Speech/Debate (SPD)

Courses

SPD 120   Interpersonal Communication (3 Hours)  

This course focuses on the principles of effective speech communication in small group and one-to-one relationships. Theory and practice of interpersonal communication are studied and applied to a variety of life situations. The course focuses on perception, self-concept, listening, conflict, language, nonverbal communication and culture as they relate to interpersonal relationships. 3 hrs. lecture/wk.

SPD 120H   HON: Interpersonal Communication* (1 Hour)

Prerequisites: Honors department approval.

One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.

SPD 121   Public Speaking (3 Hours)  

This course is designed to meet the needs of people who wish to improve their ability to prepare and deliver effective oral presentations before an audience. This fundamental speech course emphasizes creation of ideas, research techniques, outlining, audience analysis, organization and delivery techniques. Students will deliver a variety of speech types including informative and persuasive. 3 hrs. lecture/wk.

SPD 121H   HON: Public Speaking* (1 Hour)

Prerequisites: Honors department approval.

One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.

SPD 125   Personal Communication (3 Hours)

This course is concerned with the most frequently used human communication skills, interpersonal communication and public speaking. The course demonstrates the natural relationships between communicating one-to-one and in public, showing that skills in one can be employed in the other and giving practice in both. Focus is on communication theory, listening, concepts of self, language, research techniques, perception and various types of public speaking, such as impromptu, group panel, informative and persuasive. 3 hrs.lecture/wk.

SPD 125H   HON: Personal Communication* (1 Hour)

Prerequisites: Honors department approval.

One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.

SPD 130   Elementary Debate (3 Hours)

This course is designed for those students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

SPD 132   Intermediate Debate I* (3 Hours)

Prerequisites: SPD 130 or the equivalent.

This course is designed for those students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

SPD 180   Intercultural Communication (3 Hours)

The Intercultural Communication course is concerned with communication theory as it relates to cross-cultural interactions. This course utilizes concepts drawn from sociology, psychology, anthropology and communication. Focus is on identifying the cultural bases of beliefs, attitudes, values and behaviors. Objectives include recognizing commonalities across cultures, tolerating ambiguity in a variety of situations, developing a more global multicultural perspective, identifying and appreciating other cultural orientations, and recognizing and assigning cultural explanations to specific behaviors. 3 hrs. lecture/wk.

SPD 180H   HON: Intercultural Communication* (1 Hour)

Prerequisites: Honors department approval.

One-credit hour honors contract is available to qualified students who have an interest in a more thorough investigation of a topic related to this subject. An honors contract may incorporate research, a paper, or project and includes individual meetings with a faculty mentor. Student must be currently enrolled in the regular section of the courses or have completed it the previous semester. Contact the Honors Program Office, COM 201, for more information.

SPD 230   Intermediate Debate II* (3 Hours)

Prerequisites: SPD 132 or equivalent course.

This course is designed for students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

SPD 235   Advanced Debate* (3 Hours)

Prerequisites: SPD 230 or equivalent course.

This course is designed for students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation will be developed. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

SPD 291   Independent Study* (1-7 Hour)

Prerequisites: 2.0 GPA minimum and department approval.

Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.

SPD 292   Special Topics:* (3 Hours)

Prerequisites: Department approval.

This course periodically offers specialized or advanced discipline-specific content related to the study of communication not usually taught in the curriculum. This course may expand upon a topic introduced in a current course, synthesize topics that span across existing courses, or explore a topic not currently addressed in the Speech & Debate curriculum. Students may repeat Special Topics in Communication Studies for credit, but only on different topics.

SPD 120

  • Title: Interpersonal Communication
  • Number: SPD 120
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course focuses on the principles of effective speech communication in small group and one-to-one relationships. Theory and practice of interpersonal communication are studied and applied to a variety of life situations. The course focuses on perception, self-concept, listening, conflict, language, nonverbal communication and culture as they relate to interpersonal relationships. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify the fundamental elements of the communication process.
  2. Demonstrate how a healthy self-concept improves communication.
  3. Explain how perception affects communication.
  4. Demonstrate effective listening habits and skills.
  5. Use the English language effectively to reflect the intended message.
  6. Interpret and employ nonverbal cues to optimize communication.
  7. Identify and apply strategies to assure the maximum health of interpersonal relationships.
  8. Manage relational conflict.
  9. Demonstrate the effect of culture on interpersonal communication.
  10. Apply effective communication skills in a variety of contexts. 

Content Outline and Competencies:

