SYLLABUS
Family Communication COMM 6334
Meeting Times 5:30PM--8:30PM W, Spring 2003
Associate Professor
Jim L. Query, Jr., Ph.D. Phone: Office (713) 743-8608; Fax (713) 743-2876; primary e-mail is jquery@uh.edu; alternate email to be used only if U of Houston's go down is profjim90@hotmail.com.
Office Location: Agnes Arnold Hall 646. (Moving to Comm Building, 203G, circa Spring Break). Hours: 1:00-2:00TTH, 9-11am Wed. Virtual meetings by appt. and password. Other times by appointment also.
Home Page:
http://www.homestead.com/profjims/directory.html
This directory lists all current links at my website. I believe you will find my site has lots of useful info, a bulletin board, and links to several key sites. Be sure to visit it and regularly.
Email Requirement and Response Policy Easing Your Access:
You will be receiving a variety of class-related materials---such as sample quiz/exam questions, Self-Review Questions (SRQs), and notices of class content changes and grades---in an electronic format (using rich text file [rtf], word [doc], and/or inside the box approaches); hence, it is REQUIRED that you have and regularly peruse an active email account.
Notwithstanding my office hours above, it is not always possible to have a face-face meeting with me (due to my circumstances or yours). In case a face-face meeting is not possible, I thus encourage you to email me about any concerns or questions you may have as the semester unfolds. Barring some difficulty, I generally respond to all emails within 48 hrs beginning Sunday evenings at 6pm until Friday evenings at 3pm. As my bulletin board indicates [go to http://www.homestead.com/profjims/classemailposts.html], NO class-wide emails are sent out after 3pm on Fridays, except in the cases of technological difficulties or emergencies.
Course Overview:
Similar to other foci within the communication discipline---such as health, group, and interpersonal---family communication embodies a rich interdisciplinary knowledge base. Family communication scholars and grads regularly draw from literature residing in psychology, social work, nursing, sociology, and medicine to help fortify and enrich their research agendas. No one methodological orientation is privileged across all venues either. As most of us realize, it is the hypotheses and/or Research Questions (RQs) that should "drive" the formation and implementation of relevant research designs.
One "convenient" way used to distinguish family communication research has been to craft and conduct studies which focus on marital partners, co-habiting partners, parent-child interaction, interaction with and among grandparents, interaction among traditional/blended/and alternative families, as well as interaction among same sex partners living as a family unit. Scholars and practitioners have also evaluated these types of interaction across health care, relational, and technological domains (to name a few). And to be considered a communication investigation of family communication, one must examine message behavior and in a central way.
In addition to the many scholarly challenges of family communication, this course will help one better explore how scholars and practitioners conduct theory-based investigations to address pressing family problems. As I have argued before, frequently, when one first encounters the terms, "theory" or "theories," a certain amount of dread seems to arise. Please be assured, these anxious feelings are not abnormal. Many of us have a natural aversion to the unknown, to "things" we cannot see or touch, and to phenomena which are only slightly familiar to us. "Theories" often fall within the preceding categories. Fortunately, however, as the level of one's uncertainty is reduced, the extent of apprehension concerning the understanding and application of various communication theories tends to decrease.
At this juncture, a key question arises and merits brief discussion. In light of the challenges posed by this course's subject matter, what are some of the reasons for taking it? Hmmm...let's see: (1) it looked "good" in the course catalog; (2) the time slot fitted my schedule; (3) my significant other was also in the class; (4) my former partner was also taking the course; (5) it satisfied a requirement; (6) it would help develop and test my analytical, research, and writing skills; and/or (7) it might improve my marketability. Which option(s) did you select? Can you identify the possible ramifications of each option?
Hopefully now, you have been provided with a working template to help us move forward and guide our thinking and writing to some extent. As most of realize too, such tasks are formidable given the many challenges families face throughout the world today.
Course Objectives:
Upon completion of the course, you should be empowered to:
1.. Understand and explain the history of family communication and how that
embryonic tradition informs current research and thinking.
2. Evaluate the merit of particular research designs according to underlying
theoretical and pragmatic standards.
3 Develop and defend a holisitic view of "families" and identify some key
theoretical and pragmatic ramifications surrounding various views
4. Be able to draw from extant theory to help address a pressing family
problem or life event.
5. Acquire a modestly broad knowledge base of past, present, and emerging
family communication perspectives.
Required Texts:
Galvin, K. M., & Brommel, B. J. (2000). Family communication: Cohesion and change, 5th ed. New York: Longman/Addison Wesley.
Socha, T. J. (Ed.). (2001). Special Issue of Family Communication. Family communication: Progressing into the 21st century. Mahwah, NJ: Lawrence Erlbaum and Associates.
Suggested Documentation Reference:
American Psychological Association (2001). Publication manual of the APA, (5th ed.). Washington, DC: APA.
You need not purchase the APA manual. All written work, however, will follow its standards. Visit my homepage to learn how to use APA and to use a FAST and FREE service to build your bibliography (bib): Dr. Flint's StyleWizard [at the bottom of the classes' page].
