Pacific Oaks

Syllabus HD 341Communication for Empowerment

Course Section Information
Course Number-Section # HD 341
CourseTitle Communication for Empowerment
Faculty Name: Martha Clark
mclark@pacificoaks.edu
Office hours one hour before class
Room: to be announced
Mon. 4 7, Jan. 5 April 13, 2015

Course Description

This course will empower students to make connections with other people. Five areas of
communication will be addressed; self-awareness; active listening for meaning; fluent, concise
and organized writing; active, appropriate engagement within a group; and articulate, organized
verbal communication and presentation of self. In addition, students will develop and strengthen
their ability to think critically; integrating the subjective and objective, in all areas of
communication. They will examine the impact of their values and biases on communication
across cultural, racial, class and gender lines.
Institutional Outcomes
The curriculum in Human Development, Marital and Family Therapy, and the Teacher Education
programs is organized around five areas in which students are expected to be competent. The
competencies are:

Development: Understanding of developmental theories.

Diversity: Understanding and valuing diversity, including an anti-bias approach.
Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.

Praxis: Ability to observe, critically reflect, implement theories and empower others.
Program Learning Outcomes
Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are
able to analyze the dynamics of institutional and individual biases and use of power.

PLO 3: Communication: Students communicate clearly and effectively. They implement and
analyze individual, dyad and group communications for appropriate audience reception,
authenticity, and experience of empowerment for self and others.
PLO 4: Research: Students are able to distinguish between observations and theory (reality
and fantasy, data and inferences/assumptions). Students collect verifiable and reliable data,
present their findings, and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of education integrating developmental
theories guided by observation and critical reflection, and analyze these actions according to
results and impact on other persons (ethics, values, principles and empowerment).
Students recognize and apply developmentally and culturally appropriate practice
with children and adults. Praxis experience may involve activities such as practica,
field work, or student teaching.
Student Learning Outcomes
SLO1: Student demonstrates knowledge of theories about personal and intercultural
communication.
SLO2: Student demonstrates understanding of self from a developmental as well as
socio-cultural aspect in light of course concepts; effective verbal and non-verbal
communication dynamics.
SLO3: Student demonstrates developmental and socio-cultural understanding of
others about course concepts; effective verbal and non-verbal communication
dynamics.
SLO4: Student demonstrates the ability to apply learning of theory to bring about
change on a personal, professional, societal as well as intercultural level.

SLO5: Student demonstrates growth in the class, indicated by an improvement in one or more of
the following: writing or critical thinking skills, a willingness to take risks and authentically
engage with course material and classmates, and openness to new information and perspectives.
Required Reading

Difficult Conversations, Stone, Patton, Heen, ISBN 01402.8852

The New Peoplemaking, Virginia Satir, ISBN: 0-8314-0070-6
Nonviolent Communication, Marshall Rosenberg, ISBN 1-892005-03-4
Course Policies

Learning Community
The experience we have as a class takes place in the context of a learning community. Quality
and characteristics of this community impact the quality of the learning experience for both the
student and the instructor. The culture of Pacific Oaks has some specific ideas about what a

learning community looks like. While this varies from instructor to instructor, it is likely that
you will find some similarities between instructors across the institution. It is often a goal to
promote construction of knowledge collaboratively between the students as well as student and
instructor. This is true for online classes as well as face to face classes.
An integral component of the learning community is pedagogy - the art of teaching. There are
lots of ways of teaching. None of these ways are right or wrong. Lots of things are taken in to
consideration when an instructor balances various approaches and weaves them into a learning
community. One philosophical aspect of selection of an approach has to do with the instructors
preference between learner and instructor centered pedagogy
As noted, one way of categorizing the pedagogical approach is to know where it is on the
continuum described by being learner centered at one end and teacher centered at the other.
Pacific Oaks generally prefers pedagogy that is towards the student centered portion of the
continuum. Because of this, it is valuable to focus on the learner for a moment, considering
some of the ways for students to increase the likelihood of success during their time at Pacific
Oaks.
In order to ensure growth and transformation, which is primary to the educational experience, the
student has a responsibility. Some of the student related items that pertain to this responsibility
are as follows:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

be a critical and reflective thinker

ask questions
to speak from your experience
listen
critically reflect on your process and course content
be prepared for class by doing the assignments
connect theory to your life
explore your life and your own development
challenge yourself to examine your own bias and prejudices
contribute to discussions
interact with and get to know others
feel disequilibrium and have a commitment to getting through it
take risk
be willing to be changed by what you learn
think about what you are learning
and finally use what you are learning

What the individual student is able and willing to do is important, yet there are other equally
important components of the learning community. As mentioned previously, another part is the
pedagogical approach. In addition to the centeredness aspect of the pedagogy, there is another
issue to consider. In reviewing the approach that I use in teaching (interactive, collaborative and
constructivistic), an integral dynamics is dependence on the presence of others. Therefore, an
essential aspect of learning in a Pacific Oaks class has to do with relationships.

