WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department __CMST________________________________________________ Date ____1/24/12___________________

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

__357____________________ _Communication in Social Media ___3 s.h.__________Course No. Course Title Credits

This proposal is for a(n) __x____ Undergraduate Course ______ Graduate Course

Applies to: ___x___ Major ___x___ Minor ___ University Studies* ___ Not for USP_____ Required _____ Required___x__ Elective __x___ Elective

Prerequisites ___CMST 282 or instructor’s permission

Grading method __x____ Grade only ______ P/NC only _____ Grade and P/NC Option

Frequency of offering __yearly___________________________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

This course examines theories and practices of social media in communication contexts, such as relational, public, group and organizational. It provides an overview of different analytical and theoretical approaches to the study of social media that scholars have taken in the past, as well as surveying recent trends in social media development that will significantly affect communication in the future.

2. Course outline of the major topics and subtopics (minimum of two-level outline).See attached.

3.a Instructional delivery methods utilized: (Please check all that apply).

Lecture: Auditorium ITV Online Web Enhanced x Web Supplemented Lecture: Classroom x Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)

3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced x1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented 2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.See attached.

5. Course materials (textbook(s), articles, etc.).See attached.

6. Assessment of OutcomesSee attached.

7. List of referencesSee attached.

B. Rationale

1. Statement of the major focus and objectives of the course. See attached .

2. Specify how this new course contributes to the departmental curriculum.See attached.

3. Indicate any course(s) which may be dropped if this course is approved.None.

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? No.If so, which department(s)? NA.

2. Attach letter(s) of understanding from impacted department(s).NA.

Definitions: 01-Satellite:02- CD Rom:03- Internet: Predominately = where all, or nearly all, course activity occurs in an online environment. One to two activities may occur face-to-face in a classroom, with the maximum being two activities.04 – ITV Sending: a course in which students are in the classroom with the instructor, other students join via interactive television technology from other geographically separate locations05 – Broadcast TV:06 – Independent Study: a course in which the teacher develops specialized curriculum for the student(s) based on department guidelines in the University course catalog07 – Taped: a course in which the teacher records the lessons for playback at a later date08 – ITV Receiving: a course in which students are not in the classroom with the teacher, other students join via interactive television technology from other geographically separate locations09 – Web Enhanced- Limited Seat Time: For a course in which students are geographically separate from the teacher and other students for a majority of required activities. However, some on-site attendance is required. The course includes synchronous and/or asynchronous instruction.10 – Web Supplemented- No Reduced Seat Time: For a course utilizing the web for instructional activities. Use of this code may assist your college/university in tracking courses for “smart classrooms” and/or facility usage.

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal: Jin Xu & Tammy Swenson Lepper

__Jin Xu__________________________________________ ____457-2267__________ ____JXu@winona.edu______________Name (please print) Phone e-mail address

__Tammy Swenson Lepper 457-5246 __ TSwensonLepper@winona.edu ________ Name (please print) Phone e-mail address

[Revised 7/5/07]

WINONA STATE UNIVERSITYREGULATION 3-4 CHANGE APPROVAL FORM

Routing form for change to WSU Regulation 3-4. Regulation 3-4 Changes

Academic Affairs and Curriculum Committee (A2C2) Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President (VPAA) Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

*In the case of a recommendation to disapprove the proposal, a written rationale of the specific areas of concern will be provided through Meet and Confer to the Faculty Senate with a copy to A2C2.

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

*In the case of a recommendation to disapprove the proposal, a written rationale of the specific areas of concern will be provided through Meet and Confer to the Faculty Senate with a copy to A2C2.**President’s Office: Please notify VPAA, deans, Human Resources, Academic Affairs and Curriculum Committee, and department chairs via e-mail that the change to Regulation 3-4 has been approved. Also, send this back to Meet and Confer for notification of approval.

[7-5-07]

WINONA STATE UNIVERSITYFINANCIAL AND STAFFING DATA SHEET

Course or Program___________CMST357: Communication in Social Media_______________________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

Existing staff.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

This course has been offered as a 400-level “Topics” course three times in the past five years. Thus far, it has had no negative impact on other departments, programs, majors, or minors. Students from about 5 majors have participated in the course. We believe the contemporary nature of the topics in the course has added to the success of these students in their home departments, helping them better connect their discipline and knowledge to a broader context.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

No more than average printing cost.

