Course Syllabus

Course Syllabus: COMM xxxx

**See all 3 tabs for all syllabus information**

Instructor and About the Course

Contact Information

Name:

Email: 

Virtual Office Hours: by email and appointment; Note: setting up a free Calendly link for easy appointments is suggested. 

Instructor Bio and Welcome: See the Course Home and Start Here pages. 

The course schedule is here. more details for weekly readings and assignments are in each unit's overview page in the modules. 

Course description

This course investigates communication’s role in seeking social change, focusing on how rhetoric functions in contemporary social movements. This class is not a “history of social movements,” or “history of social movement rhetoric,” although we will learn about both. Through a lens of communication – discourse between people and in society – we will make sense of common aspects of social movements (formation, life cycle, leaders and constituents, strategies and tactics, public response), using academic and non-academic examples to demonstrate the theories and concepts we discuss.

Course Objectives

note to instructor:  See the page Instructor Planning A: NOTES TO INSTRUCTOR ABOUT COURSE DESIGN for how these learning objectives are assessed by assignments across the semester. 

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Course Outline

Our course is 14 weeks long and consists of 5 units. See the Schedule for a more complete outline. As a Continuing Education online course, most of the course work is asynchronous, but you will on occasion be required to attend a synchronous meeting with your instructor and/or peers, in which case you will be offered several times from which to choose. 

Required Texts

All readings for this course will be posted to or linked to on Canvas.

(This is specific to the Communication Department)

Communication courses help you learn and practice a CRAFT to take beyond the classroom. Communication is CREATIVE, RELATIONAL, ANALYTICAL, FLEXIBLE, and TRANSFORMATIVE. For this course, some assignments that develop each of these skills are: 

  • Creative:   Designing messages in the final case study; designing a variety of messages to share your personal experiences and values in the Unit Assignments. 
  • Relational:  Interacting with peers, building connections as you develop ideas, and potentially gracefully navigating conflicting values is a key feature of the weekly discussion boards.   
  • Analytical:  Analyzing social movement practices through a communication lens in discussions ad reading responses; critiquing social movement messages in the final consultant project; 
  • Flexible:  Featured in most of the assignments, the ability to "translate" technical language into a form understandable to others is a crucial skill across careers, offering the flexibility to thrive in a variety of professions. The consultant project in particular aims for this. 
  • Transformative:  Looking at communication theories through a lens of social problems helps you know how to make a difference in real situations and about topics you care about. The class as a whole is oriented toward this aspect of CRAFT, in particular the Final Consultant Project and the Unit Assignments. 

Class Time Expectations

Online courses require engaging with materials and one another on a regular basis. Expect to log in to the course at minimum 3 days a week (likely more), for long enough to read discussions, make substantive comments, and ensure you are engaging with the course and peers.   

Online students should expect to spend the same number of hours actively participating online as in an in-person course. For example, a course that is 3 credit hours during a 15 week semester expects students to spend 3 hours “in class” each week and an additional 6 hours of course work each week, a total of 9 hours a week—135 hours for the semester. In shorter semesters, students are expected to complete the same amount of work (135 hours) for the same number of credits (3), requiring more hours/week to meet the standard.

  • 14 weeks: 9.75 hours/week
  • 10 weeks: 13.5 hours/week
  • 7 week: 19.25 hours/week

Assignments and Grading

Submission Policies

INSTRUCTOR ADJUST Please format your submissions with 1" margins and 12pt Times New Roman font. Please put your name and the due date in the header. All assignments should be submitted online via Canvas. Submission or technological difficulties are not acceptable excuses for late work. Discussion posts are not accepted after the posting period has ended, no exceptions. You must take part in the discussion when others are in order for it to be a discussion. With prior notice I am happy to adjust your timeline for other assignments. Because all due dates and assignments are posted at the start of our course, I do not otherwise accept late work. 

