COM 305 - LISTENING

Fall Term 2014 Fairbanks 116

LEARNING GUIDE: Rick Bommelje Office: Fairbanks Building, Room 205 407-646-2625 Office hours by appointment rbommelje@rollins.edu www.ListeningPays.com

COURSE DESCRIPTION

CATALOG DESCRIPTION: The study of the art of listening and its importance in our

personal and professional lives. Students learn to analyze, assess, and improve their own listening abilities.

The majority of our communication time is spent listening. However, it is estimated that the average person misunderstands, ignores, or forgets approximately 75% of what they hear. Although listening is classified as a "basic skill", very little education is devoted to its development. In fact, very few people have completed a college course that focuses exclusively on this communication method. The purpose of this course is to build your listening knowledge base and to enable you to understand your own listening attitudes and behavior. You will become familiar with the historical development of listening theory and supporting research. The major emphasis is placed on developing the foundations of listening. You will become aware of your own listening behavior through self-examination and assessment. You will learn how to distinguish your listening roles and responsibilities and develop strategies for increasing your listening performance. NOTE: This course is delivered in the Blended format, which consists of a combination of in-class and self-learning sessions

COURSE OBJECTIVES

By the end of the course, you should be able to:

þ Learn the process of and the role of listening in communication;

þ Define listening and be able to measure it personally and professionally;

þ Assess your current listening behavior and identify strengths and opportunities for development

þ Explore the primary listening purposes and learn strategies to increase your

effectiveness in each one; and þ Listen more effectively by analyzing your listening behavior and making necessary adjustments.

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ROLLINS COLLEGE MISSION STATEMENT

Rollins College educates students for global citizenship and responsible leadership, empowering graduates to pursue meaningful lives and productive careers. We are committed to the liberal arts ethos and guided by its values and ideals. Our guiding principles are excellence, innovation, and community.

DEPARTMENT OF COMMUNICATION MISSION STATEMENT We develop dynamic communicators who think critically, speak, listen and write effectively.

REQUIRED READING RESOURCES

ü Lindahl, Kay The Sacred Art of Listening, Skylight Paths Publishing, 2008

ü Nepo, Mark. Seven Thousand Ways to Listen. Free Press, 2012

ü Bommelje, Rick. Listening Pays, Leadership & Listening Institute, Inc.,

2013 ü Selected articles, chapters, stories and poems to be provided

COURSE REQUIREMENTS

1. KNOWLEDGE ASSESSMENTS - There will be two (2) knowledge assessments given during the course -- a midterm and final. Each assessment will consist of objective and mini-essay questions plus a case analysis. You will be responsible for material that is covered during in-class, asynchronous and synchronous sessions. APPLIED KNOWLEDGE LISTENING ACTIVITIES – You will engaged in a variety of

applied knowledge activities that will be uploaded on Blackboard. Since this is designed as an ‘action learning’ course, it is essential to complete the assignments in a timely manner in order to apply the knowledge. NOTE: 3 points for missed entries and 2 points for late entries will be deducted from the next knowledge assessment (i.e. midterm or final). There is a maximum 24-hour period for receiving late entries.

2. LISTENING PORTFOLIO – You will compile a complete Listening Portfolio during the course. The Listening Portfolio consists of 8 items. A Portfolio Format Guide is enclosed on Pages 5 and 6.

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3. CLASS PARTICIPATION AND ATTENDANCE: You are invited to fully participate in and ATTEND ALL SESSIONS. Listening knowledge and skill building require both mental and physical presence. You will submit a self-evaluation on your level of participation and attendance at the end of the course. A SIGNIFICANT REDUCTION in this category will be made for 2 or more absences. NOTE: Should you miss a session, it is important to get the class notes from at least 2-3 peers. Tardiness is a distraction to self and others. Please arrive to our sessions on time. Credit for this requirement is based on 50% for participation and 50% for attendance. PARTICIPATION ATTENDANCE 50% Full Participation 50% 0 - 1 absence 40% Moderate Participation 30% 2 absences 20% Minimal Participation 10% 3 absences 0% No Participation 0% 4 or more absences

Since PRESENCE and ATTENTION are critical to listening success, we will create a positive listening environment that serves the purpose of the work. To help to accomplish this, we will avoid ‘technological’ distractions. In order to optimize the time that we are together each session, please respect the following guidelines that apply to technological devices:

1. Cell phones are turned off or put on vibrate. 2. Cell phones are not to be answered in the classroom. 3. There is no text messaging done in the classroom. 4. If using a cell phone, laptop or notepad, it is for note-taking purposes only. No internet use is permitted by students while class is in session unless specified.