Relationships are essential for the kind of learning were seeking. Therefore it is useful to
explore the role of the relationship in the classroom. Being aware of the interrelated aspect of
learner and peers requires some attention to the interpersonal aspect of relationships. It is
important to get to know others in the class - everyone has something to contribute, a piece of the
puzzle. Establishing ground rules is a useful starting point. Exploring what happens when
conflict arises can provide a valuable structure, if needed. Discussion of group dynamics can be
useful in terms of relationships, also.
In conclusion, in order to promote a learning community that supports transformation of its
participants, student and instructor alike, being mindful of the pedagogical approach and
relationships between participants is useful.
Assessment

Assessment is an aspect of your learning at Pacific Oaks College. Pacific Oaks wants to be sure
students are receiving the education that is being provided. In order to do this an assessment
process is part of your classroom experience. This provides you with feedback as to your
progress and learning. It also provides the institution with feedback which enables Pacific Oaks
to see how well they are doing and make adjustments when necessary.
There is an expectation that you will demonstrate value added and mastery at the end of this
class. Value added is just what it sounds like: what do you know now that you didnt know
before you took this class. Mastery refers to your level of competency of understanding the
course material (the integrating of content and your life experience). Both of these will then be
looked at to assess how you are doing. Lets examine how we will look at it, and I do mean
we because it is process where your input is important also.
The main instruments we use to measure your progress are scoring rubrics. Throughout the
session we will be addressing one or more of the student learning outcomes. Selected
assignments will be reviewed for how they address the student learning outcomes noted with the
appropriate Scoring rubric.
So you might wonder about the Student Learning Outcomes and where they come from. They
are an integral part of the overall learning plan. Heres how it goes: Mission Statement
Institutional Outcomes Program Level Outcomes Student Learning Outcomes. All of these
are related. Program Level Outcomes are what each department (Human Development) want
you to know when you complete your program. The student level outcomes help you attain the
program level outcomes.
An ongoing part of this process is feedback. As your instructor, I will give your feedback
throughout the class. This is formative feedback. At the end of the class, youll receive
summative feedback in the form of a narrative evaluation. As a way of understanding these
processes, think about making soup. As you make it, you taste it maybe add more salt, cook it
a little longer, a dash of this and that well that is formative feedback. When the soup is done,
you taste the soup and then critique the completed soupthis is summative feedback.

So this assessment process, on a class level, a program level and on an institutional level is about
how you are doing, providing feedback for you to reflect on and use to grow. The process is also
providing feedback for Pacific Oaks College to continually work to improve delivery of your
education.
Course Bibliography

Bridging Differences: Effective Intergroup Communication, William B. Gudykunst, Sage

Publications
Flow: The Psychology of Optimal Experience, Mihaly Csiksznentmihalyi, Harper Perennial
The 7 Habits of Highly Effective People, Stephen R. Covey, Simon & Shuster
Asking the Right Questions: A Guide to Critical Thin inking, M. Neil Browne Stuart M. Keeley,
Prentice Hall
Please Understand Me: Character & Temperament types, David Keirsey, Marilyn Bates,
Distributed by Prometheus Nemesis Book Company
The Dance of Connection, Harriet Lerner, Harper Collins Publisher
Listening: The Forgotten Skill, Madelyn Burley-Allen, John Wiley & Sons, Inc.
The Argument Culture, Deborah Tannen, Ballentine Books
Thats Not What I meant!, Deborah Tannen, Ballentine Books
African American Communication, Michael L. Hecht, Mary Jane Collier, Sidney Ribeau, Sage
Publication
Sitting in the Fire, Arnold Mindell, Lao Tse Press
Crucial Conversations: Tools for talking when stakes are high, Kerry Patterson, Joseph Grenny,
Ron McMillian, Al Switzler, McGraw-Hill
Black and White Styles in Conflict, Thomas Kochman, The University of Chicago Press
Intercultural Communication, A Reader, Larry A. Samovar/Richard E Porter, Wadsworth
Publishing Company
Understanding Human Communication, Ronald B. Adler, George Rodman, Oxford University
Press
Messages: The Communicati8on Skills Book, Matthew McKay, Martha Davis, Patrick Fanning,
New Harbinger Publications