Assignments

Point Breakdown

  • Reading Responses (7 x 10pts each, drop lowest) 60
  • Weekly Discussions (11 x 25pts each, drop lowest 1) 250
  • Unit Assignments "Choose Your Own Adventure" (3 x 75 pts + 5pt survey) 225
  • Social Movement Organization Consultant Project (multiple steps) 250 
  • Course Participation and Community (50)
  • Total points: 775

Assignment Overviews

  • Reading Responses: These are low-stakes, short write-ups to help you work through assigned course materials to better understand concepts. See the Reading Response Guidelines. 
  • Weekly Discussions: Most weeks of class, you'll aim to interact with peers connecting course concepts to the world around you. Most weeks require at least 4 separate discussion posts across at least three days of the week, Wednesday - Sunday. The lowest score is dropped, so you can safely miss a week of discussion.  See the Discussion Guidelines. 
  • Unit Assignments: Units 2, 3, and 4 wrap up with a Unit Assignment that asks you to engage with social issues and community. 
  • Social Movement Organization Consultant Project (multiple steps): The final unit of this semester is oriented toward applying what you've learned by completing a case study of a social movement organization, focused on their current persuasive strategies and what suggestions you have for improving them, based on what you've learned in class. 
  • Course Participation and Community: Interacting with others helps shape everyone's class experience, and helps keep you on track. You'll connect with the instructor early in the semester with the email communication assignment, and an instructor check-in meeting partway through the semester. In addition to assessing your own class community involvement through discussions and assignments, this category also includes points earned based on your instructor and peers' experience of your class engagement. See the Class Community Expectations. 

Grading Criteria

INSTRUCTOR ADJUST

See the Assignment Guidelines  (Instructor, please ensure these match, or delete the additional Assignment Guidelines page and leave only the syllabus statement. If deleting, remove link to page from the Class Resources module)

Assignments are graded with an eye toward correctness, clarity, creativity, consideration, credibility, and, of course, timeliness. Points are earned, with the expectation that A’s take significant work above and beyond the basic requirements of the assignment.
• TIMELINESS: Discussion posts are not accepted after the posting period has ended, no exceptions. You must take part in the discussion when others are in order for it to be a discussion. With prior notice I am happy to adjust your timeline for other assignments. Because all due dates and assignments are posted at the start of our course, I do not otherwise accept late work.
• CORRECTNESS: Are you using course concepts correctly? Have you met all aspects of the assignment and followed directions?
• CLARITY: Are you stating your work clearly and concisely? Is it well organized, and uses headings and transition sentences to help guide the reader? Does it have clear spelling and grammar (even if not standardized English grammar), understandable by the reader? Have you explicitly explained how that example you used demonstrates course concepts in action, showing the reader your thinking?
• CREATIVITY: Are you going beyond the minimum of the assignment to bring fresh and insightful perspective and examples to the conversation? If you believe an assignment can be done in a different way that draws on your talents, suggest it, explaining how you believe it still meets the requirements and learning objectives of the assignment.
• CONSIDERATION: Have you considered information from multiple perspectives and sources? Have you paid attention to what’s already been said in this conversation and are striving to go further? Are you being intentional and respectful in your language use? Have you taken into account how concepts from earlier or other classes apply?
• CREDIBILITY: Are you making credible arguments to support your points, backed by valid evidence? Have you clearly and correctly cited all your sources? Remember, ALL information that is not general knowledge should be cited, and specific concepts and theories developed by people who are not you need to be cited.
o Required Citation Format: Chicago Manual of Style, preferably Notes-Bibliography (NB/footnote) version when possible. In online formats such as discussion posts and quiz answers, (Author, Date) format with the complete citation at the end works.
o Don’t know Chicago style at all? Start here: https://www.nst.com.my/opinion/columnists/2018/04/359754/social-movements-new-power-structure 
o Save this link to check formatting details throughout the semester: https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html 

Grading Scale

Grades are based on completeness, correctness, coherence, creativity, and timeliness. They are earned, not given. A “C” grade means completing the expectations of the assignment, a “B” signals exemplary work, and an “A” signals excellent work that needs almost no improvement of any element. Letter grades are determined using the following scale:

  • 94% + = A Superior work. Almost flawless. Difficult to improve upon.
  • 90 to 93% = A- Excellent work.
  • 87 to 89% = B+ Very good work. Diligence and attention to detail are evident.
  • 84 to 86% = B Good quality of work.
  • 80 to 83% = B- Might need minor revision and reworking, but conceptually sound.
  • 77 to 79% = C+ Student needs to apply concepts more directly.
  • 70 to 76% = C Meets requirements, but may lack development of elements.
  • 67 to 69% = D+ Requirements fulfilled, but lack of effort is present.
  • 60 to 66% = D Barely fulfills minimum requirements.
  • Below 59% = F Does not fulfill requirements for a passing grade.

See the Class Engagement & Discussion Board Guidelines page for a detailed discussion board rubric.

Course Policies

Communication

INSTRUCTOR ADJUST All syllabi should specify the following communication criteria in clear concise language

This should include, at minimum:

  1. What is your preferred method of contact?
  2. Are there additional contact options? (phone during business hours?)
  3. When should the student expect a response from the instructor?
  4. What should the student do when no response is received within the suggested timeframe?

Addressing One Another

INSTRUCTOR ADJUST. You are welcome to call me ______________.  I use the pronouns xxx (see why pronouns matter).  From the beginning of our semester together I will check in with each of you about your preferred names and pronouns and will honor and use those. Please help me do so. Outside of class, you can contact me via email, which I aim to respond within 48 hours. This may take longer over weekends or holidays. **Please include your course # in the subject line, as well as a few words about your email’s content. Never send an empty email with attachments, and do not turn in assignments through email.

A Note on Mental Health 

(Instructor: Orange because you can choose whether to include)

I care deeply about the mental health of my students and recognize that anxiety and depression are on the rise on campuses across the United States. I also recognize it is difficult to keep up with all of our daily responsibilities navigating school, and more so with various mental health issues and illnesses. At the same time, each of us has a responsibility to this course and to our participation in the university. Thus, I encourage any students struggling, or wanting to prevent the struggle, to access the mental health services offered by the university. Even if you do not identify as someone with anxiety, depression, or other mental health needs, the office of Counseling and Psychiatric Services (CAPS) provides helpful tools to succeed take care of your mental, emotional, and physical well-being. 

  • CAPS Services: Counseling, Psychiatry, Workshops, Therapy Groups, and other resources on campus and in the community. See more at https://www.colorado.edu/counseling. Workshops are free and helpful for all students! See their offerings here: https://www.colorado.edu/counseling/workshops#feel_better_fast-28
  • Office of Victim’s Services: OVA provides free and confidential information, consultation, support, advocacy and short term counseling services to University of Colorado students, faculty, and staff who have experienced a traumatic, disturbing or life disruptive event. See more information here: https://www.colorado.edu/ova.
  • Student Services + Case Management (SSCM): provides support to students throughout their college career and helps them achieve their academic and personal goals. SSCM case managers coordinate with other CU Boulder departments and facilitate communication to and from the Student of Concern Team (SOCT), which reviews more elevated student cases involving serious safety issues. SSCM is not counseling or therapy; rather, case managers have the opportunity to develop close helping relationships with students while coaching students toward appropriate self-care and self-advocacy. SSCM@colorado.edu , Online Referral Form, 303-492-7348

Late Work & Grade Appeals

All assignments are due by the date and time listed on Canvas. Weekly Discussions cannot be completed outside of the week they are assigned, no exceptions.  The lowest weekly discussion grade is dropped in order to provide some flexibility for you to miss a week. 

INSTRUCTOR ADJUST Late assignments will receive a 10% reduction for each day the assignment is late. They will be accepted for up to 4 days after the due date (at which point a maximum score of 60% is possible but not guaranteed). 