GRADING WEIGHT SUMMARY Midterm Knowledge Assessment 25% Final Knowledge Assessment 25% Listening Portfolio 40% Class Participation/Attendance 10%

KNOWLEDGE ASSESSMENT & PORTFOLIO GRADING SCALE

100 – 94 A 93 – 90 A – 89 – 87 B+ 86 – 84 B 83 – 80 B –

79 – 77 C+ 76 – 74 C 73 – 70 C- 69 – 67 D+ 66 – 64 D 63 – 60 D-

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COURSE SCHEDULE

TOPIC

Aug 25 Introduction, Overview Sep 1 LABOR DAY HOLIDAY – NO CLASS Sep 8 Listening Assessment Sept 15 The Process of Communication Sept 22 The Process of Listening Sept 29 Discriminative Listening Oct 6 Comprehensive Listening Oct 13 Comprehensive Listening NOTE: Holt Class meets on Fall Break Oct 20 Midterm Knowledge Assessment Oct 27 Comprehensive Listening Nov 3 Therapeutic Listening Nov 10 Critical Listening Nov 17 Appreciative Listening Nov 24 Intrapersonal Listening Listening Styles Profile Dec 1 Listening Assessment Listening Infomercial Dec 8 Final Knowledge Assessment

Sept 15, Oct 6, Nov 10 and 24 are asynchronous (self-guided) sessions

NOTE: As situations change, this syllabus and schedule may change. If so, you will be given adequate time to adjust.

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LISTENING PORTFOLIO FORMAT GUIDE

The purpose of the Listening Portfolio is to give you the opportunity to accumulate a variety of documents that will help to establish a full scale listening behavior development program. The following 8 items will be included in your portfolio: 1. Watson Barker Listening Test Results Include the copy of your Watson Barker Listening Test Results (Scoring Sheet) Plus a one page (minimum) summary of your key insights on your results. 2. Deep Listening Interview – Summary Paper

You will write a minimum one-page FULL paper on what you learned in this experience from two perspectives: the most important lesson(s) you learned from your interview partner and what you learned about your listening.

Details on the Deep Listening Interview and the presentation are located on Pages 8 –

10. 3. Listening Journal Maintain a daily listening journal for 21 consecutive days during the course

beginning any time after October 20. Refer to The Listening Journal guide sheet on Page 7 for specific format details.

4. Sacred Art of Listening Reflection Papers You will write a series of five 1 full page (MINIMUM) papers on your selected reflections

from ‘The Sacred Art of Listening’. Specific guidelines are enclosed on Page 11. 5. Seven Thousand Ways to Listen Reflection Papers You will write a series of five 1full-page (MINIMUM) papers on the Chapters from

‘Seven Thousand Ways to Listen. Specific guidelines are enclosed on Page 12. 6. Listening Pays Book Review You will submit a complete book review using the detailed questions on Page 13. 7. Listening Pays Assessment (LPA) Report Action Plan You will respond to the questions in the Action Plan on page 16 in the LPA Report. The

typed summary will include your responses to all questions and will be a minimum of one FULL page in length.

8 40-Day Post-Course Listening Development Plan

Identify a Listening Development Plan (i.e. what are you going to focus on during the next 40 days to continue your listening development?). Be specific and include areas of development, action steps, timelines, and measurements. There is no minimum page length for the written plan. It can be one page or more than one page.

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FORMAT: The Listening Portfolio will be contained in a Double-Pocket Folder (not a 3 ring binder). With the exception of items #1 (Watson Barker E Scoring Sheet), all other items must be typed in 12-point font. All documents are to be single-spaced, with a 1” margin top, bottom, left and right.

YOUR PORTFOLIO WILL BE ARRANGED AS FOLLOWS: Left Pocket - from Top to Bottom Right Pocket – from Top to Bottom 5. Seven Thousand Ways to Listen Reflection Papers 1. Watson Barker Listening Test E Scoring Sheet 6. Listening Pays Book Review plus Summary Paper 7. Listening Pays Assessment Report Action Plan 2. Deep Listening Interview Summary Paper 3. 21-Day Listening Journal 8 40-day Post-Course Listening Development Plan 4. Sacred Art of Listening Reflection Papers Print your name on the cover of the folder. The Honor Code statement and your signature will also be on the cover. PORTFOLIO EVALUATION CRITERIA: You will be evaluated on the Portfolio for content completeness, appearance, and format. 10 points will be deducted FOR EACH ITEM that is missing, incomplete, handwritten, contains misspellings, or the contents are out of order. A copy of the Listening Portfolio evaluation form is enclosed. The Listening Portfolio is to be submitted on December 1, 2014.