Nonviolent Communication: A Language of Life, Marshall B. Rosenberg, PuddleDancer Press

Leadership and the New Science, Margaret J. Wheatley, Berret-Koehler Publishers, Inc.
The Magic of Conflict, Thomas F. Crumb, Simon & Schuster
How to Talk so Kids Will Listen & Listen So Kids Will Talk, Adele Faber and Elaine Mazlish,
Avon Books
Participatory Communication for Social Change, Edited by Jan Servaes, Thomas L. Jacobson,
Shirley A. White, Sage Publication
Developing Critical Thinkers, Stephen D. Brookfield, Jossey-Bass Publishers
The Six Pillars of Self-Esteem, Nathaniel Branden, Bantam
Gender & Discourse, Deborah Tannen, Oxford University Press
Black Communications, Breaking Down The Barriers, Evelyn B. Dandy, African American
Images
Couple Skills, Matthew McKay, Patrick Fanning, Kim Paleg, New Harbinger
Cross-Cultural Dialogues, Craig Storti, Intercultural Press, Inc.
When Words Hurt, Mary Lynne Heldmann, Ballantine Books
Present Yourself, Michael Gelb, Jalmar Press
Difficult Conversations, Douglas Stone, Bruce Patton, Sheila Heen, Penguin Books
Getting to YES, Roger Fisher and William Ury, Penguin Books
Conflicts: A Better Way to Resolve Them, Edward De Bono, Penguin Books
I only say this because I love you, Deborah Tannen, Random House
You Just Dont Understand, Deborah Tannen, William Morrow and Company
The Lost Art of Listening, Michael Nichols, Guilford Press
The Hidden Dimension, Edward T. Hall, Anchor Books
The Dance of Life, Edward T. Hall, Anchor Books
Beyond Culture, Edward T. Hall, Anchor Books

Communication Mosaics, Julia T. Wood, Wadsworth Publishing Company

Appendices
Appendix A: B.A. Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are able to
analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement and analyze
individual, dyad and group communications for appropriate audience reception, authenticity, and
experience of empowerment for self and others.
PLO 4: Research: Students are able to distinguish between observations and theory (reality and fantasy,
data and inferences/assumptions). Students collect verifiable and reliable data, present their findings, and
link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of education integrating developmental theories guided
by observation and critical reflection, and analyze these actions according to results and impact on other
persons (ethics, values, principles and empowerment). Students recognize and apply developmentally
and culturally appropriate practice with children and adults. Praxis experience may involve activities such
as practica, field work, or student teaching.
Appendix B: SLO Assessment Rubric
Student Learning Outcomes
SLO1: Student demonstrates knowledge of theories about personal and intercultural
communication.
SLO2: Student demonstrates understanding of self from a developmental as well as
socio-cultural aspect in light of course concepts; effective verbal and non-verbal
communication dynamics.
SLO3: Student demonstrates developmental and socio-cultural understanding of
others about course concepts; effective verbal and non-verbal communication
dynamics.
SLO4: Student demonstrates the ability to apply learning of theory to bring about
change on a personal, professional, societal as well as intercultural level.
SLO5: Student demonstrates growth in the class, indicated by an improvement in one or more of

the following: writing or critical thinking skills, a willingness to take risks and authentically
engage with course material and classmates, and openness to new information and perspectives.

Student Learning Objectives - Rubric

Component

No
Credit

Minimal
BA

Skilled
BA

Advanced
BA

Theory (SLO1)
Student summarizes and synthesizes material
from books demonstrating comprehension of
salient points of communication theory. Students
work is distinguished by its completeness,
thoroughness, creativity, expresses original ideas
and critical thinking.
Self (SLO2)
Student demonstrate comprehensive , detailed
and deep understanding of self from a
developmental as well as socio-cultural aspect in
light of course concepts; interpersonal,
intercultural and professional communication
Other (SLO3) - Student demonstrates enhanced
developmental and socio-cultural understanding
of others about course concepts; interpersonal,
intercultural and professional communication
Praxis (SLO4) - Student demonstrates the ability
to apply learning of theory to bring about change
in interpersonal, intercultural and professional
communication
Change (SLO5) - Student demonstrates growth in
the class, indicated by an improvement in one or
more of the following: writing or critical thinking
skills, a willingness to take risks and
authentically engage with course material and
classmates, and openness to new information and
perspectives.