[Revised 9-05]

WINONA STATE UNIVERSITYREQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program___ CMST357: Communication in Social Media _______________________________

This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____x____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____x____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter.____x____ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____x____ Completed

Name and office phone number of proposal's representative: Jin Xu, 457-2267 or Tammy Swenson Lepper, 457-5230 ____

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

________ Completed ____x____ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____x____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ___x_____ NA

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed ____x____ NA

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.________ Completed ____x____ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____x____ Completed ________ NA

__________________________________________________ ______________________Department's A2C2 Representative or Alternate Date [Revised 9-05]

New Course Proposal CMST 357: Communication in Social Media A. Description of the course

1. Catalog Description

This course examines theories and practices of social media in communication contexts, such as relational, public, groups and organizations. It provides an overview of different analytical and theoretical approaches to the study of social media that scholars have taken in the past, as well as s survey of recent trends in social media development that will have significant impact on communication.

2. Course outline of the major topics, themes, subtopics, etc., to be covered in the course.

a. Technology and human communicationi. Theories of technology and human communication

ii. History and characteristics of social mediaiii. Social media and the contexts of daily life

b. The self and messagesi. Identity

ii. Self expressioniii. Impression management

c. Relationship developmenti. Privacy

ii. Self-disclosureiii. Trust iv. Intimacyv. Liking, loving and hate

vi. Ethicsvii. Equality and inequality

d. Groups and organizationsi. Small group organizing

ii. Virtual work groupsiii. Group dynamics

e. The publici. Social networks and online community

ii. Supportive communicationiii. Collaborative communication

3. Indicate the instructional delivery methods and course media codes used.

Instructional delivery methods utilizeda. Classroom Lectures, discussion, structured observation, view, in-class activities, guest speakers.b. Web Enhanced

MnSCU Course media codes: 9

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

a. Tests: 25% (evaluation: number correct for objective questions, holistic rubric for short answer and essay questions)

b. Short papers: 15% (evaluation: holistic rubric)c. Mini-projects: 22.5%(evaluation: analytical rubric)d. Explore-a-Topic Project: 12.5% (evaluation: analytical rubric)e. Leading and participating in class and online discussion: 25% (evaluation: holistic rubric)

5. List of course materials. This list may include textbooks, articles, monographs, software, etc.

Readings are selected from the reference list. The reading list is revised to reflect the evolving interests and research in the field.

6. Assessment of Outcomes

Course Level Learning Outcomes:

Learning Activities

Evaluation Assessment

a. Describe the evolution of scholarly interest in social media communication

Readings, article reviews

Exam questions

Number correct for objective questions, holistic rubric for short answer/essay

b. Identify the features and functions of information and communication technologies

Class discussion, readings, in-class exercises

Exam questions

Number correct for objective questions, holistic rubric for short answer/essay

c. Describe how information and communication technologies influence identity, relationship, group affiliation and power

Class discussion, readings, video, structured observations, in-class exercises

Structured observations, paper

Analytical rubric and holistic rubric

d. Describe how social media function in communication domains (political, legal, organizational, health, education)

Article reviews, structured observations

Exam questions, presentation

Number correct for objective questions, holistic rubric for short answer/essay, analytical rubric for presentation

e. Explain typical methodologies used to research social media communication

Article reviews, reading, class discussions

Paper Analytical rubric

f. Develop a hypothesis or research question pertaining to communication in social media and describe an approach to examining or testing that question/hypothesis

Article reviews, reading, class discussions

Paper Analytical rubric

g. Apply the theories and principles of social media communication across various contexts (interpersonal, public, groups, organizations)

Class discussion, structured observations, video

Exam questions, paper

Number correct for objective questions, holistic rubric for short answer/essay, Analytical rubric

7. References

Abrams, T. (2007). Media ecology theory. In R. L. West, & L. H. Turner, Introducing communication theory: Analysis and application (3rd ed.). Boston, MA: McGraw-Hill.

