Clarkson Common Experience

Communication-Intensive Courses

To develop excellent communication skills, Clarkson requires communication-intensive coursework, first in The Clarkson Seminar and then across the curriculum and in the major. Courses designated as communication intensive are assigned communication points on a scale of one or two (C1 or C2) to indicate the extent of communication experience in that course. Beyond the Clarkson Seminar (a C2 course), students must obtain six more “communication points,” at least two of them in one or more courses within the major at the 300/400 level. Communication points can be obtained by taking designated courses, or, with approval, through co-curricular experiences. Depending on projected performance, some students may be required to enroll in a course that provides writing instruction and support for the Clarkson Seminar.

As students develop communication skills and abilities, the following outcomes should be addressed. Student work should:

1.show an understanding of the intended audience, purpose and context as well as its ethical, social and cultural dimensions,

2.be well-organized and well-composed, factually and grammatically correct, effectively designed, and supported by appropriate evidence and documentation demonstrating competent information access, evaluation, and application,

3.show improvement through a process of review and revision.

Proposals to designate existing, revised, or new courses as communication intensive will be reviewed by the CCE Committee. Proposals should state the type of communication to be emphasized (oral or written or mixed) and the level of communication intensity (C2, C1) anticipated. Proposals summarize how the proposed course will meet the criteria for communication-intensive courses (below) should include a draft course outline.

Guidelines for identification of communication-intensive courses

C2 (2 point) courses are the most communication intensive courses addressing communication outcomes. C2 courses must demonstrate the following characteristics.

  1. Communication instruction is a part of the course pedagogy. Pedagogical support may include on-line components or an accompanying handbook or guide (e.g., a writing manual).
  2. Communication assignments are frequent. At a minimum, communication assignments should be frequent (often one-third to one-half of the weeks) and distributed over the entire term during which the course meets. A majority of the communication assignments should be graded. While formal instruction may not be extensive, courses must demonstrate formative assessment of communication outcomes.
  3. Communication assignments include regular feedback from peers and instructor, including the opportunity to use feedback to revise and resubmit one or more assignments. Responses from peers and instructor include critique of both content and mechanics for each assignment.
  4. Communication assignments require sufficient volume of spoken or written work for the course to be deemed communication intensive. For example, assignments in a writing-intensive course commonly result in 5000-10,000 words of student writing (without revision, roughly 20-40 pages of double-spaced, typed work). Assignments in a course focusing on oral communication would commonly include five to eight assignments totaling 45-60 minutes of formal speaking. Courses with both oral and written communication or with web-based or multi-media communication should detail the amount of each kind of communication work expected.

C1 (1 point) courses are less communication intensive than C2 courses, but communication outcomes are also addressed. C1 courses must demonstrate the following characteristics.

  1. Communication instruction is a part of the course pedagogy, although formal instruction may be limited in scope.
  2. Communication assignments are a regular part of the course. Commonly, communication assignments are completed in about one-third of the weeks over which the course meets.
  3. Communication assignments include regular feedback from peers and instructor, including the opportunity to use feedback to revise and resubmit one or more assignments. Responses from peers and instructor include critique of both content and mechanics for each assignment.
  4. Communication assignments require sufficient volume of work for the course to be communication intensive.

Clarkson Common Experience

Communication Intensive Courses

Course history:___ Current___ Revised___ New

Proposals for new and revised courses should include a complete new course/course change form. Each proposal should include a current or proposed course syllabus.

Requested designation____ C2 (2 points)____ C1 (1 point)

Is this course (check those items that apply)

___ required for a specific major? If so, please list the major(s) ______

___ open to students in all majors?

Course ______

Course title ______

Learning outcomes. In the space below, briefly describe how this course will help students meet the guidelines for communication intensive courses and how student achievement of the learning outcomes will be assessed. The explanation should include a brief description of the nature of the communication pedagogy, the frequency of assignments, the plan for feedback to students, and the amount of communication work to be done as part of the course. (Continue on additional pages, if necessary).

Draft, 24-Feb-06