University of North Texas at Dallas

Spring 2020
SYLLABUS

COMM 3352.001: Intercultural Communication 3 HRS

Department of Languages and Communication School of Liberal Arts and Sciences

Instructor Name: Sara J. Holmes

Office Location: FH 213A
Office Phone: 972.338.1820
Email Address: [email protected]

Office Hours: MW 1:00 pm – 2:30 pm

TTh 2:30 pm – 4:30 pm; and by appointment

Course Format/Structure: 100% Face to Face only.

Classroom Location: FH 240
Class Meeting Days & Times: TuTh 1:00 pm – 2:30 pm

Course Catalog The course explores the ways culture affects and is affected by communication. Topics to be
Description: addressed range from globalization and cultural diversity at work, to international peace and
conflict resolution, to the role of popular media in representing cultures and shaping identities.

Prerequisites: None.
Co-requisites: None.
Required Text: • Sorrells, K. (2016). Intercultural communication: Globalization and social justice, (2nd ed.).
Los Angeles: Sage. (ISBN: 978-1-4522-9275-5)
• Readings posted on Canvas
• American Psychological Association. (2010). Publication manual of the American
Psychological Association, (6th ed.). Washington, D.C.: American Psychological Association.
(ISBN: 978-1-4338-0562-2)
• Access to a computer with Microsoft Word and PowerPoint, Adobe Flash, and a printer
Recommended Text and • OWL Purdue Online Writing Lab at http://owl.english.purdue.edu/owl/resource/560/1/
References: • Additional readings and materials may be supplied in class or posted to Canvas.
Access to Learning UNT Dallas Library: (Student Center)
Resources: phone: (972) 780-1616
web: http://www.untdallas.edu/library
e-mail: [email protected]
UNT Dallas Bookstore: (Building 1)
phone: (972) 780-3652
web: http://www.untdallas.edu/bookstore
e-mail: [email protected]
Canvas Resources Getting Help with Canvas:
Supported Browsers: Canvas 24/7 Phone Support for Students: 1-833-668-8634
• Chrome 67 & 68 Canvas Help Resources:
• Firefox 60 & 61
• Flash 29, 30 (for Canvas Student Guide - https://community.canvaslms.com/docs/DOC-10701
audio/video) For additional assistance, contact Student Assistance (UNT Dallas Distance Learning):
• Respondus Founders Hall, Rm 124
Lockdown Browser Phone: 972-338-5580
• Safari 10, 11 Email: [email protected]
Supported Devices:
• iPhone If you are working with Canvas 24/7 Support to resolve a technical issue, please keep me
• Android updated on the troubleshooting progress.

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• Chromebook
Note: Tablet users can If you have a course-related issue (e.g., course content, assignment trouble, quiz difficulties),
use the Canvas app please contact me during office hours or by email.

Screen Readers:
• VoiceOver (Safari)
• JAWS (Internet
Explorer)
• NVDA (Firefox)
Note: There is no screen
reader support for
Canvas in Chrome

Course Goals or Overview: The goals of this course are as follows -

1 To learn the central concepts and important influences in the field of communication.
2 To apply and connect theory to everyday lived experiences.
3 To understand how one’s culture shapes communication strategies.
4 To apply theory to the experiences of others to better understand how the culture of others shapes their
communication strategies.
5 To learn to engage as a more interculturally effective interactant.
6 Think critically, plan strategically, listen analytically, and write coherently.

Learning Objectives/Outcomes: At the end of this course, students will be able to:
1 Discuss cultural factors impacting human life, including religion, nation, class, gender, race, and civilization.
2 Understand and put into practice intercultural communication competence.
3 Understand and work on overcoming intercultural communication barriers.
4 Discuss cultural dimensions and values and reflect on the specificities in terms of cultural dimensions and values
of different populations and groups.
5 Analyze specific intercultural communication problems, illustrating the historical, cultural, economic, and
political differences that affect their solutions.
6 Become more willing, self-reflective, flexible, and open communicators in intercultural communication
interactions.