Rubric for Participation

Component
Papers Papers turned in on time, addresses all the
points in the assignment demonstrating critical
thinking and reflection. There is depth and details,
examples are cited, points are developed.
Participation - content quality- contributions to the

No
credit

Minimal
BA

Skilled
BA

Advanced
BA,

discussion reflect curiosity, risk-taking, compassion

for others, engagement, support for the learning
community. Student listens as well as shares.
Student challenges self and asks others to do the
same. Student asks questions. Students responses
are inclusive and sharing of own experience is
balanced. Student works to add depth and details to
the postings.
Participation content quantity rather than a specific
number, students contributions demonstrate a
rhythm, give and take and consistency. Student is an
active part of a small group.

Appendix B: Academic Policies

The following academic policies are applicable to all Pacific Oaks classes. For a complete list of
Academic policies and Students Rights and Responsibilities, please see the current catalog.
Academic Integrity - Participation in Pacific Oaks courses assumes that each student has read
and understands the Academic Integrity requirements of Pacific Oaks College. If you have
questions about what constitutes Academic Integrity, please contact your instructor, advisor or
academic director.
Confidentiality - Classes at Pacific Oaks are interactive, drawing on the rich experiences of
faculty and students alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such information
will remain confidential, allowing all to share freely without fear of disclosure outside the
classroom. Breaches of confidentiality damage the building of community and trust and are not
acceptable.
Students with Disabilities - Any student in this course who has a disability that might prevent
him/her from fully demonstrating his/her abilities should contact the Director of the CARE center
(pmeda@pacificoaks.edu) immediately to discuss disability verification and accommodations
that may be necessary to ensure full class participation and completion of course requirements.
Narrative Evaluation Grading - Pacific Oaks views goal-setting and evaluation as part of a
shared learning process, in which instructors and students are both actively involved. Evaluation
is by written statement in which the instructor and student have had direct input. The narrative
evaluation is also converted into a letter grade equivalent to meet financial aid and transfer
requirements. Both the narrative evaluation and the grade become part of the students
transcript.
Letter Grades (A, B, C) - An overall grade for the course is determined based on the narrative
evaluation (see above) when a student has successfully completed all class requirements. Note:
a cumulative 3.0 GPA is required to maintain Satisfactory Academic Progress standing at the
MA level.

Incomplete (I) - An Incomplete enables a student who has completed a substantial amount of
work for a class to satisfy the remaining requirements for passing that class within a specific
time and according to specific requirements determined by the class instructor. Students have
up to one month prior to the end of the semester following the term in which an Incomplete was
given (until the end of April or November) to submit any written work required to satisfy the
completion of the class. If the Incomplete requirements are not satisfied by the end of the
semester following the term in which the I was assigned, a grade of No Credit (X) will be given.
No Credit (X) - Students will receive a No Credit when: they have received an Incomplete and
the contract period has elapsed without successful completion of the contracted work, or, the
instructor determines that an Incomplete is not warranted. In both instances full payment for the
class is required. To receive credit for the class, it will be necessary to register and pay for the
class again. Students should check with their Financial Aid counselor to determine Financial Aid
eligibility for retaking the course.
Withdrawal (W) - Students will receive a Withdrawal if they drop a course after the add/drop
deadline. The tuition of the course will still be charged to students accounts and the students
will be allowed to keep all financial aid funds that have been previously credited to their
accounts. Students should check with their Financial Aid counselor to determine Financial Aid
eligibility for retaking the course.
Work in Progress (WP) - Work in Progress is given when a student is enrolled in a Masters
Project which extends beyond one semester.

Credit hour definition:

A credit hour for a lecture or seminar course represents 15 hours of instructional activity
(e.g., classroom instruction, engagement with web-based instructional materials) based
upon a 50-minute hour toward achieving specified student learning outcomes. For
distance education courses, the 15 hours of instructional activity may include
synchronous or asynchronous lectures or webinars, interactive tutorials, and online
discussions. On-ground lecture or seminar classes may be scheduled for 15 or more
hours per credit hour to include break times when class sessions are scheduled for longer
than one 50-minute hour. A credit hour also assumes an additional 30 hours of
homework, studying, and/or research.

A credit hour for practicum, fieldwork, or internship coursework represents 45 hours of

applied practice and weekly seminar/supervision.