I. Fundamental Elements of the Communication Process

A. Identify the elements of the communication process.

B. Explain the relevance of communication competence in everyday life.

II. Self-Concept in Communication

A. Define the concepts of self-concept and self esteem.

B. Describe the meaning of self-fulfilling prophecy.

C. Evaluate students' self-concepts and how self-concept has influenced their communication.

D. Identify ways an individual can improve his/her self-concept.

III. Perception in Communication

A. Identify the steps in the perceptual process.

B. Explain what influences perception.

C. Identify methods to enhance one’s ability to perceive.

IV. Listening Habits and Skills

A. Explain the types of listening.

B. Describe the process of listening.

C. Identify the importance of listening.

D. Describe the barriers to effective listening.

E. Demonstrate methods to improve listening skills.

V. Effective Use of the English Language for Communication

A. Explain the difference between words and meaning.

B. Describe the connection between language and culture.

C. Identify language barriers.

D. Demonstrate methods to improve language skills.

VI. Nonverbal Cues

A. Identify the types of nonverbal communication.

B. Explain research findings for interpreting nonverbal communication.

C. Describe ways to improve interpreting nonverbal communication.

VII. Interpersonal Relationships

A. Explain the stages of relational development.

B. Explain why relationships are formed.

C. Describe the difference in relational and content messages.

D. Explain the need for self-disclosure in relationships.

E. List guidelines for effective self-disclosure.

F. Identify significant relationship theories.

G. Identify effective ways in which to improve interpersonal relationships.

VIII. Relational Conflict

A. Explain areas for creating positive communication climates.

B. Identify areas of defensive and supportive communication.

C. Define interpersonal conflict.

D. Explain conflict resolution styles.

E. Identify strategies to improve conflict resolution skills.

IX. Culture and Communication

A. Define the characteristics of communication culture.

B. Identify cultural barriers to communication.

C. Explain cultural values and norms.

D. Describe ways to improve intercultural competence.

X. Effective Communication Skills in a Variety of Contexts

A. Explain the functions of communication in family, friend and work environments.

B. Identify ways to improve communication competence in family, friend and work environments.

C. Explain the importance of mediated communication.

Method of Evaluation and Competencies:

20-35%    Tests. Testing may include quizzes, chapter tests, mid-term and final examinations.
15-25%    Major Project.The project may be a single large project or a series of smaller works. The project must be in written form and may be presented orally.
15-30%    Written Work. Written work may include (but is not limited to) worksheets, daily exercises, reaction papers, and journals.
15-35%    Participation/Discussion*

*Participation/Discussion may include worksheets or daily exercises done in dyads, triads, small groups or individually. It can also include class discussion and/or oral presentations. These activities may be evaluated through peer evaluation, self-evaluation and instructor evaluation.

Note: an online addendum follows for faculty teaching online Interpersonal Communication.

Addendum for Online Interpersonal Communication Instruction

The previous evaluation guidelines are required for teaching Interpersonal Communication online with the exception of the following:

  • A requirement of the online course is that students engage in multiple face-to-face communication assignments. Some suggestions include: a personal interview in a paper or participation assignment, a conflict analysis paper which requires that the student discuss the conflict with the person involved, or an analysis paper on self-concept in which the students talk to people about how they are perceived.
  • Participation/Discussion category: (15-35%) Online discussion is required for this course. A discussion board is required and a chat room is recommended in order to get the students actively engaged in the course. Discussions need to take place consistently throughout the semester. A minimum of 8 discussion topics is required and grading should be based on the number and the quality of posts.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 120H

No information found.

SPD 121

  • Title: Public Speaking
  • Number: SPD 121
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course is designed to meet the needs of people who wish to improve their ability to prepare and deliver effective oral presentations before an audience. This fundamental speech course emphasizes creation of ideas, research techniques, outlining, audience analysis, organization and delivery techniques. Students will deliver a variety of speech types including informative and persuasive. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. The Competent Speaker must be able to identify the fundamental elements of the communication process.
  2. The Competent Speaker must complete a minimum of four speeches that include a written assignment, peer review and requires increasingly rigorous research and must be delivered in front of a live synchronous audience.
  3. The Competent Speaker should be able to compose a message and provide ideas and information suitable to the topic, purpose, and audience.
  4. The Competent Speaker should be able to compose convincing arguments through reason, personal credibility, and emotion suitable to the topic, purpose, and audience.
  5. The Competent Speaker should be able to demonstrate the use of audio-visual resources suitable to the topic, purpose, and audience.
  6. The Competent Speaker must be able to transmit the message by using delivery skills suitable to the topic, purpose, and audience.
  7. The Competent Listener must be able to demonstrate literal comprehension.
  8. The Competent Listener must be able to demonstrate critical comprehension.
     

Content Outline and Competencies:

I. The Competent Speaker must be able to identify the fundamental elements of the communication process.

    A. Identify the elements of the communication process.

    B. Identify and utilize apprehension reducing techniques.

    C. Identify and utilize ethical codes of conduct for both speakers and listeners.

    D. Explain the differences between written and oral communication styles.

II. The Competent Speaker must complete a minimum of four speeches that include a written assignment and peer review, and require increasingly rigorous research, and must be delivered in front of a live synchronous audience.

    A. Create and present at least one informative message to a target audience.

    B. Create and present at least two persuasive messages to a target audience.

    C. Demonstrate research skills necessary to the public speaking process.

        1. Identify and utilize various types of support materials.

        2. Identify and utilize strategies for accessing quality and strength of sources.

        3. Incorporating sources into speech outlines.

        4. Orally incorporating sources into speeches.

        5. Create a works cited page using a standard citation style.

    D. Deliver each speech to a live audience of a least 6 appropriate persons.

III. The Competent Speaker should be able to compose a message and provide ideas and information suitable to the topic, purpose, and audience.

