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INTERPERSONAL COMMUNICATION AND RELATIONSHIPS

Concordia University
Applied Human Sciences 230/2 Sec. 03
3 credits, Room: VE 226 – Wednesday’s, 14:45-17:30

Instructor: Susan Dinan, M.A.

susan.dinan@concordia.ca
ofc VE 227.4 phone: 514.848.2260
Grad TA: Rachelle Selvin -- rachelle.selvin@mail.mcgill.ca
TA: Vanessa Savella -- vanessa_savella@hotmail.com

Required Texts:
DeVito, A. D. (2013). The Interpersonal Communication Book. (13th ed.) Columbus, OH: Pearson Pub.

Also Required: Myers Briggs Type Inventory (MBTI) Form M Self-Scorable (B) booklet.

This course is designed to provide knowledge and skill in building and maintaining interpersonal relationships
characterized by mutual understanding and respect. Students can expect to enhance their understanding of effective
communication behaviour and to improve their abilities to attend to verbal and non-verbal communication from others,
exchange constructive feedback with others, engage in effective problem-solving, address and deal constructively with
conflict, and communicate across differences, such as gender and race. Conceptual perspectives feature attention to
contextual influences in relationship dynamics and the role of affect in interpersonal communication. The course also
examines ethical and value considerations.

The experiential approach to this course involves “learning-by-doing” and will focus on “living” here-and-now
experiences of interpersonal interaction, reflecting, and discussing the impact of these events. Attendance and your active
participation at all class sessions is an essential part of this learning process. If you are absent for a class upon which a
log is based, a quiz is given, group exam/presentation is due, and the marks for these assignments will be forfeited. If
three or more classes are missed, the participation grade is forfeited. Please see page 4 for more information.

Course Objectives
This course will provide opportunities for you to: become more aware of your values, personal beliefs, and feelings,
and how to effectively communicate them to others
 understand and empathize with the values, feelings, and behaviors of others
 value diversity and enhance skills in communicating across differences
 recognize and enhance your existing attitudes, knowledge, and skills in the areas of intrapersonal and interpersonal
processes
 help your colleagues strengthen their diverse abilities at both intra/interpersonal levels
 in a safe environment, try out new behaviors in a variety of situations
 learn and practice the art of giving and receiving feedback in order to increase your interpersonal effectiveness

Please note the following academic deadlines with regards to this course:
DNE – deadline for withdrawal with tuition refunded Sep. 17, 2012
DISC – deadline for academic withdrawal Oct. 28, 2012
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Learning Activities & Assignments Due Value

1. Logs (3 @ 5%) Sep. 19, Oct. 10, Nov. 7 15%
2. Quizzes – (best 3 of 4 @ 5%) unscheduled 15%
3. Learning Synthesis Paper Nov. 28 (last class) 35%
4. Final exam exam period 25%
5. Attendance & Participation 10%

Unless previously negotiated, late submission of the Learning Synthesis Paper will result in lowering the grade by 1/3 of a
letter grade for every day delayed, including weekends. Late submission of a log results in “F” (0/5) for that log.

Please note that all course work must be completed before the end of the semester in order to get a grade for this course.
The professor cannot extend due dates or offer alternate exam times after the grades are due. Regulations concerning
Evaluation, the Grading System, Examinations, and Performance Requirements are found in Section 16.3 of the
Concordia University Undergraduate Calendar or online at www.concordia.ca

1. Logs – 15%

In an experiential learning model, it is essential to take time to reflect upon your learning experiences. Logs are designed
to help you do just that, and to provide a rich source of data for your final paper. You will be expected to answer
questions reflecting your experience and observations in class. Therefore, if a class is missed, it will not be possible to
write nor submit a log, and the marks are forfeited. Logs must be submitted either by the end of class either in hard copy
or via electronic submission.

Logs will focus on feelings, observed behaviors and insights about yourself and your interactions with others, as well as
links between this experiential data and the concepts presented in readings and in class. These are personal observations,
and you are expected to make “I” statements and take responsibility for your own feelings and behavior. Logs should be 3
– 4 pages in length, are each worth 5 points, and will be evaluated using the following criteria:
1. all questions are addressed
2. clarity of discussion – clear, concise writing
3. thoughtful reflection on the class experiences
4. concrete examples and links to theory are provided
5. spelling and grammar

2. Quizzes – 15%

4 unscheduled quizzes of 10 multiple choice and true/false questions will be given during the semester. They will be
based on assigned readings from text and the articles. The best 3 out of 4 quizzes will be counted for your final grade. If
you are not present to write these quizzes, the marks are forfeited.

