DCM 324 Syllabus

Course Description

This online course/seminar is cross listed for graduate and undergraduate students. The course is about personal and group dynamics, broadly viewed as the factors that drive individuals and groups to behave as they do. During this course, you will explore how you perceive others and are perceived by them, how you communicate, and how you operate in groups. You will address some aspects of individual motivation, and delve deeply into group and team processes such as development, leadership and roles, norms, decision-making processes, and dealing with conflict.

You will learn theories, including various models for working collaboratively with diverse people in multiple contexts, and apply them to both class activities and the “real world.” This course will “push the envelope” for an online course. We will:

Play learning games and role plays
Take self-assessments
Practice skills such as dialogic listening and mapping roles
Watch and discuss videos, including one full-length feature film and many short clips
Hold synchronous group meetings, using webinar and chat tools built into the course
Analyze interactions both within and outside the class.

The course is designed to help you develop both intellectual and emotional understanding of many aspects of personal and group dynamics. It is designed to help you develop strategies, skills and techniques to improve your interpersonal and group dynamics in classroom settings as well as in the real world. You will develop action plans to improve your interactions in your everyday life.

The knowledge base for this course is drawn from the fields of psychology, human resource development, communication and group dynamics. Its primary objective is to provide students with a forum through which to enhance their abilities to contribute to more effective personal, interpersonal and group dynamics, both within and outside of the workplace. The first four modules have fairly extensive content, supplemented with readings and learning activities from your textbooks. In Module 5, the emphasis shifts to the content in your textbooks.

Make no mistake: this is an intensive course. But it is packed with opportunities to learn, develop skills, and to have fun.

Undergraduate Course Competencies

In this course, you will develop the following competencies:

Competence	Competence Statement and Criteria
FX	Can apply theories and models of person perception, communication and group dynamics to analyzing and improving workplace relationships and groups.
H3X	Can identify an interpersonal problem and design a plan for change based on an understanding of social science theories or models.

Course Learning Goals and Outcomes
Module 1 Introduction Upon successful completion of this module, you will be ready to work together to improve your personal, interpersonal and group dynamics	Module 1 Learning Outcomes At the end of this module, you will be able to Articulate an understanding of group dynamics and personal dynamics. Describe basic models of human motivation, and analyze yourself in terms of at least one factor that affects your motivation. Establish a class climate that supports effective interaction with one another.
Module 2 Person Perception Upon successful completion of this module, you will be able to analyze factors that affect peoples perceptions of others	Module 2 Learning Outcomes At the end of this module, you will be able to Understand issues of person perception, including the effects of beliefs, stereotypes, attributions, and other factors on interpretation and meaning. Begin to develop strategies for understanding, assessing and improving your interpersonal communication. Graduate Learning Outcomes Explain the link between the micro-behaviors and micro-inequities concepts and their impact on interpersonal communication. Explain critical thinking not as just thinking, but thinking which entails self-improvement.
Module 3 Interpersonal Communication Upon successful completion of this module, you will be able to identify and remove barriers to effective communication	Module 3 Learning Outcomes At the end of this module, you will be able to Describe three models of communication, and apply a model to analyze how meaning is dynamically constructed in interpersonal interactions and how meaning can be modified at many points in the process. Begin to develop a framework for analyzing interpersonal perceptions and interactions
Module 4 Nonverbal Communication Upon successful completion of this module, you will be able to identify barriers to effective communication	Module 4 Learning Outcomes At the end of this module, you will be able to Understand non-verbal and paralinguistic communication, and apply that knowledge to improving your communication with others, including how you perceive them and how they perceive you. Develop a framework for analyzing interpersonal perceptions and interactions.
Module 5 Group Functions and Development Upon successful completion of this module, you will be able to analyze and modify group norms	Module 5 Learning Outcomes At the end of this module, you will be able to Understand the task and social dimensions of groups, and how they change over time. Analyze the norms evident in groups, and plan steps to modify those norms to increase group effectiveness. Improve your ability to deal with social loafing and other difficult behavior in groups.
Module 6 Group Roles Upon successful completion of this module, you will be able to analyze and modify group roles	Module 6 Learning Outcomes At the end of this module, you will be able to Analyze the roles you and others play in groups, and modify or expand your repertoire to become more effective. Identify ways to improve your leadership role in groups. Identify a set of roles that people play in groups that you will use to analyze groups of which you are a member. Apply your knowledge of perception and communication to assess your interpersonal interactions, and develop strategies to improve them.
Module 7 Communication Climate Upon successful completion of this module, you will be able to improve group communication and climate	Module 7 Learning Outcomes At the end of this module, you will be able to Analyze the roles you and others play in groups, and modify or expand your repertoire to become more effective. Understand the factors that support cooperation in groups, and plan to implement them. Describe the advantages of active and dialogic listening, and develop skill in using it. Graduate Learning Outcomes Discuss the advantages and challenges associated with using humor to improve organization climate and interpersonal communications.
Module 8 Teams and Conflict Upon successful completion of this module, you will be able to help turn a group into a team and manage conflict	Module 8 Learning Outcomes At the end of this module, you will be able to Understand and identify factors that support team success, including leadership and empowerment. Identify the causes and nature of constructive and destructive conflict within groups. Apply a variety of approaches to managing conflict and negotiation to improve outcomes.
Module 9 Group Decision-Making Upon successful completion of this module, you will be able to help improve group decision-making	Module 9 Learning Outcomes At the end of this module, you will be able to Describe and identify common problems with group decision-making, and identify steps to reduce them. Plan to implement successful decision-making processes in groups.
Module 10 Computer-Mediated Communication Upon successful completion of this module, you will be able to use computer-mediated communication more effectively	Module 10 Learning Outcomes At the end of this module, you will be able to Understand issues that affect electronically-mediated communication, and apply them to use computer-mediated communication more effectively. Apply your knowledge of group dynamics to analyzing a group of which you are a member, and develop strategies to improve those dynamics.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Gergen, K.J., Schrader, S.M. & Gergen, M. (2009),Constructing Worlds Together: Interpersonal Communication as Relational Process. Boston, MA: Pearson.