    A. Describe and utilize topic generation techniques.

    B. Identify and compose a general purpose, specific purpose and central idea/thesis statement for each required speech.

    C. Identify, create and utilize an audience analysis process.

    D. Explain types of organizing patterns for speeches.

    E. Identify and demonstrate the necessary elements of a speech including introductions, main points, connectives and conclusions.

    F. Compose a message utilizing language suitable to topic, purpose and audience.

    G. Explain and demonstrate standard outlining format.

    H. Explain the difference between a preparation and delivery outline.

    I. Develop full-sentence preparation outlines for at least two speeches.

IV. The Competent Speaker should be able to compose convincing arguments through reason, personal credibility, and emotion suitable to the topic, purpose, and audience.

    A. Explain and differentiate between Aristotle's methods of persuasion: ethos, pathos and logos.

    B. Develop methods for increasing personal credibility in association with the chosen topic.

    C. Develop methods of persuasion using emotional appeals appropriate to the topic.

    D. Identify types of reasoning patterns and develop argumentation that avoids using logical fallacies.

V. The Competent Speaker should be able to demonstrate the use of audio-visual resources suitable to the topic, purpose, and audience.

    A. Identify various types of audio-visual aids and how they are best used in speeches.

    B. Demonstrate the use of effective audio-visual aids in speeches that are suitable to the topic, purpose and audience.

VI. The Competent Speaker must be able to transmit the message by using delivery skills suitable to the topic, purpose, and audience.

    A. Define the four types of delivery styles—impromptu, manuscript, memorization, and extemporaneous.

    B. Identify and demonstrate how nonverbal behaviors can support or hinder the message in speeches.

    C. Identify and demonstrate vocal variety in rate, pitch, and intensity.

    D. Identify and demonstrate appropriate pronunciation and articulation.

VII. The Competent Listener must be able to demonstrate literal comprehension.

    A. Determine the goals and methods for listening.

    B. Identify main ideas and supporting details of discourse.

    C. Identify transitional, organizational and nonverbal cues that direct the listener to the main ideas.

    D. Determine whether supporting details adequately support main ideas.

VIII. The Competent Listener must be able to demonstrate critical comprehension.

    A. Identify the arguments and their implications used to justify the speaker’s position.

    B. Evaluate the quality and strength of evidence.

    C. Demonstrate an understanding that arguments have both an emotional and logical dimension.

Method of Evaluation and Competencies:

Major Speeches: (50% to 60% of grade) 
--A minimum of four major speeches will be given during the semester. 
--Requirements for these four major speeches:
 
Length: --All four will be at least 4 minutes long.
 
Type: --At least two will be persuasive 
      --At least one will be informative.
      --The remaining one is flexible as long as it meets the requirements
of a major speech.  This could be a special occasion speech (eulogy,
introduction,            tribute, after-dinner, etc) or another
informative or persuasive speech.
 
Delivery: --At least three will use extemporaneous delivery.
          --Not more than one may use manuscript delivery.
 
Written Work: --Of the required three extemporaneous speeches, at least
two will be accompanied by a full-sentence preparation outline.
              --If one speech assignment requires manuscript delivery,
then it will be accompanied by a copy of the manuscript used.  
 
Source Citations: --At least three will include oral citations and written
works cited pages.
 
Visual Aids: --At least two will require the use of visual aid(s).
 
Video-Recording: --At least one will be video-recorded. 
 
Audience: --All four, including make-ups, require an audience of at least
six people. 
Outlines:  (10% to 25% of grade) 
- An outline or a manuscript (one speech maximum) will accompany all major
speeches; in effect, demonstrating competency of speech organization and
design.
Tests: (10% to 25% of grade)  Written testing will be given to determine
theoretical understanding of speech organization and development. Testing
may include quizzes, chapter tests, midterm and final exam.
Individual Assignments and Class Participation: (5% to 20%)
Individual assignments may include but are not limited to student
evaluations, critiquing, impromptu speeches, and text exercises.
Grading Criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F 

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59 % = F

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 121H

No information found.

SPD 125

  • Title: Personal Communication
  • Number: SPD 125
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course is concerned with the most frequently used human communication skills, interpersonal communication and public speaking. The course demonstrates the natural relationships between communicating one-to-one and in public, showing that skills in one can be employed in the other and giving practice in both. Focus is on communication theory, listening, concepts of self, language, research techniques, perception and various types of public speaking, such as impromptu, group panel, informative and persuasive. 3 hrs.lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify the fundamental elements of the communication process.
  2. Demonstrate effective listening habits, skills and purposes in both interpersonal and public speaking situations.
  3. Demonstrate how a healthy self-concept improves communication.
  4. Explain how perception affects interpersonal communication.
  5. Use the English language effectively to reflect the intended interpersonal message.
  6. Interpret and employ nonverbal cues to optimize interpersonal communication.
  7. Identify and apply strategies to assure the maximum health of interpersonal relationships.
  8. Manage relational conflict.
  9. Demonstrate the effect of culture on interpersonal communication.
  10. Apply effective communication skills in a variety of contexts.
  11. Select and narrow a topic with a particular audience in mind.
  12. Design a message with a particular audience in mind.
  13. Demonstrate research skills necessary to the public speaking process.
  14. Demonstrate the use of audio-visual resources for the public speaking process.
  15. Organize ideas in a purposeful, cohesive sequence.
  16. Demonstrate accurate, clear and expressive use of language, nonverbal communication and voice in the public speaking process.
  17. Identify language strategies for effective oral presentations.
  18. Present convincing arguments through reason, personal credibility and emotion.
  19. Create and present an informative message to a target audience.
  20. Create and present a persuasive message to a target audience. 