3. Learning Synthesis Paper – 35%

This paper will allow you to reflect on your most significant learnings over the course of the term, taking into account the
stated objectives of the course. Examples should be provided to illustrate the application of these learnings. These need
to be based on your own reflection and feedback from fellow students and the teaching team.

It should include all the elements of a formal paper, including title page, table of contents, and bibliography. References
to literature should be woven into your discussion. The richness and integrity of your paper is enhanced by relevant use of
appropriate concepts and theories presented in class, and from academic sources. It is required that you use the APA
format for cited references and bibliography. Reference implies a quote or a paraphrase from the academic source and
cited using APA format.
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 Paper should be 8 pages in length excluding title page, table of contents, and bibliography.
 Please organize your paper responding to each question, using sub-headings for each question:

1 - Key Learning Experience – Self-Awareness - an intrapersonal perspective - 40%

Identify a learning experience you have had that is significant to you – an “aha” moment. This “key learning” about
your self may include any subject area that was covered in this class, and that has served to increase your understanding
of your attitudes and behaviors.. Describe the learning along with challenges you faced, and support your discussion
with relevant descriptions of the concepts/theories, people, teachings, exercises, reading and/or personal risk-taking.
Ensure that you reference this discussion to appropriate concepts/theories from the text or other academic sources.

2 – Key Learning Experience – Self and others - an interpersonal perspective – 40%

Discuss a learning experience that has impacted your relationships both inside (i.e. your learning group) and outside of
the class? Discuss any awareness and insight you have gained about the impact your behavior has on others and also how
you react to others as a result of this learning. What changes have you made in how you relate to others and what has
been the impact of these changes? What challenges have you encountered? Who or what was particularly helpful to you?
Use concrete, specific examples. Include a discussion of significant feedback you received from your logs, your
classmates, or others. Ensure that you make appropriate links to concepts/theories from the text or other academic
sources.

3 – Going Forward – 20%

As you critically reflect on your experiences and participation throughout this course, discuss your goals to continue to
improve your interpersonal skills and enhance relationships. In what areas do you expect to encounter obstacles, and
what strategies can you use to overcome these? Please avoid general statements, but rather be specific about these goals
and how you will achieve them. Specially, what is your goal; how important is it to you to achieve your goal; what
behaviours will be different, how will you know when you have achieved your goal? Include in this section any insights
you gained from doing this paper.

Following considerations should guide your discussion in all of the above areas.
- give clear, specific examples to illustrate your learnings
- link your discussion to theory whenever possible – this greatly enhances the depth of your writing
- speak in the first person (make “I” statements) and refer to your experiences throughout the course
- refer to changes you have attempted to make (successfully or unsuccessfully) in your style or behavior to become
more effective in your communication and interpersonal relationships
- edit your paper several times for grammar and other formal elements

This paper is due on the last day of class, Nov. 28, 2012. Please include a stamped self-addressed envelope if you want
your paper returned to you with feedback (this is departmental policy). Please ensure you keep a copy of your paper.

Criteria for evaluation of Learning Paper & Formal Elements

- all sections addressed
- completeness of definitions, both personal and from the literature
- thoroughness, clarity, and specificity of examples used
- depth of discussion in all areas
- adequate use of theoretical concepts with relevant referencing
- specificity and feasibility of goals for change and increased effectiveness
- ability to clearly respond to all criteria within the required 7-8 pages.

Formal Elements
- Title page, table of contents, bibliography
- Spelling and grammar
- A separate section devoted to each component of the paper
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- Sufficient referencing (minimum of 4 references from three different sources)

- Respecting the 7-8 page limit
- APA referencing format required
- Paper must be typed, double-spaced, 1 inch margins, and 12 point font
- Paper is properly bound and well presented.
4. Final Exam - 25%

There will be a final exam during the exam period. This exam will be based on Chapters 1 – 12 of the DeVito text and the
assigned article readings. The format will be multiple-choice and true/false questions.

5. Attendance and Participation – 10%

This course uses an experiential learning approach; the assumption is that people learn best by experiencing, by reflecting
on that experience, then by conceptualizing from these activities, and finally by trying out what they learned Full and
engaged participation are essential for your own and others’ learning. You are required to sign in at the beginning of
each class. Arriving 15 mins. after the class has started or leaving 15 mins. before the class has finished is considered an
absence. Three or more absences not justified by a doctor’s note will result in forfeiture of this participation grade.