Course Outline
This schedule is subject to change by the instructor. Any changes to this schedule will be communicated in class or via class
email or Canvas announcement. Additional readings and activities may be added, these will be noted in the Readings and
Activities/Assignments sections.

Dates Course Content Assignments/Readings Due

Week 1
Tuesday, 1/14 Course introduction
Set ground rules and guidelines
Why study Culture and Communication?
Thursday, 1/16 Introductory Exercise

Week 2
Tuesday, 1/21 Defining Culture Chapter 1
Thursday, 1/23 Intercultural Praxis: Key Concepts in Intercultural Communication
Kinefuchi, E., & Orbe, M. P. (2008). Situating oneself in a racialized
world: Understanding student reactions to Crash through
standpoint theory and context-positionality frames. Journal of DUE: Syllabus contract;
International & Intercultural Communication, 1, 70-90. Welcome survey

Week 3
Tuesday, 1/28 Intercultural Communication & Globalization Chapter 2
Thursday, 1/30 Intercultural Communication & Globalization
Lebedko, M. G. (2014). Globalization, networking and intercultural
communication. Intercultural Communication Studies, 23, 28-41.

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Week 4
Tuesday, 2/4 Deconstruction of Self Presentation
Thursday, 2/6 Deconstruction of Self Presentation

Week 5 – Exam #1 due in Canvas Sunday, 2/16, 11:59 pm

Tuesday, 2/11 Globalizing Body Politics Chapter 3
Thursday, 2/13 History, Power and Intercultural Communication
Gu, M. (2017). Symbolic Competence in Multilingual Interactions in a
University Setting: A Complexity Analysis. Multilingua: Journal of
Cross-Cultural and Interlanguage Communication, 36, 59-88.
Markovich, D. Y. (2015). The Personal as Political: The Function of the
Private Space in Contextualizing the "Other" in Jewish-Palestinian
Encounters. Journal of Peace Education, 12, 167-181.

Week 6
Tuesday, 2/18 Racism, Privilege, and Whiteness Chapter 3
Readings from The New Jim Crow: Mass Incarceration in the Age of
Colorblindness by Michelle Alexander
Thursday, 2/20 Race, Power, and Privilege
Readings from We Wear the Mask: 15 True Stories of Passing in
America by Brando Skyhorse.

Week 7
Tuesday, 2/25 Intersectional Identities: Race, Gender, Class, Sexuality Chapter 3
Thursday, 2/27 Intersectional Identities
Abdi, S., & Van Gilder, B. (2016). Cultural (in)visibility and identity
dissonance: Queer Iranian-American women and their negotiation
of existence. Journal of International & Intercultural
Communication, 9, 69-86.
Cheah, W. H., & Singaravelu, H. (2017). The coming-out process of gay
and lesbian individuals from Islamic Malaysia: Communication
strategies and motivations. Journal of Intercultural Communication
Research, 46, 401-423.

Week 8 – Reflection Paper due in Canvas Sunday, 3/8, 11:59 pm

– Exam #2 due in Canvas Sunday, 3/8, 11:59 pm
Tuesday, 3/3 Cultural Space Chapter 4
Thursday, 3/5 Nonverbal & Verbal Communication Chapter 4
Barker, G. G. (2016). Cross-cultural perspectives on intercultural
communication competence. Journal of Intercultural
Communication Research, 45, 13-30.

03/9 – 03/13 Spring Break No Classes

Week 9
Tuesday, 3/17 Extended Spring Break
Thursday, 3/19 Extended Spring Break

Week 10
Tuesday, 3/24 Intercultural Communication and Relationships Chapter 5
Florack, A., Rohmann, A., Palcu, J., & Mazziotta, A. (2014). How initial
cross-group friendships prepare for intercultural communication:
The importance of anxiety reduction and self-confidence in
communication. International Journal of Intercultural Relations, 43,
278-288.
Thursday, 3/26 Intercultural Relationships Issues
Yao, C. W. (2016). Unfulfilled expectations: Influence of Chinese
international students' roommate relationships on sense of
belonging. Journal of International Students, 6, 762-778.
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Week 11
Tuesday, 3/31 Crossing Borders Chapter 6
Del Percio, A. (2016). The governmentality of migration: Intercultural
communication and the politics of (dis)placement in Southern
Europe. Language & Communication, 51, 87-98.
Thursday, 4/2 Immigration Issues
Block, D. (2013). The structure and agency dilemma in identity and
intercultural communication research. Language and Intercultural
Communication, 13, 126-147.