Rothwell, J.D. (2010). In Mixed Company, 7th Edition. Boston, MA: Wadsworth.

Graduate Learners Only: Scott, S. (2004), Fierce Conversations: Achieving Success at Work & Life. One Coversation at a Time Berkley, CA.

Course Structure

This course consists of 10 modules. The estimated time to complete each module is one week.

Week, Module # and Title	Readings	Assignments
Week 1, Module 1: Introductions		1.1: Introductions 1.2: Class Climate 1.3: Define Personal & Group Dynamics 1.4: Assess Yourself
Week 2, Module 2: Person Perception	Gergen, Schrader & Gergen, pp. 7-14, 20-25, 29-33, 41-47, 51-58, 67-71	2.1: Reading Activities 2.2: Role Play 2.3: Discussion: Role Play 2.4: Discussion: Perceiving People 2.5: Micro-Inequities (Graduate Only)
Week 3, Module 3: Interpersonal Communication	Gergen, Schrader & Gergen, pp. 77-79, 85-89, 95-99	3.1: Reading Activities 3.2: Discussion: Telephone Game 3.4: Develop Framework to Analyze Interactions
Week 4, Module 4: Nonverbal Communication	Gergen, Schrader & Gergen, pp. 108-121	4.1: Discussion: Non-verbal Communication 4.2: Discussion: What is Communicated? 4.3: Analyze Interpersonal Interactions 1
Week 5, Module 5: Group Functions and Development	Gergen, Schrader & Gergen, pp. 108-121	5.1: Discussion: Group Norms and Conformity 5.2: Discussion: Group Development 5.3: Select and describe a group 5.4: Analyze Interpersonal Interactions 2
Week 6, Module 6: Group Roles	Rothwell, ch. 5	6.1: Group Activity: Identify Group Roles 6.2: Discussion: Stanford Prison Experiment 6.3: Interpersonal Dynamics Analysis Paper 6.4 Twelve Angry Men (Graduate Only)
Week 7, Module 7: Communication Climate	Gergen, Schrader & Gergen, pp. 127-133 Rothwell, ch. 4	7.1: Reading Activities 7.2: Dialogic Listening Practice 7.3: Discussion: Group Communication Survey 7.4: Analyze Group Roles 7.5 Favorite Comic or Comedy Show (Graduate Only)
Week 8, Module 8: Teams and Managing Conflict	Rothwell, chs. 6 and 10	8.1: Discussion: Effective Class Teams 8.2: Discussion: Remember the Titans 8.3: Analyze Group Conflict 8.4 Fierce Conversations (Graduate Only)
Week 9, Module 9: Group Decision-Making	Rothwell, chs. 7 and 8	9.1: Discussion: Challenger Disaster 9.2: Analyze Group Decision-Making
Week 10, Module 10: Computer-Mediated Communication	Rothwell, ch. 11	10.1: CMC Group Redux 10.2: Discussion: CMC in Your Professional Life 10.3: Group Dynamics Analysis Paper

To see course due dates, click on the Checklist link on the top navigation bar. This page contains module-specific checklists and due dates for the work due in the course.

