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Comm 209-007: Communication and Society - Hybrid

Meeting times: Mondays: asynchronous online and Thursdays 4.05-5.20pm

This is a hybrid class. This means that one class will be work you complete on your own time online before the live class on Thursdays at 4pm. On Thursdays, we will have in-person classes.

Instructor: Dr. Rosalind Donald

Email: [email protected]

Office Hours: In MCK 308 or over Zoom Mondays 3-4pm, Thursdays 3-4pm, or by appointment using https://calendly.com/event_types/user/me

Preferred communication method: email

Response time for questions: 24 hours Monday to Friday 9am to 5pm. I will answer emails sent in the evenings or over the weekend the following day.

What will I learn?

In this course, you will enhance your understanding of communication in an ever-changing society. We will use communication and persuasion theories as tools to understand real-world cases, from struggles over toxic waste dumping to the ways social media companies profit from disinformation. I want you to look for inspiration all around you: Everything is fair game. We will discuss how communications professionals apply these theories to achieve their goals and we will explore how social relations affect media and communications.

What means of persuasion are at work in public communication? How do strategies of persuasion and communication theories relate to their historical and cultural moments? How do media and opinion leaders set agendas and frame issues at the heart of our public dialogue? How do advertisers target us? In answering these questions, our goals include becoming better communicators, developing greater understanding of how communication works in society, enhancing media literacy, and creating media that show critical thinking about public communication and its effects.

Course Learning Outcomes

● Develop an appreciation for the roles of communication and the media in our lives

● Become a better storyteller through participation in class discussions and presentations

● Gain knowledge of key theories and competence in specific communication techniques

● Grow personally and enhance effectiveness and ethical judgement

● Foster critical thinking skills and evidence-based reasoning through written assignments

Please Read! Hybrid Class (mix of in person and asynchronous online classes)

This is a hybrid class, which means that we meet once a week in person on Thursdays and the class takes place otherwise asynchronously online. This format requires you to balance your in person and asynchronous participation in equal measure. This course uses a flipped classroom approach to instruction. In a “traditional” face-to-face class, professors present concepts during class time, and students typically complete homework after class. A flipped classroom is different. Students prepare for flipped courses by watching recorded lectures, viewing demonstrations, or completing other assigned tasks before the live class (deadlines are all in the syllabus calendar below). During the live class, students participate in discussions or collaborative learning activities to review, clarify, apply, and extend their understanding of concepts.

Learner Expectations:

In a flipped course, students are expected to:

● Review all resources (recorded lectures, videos, quizzes, readings, etc.) in the online course space prior to the live class

● Complete all assigned work before the live class

● Engage with classmates during live class time

● Apply concepts during in-class activities, problem-solving exercises, or discussions

There are several benefits to this approach: 1. You will complete asynchronous work at your own pace 2. You may have additional schedule flexibility for internships/jobs, 3. This may appeal to your learning style because it allows students to have both in person and outside time to absorb material at their own pace.

However, it is not for everyone. If you feel you will have difficulty attending to asynchronous aspects, I recommend switching to a fully in-person section of this course as soon as possible. The students who are likely to benefit the most from hybrid learning are those that are independent learners, good managers of their time, and are balancing a lot of other commitments.

Instructional Technologies

MindTap

We will use an online platform for our asynchronous work called MindTap. Access for one semester costs $59.99 and you will find the link to sign up on Canvas. If you are using more than one Cengage textbook this semester, however, it is cheaper to use the Cengage Unlimited platform, which costs $69.99 for access to all textbooks. Take a look at the platform and see if it is for you. If not, please

Canvas

I use Canvas to post all class documents, readings and assignments on Canvas. I will also use Canvas to provide feedback and grades, communicate announcements and updates, including to the syllabus as I learn more about you and your interests.

Perusall

For the academic articles we cover, I will ask you to read and annotate them on Canvas using a tool called Perusall. This is designed to make reading these texts more of a collaborative and social experience, in which you can ask and answer questions.

Time Commitment

As this is a hybrid class, self-directed work will take approximately 4-5 hours a week Some weeks when assignments or assessments are due will more time and effort. Please let me know if it is taking you significantly more time to complete your work each week.

Office Hours

Please be sure to schedule a one-on-one conversation with me at least once this semester in office hours. My office hours are listed at the top of the syllabus. If you cannot make it during that time, please email me to set up another time. You can schedule a meeting for any reason during the semester: questions, clarifications, or just to chat. I really want to get to know each of you and office hours is a great way to facilitate that.

The more I know you, the better I am able to understand your concerns and interests, and help you with content that may be difficult. It also establishes a link between us which can be helpful to you in years to come for needs like internships, recommendation letters, career advice, etc.

