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Embed code for: COMM104 Learning Communities Syllabus Final
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COMM104 Learning Communities
This course syllabus is a contract between you and Bryant & Stratton College. It represents the minimum expected learning outcomes for this course. Your instructor will also provide a supplemental syllabus describing the approach to the course, instructional methods, tracking calendar, assignments, assessments and grading scheme, plus guidelines for your success.
Semester Credit Hours: 3
Instructional Hours: 3
Janie MacDonald: New York
Mary Jowsey: Online
Date of Last Revision:
COURSE CATALOG DESCRIPTION:
This course introduces students to the basic tenants of the communication process and the necessity of effective communication in order to achieve academic, professional (career), social, and personal goals. Students will consider factors which influence the achievement of those goals for academic, professional (career), social, and personal success, as well as for the creation of productive learning communities and students’ transformation into agile, lifelong learners.
Bryant & Stratton College prepares graduates for career and life by facilitating learning experiences for students to achieve the following intended outcomes:
Course Outcomes: Upon completion of this course, students will be able to:
Identify elements of basic communication process and select the most appropriate means to communicate a message.
Apply study skill, time management, and goal setting strategies through the utilization of planning tools.
Utilize academic and professional tools and resources to communicate electronically.
Utilize critical thinking skills to solve personal, academic, and workplace problems.
Identify their learning styles, values, and stress management as factors for academic and career success through self-reflection.
Featured Institutional Outcome:
Relational Learning - Transfer knowledge, skills and behaviors acquired through formal and informal learning and life experiences to new situations.
This course has a standardized textbook for all modes of delivery.
SKILLS ASSISTANCE: Skills Assistance is available for students.
PLEASE SEE COURSE TOPICS ON PAGE 2
TOPICS TO BE COVERED:
Importance of communication; Components of the communication process: sender, perception, analysis, coding, transmission via media including noise, receiver, perception, decoding, feedback;
Communication defined (purpose/function of communication: to inform, persuade, entertain);
Goals of communication: for individual, group, organization.
Barriers to effective communication;
Modern technology’s influence on communication styles and options;
Techniques for improving communication
Study skills/basic techniques
Characteristics of effective/ineffective time management
Techniques of effective time management
Goal Setting & Study Skills
SMART goals defined
Long-term goals defined
Short-term goals defined
Creation of long term and short term goals following the SMART model
Need for study skills in academic/career environments
Overview of study techniques
Communication in the 21st Century
Learning Management System (LMS) (Blackboard, purpose/navigation)
Virtual Tutor (purpose, basic navigation)
Virtual Library (search functionalities, key words, date range, scholarly/peer reviewed materials, virtual librarian
Banner SSB (purpose, basic navigation)
Office 365-Word Online
Critical Thinking and Problem-Solving
Critical thinking (definition, purpose, process);
Problem-solving (definition, purpose, process-mess, problem solving, idea finding, solution finding, action finding).
Overview of learning styles, self-assessment
Advantages/disadvantages of styles
Values defined, tangible vs. intangible values (3)
Fight or flight response
Stimuli of stress response
Effects of stress
Written Assignment Definitions
Type and Description
Expectation at the 100 Level
Journal Entries – short and frequent writings to help students make connections between class content and their personal reaction to the content. Grading emphasis is focused on the development of ideas with minimal on grammar and mechanics.
1-2 informal paragraphs per prompt.
Asks students to respond to questions about their perceptions of the learning experience in the course or to make connections between personal experiences and/or future career/workplace expectations.
Essay – short pieces of writing with the purpose of encouraging students to write their own views and ideas and to explore the ideas of others.
Approximately 550 words and with a limited scope.
Instructor provides structure or template.
Limited to no more than two sources which may be provided by the instructor.
Not assigned in Precollege courses
Report – a document containing information organized in a narrative, graph, or table. Reports may cover specific events, occurrences, or trends.
