Teaching Portfolio

TEACHING PORTFOLIO
Deborah D. Sellnow-Richmond
Wayne State University
D. SELLNOW-RICHMOND TEACHING PORTFOLIO
CONTENTS
Teaching Philosophy...3
Teaching Responsibilities...5
Sample Student Evaluations..8
Sample Syllabi...14
COM 3400: Theories of Communication.14
COM 5320: Health Communication.....23
COM 1010: Oral Communication Online.32
Sample Assignments......42
COM 3400 Final Paper42
COM 3250 Site Observations..44
COM 1010 Online Assignment Details..46
Teaching Philosophy
Teaching is paramount to my prospective career as a university professor. I am
committed to creating a comfortable learning environment for my students. I do this by making
myself as available to my students as possible by encouraging them to visit me during office
hours, as well as ensuring that they know they are welcome to schedule an alternative time to
meet with me as they prepare their work throughout the semester. In addition, I work to create a
classroom environment in which students feel welcome to participate in discussion and activities.
It is vital to create an environment in which students trust one another and myself to speak freely,
allowing them to reflect openly about what they are learning.
Learning occurs most effectively, I believe, when students are comfortable, but also
thoroughly engaged. My role as a facilitator of learning is just that. The most important thing that
I can do as an instructor is arrive in the classroom with substantial energy and enthusiasm about
the topic at hand so that my students can begin to understand why what they are studying is
important. I frequently reference work that I myself am doing or personal experiences that tie
into the subject matter to give students something to relate to. Doing so also encourages students
to participate openly in discussion, where external processors can work through their thoughts
and ideas, and internal processors benefit from hearing the thoughts and ideas of their peers. This
also allows students to bond for one semester, so that when they are required to express
themselves in front of their peers, they feel comfortable enough to do so.
I have been interested in problem-based learning for some time. Through my own
learning experiences, I found that it was much less difficult to learn, and especially retain, course
content with this method. Implementing group activities and bringing current events into the
classroom that exhibit the theories and content we are studying allows students to identify real-
world application of academic content. An extension of this which I would like to incorporate
into my classroom is service-learning. I believe in extensive critical reflection in the classroom,
and allowing students to bring their own life experiences to the learning environment. I hope to
bring service-learning into my classroom, and believe that it can introduce students to inequities
in their communities and beyond while simultaneously providing a powerful outlet for applied
learning. Moreover, one of the most important goals I have for my students and myself is that we
learn together to add depth to our understanding of social and systemic structures. Engaging
students in service through experiential learning, as well as allowing students to have a role in
the trajectory of classroom discussion allows for this. This process also allows students to be
empowered by their own learning process, and allows them to continue to learn once they have
left my classroom.
Ultimately, I feel that teaching is among the most fulfilling aspects of an academic career.
Not only am I lucky enough to watch students grow and develop throughout the semester, but
know that I learn something from each group of students I have the opportunity to work with.
Teaching Responsibilities
2015 Instructor of Record: COM 5130 (Communication and Social Marketing)
Serve as instructor of record for Communication and Social Marketing, an upper-division
communication course/elective. This course provides students the opportunity to conceptualize
and produce a campaign for a local (Detroit-area) nonprofit organization focused on influencing
behavior surrounding a social issue. Students work in small groups and communicated with
members of the nonprofit organization of their choosing in order to construct a social marketing
campaign, culminating in a professional presentation of the campaign proposal, as well as a
business proposal for the organization. Throughout the semester, students learn and apply the
steps to planning, implementing, and evaluating a campaign. Students also expand the scope of
their knowledge in a final paper that evaluates another social marketing campaign based on
scholarly work and what they have learned throughout the semester.
2015 Instructor of Record: COM 3400 (Theories of Communication)
Served as instructor of record for Theories of Communication, the introductory course on
communication theories, required for all communication majors. This course introduced students
to a scope of theories developed or adopted by communication scholars. Each student identified
one theory for the focus of an annotated bibliography and final paper, a literature review on the
current state of the theory. Students researched publications that used their chosen theory, and
wrote a literature review that discussed applications of the theory over the past fifteen years.
Students were introduced to paradigms of communication theory and research, traditions, and
major tenants of a wide array of theories. In-class discussion, interactive online discussion, inclass activities facilitated learning.
2015 Instructor of Record: COM 3300 (Business and Professional Presentations)
Served as instructor of record for Business and Professional Presentations, a required course for
students pursuing a major out of the School of Business and an elective for students in the
Department of Communication. Students applied principles and techniques for professional
writing, presenting, and communicating effectively in a variety of assignments. Students
constructed professional documents, including emails, memos, letters, and reports, and practiced
professional oral communication by developing researched presentations applicable to the
business and professional world, interacting one-to-one, and collaborating with others to produce
documents and presentations. Students also developed their online professional presence through
work on resumes, vanity searches, and e-portfolios.
2015 Instructor of Record: COM 3250 (Introduction to Organizational Communication)
Served as instructor of record for Introduction to Organizational Communication, a
communication course/elective. This course introduced students to the area of organizational
communication, highlighting diverse organizational contexts (corporations, nonprofits,

consultancies, government agencies). Students engaged in at least four site visits to an
organization with which they are affiliated, and write about their observations in the context of
four different areas discussed in the course. They used these observations, along with course
materials and scholarly research, to identify an area of organizational communication that they
would like to know more about, and could be informed to some degree through their site
observations. As students were already familiar with the organization they chose to observe, this
semester project allowed them to see the value and application of their coursework in a realworld setting.
2015, 2014, 2013 Instructor of Record: COM 1010 (Oral CommunicationOnline, Hybrid,
and Traditional Modalities)
Served as instructor of record for Oral Communication: Basic Speech in three modalities
traditional face-to-face, hybrid, and online. Oral Communication is the basic communication
course, required of all undergraduate students across the university. Students learn the structure
of an extemporaneous speech, delivering a narrative, informative, and two persuasive speeches
over the term. Students learn to outline, site orally and in APA format, and engage in a number
of writing activities to develop and reflect on their public speaking. Hybrid and online sections
engage in extensive online discussion with their peers and instructor through an online forum.
Students learn oral competency through these presentations, written assignments, and a final
exam.
2014 Co-Instructor: COM 5260 (Health Communication)
Served as co-instructor for Health Communication, an upper-division communication
course/elective. The course was designed to introduce students to concepts, theories, and
frameworks of health communication. Students conducted site observations at a healthcare site
of their choosing, and used these notes as the basis for a final paper, which looked more deeply
into an area of health communication covered in the class. Students also identified a health
campaign, which they analyzed and critiqued using theories discussed in the class, culminating
in a final presentation. Students also worked with a community retirement center to discuss
meanings of health and health narratives with older adults. This allowed students to expand their
understanding of health as something that is maintained versus health as a concept with evolving
meaning across the lifespan. The course incorporated a culture-centered emphasis, to expand
understandings of health and health communication beyond the students unique, individual
perspective.
2014 Co-Instructor: COM 5160 (Public Relations Campaigns and Evaluation)
Served as co-instructor for Public Relations Campaigns and Evaluation, and upper-division
capstone course for public relations majors. This course introduced students to the management
function of public relations, including research, developing objectives, strategic planning, issues
management, and budgeting. Students worked in small groups to design public relations
campaigns for a local (Detroit-area) organization. Students worked with an area organization to
identify meaningful goals objectives, and developed strategies to meet them. Students also
engaged in an analysis of a public relations crisis, and were asked to develop strategies to best
address the event in a paper.
2014 Graduate Teaching Assistant: COM 4170 (Public Relations Writing)
Served as graduate teaching assistant for Public Relations Writing, an upper-division required
course for public relations majors. The course was designed to take students through a typical
first-year-on-the-job experience by designing assignments that demand a steady increase in
sophistication and complexity of thought required. Students practiced their writing for public
relations purposes, culminating in a portfolio of public relations-oriented writing at the end of the
semester. Students identified a local (Detroit-area) organization, for which they wrote an
executive biography, backgrounder/fact sheet, news release and media list, pitch letter and
briefing memo, feature story, and website page. These made up the students public relations
writing portfolio at the end of the semester, which students were encouraged to bring to future
job/internship interviews. Students also engaged in online discussion prompted by articles or
other materials pertinent to the course.
Teaching Evaluations
COM 3300 Business and Professional Presentations
Winter, 2015
Enrollment: 30
Response: 24
The course was well organized
Avg: 4.3
The instructor made clear,

understandable presentations
The instructor provided useful
feedback
The instructor was enthusiastic
about the subject matter
The instructor motivated me to
do my best work
The instructor encouraged
student participation
The instructor treated all
students in class with respect
The instructor demonstrated
good knowledge of course
content
Evaluation and grading methods
were fair
Avg: 4.4
Avg: 4.6
Avg: 4.6
Avg: 4.5
Avg: 4.6
Avg: 4.7
Avg: 4.5
Avg: 4.1
Student Comments
The feedback given was always very, very helpful. I very much enjoyed this class and the
professor.
She was wonderful, made me want to come to class. Never droned on, always attentive to us so
we in turn reciprocated.
This instructor did an excellent job handling the required content. She was fun, easy to learn
from, and I would definitely recommend her to others.
She is an incredible instructor. She is available and offers feedback on assignments. Great
experience in taking this course.