Content Outline and Competencies:

   I. Fundamental Elements of the Communication Process  
      A. Identify the elements of the communication process.
      B. Explain the relevance of communication competence in everyday
life.
      C. Identify and utilize apprehension reducing techniques.
      D. Identify and utilize ethical codes of conduct for both speakers
and listeners.

  II. Listening Habits and Skills
      A. Explain the types of listening.
      B. Describe the process of listening.
      C. Identify the importance of listening in society and public
speaking.
      D. Describe the barriers to effective listening.
      E. Demonstrate methods to improve listening skills.
 III. Self-Concept in Communication
     A. Define the concepts:  self-concept and self-esteem.
     B. Describe the meaning of self-fulfilling prophecy.
     C. Evaluate one’s self-concepts and how self-concept may influence
communication.
     D. Identify ways one can improve his/her self-concept.
        
  IV. Perception 
      A. Identify the steps in the Perceptual process.
      B. Explain what influences perception.
      C. Identify methods to enhance one’s ability to perceive.

   V. Effective Use of the English Language 
      A. Explain the difference between words and meaning.
      B. Describe the connection between language and culture.
      C. Identify language barriers.
      D. Demonstrate methods to improve language skills.

  VI. Nonverbal Cues
      A. Identify the types of nonverbal communication.
      B. Explain research findings for interpreting nonverbal
communication
      C. Describe ways to improve interpreting nonverbal communication.

 VII. Interpersonal Relationships 
      A. Explain the stages of relational development.
      B. Explain why relationships are formed.
      C. Describe the difference in relational and content messages.
      D. Explain the need for self-disclosure in relationships.
      E. List guidelines for effective self-disclosure.
      F. Identify significant relationship theories.
      G. Identify effective ways in which to improve interpersonal
relationships.

VIII. Relational Conflict
      A. Explain areas for creating positive communication climates.
      B. Identify areas of defensive and supportive communication.
      C. Define interpersonal conflict.
      D. Explain conflict resolution styles.
      E. Identify strategies to improve conflict resolution skills.

  IX. Culture and Communication
      A. Define the characteristics of communication culture.
      B. Identify cultural barriers to communication.
      C. Explain cultural values and norms.
      D. Describe ways to improve intercultural competence.

   X. Effective Communication Skills in a Variety of Contexts
      A. Explain the functions of communication in family, friend and work
environments.
      B. Identify ways to improve communication competence in family,
friend and work environments.
      C. Explain the importance of mediated communication.

  XI. Topic Development for Oral Presentations
      A. Describe and utilize topic generation techniques.
      B. Define and differentiate three basic types of
speeches—informative, persuasive, and special occasion.
      C. Identify the general purpose for each assigned speech.
      D. Compose a specific purpose for each assigned classroom speech.
      E. Compose a central idea/thesis statement for each speech.

 XII. Audience Analysis
      A. Define and describe various types of audience analysis and their
impact on the speechmaking process.
      B. Develop and implement an audience analysis survey.
      C. Demonstrate speech adaptation based on audience survey results.

XIII. Research Skills and Supporting Material
      A. Identify various types of supporting materials for informative
and persuasive speeches including but not limited to, opinions,
statistics, examples, analogies, illustrations, explanations,
descriptions, and definitions. 
      B. Identify and utilize strategies for assessing strength and
quality of research sources.
      C. Demonstrate research skills by incorporating sources of evidence
into speech outlines.
      D. Describe and demonstrate effective oral source citations of
evidence.
      E. Document research process by producing work cited page using a
standard citation style.

 XIV. Visual Aids
      A. Identify and describe types of visual aids and effective
strategies for their use in speeches.
      B. Demonstrate effective adaptation to audience using visual aids.

  XV. Organization and Outlining
      A. Explain types of organizing patterns for informative speeches.
      B. Explain types of organizing patterns for persuasive speeches.
      C. Identify and demonstrate the necessary elements of a speech
introduction. 
      D. Identify and demonstrate the necessary elements of an informative
speech conclusion. 
      E. Identify and demonstrate the necessary elements of a persuasive
speech conclusion.
      F. Identify and demonstrate types of connectives used in a speech.
      G. Explain and demonstrate standard outlining format.  
      H. Develop a full-sentence preparation outline for the two required
speech presentations.
        
 XVI. Speech Delivery
      A. Define the four types of delivery styles—impromptu, manuscript,
memorized, and extemporaneous. 
      B. Identify and demonstrate how physical behaviors can support or
hinder the message of a speech.
      C. Demonstrate vocal variety in major speeches. 

XVII. Language Strategies for Oral Presentations
      A. Explain the differences between written and oral communication
styles.
      B. Explain and demonstrate language strategies used in public
speaking.

