Syllabus 2013

The College of St. Scholastica, Duluth, Minnesota



DGN 1102: And Dignity for All: Communicating and Functioning More Effectively in Groups

Section: 015

Credits :02

Time, Day, and Location: Noon-1:40pm, Tuesdays, T 3150



Instructor: Monica Marciniak

Email: mbutche@css.edu



Peer Mentor: Ryan Murphy

Email: rmurphy3@css.edu



Office Hours and location:

by appointment and/or MWF 1:00-2:00 or by appointment. Please feel free to stop by my office anytime, if I am able I would be happy to meet with you. I am located in Tower 3670. My office is the third cube when you enter the room.



Dignitas

Program Outcomes

Students will develop both theoretical and experiential ideas of

dignity by viewing it through multiple windows:



Common Program Elements:



Window #1: Accept and value the challenges and responsibilities involved in being

a first year college student. Take responsibility for personal choices.



**Articulate how personal choices impact self, learning and others.



**Develop the necessary skills to make informed meaningful choices.



**Evaluate choices based on the concept of dignity



Window #2: Effective Communication in Groups (our class topic)



**Actively engage in intellectual development through intensive study of the topic



**Reflect on the topic from multiple perspectives



**Clarify existing values, norms, and beliefs



**Cultivate critical thinking skills



**Practice expressing ideas clearly and appropriately



**Develop the capacity to understand and interact effectively with others

who differ in beliefs, behaviors, values and worldview





Window #3: Connections with the larger Community. Become familiar with the St. Scholastica mission statement and identity as a Catholic, Benedictine community.



Explore a variety of experiences and perspectives on the St. Scholastica campus and the greater community.



Common Experiences for Dignitas 2012-2013

1. Community Day Fall 2012 (completed)

2. Participation in a pilgrimage, as chosen by

instructor (fall or spring semester)

3. Participation in Spring Community Day “Thanksgiving

in Spring” dinner or Day at the Capitol.

4. Benedictine tradition presented by a Sister

5. That Sex Thing (completed)

6. Presentation with Eboo Patel (completed)

7. Common Print Text for Dignitas 2012-2013: Acts of Faith





Lets review what this class is all about by reflecting back to fall 2012.



Course Description:

Dignitas, a year long common experience for first year students, is an introduction to The College of St. Scholastica: who we are, what we stand for, and how to find your place in this community. Dignitas provides a framework for your entire college experience by introducing you to the key components of a Scholastica education: community, reflection, intellectual challenge, and social justice.



It all begins with community. Our Benedictine founders lived in community; our Benedictine sponsors live in this community today. Because CSS is a college, we are particularly concerned with learning communities. Your Dignitas class will create one of many such communities: acknowledging that none of us has cornered the market on wisdom, we work together to discover, understand, and create knowledge. With respect for the individual and hospitality to ideas, we challenge each other to entertain new ideas and think critically about our own beliefs.



As a Benedictine institution, we are also about reflection and contemplation. Unlike more urban religious orders, Benedictines generally locate themselves apart from the hustle of the street, not to isolate themselves from the world, but to provide a space for reflection and renewal before venturing back out into the fray. This emphasis on reflection translates, in educational terms, into a commitment to think seriously about ideas and experiences: to connect theory and practice, to examine our experience in light of others’ experiences and in light of theories we are learning; and to challenge received wisdom. In an increasingly anti-intellectual world, we are about the life of the mind, and we are not embarrassed to proclaim this. You will be challenged!



Finally, we are about social justice. Our emphasis on community compels us to look outward to the larger communities in which we live—our city, our country, our world. Human dignity is the thread that connects the many different Dignitas sections. As we reflect, critique, and construct our own perspectives on dignity, we challenge ourselves to apply that knowledge to create ever better communities: to touch the world.



In keeping with our emphasis on community, in the Dignitas program, you will

be able to remain with the same small group of students and faculty for

the year as you explore an intellectually challenging subject, participate in co-curricular activities, and become integrated into the CSS community.



The two courses are:



Dignitas

1101 The Responsible Self, Fall Semester

2 credits



Dignitas

1102 And Dignity for All, Spring Semester

2 credits





Grading

Dignitas instructors have agreed to use the following definitions in assigning grades for coursework.