Week 12 – Exam #3 due in Canvas Sunday, 4/12, 11:59 pm

Tuesday, 4/7 Media and Intercultural Communication Chapter 7
Thursday, 4/9 Media Issues
Chen, H. (2017). Intercultural communication in online social networking
discourse. Language and Intercultural Communication, 17, 166-189.

Week 13
Tuesday, 4/14 Culture of Capitalism Chapter 8
Thursday, 4/16 Culture of Capitalism
Teo, W. (2012). Cannibalism, capitalism and the cross-cultural politics
of eating people. Journal of Visual Art Practice, 11, 173-192.

Week 14
Tuesday, 4/21 Intercultural Conflict Chapter 9
Thursday, 4/23 Intercultural Conflict
Tili, T. R., & Barker, G. G. (2015). Communication in intercultural
marriages: Managing cultural differences and conflicts. Southern
Communication Journal, 80, 189-210.

Week 15 – Exam #4 due in Canvas Sunday, 5/3, 11:59 pm

Tuesday, 4/28 Intercultural Communication & Social Justice Chapter 10
Thursday, 4/30 Intercultural Communication & Social Justice
Spivak, G. C. (2005). Scattered speculations on the subaltern and the
popular. Postcolonial Studies, 8, 475-486.
Zotzmann, K., & Hernández-Zamora, G. (2013). Beyond the "Cultural
Turn": The politics of recognition versus the politics of redistribution in
the field of intercultural communication. Language Learning Journal, 41,
357-369.

Week 16 – Intercultural Research Paper & Presentation due in Canvas Monday, 5/4, 11:59 pm
Tuesday, 5/5 Final Paper Presentations 1:00 – 3:00 pm

Course Evaluation Methods

This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for
the course.
1. Participation and In-Class Exercises (125 points): Small assignments consisting of in-class exercises, out of class
assignments, and class discussion make up your participation grade in this class. We will have a variety of these, as part
of an active class. Missing more than a few of these assignments is dangerous to your grade. In-class exercises and
participation occur daily and CANNOT be made up, even with an excused absence. You must be in class on the day
we complete exercises. Failure to appear in class will result in a participation grade of 0 for the day.

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 Modified Participation Plan (75 points): Due to the changing nature of the remainder of the term, you will be expected
to demonstrate in-class participation through your engagement in the Canvas Discussion Boards. Starting at each
regularly scheduled class period (Tuesday/Thursday 1:00 pm), you are expected to log into Canvas and engage with
the discussion board posted for the day. It is crucial that you participate in this exercise, both for the student group
facilitating the discussion and for your grade. As with our face-to-face class, you are expected to participate two days of
each week. To earn participation points, discussion must take place between the hours of 1:00 pm and 11:59 pm each
of those two days (Tuesday and Thursday). Failure to participate in discussion for the day will be considered an
absence for the day and result in a zero for participation for that day.
2. Examinations (150 points): There will be four exams (50 points each), three of which you must take. The top three
grades will be taken in the final grade calculation. Exams may comprise a variety of response formats, including, but
not limited to multiple choice, true/false, and matching questions to probe your understanding of the main points of
the reading. Exams are not cumulative.
3. Deconstruction of Self Presentation (100 points): During the fourth week of class, you will deliver a presentation, in
which you will both “deconstruct” an artifact you believe represents who you are and “reconstruct” the artifact
through a description of yourself. This is an opportunity for your peers to learn more about you and how you see
yourself through your cultural lens.
4. Reflection Paper (150 points): At the midterm point of the semester, you will be required to write a paper reflecting on
your understanding of different aspects of cultural difference, as seen in different sites of analysis, including religious
institutions, mass media, interpersonal relationships, your own perceptions and biases, etc. This will be 4-5-page, typed,
double-spaced (APA formatted) paper due at the end of the 8th week of class. The full assignment description will be
made available on Canvas in the assignment file.
5. Class Discussion Facilitation (150 points): Working with a partner, you will prepare and present a specific concept to
the class. You will be required to present the concept as well as design and execute an exercise that will enhance the
class’s understanding of the concept. You must integrate additional scholarly research outside of your chosen date’s
assigned reading. The entire facilitation will be a minimum of 45 minutes in length. Date selection for this assignment
will be done during the first two weeks of class.