XVIII. Reasoning and Argumentation
      A. Explain the difference between persuading for attitudes, beliefs
and values, and actions.
      B. Explain the different forms of claims for persuasive
speeches—fact, value, and policy.  
      C. Explain and differentiate between Aristotle's methods of
persuasion—Ethos, Pathos, and Logos.  
      D. Identify the four types of reasoning—inductive, deductive,
analogical, and casual.
      E. Explain and identify faulty reasoning strategies and logical
strategies.

 XIX. Presenting an Informative Speech
      A. Compose an informative speech which incorporates competency
skills mastered in the course content.
      B. Present in extemporaneous style an informative speech to a target
audience that incorporates competency skills mastered in the course
content.

  XX. Presenting a Persuasive Speech
      A. Compose a persuasive speech which incorporates competency skills
mastered in the course content.
      B. Present in extemporaneous style a persuasive speech to a target
audience that incorporates competency skills mastered in the course
content.

Method of Evaluation and Competencies:

Tests: (20% to 30% of grade)  Testing may include quizzes, chapter
tests, mid-term and final examination.

Speeches: (20% to 30% of grade)  
Speech Outlines (5% to 10% of grade) A speech outline is required for each
extemporaneous speech.
• A minimum of two major speeches will be given during the semester.
• Requirements for these two major speeches:

Length: --Both will be at least 4 minutes long.
Type:   --One will be informative and one will be persuasive.
Delivery: --Both will use extemporaneous delivery.
Written Work: --Both will be accompanied by a full-sentence preparation
outline.
Source Citations: --Both will include oral citations and written works
cited pages.
Visual Aids: --At least one will require the use of a visual aid(s)
Video-Recording: --At least one will be video-recorded.
Audience: --Both, including make-ups, require an audience of at least six
people.

Speech Outlines (5% to 10% of grade) 
A full-sentence preparation outline will accompany both required major
speeches; in effect, demonstrating competency of speech organization and
design.
  
Written Assignments: (20% to 30% of grade) These can include reaction
papers, work-sheets, research assignments, critiques or daily exercises.
 
Participation: (20% to 30% of grade)  
Participation/Discussion may include worksheets or daily
exercises/activities done in dyads, triads, and small groups; class
discussion; oral presentations or impromptu speeches (other than major
speeches); and speech critiques.  These activities may be evaluated
through peer evaluation, self evaluation and instructor evaluation.
  
Grading Criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 125H

No information found.

SPD 130

  • Title: Elementary Debate
  • Number: SPD 130
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course is designed for those students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the importance of debate in our society, in particular at the college level.
  2. Develop stronger verbal skills and the ability to think quickly on ones' feet.
  3. Develop the means by which to structure an argument, find proof for the argument, and answer attacks through refutation.
  4. Demonstrate a thorough understanding of the topic area debated for the current intercollegiate debate season.
  5. Develop and apply critical thinking methods in debate rounds.
  6. Deliver constructive and rebuttal speeches effectively.
  7. Demonstrate argument understanding through cross-examination skills.  

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate.
      B. Explain the benefits of academic policy debate.
      C. Define the structure of a policy debate round including speaker
order and time limits.

  II. Critical Thinking
      A. Deliver constructive  and rebuttal speeches.
      B. Deliver speeches rebutting another  students argument.
      C. Participate in cross-examination with other debaters.
      D. Identify and explain flaws in argument structure.
      E. Research and develop arguments related to the debate topic.
      F. Demonstrate the ability to flow during rounds.

 III. Research
     A. Research the specific debate resolution.
     B. Defend and support different types of evidence.  
     C. Demonstrate proper source citations for evidence production.
     D. Demonstrate on-line research capabilities and electronic evidence
production.
     E. Demonstrate argument production through matrix and document
mapping.
   
  IV. Argument Structure
      A. Define a particular problem  area, research that area, and write
a first affirmative constructive speech.
      B. Explain the stock issues in context of a debate round:
significance, harms, inherency,
      C. Explain the core negative arguments:  topicality, disadvantages,
counterplans, kritiks, and case arguments.   
      D. Construct shells and extensions for negative arguments.  
      E. Explain  and define the Toulmin model of argument.
  
   V. Topic Area
      A. Expand knowledge base in the topic area by continued research and
argument development.
      B. Demonstrate knowledge of topic through in-class debate rounds and
tournament debate rounds.  
      C. Organize and prioritize arguments on both sides of the
resolution.


  VI. Constructive & Rebuttal Speeches
      A. Construct and deliver affirmative and negative constructive
speeches.  
      B. Demonstrate ability to respond to specific arguments in
speeches.
      C. Construct and deliver affirmative and negative rebuttal speeches.
 
      D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

 VII. Cross Examination Skills 
   A. Develop questions regarding the  arguments advanced by the
opposition.
   B. Respond to cross-examination questions.

VIII.  Tournament Participation
       A. Participate in collegiate weekend tournament competitions.
       B. Judge practice debates and/or high school debates and write
explanations of decision making criteria.
       C. Listen and record judge decisions after rounds.

Method of Evaluation and Competencies:

Theoretical:  (25% of grade)  Constructing affirmative & negative
arguments; and tests/quizzes over theory material.

Research:  (25% of grade )  Minimum research assignments will be given on
a weekly basis.  

Tournaments:  (25% of grade)  Students will be evaluated on participating
in scheduled tournaments.

