focus requirement rationale & purpose

University of Hawaii – West Oahu

General Education

Focus Requirement Course Designation Proposal

Oral Communication (OC)

Rationale & Purpose

The OC Focus requirement supports the development of important

skills and discourses necessary for living and working in diverse

communities. Nationally, the US Department of Labor Secretary’s

Commission on Achieving Necessary Skills (SCANS) published a 1991

report recommending that students learn and develop interpersonal

skills to work with others as well as skills to acquire and use

information. Among the foundational skills that SCANS advocates are

effective listening; attending to, interpreting, and responding to verbal

cues; speaking skills; participating effectively as a member of a team;

negotiating; working with differences; and exercising leadership.

Hawaii’s people reflect multiple Polynesian and Asian cultures that

have strong oral communication traditions. To manage interactions

among the diversity of people, one needs interpersonal and relational

communication skills. Finally, businesses and industries as employers

report valuing college graduates with a high level of public speaking

skills, solid communication abilities, and leadership and teamwork

skills. Establishing the OC Focus requirement as part of graduation

requirements reflects the University’s commitment to developing

graduates adept at information presentation, sensitive to relational

interfacing, and skilled at persuasion and influence through oral

communication skills.

Hallmarks: Oral Communication Designation (OC)

Explain in detail how this course meets each of the following hallmarks. Explanatory notes

follow each hallmark and are colored in blue.

Oral Communication Hallmark 1 (OC1)

OC1. Each student will conduct or participate in a minimum of three oral

communication assignments or a comparable amount of oral

communication activity during class.

For lower division Oral Focus courses:

• at least 25% of the final grade for a 3-credit (or greater) course will

be based on the student’s oral communication activities;

• at least 40% of the final grade for a 2-credit course will be based on

the student’s oral communication activities;

• and at least 65% of the final grade for a 1-credit course will be

based on the student’s oral communication activities.

For upper division Oral Focus courses:





• at least 60% of the final grade for a 2-credit course will be based on the student’s oral communication activities;

• and 100% of the final grade for a 1-credit course will be based on the student’s oral communication activities.

Explanatory Note to OC1:

While this hallmark focuses on oral communication activities, it is essential

that the proposer demonstrates one of two goals: 1) teaching subject

matter content using oral communication methods, concepts, approaches;

or 2) teaching oral communication concepts, key ideas, and content using

subject matter methods, approaches. To teach subject matter content

using subject matter methods or approaches solely minimizes the potential

of using subject matter content to get to teaching the skills described in

the Rationale and Purpose above. Similarly, to teach oral communication

concepts and content using oral communication methods or approaches

solely eliminates the value of the subject matter content with a net effect of

teaching oral communication instead. Proposals for OC Focus should

endeavor to avoid these two extremes and instead aim to achieve the two

goals stated earlier in this explanatory section

Simple class attendance does not constitute an oral communication

activity and may not be counted toward the required percentage. If class

participation is included in an oral activity, the syllabus must include a

description of how the quality and quantity of participation will be

assessed.

OC1 Example #1 SP151: Personal and Public Speech

Each student will conduct or participate in a minimum of five oral communication assignments or a comparable amount of oral communication activity during the class. In addition, at least 50% of the final grade for a 3 credit course will be a function of the students oral communication activities.

OC1 Example #2 PUBA 313: Comm. Skills for Administrators

Course Component Proportion of final grade Participation 10% In Class Oral Presentations

(includes 5 Short Presentations Plus two additional Oral Presentations as in class Presentation

#1 and #2) 15% Journal Entries Written 15% Midterm Exam 15% Workplace Tribute Oral

Presentation 10% TV Project Oral Presentation 10% Outcome Measures PowerPoint

Presentation with voice over 10% Final Exam 15%

OC1 Example #3 HIST 241: Civilizations of Asia

This course is an Oral Communication focus course where a substantial portion of the course

grade will come from oral communication. The course meets the O focus requirements

through two oral presentations (15% x 2 = 30%), and a small group (2-3 students) discussion

(10%) in classroom, for the equivalent of 3 oral communication assignments. For lower

division Oral-Focus courses at UHWO at least 25% of the final grade for a 3-credit (or greater)

course will be based on the student's oral communication activities. This course meets 40% of

its grades through oral communication activities.


OC2. Each student will receive explicit training, within the context of the class, in

oral communication concerns relevant to the assignment or activity.

Explanatory Note to O2:

To support this hallmark, it is important to describe how oral

communication concepts and topics are incorporated into the course

content. A discussion of how the proposer as instructor will teach such

notions as public speaking; effective listening; audience analysis; opening

and ending oral communication with intention; differing purposes of oral

communication whether to introduce, inform, persuade, critique/argue, etc.;

and delivery will be expected.

