Concordia University

Applied Human Sciences 230/ SecCC

Interpersonal Communication and Relationships

Instructor: Mia Lobel

514 935 6268 x223

mia@alcor.concordia.ca

Teaching Assistants: Dan Abman, Judith Grad, KimWard

Data Manager: Susan Dinan

1. COURSE DESCRIPTION   

2. LEARNING OBJECTIVES:

3. REQUIRED TEXT:

4. REQUIRED READINGS

5. MATCHED STUDY:

6. AHSC/230 Sec BB

7. AHSC/230 Sec. CC

8. ATTENDANCE AND PARTICIPATION

9. ASSIGNMENTS AND DUE DATES

10. POLICY REGARDING ACADEMIC DISHONESTY:   

11. Structured Learning Diaries

12. Learning Synthesis Paper

13. Attendance and Participation

14. A BIBLIOGRAPHY IN PROGRESS

PLEASE NOTE

The Sept. 14th and 15th weekend components for both section BB and CC were cancelled. An additional class, at the end of the semester has been added to each section. (AHSC/230 Sec. CC: Nov.25th)

COURSE DESCRIPTION

This course is designed to increase participants' understanding of their intrapersonal (within one) and interpersonal (with others) processes during online interactions. This goal will be accomplished by introspection and by actively observing and analyzing human communication processes, all within the context of course activities. Exploring and understanding theoretical concepts of human communication will be a major emphasis of this course. Students will be encouraged to take responsibility for their own learning and use this opportunity to develop their own understanding of intra & interpersonal communication and relationships.

Congruent with the 'learning by doing' approach of instruction, the course will:

1. Provide students with on-line experiential opportunities (I.e. simulations, role plays, discussions) to interact with each other and observe the participants learning styles, engage in value clarification, experience diversity, practice conflict resolution, mediation and collaboration. 
2. Provide a 'safe place' for students to process these experiences with others and draw conclusions about themselves, based on theoretical concepts covered in the on-line course. 
3. Encourage students to explore the strengths and limitations of their individual communication styles and the skills needed to achieve their interpersonal goals. 
4. Provide students with new experiences in order to practice the identified skills and knowledge.

This course will train students in interpersonal-communications competence skills relevant for human relations and for organizational work. The course content will focus on two major components of interpersonal skills training. One objective is to increase students' self-awareness as communicators. To this end the course will explore issues in trust, perception, values clarification, diversity, as well as identify individual’s learning styles, conflict management styles and so on. The second goal is to recognize one's interpersonal limitations through feedback from others, and to practice Active Listening skills, and to risk new behaviors, in order to change these limitations into interpersonal strengths.

During class activities, students will be encouraged to:

Become more aware of their values and feelings, and learn how to communicate them. 

Recognize, acknowledge and build on one's existing skills and knowledge. 

Develop sensitivity to self and others in relation to communication. 

Understand and empathize with the values, feelings and behaviors of others. 

Recognize, acknowledge and help others enhance their differing skills and knowledge. 

Facilitate a climate that encourages trying out new behaviors. 

Give and receive feedback on the effectiveness of behaviors and skills.

LEARNING OBJECTIVES:

1.      To facilitate students in gaining skills for learning and working with others.

2.      To encourage students to develop "boundary-spanning," cross-cultural skills for effective collaboration.

3.      To enhance students' effective communication strategies and ensure an understanding of both the content and the process of their interactions 

4.      To facilitate clarification of roles and accountability 

5.      To assist students to plan team projects which would result in lasting organizational knowledge 

6.      To provide the opportunity for students to become familiar with communication theories and "using the right tool for the right job."

Important Dates to Note:

1) September 17 2002:  DNE - deadline for withdrawal with tuition refund                

2) October 28 2002:  DISC - deadline for academic withdrawal from the course

REQUIRED TEXT: Johnson, D. (2000). Reaching Out: Interpersonal effectiveness and self-actualization. Massachusetts: Allyn and Bacon.

REQUIRED READINGS PACKAGE is on reserve.