COM 3250 Introduction to Organizational Communication
Winter, 2015
Enrollment: 29
Response: 21
Avg: 4.0

feedback
do my best work
content
were fair
Avg: 4.0
Avg: 4.0
Avg: 4.7
Avg: 4.6
Avg: 4.6
Avg: 4.6
Avg: 4.4
Avg: 4.0
Student Comments
Debbies course was very organized and her expectations were made clear. The grading was
fair. She did quiz once a week to make sure we were reading the material. I enjoyed the course!
This class was necessary for me, but I did learn a lot that will apply to future courses!
Really liked a lot of the group work we did, helped to clarify things from the reading so they
stuck with me longer.
She covered most of the material in class and incorporated them in her lectures. She treated
everyone fairly. She made all instructions clear and easy to understand. Debbie was a great
instructor.
10

COM 1010 Oral Communication (Hybrid)
Fall, 2014
Enrollment: 32
Response: 22
Avg: 4.3

feedback
do my best work
content
were fair
Avg: 4.4
Avg: 4.6
Avg: 4.7
Avg: 4.6
Avg: 4.4
Avg: 5.0
Avg: 4.7
Avg: 4.6
Student Comments
Overall I enjoyed the course, I liked the hybrid aspect of it, and I think most things went
smoothly. Online activities were easy to follow and it was a pleasure to have you as an
instructor.
Very clear speaker. Made class feel like a family. Obvious background knowledge of public
speaking. Shares her personal experience. She is an outstanding instructor. She knows her stuff
and she knows how to deliver the information to her students.
Wonderful, everything went great. After a while even a shy guy like me opened up a bit.
Without her support, I dont think I would have done as good in class as I did.
Mrs. Sellnow is by far my favorite instructor from the Fall semester at WSU. Her enthusiasm in
teaching this course was absolutely infectious. The class really seemed to have benefited from
her making herself available to answer any and all questions.
11

COM 1010 Oral Communication
Spring, 2014
Enrollment: 19
Response: 16
Avg: 4.6

The instructor's use of examples
helped my understanding of
subject matter
do my best work
student questions
content
were fair
Avg: 4.7
Avg: 4.6
Avg: 4.8
Avg: 4.8
Avg: 4.9
Avg: 4.9
Avg: 4.8
Avg: 4.7
Student Comments
Debbie has been a great instructor. She is energetic and knowledgeable and provided great
feedback to the students so we could continue to learn and improve our public speaking. She was
understanding and enthusiastic, and has been one of the better professors Ive had.
Extremely helpful and cares about her students individual success. Really liked that the
professor made time for individual meetings.
Very well taught, loved this class and I hate public speaking. Made me feel very confident and
comfortable with my speeches. Great teacher.
She was excellent. She worked with the students to get the best out of their presentations.
12

Fall, 2013
Enrollment: 27
Response: 20
Avg: 4.3

subject matter
do my best work
student questions
content
were fair
Avg: 4.6
Avg: 4.5
Avg: 4.6
Avg: 4.6
Avg: 4.6
Avg: 4.8
Avg: 4.8
Avg: 4.7
Student Comments
COM 1010 was the highlight of my semester. You are a fantastic instructor with so much to
offer your students.
You taught this course superbly! You made me (an excellent speaker) realize there is always
room for improvement. You also showed me the specific areas in which I could improve, and
how to make those changes. Thank you for all you have taught me!
Great class! First time I have ever enjoyed a class this much.
The instructor had lots of enthusiasm and was very helpful. I know that I marked excellent for
almost everything, but I mean it, it was an awesome course, and the instructor did an excellent
job.
13

Fall, 2013
Enrollment: 27
Response: 19
Avg: 4.0

subject matter
do my best work
student questions
content
were fair
Avg: 4.1
Avg: 3.9
Avg: 4.4
Avg: 4.2
Avg: 4.4
Avg: 4.7
Avg: 4.5
Avg: 4.0
Student Comments
This class was very helpful to me in understanding more about public speaking.
I didnt want to take this course, but I was surprised at how much I actually enjoyed it after all.
The teacher was great at making it interesting and helping me feel more comfortable presenting.
She was one of the most amazing teachers I have ever had and I would gladly take another
course that she is teaching.
Fair, challenging, and covered what was supposed to be covered; she graded fairly to everyone.
Moderate workload/difficultychallenging but easy to get good grades with time and effort put
in.
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COM 3400: Theories of Communication (WI)

Course Description
According to the current undergraduate course bulletin, COM 3400 is an [e]xploration of the role of theory
in describing, explaining and predicting human communication behavior in face-to-face and mediated
contexts. Moreover, the course fulfills the universitys Writing Intensive (WI) requirement for
Communication majors, which states that [t]he writing intensive course should be taken during the junior
year after satisfactory completion of the Intermediate Composition (IC) requirement. As such, emphases of
the course will relate to understanding the role of theory as a way of knowing in different paradigms, as well
as the written representations of said understandings. I expect that basic writing skills are prerequisite to
enrollment in this class, and I expect that students struggling with their writing will consult the Writing
Center. You can learn more about them at the following web address: www.clas.wayne.edu/writing/
Learning Outcomes
Specifically, through this course, you should be able:
1. Understand what theory is and why it is important to the study of communication.
2. Define and describe the major theories and approaches used in the communication field.
3. Analyze and critique specific communication theories in a variety of contexts.
4. Apply communication theories to events in your own life and that of others.
5. Get to know some of the key scholars in the communication discipline.
Required Course Materials

Griffin, E., Ledbetter, A., & Sparks, G. (2014). A first look at communication theory (9th ed.). Boston: McGraw Hill.
Additional readings as scheduled throughout the semester posted on Blackboard.
Important Websites/Resources
Blackboard (www.blackboard.wayne.edu). Call C&IT at (313)577-4778 if you have problems accessing

Blackboard. Do not contact your instructor unless C&IT has not responded to your problem within
24 hours.
Pipeline (www.pipeline.wayne.edu)
In addition both the Academic Success Center (Undergraduate Library, www.success.wayne.edu/)
and the Writing Center (2310 Undergraduate Library, www.clas.wayne.edu/writing/) can help you
succeed.
Students may wish to purchase the current edition of the APA Manual. If not, students should refer
to resources such as http://owl.english.purdue.edu/owl/resource/560/01/ from the Purdue Online
Writing Lab.
Course Assignments
The overall course grade is based on a scale of 500 points. These points comprise two exams (75 points each),
an annotated bibliography (50 points) and final paper (100 points), discussion posts on Blackboard (100
points), and attendance and participation (100 points).
Exams (150 points)
There will be a midterm exam and a final exam, each worth 75 points. More detail will be provided as the
exams approach.
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Papers (150 points)