A = Excellent 100-95, A- 94-90

B = Very good B+ 89-86, B 85-84, B- 83-80

C = Satisfactory C+ 79-76, C 75-74, C- 73-70

D = Passing D+ 69-68, D 67-66, D-65-60

F = Unsatisfactory









Our Class Information:



DGN 1102 And Dignity for All: Communicating and Functioning More Effectively in

Groups

Communication surrounds us. It comes in many forms (verbal, non-verbal, written, etc.). It is something that all of us actively participate in everyday, yet effective communication helps us better understand a person or situation, enables us to resolve differences, build trust and respect, and create environments where creative ideas, problem solving, affection, and caring can flourish. Often people only think about communication one way; speaking. Yet, learning to become an effective communicator begins with active listening. As simple as communication seems, much of what we try to communicate–and others try to communicate to us–gets misunderstood, which can cause conflict and frustration in personal and professional relationships.

Becoming a successful communicator is crucial for success. The course focuses on this skill that is necessary for our very survival. Communication is something we all do everyday but effective communication is a skill that must be learned through analysis, self awareness, reflection, examination, and practice. Several areas of our daily communications were evaluated, discussed challenged and explored during the first semester. We have come so far, yet have so far to go. This semester what we have learned previously, will be applied to creating an event that will bring communities together and celebrate our unique differences. This event underlines the very core of our college; building communities.

Together we will use the tools that we are gaining to become effective communicators and build a large community event from the ground up. Several aspects of communication will be applied to guarantee this events success. Students must create and share ideas, problem solve, activity listen to your classmates and community, engage in interactions with the community, compromise, respect others ideas and opinions and value them with the same weight as their own, recognizing your prejudices and attitudes,

This class will include learning through group work, interactive lectures, reading required articles, weekly reflections, exams, visiting areas in your community, and written assignments.





Required Text:

There is not a required text for this semester. However, students will be required to engage in required weekly readings selected by the instructor. These readings will have assignments due the following week. These required readings and assignments will be given in class weekly. Purchase a binder to keep all of these together.



Required Materials:

Students will need a three ring binder to keep all handouts, reading and assignments. This is crucial and will be collected weekly and graded.



Students need to bring their lap top to each class meeting. Lap tops will be used throughout our class meetings.









Course Description:

The primary purpose of this course is to improve students' understanding of collaborative learning and communicating and functioning more effectively in small groups.



Specifically, this course is designed to:

(1) help students use familiar major theory and research in group communication and (2) allow students to experience the challenge of learning how to improve their group communication skills through actual participation in groups. The knowledge gained about groups, along with experiences participating in groups, will help students to become more comfortable, and more competent participants in the group communication process.



This course continues to examines verbal and nonverbal elements which affect communication between individuals in a variety of group contexts: the family, the social peer group, and the work group.

Topics include: a) a small group theory;

b) problem solving and decision making; c) team building; d) group

communication facilitation; e) communication climate; f) conflict management;

g) ethics in group communication; h) leadership; I) roles, norms, status, and

power; and j) how to make group presentations.



Course Objectives:

Specifically, this course will help you:



Apply the theories and principles of group communication that are the basis for a variety of group communication situations.



Improve your problem solving and decision making skills.



Understand what important roles you and other members of your group can play in the

group communication process.



Learn appropriate ways to assume a leadership role.



Improve conflict management skills.



Develop your skills in understanding, analyzing, and evaluating small group

communication.



Effectively participate in a group project, which involves goal

setting, planning, and presenting an organized presentation.



Acquire skills necessary for group communication in the organizational setting.







Class Organization:

Each week students will actively engage and participate in class lectures as well as assigned group work. Participation in this course is the key to successful learning.

Each week students will have assigned readings. These assignments will help us better understand how to create a community event and understand the population we will be representing and celebrating.



Course Components and Grading



Success

It is best to set aside some time each day to review your notes, study and practice new concepts, read weekly readings and complete assignments. Each week you will be required to set up meetings with two separate groups. Learning to communication effectively takes practice. Analyze your communication methods daily and strive to apply what you are learning in class to all areas of your life.



Class participation, preparation, attendance, and facebook interactions: 20%



The only way to become proficient in as a communicator

is through frequent practice, and it does take time. Because I expect you to make use of every opportunity to practice in the classroom, plan on using participating and communicating with the instructor, peer mentor as well as with other members of the class.



Participation:

Students are expected to attend each class and participate in a meaningful

manner daily. Attendance and class participation are an important part of the final course grade. Every class meeting I and the peer mentor will assign each student a class participation grade. This is inherently a subjective evaluation that I will make based upon my observations of the behaviors noted below.