Online, go to Required Readings at http://www.learningbydoing.net

MATCHED STUDY:

In the Undergraduate Academic Schedule it is posted:

“Sections BB and CC are experimental sections. Students registered for these sections will be asked to respond to questionnaires at various times during the semester. Section BB meets Sep 15 from 1-4pm and Sep 19,26,Oct 3,10,17,24,31,Nov 7,14,21 from 7-10pm. Section CC is given over the World Wide Web (WWW) using advanced web technology and meets on-line Sep 14 from 1-4pm and Sep 16,23,30,Oct 7,14,21,28,Nov 4,11,18 from 7-10pm.”

AHSC/239 Sec. BB and eAHSC/230 Sec. CC are part of a matched study.

This means the two sections will be kept as similar as possible in terms of pedagogy, content, time-lines, teaching staff, and data collection. AHSC/230 Sec BB is delivered in a F2F learning environment. AHSC/230 Sec CC will be delivered online, in an eClassroom. The purpose of the study is to compare participants’ interactions and see how each environment may affect the communication process and learning. The question we are asking is: ”What are the differences and how do they impact on the task and on social relationships? As such, we are not so much interested in ‘what’ is being said, as in the sociometry of ‘how’ it is being said.

The data will be collected in the following manner:

AHSC/230 Sec BB

1.      There will be three (3) video cameras set up during every class session.

2.      The content of the interactions will be transcribed and various Interaction Diagrams will be charted.

3.      Anonymous coded questionnaires gauging learning and student satisfaction will be collected.

4.      Students will be asked to keep journals.

5.      Student assignments.

AHSC/230 Sec. CC

1.      The eClassroom archives all discussions electronically.

2.      The interactions will be charted into various Interaction Diagrams.

3.      Anonymous coded questionnaires gauging learning and student satisfaction will be collected.

4.      Students will be asked to keep journals.

5.      Students assignments.

As you know, in order for us to use the information generated, we will need your consent. Please fill out the consent form attached and return it either in the envelop provided or by email to mike1145@earthlink.net.Once again, if the parameters outlined above (change of schedule or the matched study aspects)  are not to your liking, PLEASE, contact Sybil Lewis right away, so she may assist you into another section. Sybil’s email address slewis@alcor.concordia.ca and Tel# 514 848- 2263

ATTENDANCE AND PARTICIPATION

Attendance is required for all class sessions, as this course is based on experiential learning. If a student misses a class, it is his/her responsibility to find out what went on in that class and what homework may have been assigned. The eClassrooms automatically collects the times participants log in and out of the eClassroom, and how often each user polls the server for data. If more than 2 sessions are missed, for each additional session missed your final grade will be lowered by 1/3 of a letter grade. More than 30 minutes logged out of the eClassroom counts as a missed session. Idiling at the keyboard will be considered as time away from class. Also, the experiential nature of the course necessitates active participation for your own and others' learning. Remember, you get as much from this course as you put into it!

ASSIGNMENTS AND DUE DATES

All assignments are to be handed in, in order for you to pass the course. The assignments are due on the dates specified. Any un-negotiated delays will result in lowering your grade of the specific assignments by 1/3 of a letter grade for every 3 days it is late.

Attendance/Participation:                                       10%

10 Structured Learning Diaries(Logs) :    (5x10)   50%   (Weekly)

Synthesis Paper                                                       40%   (Dec2nd, 2002)

Please note:  ALL ASSIGNMENTS MUST BE COMPLETED in order to receive your final grade for this course.

The following scale is used in the calculation of your final grade. Letter grades are converted to numerical values:

Each component equivalent of your grade is multiplied by the percentage for the component. The final grade is a sum of grades of the various course requirements.  You must have an average equal to or above the numerical value to earn the corresponding letter grade. For example, 3.17 is above 3.0 (B) but below 3.3 (B+). Therefore, the grade would be B.