DEPARTMENT OF COMMUNICATION

POLICY FOR DAY AND EVENING COURSES All Department of Communication courses commencing at 4:00 p.m. and later follow the policies of the Hamilton Holt School. To meet the number of contact hours required for Holt courses, evening classes offered once a week must meet fifteen times during the semester. While day classes cancel meetings for scheduled breaks (i.e. Fall Break), unscheduled breaks (i.e. Fox Day), and reading days, students enrolled in evening courses are required to meet during those times. In evening courses, the final will be administered during the fifteenth meeting of the semester.

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THE LISTENING JOURNAL GUIDE

PURPOSE: To heighten listening awareness and applied knowledge WHAT: Keep a journal of daily listening experiences for 21 consecutive days. WHEN: Record one life experience each day. HOW: The first journal entry will be your personal listening goals that you would like to achieve during the two-week journal period. For Days 2 - 20, all entries should contain 5 parts using the SBI Format:

ENTER THE JOURNAL NUMBER AND DATE (i.e. Journal Entry 4 – October 30, 2014).

1. What is the listening course knowledge point that connects to this situation?

2. Describe the Situation; 3. Describe the Behavior; 4. What was the Impact?; 5. What did you learn? Be specific.

Your final journal entry (Day 21) should debrief your entire journal experience

answering the following: • What has been my greatest moment of listening accomplishment,

insight and/or fulfillment during this period? Why? • Which listening situation was of most value to me and why? • What change(s) did I notice in myself about my listening behaviors

during the past 21 days?

SAMPLE ENTRY: Journal Entry 7 – November 1, 2014

1. Knowledge Point: Listening to and remembering people’s names 2. Situation: Today I met with several new people for a meeting. I was being introduced

to everyone and it was imperative and respectful to remember everyone’s names. I recalled the strategy I learned in class and the four-step process.

3. While being introduced to each person, I was focused in the moment without any distractions. I observed each person very carefully and looked for details that would help me associate their name with something or someone to help me remember. I associated some with prior friends’ names, places of interest, and there was one lady named Shirley that I associated with a ‘Shirley Temple’ drink. I then took meaningful action repeating their name and being full engaged.

4. The impact was definitely positive as I was able to address everyone by his or her first names during the meeting, which made me, seem very professional.

5. My biggest learning is that the 4-step process of listening to and remembering peoples’ names worked for me. Focus – Observe-Associate-Take Meaningful Action

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DEEP LISTENING INTERVIEW

The purpose of this interview is for you to experience creating a deep listening space for someone who you would like to interview. This is based on the StoryCorp® format.

Before the Interview

• Select Your Interview Partner Start by selecting whom you wish to interview. A beloved relative? A mentor? A local hero? Some people may be hesitant to participate; emphasize that everybody’s story is important. Let your interview partner know that you would be honored to record the conversation and get their permission.

• Schedule a time and place for the interview in which you are not interrupted. Pick the quietest place possible. A carpeted room is best. Avoid kitchens, which have reflective surfaces and noisy appliances. Be sure to turn the volume off on any TV, radio, or stereo. Close the door and listen for anything else making noise: buzzing fluorescent lights, ticking clocks, air conditioners, etc. If possible, turn off or move any noisy electronics out of the room. Listen for noise during the interview as well. If your storyteller fidgets, for example, feel free to respectfully remind him or her that the microphone picks up the sound. Make the space peaceful and calm by turning the lights low.

• Tell your interview partner the interview will last approximately 40 minutes. This is only a guide and the interview could be shorter or longer. • Prepare your questions. If you need help in developing questions, go to

http://storycorps.org/great-questions/ Think about what you would like to learn from your partner, then make a list of 5-10 questions. Here are some

questions that have led to great conversations: ü What are some of the most important lessons you have learned in life? ü What are you most proud of? ü What was the happiest moment of your life? The saddest? ü Who has been the biggest influence on your life? What lessons did they teach you? ü How would you like to be remembered?

• Find, Borrow, or Purchase Recording Equipment. Your recording equipment can be as simple as a cell phone, a tape recorder, a video camera, or a computer. You can find both basic and more sophisticated recording equipment at your local electronics store or for purchase online. You might even borrow equipment from a friend or relative. Whatever recording equipment you choose, practice with it before your interview.