Required Textbooks and Materials

● Wood, Julia T. (2023). Communication in Our Lives. 9th edition. Cengage Publishing, available through MindTap, which costs $59.99 for one semester of access.

● Additional materials, including book chapters, academic journal articles, newspapers/magazines and videos, will be posted on Canvas.

● The most successful communications professionals are those who are informed about what is happening in the U.S. and around the world. Therefore, please keep up with the news each day by following a variety of news sources, such as The Washington Post, Wall Street Journal, New York Times, Politico, CNN, MSNBC, Fox News, as well as international titles.

Overview of assignments

Examples of previous assignments are available on Canvas and by request.

Passion Speech

We all are passionate about something. This assignment requires you to write and deliver a three-minute speech on a topic that is important to you. You will discuss the subject with me first, but ideas might include a hobby like knitting, a cause such as climate change, an organization, or a program. It must contain three core elements, all of which are key skills for communicators to develop:

● A summary sentence that boils your argument down to the basics

● Three points using the rhetorical appeals of ethos, pathos, and logos, all backed up with evidence

● Then give us the big picture: Why does it matter? Why should your audience care?

The goal of this assignment is to use both verbal and non-verbal communication techniques to develop a persuasive argument targeting your peers and/or future employers. You will record and post these speeches and give feedback on your peers’ speeches in class before submitting your script. Speech length may not exceed two pages double-spaced, and you must cite all sources.

Nonverbal Communication Activity

With a partner, you will complete a nonverbal communication activity outside of the classroom and write a description of what you have experienced. You will work together to answer a series of questions related to human behavior and public messages, while applying nonverbal communication concepts covered in class and in the readings. Paper length: 2 pages.

Midsemester study guide

At the class’s mid-point, you will create a study and review guide for the class so far, drawing on examples of the principles in action, including from a location of your choice in DC. This functions in place of a midterm, but instead of answering questions I set, you will delve into the concepts you most enjoy or need to work on. Detailed instructions can be found on Canvas.

Media Review – Popular Culture and Public Discourse

Your assignment is to choose any media text (TV shows, documentaries, movies, advertisement, news report, etc.) and analyze it in terms of its meaning and relationship to public discourse. I recommend finding something specific to analyze. For example, an episode of a TV show (or an advertisement, a movie, or a documentary) is better a subject for this paper than a season or series. You should also include one or more illustrations, such as images, when they are relevant and helpful in making your points (if you’re discussing an advertisement, it would be good to include the image or the video of it). This assignment is not to write a traditional movie/TV series review—it’s an exploration of the relationship between media and public discourse. Be sure to incorporate the communications theories and/or concepts we have learned. Paper length: 2-3 pages double-spaced; cite all sources.

Final Project: Public Service Magazine Ad

Individually or in groups of up to three: You will pick a topic you feel passionate about and create a letter-sized magazine announcement to achieve one or more of the following goals:

● Raise awareness

● Educate a target audience

● Change attitudes and behaviors

● Advocate for a particular change or solution

Your ad must contain both text and visuals, which you can create using drawings, photos, collages – whatever helps to get the message across most effectively. You must make the image your own, not just copy and paste from the Internet. Finally, you must apply at least two theories/approaches from class. The project has four components:

1. A proposal outlining your magazine ad

2. The ad itself, submitted on Canvas

3.  A 5-minute presentation with Q&A.

4.  A 2-3 page individual reflection paper detailing the choice of topic and why, photo and text choices, targeted audience, which theories and approaches you applied and how the class influenced your choices, and finally, your reflections on the process of this assignment and how it made you think about communication and society.

Levelling-up assignments

You may complete up to three levelling-up assignments from the following menu. As the name suggests, these assignments are designed to enhance the skills you wish to work on and give credit for that work.

There is no hard deadline for levelling-up assignments, but I have provided guide dates in the syllabus and on canvas to help you keep on track.

1. Revising an assignment: Up to two revisions of assignments based on my feedback and your own views on how you should improve the assignment. Revisions should be submitted using track changes and should include a 1-page reflection on what you learned from these revisions, as well as what you think I should learn from your experience. You can do this twice, counting for two levelling-up assignments

2. Teaching the class: Up to three students will kick off our class with a 10-minute presentation identifying and analyzing the key concepts and theories in the readings with examples and reflections, and ending with a class exercise. I will circulate a sign-up sheet for this activity.

3. Seven Instagram posts: You will create seven Instagram posts on a theory or topic you are interested in, such as tips for media literacy, for the class Instagram page.