You will select a theory to study in-depth over the course of the semester. First, you will submit an annotated
bibliography (50 points) detailing readings you will complete for the final paper. The final paper (100 points)
will consist of a review of current literature on the theory you select. More details on these assignments will
be provided via Blackboard.
Discussion posts (100 points)
For each class meeting with assigned readings (13 total), there will be a discussion board on Blackboard. In 5
of the posts you choose to answer, you should review your peers comments on Blackboard and comment in
response to anothers post. For up to 10 points each, you should post in 10 of the discussion boards. Posts
should be at least 200 words and reflect an engagement with the assigned readings. Appropriate posts will
reflect upon, challenge, apply, or interrogate the readings. Each post should also include at least one question
for discussion in class. Discussion posts will be due at 3 p.m. on the day class meets.
Attendance/participation (100 points)
This course is largely discussion-based, so attendance and participation are expected. One unexcused absence
is allowed. The second unexcused absence will result in a 5-point deduction to your attendance grade. The
third unexcused absence will result in an additional 10-point deduction to your attendance grade. Each
subsequent absence will result in an additional 15-point deduction to your attendance grade. To be excused,
an absence must be documented and discussed with me prior to its occurrence.
AttendanceAbsences
Attendance/participation is worth 100 points. The description above explains how points are awarded for
attendance.
Note: if you have an excused absence, it will not count against your attendance. However, you must provide
proper documentation on the day you return to class (see below for definitions of these underlined terms).
Please see the Assignments and Late Work Policy section below regarding making up assignments due to an
excused absence.
An excused absence is defined as an absence due to an illness, death in the family, court date, mandatory
government/military event, or university activity (i.e., field trip, sport/academic event that you are
participating in). It does not include work or a job-related event, a doctors appointment that you are able to
schedule on a different time/day, or having to pick your kids up from school. You chose to take this class at
this time/day, so its expected that you are available to meet at this time/day.
Proper documentation refers to one of the following documents: a doctors note, funeral program, copy of court
order, government/military form, or note from the university (a copy of a prescription or a prescription bottle are not
proper forms of documentation). The document must include the date(s) that you are missing class, your name, and a
signature of the person providing the documentation (the only exception to this is a funeral program).
In addition to those guidelines as listed above, you are required to abide by the following guidelines:
In order for you to be counted as present, you must attend a minimum of 2 hr. 30 min. of our 2 hr. and 50 min.
class.
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In order to be considered present for the class, you must actively engage through class discussion, participation in
classroom activities, and/or actively listening and providing feedback to your classmates for the entire scheduled
meeting time.
Grading Scale
I will follow a normal grading scale, where a plus starts at the -7% and the minus falls below the -3% within
the letter grade range. On a 500-point scale, that means:
465-500 = A
450-464 = A435-449 = B+
415-434 = B
400-414 = B385-399 = C+
365-384 = C
350-364 = C335-349 = D+
315-334 = D
300-314 = D<300 = F
Assignment Specs:
All written work must follow APA style. Work is to be submitted on-line via Blackboard AND in
hard copy. Note: SafeAssign will be used throughout the semester.
Late Assignments
IMPORTANT: I DO NOT accept late assignments. You are expected to come to class prepared with all
assignments at the start of class. Any assignments not submitted by the due date will receive a zero. All
assignments to be completed in this course have a scheduled due date and time. Students are expected to
complete their assignments on or before that due date and time. Late work will not be accepted unless prior
arrangements have been made with the instructor or you have an excused absence (absences due to
medical/family emergencies or participation in a university-sponsored activity with written documentation
may be considered excused).Please do not arrive late to class and expect your submissions to be counted as
on time.
If you have extenuating circumstancesthat is, if youre experiencing some sort of problem that you feel is worthy of
turning in an assignment lateplease come and talk to me PRIOR TO THE ASSIGNMENTS DUE DATE
AND TIME. Perhaps we can work something out, but this will be up to me. Chances are, if you dont try to talk
with me in advance of the assignment being due, I wont have any sympathy for you.
Incompletes
An incomplete will be given ONLY when a student who is otherwise earning a passing grade is unable to
complete the course because of illness or another condition beyond the control of the student. To be assigned an
incomplete the student and professor must complete (and sign) the written form that outlines how the
incomplete is to be handled. Documentation is required to finalize the incomplete. It is the student's
responsibility to arrange for timely completion of the course if an incomplete is taken in the class.
Withdrawing from class
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Students who withdraw from the course week will receive a grade of WP, WF, or WN.
WP will be awarded if the student is passing the course (based on work due to date) at the
time the withdrawal is requested
WF will be awarded if the student is failing the course (based on work due to date) at the time
the withdrawal is requested
WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The instructor must approve
the withdrawal request before it becomes final, and students should continue to attend class until they
receive notification via email that the withdrawal has been approved. Students who stop attending but
do not request a withdrawal, will receive an automatic F (failing grade).
These are the ways I view particular grades:
When I assign a D, I intend to communicate that the minimum standards for the assignment have been met, and
also that significant deficiencies exist.
When I assign a C, I intend to communicate that the basic expectations of the assignment have been met; this is not a
bad grade, nor a punitive grade, and it is one that I frequently assign. Its a grade that, theoretically, most work
should receive. You have simply done what I have asked of you on any given assignment.
When I assign a B, I intend to communicate that the quality of work is distinctly above that which the assignment required.
A grade of B does not indicate a deficiencyit means above average, that is, more than sufficient, even for a
major in the discipline. You have done a bit more than asked on any given assignment.
I assign an A to work that I consider innovative, creative, intellectually rigorous, and demanding. A work
typically integrates your reading and almost always goes well beyond (but still includes) the basic requirements
of the assignment.
Extra Credit
Students interested in extra credit may also participate in Communication Department research projects that need
human participants, like surveys, experiments, or pilot tests of future texts or videos. Research projects that offer extra
credit for student participation may be posted on the bulletin board on the 5th floor near the main office, or recruiters
for research projects may visit class sections.
Generally, a research project that lasts less than half an hour will count for 10 points of extra credit. A project lasting
half an hour to an hour will count for 20 points, and one lasting more than an hour will count 30 points. Project
announcements will tell you how long a project usually takes, and credit will be based on those estimates. At most,
you can receive 30 points maximum for one semester in this class. Credit for participating in a single research project
cannot be applied to more than one class.
If you are eligible to participate in a research project for extra credit and do not have an opportunity to sign up in
class, you should contact the recruiter or researcher directly.
Additional extra credit opportunities MAY arise over the course of the semester. Students will be notified of these
opportunities if they arise. Students may earn UP TO 30 POINTS in extra credit during the semester. However, there
is no guarantee that 30 points in extra credit will be available. Students are encouraged to visit
https://waynecomm.sona-systems.com for more information about communication department research projects.
Grade Appeals
If you wish to appeal a grade on an assignment, you need to follow these procedures. I will not discuss individual
grades during class time. Nor will I entertain grade complaints during class time.
1. You need to wait at least 24 hours before setting up an appointment and submitting your written grade appeal
to insure that you have time to carefully read and consider the feedback.
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2. After you have read my feedback, submit a typed, written appeal that identifies the specific issue in question
(e.g., outline, delivery, quiz item, etc.), and explains reasons why you feel the grade should be changed. Please
refer to any class materials that support your rationale for a change.
3. The written appeal should be submitted at least 24 hours prior to the appointment.
4. When you arrive for the scheduled appointment, bring in your graded copy of the item in question (e.g.,
speech feedback form, paper, etc.) and any additional evidence to support your claims and be ready to present
them.
5. After meeting with you, I may wish to contemplate the matter. In any case, I will decide within two school
days whether to change or uphold the grade.
6. I will provide you with a written justification of my decision. We need to meet within one week (7 days) of
the grades issue.
7. Grade appeals will not be considered after that statute of limitations has expired.
8. If we cannot come to an agreement, you are welcome to follow the formal grade appeal procedure as outlined
in the Student Code of Conduct. The college policy for appealing a final grade can be found at:
http://www.cfpca.wayne.edu/students.php
Policy Statements
Blackboard
Blackboard will be the primary means of communication outside of classes. The official WSU email will be
considered the primary email. (Only inadvertently will I ever use a secondary email address. This sometimes
happens when I use the reply function to an email you sent me from a different address.) Everyone is
expected to check her/his Blackboard and email regularly. Call C&IT at 313.577.4778 if you have problems
accessing Blackboard.
Office Hours
I am available during office hours to discuss student-specific questions and/or continue the discussions we
have in class. During my posted office hours, I will be in my office. Feel free to walk-in. If needed, I am also available at
other times by appointment.
Cell Phones
Turn them OFF or to vibrate when in class. If you must answer emergency calls, please step out of the
classroom.
Computers
Based on the participatory nature and some of the content of this course, students will be asked to NOT use
computers in the classroom. When note-taking rather than discussion is emphasized, students may use
computers if preferred. No multitasking checking emails or playing online games is acceptable.
Class Preparation and Participation:
Everyone is expected to prepare (come to class having done your readings), engage, interact, and
promote synergy in the classroom and among the group. Everyone including youwill be
responsible for facilitating reflective discussion. Your presence and participation will appreciably
affect the breadth, depth, and overall diversity of our discussions and our learning. I hope you and I
responsibly prepare and participate so as to cultivate respect, learning, and fun.
Religious Observations:
It is Wayne States policy to respect the faith and religious obligations of students, faculty and staff. Students
with exams or classes that conflict with their religious observances should notify the instructor well in advance
so that we can work out a mutually agreeable alternative.
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Accommodations
If you have a documented disability that requires accommodations, you will need to register with Student
Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services
(SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success
Services department. SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only). Once you have
your accommodations in place, I will be glad to meet with you privately during my office hours to discuss
your special needs. Student Disability Services mission is to assist the university in creating an accessible
community where students with disabilities have an equal opportunity to fully participate in their educational
experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the
availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to
get your accommodation letters as early in the semester as possible.
Plagiarism/Academic Dishonesty
Materials that are clearly not the student's own work or which are not appropriately cited will be subjected to
close scrutiny. All acts of academic dishonesty including cheating and plagiarism will be treated as violations
of appropriate student conduct and will be subject to disciplinary action. The University Due Process Policy
can be found at: http://www.doso.wayne.edu/judicial/index.htm.
Students cannot use work that was substantively done for other classes or is being substantively done
for other classes unless otherwise approved by the instructor.
Academic Misconduct
Instances of academic misconduct will be handled as per Wayne States student code of conduct. Following is a
good guide to use regarding academic misconduct:
Plagiarism is a form of academic misconduct at WSU and is considered a serious offence, which may
result in serious consequences. On discovering such an instance, an instructor at WSU may give a
failing grade on the assignment or for the course. Plagiarism and academic misconduct include:
using someone else's work or ideas and presenting them as your own;
using part or all of another student's work and presenting it as your own;
submitting a paper or speech that someone else has written;
using information from the World Wide Web or the Internet without citing the website(s)
(students often violate this one);
having someone else do your work for you;
having your work edited to the point that it is no longer your work;
buying a paper or speech from any source;
submitting anything that is not your own work;
submitting the same speech or paper for more than one class without the express permission
of the instructors involved (another frequent violation);
copying another student's answers on a quiz or examination.
In the event that you are suspected of academic misconduct such as plagiarism, I will advise you in person
and in writing, explaining what was suspected and the possible penalty resulting from the act. The letter will
be mailed to your home address, and a copy provided to the Chair of the Department of Communication.
You and I will then meet in my office to discuss the situation. You have the right to appeal any such situation,
20
according to the guidelines stipulated in the Undergraduate Bulletin

(http://bulletins.wayne.edu/ubk%2Doutput/fpa4.html).
University Cancellations
In the event that classes are canceled by the University due to snow, severe weather, or other factors, students
should assume that the assignments due on the day of the canceled class are due on the next class meeting.
You can obtain information about closures due to snow by listening to WJR or your local television station.
You are expected to attend your classes as scheduled if the University is not officially closed.
21
COURSE CALENDAR
5/11
General Topic & Readings
Assignments Due
Do readings before scheduled

class
Be ready to discuss submitted assignments
Introductions, Expectations,
Syllabus/Course Calendar
5/13
Chs. 1 & 2
Objective vs. interpretive paradigms
Sunday 5/17 last day to drop with tuition
cancellation
5/18
Chs. 3 & 4, Appendix C

Evaluating theory, traditions, and
NCA statement on ethics
5/20
Chs. 8, 9, & 10
Sign-up for theories;
Relationship development/good
examples of objectivist theories
If you havent posted in a discussion board

yet, you must every day starting today
Monday May 25 University Closed. CLASS HELD ON FRIDAY THIS WEEK.
5/27
Ch. 34, 35, & 36
(WEDNESDAY) Gender communication/good

examples of interpretive theories
5/29
Chs. 5, 6, & 7
(FRIDAY)
Interpersonal messages
6/1
Chs. 11, 12, & 13
Day scheduled as Monday, 5/25
Relationship maintenance
6/3
Chs. 14, 15, & 16

