OAKLAND UNIVERSITY

College of Arts and Sciences

Department of Communication and Journalism
Collegiate Communication
COM 1100

COURSE: Collegiate Communication DAY/TIME: Tuesdays 3:00-4:07 p.m.

YEAR: 2018

INSTRUCTOR: Ann Voorheis-Sargent Ph.D. (pronouns, she, her, hers)

CLASS LOCATION: 305 HCH
OFFICE PHONE NUMBER: 248-370-4384
EMAIL: voorheissargent@oakland.edu OFFICE: 400 O’Dowd Hall
OFFICE HOURS: Tuesdays 1:30-2:20 p.m. CREDITS: 1

COURSE DESCRIPTION:
A thirteen week, one credit course with a primary goal of teaching students how
successful communication and relationship development can improve their chances of
academic and personal success.

COURSE GOALS:
1. Students will learn how communication choices influence college success.
2. Students will be prepared to be responsible, productive and invested in their
college experience.
3. Students will engage and connect with Oakland University’s community.
4. Students will learn to foster attitudes and skills to enhance academic, personal,
and social success.
5. Students will explore multiple areas of self-discovery with an emphasis on
understanding human difference.

LEARNING OUTCOMES:
● Students will learn how to professionally communicate and interview a
faculty/professional or leader which will better inform their major/career and/or
involvement choices via the personal interaction assignment.

● Students will learn to investigate academic success skills that they will use and
have the opportunity to create a guide that can assist them in the future by
completing their mid-term project.

● Students will learn how to navigate common first year situations and apply critical
thinking and problem solving techniques via the group project assignment.

● Students will reflect on the totality of information learned and summarize where
they started and how they have grown as a college student in their final paper.
 ● Students will read and discuss common issues facing first year college students
and understand how to navigate their first year of college.

REQUIRED TEXT:
Gardner, J. & Barefoot B., Step by Step to College and Career Success, 7th Edition.

Additional Readings: Insider’s Guide to Getting Involved On Campus.

COURSE FORMAT: Discussion, Class Activity, and Assignment Based

COURSE PARTICIPATION: 26 Points

Participation in class is expected and mandatory and will be graded based on the
following criteria. Each class period, a student can earn up to 2 points of participation for
a total of 26 Points.

1/2 Point 1/2 Point 1 Points

Attendance to Class
Participation at least once
in class discussion
Completion of in-class
assignments/activities
and/or consistently
contributes to class
discussion

ASSIGNMENTS: 74 Points

Assignment #1 Student Success Skill Development

Type of Assignment: Writing
Due Date: 10/9/18
Points: 15
Details of Assignment: Students will choose a chapter (from chapters 4-8 from the course
textbook) and then choose an academic skill that they believe they need to most develop.
Students will practice the skills learned from the reading and prepare a 1-page guide that
outlines how to develop and use the skill they chose.
Assignment Learning Outcomes :(Students will):
● Research a student success skill they believe needs improvement
● Summarize key concepts relating to chosen skill
● Practice and reflect on how skills is impacting student success
● Create a written guide on an academic skill to be referred to in the future

Assignment #2 Personal Interaction (Career and Major Exploration)

Type of Assignment: Writing
Due Date: 10/30/18
Points: 20
Details of Assignment: Students will write a 2-page paper that is in response to a personal
interaction (interview) they had with a faculty member or someone working in their field
of interest. The paper should restate questions from the interview and summarize what
was said, as well as provide some reflection on what was learned.
Assignment Learning Outcomes:(Students will):
● Develop and practice professional written and oral communication skills through
the interview process
● Obtain information about major/career involvement choices from a professional
leader
● Summarize interview responses
● Reflect on how interview responses impact decision making related to
major/career and involvement choices

Assignment #3 Group Project (First Year Common Experiences)

Type of Assignment: Presentation
Due Date: 11/27/18
Points: 24
Details of Assignment: Students will complete a group project that is focused on applying
student success strategies to common first year experiences. Students will choose one of
multiple situations that are very common to the first year experience and students will
present on how to successfully navigate those situations with the information they have
learned in the class thus far. Common experiences to consider may include; money
management, student conduct, transition issues, academic struggles, and personal
discovery.