Create a narrative and a table or graph to present and explain information on a topic or issue, using models as a guide provided by the instructor.
Bulleted information is provided to illustrate concepts and information relevant to a topic.
Memo - a short note or reminder regarding something that needs to be performed now or in the future. A memo serves as a formal written statement and message between employees of the same company.
A limited number of paragraphs.
Students follow a template and craft a simple communication to a target audience defined by the instructor.
Professional Letter - a formal written communication addressed to a person or organization transmitted by postal service.
Professional communication to share information within and outside an organization specific to their professional context.
Students are provided models of correspondence in various workplace situations.
Emails – An electronic communication transmitted internally or externally that communicates a specific message with appropriate tone, language, and format.
A message that does not include emoticons. Includes a greeting, a body, and a closing.
Conveys a clear and concise message.
Includes a signature line with a student’s full name and College affiliation.
Reflection – a writing assignment demonstrating a student’s understanding and processing of course materials and his/her ability to make connections between the learning and its practical career and/or personal application.
May be an informal writing task where the assessment focus is on the quality of a student’s ideas rather than paragraphing, organization, mechanics, or grammar.
Asks students to summarize material learned and their initial reactions to it.
Students might make connections to their future career.
Discussion Board Posting-written response to questions to support the strand/dialog development. Students’ posts reflect the synthesis of information and relationships from multiple sources.
Single informal paragraph
Asks students to respond to questions and other posted comments based upon their views and personal ideas.
Not assigned in Precollege courses expect Online
Designed to check student understanding of fundamental knowledge. Used to identify need for whole-class review/re-teaching and additional independent student study. Consequences for incorrect answers are less substantial compared to a test.
A combination of true/false, multiple-choice, and fill-in- the-blank questions
70% of the assessment is focused on the lower level of Bloom’s. 30% of the assessment is focused on the higher level of Bloom’s.
Determines students’ understanding of fundamental knowledge. A final assessment at the end of unit content.
Requires significant class time for students to complete test
A maximum of one essay-based question focusing on the higher level of Bloom’s taxonomy is optional.
Determines students’ understanding of fundamental knowledge and their ability to apply knowledge to specific situations or in specific contexts.
A combination of true/false, multiple-choice, fill-in-the-blank, and short answer questions.
A maximum of one essay-based question focusing on the higher level of Bloom’s taxonomy is optional.
Determines students’ understanding of fundamental knowledge and their ability to apply knowledge to specific situations or in specific contexts. Based on the nature of the course, the final exam may be comprehensive or assess knowledge of course content from the midterm exam to the final exam.
Requires significant class time for students to complete the final exam.
A combination of true/false, multiple-choice, fill-in-the-blank questions and written reflection or self-assessment included.
Evaluating skills the student can perform; the work product as well as the process.
Model single skill performance and allow students to practice, providing feedback and opportunities to repeat skills.
Are used to measure students’ ability in real-world tasks and situations. They could require students to work collaboratively in pairs or groups.
Short duration assignments with defined steps, assigned tasks and timelines. Use class time for completion. Could require students to work collaboratively in pairs or groups.
Is a more substantial workplace-related assessment compared to a Career Connect. Might require multiple stages and submissions.
Students would be asked to create one professional workplace document of no more than 550 words with accompanying information represented in no more than one outline and/or graphic of some sort.
Assignments (out of class) and Classroom Assessment Techniques (CAT’s; in-class)
Formative assessments that are used to determine a student’s knowledge base through objective or subjective measures.
Shorter assessments where students primarily illustrate their learning focused mostly at the lower levels of Bloom’s with some integration of higher levels of Bloom’s. Can be completed individually or collaboratively.
*These assessment and assignment definitions are separate and distinct from the assignment types in Blackboard.
Bryant & Stratton College – Course Syllabus
Page 1 of 3rganization, mechanics, or grammar.
Determines students’ understanding of fundamental knowledge. A final assessment