Interpersonal influence
MIDTERM EXAM
6/8
Chs. 17 & 18
Group communication
6/10
Chs. 19, 20, & 21
ANNOTATED BIBLIOGRAPHY DUE
Organizational communication
6/15
Chs. 22, 23, & 24

Rhetoric
6/17
Chs. 25, 26, & 27

Media & culture
6/22
Chs. 28, 29, & 30

Media effects
6/24
Chs. 31, 32, & 33
FINAL PAPER DUE
Intercultural communication
6/29
FINAL EXAM
22
23
COM 5320: Health Communication

Course Description
This course is an undergraduate-level survey of research-based knowledge and practice in health
communication, with special emphasis on cultural influences on health and healthcare and health
campaigns. The overall goals of this course are to understand varied perspectives and approaches on
health communication and its relation to health and to explore health communication strategies to
improve health and health outcomes.
There will be multiple times throughout the course that graduate students will meet separately from the
undergraduate students for the last 45 minutes of the class. During such times, the graduate students will
discuss readings and assignments that differ from those of the undergraduate students. Although much of
the syllabus pertains to all students, please note the sections of the syllabus that specifically pertain
to undergraduate versus graduate students.
Course Objectives - Outcomes

Three primary instructional objectives (some outcomes meet more than one objective) are:
Examine rich and complex understandings of health, culture, and health communication in the
shaping our identities, interactions, and lives;
o Articulate personal health definitions and ones cited in the literature.
o Demonstrate critical thinking after readings and discussion in class through reflective
essays
Critically analyze conceptualizations of and approaches to health communication and
their mechanisms of influence on individuals, communities, populations and cultures;
Examine the interactions of health, lived experience, communication, and the
influence of theoretical/practice approaches, through a written narrative.
Complete a qualitative and ethnographic study of lived health experiences in the
community and submit written paper.
Assess the impact of health encounters, health messages, and health campaigns on
individuals, relationships, and communities.
o Present a health campaign critique.
Required Course Materials

Dutta, M. J. (2008) Communicating health: A culture-centered approach. MA: Polity Press.
du Pre, A. (2015). Communicating about health: Current issues and perspectives (5th ed). NY: Oxford
University Press
Additional readings as scheduled throughout the semester and posted on Blackboard.
24
Important Websites/Resources
Blackboard (www.blackboard.wayne.edu). Call C&IT at (313)577-4778 if you have

problems accessing Blackboard. Do not contact your instructor unless C&IT has not
responded to your problem within 24 hours.
Pipeline (www.pipeline.wayne.edu)
In addition both the Academic Success Center (Undergraduate Library,
www.success.wayne.edu/) and the Writing Center (2310 Undergraduate Library,
www.clas.wayne.edu/writing/) can help you succeed.
Students may wish to purchase the current edition of the APA Manual. If not, students should
refer to resources such as http://owl.english.purdue.edu/owl/resource/560/01/ from the Purdue
Online Writing Lab.
Course Assignments
Reading/Discussion Papers
Each student will identify two classes as the basis for writing a reflective response. Your reflective
response must demonstrate a synthesis of personal/lived experience and scholarly knowledge
(understanding of concepts from the assigned readings and class discussion). A response of
approximately 3-4 pages should be posted by 5 pm the Saturday following the selected class on
Blackboard. The grade for each response will be based on the following components: 1) personal/lived
experience, 2) concepts from readings/discussion, 3) synthesis of first two components, 4) writing
organization, citations, and grammar.
Narrative of Well-being
You will converse with older adult about Quality of Life (and health and healthcare experiences) during a
nursing home visit coordinated by the instructor. Please write field notes (to attach to the narrative) to
document the conversation. We will read a chapter 7 from Geist-Martin, Ray, & Sharf (2010), who focus
on narrative and health communication. You will write a 3-4 page narrative about individual, drawing
from what we have read about this approach.
Health Qualitative & Ethnographic Project

This assignment will engage you in readings, conversations, and in-depth observation of healthcare in
action. You will identify and visit two healthcare sites for approximately two hours minimum. You will
identify and talk with someone who uses (or might) such sites. You will also identify readings that focus
on the issues and sites you have selected. You will submit four field papers (3-5 pages each) on specific
themes that you will address and make note of while engaging in each phase. You will note how much
time you spent at your sites in the papers and/or address the themes specific to each short paper.
Once you have done your four field papers, you will synthesize your findings into a 7-10 page paper. You
will analyze your observations, conversations, and readings in the context of the course readings. You
will cite at least 8 sources, which may come from the course readings to support and deconstruct your
findings.
Campaign Critique
You will critique a health campaign, which encourages healthy behaviors in the community. You will
ground your critique in the parameters provided by the textbook and outlined in the specific assignment
25
instructions. You will present your critique on a poster board. You will then present your critique to the
class during our final session.
Option for Alternative Assignments

The instructor has learning objectives/goals for each of the assignments. Students may choose to talk with
the instructor and suggest an alternative assignment that will not only meet the learning objectives/goals
but also meet additional objectives/desired outcomes of the student. Such alternative assignments must be
approved by the instructor prior to due dates.
Grades
Reading/Discussion Response (2x50)
100 pts.
Healthcare Narrative
50 pts.
Field Papers (4x100)
400 pts.
Health Qualitative & Ethnographic Final Paper 200 pts.
Campaign Critique
200 pts.
Campaign Critique Presentation
50 pts.
TOTAL
1000 pts.
Grading Scale
A = 930-1000
A- = 900-929
(93-100%)
(90-92%)
B+ =
B =
B- =
870-899
830-869
800-829
(87-89%)
(83-86%)
(80-82%)
C+ =
C =
C- =
770-799
730-769
700-729
(77-79%)
(73-76%)
(70-72%)
D+ =
D =
D- =
670-699
630-669
600-629
(67-69%)
(63-66%)
(60-62%)
0-599
(0-59%)
Assignment Specs:
All written work must follow APA style. Work is to be submitted on-line via Blackboard AND in
hard copy. Note: SafeAssign may be used throughout the semester.
Late Assignments
All assignments to be completed in this course have a scheduled due date and time. Students are expected
to complete their assignments on or before that due date and time. Late work will not be accepted unless
prior arrangements have been made with the instructor or you have an excused absence (absences due to
26
medical/family emergencies or participation in a university-sponsored activity with written

documentation may be considered excused).
Incompletes
An incomplete will be given ONLY when a student who is otherwise earning a passing grade is unable to
complete the course because of illness or another condition beyond the control of the student. To be assigned
an incomplete the student and professor must complete (and sign) the written form that outlines how the
incomplete is to be handled. Documentation is required to finalize the incomplete. It is the student's
responsibility to arrange for timely completion of the course if an incomplete is taken in the class.
Withdrawing from class

Students who withdraw from the course week will receive a grade of WP, WF, or WN.
WP will be awarded if the student is passing the course (based on work due to date) at
the time the withdrawal is requested
WF will be awarded if the student is failing the course (based on work due to date) at the
time the withdrawal is requested
WN will be awarded if no materials have been submitted, and so there is no basis for a
grade
Students must submit their withdrawal request on-line through Pipeline. The instructor must
approve the withdrawal request before it becomes final, and students should continue to attend class
until they receive notification via email that the withdrawal has been approved. Students who stop
attending but do not request a withdrawal, will receive an automatic F (failing grade).
These are the ways I view particular grades:
When I assign a D, I intend to communicate that the minimum standards for the assignment have been met,
and also that significant deficiencies exist.
When I assign a C, I intend to communicate that the basic expectations of the assignment have been met; this
is not a bad grade, nor a punitive grade, and it is one that I frequently assign. Its a grade that, theoretically,
most work should receive. You have simply done what I have asked of you on any given assignment.
When I assign a B, I intend to communicate that the quality of work is distinctly above that which the
assignment required. A grade of B does not indicate a deficiencyit means above average, that is, more
than sufficient, even for a major in the discipline. You have done a bit more than asked on any given
assignment.
I assign an A to work that I consider innovative, creative, intellectually rigorous, and
demanding. A work typically integrates your reading and almost always goes well beyond
(but still includes) the basic requirements of the assignment.
Grade Appeals
The college policy for appealing a final grade can be found at: http://www.cfpca.wayne.edu/students.php
Policy Statements
Blackboard
Blackboard will be the primary means of communication outside of classes. The official WSU email will
be considered the primary email. (Only inadvertently will I ever use a secondary email address. This
sometimes happens when I use the reply function to an email you sent me from a different address.)
Everyone is expected to check her/his Blackboard and email regularly. Call C&IT at 313.577.4778 if you
have problems accessing Blackboard.
27
Office Hours
I am available during office hours to discuss student-specific questions and/or continue the discussions
we have in class. During my posted office hours, I will be in my office. Feel free to walk-in. If needed, I
am also available at other times by appointment.
Cell Phones
Turn them OFF or to vibrate when in class. If you must answer emergency calls, please step out of the
classroom.
Computers
Based on the participatory nature and some of the content of this course, students will be asked to NOT
use computers in the classroom. When note taking rather than discussion is emphasized, students may use
computers if preferred. No multitasking checking emails or playing online games is acceptable.
Class Preparation and Participation:

This is an upper-division undergraduate / graduate course. Everyone is expected to prepare (come
to class having done your readings), engage, interact, and promote synergy in the classroom and
among the group. Everyone including youwill be responsible for facilitating reflective
discussion. Your presence and participation will appreciably affect the breadth, depth, and overall
diversity of our discussions and our learning. I hope you and I responsibly prepare and participate
so as to cultivate respect, learning, and fun.
Attendance
This is an evening course; we only meet once a week. I expect all of us to attend all of the scheduled
classes; however, I do realize that our busy lives make it occasionally necessary to choose between
competing commitments. While I will not attach points to attendance, more than TWO non-excused
absences will result in a full grade reduction when final grades are calculated (For example, an A will be
reduced to a B). Excused absences include a university sanctioned absence (paperwork to be done in
advance) or medical emergencies. For medical emergencies, please notify me before such an absence or
as soon as possible after. I may request verification documentation. I would caution students against
taking a non-excused absence only to have an emergency absence occur later in the semester.
Students missing more than three classes for whatever reason may need to reconsider completing the
course. Please talk with me if you think you may find yourself in such a situation. Pending the specific
situation, you may be advised to take an incomplete or withdraw from the class.
Religious Observations:
It is Wayne States policy to respect the faith and religious obligations of students, faculty and staff.
Students with exams or classes that conflict with their religious observances should notify the instructor
well in advance so that we can work out a mutually agreeable alternative.
Accommodations
If you have a documented disability that requires accommodations, you will need to register with Student
Disability Services (SDS) for coordination of your academic accommodations. The Student Disability
Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic
28
Success Services department. SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only).
Once you have your accommodations in place, I will be glad to meet with you privately during my office
hours to discuss your special needs. Student Disability Services mission is to assist the university in
creating an accessible community where students with disabilities have an equal opportunity to fully
participate in their educational experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder
the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best
interest to get your accommodation letters as early in the semester as possible.
Plagiarism/Academic Dishonesty
Materials that are clearly not the student's own work or which are not appropriately cited will be subjected
to close scrutiny. All acts of academic dishonesty including cheating and plagiarism will be treated as
violations of appropriate student conduct and will be subject to disciplinary action. The University Due
Process Policy can be found at: http://www.doso.wayne.edu/judicial/index.htm.
Students cannot use work that was substantively done for other classes or is being substantively done
for other classes unless otherwise approved by the instructor.
Academic Misconduct
Instances of academic misconduct will be handled as per Wayne States student code of conduct. Following is
a good guide to use regarding academic misconduct:
Plagiarism is a form of academic misconduct at WSU and is considered a serious offence, which
may result in serious consequences. On discovering such an instance, an instructor at WSU may
give a failing grade on the assignment or for the course. Plagiarism and academic misconduct
include:
using some one else's work or ideas and presenting them as your own;
using part or all of another student's work and presenting it as your own;
submitting a paper or speech that someone else has written;
using information from the World Wide Web or the Internet without citing the website(s)
(students often violate this one);
having some one else do your work for you;
having your work edited to the point that it is no longer your work;
buying a paper or speech from any source;
submitting anything that is not your own work;
submitting the same speech or paper for more than one class without the express permission
of the instructors involved (another frequent violation);
copying another student's answers on a quiz or examination.
In the event that you are suspected of academic misconduct such as plagiarism, I will advise you in
person and in writing, explaining what was suspected and the possible penalty resulting from the act. The
letter will be mailed to your home address, and a copy provided to the Chair of the Department of
Communication. You and I will then meet in my office to discuss the situation. You have the right to
appeal any such situation, according to the guidelines stipulated in the Undergraduate Bulletin
(http://bulletins.wayne.edu/ubk%2Doutput/fpa4.html).
29
In the event that classes are canceled by the University due to snow, severe weather, or other factors,
students should assume that the assignments due on the day of the canceled class are due on the next class
meeting. You can obtain information about closures due to snow by listening to WJR or your local
television station. You are expected to attend your classes as scheduled if the University is not officially
closed.
30
COURSE CALENDAR
Week 1
9/2
General Topic & Readings

Do readings before scheduled class
Introductions
Syllabus/Course Calendar
Assignments Due
Be ready to discuss submitted assignments
Week 2
9/9
Establishing a context for health

communication
du Pre Ch. 1 & 2
Locate a definition of health
Week 3
9/16
Culture and health communication

Dutta Ch. 1 & 2
du Pre Ch. 7
Identify a health care site
Week 4
9/23
Approaches to health
communication
Dutta Ch. 4 & 5
Field note paper: Site Description 1
Week 5
9/30
Patient/Caregiver communication
du Pre Ch. 3, 4, 5
Week 6
10/7
Patient/Caregiver communication
du Pre Ch. 6
Harvey & Koteyko Ch. 2 (on BB)
Week 7
10/14
Support Systems/End of Life

du Pre Ch. 8
Geist-Martin, Ray, & Sharf Ch. 8 (on
BB)
Week 8
10/21
Narrative of Well-being
Field note paper: Interview Paper (paper 3)
Week 9
10/28
Health literacy and access/Political

considerations within health and
healthcare
Du Pre Ch. 9; Geist-Martin, Ray, &
Sharf Ch. 9, Wright, Sparks, &
OHair Ch. 12 ;
Healthcare Narrative due
Field note paper: Site Description 2 due

Week 10
11/4
Organizational communication and

healthcare
du Pre Ch. 10
Kreps and Thornton Ch. 5 (on BB)
Week 11
11/11
Community level health activism &

Marginalization
Dutta Ch. 8 & 9
Week 12
11/18
Health Campaigns/Public Health

du Pre Ch. 11 & 12
Week 13
11/25
Health Campaigns/Public Health

du Pre Ch. 13 & 14
Healthcare site paper due
Week 14
12/2
CAMPAIGN CRITIQUE
PRESENTATIONS
Campaign Critique /Presentations and

Papers
FINAL
12/16
CAMPAIGN CRITIQUE
PRESENTATIONS
31
Field note paper: Literature Review (Access

and Barriers) due
32
Course Description
COM 1010 is a course in public speaking that fulfills Wayne State Universitys general education oral
competency requirement as noted in the WSU Undergraduate Bulletin: Educated persons should be
comfortable in situations which require them to make oral presentations, convince others of a point of view, or
make appropriate remarks in a formal setting. Along with an inability to write cogently, difficulty in
communicating orally is mentioned most frequently by employers and others who evaluate the preparedness of
college students to compete in contemporary adult society. Consequently, oral communication is a crucial skill
needed for success in virtually every field of endeavor. Prior to completing sixty credits, all students must
demonstrate competence in oral communication. . . . Students will learn the skills required for oral competency
through a series of presentations, written tests, and papers.
COM 1010 Course Objectives
____________
By the end of the term, you should be able to:
Apply public speaking skills and concepts speech presentations.
Prepare and deliver four different types of well-organized, context-specific speeches.
Create and present a well-designed presentational aid complementing a message in an
informative speech.
Employ ethos, pathos, and logos in a persuasive speech.
Collaborate in a group in order to complete tasks for a group presentation.
Incorporate credible research into an informative and persuasive speech.
Critically reflect on the organization, content, and delivery of public speaking performances.
Perform an audience analysis to create a speech that is appropriate for and respectful of a diverse
audience.
Required Materials
CONNECT ACCESS CARD for online access to the following textbook: Lucas, S. E., (2012) The Art
of Public Speaking (12th ed.). New York, NY: McGraw-Hill. The hard copy of the text is not necessary,
but the Connect Access Card is required! Some assignments will be completed using Connect.
A webcam or any video recording device (NO PHONE RECORDINGS). Ensure that you have a
working webcam or appropriate video recording device before continuing with the course. There
is no leeway to this policy. Whatever recording device you use, you are responsible for making sure
that you save your video recordings as a file that is compatible with YouTube.
Since this is an online course, youll need access to a dependable internet connection that allows you
to check your WSU e-mail account and our Blackboard (BB) course site consistently and turn
assignments in on time. An internet connection failure DOES NOT constitute an excused late
submission. Consider identifying the nearest restaurant or coffee shop with free wifi access,
should you run into internet trouble during the course of the semester. Additionally, note that all
campus libraries and buildings provide free internet access.
33
Important Websites/Resources_________________________________________________________
If youre having difficulty with Blackboard, call C&IT at (313)577-4778. Do not contact your
instructor unless C&IT has not responded to your problem within 24 hours.
Academica (formerly known as Pipeline) https://academica.aws.wayne.edu/
In addition, both the Academic Success Center (1600 Undergraduate Library,
www.success.wayne.edu/) and the Writing Center (2310 Undergraduate Library,
www.clas.wayne.edu/writing/) can help you succeed.
Student Responsibilities________________________________________________________________
You are required to access your WAYNE STATE email on a daily basis and check in with Grade Center
(on BB) to verify your grades and any missing assignments.
You are responsible for attaining any material I send via email, which includes announcements, Word
documents, videos, audio recordings, and images.
You are responsible for accessing documents (Word documents, videos, audio recordings, and images)
posted to Blackboard.
You are responsible for correctly uploading videos of your speeches to YouTube. DO NOT UPLOAD
YOUR VIDEO AS PRIVATE. THIS MEANS WE CANNOT VIEW THE VIDEO. If you would prefer
that only members of the class view the video, choose unlisted. This requires access to the direct link in order
to view your video. If I (the instructor) am unable to view your video, your speech will be considered late (see
Assignment and Late Work Policy section).
You are responsible for checking the course calendar and noting the due dates of all speeches, ebook
readings, paper assignments, activities, and exams.
You are responsible for completing all ebook readings and the final exam online by the date/time they are
due. This means you must have a reliable internet connection when completing ebook chapters and the exam.
You will not be allowed to re-take course content because of a bad internet connection.
When emailing your instructor, practice appropriate e-communication skills. Address me when you open your
email. Request information in full sentences. Close the email with your signature. Include COM 1010 in the
subject line.
Engagement Activity Assignments_______________________________________________________
Engagement activity (EA) points are based on discussion board postings for each EA. There are 10 EAs
throughout the semester. The due dates for EAs are listed on the course calendar. Each EA is worth 10 pts. (100
pts. altogether).
I recommend reading the EA prompt ahead of time this will allow you time to brainstorm and decide what you
want to say in your post.
Speech Assignments
Each speech focuses on a particular set of skills related to public speaking. While each assignment emphasizes a
34
new skill set, speeches will be evaluated on both the new skill set and the previously developed skills. If you feel
like you need assistance in the previous set of skillsplease talk to me and we can work on those skills You
need to post the 1) YouTube video link, 2) full-sentence outline, and 3) reference list by 11:59 pm on
Blackboard the day it is due. Remember, up to 5 points may be deducted from your overall speech score for
every 30 second interval your speech is under or over time. Also, all delivery points may be deducted if you are
simply reading your speech of off notes this includes notes you may have on your computer. Trust me, I can
tell NOTE: Not all speeches require an outline and/or reference list please refer to the criteria for each
speech assignment.
Remember, videos can take a while to upload. A late assignment will not be excused due to uploading issues.
Also, you should present your speech as though you were in a classroom, which means do not read excessively
from notecards or from notes on your computer screen. It also means that you must perform your speech standing
up.
Please give me 2 weeks after a speech assignment is due to submit your grade; do not email me about a grade
before this time frame. However, I strive to grade assignments and submit grades ASAP.
NOTE: Communication majors must keep a copy of their Informative OR Persuasive speech to add to
their Senior portfolio. I suggest saving a copy of the recording to multiple formats (i.e., computer,
Cloud, Dropbox, external hard-drive, etc.).
Narrative Speech (3-4 minutes; 50 pts): Focuses on narrative and delivery.