Assignment #4 Final Paper (“Where you are now?” Reflection Paper)

Type of Assignment: Writing
Due Date: 12/4/18
Points: 15
Details of Assignment: Students will write a 2-page final reflection paper summarizing
their growth during the course of the semester. Students will recall information they
learned to describe where they were before the class began, where they are now and how
they plan to have a successful college experience.

Grading Scale:
Grading Scale: out of 100 points
A 93-100 points
A- 92-89 points
B+ 88-86 points
B 85-83 points
B- 82-79 points
C+ 78-76 points
C 75-73 points
C- 72-69 points
D+ 68-66 points
D 65 points
F 64 points or lower
CLASS POLICIES:

1. Academic conduct policy: All members of the academic community at Oakland University are expected to
practice and uphold standards of academic integrity and honesty. Academic integrity means representing
oneself and one’s work honestly. Misrepresentation is cheating since it means students are claiming credit for
ideas or work not actually theirs and are thereby seeking a grade that is not actually earned. For more
information regarding academic dishonesty please visit the student code of conduct at
http://wwwp.oakland.edu/studentcodeofconduct/. Following are some examples of academic dishonesty:
a. Cheating on examinations. This includes using materials such as books and/or notes when not
authorized by the instructor, copying from someone else’s paper, helping someone else copy work,
substituting another’s work as one’s own, theft of exam copies, or other forms of misconduct on
exams.
b. Plagiarizing the work of others. Plagiarism is using someone else’s work or ideas without giving
that person credit; by doing this students are, in effect, claiming credit for someone else’s thinking.
Whether students have read or heard the information used, they must document the source of
information. When dealing with written sources, a clear distinction should be made between
quotations (which reproduce information from the source word-for-word within quotation marks)
and paraphrases (which digest the source of information and produce it in the student’s own
words). Both direct quotations and paraphrases must be documented. Even if students rephrase,
condense or select from another person’s work, the ideas are still the other person’s, and failure to
give credit constitutes misrepresentation of the student’s actual work and plagiarism of another’s
ideas. Buying a paper or using information from the World Wide Web or Internet without
attribution and handing it in as one’s own work is plagiarism.
c. Cheating on lab reports by falsifying data or submitting data not based on the student’s own work.
d. Falsifying records or providing misinformation regarding one’s credentials.
e. Unauthorized collaboration on computer assignments and unauthorized access to and use of
computer programs, including modifying computer files created by others and representing that
work as one’s own
2. Add/Drops:
The university policy will be explicitly followed. It is the student’s responsibility to be aware of deadline
dates for dropping courses.
3. Special Considerations:
Students with disabilities who may require special considerations should make an appointment with
Disability Support Services, 103A North Foundation Hall, phone 248-370-3266. Students should also bring
their needs to the attention of the instructor as soon as possible. For academic help, such as study and reading
skills, contact the Tutoring Center, 103 North Foundation Hall, phone 248-370-4215.
4. Athlete Excused Absences:
Students shall inform their instructors of dates they will miss class due to an excused absence prior to the date
of that anticipated absence. For activities such as athletic competitions whose schedules are known prior to
the start of a term, students must provide their instructors during the first week of each term a written
schedule showing days they expect to miss classes. For other university excused absences students must
provide each instructor at the earliest possible time the dates that they will miss.
5. Students are expected to arrive on time and attend class every day. Students are allowed to three excused
absences. Students missing more than two classes will automatically fail the course.
6. Late work will not be accepted by the instructor. Any work turned in late will result in a zero score for that
assignment.
7. Preferred Name: If you do not identify with the name that is listed with the registrar’s office, please notify me
so that I may appropriately amend my records. In addition, if you prefer to go by a different pronoun, please
inform the instructor. For more information on indicating a preferred first name on university records please
visit: https://www.oakland.edu/uts/common-good-core-resources/name-services/
 TENTATIVE COURSE OUTLINE

Week #1 9/11/18 Introductions/Expectations/Syllabus

Objectives: Students will review the syllabus in its entirety and classroom expectations
that will be established for the entire semester. Also, you will learn how to read a syllabus
as this will be a common theme during the first week of classes.