POLICY REGARDING ACADEMIC DISHONESTY:        

All material submitted for evaluation must be your original work. The submission of written work, which includes the words, or ideas of another without citing or attributing them to their author constitutes plagiarism according to the guidelines of the University. Cheating or assignments, which are plagiarized, will not be counted, and their authors treated in accordance with Concordia's policy on academic dishonesty as stated in the University Calendar. These consequences range from failure to expulsion. Ponder the repercussions before taking chances.

Structured Learning Diaries ( Logs)

In an experiential learning model, it is essential to take time to record and reflect upon your learning experiences, and to begin to integrate the concepts into your understanding of the interpersonal communications and relationship process.   Logs are designed to help you do just that and provide a rich source of data for your final paper. You will be expected to answer questions reflecting your experience and observations in class. This learning diary will focus on feelings, observed behaviors and insights about yourself and your interactions with others, as well as links between this experiential data and the concepts presented in readings and in class.  These are personal observations, and you are expected to make “I” statements and take responsibility for your own feelings and behavior. 

This learning diary is a confidential, personal document between you and the instructors. We will read and comment on your log and return it on the date the next log is due.  Each log has a value of 5 % that will be graded on a Pass/Fail basis.  A Pass or Fail will depend on the evidence presented to illustrate how you have processed the material covered in class. All of the following criteria must be met to receive a Pass grade on a specific Log.

Failure to submit a minimum of 3 logs will result in an “F” for this segment of the assignment.  Late logs will not be accepted.

Learning Synthesis Paper

This paper is to encourage you to reflect on your learnings over the term in regards to the course goals.  It should include all the elements of a formal paper, including Title Page, Table of Contents, and Bibliography.  References to literature should be woven into your discussion.  The richness and integrity of your paper is enhanced by relevant use of appropriate theories presented in class, and from other academic sources.  It is required that you use the APA format for cited references and bibliography.  This paper should be no more than 10 pages in length excluding Title Page, Table of Contents, and Bibliography.

1.            Intrapersonal Dimension - 20%

Define (in your own words) and discuss one intrapersonal dimension that has been presented in this course and has been particularly significant to you – how has this contributed to your understanding of self. Give concrete examples.

2.            Interpersonal Dimensions – 30%

Interpersonal Strength

a.            Define and discuss one interpersonal strength discussed in this course, which is of significance to you.

b.            Illustrate this strength by using a concrete example drawn either from an in-class experience or from a current situation in your everyday life.

c.            What specific implications does this strength have on your interpersonal relationships?  How specifically  may this strength affect your interpersonal relationships? Include a discussion of any feedback you have received.

d.            What can you do to continue to build on this strength? Present a concrete, specific, measurable, and feasible plan.

Interpersonal challenge

a.            Define and discuss one challenge that affects your interpersonal relationships.

b.            Illustrate this challenge by using a specific example drawn either from an in-class experience or from a current situation in your everyday life.

c.            What specific implications does this challenge have on your interpersonal relationships?  How specifically  may the identified challenge affect your interpersonal relationships? Include a discussion of any feedback you have received.

d.            Formulate a concrete plan that you believe will help you to deal with this challenge – what can you realistically do to continue to work on this. Provide a concrete, specific, measurable amd feasible plan.

3            Dominant Conflict Style –  30%

a.            Using the ‘Required Readings’ as a framework for your discussion,  define your dominant conflict style and discuss the inherent advantages and disadvantages.

b.            How does this conflict style impact on your interpersonal relationships?

c.            What do you need to work on to increase your conflict management effectiveness?

4.            Summary and Conclusion – 10%

As you critically reflect on your experiences throughout this course, discuss the major learnings you have gained about yourself and your interpersonal relationships.  Who or what has been significantly important to you?  Include any insights you have gained as a result of doing this paper.

5.         Formal Elements – 10%

·        Title page, table of contents, bibliography

·        Spelling and grammar

·        Sufficient referencing (minimum of 3 references from two different sources

·        Respecting the 10 page limitation

·        APA referencing format required  (APA style format is available in the library)

·        Paper must be typed, double-spaced, 1 inch margins, and 12 point font

Following considerations should guide your discussion in all of the above areas.