Informative Speech (5-7 mins; 125 pts): Focuses informative speaking, research, organization,
audience analysis, delivery, and writing.
Group Speech: (10-13 minutes; 75 pts. [individual presentation of Group speech]): Focuses on
persuasive speaking, group speaking, and organization.
Persuasive Speech (5-7 mins; 150 pts): Focuses on persuasive speaking, research, organization,
audience analysis, delivery, and writing.
Written Assignments
You must type all written assignments (including outlines and reference lists) and retain a back-up copy (either
on your own personal computer or on an external device such as a flash drive). I only accept written assignments
via our Blackboard course site and they must be submitted no later than 11:59 pm on the day they are due. Do
NOT email me your papers. Below, the minimum length for each paper is listed I dont mind how long your
paper is as long as it meets the minimum length. (Please do not include 2.5 inches of heading before beginning
the paper.) I will take off points if you do not write the minimum length asked for.
Please give me a week after a paper assignment is due to submit your grade; do not email me about a grade
before this time frame. However, I strive to grade assignments and submit grades ASAP.
Written papers should be written in essay format. DO NOT INCLUDE WRITING PROMPTS IN YOUR
WRITTEN ASSIGNMENTS. These papers should be in paragraph form.
The following written assignments should be submitted via the appropriate drop box on our BB course site, except
for Peer Evaluation #1 and #2 (which should be posted on Discussion Board):
35
Goal-Setting Paper (1.5 pages; 20 pts.)

Self-Reflection Paper (1.5 pages; 20 pts.)
Peer Evaluation #1 (for Informative speech) (7 10 complete sentences; 10 pts.)
Peer Evaluation #2 (for Persuasive speech) (7 10 complete sentences; 10 pts.)
Audience Analysis #1 (1.5 pages; 20 pts.)
Audience Analysis #2 (1.5 pages; 20 pts.)
I will ask that you follow these standards for written work:
1. Proofread by reading your work aloud to yourself and/or a friend and make necessary corrections. If
you know this is your weak point, please seek help with your writing.
2. All written work should be double-spaced, using 12-point, Times New Roman font with 1-inch
margins. Also, please put your name at the top of the paper, indicating to me that it is in fact
your own work. No additional info is needed at the top of your paper please do not add
anything else as it merely wastes space.
3. Use APA style for your writing assignments.
4. Avoid plagiarism. Papers are based on your experience and observations.
SmartBook Review
We will cover 18 chapters (10 points each) in your ebook that you will review for this class through Connect.
Click on the Connect link in our courses Blackboard site, click on the scheduled chapter, and complete the
preview, read and practice modules for each chapter by the scheduled date. Connect has plenty of support and
tutorial options for you and you can always ask me for help if need be. Be sure to complete the chapter by the
scheduled deadline.
Research Quiz
The Research Quiz (20 points) requires you to demonstrate your ability to conduct university-level research and
gather materials on a variety of topics from a variety of sources, as well as use proper APA citation formatting.
Final Exam
You must turn in the final exam at the scheduled time. If you have a conflict with the final exam due date,
you must speak with me by the second week of the semester to petition for another time. An exception will be
granted only under extenuating circumstances, and must first be approved by the Basic Course Director. If
you do not speak with me by the second week of class, you will not receive an exception for the final exam.
For more information about the guidelines governing the final exam, please refer to:
http://sdcl.wayne.edu/RegistrarWeb/Calendars/finals
Assignments and Late Work Policy
Please refer to the course calendar and note assignments due each week. Speeches (including outlines and
reference lists), papers, ebook readings and engagement activities must be submitted by 11:59 on the date
they are due. However, I recommend submitting all assignments by 10:00 pm so you can be sure they have been
successfully submitted by the deadline. Reference lists and outlines are due on the same date/time as the speech
due date unless otherwise announced.
I do not accept late papers, readings, assignments, or speeches. There are absolutely, positively no
exceptions to this rule EXCEPT if you are seriously ill or have had a death in the family. However, you must
fax a copy or email me a scanned copy of documentation (e.g., funeral program, doctors note, etc.) indicating
36
that you had a death in the family or were too ill to complete an assignment by its due date no later than two
days from the due date of the assignment(s) missed. You must turn in missed assignments due to illness or
death in the family no later than a week from the due date of the assignment(s) missed.
Extra Credit
SONA: Students interested in extra credit may participate in Communication department research projects by
registering with the departments Research Participant Pool through the SONA website (http://waynecomm.sonasystems.com). Please note that before you can sign into SONA for the first time, you must click on the Request
Account button to receive a user I.D. and password; you cannot use your Wayne State student I.D. and password
to sign in. Also note that the Communication Department SONA system is separate from the Psychology
Departments SONA system; even if you already have an account with Psychology, you still need to request a
new one for Communication.
Throughout a typical semester, department researchers may recruit participants to respond to surveys, take part
in experiments, pilot-test future texts or videos, and the like. Generally, a research project that lasts less than half
an hour will be worth 10 point of extra credit; a project lasting half an hour to an hour will be worth 20 points;
and one lasting more than an hour will be worth 30 points. Project announcements will tell you how long a project
usually takes, and credit will be based on those estimates.
Research participation may be combined with other forms of extra credit, but 30 points remains the maximum for
one semester in this class. Credit for participating in a single research project cannot be applied to more than one
class.
Public Speaking Resource Center
As a student enrolled in COM 1010, you have at your service the Public Speaking Resource Center (PSRC).
This is a wonderful resource designed to give you one-on-one assistance with anything related to this class.
During Winter 2010 semester, students who received assistance from the PSRC had a final grade that was an
average of 12% higher than the class average. The PSRC is located in MANO 464, and is free of charge. Please
make an appointment (scott-mitchell.youcanbook.me) or come by during walk-in hours:
Monday: 11am-4pm
Tuesday: 11am-3pm
Wednesday: 11am-4pm
Thursday: 11am-3pm
How to successfully get through this course
________________________________________
Make sure you follow the instructions and guidelines for each assignment very carefully. There are
27 students in the course, but only one instructor so please be sure you read (and re-read) instructions
before emailing me any questions. If you must email me, it may take up to 24 hours before I email you
back.
This class is a lot of work! Dont assume that since this is an online course that you wont be working
just as hard if it met face-to-face.
Point Distribution and Grading Scale_____________________________________________________
37
Here is a list of the assignments for the course and the points they are worth:
Narrative Speech = 50 pts
Informative Speech = 125 pts
Group Speech = 75 pts.
Persuasive Speech = 150 pts
Goal-Setting Paper = 20 pts
Peer Evaluation (Informative) =10 pts.
Peer Evaluation (Persuasive) =10 pts.
Audience Analysis #1 (Informative) = 20 pts.
Audience Analysis #2 (Persuasive) = 20 pts.
Self-reflection Paper = 20 pts
ReSearch Quiz = 20 pts
SmartBook Review = 180 pts. (10 pts. each)
Engagement = 100 pts
Final exam = 200 pts: (100 multiple choice questions, 2 pts each)
TOTAL = 1000 pts
GRADING SCALE:
A = 930-1000
A- = 900-929
(93-100%)
(90-92%)
B+ =
B =
B- =
870-899
830-869
800-829
(87-89%)
(83-86%)
(80-82%)
C+ =
C =
C- =
770-799
730-769
700-729
(77-79%)
(73-76%)
(70-72%)
D+ =
D =
D- =
670-699
630-669
600-629
(67-69%)
(63-66%)
(60-62%)
0-599
(0-59%)
Students who withdraw from a course after the second week of classes receive a grade of WP, WF, or WN.
WP: if you are passing the course (based on work due to date) at the time the withdrawal is requested.
WF: if you are failing the course (based on work due to date) at the time the withdrawal is requested.
WN: if no materials have been submitted, and so there is no basis for a grade
You must submit your withdrawal request online through Pipeline. I must approve the withdrawal request before
it becomes final, and you should continue to attend class until you receive notification via email that the
withdrawal has been approved. Students who stop attending but do not request a withdrawal will receive an
38
automatic F (failing grade). Students who have not officially withdrawn from the class must earn a minimum of
600 out of 1000 points (D-) in order to receive course credit. Students who are Communication majors must
receive a minimum of 730 out of 1000 points (C) in order to receive course credit.
Grade Appeals on Assignments
If you wish to appeal a grade on an assignment, you need to follow these procedures:
1. Wait at least 24 hours before setting up an appointment and submitting your written grade appeal to insure
that you have time to carefully read and consider the feedback. This can be held over G-chat or Skype.
2. After reading my feedback, submit a typed, written appeal that identifies the specific issue in question
(e.g., outline, delivery, quiz item, etc.) and explains reasons why you feel the grade should be changed.
Please refer to any class materials that support your rationale for a change.
3. The written appeal should be submitted at least 24 hours prior to the appointment.
4. When you arrive for the scheduled appointment, bring in your graded copy of the item in question (e.g.,
speech feedback form, paper, etc.) and any additional evidence to support your claims and be ready to
present them. If done over video conferencing, have the item on hand and I will have a copy available as
well.
5. After meeting with you, I may wish to contemplate the matter. In any case, I will decide within two school
days whether to change or uphold the grade.
6. I will provide you with a written justification of my decision. We need to meet within one week (7 days)
of the grades issue.
7. Grade appeals will not be considered after that statute of limitations has expired.
8. If we cannot come to an agreement, you are welcome to follow the formal grade appeal procedure as
outlined in the Student Code of Conduct.
You may feel compelled to compare grades with others in the class. If both of you are fine doing this, then there
is nothing I can do to stop you. However, please be aware that you dont know every single circumstance
surrounding how I graded the work of one of your classmates. I try to grade on an individual basis. In short, keep
in mind that you are appealing your grade, not how you were graded compared to others. I strive to make sure
grades are individual, rather than comparative, evaluations.
Plagiarism and Cheating
Please visit the following address to read more about academic integrity: http://www.trc.wayne.edu/node/48
Materials that are clearly not your own work or which are not appropriately documented will be subjected to close
scrutiny. All acts of academic dishonesty, including cheating and plagiarism, will be treated as violations of
appropriate student conduct and will be subjected to disciplinary action. The University Due Process Policy can
be found at http://www.doso.wayne.edu/judicial/index.htm
Cheating and plagiarism will result in a failing grade for the assignment. A repeated act of cheating or plagiarism
will result in a failing grade for the class.
In consultation with the Basic Course Director, if I suspect you of academic dishonesty, I will advise you in
person, in writing, or via email, explaining what was suspected and the possible penalty resulting from the act. A
copy of written correspondence will be provided to the Chair of the Department of Communication.
I understand that we all may not be familiar with, or understand, what specifically constitutes plagiarism.
39
PLEASE ask me if you arent sure. Its better to take five or ten minutes to come and talk with me, than it is to
get a failing grade or be suspended or expelled from the university!
Incompletes
Incompletes are reserved for extraordinary circumstances such as personal emergencies that can be documented.
An incomplete is granted when, in the judgment of me and the Basic Course Director, you can successfully
complete the work of the course without attending regular class sessions. Incompletes that are not converted to a
letter grade within one year will automatically revert to an F (failing grade). I will grant an incomplete only under
very stringent conditions, and most likely, never. Both the Introductory Course Director and I must approve an
incomplete before the last week of the semester.
In the event that classes are canceled by the university (due to snow, severe weather, or other factors) students
should assume that the assignments due on the day of the canceled class are due on the next class meeting. You
can obtain information about closures due to snow by listening to WJR or your local television station. You are
expected to attend your classes as scheduled if the University is not officially closed.
University Activities
If you are a student athlete, you should give me your accommodation letter with dates of travel by the second
week of class. You can either scan this letter and attach it to an email to me, or you can put a copy of the letter
in my mailbox in the Communication Department main office (MANO 585). The Communication Department
will NOT make a copy for you, so please do not ask them to.
Accommodation
Wayne State University provides support and reasonable accommodations for person with disabilities. If you are
a student with a disability and need any special accommodations, please let me know before the end of the second
week of class. In order to qualify for special accommodations, you must contact Student Disability Services at
1600 David Adamany Library, (313) 577-1851; FAX (313) 577-4898; eas@teadmin.sa.wayne.edu.
If you need extra help with anything that I can provide, please do not hesitate to let me know!
Religious Observances
It is University policy to respect the faith and religious obligations of students, faculty, and staff. Students
with exams or classes that conflict with their religious observances should notify me well in advance so
that we can work out a mutually agreeable alternative (see Sec. Tests & Quizzes).
Advising Policy
All students are expected to follow the published curriculum for their major and to consult regularly with
an advisor.
40
COURSE CALENDAR
Week 1 (9/6):
Read: Syllabus and Course Calendar (on BlackboardBB)*