Readings: None
Class Activities: Welcome to OU, Ice Breakers

Week #2 9/18/18 Connecting with the Campus Community

Objective: Students will discuss why they are in college and how they plan to start out
their first semester.

Readings: Chapter 1/Insider’s Guide/GGG

Class Activities: Getting Connected, GGG Review, Setting Goals, HS vs. College
Field Trip to the Writing Center

Week #3 9/25/18 Motivation, Resilience and Emotional Intelligence

Objective: Students will learn to have a better understanding of the factors that affect
their ability to be motivated and resilient throughout their college career. Students will
also understand how these factors connect to their emotional intelligence.

Readings: Chapter 2
Class Activities: Emotional Intelligence Exercises
Special Guest: Kate Golder, First Year Adviser

Week #4 10/2/18 Test Taking/Study Skills/Note Taking/ Reading

Objective: Students will learn about the multiple ways they can prepare for test and/or
exams at the collegiate level.

Readings: Chapter 7
Class Activities: Field Trip to the Tutoring Center

Week #5 10/9/18 Enhancing Time Management

Objective: Students will learn strategies to manage their time holistically, looking at both
the micro and macro concepts.

Readings: Chapter 3
Class Activities: 168 Hours Planner, Time Management Tools
Assignment #1 Student Success Skill Development Due
Week #6 10/16/18 Understanding Human Difference
Objective: Students will learn about connecting with others while considering the aspect
of human difference.

Week #7 10/23/18 Work on Group Projects

Week #8 10/30/18 Making Positive Financial Choices

Objective: Students will learn positive financial practices and be more informed on
financial management which will include understanding general college financial aid
processes, understanding how to budget, and managing personal credit.

Readings: Chapter 11
Class Activities: Responsible Money Management, Creating and Using Personal Budgets
Special Guest: Greg Ashe, Financial Literacy
Assignment #2 Personal Interaction (Career and Major Exploration) due

Week #9 11/6/18 Major and Career Exploration (Part 1)

Objective: Students will learn about the major/career exploration process which will
include learning about personal interests, values, and skills and how they interact with
career/major exploration.

Readings: Chapter 13
Class Activities: Career Opportunity Envelope Research

Week #10 11/13/18 Major and Career Exploration (Part 2)

Objective: Students will learn about the major/career exploration process which will
include learning about personal interests, values, and skills and how they interact with
career/major exploration.

Readings: Chapter 13 continued

Class Activities: Career Opportunity Envelope Research
Special Guest: Career Ambassador

Week #11 11/20/18 Conflict Management

Objective: Students will understand the various aspects that surround conflict and how to
manage and resolve conflict using interpersonal communication.

Readings:http://www.personalityexplorer.com/FREEResources/ConflictManagementTec
hniques.aspx
Class Activities: Case Studies and Role Playing

Week #12 11/27/18 Group Presentations

Objective: Students will complete Group Presentations

Class Activities: Group Presentations

Assignment #3 Group Project (First Year Common Experiences) due
Week #13 12/4/18 Final Class Activity/Wrap-Up
Objective: Students will discuss the summary of the course and how they have made
progress throughout the semester.

Readings: None
Class Activities: Discussion, Course Wrap-Up
Assignment #4 Final Paper (“Where you are now?” Reflection Paper)
FULL DESCRIPTION OF EACH ASSIGNMENT with MARKING
SCHEME/RUBRICS

Assignment #1
Student Success Skill Development

This assignment meets the following learning outcome: Students will learn to
investigate academic success skills that they will use and have the opportunity to create a
guide that can assist them in the future by completing their mid-term project.

*Students will be graded on the minimum criteria below, instructors have the ability
to expect more than what is listed below.