This paper is due on Dec 2nd, 2002. You may email this assignment or you may hand it in at the Sir George Campus of AHSC depm’t. A stamped, self-addressed envelope must be included with your hard-copy paper so it may be returned to you (this is departmental policy). Please ensure you ALWAYS keep a copy of your paper.

Criteria for evaluation of Synthesis Paper

Attendance and Participation on Grades

Attendance/Punctuality 5% - Participation 5%

The overall grade for attendance/participation will be worth 10% of your final grade.

The attendance/punctuality grade (5%) is based on:

Your participation grade (5%) is based on the following criteria:

You will self-assess your participation based on the above criteria, and submit this self-evaluation and rationale with your final paper. The instructor reserves the right to either raise or lower the self-assessed participation grade.

A range == outstanding

B range = very good

C range = satisfactory

D range = marginal pass

A BIBLIOGRAPHY IN PROGRESS

A vast array of printed material exists that is relevant to the area of interpersonal dynamics. The following list represents a sample to which you may refer, in addition to your text. You are not expected to read all of these references-select one or two that are particularly relevant to your own learning.

Adler, R. B., & Towne, N. (1993 ). Looking out/Looking in. Montreal: Harcourt Brace Jovanovich.

Arrien, A. (1993). The Four-fold Way. Sausilito, CA: Harper Collins

Baker-Mil1er, J. (1976). Toward a new psychology of women. Boston: Beacon Press.

Bass, E., & Davis, L. (1988). The courage to heal: A guide for women survivors of sexual abuse. New York: Harper & Row.

Beattie, M. (1988a). Beyond codependency and getting better all the time. New York: Harper Row.

Beattie, M. (1988b). Co-dependent no more. New York: Haze1don.

Beattie, M. (1989). Beyond codependence. New York: Hazeldon.

Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development of self. voice and mind. New York: Basic Books.

Black, C. (1981). It will never happen to me. New York: Ballantyne Books.

Bloomfield, H., & Felder, L. (1986). Making peace with yourself. Toronto: Random.

Bly, R. (19). Iron John: A book about men. Reading, MA: Addison Wesley.

Bolton, R. (1982). People skills. Englewood Cliffs, NJ: Prentice Hall.

Bradshaw, J. (1992). Home Corning. New York: Bantam Books.

Bridges, W. (1991). Managing transitions. New York: Addison Wesley.

Broom, M.F., & Klein, D.C. (1995). Power The Infinite Game. Massacheusits: HRD Press

Brown, L., & Gilligan, C. (1992). Meeting at the crossroads: Women's psychology and girls' development. New York: Ballantine.

Chemin, K. (1985). The hungry self: Women. eating. and identity. New York: Harper & Row.

Combs, A., Avila, D., & Purkey, W. (1978). Helping relationships. Boston: Allyn & Bacon.

Covey, R. S. (1990). The seven habits of highly effective ~people. New York: Simon & Schuster .

Daniels, V ., & Horowitz, L. J. (1984). Being and caring: A psychology for living. 2nd ed. Palo Alto, CA: Mayfield.

DeVito, J. A. (1990). Messages building interpersonal communication skills. New York: Harper & Row.

Dickman, J. R. (1982). Human connections. Englewood Cliffs, NJ: Prentice Hall.

Dossey, L. (1985). Space. time and medicine. Boston: New Science Library.

Dowling, C. (1981). The Cinderella complex. New York: Simon & Schuster.

Dyer, W. W. (1976). Your erroneous zones. New York: Funk & Wagnalls.

Ferguson, M. (1980). The Aquarian conspiracy. Los Angeles: J.P. Larcher.

Forer, L., & Still, H. (1976). Birth rank order factor. New York: Pocket Books.

Huxley, A. H. (1986 ). You are not the target: Transforming negative feelings into creative action and harmonious relationshi12s. Los Angeles: Jeremy Tarcher.

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University .

