Approved by Faculty Senate March 30, 2009
Gender and Communication
Communication Studies 289
Spring 2009
Instructor: Dr. Lisa K. Glueck Office Hours:
Office: PAC 208 MWF: 12:00-1:00
Office Phone: 457-2266 MW: 2:00- 3:00
E-Mail: TU/TH: 12:30-3:00
Home Phone:Readings: Assorted readings and chapter excerpts will be provided
Required Supplies: 3 Scantron sheets (50-item) for exams
Course Description and Goals
CMST 289 is a 3-credit course designed to provide students with an increased awareness and understanding of the relationship between gender and communication, including the biases and myths concerning gender differences. Attention will be paid to the ways in which communication creates and perpetuates gender roles and sex stereotypes. Similarly, attention will be paid to the ways in which stylistic patterns of male and femalecommunication behavior relate to perception, attributions, misunderstanding and resultant behavior. Gender-related dynamics and challenges will be examined within the context of platonic and romantic relationships, the work place,the classroom, the sports arena and the home. Knowledge acquisition will be facilitated through the use of class lectures and group presentations, reading assignments, journal assignments, class discussions, films and individual investigation. Students will be actively involved in the learning process. Constituting a group project, students will collaboratively work with 3-4 others, presenting information on a course-related topic or theme and leading the subsequent discussion of the subject matter.
CMST 289 satisfies the requirements of a University Studies Humanities course. As such, the course has been designed to meet the following objectives, noted in the Student Handbook and WSU Course Catalogue:
A. identify and understand specific elements and assumptions of a particular Humanities discipline;
B. understand how historical context, cultural values, and gender influence perceptions and interpretations; and
C. understand the role of critical analysis (e.g. aesthetic, historical, literary, philosophical, rhetorical) in interpreting and evaluating expressions of human experience.
Course Requirements and Expectations
1. Participation. Students are expected to actively participate in class discussions andexercises, as well
as in their presentation group. Participation quality, quantity, consistency and appropriateness are
important and may influence the course grade received.
2. Attendance. Attendance is considered an integral part of this course. Attendance will be taken each
class period. Students are expected to attend all class sessions. Although not encouraged, two
absences are allowed without penalty. This includes both excused and unexcused absences.
Exceptions are made for student athletes. Each absence exceeding the two-limit mark will lower
students’ course percentage total by 1.5 percentage points, or course GPA by .05 points.
Attendance and participation are considered essential elements in this course. Students
failing to attend a minimum of 75% of the class sessions will fail to meet this requirement
and, hence, will NOT be able to pass the course, regardless of performance.
3. Group Participation and Meeting Attendance. As noted, this course involves a group
presentation—one that takes the form of a formal presentation and facilitation of subsequent class
discussion. Group presentations, by nature, require cooperation, collaboration and personal
commitment to principles involving fairness, respect and integrity. Students are expected to be
responsible group members, attending all group meetings and carrying their fair share of the
presentation workload. It is a given that students are busy. Students are expected to make appropriate
adjustments in their schedules to accommodate group meeting times AND to attend those meetings.
Should conflicts or tensions emerge, group members are expected to discuss those concerns
constructively and diplomatically. Group members are expected to be direct with any member who
fails to act as a responsible, ethical group member. Students will be asked to indicate whether or not
each of their peers sufficiently participated in preparing and delivering the presentation and, hence,
deserves the same grade as everyone else. Grade deductions will occur for members who were viewed
as not carrying their fair share. Students who fail to contribute to their group’s presentation will
receive an “E” for the assignment.
4. Readings. Students are expected to come to class prepared to discuss and/or work with assigned text
material. Although class lectures will introduce, integrate and cover many of the key points raised in
the assigned articles and texts, students are conjointly responsible for learning and mastering text
and handout content.
5. Conduct. It is expected that students will treat one another with respect and dignity,as wellas
actively co-create an atmosphere conducive to learning. This will involve fully attending when others
are sharing their views or giving presentations, as well as respecting others’ privacy and anonymity by
not “telling their stories” to othersoutside of class. Moreover, it will involve being rhetorically
sensitive. Sexist, racist, homophobic, ageist and/or other intolerant remarks will not be tolerated.
6. Laptop Use. As an expected courtesy, students are asked to use their laptops appropriately during
class sessions, especially during lectures and in-class presentations. Unless otherwise instructed,
laptops are to be used for note-taking purposes only. Surfing the net, working on other class projects,
reading or sending e-mail messages, and so forth are considered disrespectful, disruptive, inappropriate
in-class laptop uses. Such laptop use changes classroom dynamics and interferes with learning.