• Arrive ten to fifteen minutes before your scheduled interview time. • Bring a water bottle for you and your interview partner. • Set up your equipment before the interview, and make sure you know how to use

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it. Once the interview starts you will be able to focus on your interview partner instead of the equipment. Before the interview, record your storyteller answering a few throwaway questions, such as, “Tell me what you had for breakfast.” Stop, rewind, and listen to the sample recording to determine if everything is working. Remember to press RECORD again when you begin the actual interview.

During the Interview

• Start the interview by stating your name, your age, the date, and

the location of the interview. For example, “My name is Kim Maxwell. I’m 33 years old. The date is May 25, 2014, and I’m sitting with my grandfather, Frank Maxwell, in his living room in Orlando, Florida.” Then ask your storyteller to do the same.

• Remember, the questions you prepared in advance are just suggestions. Trust your instincts and ask questions in whatever order feels right. If something interests you, ask more about it. Sometimes your storyteller may need to know that it’s okay to talk about a certain topic. Grant permission by saying, “Tell me more.” Take breaks if your storyteller needs them. Avoid saying “uh huh” or

interrupting. Instead, use visual cues like nodding your head to encourage the storyteller to keep going.

• Feel free to ask questions in whatever order feels right, and don’t let them constrain the conversation. Real moments are the best moments.

• Ask emotional questions. Asking, “How does this make you feel?” often elicits interesting responses. Don’t be afraid to ask.

• Keep the Conversation Flowing. Listen closely. • Look your storyteller in the eyes. Smile. Stay engaged. • Stick with the good stuff. Try to keep to the topics that move you. If the current

topic isn’t what you wanted to put on tape, gently steer the conversation in another direction.

• Respect your interview partner. If there is a topic that your interview partner doesn’t want to talk about, respect his or her wishes and move on.

• Take notes during the interview. Write down questions or stories you might want to return to later.

• Be yourself; you can laugh or even cry with your storyteller. • Be curious and honest, and keep an open heart. Great things will happen. • Wrap It Up - 40 minutes is a good length of time for interviews, but you can

talk for as long or as short as you like. Before you turn off the recorder, ask the storyteller if there is anything else he or she wants to talk about. Then make

sure to thank the person; opening up can be difficult. Express your gratitude, and let him or her know that it was a privilege to listen to the story.

• Finally, hit STOP on your recorder. Congratulations! • If possible, take a photo of your interview partner; also, have someone

else take a photo of both of you.

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After the Interview

• Make a CD or audio file of the interview and give a copy to your interview partner.

• Listen to the entire recording. • Email to Rick a minimum of 24 hours prior to your Interview Presentation,

a one page, typed summary that includes the following: ü Name of Interview Partner and their relationship to you. ü Date of Interview ü Questions that you asked during the interview. ü An outline of what you will be delivering in your 4-minute presentation to

the class ü The most important learning point that you got from the Interview. ü A description of the 30-60 second audio segment you will share with the

class. ü One multiple-choice question on your most important learning point, with

the answer identified. NOTE: You will not share the question with your peers.

ü Post a short bio of your interview partner, along with the photo of you and them (if possible).

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SACRED ART OF LISTENING REFLECTION PAPERS

From each group of Reflections, select one of the eight to write on each week.

Use the 4R METHOD – READ, REFLECT, RELATE, and RESPOND READ the reflection. REFLECT on its meaning as well as the accompanying circle illustration. RELATE this reflection to your life. Answer the questions: What does this reflection mean to me and how does it relate to my life? RESPOND by writing a minimum one full page, single spaced paper. Format: 1” margins top, bottom, left and right 12-point font, Name at Top skip one space (line), Reflection Title, skip one space (line) and begin. The last line is the Honor Code statement.

SCHEDULE

Sep 9 - 14 1. Qualities of Deep Listening

2. A Sacred Art 3. Using Silence 4. Learning from Experience 5. Communion 6. Rituals 7. Dialogue or Discussion 8. Seeking Common Ground

Sep 16 - 21 9. Common Values 10. Presence

11. Conversations of the Heart 12. Creating Safe Spaces 13. Self-Expression 14. Practicing Peace 15. Creating Harmony 16. Delving Deep

Sep 23 - 28 17. Simple Sharing 18. Love in Action 19. Hearing Nuances 20. Slowing Down

21. The Voice Within 22. Assumptions 23. Learning from Passion 24. Contemplative Prayer Sept 30 - 25. Agenda Free Oct 5 Conversation 26. Cultural Differences 27. Attention 28. Hospitality 29. Focus 30. Engage First 31. The Challenge of Change 32. Relationships Oct 7 – 12 33. The Gift of Solitude 34. Practicing Reflection 35. A Sacred Meeting Place 36. Recognizing Intolerance 37. Patience 38. Harvest Time 39. Being Yourself 40. Being Complete

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WEEK OF: WEEK OF:

SEVEN THOUSAND WAYS TO LISTEN REFLECTION PAPERS

From each group of Chapters, select one of the group to write on each week.

