Pacific Oaks

Syllabus HD 341Communication for Empowerment

Course Section Information
Course Number-Section # HD 341
Course Title Communication for Empowerment
Faculty Name: Theresa Rochambeau
Email: trochambeau@ pacificoaks.edu
Home Office: 619-659-0982
Course Description
This course will empower students to make connections with other people. Five
areas of communication will be addressed; self-awareness; active listening for
meaning; fluent, substantive, clear, and organized writing; active, appropriate
engagement within a group; and articulate, organized verbal communication and
presentation of self. In addition, students will develop and strengthen their ability to
think critically; integrating the subjective and objective, in all areas of
communication. They will examine the impact of their values and biases on
communication across cultural, racial, class and gender lines.
Institutional Outcomes
The curriculum in Human Development, Marital and Family Therapy, and the
Teacher Education programs is organized around five areas in which students are
expected to be competent. The competencies are:

Development: Understanding of developmental theories.

Diversity: Understanding and valuing diversity, including an anti-bias approach.

Communication: Ability to communicate with others in a connective way.

Research: Ability to collect, process, and evaluate data through research.

Praxis: Ability to observe, critically reflect, implement theories and empower others.
Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are able to
analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement and analyze
individual, dyad and group communications for appropriate audience reception, authenticity, and

experience of empowerment for self and others.

PLO 4: Research: Students are able to distinguish between observations and theory (reality and fantasy,
data and inferences/assumptions). Students collect verifiable and reliable data, present their findings,
and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of education integrating developmental theories
guided by observation and critical reflection, and analyze these actions according to results and impact
on other persons (ethics, values, principles and empowerment). Students recognize and apply
developmentally and culturally appropriate practice with children and adults. Praxis experience may
involve activities such as practicum, field work, or student teaching.
Student Learning Outcomes
SLO1: Student demonstrates knowledge of theories about personal and intercultural communication.
SLO2: Student demonstrates understanding of self from a developmental as well as socio-cultural
aspect in light of course concepts, and effective verbal and non-verbal communication dynamics.
SLO3: Student demonstrates developmental and socio-cultural understanding of others in light of
course concepts, and effective verbal and non-verbal communication dynamics.
SLO4: Student demonstrates the ability to apply learning of theory to bring about change on a personal,
professional, societal as well as intercultural level.
SLO5: Student demonstrates growth in the class, indicated by an improvement in one or more of the
following: writing or critical thinking skills, a willingness to take risks and authentically engage with
course material and classmates, and openness to new information and perspectives.
Required Reading
Difficult Conversations, Stone, Patton, Heen, ISBN 01402.8852 (Read the whole book for Week 2)
The New Peoplemaking, Virginia Satir, ISBN: 0-8314-0070-6 (Read Chapters 1- 6 for Week 1 and
Chapters 7-10 for Week 3.)
Nonviolent Communication, Marshall Rosenberg, ISBN 1-892005-03-4 (Read Chapters 1-4 for Week
5 and Chapters 5-7 for Week 6.)
Course Policies
Learning Community
The experience we have as a class takes place in the context of a learning community. Quality and the
characteristics of this community impact the quality of the learning experience for both the student and
the instructor. The culture of Pacific Oaks has some specific ideas about what a learning community
looks like. While this varies from instructor to instructor, it is likely that you will find some similarities
between instructors across the institution. It is often a goal to promote construction of knowledge

collaboratively between the students as well as student and instructor. This is true for online classes as
well as face to face classes.
An integral component of the learning community is pedagogy - the art of teaching. There are many
ways of teaching. None of these ways are right or wrong. A variety of things are taken in to
consideration when an instructor balances various approaches and weaves them into a learning
community. One philosophical aspect of selection of an approach has to do with the instructors
preference between learner and instructor centered pedagogy
As noted, one way of categorizing the pedagogical approach is to know where it is on the continuum
described by being learner centered at one end and teacher centered at the other. Pacific Oaks generally
prefers pedagogy that is towards the student centered portion of the continuum. Because of this, it is
valuable to focus on the learner for a moment, considering some of the ways for students to increase the
likelihood of success during their time at Pacific Oaks.
In order to ensure growth and transformation, which is primary to the educational experience, the
student has a responsibility. Some of the student related items that pertain to this responsibility are as
follows:

be a critical and reflective thinker

ask questions

to speak from your experience

listen

critically reflect on your process and course content

be prepared for class by doing the assignments

connect theory to your life

explore your life and your own development

challenge yourself to examine your own bias and prejudices

contribute to discussions

interact with and get to know others

feel disequilibrium and have a commitment to getting through it

take risks

be willing to be changed by what you learn

think about what you are learning

and finally use what you are learning

What the individual student is able and willing to do is important, yet there are other equally important
components of the learning community. As mentioned previously, another part is the pedagogical

approach. In addition to the centeredness aspect of the pedagogy, there is another issue to consider. In
reviewing the approach that I use in teaching (interactive, collaborative and constructivist), an integral
dynamics is dependence on the presence of others. Therefore, an essential aspect of learning in a Pacific
Oaks class has to do with relationships.
Relationships are essential for the kind of learning were seeking. Therefore it is useful to explore the
role of the relationship in the classroom. Being aware of the interrelated aspect of learner and peers
requires some attention to the interpersonal aspect of relationships. It is important to get to know others
in the class - everyone has something to contribute, a piece of the puzzle. Establishing ground rules is a
useful starting point. Exploring what happens when conflict arises can provide a valuable structure, if
needed. Discussion of group dynamics can also be useful in terms of relationships.
In conclusion, in order to promote a learning community that supports transformation of its participants,
student and instructor alike, being mindful of the pedagogical approach and relationships between
participants is useful.

Assessment
Assessment is an aspect of your learning at Pacific Oaks College. Pacific Oaks wants to be sure
students are receiving the education that is being provided. In order to do this an assessment process is
part of your classroom experience. This provides you with feedback as to your progress and learning. It
also provides the institution with feedback which enables Pacific Oaks to see how well they are doing
and make adjustments when necessary.
There is an expectation that you will demonstrate value added and mastery at the end of this class.
Value added is just what it sounds like: what do you know now that you didnt know before you took
this class. Mastery refers to your level of competency of understanding the course material (the
integrating of content and your life experience). Both of these will then be looked at to assess how you
are doing. Lets examine how we will look at it, and I do mean we because it is process where your
input is important also.
The main instruments we use to measure your progress are scoring rubrics. Throughout the session we
will be addressing one or more of the student learning outcomes. Selected assignments will be reviewed
for how they address the student learning outcomes noted with the appropriate Scoring rubric.
So you might wonder about the Student Learning Outcomes and where they come from. They are an
integral part of the overall learning plan. Heres how it goes: Mission Statement Institutional
Outcomes Program Level Outcomes Student Learning Outcomes. All of these are related. Program
Level Outcomes are what each department (Human Development) want you to know when you
complete your program. The student level outcomes help you attain the program level outcomes.
An ongoing part of this process is feedback. As your instructor, I will give your feedback throughout
the class. This is formative feedback. At the end of the class, youll receive summative feedback in the
form of a narrative evaluation. As a way of understanding these processes, think about making soup. As
you make it, you taste it maybe add more salt, cook it a little longer, a dash of this and that well that

is formative feedback. When the soup is done, you taste the soup and then critique the completed
soupthis is summative feedback.
So this assessment process, on a class level, a program level and on an institutional level is about how
you are doing, providing feedback for you to reflect on and use to grow. The process is also providing
feedback for Pacific Oaks College to continually work to improve delivery of your education.

Instructor's Notes and Policies: We Make the Road by Walking"