This discussion will aid the reviewer in determining which of the two goals in

Hallmark O1 the proposer is endeavoring to fulfill. Further, assignment

descriptions in the syllabus or supporting materials must include specific

oral skills or communication behaviors required for a successful

performance (e.g. clearly-stated conclusion, persuasive arguments raised,

etc.).


The text, instructor and peer feedback provides appropriate training. Students must complete six interpersonal speaking assignments; there are two practice speech videos; an informative speech; a persuasive speech. Students receive additional training via outlines, feedback forms, and approval worksheets.


Each chapter explains a specific type of communications technique needed to demonstrate

specific communication skills need in the workplace. We will practice those techniques

through various in class oral presentations.


Each student will receive explicit training, in the context of the class, in oral communication

concerns relevant to the assignment or activity. Students will learn concepts such as: body

language & eye contact, contact with the public, poise and enthusiasm, importance of no

reading, and appropriate attire. Students will also learn how to properly organize a PowerPoint

presentation and avoid clutter. The goal of the presentations and group discussions is to inform

the class and instructor about material about East Asia. There needs to be use of examples,

along with key terms used in class, along with some analysis. Students will receive specific

feedback, critiquing, and grading of the oral communication assignments or activities from the

instructor, as seen on the rubric in the end of the syllabus. This rubric is designed to make

clear the grading process for oral communication by informing the speaker, what key elements

are expected by the university in a “good” piece of oral presentations. Presentations will be

evaluated by the criteria below in order to give specific feedback to help guide the student’s

development as a speaker. Presentations will not be graded point by point by these items; it

will be graded for its overall quality.


OC3. Each student will receive specific feedback, critique, and grading of the

oral communication assignments or activities from the instructor.

Explanatory Note to O3: We would like to see evidence of rubrics, forms, etc. in, or attached to, the syllabus by which proposer will be evaluating oral communication assignments. This will give the reviewer an idea of how feedback, critique and/or grading by the instructor will occur for the students. For OC assignments and activities, at least some of the points allocated must be awarded for oral skills assessment. Assignments and activities that are evaluated only for content may not be counted toward fulfilling the OC hallmarks.


Pedagogical feedback and critique/grading is provided via feedback forms, topic approval

worksheets, and video and written assignments. Feedback forms evaluates the content, format,

and presentation style of the students. The form is expected to cover details such as knowledge

of the topic, use of transitions, pacing of the presentation, and confidence of the speaker. The

faculty who proposed the course in 2007 issued an Oral Presentation Evaluation Form for use

by instructors and students.


feedback will be given by the instructor and also through peer evaluations


There is a speaking rubric attached to the syllabus which will be used for presentations.


OC4. If instructor feedback primarily involves individual or pairs of students,

enrollment will be limited to 20 students. If instructor feedback primarily

involves groups of students, enrollment will be limited to 30 students.

Explanatory Note to O4: This is related to Hallmark O3 above. As such, a discussion either in the syllabus or as part of the OC Focus request about the nature of instructor to student feedback AND student to student feedback would provide the reviewer and the University class scheduler more concrete parameters to determine class size.


The course is limited to 20 students so the instructor is able to offer substantive feedback on

student progress and process. Students receive feedback from one another and the instructor;

students draft speech outlines and receive direction or feedback; students practice and post

speech videos and prior to the final exam, students create speech outlines.


Individual feedback will be given to each student so the class size will be limited to 20

students.


This will involve group of students. 30 Students.

Forms/types of Oral Communication assignments:

It is assumed that OC classes will develop assignments responsive to student

needs and to the professional demands students will face. Consequently, a variety

of assignments can be designed to satisfy the OC requirement and these

assignments must be viewed and evaluated by the instructor.

Additionally, it is possible for online courses to carry an OC Focus designation.

Successful proposals may include assignments featuring both audio and visual

components (i.e. no audio-only recordings or voice-overs) and “one shot”

recordings so students can practice “real-time” communication.

• Individual creative/aesthetic performances (e.g. storytelling, performance

of literature, interpretations and readings)

• Group presentations (incorporating individual presentations)

• Facilitating/participating in group discussions and community gatherings

• Chapter/section presentations to class

• Individual presentations/speeches (formal/informal)

• Panel discussions

• Engaging in outreach activities that incorporate oral communication skills

(e.g. community teaching, coaching, presenting)

• Various forms of interviews/interrogations

• Press conferences

• Various persuasion/influence appeals (e.g. sales presentations,

solicitations, motivational presentations)

• Debates (individual and team)

• Critiques of and responses to others’ performance, presentations.