Online Class Discussion Board Facilitation: Similar to the face-to-face class discussion facilitation, you will work in your
small group to facilitate the discussion for your previously selected class meeting (please consult the course calendar for
this information). On the date of your group’s facilitation, you will prepare and organize the class discussion using the
Discussion Board feature in Canvas. Your discussion board facilitation will include an effective PowerPoint that
integrates scholarly research and relevant audio/visual media to highlight the concepts in the course reading you are
covering for the designated class period. Throughout the course of the day, you will be expected to respond to your
peers, including asking questions and providing responses to any questions they have. Your discussion board post
initiating the conversation MUST BE POSTED NO LATER THAN 1:00 PM on your scheduled facilitation date. The
discussion will run through 11:59 pm the same day. Please be prepared to respond throughout the day to the discussion
on your facilitation date.
N.B. One member of your group still will submit your PowerPoint to the Facilitation Assignment in the Modules page
for grading.
6. Intercultural Communication Research Paper (200 points): At the conclusion of this semester, you will submit a
research project based on a selection of topic options provided to you. This is an assignment with a graded research
component and will consist of both a paper and a formal presentation of your research in class. The major research
project may be done individually or with a partner. An individual paper should be 7-8 pages and a co-authored paper
will add 2-4 pages to that number. You must include a references page and appropriate citation in APA style. This
assignment requires the use of a minimum of 5 scholarly sources per author (not including the textbook or websites).
You may, of course, use the text and websites, but they will not count toward your required 5 scholarly (peer-
reviewed) sources.
Should you choose to work in a group setting, please adhere to the following guidelines:
Please sign up for your desired group on the “People” page under the group tab “Final Research Project and
Presentation Group.” When selecting a group, please be certain you and all members of your group select the same
group number. Otherwise, you all may not be graded correctly for your work.
7. Intercultural Communication Research Paper Presentation (50 points): In addition to the written piece you will present
the key points and findings of your final paper to the class. For individual presentations you should plan on 7-8
minutes and pairs will present for 9-10 minutes. See the course calendar for scheduled presentation dates.

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 Online Presentation Element: Either individually or in your small group, you will present the key points and findings of
your final paper to the class in a video format. You will upload this video to YouTube and share it to the Final
Presentation Discussion Board for the entire class to watch. This is an opportunity to be creative with this final
assignment. You and your group members are not required to meet in the same space; however, you are expected to
deliver a coherent, fluid 7-8 minute (individual) or 9-10 minute (partnered) presentation about your final paper. In
other words, your editing skills will be very useful as you (and your partner) put together your presentation. Please
make sure you have a 7-8 slide PowerPoint (plus a title slide and References slide) visible during your presentation for
your peers to watch.
Extra Credit Opportunities
Extra credit is given at the discretion of the instructor and may include, but is not limited to:
• There will be four exams administered this semester, three of which will be taken for a grade. If you complete all
four exams, points earned on the fourth exam will be counted for extra credit. This is an extra credit opportunity
worth up to 50 points.

PLEASE NOTE: Receiving extra credit means you do EXTRA work. If you fail to complete any assignment in the course,
YOU WILL LOSE ALL EXTRA CREDIT. Evaluation is based upon the quality of work submitted. Simply submitting a
completed assignment does not guarantee you will receive extra credit. You should apply the same effort on written extra
credit work as you would on regular graded assignments.