Read: Ch. 1 Speaking in Public and Ch. 4 Giving Your First Speech*
EA 1 (working with webcam and introduction)*
Week 2 (9/13):
Read: Ch. 2 Ethics and Public Speaking and Ch. 3 Listening

Read: Narrative Speech Assignment Details
EA 2 (Ethical question marks among our public speakers)
Week 3 (9/20):
NARRATIVE SPEECH DUE*

Read: Ch. 5 Selecting a Topic and Purpose and Ch. 6 Analyzing the Audience
Week 4 (9/27):
GOAL-SETTING PAPER DUE

Read: Ch. 15 Speaking to Inform and Ch. 10 Beginning and Ending Your Speech
Read: Informative Speech Assignment Details
EA 3 (assessing an informative speech)
Week 5 (10/4):
INFORMATIVE SPEECH TOPIC DUE

RESEARCH QUIZ DUE
Read: Ch. 7 Gathering Materials and Ch. 8 Supporting your Ideas
Week 6 (10/11):
Read: Ch. 9 Organizing the Body of the Speech

EA 4 (brainstorming your informative speech)
Week 7 (10/18):
AUDIENCE ANALYSIS #1 DUE

Read: Ch. 11 Outlining the Speech
Week 8 (10/25):
INFORMATIVE SPEECH DUE (INCLUDING OUTLINE AND REFERENCE

LIST)
Week 9 (11/1):
PEER EVALUATION #1
Read: Ch. 12 Using Language
Read: Group Speech Assignment Details
EA 5 (Transcribing Informative Speech)
Week 10 (11/8):
Read: Ch. 13 Delivery and Ch. 19 Speaking in Small Groups

EA 6 (Reflecting on Informative Speech Transcription)
Week 11 (11/15):
GROUP SPEECH DUE (INCLUDING GROUP SPEECH

MATERIALS)
Read: Ch. 14 Using Visual Aids
Read: Persuasive Speech Assignment Details
EA 7 (Reflecting on delivery)
Week 12 (11/22):
PERSUASIVE SPEECH TOPIC DUE

Read: Ch. 16 Speaking to Persuade

EA 8 (a political candidates persuasive speech)
Week 13 (11/29):
AUDIENCE ANALYSIS #2 DUE

Read: 17 Ch. Methods of Persuasion
EA 9 (fallacies spread through social media)
Week 14 (12/6):
PERSUASIVE SPEECH DUE (INCLUDING OUTLINE AND REFERENCE

LIST)
Week 15 (12/13):
SELF-REFLECTION PAPER DUE

PEER EVALUATION #2
EA 10
Week 16 (12/20):
Final Exam
Due: Sunday 11:59pm
*WRITTEN AND SPEECH ASSIGNMENTS

DUE ON BB
*Assignment details posted on BB
*Engagement Activities due in Discussion
Board on BB
*SmartBook Chapters due on Connect
41
42
COM 3400: Theories of Communication