Practices:  (25% of grade)  Regular practice rounds will be scheduled and
critiqued throughout the semester.

Grading Criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F  

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 132

  • Title: Intermediate Debate I*
  • Number: SPD 132
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: SPD 130 or the equivalent.

Description:

This course is designed for those students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the importance of debate in our society, in particular at the college level.
  2. Demonstrate knowledge and use of research in both the library and online methods.
  3. Develop the means by which to structure an argument, find proof for the argument, and answer attacks through refutation.
  4. Demonstrate a thorough understanding of the topic area debated for the current intercollegiate debate season.
  5. Develop and apply critical thinking methods in debate rounds.
  6. Deliver constructive and rebuttal speeches effectively.
  7. Explore current theoretical issues in debate.
  8. Refine argumentation skills through tournament competition. 

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate.  
      B. Explain the benefits of academic policy debate. 

  II. Research
      A. Research the specific debate resolution.
      B. Defend and support different types of evidence.   
      C. Demonstrate proper source citations for evidence production.  
      D. Demonstrate on-line research capabilities and electronic evidence
production.  
      E. Demonstrate argument production through matrix and document
mapping.  

 III. Argument Structure
      A. Define a particular problem  area, research that area, and write
a first affirmative.
      B. Explain the stock issues in context of a debate round: 
significance, harms, inherency, topicality, and solvency.        
      C. Explain the core negative arguments:  topicality, disadvantages,
counterplans, kritiks, and case arguments.   
      D. Construct shells and extensions for negative arguments.  
      E. Explain the Toulmin model of argument. 
   
  IV. Topic Area
      A. Expand knowledge base in the topic area by continued research and
argument 
      B. Demonstrate knowledge of the topic through in-class debate rounds
and tournament debate rounds.   
      C. Organize and prioritize arguments on both sides of the
resolution. 

   V. Constructive & Rebuttal Speeches
      A. Construct and deliver affirmative and negative constructive
speeches.  
      B. Demonstrate the ability to respond to specific arguments in
speeches.  
      C. Construct and deliver affirmative and negative rebuttal speeches.
 
      D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

  VI. Current Theoretical Issues
      A. Explain and apply topicality arguments to the current topic.
      B. Explain and apply counterplan theory.  
      C. Explain and apply kritik theory.
      D. Explain and apply framework arguments and theory.
  
 VII.  Cross Examination Skills
       A. Develop questions regarding the arguments advanced by the
opposition.
       B. Respond to cross-examination questions.  

VIII. Tournament Competition
       A. Participate in a minimum of four intercollegiate debate
tournaments.
       B. Evaluate tournament performance by critiquing specific rounds of
debate.
       C. Judge practice debates and/or high school debates and write
explanations of decision making criteria.
       D. Listen and record judge decisions after rounds.

Method of Evaluation and Competencies:

Theoretical:  (25% of grade)  Constructing affirmative & negative
arguments; and tests/quizzes over theory material.

Research:  (25% of grade)  Research assignments will be given on a weekly
basis.  

Tournaments:  (25% of grade)  Students will be evaluated on participating
in scheduled tournaments.

Practices:  (25% of grade)  Regular practice rounds will be scheduled and
critiqued throughout the semester.

Grading Criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F  

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 180

  • Title: Intercultural Communication
  • Number: SPD 180
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

The Intercultural Communication course is concerned with communication theory as it relates to cross-cultural interactions. This course utilizes concepts drawn from sociology, psychology, anthropology and communication. Focus is on identifying the cultural bases of beliefs, attitudes, values and behaviors. Objectives include recognizing commonalities across cultures, tolerating ambiguity in a variety of situations, developing a more global multicultural perspective, identifying and appreciating other cultural orientations, and recognizing and assigning cultural explanations to specific behaviors. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify the fundamental elements of the communication process.
  2. Identify the fundamental elements of culture including recognizing the difference between idiosyncratic and culturally based behaviors
  3. Describe the role of perception in the intercultural communication process.
  4. Identify and describe various cultural contrasts .
  5. Recognize and describe how worldview affects intercultural interactions.
  6. Demonstrate the effect of language on intercultural communication.
  7. Identify the various forms of nonverbal communication and explain their impact on intercultural interactions.
  8. Develop and apply intercultural communication competence and a more global multicultural perspective by effectively using intercultural skills in a variety of contexts. 

Content Outline and Competencies:

