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UNIVERSITY OF COLORADO AT BOULDER,
DEPARTMENT OF COMMUNICATION
COMM 4510-003: RELATIONAL COMMUNICATION*
Tuesdays and Thursdays, 5:00 to 6:15 pm, Guggenheim Room 206
Instructor: Ruth Hickerson, PhD
Email: (best way to communicate with me)
Phone: 303-960-8395 (after 9 am and before 8 pm)
Office Hours: By Appointment
This syllabus contains information you need to be successful in this course. You are responsible for knowing and being accountable for the information included in this document. If you have a question about the class, this should be your first stop. Keep this document handy and review it often.
Course Description:
Understanding our personal relationships is one of the most important tasks we face in life as the quality of our personal relationships affects the quality of many other aspects of our lives. This course provides an opportunity for an in-depth exploration of communication in personal relationships, including “close” relationships with family, friends, and romantic partners. Special attention will be paid to Courses how relationships form, change, and dissolve; the consequences of relationships for participants; and how we can improve our close personal relationships. We will also consider the role contextual factors such as race, ethnicity, gender, generation, and culture may play in the relationship process. We will explore these themes by 1) reviewing theories and research about different types of relationships, relationship, 2) examining mediated images of examples of various relationships, 3) analyzing a variety of relationships - including one’s own. We will explore how relationships develop and how they can be managed effectively; we will also discuss how relationships are changing as a result of technology and other societal changes.
This course is designed for senior students majoring in communication
Course Objectives:
In this course, we will focus on the communication aspects of personal, intimate relationships. We will explore many differing perspectives of these relationships from initiation, to maintenance, to (in some cases) dissolution.
This course will provide you with a set of concepts and tools that will allow you to critically examine how relationships are conducted in our society.
Some of the best lessons in this course will be discovered and developed only through the active discussion, exchange, and presentation of ideas. This course should develop your ability to engage one another in effective discussion and presentation of ideas.
Course Structure:
This course will involve lecture, discussion, and in-class activities. Because this is a seminar, I will try to keep lecture on material to a minimum and focus on discussion and active participation. In order for this to occur, it is essential that you read the assigned materials before class and that you be prepared to talk about what you have read. One of the most important things about a course like this is that we all bring to the classroom a history and personal understanding of communication in intimate relationships. Personal values, memories, and reflections are an important part of a complete study of intimate relationships but must be balanced by a broader understanding of processes beyond our individual lives. Therefore, this course is likely to involve some very personal reflection and analysis. This is a healthy part of academic life--but it also entails some risks, such as over analysis, intellectualizing, loss of perspective, etc.
For this reason, you should try to remember two important guidelines in applying this course to your life and vice versa: (1) ideas that seem like “common sense” are not necessarily true; and (2) you won’t believe everything you read, hear, etc. but you can think critically about it and try to understand it. The first point ought to alert you to the fact that our intuitive understandings of what is happening in communication and relationships often fail us when we try to describe and explain what is happening in a way that does not apply to specific individuals. The second point should alert you to the need to approach this subject with a critical eye. You may already expect the subject matter to be “naturally easy” to learn, based on your own previous experiences with personal relationships. We will undertake frank, careful probing of real relationship processes. This may require open-mindedness on issues where we frequently rely on traditional ideas or religious instruction. In other words, you may be offended by, or find yourself at odds with, ideas or individuals in the class--an experience which may be uncomfortable. However, there is nothing “wrong” with feeling provoked or even offended, especially if it makes you think and work harder than you otherwise would.
Required Course Materials:
Galvin, K. (Ed.). (2011). Making connections: Readings in relational communication. New
York, NY: Oxford University Press.
(This book is available for purchase online or at the Campus Bookstore.)
Course Policies:
Safe Learning Environment: This class is a safe space for communication, learning, and the sharing of ideas. Since we know going in that we will each need to be open to observing,
discussing, and reflecting on our own and others’ communicative behaviors, each of us will
need to be conscious of our role in providing a place where every class member, given all our differences, will feel safe and function as part of our learning community. Inclusive language is important to maintaining a safe class environment—no language will be tolerated that demeans, belittles, or marginalizes someone because of her or his gender, race, ethnicity, class, age, sexual orientation, ability etc. Such language will not be accepted in your classroom communication, written work, or your oral presentations. If you disrupt the safety of our learning community you may be asked to leave.