Final Paper
In addition to the criteria outlined in the assignments document, you can use the following advice when
constructing your final paper.
PURPOSE
The goal of this assignment is to become well-versed in one of the communication theories covered in
this course. You are asked to (1) demonstrate competence in synthesizing the academic literature, (2)
identify ways in which the theory has been applied in more recent years (the last decade and a half), (3)
develop arguments about the appropriateness of those applications, as grounded in your understanding
from the course and course text as well as the academic literature, and (4) draw implications for the future
of the theory.
SPECIFICATIONS
For the final paper, you should include:
1. An introduction, explaining the origins of the theory, what the theory is trying to explain or
understand, and what questions it might be useful in answering. The course text is a good place to
start here.
2. A review of literature, consisting of at least 8 sources outside of the course text. Here, you should
be able to identify themes that have popped up over the recent years as the theory has been
applied. You will want to continue to ground these articles in the main tenants of the theory as
developed by the original theorists. A good way to organize your sources is to consider ways in
which the theory has been expanded similarly across studies recently, and indicate how those
applications have contributed to the growth of the theory. It is important to make sure that you are
not simply including a synopsis of the article similar to that of your annotated bibliography, but
rather synthesizing what you have read and identifying themes in the application, so that it is
likely you will site a specific article at multiple points throughout the paper.
3. Identify implications for the theory, specifically in the form of future directions. What answers
could the theory provide that have not been answered yet, given your scholarly dig. You might
also provide critiques of the applications you read that you find inconsistent with the purpose of
the theory. For rhetorical theories, you might identify a communication event that would be better
illuminated through application of your theory. For more empirically based theories, you might
propose studying a communication phenomenon not already addressed by scholars and identify
ways in which the theory could collect and analyze data to make sense of it.
4. Your final paper must consist of at least 7-10 pages, though a thorough submission will likely
require closer to 10.
RUBRIC
The final paper is worth 100 points, and will be graded based on the following requirements:
Formatting is worth 10 points. Make sure to review comments on the annotated bibliography for
reference page. The paper should be double spaced, Times New Roman 12 point font, remove
space after paragraph. You should include a cover page that includes a title for the paper, your
name, institutional affiliation, the course, term, and instructors name.
43
Grammar and punctuation are worth 10 points. Please remember to proof read your paper before
submitting it.
Sufficient source material is worth 20 points (at least 8 sources, each worth 2.5 points).
Your introduction and literature review are worth 40 points together.
Your analysis of the theorys recent application, implications, and future directions are worth 20
points.
SUBMISSION INFORMATION
The final paper is due on BB via SafeAssign by 6pm on Wednesday, June 24. I recommend that you
communicate with me earlier than this if you have questions about the assignment, or would like
feedback. If you turn in a hard copy of the assignment in class, I can return it to you with feedback by the
following class session. You are welcome to ask additional questions as we discuss the assignment in
class or during my office hours (please do not wait until office hours on the day the assignment is due,
however).
44
SITE OBSERVATIONS
Each student will identify a site to interact with over the course of the semester. Ideally, you will already be a
member of, work with, or intern for the organization you choose so that you are intimately familiar with its
inner workings. Sites will need to be approved by the instructor, as no duplicates are allowed. You will
conduct four observation reports on the organization you have chosen which will allow you to apply content
from the course to real world experiences. Each paper will be worth 25 points (four total), and should be 12 pages (SINGLE SPACED, 12 point font), submitted in class and on Blackboard by the start of class on the
due date. You should maintain a copy of each report you submit, as they will become useful for your final
paper. Each observation should focus on a different aspect of organizational communication covered in the
course.
ORGANIZATIONAL STRUCTURE
In your first observation report, you should consider the structure of the organization you have chosen. Keep in mind
that structure and process are interconnected, so you should consider the rules and norms that are in place to keep the
organization functioning effectively (or maybe not), while also considering how rigid or fluid the structure is, and what
kinds of activities may lead the organization to shift. Spend an apt amount of time specifically observing your
organization and taking notes. You should spend at least an hour observing your organization while specifically
considering structure. Draw on chapter two to help guide your observation.
ORGANIZATIONAL CULTURE
In your second observation report, you should consider the culture of the organization you have chosen. Consider the
culture of the organization you have chosen. What are then unwritten rules organization members are expected to
follow? What communication practices are expected but may be taken-for-granted in the organization? Spend some time
observing and noting the interactions between different members of the organization, specifically across levels and
departments. Consider the organizational climate, and the levels of openness, supportiveness and participation you see.
Spend an apt amount of time specifically observing your organization and taking notes. You should spend at least an
hour observing your organization while specifically considering culture. Draw on chapter four to help guide your
observation.
LEADERSHIP
In your third observation report, you should consider the leadership of the organization you have chosen. We can note
that leadership is a popular area of study and theorizing by observing the numerous help books on the subject. For this
report, think about how leadership is being conceptualized by your organization how does the structure of your
organization incorporate and implement leadership roles. Consider Grints classification of leadership theories which
of these might resonate with your organization? Spend an apt amount of time specifically observing your organization
and taking notes. You should spend at least an hour observing your organization while specifically considering
leadership. Draw on chapter seven to help guide your observation.

PARTICIPATION
In your fourth and final observation report, you should consider the role of participation in the organization you have
chosen. There are many ways to conceptualize participation, so consider how you see your organization incorporating
employee participation through openness, democratic practices, managerial structures in place to encourage
participation, employee self-organizing for productivity or resistance, etc. Consider how teamwork is implemented in
your organization and/or efforts to increase participation through CSR or volunteer efforts. Spend an apt amount of
time specifically observing your organization and taking notes. You should spend at least an hour observing your
organization while specifically considering participation. Draw on chapter eight to help guide your observation.
45
46
COM 1010 ONLINE ASSIGNMENT DETAILS

ENGAGEMENT ACTIVITIES
You will complete 10 engagement activities over the course of the semester. Each of these will
be included in the discussion board on Blackboard. You are responsible for logging in to
Blackboard early in the week to read the prompt and begin thinking about your response.
Engagement activities are meant to stimulate your critical thinking about course concepts, and to
provide you a space to interact as a class, and learn from the ideas of your peers.
Each engagement activity is worth 10 points (100 total for the semester). In order to thoroughly
respond to each prompt, your answer should be between approximately 250 and 400 words. The
prompts are written in such a way that you can bring in your own experiences and
understandings of course concepts, but you should ensure that you are also tapping into the
readings in your response.
In addition to responding to the post, you are asked to respond to two of your peers posts. Your
response should be more than I agree with you, or That is an interesting perspective. Rather,
you should think critically about what your peer said in their post, and think about how that
might expand your understanding, or what you think you could bring to your peers
understanding. Be sure to maintain courtesy and respect in your discussion posts. As a guideline,
these responses should be approximately 75 words.
Finally, you should respond to the feedback your peers provide. I understand that weekend
schedules are particularly unpredictable across a class. If you are available to respond only
during the week, that is fine. If others respond to your post after you have acknowledged
feedback, you do not need to respond again. The idea is to engage in constructive conversation
with your peers about what you are learning in the course, and how you are applying it beyond
the virtual classroom.
SPEECH ASSIGNMENTS
I will post details for each speech assignment as they approach. You should read over these
details as you prepare your speech. You must submit your video, outline (for persuasive and
informative speeches), and reference list (for informative, group, and persuasive speeches) by the
deadline. Return to the course syllabus for additional details on more practical details for
submitting your speech. Remember: 1. You can lose all of your delivery points for reading your
speech from notecards or your computer screen, and 2. Your speech is due at 11:59pm Sunday
night. Speeches submitted after this time (even 3 minutes) are subject to a late penalty of 50% for
speeches submitted by 11:59pm Monday night. Speeches submitted after that time will receive a
zero.
47
SMARTBOOK REVIEW
There are 18 chapters (10 points each) in your ebook that you will review for this class through
Connect. Click on the Connect link in our courses Blackboard site, click on the scheduled
chapter, and complete the preview, read and practice modules for each chapter by the scheduled
date. Connect has plenty of support and tutorial options for you and you can always ask me for
help if need be. Be sure to complete the chapter by the scheduled deadline.
RESEARCH QUIZ
The Research Quiz (20 points) requires you to demonstrate your ability to conduct universitylevel research and gather materials on a variety of topics from a variety of sources, as well as use
proper APA citation formatting. Any problems accessing this quiz should go to C&IT (contact
information is included in the syllabus) before they come to me. I really cannot do anything
about accessing this, as it is provided by the WSU library system.
WRITTEN ASSIGNMENTS
You must type all written assignments (including outlines and reference lists) and retain a backup copy (either on your own personal computer or on an external device such as a flash drive). I
only accept written assignments via our Blackboard course site and they must be submitted no
later than 11:59 pm on the day they are due. Do NOT email me your papers. Below, the
minimum length for each paper is listed I dont mind how long your paper is as long as it meets
the minimum length. (Please do not include 2.5 inches of heading before beginning the paper.) I
will take off points if you do not write the minimum length asked for.
Written papers should be written in essay format. DO NOT INCLUDE WRITING PROMPTS
IN YOUR WRITTEN ASSIGNMENTS. These papers should be in paragraph form.
FINAL EXAM
The final exam is cumulative, covering all 18 chapters of your textbook. The exam will be
multiple choice and true/false, and you will be required to complete it within a set amount of
time. You must turn in the final exam at the scheduled time. If you have a conflict with the final
exam due date, you must speak with me by the second week of the semester to petition for
another time. An exception will be granted only under extenuating circumstances, and must first
be approved by the Basic Course Director. If you do not speak with me by the second week of
class, you will not receive an exception for the final exam.

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TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

communication, highlighting diverse organizational contexts (corporations, nonprofits,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

The course was well organized

The instructor made clear,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Wayne State University

The course was well organized

The instructor made clear,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Wayne State University

The course was well organized

The instructor made clear,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Wayne State University

The course was well organized

The instructor made clear,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Wayne State University

The course was well organized

The instructor made clear,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Wayne State University

The course was well organized

The instructor made clear,

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

COM 3400: Theories of Communication (WI)

Required Course Materials

Blackboard (www.blackboard.wayne.edu). Call C&IT at (313)577-4778 if you have problems accessing

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Papers (150 points)

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

according to the guidelines stipulated in the Undergraduate Bulletin

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

General Topic & Readings

Do readings before scheduled

Be ready to discuss submitted assignments

Chs. 3 & 4, Appendix C

Sign-up for theories;

If you havent posted in a discussion board

Monday May 25 University Closed. CLASS HELD ON FRIDAY THIS WEEK.

Ch. 34, 35, & 36

(WEDNESDAY) Gender communication/good

Chs. 11, 12, & 13

Day scheduled as Monday, 5/25

Chs. 14, 15, & 16

D. SELLNOW-RICHMOND TEACHING PORTFOLIO

Chs. 19, 20, & 21

ANNOTATED BIBLIOGRAPHY DUE

Chs. 22, 23, & 24

Chs. 25, 26, & 27

Chs. 28, 29, & 30