Students may be asked to leave if inappropriate laptop use occurs.
7. Provision of Feedback to the Instructor. It is expected that students will request information,
direction or clarification when things are not clear, and seek assistance when needed. This is expected
in general, as well as in situations where students have special needs, concerns or challenges.
8. Special Needs. The instructor will make every effort to accommodate the special learning and
test-taking needs of students. Please share any needs you have with your instructor early in the term,
especially those addressed by the Americans with Disabilities Act. Disclosures will be treated
confidentially. Special accommodations will be guided by the students’ requests.
Miscellaneous:
1. All exams become the property of WinonaStateUniversity. Graded exams will be reviewed in class and may be viewed in more depth with the instructor. However, students will not get to keep their exams.
2. As a general policy: No make-up exams will be given.
3. No extra-credit opportunities will be offered. Moreover, no opportunities to re-do assignments for
additional points will be offered. Grades will be based on the components noted.
Grade Components
Final grades will be based on the following:
1. Examinations: Three non-cumulative examinations will be administered over the semester. Each will
be worth 100 pointsand/or converted to a percentage. Exams will include multiple choice, true/false
and matching questions, as well as short answer and application questions. Questions will be drawn
from lecture and assigned readings. Each exam will be weighted approximately 25%.
2. Group Presentation: In order to facilitate involvement, enhance learning and provide an opportunity
for students to further examine an area of interest related to gender and communication, students will
work with 3-4 others, creating a 40-minute presentation-interaction-discussion session. Students will
be given a list of potential topics from which to choose. Efforts will be made to allow students to work
with the 3-4 others of their choice and/or with a topic of interest. The presentation will beweighted
approximately 15-20%.
Presentations will be graded on the basis of: educational quality; incorporation of relevant text &
journal information, including recent findings related to gender communication; clarity &coherence;
class involvement, particularly with respect to discussion & application; aesthetic value & interest; the
display of good public speaking & delivery skills; balance of participation among group members;
apparent preparation; the quality of the group’s accompanying handout; and overall quality.
Groups are expected to distribute an accompanying handout to assist with information absorption and
retention, as well as facilitate note-taking efforts.
3. Written work. Students willbe asked to write one or more assimilation-reflection papers. Each
paper will be weighted 5%. Grades will be assigned using a “Plus” (5), “Check” (3.5), “Minus” (1)
and “Zero” (0) system. Penalties will result for late submission (-1/2 points per day). Papers will not
be accepted beyond 1 week of the due date. Students are expected to submit a hard copy of their
paper. Papers will be collected on the due date noted in the course syllabus.
Note: It will not be possible for students to submit additional assimilation-reflective essays for extracredit or
to compensate for submitted written work or essays that did not receive point totals desired.
Final grades: Final grades will be based on exam performance, the caliber of written work and the quality of the students’ group presentation. Final grades may be influenced further by attendance and participation. Effort will not be evaluated, nor figured into course grades. Effort is assumed to be present. Grades will be awarded using a standard, percentage-based curve, not a class curve. This approach is used so that: (1) grades may be better rooted in mastery of the material; (2) competition for grades may be eliminated; (3) students may monitor their standing more effectively; and (4) final grade surprises may be avoided.
Below are the components for this course and their respective proportional weights:
Component Percentage of Final GradeWritten Exams (3 @ ~ 25% each).…..………………………………………… 75%
Group Presentation…………………………………….…………………….… 15-20%
Assimilation-Reflection Papers (1-3 @ 5% each)….………………………… 5-10%
Tentative Course Schedule
Spring 2009
Week / Dates / Topic or Activity Description / Notes1 / 1/12 – 1/16 / General course overview: Reasons for studying the interplay between gender and communication