Absence Policy:
Learning is a reciprocal process. Barring illness, emergency, work crisis, or relational termination (only 1 per term), I expect you to regularly attend and participate in class and your working groups. Any work missed during an UNEXCUSED absence is not allowed to be made up. You are responsible for all materials covered, all handouts distributed, and all announcements made in class. Two unexcused absences will trigger a failing participation grade for the semester. Please do not place me in this unenviable position.
MakeUps:
Makeups for missed hour examinations or quizzes will be considered ONLY IF: you call the professor at (713) 743-8608, BEFORE the time of the hour exam or quiz; AND your excuse is valid, legitimate and documented. Be advised also that I reserve the right to alter the format of any makeup hour exam or quiz. Hence, if the regular hour exam or quiz was primarily objective, the makeup could become comprehensive essay and/or problem applications. Failure to take an exam or quiz will result in a grade of "F" and that score will be used in final grade calculations.
In Progress Report and Paper Due Dates: optional risk-free in progress reports are due February 27, 2003. Final progress reports are due March 18, 2003. One copy of the completed paper is due May 7, 2003. PLAN YOUR PREPARATION TIME NOW.
Late Assignments:
Late work may be turned in with the following penalties: (l) If the work is not handed at the beginning of the regularly scheduled class time, a 30 percent penalty will be incurred. (2) For each consecutive day that the work is late, a 10 percent penalty will also be incurred. Hence, if a paper is due during the Wednesday class period, and it is received the next day, Thursday, the penalty would be minus 40 percent.
Plagiarism/QuizExam Cheating:
Plagiarism has many forms. At one level, it is defined as using the ideas, organization, supporting sources, and/or words of another, without giving credit to the original author(s). "Giving credit" has two dimensions: (1) for material which is in the exact wording of the source's author(s), quote marks should be used to enclose the verbatim pull, accompanied by author(s)' names, year of piece, and exact page number(s); and (2) for material which is paraphrased, the author(s)' names, year of piece, and exact page number(s) are expected. The APA manual details the appropriate format.
Plagiarism also includes: using another student's paper, using another person's unpublished work, submitting a rewritten or revised version of another person's work, allowing another or paying another to write a paper for one's own benefit, purchasing and using for course credit a pre-written paper, as well as using another's paper available on the Internet. Note also that I am well versed in the recent practice of hiring ghost-writers via E-bay...Hmmm, wonder what would happen if the "hired gun" happens to be the course professor?
WARNING: I am very familiar with at least 100 web sites where students can down-load pre-written research papers. As a matter of policy, I regularly browse these sites comparing available papers to my students' papers. SUBMISSION OF A PRE-WRITTEN PAPER, EVEN IN MODIFIED FORM, WILL TRIGGER AN "F" FOR THE ASSIGNMENT, AN "F" FOR THE COURSE, AND REFERRAL TO STUDENT JUDICIARIES. The same penalties will apply to ghost-written papers.
The grade for any assignment containing plagiarized material will be an "F." The course grade will also be an "F." Group members should ensure that all of the group project material is original or that it has been ACCURATELY DOCUMENTED through appropriate citations. THESE PENALTIES WILL BE APPLIED AT THE TIME OF DISCOVERY AND ALL PREVIOUS GRADES WILL BE VOIDED.
Academic misconduct on a quiz or examination will also result in course failure. Misconduct includes any unauthorized removal of an exam or quiz from the classroom at all times. Such behavior will trigger an "F" for that exam or quiz, and a course grade of "F." See the current University Catalog for an explanation of these policies.
Required Assignments:
* 
One exam will be administered covering the text readings, guest lectures, and other assigned readings. The exam will be essay-based.
*Quizzes and class exercises also will be used. Some class exercises may be unannounced. Inclass critiques of research studies may also be assigned. I use quizzes to help accomodate diverse learning strengths as these are all multiple-choice based. It has also been my experience that most learners do better in terms of course readings, when they are examined periodically.
*Working in groups, ("OH NO!! Anything but that Jim!!") you will identify a pressing challenge that families confront. These could range from coping with various diseases or illnesses, blending conflict management styles, integrating children from former relationships, coping with infertility, coming to grips with infidelity and/or STDs with one's partner, combating some type of addiction within the family, adjusting to major life transitions such as adolescence and sexual activity, being laid-off or down-sized, retirement, tele-commuting, and/or role shifts/reversals. There are many other possibilities. You will review what is known about the topic and you will advance a preliminary research design to investigate the underlying theory which your group will bring to bear on the selected context. An in-progress report and final paper will describe your theoretical template.Each group member authors individual sections of the projects.
Course Method:
This course will use a lecture discussion format, in-class exercises, working groups, and technology. Although the lectures are drawn from the readings, there will be material additions and deletions. Additional material may be presented by guest lecturers.
To enhance your class performance, it is helpful to first skim the assigned readings, peruse the material atlength, take good lecture notes, and then review the material in conjunction with your notes/ study guides. As the quizzes and exam consist of applied, associative, and some recall items, extensive "cramming" is usually related to poor performance.