I. Fundamental Elements of the Communication Process

A. Identify the elements of the communication process.

B. Explain the relevance of the intercultural communication competence in everyday life.

II. Fundamental Elements of Culture

A. Define culture.

B. Describe the fundamental characteristics of culture.

C. Identify and explain the difference between idiosyncratic and culturally based behaviors.

D. Identify and explain those things in culture that influence thought and behavior.

E. Describe the deep structures of culture.

1. Family

2. State

3. Religion

III. Perception

A. Describe the role that stereotyping plays in intercultural interactions.

B. Describe the nature of prejudice and how it affects intercultural interactions.

C. Describe the difference between in-groups and out-groups and how ethnocentrism affects intercultural interactions.

IV. Cultural Contrasts

A. Describe the difference between individualistic and collectivistic cultures.

B. Describe the difference between high-power distance and low-power distance cultures.

C. Describe the difference between high-context and low-context cultures.

D. Describe the difference between assertive and responsive cultures.

E. Describe the difference between weak uncertainty avoidance and strong uncertainty avoidance cultures.

V. Worldview

A. Define beliefs and describe their nature.

B. Define worldview.

C. Describe the elements of worldview.

D. Describe the difference between an Eastern worldview and a Western worldview.

VI. Language

A. Explain the nature of language.

B. Describe the connection between culture and language.

C. Demonstrate methods to improve language skills.

VII. Nonverbal Communication

A. Identify the types of nonverbal communication.

B. Explain the cultural basis for interpreting nonverbal communication.

VIII. Competence and Multicultural Perspective

A. Define and demonstrate intercultural communication competence.

B. Describe the aspects needed to become a more competent intercultural communicator.

C. Describe the connection between intercultural communication and ethics.

D. Define culture shock.

E. Describe the stages of culture shock.

F. Describe the strategies for managing culture shock.

Method of Evaluation and Competencies:

15-35%    Tests; may include quizzes, chapter tests, mid-term, and final examinations.
15-30%    Written work; may include (but is not limited to) worksheets, daily exercises, papers, and journals.
15-35%    Major project, which will either take the form of a single large project or a series of small works.
15-35%    Participation/Discussion; may include worksheets or daily exercises/activities done in dyads, triads, small groups and class discussion, or oral presentations. These activities may be evaluated through peer evaluation, self-evaluation and instructor evaluation.

Note: An online addendum follows for faculty teaching online Intercultural Communication.

Addendum for Online Intercultural Communication Instruction:
Online discussion is required for online classes. A discussion board is required and a chat room is recommended in order to get the students actively engaged in the course.  Discussions need to take place consistently throughout the semester.  A minimum of 8 discussion topics are required and grading should be based on the number of posts and the quality of posts.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 180H

No information found.

SPD 230

  • Title: Intermediate Debate II*
  • Number: SPD 230
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: SPD 132 or equivalent course.

Description:

This course is designed for students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the importance of debate in our society, in particular at the college level.
  2. Demonstrate knowledge and use of research in both the library and online methods.
  3. Develop the means by which to structure an argument, find proof for the argument, and answer attacks through refutation.
  4. Demonstrate a thorough understanding of the topic area debated for the current intercollegiate debate season.
  5. Develop and apply critical thinking methods in debate rounds.
  6. Deliver constructive and rebuttal speeches effectively.
  7. Explore current theoretical issues in debate.
  8. Refine argumentation skills through tournament competition. 

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate.  
      B. Explain the benefits of academic policy debate.  
      C. Define the structure of a policy debate round including speaker
order and time limits.  

  II. Research
      A. Research the specific debate resolution
      B. Defend and support different types of evidence.  
      C. Demonstrate proper source citations for evidence production.  
      D. Demonstrate on-line research capabilities and electronic evidence
production.  
      E.  Demonstrate argument production through matrix and document
mapping. 
 
 III. Argument Structure
      A. Define a particular problem area, research that area, and write a
first affirmative constructive speech.
      B. Explain the stock issues in context of a debate round: 
significance, harms, inherency, topicality, and solvency.  
      C. Explain the core negative arguments:  topicality, disadvantages,
counterplans, kritiks, and case arguments.  
      D. Construct shells and extensions for negative arguments.  
      E. Explain the Toulmin model of argument. 
   
  IV. Topic Area
      A. Expand knowledge base in the topic area by continued research and
argument development.
      B. Demonstrate knowledge of the topic through in-class debate rounds
and tournament debate rounds.  
      C. Organize and prioritize arguments for and against the topic.

   V. Constructive & Rebuttal Speeches
      A. Construct and deliver affirmative and negative constructive
speeches.  
      B. Demonstrate the ability to respond to specific arguments in a
speech.  
      C. Construct and deliver affirmative and negative rebuttal speeches.
 
      D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

  VI. Current Theoretical Issues
      A. Explain and apply topicality arguments to the current topic.  
      B. Explain and apply counterplan theory.  
      C. Explain and apply kritik theory.  
      D. Explain and apply framework arguments and theory.  

 VII. Cross Examination Skills
      A. Develop questions regarding the arguments advanced by the
opposition.
      B. Respond to cross-examination questions.  



VIII. Tournament Competition
      A. Participate in a minimum 
of four intercollegiate debate tournaments.
      B. Evaluate tournament performance by critiquing specific rounds of
debate.
      C. Judge debates and write 
explanations of his/her decision making criteria.
      D. Judge practice debates and/or high school debates and write
explanations of decision making criteria.
      E. Listen and record judge decisions after rounds.

Method of Evaluation and Competencies:

Theoretical:  (25% of grade)  Constructing affirmative & negative
arguments; and tests/quizzes over theory material.  Further assignments
may include reviewing theoretical articles and providing written critiques
of debate rounds.

Research:  (25% of grade) Research assignments will be given on a weekly
basis.    

Tournaments:  (25% of grade)  Students will be evaluated on participating
in scheduled tournaments.

Practices:  (25% of grade)  Regular practice rounds will be scheduled and
critiqued throughout the semester.

Grading Criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 235

  • Title: Advanced Debate*
  • Number: SPD 235
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: SPD 230 or equivalent course.