Students will select one skill they would like to further develop from chapters 4-8 and
create a one-page handout that outlines how the skill can be developed and used.
1. Understanding How You Learn
2. Getting The Most Out Of Class
3. Reading For Success
4. Test Taking & Exams
5. Thinking In College

Handout: (Please see example on next page)

1. Handout to be at least one page in length, 12 font, single spaced, 1.0 inch margin,
proper spelling and grammar used and is students best work
2. Student will introduce topic and why they chose particular skill
3. Student should highlight 4-6 main concepts discussed in the chapter
4. Student should note how they will use or have used highlighted concepts in their
current coursework
5. Students will note if using new skill has made an impact on their academic
success
Total: __________/ 15 Points
 Assignment #2
Personal Interaction Assignment Rubric

This assignment meets the following learning outcome: Students will learn how to
professionally communicate and interview a faculty/professional which will better inform
their major/career and/or involvement choices via the personal interaction assignment.

*Students will be graded on the minimum criteria below; instructors have the
ability to expect more than what is listed below.

*Note: No parents or family members can be used for the completion of this assignment.

Informational Interview:

1. Student organized meeting on their own with either a faculty member, professional in
their field of interest. Instructor was emailed 1 week prior to meeting taking place
indicating with whom the interview is with for this assignment.
2. Student asked the following 6 questions to interviewee and asked an additional 3
questions that are different from this list (9 Total Questions).
a. How did interviewee become interested in field or organization?
b. How did interviewee become involved with what they are currently doing?
c. What education level or involvement level is required to be at interviewee’s
career or involvement level?
d. What does an average day look like for the interviewee in their field and/or
organization?
e. What the mission, vision and values of the interviewee’s field/organization?
f. What advice does the interviewee have for interviewer on gaining success in
their field of interest or organization?
3. Student gathered the contact information for the person they interviewed (name,
email and phone number) and included it in the final paper so instructor can verify
that the meeting took place.

Reflection Paper:

1. Paper is at least 2 pages long, 12 font, double spaced, 1.0 inch margin, proper
spelling and grammar used and is students best work
2. Paper summarizes responses from the 9 questions student asked the person in the
interview.
3. Paper includes the benefits, pros and cons the student gathered from the interview
about their field of interest.
4. Paper concludes with how student is feeling on field of interest based on the
interview conducted.
Total: _______/20
 Assignment #3
Group Project Rubric

This assignment meets the following learning outcome: Students will learn how to
navigate common first year situations and apply critical thinking and problem solving
techniques via the group project assignment.

*Students will be graded on the minimum criteria below; instructors have flexibility
to grade within these parameters.

(Every Group Must Present on a Different Topic)

Common topics include but are not limited to…

● I am in trouble with the university
● I am having financial difficulties
● I want to get involved on campus
● I am struggling academically

1. At Least 15 minutes in length and references course readings at least twice.

Presentation includes proper spelling and grammar used, and is group’s best
work.

2. Group activity that relates to presentation was planned and facilitated for the
class.

3. Every group member took part in facilitating the presentation.

4. Professionalism was modeled during the presentation by every group member,

including professional dress, communication, and facilitation.

5. “Go-To” handout was given to every student in the audience that includes on
campus resources for that situation, contact information for those resources
and any other information that would help a student in that situation
A. Handout to be at least one page in length with proper spelling and
grammar
B. Accurately describes resources and information to support student

Total: __________/ 24 Points

Topics: (Every Group Must Present on a Different Topic)

 Assignment #4
Final Writing Assignment Rubric

This assignment meets the following learning outcome: Students will reflect on the
totality of information learned and summarize where they started and how they have
grown as a college student in their final paper.

*Students will be graded on the minimum criteria below; instructors have flexibility
to grade within these parameters.

Final Writing Assignment:

1. Paper is at least 2 pages long, 12 font, double spaced, 1.0 inch margin, proper
spelling and grammar used, and is students best work
2. Paper addresses the following questions:
a. How have I grown in my first semester at OU?
b. What have I discovered about myself in my first semester at OU? What
have I discovered about others?
c. What goals do I wish to accomplish in my time at OU and how will I
make sure I accomplish them?
d. Who can I look to for support as I try to successfully complete college?
What resources have I learned to use and will I use?
e. How am I doing with my career exploration and planning process? What
are my career/major goals in the future? What are my next steps?
3. Student uses a combination reading and in-class activities/assessments to write
paper; there must be evidence of at least two of these things used to write paper
(Assessment Type, Activity Name and what was learned and or taken away from
it)
4. Student references one chapter, page, reading excerpt in paper from course
reading material
Total: ______/15