In general, online classes provide significant flexibility for completing assignments. With planning ahead, it is unlikely you should need to request an adjusted due date. Such requests are possible for legitimate reasons (verified health condition, participation in University-sponsored activities, serious and documented family emergencies, religious observance, etc.). If the absence is known ahead of time, you must make arrangements before the date the assignment is due. Note: An email sent on the day the assignment is due, or after, does not count as “making arrangements.”

  • Exams and assignments not completed due to an “unexcused” absence will receive a grade of zero. The tests will be given on the dates indicated and cannot be made up.
  • Discussion boards MUST be completed the week they are assigned and are not accepted late. 

Complaints/Grade Appeals: We will not discuss your grade on any assignment the day it is returned. We will consider only written appeals for grade changes on assignments or exams, and will schedule an online or phone meeting about the change you propose after receiving the written appeal. We shall then discuss your written appeal and your understanding of the concepts involved. You may appeal a grade up to seven (7) business days following the return of the graded assignment (marked from the day it was returned in Canvas feedback).

This policy is intended not to provide obstacles to appeals, but rather is designed to ensure justice to all concerned and allow you to demonstrate mastery over the topics covered.

CMCI Technology and Financial Support for Students

CU Boulder is providing resources for students in need, including checking out Hotspot devices, accessing internet, technology grants, and more. See the information here. 

Online Class Tools and Dealing with Technical Difficulties

To be successful in this course, you need to have a working knowledge of receiving and sending email; using a word processing program;  navigating Canvas and using its assignment, quiz, and discussion functions (such as the rich text editor), and adjusting Canvas settings such as subscriptions for updates; downloading and uploading files; and researching online with search engines. Ideally, for most courses, I also suggest a level of comfort with a slide-building program such as PowerPoint or Google Slides. I will include "how to" resources where applicable.

We will utilize Zoom for meetings and, in some cases, class presentations. This is a program you have a subscription to through the university and is relatively simple to start using. See more about Zoom meetings here.

If you need to access scholarly articles for class assignments and are working from off-campus, you may encounter a paywall. To avoid this, set up CU's VPN (Virtual Privacy Network) on your personal computer to tell library and academic journal sites that you are a member of the CU community 

Please make use of the CANVAS student support help guides as needed. Before emailing me that Canvas "isn't working," please try using a different browser, each one interacts with the site differently. If changing browsers doesn't work, inform me of any problems you have with the course site with a clear description and/or screenshot of the problem. Please contact the Office of Information and Technology (OIT) for help at help@colorado.edu. If/when you contact them (or me) about site issues, you will need to be specific about error messages and other information about your usage.

College & University Policies

(updated Summer 2022)

CU Resources - Includes all University Syllabus policies 

See the above for syllabus statements on: Classroom Behavior, Requirements for COVID-19, Accommodation for Disabilities, Preferred Student Names and Pronouns, Honor Code, Sexual Misconduct, Discrimination, Harassment and/or Related Retaliation, Religious Holidays

Also included in the CU Resources page student resources for advising, libraries, financial aid, and tech support, along others 

CMCI Diversity and Inclusion

A Commitment and Invitation from our College: CMCI strives to be a community whose excellence depends on diversity, equity, and inclusion. We aim to understand and challenge systems of privilege and disadvantage in higher education, such as those based on class, race, ethnicity, gender, sexuality, and dis/ability. We seek to reach across social and political divides and to make space for voices historically underrepresented in higher education and marginalized in society. In other words, diversity is not just a future reality for which we try to prepare students. It is a priority we want to put into practice here, now, and together, in order to foster places of learning where all members can thrive. Our question for you is, how are we doing? Please contact the CMCI diversity team (email Lisa Flores or visit the CMCI Diversity, Inclusion, and Equity Staff page)

  • if you need support or other resources but don’t know where to turn
  • if any aspect of your educational experience with CMCI does not reflect the commitment expressed here, or if you want to share a positive instance of this commitment in action
  • if you have any questions, concerns, or ideas related to diversity
  • We want to hear from you so that we can do better, and to support you however we can!