Grading Matrix:
Each of the following assignments will be detailed thoroughly on Canvas. Be sure to access Canvas frequently for
assignment guidelines and other important class documents.

Participation and In-Class Exercises 200 points

Examinations 150 points
Deconstructing the Self Presentation 100 points
Reflection Paper 150 points
Class Discussion Facilitation 150 points
Intercultural Communication Research Paper 200 points
Intercultural Communication Research Paper Presentation 50 points
Total 1000 points

Your final grade is based on a total out of 1000 points.

900-1000 = A 800-899= B 700-799 = C 600-699 = D 599 ↓ = F

University Policies and Procedures

The University of North Texas at Dallas makes reasonable academic accommodations for students with disabilities. Students seeking
accommodations must first register with the Disabilities Services Office (DSO) to verify their eligibility. If a disability is verified, the DSO will
provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You
may request accommodations at any time, however, DSO notices of accommodation should be provided as early as possible in the semester to
avoid any delays in implementation. Note that a student must obtain a new letter of accommodation for every semester and must
meet/communicate with each faculty member prior to implementation in each class. Students are strongly encouraged to deliver letters of
accommodation during faculty office hours or by appointment. Faculty members have the authority to ask students to discuss such letter during
their designated office hours to protect the privacy of the student. For additional information see the Disability Services Office website at
http://www.untdallas.edu/disability. You may also contact them by phone at 972-338-1777; by email at [email protected] on the
first floor of the Student Center.
NOTE: Additional instructional technology tools, such as Turnitin, Respondus, Panopto, and publisher cartridge content (i.e. MyLab, Pearson,
etc.) may NOT be fully ADA compliant. Please contact our Disability Office should you require additional assistance utilizing any of these tools.
Academic Integrity: Academic integrity is a hallmark of higher education. You are expected to abide by the University’s code of Academic
Integrity policy. Any person suspected of academic dishonesty (i.e., cheating or plagiarism) will be handled in accordance with the University’s
policies and procedures. Refer to the UNT Dallas Academic Integrity Policy in the appropriate Catalog at http://dallascatalog.unt.edu.
Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabrication of information or citations, facilitating acts of dishonesty by
others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the
instructor, or tampering with the academic work of other students.
Web-based Plagiarism Detection: Please be aware in some courses, students may be required to submit written assignments to Turnitin, a web-
based plagiarism detection service, or another method. If submitting to Turnitin, please remove your title page and other personal information.
Diversity/Tolerance Policy: Students are encouraged to contribute their perspectives and insights to class discussions. However, offensive &
inappropriate language (swearing) and remarks offensive to others of particular nationalities, ethnic groups, sexual preferences, religious groups,