To compile my list of notes, I borrowed from the title of a book I love, by Paulo Freire and Myles
Horton. It is called, "We Make the Road by Walking Conversations on Education and Social Change."
It is a powerful book of dialogue between these two brilliant men. One of the things I often say is that
we will take the class-process step-by-step on our communication for empowerment journey, and
indeed, we make this road by walking. This is the beginning of "trusting the process"--one of my most
favorite PO concepts. As you take things step-by-step, you will become acclimated to the class
organization and structure. You will see that there are patterns and flow to the process. (For example,
each week's section is always in the same order, and there is always information in the Instructor's
Office that augments the assignment instructions, and other class activities.) It is my utmost intent for
the class information to be as clear and organized as possible. So, here is some help to guide your way.
1. Read the Syllabus, Course Schedule, and the required books, Power Points, and handouts for class.
2. Read the Course Requirements/Learning Community portion of the Syllabus, and see it again in the
Learning Community-Ground Rules thread--one of our opening whole group discussions.
3. Each time you log into class, check the Instructor's Office thread for important class information.
There will be an Instructor's Office in each week's Module. Each week also read the Student Learning
Outcomes for the desired results of the assignments.
4. Read the assignments before starting to work on them. Read them again, and then again. Do they
make sense to you? If not, please ask. This is a communication class. I commit to actively
communicating with you, and being actively present in class. Communication goes two-ways. Let us
actively engage together. Very importantly, if I address something to you personally in your Journal or
an email--please respond to me. This way we know we are not only keeping each other informed, but
also modeling effective communication and connecting with others--core aspects of the class.
5. Do the assignments as specified. Answer and/or address all the questions and/or points of the
assignment. Write intentionally, in the discussions and in your papers, not just to dash off something
quickly to get the assignment over with. If a paper is submitted that veers off from the assignment points
and does not address them, the paper will be returned to you for revision, in order for you to receive
credit/the maximum points. The directions on what is required/how to do the assignments will be as
clear as possible. If you have any questions, if anything is not clear to you, please ask.
6. Write the required length of each assignment and/or paper. Late papers will be accepted. There is 1/2
point off for each day a paper is late.

7. Connect with your classmates in the discussions, and immerse yourself in the topic.
8. It is the policy of the Human Development program to assess by narrative evaluation and convert the
narrative into a letter grade for the final grade. As noted in the Syllabus, 50% of your grade is based on
the quality of your participation in the discussions, and 50% is based on the quality of your written
work, with respect to the SLO's. There are also points specified for each written assignment. The
combination of the narrative and points will be converted to a letter grade. The letter grade scale is one
that is commonly used: 90%-100%=A (Advanced), 80%-89%=B (Skilled), 70%-79%=C (Sufficient),
60%-69%=D (Minimal), below 60%=X (No credit).
9. Ask any and all questions.
10. Remember that learning goes hand-in-hand with empowerment and transformation. Each one of us
can make a difference as you take theory and put it into practice.

Course Bibliography
Bridging Differences: Effective Intergroup Communication, William B. Gudykunst, Sage Publications
Flow: The Psychology of Optimal Experience, Mihaly Csiksznentmihalyi, Harper Perennial
The 7 Habits of Highly Effective People, Stephen R. Covey, Simon & Shuster
Asking the Right Questions: A Guide to Critical Thin inking, M. Neil Browne Stuart M. Keeley,
Prentice Hall
Please Understand Me: Character & Temperament types, David Keirsey, Marilyn Bates, Distributed by
Prometheus Nemesis Book Company
The Dance of Connection, Harriet Lerner, Harper Collins Publisher
Listening: The Forgotten Skill, Madelyn Burley-Allen, John Wiley & Sons, Inc.
The Argument Culture, Deborah Tannen, Ballentine Books
Thats Not What I meant!, Deborah Tannen, Ballentine Books
African American Communication, Michael L. Hecht, Mary Jane Collier, Sidney Ribeau, Sage
Publication
Sitting in the Fire, Arnold Mindell, Lao Tse Press
Crucial Conversations: Tools for talking when stakes are high, Kerry Patterson, Joseph Grenny, Ron
McMillian, Al Switzler, McGraw-Hill
Black and White Styles in Conflict, Thomas Kochman, The University of Chicago Press
Intercultural Communication, A Reader, Larry A. Samovar/Richard E Porter, Wadsworth Publishing
Company

Understanding Human Communication, Ronald B. Adler, George Rodman, OxfordUniversity Press