Barnes, S. B. (2003). Computer-mediated communication: Human-to-human communication across the Internet (Chapter 7). Boston: Allyn and Bacon.

Barnes, S. B. (2008). Understanding social media from the media ecological perspective. In E. Konijn (Ed.), Mediated interpersonal communication. New York: Routledge.

Boyd, D. (2011). Social network sites as networked publics. In Z. Papcharissi (Ed.), A networked self: Identity, community and culture on social network sites. New York: Routledge.

Brandon, D. P., & Hollingshead, A. B. (2007). Characterizing online groups. In A. N. Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.

Bretherton, D, & Chester, A. (2007). Impression management and identity online. In A. N. Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.

Green M. C. (2007). Trust and social interaction on the Internet. In A. N. Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.

Haythornthwaite C. (2007). Social networks and online community. In A. N. Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.

Hollingshead, A. B., & Contractor N. S. (2006). New media and small group organizing. In L. A. Lievrouw & S. M. Livingstone(Ed.), Handbook of new media: Social shaping and social consequences of ICTs (Updated student ed.). London: SAGE.

Joinson A. N., & Paine, C. B. (2007). Self-disclosure, privacy and the Internet. In A. N. Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.

Kelly, K. (2005). We are the web. Wired, 8.Konijn, E. A., Utz, S., Tanis, M., & Barnes, S. B. (2008). Introduction: How technology affects human

interaction. In E. Konijn (Ed.), Mediated interpersonal communication. New York: Routledge.McKenna, K. Y.. A. (2007). Through the Internet looking glass: Expressing and validating the true self. In A. N.

Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives (Chapter 2).

New York: Basic Books.Polkosky, M. D. (2008). Machines as mediators. In E. Konijn (Ed.), Mediated interpersonal communication. New

York: Routledge.Rafaeli, S., & Ariel, Y. (2008). Online motivational factors: Incentives for participation and contribution in

Wikipedia. In A. Barak (Ed.), Psychological aspects of cyberspace: Theory, research, applications (pp. 243-267). Cambridge, UK: Cambridge University Press.

Rasmussen, T. (2000). Social theory and communication technology (Chapter 5, New media and the contexts of daily life). Aldershot: Ashgate.

Riegelsberger, J., Sasse, M. A., & McCarthy, J. D. (2007). Trust in mediated interactions. In A. N. Joinson (Ed.), The Oxford handbook of Internet psychology. Oxford: Oxford University Press.

Sundar, s. Self as source: Agency and customization in interactive media. In E. Konijn (Ed.), Mediated interpersonal communication. New York: Routledge.Tang, L. (2010). Development of online friendship in different social spaces: A case study. Information,

Communication & Society, 13(4): 615-633.Toma, C. L. (2010). Perceptions of trustworthiness online: The role of visual and textual information. Paper

presented at CSCW 2010, Savannah, Georgia, USA.Van Dijk, J. (2006). The network society: Social aspects of new media (2nd ed.) (Chapter 1). Sage Publications.Wallace, P. M. (1999). The psychology of the Internet (Chapter 4, Group dynamics in cyberspace). Cambridge:

Cambridge University Press.Wallace, P. M. (1999). The psychology of the Internet (Chapter 7, Liking and loving on the net: The psychology

of interpersonal attraction). Cambridge: Cambridge University Press.Walther, J. B. (2011). Theories of computer mediated communication and interpersonal relations. In M. L. Knapp,

& J. A. Daly (Ed.), The SAGE Handbook of interpersonal communication (4th ed.). Sage Publications.Watwon-Manheim, M. B. (2011). Exploring the use of social network sites in the workplace. In Z. Papcharissi

(Ed.), A networked self: Identity, community and culture on social network sites. New York: Routledge.

B. Rationale for the new course.

1. Statement of the major focus and objectives of the course.

This course is designed to provide students with an examination of the theories and principles of social media communication. It analyzes how information and communication technologies, such as social media, function in interaction to influence the management of conversation, the impression formation and maintenance, the development and maintenance of relationships, the group and organizational dynamics, and social influence. Emphasis is on the roles that social media communication performs in daily interactions. The course will have practical applications in a variety of work and personal contexts. There will be numerous opportunities for first-hand observations and analysis of actual communication events.