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genders, or other ascribed statuses will not be tolerated. Disruptions which violate the Code of Student’s Rights, Responsibilities, and Conduct
will be referred to the Dean of Students as the instructor deems appropriate (UNTD Policy 7.001 found at https://www.untdallas.edu/hr/upol).
Classroom Disruption: Students are expected to engage with the instructor and other students in this class in a respectful and civil manner at all
times to promote a classroom environment that is conducive to teaching and learning. Students who engage in disruptive behavior will be
directed to leave the classroom. A student who is directed to leave class due to disruptive behavior is not permitted to return to class until the
student meets with a representative from the Dean of Students Office. It is the student’s responsibility to meet with the Dean of Students before
class meets again and to provide the instructor confirmation of the meeting. A student who is directed to leave class will be assigned an
unexcused absent for that class period and any other classes the student misses as a result of not meeting with the Dean of Students. The student
is responsible for material missed during all absences and the instructor is not responsible for providing missed material. In addition, the student
will be assigned a failing grade for assignments, quizzes or examinations missed and will not be allowed to make up the work.
The Code of Student’s Rights, Responsibilities, and Conduct (UNTD Policy 7.001 found at https://www.untdallas.edu/hr/upol) describes
disruption as the obstructing or interfering with university functions or activity, including any behavior that interferes with students, faculty, or
staff access to an appropriate educational environment. Examples of disruptive behavior that may result in a student being directed to leave the
classroom include but are not limited to: failure to comply with reasonable directive of University officials, action or combination of actions that
unreasonably interfere with, hinder, obstruct, or prevents the right of others to freely participate, threatening, assaulting, or causing harm to
oneself or to another, uttering any words or performing any acts that cause physical injury, or threaten any individual, or interfere with any
individual’s rightful actions, and harassment. You are encouraged to read the Code of Student’s Rights, Responsibilities, and Conduct for more
information related to behaviors that could be considered disruptive.
Course Eval Policy: Student’s evaluations of teaching effectiveness is a requirement for all organized classes at UNT Dallas. This short survey will
be made available to you at the end of the semester via your campus email, providing you a chance to comment on how this class is taught. I
will not have access to the results of the evaluations until after final grades have posted. I am very interested in the feedback I get from students,
as I work to continually improve my teaching. I consider students’ evaluations to be an important part of your participation in this class.
Bad Weather Policy: Campus facilities will close and operations will be suspended when adverse weather and/or safety hazards exist on the
UNTD campus or if travel to the campus is deemed dangerous as the result of ice, sleet or snow. In the event of a campus closure, the Marketing
and Communication Department will report closure information to all appropriate major media by 7 a.m. That department will also update the
UNTD website, Facebook and Twitter with closing information as soon as it is possible. For more information please refer to
http://www.untdallas.edu/police/resources/notifications.
Technology Assistance: In order to successfully access the materials in Canvas, UNT Dallas advises that your computer be equipped with the
minimum system requirements listed on the first page of the syllabus.
If you experience difficulty accessing or using components of the course, try using Google Chrome browser. If you still experience technical
difficulties, first, notify your instructor. If the problem is still not resolved, call Distance Learning at the phone number listed on the first page of
the syllabus. Also, no matter what browser you use, always enable pop-ups.
For more information see:
• UNT Dallas Canvas Technical Requirements: https://community.canvaslms.com/docs/DOC-10721
• Canvas Instructure Support & Unsupported Operating Systems: https://community.canvaslms.com/docs/DOC-10720

Class Policies and Expectations

Attendance and Participation Policy
Attendance in class is required. Failure to be present in class will result in a loss of participation points for the day. If you are
not present, you cannot participate. Coming late to class or leaving early may be considered a whole or partial absence. If
you have more than the acceptable number of absences due to serious illness or similar causes, discuss the possibility of
makeup work with me as early as possible. Attendance will be tracked daily. If you are late to class, it is your responsibility
to ensure you are counted present for the day (sign in/respond when roll is called). Otherwise, you will be counted absent.
Active Learning
You are expected to take an active role in learning. If you are having trouble, come and see me – I will be glad to help. If
there are things you do not understand, raise questions in class, as others may benefit from your inquiry. If you are hesitant
to speak up in class, stop by after class or send me an email. I am here to assist in your learning, so do not hesitate if you
need clarification or assistance.
Missing Class
To help you get information about any class that you miss, you can use the ‘buddy system.’ Choose two classmates as your
buddies. Exchange contact information so that if you are absent, you can contact one or both of your buddies for notes,
assignments, and announcements.

Buddy Name: ____________________________ Buddy Name: _____________________________

Email: ___________________________________ Email: ___________________________________

Phone: ___________________________________ Phone: ___________________________________