Messages: The Communicati8on Skills Book, Matthew McKay, Martha Davis, Patrick Fanning, New
Harbinger Publications
Nonviolent Communication: A Language of Life, Marshall B. Rosenberg, PuddleDancer Press
Leadership and the New Science, Margaret J. Wheatley, Berret-Koehler Publishers, Inc.
The Magic of Conflict, Thomas F. Crumb, Simon & Schuster
How to Talk so Kids Will Listen & Listen So Kids Will Talk, Adele Faber and Elaine Mazlish, Avon
Books
Participatory Communication for Social Change, Edited by Jan Servaes, Thomas L. Jacobson, Shirley
A. White, Sage Publication
Developing Critical Thinkers, Stephen D. Brookfield, Jossey-Bass Publishers
The Six Pillars of Self-Esteem, Nathaniel Branden, Bantam
Gender & Discourse, Deborah Tannen, OxfordUniversity Press
Black Communications, Breaking Down The Barriers, Evelyn B. Dandy, African American Images
Couple Skills, Matthew McKay, Patrick Fanning, Kim Paleg, New Harbinger
Cross-Cultural Dialogues, Craig Storti, Intercultural Press, Inc.
When Words Hurt, Mary Lynne Heldmann, Ballantine Books
Present Yourself, Michael Gelb, Jalmar Press
Difficult Conversations, Douglas Stone, Bruce Patton, Sheila Heen, Penguin Books
Getting to YES, Roger Fisher and William Ury, Penguin Books
Conflicts: A Better Way to Resolve Them, Edward De Bono, Penguin Books
I only say this because I love you, Deborah Tannen, Random House
You Just Dont Understand, Deborah Tannen, William Morrow and Company
The Lost Art of Listening, Michael Nichols, Guilford Press
The Hidden Dimension, Edward T. Hall, Anchor Books
The Dance of Life, Edward T. Hall, Anchor Books
Beyond Culture, Edward T. Hall, Anchor Books
Communication Mosaics, Julia T. Wood, Wadsworth Publishing Company

Appendices
Appendix A: B.A. Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are able to
analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement and analyze
individual, dyad and group communications for appropriate audience reception, authenticity, and
experience of empowerment for self and others.
PLO 4: Research: Students are able to distinguish between observations and theory (reality and fantasy,
data and inferences/assumptions). Students collect verifiable and reliable data, present their findings,
and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of education integrating developmental theories
guided by observation and critical reflection, and analyze these actions according to results and impact
on other persons (ethics, values, principles and empowerment). Students recognize and apply
developmentally and culturally appropriate practice with children and adults. Praxis experience may
involve activities such as practicum, field work, or student teaching.
Appendix B: SLO Assessment Rubric
Student Learning Outcomes
SLO1: Student demonstrates knowledge of theories about personal and intercultural communication.
SLO2: Student demonstrates understanding of self from a developmental as well as socio-cultural
aspect in light of course concepts, and effective verbal and non-verbal communication dynamics.
SLO3: Student demonstrates developmental and socio-cultural understanding of others in light of the
course concepts, and effective verbal and non-verbal communication dynamics.
SLO4: Student demonstrates the ability to apply learning of theory to bring about change on a personal,
professional, societal as well as intercultural level.
SLO5: Student demonstrates growth in the class, indicated by an improvement in one or more of the
following: writing or critical thinking skills, a willingness to take risks and authentically engage with
course material and classmates, and openness to new information and perspectives.
Appendix C: Credit Hour Policy

A credit hour for a lecture or seminar course represents 15 hours of instructional activity (e.g.,
classroom instruction, engagement with web-based instructional materials) based upon a 50-minute
hour toward achieving specified student learning outcomes. For distance education courses, the 15

hours of instructional activity may include synchronous or asynchronous lectures or webinars,

interactive tutorials, and online discussions. On-ground lecture or seminar classes may be
scheduled for 15 or more hours per credit hour to include break times when class sessions are
scheduled for longer than one 50-minute hour. A credit hour also assumes an additional 30 hours of
homework, studying, and/or research.
A credit hour for practicum, fieldwork, or internship coursework represents 45 hours of applied
practice and weekly seminar/supervision.
Rubrics:
Student Learning Objectives - Rubric

Component

Theory (SLO1)
Student summarizes and synthesizes
material from books demonstrating
comprehension of salient points of
communication theory. Student's work
is distinguished by its completeness,
thoroughness, creativity, expresses
original ideas and critical thinking.

Self (SLO2)
Student demonstrate comprehensive, a
detailed and deep understanding of self
from a developmental as well as sociocultural aspect in light of course
concepts, and interpersonal,
intercultural and professional
communication.

Others (SLO3)
Student demonstrates enhanced
developmental and socio-cultural
understanding of others in light
of course concepts, and

No
Minimal Sufficient Skilled
Credit

Advanced

interpersonal, intercultural and

professional communication.