Assessment of Learning

Percentage distribution of Assessments

All Discussions	1.3, 1.4, 2.3, 2.4, 3.3, 4.1, 4.2, 5.1, 5.2, 6.2, 7.3, 8.1, 8.2, 9.1, 10.2	40%
Reading Activities (applications from Gergen, Schrader & Gergen)	2.1, 3.1, 7.1	10%
Learning Games (assessed outside of discussion)	7.2, 10.1	5%
Interpersonal Interactions	3.4, 4.3, 5.4, 6.3 (Graduate Learners 2.5, 7.5)	20%
Group Dynamics	5.3, 6.1, 7.4, 8.3, 9.2, 10.3 (Graduate Learners 6.4, 8.4)	25%

Discussions: There are one or two graded discussions each week, each requiring at least 3-4 posts per week. They are designed for an ongoing discussion, requiring you to participate on at least two different days. You will receive a grade every week, so you will always know where you stand, and can modify your participation accordingly.

Papers
There are two papers in this course. For each paper, you begin by developing a framework that you then use to collect data about either your interactions or your group experiences. This data is analyzed for your paper. The Group Dynamics paper is written in sections, with each piece added to consider a new topic.

Competence-Based Percentage Distribution of Assessments

Competencies: (FX) Can apply theories and models of person perception, communication and group dynamics to analyzing and improving workplace relationships and groups. (H3X) Can identify an interpersonal problem and design a plan for change based on an understanding of social science theories or models.
All Discussions	1.3, 1.4, 2.3, 2.4, 3.3, 4.1, 4.2, 5.1, 5.2, 6.2, 7.3, 8.1, 8.2, 9.1, 10.2	40%
Reading Activities (applications from Gergen, Schrader & Gergen)	2.1, 3.1, 7.1	10%
Learning Games (assessed outside of discussion)	7.2, 10.1	5%
Interpersonal Interactions	3.4, 4.3, 5.4, 6.3 (Graduate Learners 2.5, 7.5)	20%
Group Dynamics	5.3, 6.1, 7.4, 8.3, 9.2, 10.3 (Graduate Learners 6.4, 8.4)	25%

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

Grades lower than a C- do not earn credit at the School for New Learning.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

Online Discussion

Discussion Boards

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Assessment Criteria for Online Discussion Participation

In the online discussions your responses will be assessed on whether one or more of the following are present:

Offering up ideas or resources and inviting a critique of them
Asking challenging questions
Articulating, explaining and supporting positions on ideas
Exploring and supporting issues by adding explanations and examples
Reflecting on and re-evaluating personal opinions
Offering a critique, challenging, discussing and expanding ideas of others
Negotiating interpretations, definitions and meanings
Summarizing previous contributions and asking the next question
Proposing actions based on ideas that have been developed

The above list was adapted from Gilly Salmon’s book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).

Online Participation Guidelines

A significant part of your online learning experience involves learning with and from your classmates and the instructor in the online discussions and group assignments.

Active participation means sharing information and resources and posting you ideas and critiquing and expanding on the ideas of others in a collegial fashion. This discussion is informal in the sense that it is meant to encourage interested discussion. You are expected to follow accepted standards of English spelling, grammar and usage, although you will not be assessed for these particular characteristics when you are participating in the WebBoard discussions.

These discussions are for you to exchange your reflections with your classmates and instructor about what you are learning. The discussions will be organized into forums around the particular topic you are studying each week.

You may be asked by the instructor to take leadership in a certain group for a certain time of the course. You will receive further instructions from your instructor if this occurs.

You should contribute your responses to the particular assignment for that particular discussion heading which will be posted.

For each Discussion Forum, you are required to make at least one original contribution to each topic and respond to at least one classmate’s contribution.

Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.

Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

Be polite
Respect other participants’ views or opinions
Think before you write, and ask yourself if you would say the same thing in person
Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
Be sensitive to cultural differences
Avoid hostile, curt or sarcastic comments
No objectionable, sexist, or racist language will be tolerated
Create a positive online community by offering assistance and support to other participants.
Use correct grammar and syntax