I will qualify these grades with a “–” or a “+” as appropriate. Participation includes volunteering answers and comments as well as asking questions. It also includes sharing writings with the class, arrival on time and staying through the entire class, and successful communication.



A: participates readily, assignments completed,

works diligently, does not stray from the task in group/partner work, uses time

wisely if completes an in-class activity ahead of the rest of the class,

contributes positively to the class. It is extremely obvious that the student has come to class prepared and is making every effort to participate.



B: participates often, assignments completed,

works on the task in group/partner work without significant distraction, uses

time wisely as much as possible, contributes positively to the class. It is apparent that the student has prepared for class. However, the

level of participation is not as high as noted above.



C: makes a small effort to participate,

assignments completed, distraction from the task in group/partner work is

evident. The student appears to make little effort to contribute to full class or small group activities, but can respond when called upon.



Note that for the above grades the

student is taking the initiative to participate in class.



D: no real effort to participate is noted. Incomplete assignments or working to completethem just before class begins. Student appears apathetic about learning and practicing; when called upon he or she does not know where we are. It is

apparent that student spent little time preparing for class.



F: does not participate, assignments for class

are not completed or is working on it while class is already in progress,

student is unable to participate in class activities or declines to do so. No effort is apparent. Student is absent either physically or mentally. Student is attending to electronic communications during class.



Leaving class early or arriving late will always have a negative effect upon the daily grade.



Please turn off your cell phone or other electronic communications equipment during class. Checking messages or texting during class is

highly disrespectful to the instructor and other students in the class and will

result in a substantial class participation penalty (F for the day). If this

continues to be a problem, 5% will be taken from the student’s final grade.



Attendance:

Attendance is required each class meeting as well as two meeting each week outside of class. A waiver of the “0” will be granted at the discretion of the instructor in emergency situations. The “0” will also be waived if the student must miss class due to an official CSS-sponsored activity, with advance

warning.





Weekly Read/Discussion Questions 20%:

Each week students will be given a weekly read packet. This is to be read and the assignment completed before class the following week. Incomplete or extremely poorly done work will not receive any credit. I expect you to turn in assignments that show that you have taken the time to do them, and you have thought about what you are doing Emailing these assignment after the class period will not receive credit. Work that is not typed will not receive credit. No exceptions.

Late assignments will not be accepted unless the student was absent (EXCUSED). It is up to the student to turn in the assignment at the immediately, I will not remind you.









Group Assignments: 30%

*Abilities Power Point and Research Assignment Due: Feb. 26

*Abilities Poster Due: March 12

*Weekly Minute Reports (2) (Abilities Group, Committee Group) Due: Mondays at 11:59 pm



Digntas Labs: 5%

http://www.css.edu/Academics/Dignitas/Dignitas-Labs.html



Requirements: Dignitas students are required to attend 4 Dignitas Labs (1 lab from each of the themes listed below) by attending two each semester. Each Lab is coded with one of the following themes:



Holistic Growth (HG)

Intercultural Competence (IC)

Responsibility to Community (RC)

Benedictine Heritage (BH)



After attending a lab: Students are required to fill out the Dignitas Lab Reflection form and turn it in to their respective professor. The form can be found here: http://resources.css.edu/dignitas/docs/reportform-LABS.pdf







Final Project: 25%

Students are required to attend, facilitate, organize, host, and actively engage in the All Abilities Ball.


***** If students fail to complete their tasks in group assignments, they will be required to complete a 15 page paper and will not attend the All Abilities Ball******

Blog #12: A Message from Ryan

The Season of Giving
In class we discussed how we as individuals can make a difference in the wake of something as undignified as Black Friday. Consumerism has been imbedded into our lives. As all of you saw in the video of Black Friday, people were pushing each other and grabbing merchandise. After the discussion, Monica put three piles of papers on the table at the front of the class. The majority of the class of the class came up and started grabbing them. It was not nearly as chaotic as the video we saw but students were reaching across each other and grabbing what they needed first. This is a good representation of how indoctrinated we are into the consumer system. It’s all about me. What can we do about this? Some class members waited until the crowd left to get their papers. How dignified! These are the kind of people we need. Lead by example and others will follow. After the discussion did anyone think to volunteer to hand out the papers? The season of giving has been centered wrongly around buying items to give. Yes, buying something for someone is giving but there are other things you can do that don’t involve consuming. Not everyone celebrates Christmas but how can we meet on a common ground with others of different beliefs? This was touched upon in class: volunteering. It doesn’t matter what you believe, coming together to help those in need is very dignified and is the spirit of giving. I’m not writing this to cause you to be defensive. I’m writing this to have you do some introspection. Think about the values you have been taught and think about the ways you can embrace the season of giving without actually purchasing anything. What will you do to make a difference, specifically, how will you go about your everyday life in order to live the difference?
   