Praxis (SLO4)
Student demonstrates the ability to
apply learning of theory to bring about
change in interpersonal, intercultural
and professional communication.

Change (SLO5)
Student demonstrates growth in the
class, indicated by an improvement in
one or more of the following: writing or
critical thinking skills, a willingness to
take risks and authentically engage with
course material and classmates, and
openness to new information and
perspectives.
Rubric for Participation
Component
Papers
Papers turned in on time, address all the
points in the assignment demonstrating
critical thinking and reflection, and are
academic in nature. There is depth, details,
examples/sources are cited, points are
developed. A Title Page is created, as is a
Reference List for sources cited. There is
attention to organization, presentation,
including grammar and punctuation.

No
Minimal Sufficient Skilled Advanced
Credit

Participation - Quality
Contributions to the discussion reflect
curiosity, risk-taking, compassion for
others, engagement, support for the
learning community. Student listens as
well as shares. Student challenges self
and asks others to do the same.
Student asks questions. Students
responses are inclusive and sharing of
own experience is balanced. Student
works to add depth and details to the
postings.

Participation - Quantity
Student demonstrates a rhythm, give
and take, meaningful dialogue, and
consistency in the discussions. Length
and number of posts meet
specifications of the assignment.
Student is an active member of a small
group.

Appendix B: Academic Policies

The following academic policies are applicable to all Pacific Oaks classes. For a
complete list of Academic policies and Students Rights and Responsibilities, please
see the current catalog.
Academic Integrity - Participation in Pacific Oaks courses assumes that each student
has read and understands the Academic Integrity requirements of Pacific Oaks
College. If you have questions about what constitutes Academic Integrity, please
contact your instructor, advisor or academic director.
Confidentiality - Classes at Pacific Oaks are interactive, drawing on the rich
experiences of faculty and students alike. Often in the course of these discussions,
information of a personal or potentially damaging nature is shared. It is the
expectation of the college that such information will remain confidential, allowing all

to share freely without fear of disclosure outside the classroom. Breaches of

confidentiality damage the building of community and trust and are not acceptable.
Students with Disabilities - Any student in this course who has a disability that might
prevent him/her from fully demonstrating his/her abilities should contact the Director
of the CARE center (pmeda@pacificoaks.edu) immediately to discuss disability
verification and accommodations that may be necessary to ensure full class
participation and completion of course requirements.
Narrative Evaluation Grading - Pacific Oaks views goal setting and evaluation as
part of a shared learning process, in which instructors and students are both actively
involved. Evaluation is by written statement in which the instructor and student have
had direct input. The narrative evaluation is also converted into a letter grade
equivalent to meet financial aid and transfer requirements. Both the narrative
evaluation and the grade become part of the students transcript.
Letter Grades (A, B, C) - An overall grade for the course is determined based on the
narrative evaluation (see above) when a student has successfully completed all class
requirements. Note: a cumulative 3.0 GPA is required to maintain Satisfactory
Academic Progress standing at the MA level.
Incomplete (I) - An Incomplete enables a student who has completed a substantial
amount of work for a class to satisfy the remaining requirements for passing that class
within a specific time and according to specific requirements determined by the class
instructor. Students have up to one month prior to the end of the semester following
the term in which an Incomplete was given (until the end of April or November) to
submit any written work required to satisfy the completion of the class. If the
Incomplete requirements are not satisfied by the end of the semester following the
term in which the I was assigned, a grade of No Credit (X) will be given.
No Credit (X) - Students will receive a No Credit when: they have received an
Incomplete and the contract period has elapsed without successful completion of the
contracted work, or, the instructor determines that an Incomplete is not warranted. In
both instances full payment for the class is required. To receive credit for the class, it
will be necessary to register and pay for the class again. Students should check with
their Financial Aid counselor to determine Financial Aid eligibility for retaking the
course.
Withdrawal (W) - Students will receive a Withdrawal if they drop a course after
the add/drop deadline. The tuition of the course will still be charged to students
accounts and the students will be allowed to keep all financial aid funds that have
been previously credited to their accounts. Students should check with their Financial
Aid counselor to determine Financial Aid eligibility for retaking the course.

Work in Progress (WP) - Work in Progress is given when a student is enrolled in a

Masters Project which extends beyond one semester.