Goleman, D. (1985). Vital lies. simple truths. New York: Simon & Schuster.

Gould, R. (1978). Transformations. growth and change in adult life. New York: Simon & Schuster .

Harner, M. (1990). The way of the shaman. San Francisco: Harper Collins.

Jampolsky, G. (1979). Love is letting go of fear. Berkeley, CA: Celestial Arts.

Jeffers, S. (1987). Feel the fear and do it anyway. New York: Ballantyne.

Johnson, D. (2000). Reaching Out: Interpersonal effectiveness and self-actualization. Massachusetts: Allyn and Bacon.

Jourard, S. (1964). The transparent self. Princeton, NJ: Van Nostrand.

Jourard, S. (1974). Healthy Personality. New York: Macmillan.

Kabat-Zinn, J. (19'90). Full catastrophe living: Using the wisdom of your body and mind to face stress. pain and illness. Boston: Doubleday Dell.

Keen, S. (1991). Fire in the bell~: On being a man. New York: Bantam Books.

Knapp, M. (1984). Interpersonal communication & human relationships. Boston: A11yn & Bacon.

Kohlberg, L. (1981). The philosophy of moral develop2ment. San Francisco: Harper &

Row. Kopp, S. (1972). If you meet the Buddha on the road. kill him. Palo Alto, CA: Science & Behaviour Books.

Korenberg, M., & Taffy, D. (1974). Trapped. Montreal: Kay-Rakier.

Lawrence, G. (1987). People types and tiger strips: A practical guide to learning styles 2nd ed. Gainesville, FL: Center for Applications of Psychological Type.

Lee, J. (1987). The flying boy: Healing the wounded man. Deerfield Beach, FL: Health Communications.

Lerner, H. G. (1985). The dance of anger. New York: Harper & Row.

Lerner, H.G. (1989). The dance of intimacy. New York: Harper& Row.

Lerner, H. G. (1991). The dance of deception. New York: Harper & Row.

Lew, M. (1990). Victims no longer: Men recovering from incest and other sexual child abuse. New York: Harper &Row. .

Maslow, A. (1970). Motivation and personality~. 2nd ed. New York: Harper & Row.

Maslow, A. (1971). The farther reaches of human nature. New York: Viking.

Miller, S., Nunnally, E., & Wackman, D. (1975). Alive and aware. Minneapolis, MN: Interpersonal Communications.

Miller, S. (1981). Straight talk. New York: New American Library.

Moustakas, C. E. (Ed.). (1974). The self-exploration in personal growth. New York: Harper & Row.

Peck, M. S. (1978). The road less travelled. New York: Simon & Schuster.

Perls, F. (1973). Gestalt therapy verbatim. New York: Bantam Books.

Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.

Rubin, L. (1983). Intimate strangers: Men and women together. New York: Harper & Row.

Ruiz, D. M (1997) The Four Agreements Amber-Allen Publishing, Inc. San Rafael, California

Sandford, L. T., & Donovan, M. E. (1984). Women and self-esteem. New York: Penguin.

Satir, V. (1988). The new people making. Mountain View, CA: Science & Behavior Books.

Schnall, M. (1981). Limits: A search for new values. New York: Clarkson N. Potter.

Schutz, W. (1984). The truth option. Berkeley CA: Ten Speed Press.

Schutz, W. (1989) Joy: Twenty years later. Berkeley CA: Ten Speed Press.

Scott, M. D., & Powers, W. G. (1978). Interpersonal communication: A Question of needs. Boston: Houghton Mifflin.

Sheehy, G. (1977). Passages. New York: Bantam Books.

Sheehy, G. (1981). Pathfinders. New York: William Morrow.

Smith, M. (1975). When I say no. I feel guilty. New York: Bantam Books.

Steinem, G. (1993). Revolution from within. Boston: Little, Brown, & Company.

Tannen, D. (1990). You just don't understand me: Women and men in conversation. New

York: Ballantyne Books.

Tavris, C. (1989). Anger: The misunderstood emotion. New York: Simon & Schuster.