Your participation grade is based on the following criteria:

- attendance and punctuality
-- active participation
actively inin
participating discussions – means
activities in contributing
both large and smallverbally
groups and non-verbally in both large and small groups
- management of own learning including asking relevant questions and seeking clarification from the teaching team
- timely submission of assignments
- avoiding disruptive, side conversations in class
- taking appropriate risks and trying out new behaviors in class
- seeking feedback and being open to feedback
- giving relevant feedback when appropriate
- constructive efforts to help your colleagues
- helping with class set up
- observing class norms

Grading Schema for the Course

A+ 98-100 A 94-97 A- 90-93

B+ 85-89 B 80-84 B- 76-79
C+ 72-75 C 67-71 C- 63-66
D+ 59-62 D 54-58 D- 50-53

Policy regarding Academic Dishonesty

Plagiarism:

The most common offense under the Academic Code of Conduct is plagiarism which the Code defines as
“the presentation of the work of another person as one’s own or without proper acknowledgement.”

This could be material copied word for word from books, journals, internet sites, professor’s course notes,
etc. It could be material that is paraphrased but closely resembles the original source. It could be the work
of a fellow student, for example, an answer on a quiz, data for a lab report, a paper or assignment completed
by another student. It might be a paper purchased through one of the many available sources.
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Plagiarism does not refer to words alone – it can also refer to copying images, graphs, tables, and ideas.
“Presentation” is not limited to written work. It also includes oral presentations, computer assignments and
artistic works. Finally, if you translate the work of another person into French or English and do not cite the
source, this is also plagiarism.
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In Simple Words:
DO NOT COPY, PARAPHRASE OR TRANSLATE ANYTHING FROM ANYWHERE WITHOUT
SAYING FROM WHERE YOU OBTAINED IT!
(Source: The Academic Integrity Website:
http://provost.concordia.ca/academicintegrity/plagiarism/)

Reading Outline

It is very important that you keep up with the readings to support in-class
activities and discussions as well as to be prepared for the exams

Text: The Interpersonal

Communication Book Articles

Assigned Sep 5 for Sep 12 class Chapter 1 (Intro) Article on Boundaries

Assigned Sep 12 for Sep 19 class
Assigned Sep 19 for Sept 26 class
Assigned Sept 26 for Oct 3 class
Assigned Oct 3 for Oct. 10 class
Assigned Oct 10 for Oct 17 class
Assigned Oct 17 for Oct 24 class
Assigned Oct 24 for Oct 31class
Assigned Oct 31 for Nov 7 class
Assigned Nov 7 for Nov 14
Assigned Nov 14 for Nov 21
Chapter 3, Ch. 8. P. 211-216 (Awareness)
Complete MBTI form Article on MBTI
- bring to Sept 26 class
Chapter 4 (Listening)
Chapter 5 (Verbal messages), Ch. 8 (Conversational Messages)
Chapter 6 (Non-verbal messages)
Chapter 9/ 10 (Relationships)
Chapter 11 (Conflict & Power)
Chapter 12 (Power & Influence)
Chapter 7 (Emotional Messages)
Chapter 2 (Diversity)

Reading schedule may change – any adjustments will be discussed in class

On Reserve at Vanier Library

Course text: DeVito, J.A. (2013). The Interpersonal Communication Book. Johnson, D.W. 13th ed.

MBTI: Hirsh, S. & Kummerow, J. (1989). Life Types. Warner Books: New York.

The University offers many services that can help students. Unfortunately, most students are not aware that these services
actually exist. The teaching team strongly urges students needing support in any of these areas, to access the services
available.
LIST OF SERVICES

 AHSC Academic Adviser - undergraduate: Roberto Chen-Rangel – roberto.chenrangel@concordia.ca

 Concordia Counseling and Development offers career services, psychological services, student learning services,
etc. http://cdev.concordia.ca/
 The Concordia Library Citation and Style Guides: http://library.concordia.ca/help/howto/citations.html
 Advocacy and Support Services: http://supportservices.concordia.ca/
 Student Transition Centre: http://stc.concordia.ca/
 New Student Program: http://newstudent.concordia.ca/
 Access Centre for Students with Disabilities: http://supportservices.concordia.ca/disabilities/
 Student Success Centre: http://studentsuccess.concordia.ca/
 The Academic Integrity Website: http://provost.concordia.ca/academicintegrity/
 Financial Aid & Awards: http://web2.concordia.ca/financialaid/
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 Health Services: http://www-health.concordia.ca/