Syllabus

-Syllabus for cx7-

Instructor: Skye Gentile

When Emailing (any) professor, always include: a SUBJECT in the SUBJECT line (for example COMM 7 MW (for Monday/Wednesday folks and COMM 7 TTH for Tuesday/Thursday folks). Use complete sentences, and be clear offering the reader some context if necessary (remember I have over 300 students within 6 classes per semester which leaves too much room for miscommunication, error and straight up folly!

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Course Description

Catalog Course Description: Introduces the theory and practice of communication in personal and professional relationships. Transfer Credit: CSU; UC. C-ID COMM 130

Student Learning Outcomes

Demonstrate interpersonal competence. Go to MY description---->

Confidence lies Within

My Description

Throughout the semester we will be learning about foundational principles that characterize how we interact with both self and other. Throughout this process of learning we will consider the relationship between intimacy with self, and intimacy with other. Furthermore we will layer in the growing body of research surrounding cultivating positive emotions, and wellbeing theory as it relates to both self, and other. Students will have a clear idea of their specific communication strengths and opportunities within the context of intra and interpersonal relationships. After careful assessment of your current communicative patterns of behavior, students will explore wellbeing theory and will have opportunity to actively ‘change’ their emotional state. The wellbeing ‘seeds’ planted this semester are useful immediately and when watered and tended to, can become apart of your repertoire helping you flourish even amidst turbulent times in your life. However, if you neglect your garden (say after grades are posted and you prepare for break) you will slip back into old patterns of behavior, less becoming of someone as well versed in wellbeing and effective communication theory as you will be post this class. I hope you take to heart the experiences I have carefully prepared for you.

After successful completion of this course you will have competence in:

1.     Emotional Competence through critically analyzing your EQ and creating strategies to manage your emotional state.
2.     Mindful Dialogue through practicing responding (verbally and nonverbally)to both self (intrapersonally) and other (interpersonally).
3.     Strategies for self-regulation.

~Dedication~

This class is dedicated to Anthony’Jerry’ Basile, Scott Kennedy, and Rich Brunk, three men who taught me the importance of loving selflessly—even in the face of sadness, pain, and death, you can learn to

See the Love

Lean into the positive emotions, even when afraid.

My (specific) intention is that students not only learn about wellbeing theory through the lens of interpersonal communication, but actively experience what wellbeing looks like and feels like while communicating with self and other.

Course Materials

REQUIRED

Sliding Scale Duplications Fee

RECCOMMENDED

Classroom Decorum

This class offers you an in-depth look into how you communicate with both yourself and others (emphasizing being ‘other-centered’). Being other-centered means that you consciously consider how your behavior affects others. Our classroom is a space where you will practice self-monitoring and effective communication. Thus, our classroom climate must invite openness, respect, and mindfulness for real change to occur. I want you to dance closer to your razor’s edge and allow others to share, without fear of being judged. Before you speak in my class, I want you to stop and think if what you are about to say “is true, kind, and necessary?” What is the intention of your speech? This is not a bad skill to practice on a daily basis within every context (home, school, work, etc.) however it is mandatory practice in my classroom—I will not tolerate UNKIND SPEECH in my classroom. If you are not willing to THINK before you SPEAK, do not take this class with me.

Decorum Rules:
1.     No cell phones visible in my class. No ear buds in your ear.

2.     Do not work on homework (from any class) in my class.

3.     Do not come into my class actively “under the influence” of any narcotics.

4.     Be more than just present—be ENGAGED and connected.

5.     Be other-centered. Pay attention to how your nonverbal communication influences others.

Classroom Disclosure:

At times you might feel compelled to share a story from your life as a way to make a connection between lecture and your life. However, I want to be clear that this is not your therapy session, thus EVERY TIME you share be PREPARED TO explain the connection between what we are talking about and what you are explaining. Potentially, your explanation could: 1) solidify your learning 2) deter you from disclosing irrelevant information 3) help others follow your sense making. If you cannot make a connection between your story and the concept reconsider sharing it with the class.

(No) Cell Phone Policy

What once was called short-term memory is now recognized as 'working memory’ Why do I share this with you? Because research has proven that our brains can only work on one thing at a time. Thus every time you multi-task between listening to lecture, and texting--you are not only distracting yourself, but you are also distracting me, and those around you--you have now deleted lecture and applied your working memory to cell phone. Furthermore, if you take lecture notes and do ‘nothing’ with that information within 24 hours of taking notes--that information will never move from hearing it to knowing it (long- term memory).

If you are on your phone during class, I will ask you to leave and it will negatively impact your participation score.

Attendance & Participation

You currently have 100 points bagged towards your attendance/participation grade. If you miss a class, you lose 10 points. If you are late (more than 15 minutes) or leave early (more than 15 minutes) three (3) times, that equals an absence (-10 points). You have ONE FREE ABSENCE!
If you do miss class, It Is Your Responsibility To Find Out What You Missed From Another Student (Not From Your Professor). Unfortunately this applies to ALL ABSENCES (excused, unexcused, sports related, etc.).

1 absence = 90 points; 2 absences= 80 points; 3 absences= 70 points; 4 absences= 60 points; 5 absences= 50 points, and continue deducting -10.

Cabrillo College equates 4 absences as “excessive” and warrants cause for instructors to fail you. More than 5 absences WILL result in you failing this course!

Academic Honesty

Plagiarism can take shape in a variety of different ways by writers: verbatim copying without giving credit to the author, sloppy paraphrasing, recycling papers from other classes, and not including a works cited (to name a mere few). Please be certain that the work you turn in to me is of your own doing, original, and care is taken to give credit to theories, concepts and ideas that you use to help prove your argument. Using MLA (or APA) style guide is sure to cite your sources and include a bibliography for all major assignments. Plagiarism will result in an F on the assignment and possibly in the course.

Your manuscript is both good and original; but the part that is good is not original, and the part that is original is not good”
--Samuel Johnson

ACCESSIBILITY SUPPORT CENTER

Within all beings there is the seed of perfection. However, compassion is required in order to activate that seed which is inherent in our hearts and minds....
--Dalai Lama

Students needing Accommodations: (this includes various types of learning differences) should inform the instructor (because I am here to help). As required by the Americans with Disabilities Act (ADA), accommodations are provided to insure equal access for students with verified disabilities. To determine if you qualify or need assistance with an accommodation, please contact ACCESSIBILITY SUPPORT CENTER (Formerly DSPS), Room 1073, (831) 479-6379.

A life is not important except in the impact it has on other lives
--Jackie Robinson

Late Work

10% of the available points (for ALL WRITTEN assignments) will be deducted for LATE WORK! At the end of the semester there is a FINAL TURN IN Date noted in the Schedule--all work for the semester must be turned by that date.

Here is a quick refesh on outlining and Cornell Note-Taking Method

COMM 7 Point Breakdown:

INTERPERSONAL ASSIGNMENTS:

A The workload (guiding principle is about 2 hours homework for every 1 hour of class)

Attendance and Participation        100
(-10 for each absence; participation points earned in class usually cannot be made up outside of class)

Authentic Happiness Questionnaires 20

Reflective Activity Portfolio: Pre-assessment 10
Reflective Activity Portfolio: (part I and II) 210
Reflective Activity Portfolio: Post Assessment 10

Assessment of Progress
In Class Concept Assessments (2 @ 10 points each) 20
Inner Circle Participation (3 @ 5 points each) 15
Take Home Midterm Project                                                          25
Loveline’s Collaborative Final 25

Grapevine Letter                                                                              5

435 Total Points

A 392-435     B 348-391        C/Pass 305-347        D/NP 261-304            F below 261

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