Attendance: In order for you do well in this class, you must attend class sessions. Your attendance will be reflected on the participations and engagement portion of your final grade. Excessive absences may result in you receiving a failing grade.
If you are absent, arrive late, or leave early, it will then be your responsibility to connect with other students in the class to find out what you missed. We will have something due and/or in- class activities every class period. When you are absent you will miss these points and not be able to make them up.
Preparation and Participation: It is essential that you read the assigned materials for each class meeting, complete any written assignment that corresponds to the readings, and come to class with questions and comments that will contribute to class discussion. We will learn from our conversations with each other about the readings so if you are not prepared it will hinder the progress of the class.
In-class Behaviors: Show respect for others by listening, allowing others to speak, and not having side- conversations.
Please do not use a laptop or other electronic device in class such as cell phones or ipads. These are barriers to learning and barriers to connecting fully with others during class discussions. All electronics should be turned off or silenced completely (not just put on vibrate).
Late/Missed Assignments and Presentations: I do not accept late assignments – no exceptions. I do allow rewrites on any assignment except the final project. It is better to turn in something to me on the due date, regardless of its state of completion, and rewrite it later rather than to lose the points by not turning in anything.
Guidelines for Written Assignments: Standard collegiate level criteria for writing assignments will be followed in this class. Typed assignments must adhere to the following criteria: (you may want to use this as a checklist to ensure you don’t lose points):
___12 point font size
___1’’ margins all around
___Times New Roman font everywhere (including headers and page numbers)
___double-spaced
___single-sided prints
___black ink
___white paper
___APA Format
All typed assignments must also follow APA guidelines.
Standards for Written Work
Your written work should follow the guidelines and format given in the assignment. All papers require original work of the student, not merely the combining of excerpted materials from cited authors. The content should be well developed and should incorporate theories and knowledge from your text and other pertinent sources. All papers will be graded not only on the content development, which is very important, but also on the grammar and mechanics of the paper. The paper will be double-spaced, include page numbers, and when references to the text or other sources occur, the paper will use APA source citing format. Poorly designed paragraphs, incorrect punctuation, incomplete sentences and other grammatical errors will cause deductions in the final grade of a paper.
A good paper completes the task set by the assignment and is excellent in nearly all respects. It is well argued, well supported and well organized with a clear thesis. It is well developed with content that is specific, accurate, interesting and appropriate. It demonstrates the writer’s ability to produce and synthesize complex ideas. Logical transitions contribute to its fluent style. It is virtually free from errors in spelling, mechanics, usage, grammar or sentence structure and shows excellent control of language. (This type of paper would receive an A or B rating).
A satisfactory paper is generally competent. It accomplishes the assignment less completely than the good paper, but it does come to terms with the basic task of the assignment. It insufficiently develops some points, but it does give evidence of the writer’s ability to support and defend key ideas. It is organized well enough to allow the reader to move with relative ease through the discourse. The satisfactory paper may contain some awkward or ineffective sentences and may show some problems with mechanics and usage. (This type of paper would receive a B- or C rating).
A weak paper fails to address core questions asked in the assignment. There may be a combination of the following weaknesses: serious errors in reasoning, little or no development of or support for ideas or no clear progressions from one part of the paper to the next. The weak paper may have ungrammatical or poorly constructed sentences and serious, frequent errors in mechanics and/or usage that impair understanding. (This type of paper would receive a C- or lower).
Electronic Communication: Students are expected to keep an updated email address through CU Boulder and check their email and course DAILY. I will use your CU Boulder email address to communicate with you. Please note that my email responses may be delayed up to 24 hours.
Participation and Engagement: Your participation grade will be based on my subjective observation of your attendance and participation in class activities, in-class assignments, and discussions. If you have questions about your participation grade, please feel free to speak with me.
Grading: Your grade will be based on the following assignments:
Participation and Engagement: 25%
(Includes homework, in-class activities, preparation, professionalism, and various in-class assignments.)