PLEASE SEE BELOW FOR FULL SYLLABI USED AS EXAMPLES

Syllabus Example #1 – SP151 Personal and Public Speech

University of Hawaii-West Oahu SP 151:

Personal and Public Speech

Instructor: -----

Phone: ------

Office Hours: via email Monday-Thursday

Note: (all emails will be answered within 24 hours of receipt)

Textbooks /Other Materials Required

1. Adler, Rodman, & du Pre (2014) Understanding Human Communication

13th

Edition: Oxford University Press

2. 1 micro SD card (will be specified at first class meeting)

3. ACCESS TO A VIDEO CAMERA OR VIDEO RECORDING DEVICE

THAT CAN BE UPLOADED FOR CLASS VIEWING (SEE

INSTRUCTIONS BELOW)

Course Description:

This class is an introduction to the basic concepts and principles of personal and public

speaking which includes defining the communication process, exploring the nature of

small groups, as well as preparing and delivering speeches. You will participate in

speaking activities in personal and public situations to become a better and more

confident communicator.

Course Objectives: After completing this course you should be able to:

• Identify strengths and areas for improvement in your own and others’

interpersonal communication.

• Define and demonstrate the basic principles of effective and verbal and nonverbal communication in interpersonal relationships, an interview situation, small group discussion/presentation, and public speeches.

• Use the information-gathering and synthesizing process, and apply it to an interview, small group, and public speaking situations.

• Analyze an audience and adapt a message to listeners in various communication

situations.

• Organize ideas with appropriate and adequate support material

Institutional Learning Outcome (ILO):

ILO 1-Effective Communication: Communicate clearly and effectively to an intended

audience through written and spoken language.

General Education Learning Outcome (GLO):

GELO 2-Oral Communication : Demonstrate clear and effective speaking skills when

communicating with an intended audience

ASSIGNMENTS/VALUE

You must complete all of your speeches and final exam by the specified deadline or you

will not pass the course regardless of point total.

With the exception of the graded speeches and the final exam, late assignments will result

in an automatic reduction of 10% per week day late. I will only accept late assignments

up to one week after the specified deadline. After the one week, I am unable to accept

late assignments.

In the event that I am unable to open the link to your assignment, you will be given 24

hours to send the correct link and it will be treated as a late assignment.

Format of Work Submitted for Grading or Credit:

All written work that is submitted for grading must be typed, and submitted under the

“Assignment” tab on Laulima by the deadline listed on the schedule. Hand written work

will not be accepted.

Course Policies (for the face-to-face meetings):

1. If you are not able to stay for the entire class period, you will be marked

absent and not be able to obtain the 25 points for peer feedback.

2. You will be doing peer evaluations in which you will complete the grading rubric

for the respective speeches of the group that you are assigned. Please take time to

mindfully listen to your peers and give them the most accurate feedback possible.

3. As a courtesy to the instructor and to your peers, please turn off or silence your

cell phones during the class times (even between speeches). No electronic

devices are allowed in class during class time. There is a 10 point deduction for

the use of electronic devices during class time!

If you are unable to complete all of your speeches and/or final exam you will not be able

to pass the course, regardless of your point total.

Tentative Assignments/Points Possible

1. 6 Interpersonal/Public Speaking-Video/Written Assignments (6 @ 25pts

each=150 points)

2. Peer Feedback Forms (3 @ 25 points each =75points)

3. Topic Approval Worksheets (3@ 50 points each=150 points)

4. Interview Speech (100 points)

5. 2 DRAFT Speech Outlines (2 @ 15 points each=30 points)

6. 2 Practice Speech Videos (Speech Lab) (2@ 25 points each=50 points)

7. Informative Speech (100 points)

8. Persuasive Speech (100 points)

9. Speech Outlines (3 @ 25 points each=75 points)

10. Final Exam (100 points)

Total…………………………………………………………………930 points possible

ATTENDANCE POLICY:

This course will be conducted using Laulima and 4 course meetings. You must attend all

of the course meetings to successfully pass the course. I can only accept medical

documentation (from a medical provider) to arrange make up speeches, otherwise, you

are responsible for attending course meetings on the dates indicated in the schedule.

OTHER IMPORTANT NOTICES ABOUT POINTS!!

If you do not have your micro SD card on the date of your speech, 5 points will be

deducted from your total score this includes borrowing from another student or the use of

the instructor's micro SD card.