Use the 4R METHOD – READ, REFLECT, RELATE, and RESPOND

READ the Chapter. REFLECT on its meaning. RELATE this reflection to your life. SELECT ONE of the Journal or Table Questions? RESPOND by writing a minimum one full page, single spaced paper. Format: 1” margins top, bottom, left and right 12-point font, Name at Top skip one space (line), Chapter Title, skip one space (line) and begin. The last line is the Honor Code statement.

SCHEDULE

THE WORK OF BEINGOct 21 - 26 1. Beyond Our Awareness

2. Keeping What is True Before Us 3. The Gift in Receiving 4. A Reality That Keeps Unfolding 5. How Do We Listen to All That is Not Said? 6. Being Lost 7. In the Presence of Sages 8. Entering Silence

Oct 28 - 9. God Blinking Nov 2 10. A Conversation with the Elements

11. One Living Sense 12. Deep Listening THE WORK OF BEING HUMAN 13. How We Learn 14. Restoring Confidence 15. Honeycombs and Thinking- Strings 16. Going Back Into the Fire

Nov 4 – 9 17. Being Articulate 18. The Call of the Soul 19. Seasons of Listening 20. Outwaiting the Clouds 21. Approaching the Dark Acre 22. Untangling the Net 23. Playing Hands with God THE WORK OF LOVE 24. Knowing Where We Are Nov 11 - 16 25. The Human Garden 26. How We Injure Ourselves 27. A Steadfast Teacher 28. In the Hut We Call the Self 29. Finding Birdsong 30. The Endless Search 31. Not Getting What We Want Nov 18 - 23 33. The Stilling of Our Pain 34. The Mystery of the Moment 35. A Closer Geography 36. To Endure and Endear 37. Wandering Authentically 38. No Strangers in the Heart

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WEEK OF: WEEK OF:

LISTENING PAYS READING SCHEDULE

CHAPTER READ BY Foreword by Marshall Goldsmith ............................................ Prologue ..................................................................................... Chapter 1: The Writing on the Wall ............................................ Sept 1 Chapter 2: The Ultimatum .......................................................... Chapter 3: Close Call ................................................................. ....... Sept 15 Chapter 4: A New Day Dawns .................................................... Sept 22 Chapter 5: Listening is a Gift ...................................................... Sept 29 Chapter 6: Maturity Gap ............................................................. Oct 6 Chapter 7: Trouble at Home ....................................................... Oct 13 Chapter 8: Build a Solid Foundation ........................................... Chapter 9: SIER* ........................................................................ Chapter 10: The Path to Awareness .......................................... Chapter 11: Relationships Matter ............................................... Chapter 12: Develop Healthy Habits .......................................... Chapter 13: Restarting ............................................................... Chapter 14: Take 100% Responsibility ...................................... Chapter 15: Ditch the Distractions .............................................. Chapter 16: Lead Your Emotions ............................................... Chapter 17: Take Meaningful Action .......................................... Epilogue

Sept 15

Sept 8

Nov 10

Nov 3

Oct 27

Nov 17

Dec 1

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BOOK REVIEW You will be responding to the following items in a minimum of

one FULL page, single-spaced, 1” margins – top, bottom, left and right, honor code statement is last line.

Name: _______________________________________ Date:__________

1. Which format did you read the book? Softback, E-book or Audio book?

2. What was the author's purpose or purposes in writing this book?

3. Who do you think the author intended to read this book and why?

4. What did you like most about the book?

5. What did you like least about the book?

6. Which character(s) did you most identify with? Why?

7. Did this book remind you of anything that has happened to you? What? Why?

8. Did this book give you any new ideas about yourself? Why?

9. What was you most notable quote from the book?

10. If you could continue the story, what events would you include? Why?

11. Identify at least 1-3 specific action steps that you are now (or will be) taking in your life as a result of reading this book. Please be specific. If none, please state why.

