDERSTAND THE INFORMATION IN THIS CLASS SO FAR. WITHOUT USING ANY SOUNDS
WHAT SO EVER COMMUNICATE YOUR APPRECIATION AND GRATITUDE TO STUDENT B
STUDENT B, YOU HAVE WONDERED FOR A LONG TIME WHY STUDENT A HAS NEVER
THANKED YOU FOR ALL YOUR HELP THOUGH YOU’VE GIVEN IT WITHOUT THOUGHT OF REPAYMENT.
ALL OF A SUDDEN STUDENT B IS TRYING TO COMMUNICATE WITH YOU. EXPRESS YOUR FRUSTRATION
AND DISAPPOINTMENT TO STUDENT A WITHOUT USING ANY SOUNDS WHAT SO EVER.
ASSIGNMENT Due Wednesday - FIELD STUDY # 2: When you go home tonight advise your family or friends that you
have an important Speech 104 assignment in non-verbal communication and that this assignment will require that you not use
language in any form for one complete evening though you must communicate non-verbally. Then, pick an evening that
week when you will be with those family members or friends. From early afternoon and for the rest of the evening/night
communicate using only non-verbal communication. Specifically, make sure you use all of the
“Five Types of Body Movements” described in Table 8.1 on page 165 of our text.
You may use sounds that are entirely non-linguistic while gesturing.
AND YOU MUST COMMUNICATE THE FOLLOWING:
(1) I HAVE A SPLINTER IN MY FOOT, PLEASE HELP ME REMOVE IT.
(2) I WANT TO KNOW YOU BETTER. PLEASE TELL ME ABOUT YOU.
(3) I FEEL CREATIVE. PLEASE SHOW ME HOW TO BUILD A PICKET FENCE
ASSIGNMENT: Read Chapter 9
- Field Study Report # 2 Non-verbal (silent) evening with family and friends
Make sure you cover:
(1) Your living situation such as number of people you live with and age ranges.
(2) Your preparation for this non-verbal night. Did you keep your required three communications objective
(3) secret until you used non-verbal communication?
(4) How your family/clan reacted to this assignment?
DISCUSS: How you communicated the following: (VIDEO IS PERMITTED)
(1) I HAVE A SPLINTER IN MY FOOT, PLEASE HELP ME REMOVE IT.
(2) I WANT TO KNOW YOU BETTER. PLEASE TELL ME ABOUT YOU.
(3) I FEEL CREATIVE. PLEASE SHOW ME HOW TO BUILD A PICKET FENCE
Week Eight:
- Finish any Field Study Reports (Non-verbal ((silent)) evening with family and friends)
- Discussion of Chapter 9
ASSIGNMENT: Read Chapter 10
Week Nine:
- Finish Discussion of Chapter 9 and Begin Discussion of Chapter 10
- Finish Discussion of Chapter 10
Week Ten:
Movies Analysis on “With Honors” in class exercise – relationship types.
ASSIGNMENT: REVIEW YOUR LECTURE NOTES AND READINGS IN PREPARATION FOR
TEST # 2 COVERING CHAPTERS 6 – 9 OF OUR TEXT.
Week Eleven:
- TEST # 2 COVERING CHAPTERS 6 – 9 OF OUR TEXT and LECTURE
ASSIGNMENT: Read Chapter 11
ASSIGNMENT: PREPARE PRESENTATION # 2
I. Based on your understanding of our study in Chapters 10, 11, 12, and 13. Plan out / design an effective relationship
of any kind. (Casual Friendship, Intimate Friendship, Business, or Romantic) Design the Meeting, Growth, Maintenance,
and Conflict Management areas of this relationship and describe it during your Presentation # 2 in Class.
Make sure you have a DETAILED game plan for this relationship. Use as many of the concepts in the relevant Chapters
of our text as you can. Turn in the written talking paper for this assignment after you explain your project to the class in detail.
Week Twelve:
- Discussion of Chapter 11 – Interpersonal Relationships, Growth and Deterioration
ASSIGNEMENT: FIELD STUDY # 3 – Conduct an observation in a public place such as the food court of the
Mall for instance. During this observation find a couple who is apparently either in the Initial Contact Phase or
in the Deterioration Phase of a relationship. Use as many concepts from our text as you can in explaining
what you observed. Your Field Study oral Report and hand in of outline will be due next class session.
- FIELD STUDY # 3 REPORTS
ASSIGNEMENT: Read chapters 12 and 13
Week Thirteen:
- Finish any Field Study # 3 Reports and begin Discussion of Chapter 12
- Discussion of Chapter 12
Spring Break
Week Fourteen:
- Discussion of Chapter 13
- Finish Discussion of Chapter 13: Begin PRESENTATION # 2 REPORTS
Week Fifteen:
- Finish PRESENTATION # 2 REPORTS
ASSIGNMENT: REVIEW YOUR LECTURE NOTES AND READINGS IN PREPARATION FOR
TEST # 3 COVERING LECTURE AND CHAPTERS 10 – 13
- TEST # 3 COVERING LECTURE AND CHAPTERS 10 – 13 OF OUR TEXT
- Class Discussion of Tests and Presentations
Final Exam Week:
Prepare to Critique our Class regarding organization, content, and applications.
Email: jerry4gsd@yahoo.com