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Assignment Policy
Students are expected to read assigned material before class and participate actively in class. This includes actively
engaging in class discussion and group exercises as well as taking notes on lecture material. It is your responsibility to know
what is done in class and any changes in the syllabus even if you are absent. Additionally, please be prepared to present
on your assigned presentation date. Please note that because time is limited for makeup assignments, if you miss class the
day you are expected to deliver a presentation, you may not be able to make up the presentation. Make-ups will be
considered only for major emergencies or serious illnesses when properly documented. If you should arrive late, please do
not enter the classroom while a student presenter is speaking. You could disrupt their train of thought and you certainly
would distract the audience. Wait outside until that student has finished, and then enter. Better yet, come on time!
Presentation Policies
All presentation topics must also be approved. Please be considerate and mindful when choosing presentation topics.
Please also be mindful of the topic choices of others. It is important that this be a SAFE environment for everyone. Key to
effective communication includes making appropriate choices when delivering a presentation. No profanity or content of a
graphic nature. PowerPoints/Prezis must be legible and visually appealing. Adhere to the following rule. A visual aid must
contain 2 elements: 1) It must be visual, and 2) It must aid. Unprofessional presentation aids will negatively impact your
grade. Dress appropriately and professionally for each of your presentations and do not interrupt your peers’
presentations, when you are an audience member.
Exam Policy
Quizzes and exams should be taken as scheduled. No makeup quizzes/examinations will be allowed except for
documented emergencies (See Student Handbook).
Social Media Policy
Although I do maintain a broad social media presence, including multiple blogs, Facebook, Twitter, LinkedIn, Tumblr,
Pinterest, Snapchat, Instagram, etc., if you use one of these platforms to contact me, I may not notice, and I definitely will
not respond. Please note: I do not send or accept friend requests of current students through social media. If there is
something you would like to share with me, please email me the link for your social media post.
Plagiarism
Students need to do original work and properly cite sources. For example, be aware of plagiarism—directly copying more
than 3 or 4 words from another author without quoting (not just citing) the author is plagiarism. Cheating, plagiarizing,
falsification, misrepresentation or any other form of dishonesty will be dealt with severely. Students will be subjected to
disciplinary action under college regulations.
Inclusive Language and Intercultural Diversity
Please use non-sexist language and appropriate cultural terms when speaking and writing. Since the language we use shapes
the way in which we see the world, the words we use matter. For example, use “he or she” instead of “he” when referring
to a hypothetical person. Similarly, use “everybody” instead of “you guys,” “people” instead of “man” or “mankind.” Use,
“Asian” instead of “Oriental,” etc. Encouraging different perspectives related to such factors as gender, race, nationality,
ethnicity, sexual orientation, religion, and other relevant cultural identities fosters understanding and inclusiveness related
to such diverse perspectives and ways of communicating.
Citizenship
Each of us is responsible for creating a positive learning environment. Respectful class participation includes contributing
ideas that relate to the topic, asking questions to clarify understanding, responding thoughtfully when called upon, and
giving respectful attention to the instructor and classmates. Good communication skills include listening carefully to diverse
opinions, analyzing what is said, clearly stating opinions without personal put-downs, encouraging classmates, synthesizing
new information, and applying it. Disrespectful communication includes interrupting or attacking others, monopolizing the
conversation, carrying on side conversations, and using personal technology for purposes other than classroom activity. A
positive classroom environment improves learning for both the individual student and for the class as a whole.
Mobile Technology Policy
Although we are a class committed to evaluating social media, please make sure your use of mobile technology is relevant
to class. If you find yourself tempted to use your technology for completing homework for other classes, surfing the
Internet, or “playing” on social media, please TURN IT OFF AND PUT IT AWAY. It is disrespectful and distracts from
community-building to use digital devices in class for any purpose other than class learning. If your digital device sounds off
(rings, chirps, vibrates) in class, or if you are caught (by me or one of your peers) text messaging, surfing the internet, or
listening to music through earphones, you will be asked to leave the class and will lose participation points for the day.
Drop/Withdrawal Policy
Withdrawing from a course is a formal procedure which YOU must initiate; the instructor cannot do it for you. You may