Course Instructional Aids:
My teaching tools include the following:
* extensive web site;
* working grp web sites;
* online individual grade status reports;
* online office hours by appointment and password;
* online study review sessions;
* online chats with Communication and related discipline scholars
* regular emails and/or faxes if necessary;
* lecture handouts and self-review questions;
* sample quiz and exam questions;
* detailed exam study guides;
* mc exam/quiz challenges;
* class exercises;
* risk-free reviews.
Other Course Performance Tips:
I am often asked for suggestions on how to do well in my courses.
Although I can make no warranty or guarantee, here are some tips
which have been helpful to others.
* Set shortterm goals. Upon attaining these, reward yourself.
* If a goal is not met, reflect on the experience and seek to refine or
identify your preparation strategies. Many times, a brief meeting with
me can also be helpful.
* Using the lecture handouts and selfreviews, regularly review the
assigned readings closely.
* Do not just memorize material; know it well enough that you can
recognize the concept(s) or principle(s) in novel examples.
* Regularly work through all class handouts. These have payoffs.
* Take good notes; feel free also to record inclass lectures.
* Do ask questions. I want us to be on the "same page."
* Read carefully during quizzes and exams. Consider one question at a time. Also, look for questions that are related.
* Attempt to view me not as "THE EVALUATOR," but as "THE
COACH."
* Try to identify your MOST demanding judge and
competition...Hint---you should already be very familiar with this person *S*
Writing Considerations:
All written work is to be typed, double-spaced, and documented according to APA. Please refer to the APA handout. HANDWRITTEN, UNDOCUMENTED, AND/OR POORLY DOCUMENTED WORK WILL NOT RECEIVE A PASSING GRADE. The writing style will be in the third person and correspond to university level standards. Specific guidelines are set forth in the writing standard guide, and ALL WRITTEN ASSIGNMENTS SHOULD FOLLOW THESE SPECIFICATIONS. See my homepage, the classes' page.
Course Assignments and Weights:
Midterm Exam 25 percent
In progress Report 30 percent
Final Paper 20 percent
Participation** 10 percent
* You should expect 2 announced quizzes, twenty items each, with the
lowest score dropping provided all quizzes have been taken.
** Class participation involves much more than merely being there. Quality of comments, bringing in handouts relative to course content, identifying and briefly explaining how some websites are relevant to course content, discussing research in a critical and constructive way as well as one's own project. And finally communicating with me, and not merely during emergencies.
Grading Levels and Transformation Scale:
Although there is NO standard grading scale, I use 90% as my cut-off for an A; 89% for an A--; 85% for a B+, 80% for a B, 79% for a B--, 75% for a C+, 70% for a C, 69% for a C--, 65% for a D+, 60% for a D, 59% for a D-- and 58% or lower for an F. ALL grades are possible.
All letter grades are then transformed using the following schema.
A twelve point scale, with 1 representing an "A" and 12 representing an "F," is employed. The cut-offs follow for final course grades: 1-2.49 = A; 2.50-2.99 = A-- ; 3.0-3.5 = B+; 3.51-4.99 = B; 5.00-5.50 = B--; 5.51-6.50 = C+; 6.51-7.99 = C; 8.00-8.50 = C-- 8.51-9.99 = D+ ; 10.00-10.50 = D; 10.51-11.99 = D--; 12.00 or greater = F. All grades are possible.
The following example illustrates the scale.
AssignmentWeightGradeCalculation
Midterm 25% B (4) 25 x 4 = 100
Quizzes15% C (7) 15 x 7 = 105
In progress rpt 30% B+ (3) 30 x 3 = 90
Paper 20% A- (2) 20 x 2 = 40
Participation 10% A- (2) 10 x 2 = 20
Take the total and divide by the total percentage: 355/100% =
3.55 or 3.60 which equals a final grade of "B."
Tentative Course Calendar ** (I work with those who work with me so adjustsments usually occur as the semester unfolds. Some class time will also be provided for the working grps).
** Quizzes should be announced and occur once before the midterm and once afterwards. Any other schedule changes will be announced in class, via email, or at my homepage. TBD= To Be Distributed in class.
Week 1 Course Overview; text CH1; Research Primer; Socha SI pp.
1-24
Week 2 Query & Flint (1996); Text CH2; Begin Socha SI pp. 25-58.
Week 3 Text CHS 3-4; Wrap Socah SI pp. 25-58.
Week 4 Text CHS5-6; Assigned reading (tbd)
Week 5 Wright & Query (in press, tbd)
Week 6 Text CH7; Socha SI pp. 59-90.
Feb 26, 2003 Risk-Free In Progress Report Due
Week 7
March 12 Midterm Exam
Week 8
March 18 Final In Progress Report Due; Text CHs8-9
Weeks 9-end Text CHs 10-15 (assigned reading tbd)
April 1, 2003 LAST DAY to withdraw
May 7, 2003 Final Paper Due