Blog #11: What Makes You Happy?

Before we begin this weeks blog, I would like to thank you for your honest and heartfelt discussion last week. Talking about sex is never easy. I appreciated your willingness to create a great discussion inside and outside of the classroom. I look forward to more of these discussions as we continue to grow together. Please know your comments and discussions are what make this class. You all have so much to bring and share. It is YOU that makes this class what it is. Lets keep it up and step it up even more!

Your partner in learning,

~M

Now this weeks blog....

HAPPY takes us on a journey from the swamps of Louisiana to the slums of Kolkata in search of what really makes people happy. Combining real life stories of people from around the world and powerful interviews with the leading scientists in happiness research, HAPPY explores the secrets behind our most valued emotion. What makes you happy? What do you THINK makes you happy but really causes more pain than anything? Provide us with you list of what makes you happy from class. 

What makes Monica happy:

My children's smiles and laughter
My family (wonderful partner, parents, children and friends)
Giving to others in any way I can
Teaching at CSS
The little things in life (first snow falls, sitting by the fire playing games with my family, coloring books, crafting, cooking, playing in the rain, playing "I" spy, making something all better for my children)
Having plenty of food, shelter, and safety



Please read:
http://www.sustainablescale.org/attractivesolutions/understandinghumanhappinessandwellbeing.aspx

Discuss how this article compliments the documentary. 

Blog #10: That Sex Thing

Yeserday all of the dignitas students and their instructors watched our first common experience event called, "That Sex Thing". Sex is never an easy topic especially in an auditorium with hundreds of people. However, sex is something that we need to talk about. Open communication about sex is very important. Effective communication is even more important. After reading below what consensual sex means. I would like you to comment on what role communication plays in safe, healthy, and consensual sex. I would like you to discuss something that you took from this event. Which dialogue impacted you the most. Do you think your peers took this event seriously? Finally, what more can be done to create an event that will be educational and informative to all.

Consensual sex is when both partners are freely and willingly agreeing, or consenting, to whatever sexual activity is occurring.
The issue of consent is very clear. Consent is an active process and a responsibility shared by both partners in any relationship. Consent cannot be given when an individual is intoxicated. Sex without consent is sexual assault/rape. You cannot assume that you have consent – you need to ask.

Make sure the sex you are having is consensual:
•Do not make assumptions about consent; lack of a “no” is not a “yes”
•Ask for consent – it communicates respect and generally sex is better if both partners can talk about what they like/don’t like
•Communicate clearly – talk about your sexual desires and limits
•Know that if someone is intoxicated they cannot legally consent to sex. Having sex with someone who is intoxicated is rape.
•Approach relationships as equal partners, openly communicating in an atmosphere of mutual respect and shared decision-making.

This applies to both males and females (straight, gay, lesbian, bi-sexual and transgender). It is important that everyone be held accountable for unconsensual sex. Recongizing that anyone can be taken advantage of is very important. By doing this, the survivor will feel more able to seek help.

Blog #8 Defining Stereotypes

Thank you for Today's discussion in class. Please know that our classroom is a safe place. Our classroom is a place that is meant for us to learn, develop and grow. We will all learn from each other, so please let your voice be heard. 
 Thank you Kris for beginning our discussion on stereotypes. I would like to take that discussion a bit further and continue to discuss it on our blog.
 From now on you have until Thursday night at 11:30pm to complete your comment #1 and your comment #2 is due Monday at 11:30 pm. Please do plan accordingly and complete your assignment on time.

 

Defining stereotyping, prejudice, and discrimination

Definitions

Stereotyping:

• Stereotypes involve generalizations about the "typical" characteristics of members of the groups. Jane is a female, so she probably has characteristics x, y, z, .......