Course Level Learning Outcomes:Upon completion of this class, students should be able to:a. Describe the evolution of scholarly interest in social media communication;b. Identify the features and functions of information and communication technologies;c. Describe how information and communication technologies influence identity, relationship, group affiliation

and power;d. Describe how social media functions in communication domains (political, legal, organizational, health,

education) e. Explain typical methodologies used to research social media communicationf. Develop a hypothesis or research question pertaining to communication in social media and describe an

approach to examining or testing that question/hypothesis.g. Apply the theories and principles of social media communication across various contexts (interpersonal,

public, groups, organizations).

2. Statement specifying how this course will contribute to the departmental curriculum.

This course fills a curricular gap in the existing communication studies curricula. The social media play increasingly powerful roles in our daily lives, so significant that trying to understand communication without a solid understanding of the social media would be nearly impossible. This makes the lack of a course in social media communication a notable gap in the communication studies major and minor curricular offerings. Additionally, because knowledge and skills of communication in social media will impact students in their lives and careers regardless of their majors, this course will contribute significantly to the General Education program curriculum.

3. Courses which may be dropped, if any, if this course is implemented.

No courses will be dropped to accommodate the addition of this course. This course will become part of the regular rotation of CMST courses.

C. Impact of this course on other departments, programs, majors, and minors.

1. Would approval of this course change the total number of credits required by any major or minor of any department? If so, the department must indicate which departments are affected and explain carefully the effects of the course.

No.

2. Letters of understanding

N/A

357CMSTCommunication in Social Media

D. Sample Syllabus

Tue. & Thur. 2:00 p.m. – 3:20 p.m.………………………………

IINST. InstructorTEL. 507-xxx-xxxx (O)TEL. 507-xxx-xxxx (H)

EML. Name@winona.eduOFFICE HRS Office hours

or By AppointmentOFFICE PAC room number

COURSE DESCRIPTION

This course examines theories and practices of social media in communication contexts, such as relational, public, groups and organizations. It provides an overview of different analytical and theoretical approaches to the study of social media that scholars have taken in the past, as well as s survey of recent trends in social media development that will have significant impact on communication.

PREREQUISITES

Cmst 191, Cmst 282, or instructor's permission.

COURSE GOALS

Upon completion of this class, students should be able to:a. Describe the evolution of scholarly interest in social media communicationb. Identify the features and functions of information and communication technologiesc. Describe how information and communication technologies influence identity, relationship, group affiliation and powerd. Describe how social media functions in communication domains (political, legal, organizational, health, education) e. Explain typical methodologies used to research social media communicationf. Develop a hypothesis or research question pertaining to communication in social media and describe an approach to

examining or testing that question/hypothesisg. Apply the theories and principles of social media communication across various contexts (interpersonal, public,

groups, organizations)

COURSE MECHANICS

The best way to start thinking and learning about the nature and possible consequences of social media is to use them yourself and share your experiences. Thus, this course has a substantial experiential/hands-on component. For most of the semester we will be discussing theoretical issues with real-world insights.

REQUIRED TEXT AND READINGSRequired readings in this course include current academic research articles, "classic" texts, book chapters, and articles from practitioners and popular-press. They are available on D2L.Students are required to do the readings before the day for which they are assigned.

COURSE REQUIREMENTS

In this section, a very brief description of the assignments is provided. For more details about these assignments, Check out their respective assignment sheets at D2L.

1. Tests. Tests are designed for you to demonstrate basic understanding and application of selected concepts and terminology introduced in the readings and class discussions. They consist of definitions, True/False questions, short answers and essay questions, etc. A study guide will be provided in advance. There are two tests in this class.