Listening Assignment 5%
Film Analysis 10%
Mediated Images of Relationships Paper 15%
Personal Relationship Analysis: 20%
Final Project and Presentation: 20%
Team Grade: 5%
TOTAL = 100%
You will receive additional detailed instructions and guidelines for each written assignment.
COURSE SCHEDULE
Class Meeting / Topics andAssigned Homework / Reading Due Prior to Class / Assignments Due
Week 1
Jan 17
Jan 19 / · Course overview
· Syllabus
· Introductions / In-class assignment and/or activity and discussion
· The Communication Process
· Review: The Principles of Interpersonal Communication
· Discuss 3-part Listening Assignment / Course Syllabus
Chapters 1 & 2
Week 2
Jan 24
Jan 26 / · Relational Perspective
· Review: Theories of Relational Communication / Chapters 3 & 4 / In-class assignment and/or activity and discussion
Week 3
Jan 31
Feb 2 / · Language and Context
· Listening and Responding / Chapters 5, 6, 7 / In-class assignment and/or activity and discussion
3-Part Listening Assignment Due
Week 4
Feb 7
Feb 9 / · Nonverbal Messages
· New Technology and Relational Skills / Chapters 8 & 9 / In-class assignment and/or activity and discussion
Week 5
Feb 14
Feb 16 / · Perception
· Processing Relational Messages / Chapters 10 & 11 / In-class assignment and/or activity and discussion
Relationship Generational Differences Exercise Due
Week 6
Feb 21
Feb 23 / · Relationships and Cultural Considerations
· Family Influences
· Film Screening
· Discuss Film Analysis Paper / Chapters 12 & 13 / In-class assignment and/or activity and discussion
Week 7
Feb 28
Mar 1 / · Gender Socialization and Relationships
· Mediated Images of Personal Relationships
· Discuss Mediated Images Analysis Paper / Chapter 14 / In-class assignment and/or activity and discussion
Student Discussion Questions
Film Analysis Due
Week 8
Mar 6
Mar 8 / · Relationship Stages
· Interracial Relationships / Chapters 15 & 16 / Student Discussion Questions
In-class assignment and/or activity and discussion
Week 9
Mar 13
Mar 15 / · Expressing Affection
· Face Management in Relationships
· Relationship Rituals
· Discuss Analysis of Personal Relationship Paper / Chapters 17, 18, & 19 / Student Discussion Questions
In-class assignment and/or activity and discussion
Week 10
Mar 20
Mar 22 / · Persuasion in Relationships
· Exploring Forgiveness and Trust
· Discussion of Final Project and Paper / Chapters 20 & 21 / Mediated Images of Relationships Paper Due
In-class assignment and/or activity and discussion
Week 11
Mar 27
Mar 28 / SPRING / BREAK / NO CLASS
Week 12
Apr 3
Apr 5 / · Negotiation
· Conflicts in Relationships
· Difficult Conversations
· Anti-comforting Messages
· Lying / Chapters 22 – 28 (pp. 213- 266) / Student Discussion Questions
In-class assignment and/or activity and discussion
Week 13
Apr 10
Apr 12 / · Ending Relationships
· The Dark Side of Relational Communication
· Relationship Violence
· Marriage Failure
· Communication After the Break-Up / Chapters 29 – 32 (pp. 269 – 310) / Analysis of Personal Relationship Paper Due
Student Discussion Questions
In-class assignment and/or activity and discussion
Week 14
Apr 17
Apr 19 / · Family Communication
· Family Identity
· Siblings
· Mothers
· Attachment Theory / Chapters 33 – 36 (pp. 311 – 354) / Student Discussion Questions
In-class assignment and/or activity and discussion
Week 15
Apr 24
Apr 26 / · Close Friendships
· Urban Tribes
· Cross-Sex Friendship / Chapters 37 – 39 (pp. 353 – 374) / Student Discussion Questions
Week 16
May 1
May 3 / · Student Presentations / Final Presentations and Papers
May 5-10 / · Student Presentations
FINALS WEEK / Date and Location
TBD / Final Presentations and Papers
Please note: This schedule is subject to change at the instructor’s discretion.