4. Reflecting on the grading system: Take a look at the readings on the syllabus about this style of grading and write a one-page reflection on the benefits and drawbacks of the system, as well as any suggestions you would like to make to improve it.

5. Attend a professional development event, reflect on a part of your life that makes you think about communication and society (like attending church or volunteering), or explore a location in DC (like a museum) and write a 1-page reflection connecting it with concepts studied in class.

6. Write a 1-page response to an exercise, guest speaker, or other part of the class and connect it with concepts we have covered.

7. Form a study group and meet most weeks.

8. Create your own levelling-up assignment in consultation with me!

Discussion posts and responses (most weeks)

During the semester, we will discuss both the course material and contemporary news on Canvas. Your ideas, perspectives, and experiences are an invaluable part of our course dialogue. This includes providing meaningful input, respectfully offering opinions and feedback, asking questions, and sharing other material you have read, watched, or listened to. Your posts should include substantial comments, interpretations, questions and critiques (or some combination), and clear references to the course concepts and assigned materials, and responses to two of your colleagues.

You can also use discussion posts to add something that you did not have a chance to say in class or to note things you would like to talk about. You are not obliged to write discussion posts on the weeks you are completing levelling-up assignments.

Keeping up to date

I will send emails (and also post them on Canvas under “Announcements”) about the readings, possible changes, and assignments. Please check your email and Canvas frequently and let me know immediately if you encounter any problems accessing class material or submitting your posts.

How will I be graded?

The system I use to grade your work is different than what you may be used to. This system is designed to be rigorous, but flexible, emphasizing acting on feedback, revising work, and contributing to our learning community. Everything in this course will be assessed as “Satisfactory” or “Incomplete” (1 or 0 in Canvas) based on whether you demonstrate the stated learning goals. Assignments will be “bundled” into tiers. Final grades will be based on which bundle(s) of assignments you satisfactorily complete. All of your work in class will be evaluated, but the only letter grade you will receive will reflect the bundle(s) of assignments and requirements that you have satisfactorily completed at the end of the semester.

I believe excellence comes in many forms, and this system is a transparent way to recognize it.

A grade bundle	A- grade bundle	B+ grade bundle	B grade bundle
All classwork completed satisfactorily and on time	All classwork completed satisfactorily and on time	All classwork completed satisfactorily and on time	All classwork completed satisfactorily and on time
9 or more discussion posts completed satisfactorily	9 or more discussion posts graded satisfactory/excellent	9 or more discussion posts graded satisfactory/excellent	9 or more discussion posts graded satisfactory/excellent
3 levelling-up assignments	2 levelling-up assignments	1 levelling-up assignment	0 levelling-up assignments

For example, to complete an A-grade bundle, you might choose one revision, teaching the class, and seven Instagram posts, or you might go for two revisions and teaching the class.

● More than three unexcused absences = -1/2 grade per absence

● Lack of participation = -1/2 grade overall

● Late assignments (up to one class session late) = -1/2 grade

● Missing assignments = -1 grade

Examples:

Final grade	# of Unexcused Absences	# of Late Work	# of Missing Work
B	0-3	0	0
B-	0-3	1	0
C+	4	2	0
C	5	3	1
C-	6	4	2

For further context and information on this approach to grading, here are some links to browse:

● https://www.insidehighered.com/news/2019/04/02/professors-reflections-their-experiences-ungrading-spark-renewed-interest-student

● https://www.jessestommel.com/ungrading-an-introduction/

● https://theconversation.com/i-no-longer-grade-my-students-work-and-i-wish-i-had-stopped-sooner-179617

● https://www.chronicle.com/article/why-to-use-ungrading-when-you-teach-writing

Assignment formatting

All written assignments should be typed in 12-point Arial, Times New Roman, or Calibri font, double spaced. You can use any citation style you want, but make sure it is consistent and that you cite others’ work where appropriate.

Participation and engagement

The success of this class depends on the way we learn together and support each other. It is essential that you are present, engaged, and take part in our learning community. There are many ways to participate in and engage with this class. These include:

● Speaking up in class

● Taking part in group discussions

● Actively taking notes

● Emailing a colleague about class

● Emailing me with questions

● Meeting me during office hours

● Discussion posts prior to class and commenting on your colleagues’ posts

Class policies and expectations

Masks in class

AU policy no longer requires that we wear masks in class, but I will continue to do so and encourage you to do it, too. This precaution makes our class as inclusive as possible for people who are at greater risk of contracting COVID-19 or need to shield others.