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withdraw from a class in either Admissions or Advising. If you stop attending or are unable to complete this class and you
do not withdraw before the official drop date, you will receive a performance grade, usually a grade of “F.” Students
sometimes drop a class when help is available that would enable them to continue. Please discuss your plans with the
instructor if you feel the need to withdraw.
Grade Disputes
Grades will be discussed only during office hours. Please do not ask grade questions during class time. If you have an issue
with your grade, please wait 24 hours, but no later than 48 hours before submitting an email articulating your concern
about your grade. Please include a reference to the work in question. This will give both the instructor and the student time
to carefully review all of the information. After 48 hours, your grade will not be changed.
College-Level Reading, Writing, and Speaking Skills
College-level reading, writing, and speaking are expected. If your papers or presentations do not meet college-standards,
you will not receive credit for them. If you find you need help correcting grammatical and word choice errors, I strongly
advise you to meet with a tutor in The Writing Center.
In addition to specific requirements for each paper assignment, please note the following guidelines for all written work:
• All written assignments must be typed and include a title page.
• Format: Double-spaced, 12pt font, Times New Roman, 1” Margins, adhering to the APA Style Guide.
• All assignments must be submitted through Canvas before 11:59 pm the day they are due.
• Be sure to proof read your written work before submitting in order to correct any grammatical errors or spelling
mistakes. Please note that grammar and spelling are considered in grading. Knowing how to write properly is an
essential part of communication.

Additional Resources for Students

I am happy to make reasonable accommodations when appropriate, provided that you notify me in timely fashion. All
personal information will be kept in strict confidentiality. Below is a list of additional support services for students:
Disability Services Financial Aid & Scholarships Career Services
Student Center, 1st Floor Student Center, 1st Floor Student Center, 2nd Floor
972.338.1777 972.780.3662 972.338.1782

Library & Resources Academic Advising Counseling & Wellness

Student Center, 3rd Floor Student Center, 2nd Floor Student Center, 1st Floor
972.338.1616 972.338.1645 972.338.1779

Leadership & Multicultural Programs Learning Commons Campus Police

Student Center, 2nd Floor Student Center, 2nd Floor Founders Hall, 131
972.780.3662 http://www.untdallas.edu/aas/tutoring 972.780.3009

Speaking Center Office of Student Affairs Veteran Success Center

Student Center, 2044 Student Center, 2nd Floor Student Center, 2nd Floor
[email protected] 972.338.1775 972.338.1786

Key Dates
Please take note of the following key dates for the spring 16-week session:
01/12/20 Last Day for 100% Tuition Refund 01/29/20 Census Day
01/13/20 First Day of Class 01/29/20 Last day to drop a class without a “W”
01/16/20 Last Day to Add Classes 02/03/20 Last Day for 50% Tuition Refund
01/17/20 Last Day for 80% Tuition Refund 02/10/20 Last Day for 25% Tuition Refund
01/20/20 Martin Luther King, Jr. Day – No Classes 03/9-03/13/20 Spring Break – No Classes
01/27/20 Last Day for 70% Tuition Refund 04/04/20 Last day to drop a class with a “W”
05/04-05/10/20 Final Exams

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Reminders
➢ Grades cannot be based on effort. Teachers cannot measure time or energy expended; only outcomes can be gauged.
If you work hard at something and do not achieve the desired outcomes, a teacher cannot give you the grade you
want or the higher grade because of your effort.
➢ Grades cannot be assigned because a student needs/wants a particular grade. If you desire the A, you will need to
fulfill the conditions needed to earn an A.
➢ Grades are based on announced standards. Therefore, consideration of grade fairness must center on the application
of those standards to student work, instead of comparisons to other student’s work.
➢ Generally, teachers are more experienced at assessing student work than the students themselves.
➢ Teachers, on average, are objective and are not out to “nail” their students. Most teachers want to give their students
the highest grade possible and the benefit of the doubt.
➢ Students are entitled to emotional reactions to assessment of their work; however these expressions should occur in
private, NOT public.
➢ Any discussion of grades should be impartial, unemotional, and characterized by mutual respect, courtesy, and
professionalism.

______________________________________________________________________________________

COMM 3352
I have read and understand the course expectations, school, and university policies and procedures, and the assignments
and grades required for successful completion of this course outlined in this syllabus.

___________________________________________________ _________________________________
NAME DATE

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