2. Summary/reaction papers. To stimulate and foster excellent class discussion, you are required to complete summary/reaction paper before class begins (See the assignment sheet for detail and the due date). For each paper you should comment on the day’s reading. You may describe the major thesis, the central idea or ideas, identify two concepts or principles and discuss how they are in some way(s) both similar to and different from one another, select a concept or principle and discuss how it applies to you or someone you know, or provide a critical perspective on some aspect of the reading, discussing circumstances or conditions that prompt you to agree or disagree with the author(s), etc. The class discussion will focus on addressing these comments, thoughts and questions. To allow your classmates and me time to read through your paper, you must post them at the class D2L (See the assignment sheet for the due time), as well as bring a hard copy to class.

3. Mini-projects: There will be three mini-projects, each of which emphasizes a set of key topics or skills related to communication in social media. Each includes an oral presentation. The first is to study online impression formation and management. It consists of two related mini-experiments and an analysis paper. The second is to study the use of social media in organizations and discuss your findings in the context of the diffusion of innovations theory. In the third mini-project, you will be assigned to two-person groups ("duos").  Groups will bid on a series of website options, such as Twitter, second life, etc. Then, you will spend considerable time exploring the site or sites by participating in the activities there. Also, you will examine what popular media as well as academia are interested in the sites(s). You should focus on new and latest developments.

4. Explore-a-Topic Project: In this assignment you will select a focus area in social media communication, explore it by gathering and evaluating information from a variety of sources, professional/practitioner, news media and scholarly sources. You will present your work to the rest of the class.

5. Leading and participating in online and class discussion: You will be assigned with one of your classmates to lead a designated class discussion. Some readings will be assigned to you to read prior to the class so that you are prepared to lead the discussion. Participation points come from regular class attendance, discussion participation, and instructor discretion. Failure to maintain consistent attendance will result in a lower grade. However attending classes is not enough! You are expected to have opinions related to the topics we study in this class, and encouraged to share your ideas and to engage in respectful exchanges with others in the class. Each student's participation in class discussions and other activities is essential for her/his learning the course materials. Earnest efforts toward this end are expected and valued. You have two absences, excused or unexcused, without penalty. For each additional absence, 5 points are taken off from your participation points.

GRADINGGrades will be determined based on the following scheme:

Tests 100 points

Short papers 60 points

Mini-projects 90 points

Explore-a-Topic Project 50 points

Leading and participating in class and online discussion 100 points

Total 400 points

All assignments will receive a raw numerical score. Final letter grades will be based on a 90-80-70-60-percent scale:

A – 90% and above

B – 80%-89.9%

C – 70%-79.9%

D – 60%-69.9%

F – less than 60%

LATE WORK, MAKE-UP PRESENTATIONAll work is due at the beginning of the class on the due date. Written work must be printed on hard copy. I am not responsible for lost email attachment if you choose to turn in the due work that way. Given the nature of this course, late work is particularly difficult to make up. As a consequence, assignments must be completed on time. It is a professional courtesy and important life skill to contact your instructor prior to missing any scheduled assessment or planned class activity. You may call me directly or send me an email message or have a friend or classmate contact me on your behalf. I am under no obligation to allow you to make up any work without PRIOR notification of your absence.All written work turned in after the due date will be penalized 40%. If you miss the day of scheduled oral presentation, you will receive, at best, 60% of the grade for the assignment.

ACACEMIC HONESTYEach student is expected to uphold the standards of academic honesty. For a complete review of this, look at the section labeled ‘code of conduct’ in the student handbook. Any violation of this code will be vigorously pursued. The minimum penalty is a zero for the violated project. However, it is more likely that such a violation will result in a failure for the course. If the violation is so gross, charges will be filed with the administration. I will not tolerate academic dishonesty in any form. All work must be original. If in doubt, cite the source. If you have any questions about whether something borders on plagiarism, contact me for clarification.

STUDENTS WITH SPECIAL NEEDS

If you have special needs, you have a physical disability that may affect your participation in the class, or

you have a medical condition that could result in an in-class medical emergency, please see me immediately so that I can accommodate your special needs.

INCLUSIVE EXCELLENCECommitment to Inclusive Excellence: WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from WSU’s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community.