Being present, notetaking, and electronic devices

During our in person classes, I invite you to take notes using the method that suits you best and allows you to be most present, whether that’s your laptop or using a pen and paper. If you are using your laptop, I ask you to focus on class work. Viewing other content means you get less out of the class, and it also distracts the people sitting near you. Please silence your phones and keep them off your desks.

Deadlines

Students are expected to meet all deadlines so that everyone can keep on track. Please submit assignments through Canvas on the day they are due unless you’ve made prior arrangements with me.

If you are having difficulty keeping up with deadlines on assignments, please talk to me about it. It’s always better to discuss a need for extensions BEFORE an assignment is due rather than when it’s due.

Attendance and missed classes

● You are entitled to two absences with no questions asked. Ideally, you will not need to use them at all. But know that you have this flexibility in the bank.

● Regular class attendance is required. Please arrive on time and ready to participate fully by completing all the assigned readings prior to each class (as outlined in the Course Schedule).

● Excused absences are granted for religious holidays, university athletic commitments and extenuating circumstances, such as an illness or emergency. If you need to miss a class for a religious holiday or documented athletic commitment, please let me know in advance.

● If you have a chronic medical condition or another challenge that causes you to miss several classes, you should contact the Dean of Students office and get a letter documenting your accommodation for missing class, and we will come up with a plan for making up lost time. This process is designed to reduce the burden for you as you navigate illness or other obstacles:  The Dean of Students is the only person who needs to see your medical documentation, for example. All you need is the letter.

● Please do not come to our class session if you are sick and/or waiting for the results from a COVID-19 test. Let me know as soon as this happens, and I will ensure you can attend virtually through Zoom.

Class schedule

Week 1	Welcome and introduction to the course
Monday 28 August	No class: Complete asynchronous assignments Introductions and syllabus review Read and complete the MindTap module for Communication In Our Lives, Chapter 1: The World of Communication.	Record a video introduction of yourself and post on Canvas on the discussion board called “Video Introduction”. Watch introductions of two other classmates and the professor. Pose a question or make a connection to each in the discussion board on Canvas. Sign up to MindTap and complete the module for chapter 1 Review syllabus and come to class on Thursday with any questions. Deadline: Thursday 31 August, 4pm.
Thursday 31 August	In-person class
Week 2	Communication and Perception
Monday 4 September	Labor Day: Please take Monday off! Before Thursday, please read and complete the exercises for chapter 2 in the textbook on Mindtap. Please also read: Jack, Caroline. 2017. “Lexicon of Lies: Terms for Problematic Information.” Data and Society. Shaw, Lynda. 2015. “Understanding Perception is Key to Communication.” Forbes.
Thursday 7 September	In-person class Come prepared to discuss this week’s material
Week 3	Public Speaking
Monday 11 September	Asynchronous assignments Chapter 14: Organizing and Presenting Public Speeches Chapter 16: Persuasive Speaking On Canvas, watch “Secrets from the Science of Persuasion,” on Robert Cialdini’s six  principles of persuasion.
Thursday 14 September	In-person class Chapter 12: Planning Public Speaking Appendix A: Annotated Sample Speeches Watch: Duarte, Nancy, “The Secret Structure of Great Talks”
Week 4	Speech week	Passion speech due Deadline to sign up for teaching the class
Monday 18 September	No class: complete asynchronous assignments Upload speeches Chapter 5: The Verbal Dimensions of Communication	Watch classmates’ speeches and leave comments on two
Thursday 21 September	In-person class Come with your speech script to revise in groups in class	Submit revised speech script by Friday 22 September at 23.59
Week 5	Nonverbal Communication
Monday 25 September	No class: Complete asynchronous assignments Chapter 6: The Nonverbal Dimension of Communication Ulaby, Neda (2003), “A groundbreaking exhibition on the National Mall shows monuments aren't set in stone”, NPR https://www.npr.org/2023/08/27/1195465948/national-mall-monuments-playground
Thursday 28 September	In-person class	In class: Nonverbal communication fieldtrip in pairs
Week 6	Communication and Personal Identity
Monday 2 October	No class: Complete asynchronous assignments Read and complete exercises: Chapter 3: Communication and Identity Chapter 7: Communication in Personal Relationships (chapter 9 in 5th edition) Watch Tedx Talk Video, “Celeste Headlee: 10 Ways to Have a Better Conversation.” Read and annotate on Perusall: Peeples, Jennifer (2003) “Trashing South-central: Place and identity in a community-level environmental justice dispute”, Southern Journal of Communication, 69:1, 82- 95, DOI: 10.1080/10417940309373280	Nonverbal communication assignment due
Thursday 5 October	In-person class Come prepared to discuss readings
Week 7	Mid-semester