Description:

This course is designed for students interested in participating in competitive intercollegiate debate. Through the course, students will learn debate theory, debate skills and techniques, and methods of becoming successful intercollegiate competitors. Students are expected to travel to tournaments in order to develop skills in research, argument construction, debate format, intercollegiate debate speaking style and refutation will be developed. Students enrolling in this course will be required to participate as members of the intercollegiate debate team and will attend an appropriate number of weekend intercollegiate debate tournaments a semester. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the importance of debate in our society, in particular at the college level.
  2. Demonstrate knowledge and use of research in both the library and online methods.
  3. Develop the means by which to structure an argument, find proof for the argument, and answer attacks through refutation.
  4. Demonstrate a thorough understanding of the topic area debated for the current intercollegiate debate season.
  5. Develop and apply critical thinking methods in debate rounds.
  6. Deliver constructive and rebuttal speeches effectively.
  7. Explore current theoretical issues in debate.
  8. Refine argumentation skills through tournament competition. 

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate. 
      B. Explain the benefits of academic policy debate.  
      C.  Define the structure of a policy debate round including speaker
order and time limits.

  II. Research
      A. Research the specific debate resolution.
      B. Defend and support different types of evidence.  
      C. Demonstrate proper source citations for evidence production.  
      D. Demonstrate on-line research capabilities and electronic evidence
production.
      E. Demonstrate argument production through matrix and document
mapping.  

 III. Argument Structure
      A. Define a particular problem area, research that area, and write a
first affirmative constructive speech.
      B. Explain the stock issues in context of a debate round: 
significance, harms, inherency, topicality, and solvency.  
      C. Explain the core negative arguments:  topicality, disadvantages,
kritiks, and case arguments.  
      D. Construct shells and extensions for negative arguments.  
      E. Explain the Toulmin model of argument. 
   
  IV. Topic Area
      A. Expand his/her knowledge base in the topic area by continued
research and argument 
      B. Demonstrate knowledge of the topic through in-class debate rounds
and tournament debate rounds.  
      C. Organize and prioritize arguments for and  against the topic.

    V. Constructive & Rebuttal Speeches
       A. Construct and deliver affirmative and negative constructive
speeches.  
       B. Demonstrate the ability to respond to specific arguments in a
speech.  
       C. Construct and deliver affirmative and negative rebuttal
speeches
       D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

 VII. Current Theoretical Issues
      A. Explain and apply topicality to the current topic.  
      B. Explain and apply counterplan theory.  
      C. Explain and apply kritik theory. 
      D. Explain and apply framework arguments and theory

VIII. Tournament Competition
      A. Participate in a minimum of six  intercollegiate debate
tournaments.
      B. Evaluate tournament performance by critiquing specific rounds of
debate.
      C. Judge debates and write explanations of his/her decision making
criteria.
      D. Assess the impact of specific judge paradigms on his/her argument
selection.
      E. Listen and record judge decisions after rounds.

Method of Evaluation and Competencies:

Theoretical:  (25%)  Constructing affirmative & negative arguments;
and tests/quizzes over theory material.  Further assignments may include
reviewing theoretical articles and providing written critiques of debate
rounds.

Research:  (25%)  Research assignments will be given on a weekly basis.  

Tournaments:  (25%)  Students will be evaluated on participating in
scheduled tournaments.

Practices:  (25%)  Regular practice rounds will be scheduled and critiqued
throughout the semester.

Grading criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
   0 -   59%   F

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

SPD 291

No information found.

SPD 292

  • Title: Special Topics:*
  • Number: SPD 292
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Department approval.

Description:

This course periodically offers specialized or advanced discipline-specific content related to the study of communication not usually taught in the curriculum. This course may expand upon a topic introduced in a current course, synthesize topics that span across existing courses, or explore a topic not currently addressed in the Speech & Debate curriculum. Students may repeat Special Topics in Communication Studies for credit, but only on different topics.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Demonstrate comprehension of relevant readings of selected topic.
  2. Define and explain key terms and concepts within the selected topic.
  3. Employ research and analytical skills relevant to the area and issues of study.
  4. Relate the special topic to essential issues and themes in communication.
  5. Articulate a critically informed perspective on the selected topic, drawn from qualitative and/or quantitative and/or rhetorical evidence.

Content Outline and Competencies:

Content Outline and Competencies will vary because they are dependent on the special topic being offered. The outline and competencies will follow the standard format for JCCC courses and will be written in outcomes-based language. The Special Topics course proposal will first be reviewed and approved by the Speech & Debate Department. The Communications Division Curriculum Committee and the Division Dean will review and approve each Special Topics course proposal.  Scheduling of Special Topics courses will be the responsibility of the Department Chair.

Method of Evaluation and Competencies:

Methods of evaluation will vary depending on the special topic being offered. Standard methods of evaluation may be employed, such as: readings, discussions, written assignments (short response through research papers), library or Web-based research, individual or group projects, formal and informal presentations, and service learning. Other methods may be utilized to assess student mastery of competencies based upon the needs of the special topic and the instructor.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59 % = F

Caveats:

A specific topic may not be taught more than once within a two-year sequence in the Special Topics course.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).