WINONA CAMPUS RESOURCES Student Support Services, Krueger Library 219, 457-5465 (www.winona.edu/studentsupportservices/) Inclusion and Diversity Office, Kryzsko Commons Room 122, 457-5595 (www.winona.edu/culturaldiversity/) Disability Services, Maxwell 314, 457-5878 (www.winona.edu/disabilityservices/) Counseling and Wellness Services, Integrated Wellness Center 222, 457-5330 (www.winona.edu/counselingcenter/) GLBTA Advocate, contact Counseling and Wellness Services for name and number of the current Advocate Tutoring Services, Krueger Library 220, 457-5680 (http://www.winona.edu/tutoring/) Writing Center, Minné Hall 348, 457-5505 (www.winona.edu/writingcenter/) Math Achievement Center, Tau 313, 457-5370 Advising Services, Maxwell 314, 457-5878 (www.winona.edu/advising/)

LAPTOP USE In this class, you are allowed to use your laptop to take notes during a lecture or to complete in-class assignments. Laptop uses that are not related to class activities are prohibited, including checking and answering emails, surfing the web, playing games, etc. On speech presentation days, if you are not scheduled to give a speech, DO NOT turn on your computer.

COMMUNICATION DEVICESPlease turn off your cell phones during class.

WEEKLY SCHEDULE (Please finish the assigned reading BEFORE you come to class. Additional readings are posted on class D2L.)

Week One (Aug. 22 – Aug. 26)

Tue Introduction to class Discuss reaction paper assignment

Thur Technology and communication (D2L reading 1)Due: Reaction paper 1

Week Two (Aug. 29 – Sept. 2)

Tue Technology and communication – continued (D2L reading 2)Due: Reaction paper 2

Thur History and Characteristics of social media (D2L reading 3)Due: Reaction paper 3

Week Three (Sept. 5 – Sept. 9)

Tue Self and self-presentation (D2L reading 4)Due: Reaction paper 4

Thur Discuss mini-project 1 – Impression formation and management on the Internet

Workshop

Week Four (Sept. 12 – Sept. 16)

Tue Relationship and relationship development (D2L reading 5)Due: Reaction paper 5

Thur Anonymity, privacy and self-disclosure (D2L reading 6)Due: Reaction paper 6

Week Five (Sept. 19 – Sept. 23)

Tue Discuss mini-project 2 – Duo projects

Thur Workshop Due: mini-project 1 – Impression formation and management on the Internet

Week Six (Sept. 26 – Sept. 30)

Tue Trust and perceptions of trustworthiness (D2L reading 7)Due: Reaction paper 7

Thur Liking, loving and hate (D2L reading 8)Due: Reaction paper 8

Week Seven (Oct. 3 – Oct. 7)

Tue Duo project report 1 Workshop

Thur Duo project report 2 Duo project report 3

Week Eight (Oct. 10 – Oct. 14)

Tue Duo project report 4 Duo project report 5

Thur Mid-term exam

Week Nine (Oct. 17 – Oct. 21)

Tue University Improvement Day – no classes

Thur Group dynamics (D2L reading 9)Due: Reaction paper 9

Week Ten (Oct. 24 – Oct. 28)

Tue Guest speaker: ICT in organizations

Thur Discuss mini-project 3 – Social media use in organizations

Week Eleven (Oct. 31 – Nov. 4)

Tue Social media and small group organizing (D2L reading 10)Due: Reaction notes 10

Thur Online community (D2L reading 11)Due: Reaction paper 11

Week Twelve (Nov. 7 – Nov. 11)

Tue Discuss assignment – explore a topic in communication in social media

Thur Social network on the Internet (D2L reading 12)

Week Thirteen (Nov. 14 – Nov. 18)

Tue Collaboration on the Internet (D2L reading 13)

Thur Collaboration on the Internet (continued)

Week Fourteen (Nov. 21 – Nov. 25)

Tue Workshop

Thur Thanksgiving break – no classes

Week Fifteen (Nov. 28 – Dec. 2)

Tue Presentation 1

Thur Presentation 2

Week Sixteen (Dec. 5 – Dec. 9)Final exam: 1:00-3:00 p.m., Tuesday, December 06