Prejudice:

• attitude toward the members of some group based solely on their membership in that group (can be positive or negative)

Discrimination:

• actual positive or negative actions toward the objects of prejudice

Cognitive Sources of Prejudice: Stereotypes

Measuring stereotypes

Several ways of measuring stereotypes

For example:

(1) By measuring the straightforward attribution of characteristics to nominated groups

Baptists are....?Men are...?
Blacks are...?
Mormons are...?
Whites are...?
Doctors are...?
Women are...?
Professors are...?

(2) By identifying the salient characteristics attributed to groups (relative to other groups).

What characteristics "stand out" the most about the group?Football players?
Car salespeople?
Actors?

Where do Stereotypes Come From?

Cognitive sources

• Social categorization: classifying people into groups based on common attributes (back to the cognitive miser idea)
• Ingroup - outgroup & the outgroup homogeneity effect:

       Assuming greater similarity among       characteristics of the outgroup than ingroup ("us" vs. "them")

Based on several factors:

• We don't have as much exposure to members of the outgroup (compared to members of ingroup). So, we don't have chance to learn about individual idiosyncrasies in outgroup members

• Probably also a cultural phenomenon. Americans really show the outgroup homogeneity effect compared to other cultures. Americans like to see self as "individualistic"

What Impact do Stereotypes Have?

• Distort our perceptions: The contrast effect
• Once stereotype is activated, these traits easily come to mind
• Affect the information we attend to and, therefore, notice and quickly process

• We'll attend more to stereotype-consistent information
• Stereotype-inconsistent information activates attempts to disconfirm/reject it

Stereotypes obviously affect social judgments we make about other:

• They influence how much we like the person
• They are reflected in the mood the person "puts" us in
• Our expectations regarding probability of certain behaviors in the person

Now I would like you to read and watch all the videos provided at this website: http://www.toptenz.net/top-10-racial-stereotypes.php Do you feel this is helpful or harmful and why?

Stereotypes develop for a reason but why and when  do they become dangerous? What can you do to educate yourself about race, gender, sexual orientation, and religion to see a person as an individual within these groups?

Blog #7: Leading your Team

In the next weeks ahead, each of you will have the opportunity to lead your team to accomplish a specfic goal that you have. This project should help solidify your group to become a true team. To accomplish this, several things must happen and your role as a leader is crucial in this development. You most consider several factors: gender, culture, backgrounds, religion, and ethnicity to name a few. Think about how these things will come into play as you lead your group. What can you do to become more aware about each of your group members?

Perhaps you have never taken a leadership role before and you are feeling uncertain how you will do this. I would like to you read this link and discuss what you will use to guide your team to successfully complete your project. Provide examples for each area listed in this article that you will use and how.

http://ctb.ku.edu/en/tablecontents/sub_section_main_1119.aspx

Blog #6: Interfaith Being the Movement

Information taken from: http://www.ifyc.org/about

We live at a time when people of different faith backgrounds are interacting with greater frequency than ever before. We hear the stories of people who seek to make faith a barrier of division or a bomb of destruction all too often. Instead, we view religious and philosophical traditions as bridges of cooperation. Our interfaith movement builds religious pluralism.




We define religious pluralism as a world characterized by:

Respect for people’s diverse religious and non-religious identities,

Mutually inspiring relationships between people of different backgrounds, and

Common action for the common good.

We think pluralism is achieved by two things:



The science of interfaith cooperation: by creating positive, meaningful relationships across differences, and fostering appreciative knowledge of other traditions, attitudes improve, knowledge increases, and more relationships occur. These three are mutually reinforcing and backed by social science data, what we call the “interfaith triangle”.

The art of interfaith leadership: people who create and foster opportunities for positive knowledge and opportunities for engagement move others around the interfaith triangle and lead to a community marked by pluralism.

We believe that American college students, supported by their campuses, can be the interfaith leaders needed to make religion a bridge and not a barrier.

My hopes for you:

I hope today's presentation inspired you. I hope you are still thinking about what Eboo Patel discussed. I  hope that it has made the book, "Acts of Faith", more meaningful and not just another book that you place on your shelf that you felt forced to read. I hope you will take this book and use it as a reminder of what you can and will become.

Your assignment is two parts. First, you are to email me your  orginal paper on "Acts of Faith". On this orginal paper, I want you to revise in red areas that you you wish to add to, change and elaborate on from what you heard  Patel speak about.

Secondly, on this blog, I  I want you to ask yourself:  How can you an College Student, become an interfaith leader needed to make religon a bridge not a barrier?