Unit I: Theoretical Foundation: Basic constructs & definitions
Presentation group formation & chapter/topic selection- Friday
2 / 1/19 – 1/23 / No class on Monday – Martin Luther King Jr. Day
Unit II: Theoretical frameworks for examining gender identity
thegender-communication relationship
* Biological Theories
3 / 1/26 – 1/31 / * Anthropology-Based Theories
* Psychodynamic Theory
* Attachment Theory
4 / 2/2 – 2/6 / * Social Learning Theory
. The impact of the family
. The impact of media - Analysis & discussion
* Cognitive Development Theories
. Moral development / Reflection paper due
Wednesday
5 / 2/9 – 2/13 / * Symbolic Interactionism
* Socio-Cultural Theories – Video (Tannen)
. Discussion: Why Women Smile
6 / 2/16 – 2/20 / * Standpoint Theory – Video (20/20 expose)
Unit III: Gender differences in communication behavior
* Differences in verbal communication patterns
7 / 2/23 – 2/27 / * Differences in non-verbal communication
EXAM #1 – Wednesday or Friday
* Group presentation planning time
Week / Dates / Topic and/or Activity / Notes
*** / 3/2 – 3/6 / Spring Break
8 / 3/9 – 3/13 / Unit IV: Gender and communication in relational contexts
* Group presentation planning & work time
* Relationship development & dialectical tensions
* Female friendships (Group #1) – Friday (3/13)
9 / 3/16 – 3/20 / * Malefriendships (Group #2) – Monday (3/16)
* Cross-sex friendships (Group #3) – Wednesday (3/18)
* Courtship - Factors that influence mate selection
10 / 3/23 – 3/27 / * Male-female communication dynamics: Video (DeAngelis)
* Intimate relationships & women (Group #4) – Wednesday (3/25)
* Intimate relationships & men (Group #5) – Friday (3/27)
11 / 3/30 – 4/3 / * Same-sex intimate relationships (Group #6) – Monday (3/30)
Gender issues in relationships
* A close-up view of marital couples: Video (Gray) / Reflection paper due
Wednesday
12 / 4/6 – 4/10 / * Predictors of divorce: Video (Gottman)
* Tanking & the See-Saw Effect - Video (DeAngelis)
* Mapping Emotions -The Whole Truth: Video (DeAngelis)
No class on Friday – Student Spring Semester Break Day
13 / 4/13 – 4/17 / * Communication practices for enhancing relationships
* Semantic mapping
EXAM #2 – Wednesday
Unit V: Gender & communication in special contexts
* Classroom (Group #7) – Friday (4/17)
14 / 4/20 – 4/24 / * Work place (Group #8) – Monday (4/20)
* Leadership & management
* Athletics & competition
15 / 4/27 - 5/1 / * Gender dynamics in competitive arenas – Video (DeBoer)
* Gender-related issues and reflections
* Course Wrap-Up & Review / Reflection paper due
Wednesday
16 / Finals Week
5/4 - 5/6 / EXAM #3 - Monday 5/4
1:00-3:00
Note: Exam dates & group presentation dates are subject to change.
Spring Semester 2009
Week / Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday1 / 12
Classes begin / 13 / 14 / 15 / 16 / 17 / 18
2 / 19
M.L. King Jr. Day / 20 / 21 / 22 / 23 / 24 / 25
3 / 26 / 27 / 28 / 29 / 30 / 31 / February 1
4 / 2 / 3 / 4 / 5 / 6 / 7 / 8
5 / 9 / 10 / 11 / 12 / 13 / 14 / 15
6 / 16 / 17
Assessment Day / 18 / 19 / 20 / 21 / 22
7 / 23 / 24 / 25 / 26 / 27 / 28 / March 1
*** / 2 / 3
Spring / 4
Break / 5 / 6 / 7 / 8
8 / 9 / 10 / 11 / 12 / 13 / 14 / 15
9 / 16 / 17 / 18 / 19 / 20 / 21 / 22
10 / 23 / 24 / 25 / 26 / 27 / 28 / 29
11 / 30 / 31 / April 1 / 2 / 3 / 4 / 5
12 / 6 / 7 / 8 / 9 / 10
Break Day / 11 / 12
13 / 13 / 14 / 15 / 16 / 17 / 18 / 19
14 / 20 / 21 / 22 / 23 / 24 / 25 / 26
15 / 27 / 28 / 29 / 30 / May 1 / 2 / 3
Finals
16 / 4
CMST 289 Final
1:00 - 3:00 / 5 / 6 / 7 / 8 / 9 / 10
Group Presentation Information
Topic: ______Presentation Date: ______
Meeting time(s): ______Meeting Location: ______
Group Members / Phone Number(s) & E-Mail / Best Contact Time / Comments
Evaluation Form for Group Presentations
Topic: ______Presentation Date: ______M W F
Group Members: ______
______
Missing0 / Weak
1 / Fair
2 / Good
3 / Excellent!
4
Educational quality
Incorporation of relevant text & journal information
Focus on communication & gender differences
Clarity & coherence
Class involvement: application & discussion
Aesthetic value & interest
Display of good public speaking delivery skills
Balance of participation among group members
Apparent preparation
Handout quality
Overall quality
Total points: ______
Reflective Grade: (circle) A A- B+ B B- C+ C C- D+ D
Comments:
Reflection Papers
Paper #1 - Due Wednesday, February 4thOption A:
Option B:
Paper #2 - Due Wednesday, April 1st
Option A:
Option B:
Paper #3 - Due Wednesday, April 29th
Option A:
Option B:
1