Honor Code Statement

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COM 305 LISTENING LISTENING PORTFOLIO EVALUATION

Total points possible = 100 10 points will be deducted for each item that is missing, incomplete, handwritten, contains misspellings, non-specified items, or the contents are out of order. Portfolios that are submitted late will also receive a 10-point deduction. Is the portfolio submitted on time? ¨ YES ¨ NO

PORTFOLIO ITEMS

¨ 5. Seven Thousand Ways to Listen Reflections ü Do you have 5 reflections? ü Are they your best work? ü Do they meet the format guidelines?

¨ 6. Listening Pays Book Review ü Are all questions answered?

¨ 7. Listening Pays Assessment Report Page 16 Action Plan

ü Be sure to use the questions on Page 16 for this analysis ü Do you have a minimum of 1 typed page? ü NOTE: Do Not Include the Entire LPA

Report in your portfolio ¨ 8. 40-DAY Post Course Action Plan

ü NOTE: There is no specific page length requirement.

¨ 1. Watson Barker Listening Test E Scoring Sheet and Summary Paper

ü Did you submit the Scoring Sheet only? ü Does your Summary Paper meet the

format guideline? ¨ 2. Deep Listening Interview Summary Paper

ü Does it cover the two perspectives? ü Does it meet the format guidelines?

¨ 3. 21-day Listening Journal ü Is it complete? ü Does it meet the format guidelines?

¨ 4. Sacred Art of Listening Reflections

ü Do you have 5 reflections? ü Are they your best work? ü Do they meet the format guidelines?

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COM 305 LISTENING SELF EVALUATION – PARTICIPATION/ATTENDANCE

Name ________________________________________________________________________________ Please Print RATE YOURSELF ON THE PARTICIPATION/ATTENDANCE SEGMENT OF THIS COURSE. From the Syllabus: It is expected that you will participate in and ATTEND ALL SESSIONS. Improvement in listening knowledge and skills requires both mental and physical presence. You will submit a self-evaluation on your level of participation and attendance in the course. A SIGNIFICANT REDUCTION in this category will be made for 2 or more absences.

Credit for this requirement is based on 50% for participation and 50% for attendance.

PARTICIPATION ATTENDANCE 50% Full Participation 50% 0 - 1 absence 40% Moderate Participation 30% 2 absences 10% Minimal Participation 10% 3 absences 0 No Participation 0 4 or more absences

CHECK THE TOTAL LEVEL OF PERCENTAGE POINTS THAT YOU BELIEVE YOU EARNED AND PROVIDE A WRITTEN JUSTIFICATION.

£100% £ 90% £80% £70% £ 60% £ 50% £ 40% £ 30% £ 20% £ 10%

JUSTIFICATION: (Provide an explanation of at least 4 sentences)

PARTICIPATION (check one) £ Full Participation £ Moderate Participation £ Minimal Participation £ No Participation

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ATTENDANCE (Fill in the number) Number of Absences – Full Session _______ Number of Absences – Half Sessions _______

ACADEMIC HONOR CODE

The Philosophy of the Academic Honor Code

Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community.

On all graded assignments, the student will include the following statement: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.” Each student matriculating into Rollins College must become familiar with the Academic Honor System. The College requires that students be able and willing to accept the rights and responsibilities of honorable conduct, both as a matter of personal integrity and as a commitment to the values to which the College community commits itself. It is the responsibility of instructors to set clear guidelines for authorized and unauthorized aid in their courses. It is the responsibility of students to honor those guidelines and to obtain additional clarification if and when questions arise about possible violations of the Honor Code. The Academic Honor Code will can be found in its entirety at this website. Be sure to take some time to become familiar with the Code, including the Honor Pledge and reaffirmation requirement, and your responsibility to uphold the Code as a member of the Rollins College Hamilton Holt School Community. If you have any questions, contact the Rollins College Hamilton Holt School Academic Honor Council via Connie Holt at cholt@rollins.edu or 407-646-2232.

DISABILITY SERVICES OFFICE

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, 37289.Appointments can be scheduled by calling 407-646-2354 or email: gridgeway@rollins.edu

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Rollins College is strongly committed to creating and maintaining a culture of evidence-based continuous improvement. The Department of Communication’s assessment initiative is designed to help answer the essential questions of the learner-centered college: Are our students learning? How do we know they are learning? How does what we know allow us to improve learning? Your participation in this program is essential to quality assessment and program improvement. As part of this major, you will be asked to participate in a knowledge and skills assessment. Your efforts and participation in the assessment process will not affect your course grade. We sincerely appreciate your participation in developing and improving the Communication Studies courses.