HOW TO VIDEOTAPE!!! for Interpersonal Chapter Assignments

(VERY IMPORTANT – PLEASE PRINT THIS!)

1. Videotape each assignment then upload to a web site. Make sure you log in to the

website, as I would, and make sure it is all working before you submit the assignment.

Make sure the video is not too dark and that I can see you and hear you clearly from your

website. View the submission before you send me the link. I cannot grade an assignment

that is sideways or upside down.

2. There should be NO distractions. Try to control your environment by asking any

persons videotaping you (if applicable) to remove all distractions for the time of your

speech. Please do not videotape outside or in front of curtain or blinds during the day

(you will be a dark shadow). Some students turn down the lights for an overhead or

power point and they become a dark shadow.

3. Your recordings should be one continuous recording. Please do not start and stop the

tape during the assignment. I will not be able to grade your assignment if it is not fluent

and consistent. This is a benefit you have over a classroom discussion, you can always

start over if you need to .

4. If you record in an auditorium or large classroom, place the camera close. The

microphone is usually not very good and is attached to the camera.

5. Please check your video recording before you send it to me. If I cannot hear your

recordings clearly or see you clearly; you have not met the requirements and will receive

a zero for the assignment.

HOW TO SUBMIT YOUR VIDEO RECORDED ASSIGNMENTS!!

Assignments should be published to a web site. When required, post the assignment on

the Laulima Discussion Board in the appropriate folder.

In the post, please provide the link to your assignment and the password(if required) for

viewing.

Make sure you post to a web site that will not expire. You can remove your speech at the

end of the semester. It is recommended you always keep a copy of your assignments like

you would a paper until your course grade is received. Some of the sites past students

have used are: ( facebook, photobucket, youtube and yousendit). You must do the

legwork on these web sites and make sure they will work. You can discuss with your

classmates this option since some of them may be more proficient in using web site

publishing.

Syllabus Example #2 – PUBA 313 Comm. Skills for Administrators

Syllabus

University of Hawaii-West Oahu

Communication Skills for Administrators

PUBA 313 OC In Person

Instructor: -----

Phone: Cell: -----

Note: The instructor reserves the right to amend the syllabus or course schedule

during the course of the semester as may be required or appropriate.

Required Textbook

Vasile, A.J. (2008). Speak with confidence: a practical guide, 10ed. Boston: Pearson

Education.

Recommended Textbook

Whalen, J.D. (2007). The Professional Communications Toolkit, 2nd Ed. Boston: Sage

Publications, Inc. ISBN: 1-4129-2716-1.

In addition to the required textbook, there will be some selected additional readings

that I will provide to supplement weekly topics from current publications.

Location of all assignments is through: https://laulima.hawaii.edu.

Use your UH username and password to log in. Online help is available by clicking

on the help links on http://laulima.hawaii.edu. When you get to the home page,

look in the upper part of the screen for PUBA 313, and click there to get into the

course. Read any posted announcements on the home page, and look to the left

where it lists the tabs for this course. Please see the library link in the Resources tab

for additional online resources for this course:

http://guides.westoahu.hawaii.edu/publicadmin

http://laulima.hawaii.edu/

http://guides.westoahu.hawaii.edu/publicadmin

Course Description

This oral communication designated course is designed to equip administrators or

managers-to-be with fundamental intrapersonal, interpersonal, and inter-

organizational communication knowledge, and skills. The levels and contexts of

public sector communication, essential communication skills, and communication

challenges that administrators experience are addressed throughout this course.

Course Objectives

Upon successful completion of this course, you should be able to;

1. Systematically assess your communication styles and your strengths and

weaknesses in communicating

2. Begin planning specific steps and actions for improving communication skills.

3. Be able to describe and practice using some key communication tools, such as:

a. Interpersonal sending and receiving skills

b. Communication skills for group and teams use: initiating, summarizing,

clarifying, etc.

c. Organizational communication skills: using bypassing, counter-biasing,

distortion resistant messages, etc.

d. Inter-organizational skills: boundary spanning, environmental scanning, etc.

e. Team-Building Skills

f. Communication Strategic Planning

g. Administrative writing skills

h. Oral presentation skills

i. Sticky Communication Skills

j. Meeting Leadership and Followership Skills

Intuitional Learning Outcomes

Students at UH West Oahu are expected to apply certain educational skills towards

mastering materials in an academic major and concentration.

University of Hawaii West Oahu Learning Outcomes can be located on the UHWO web

site at www.hawaii.edu reference the general catalog.

University of Hawaii West Oahu Public Administration Divisional Learning Outcomes

can be located on the UHWO web site at www.hawaii.edu reference the general

catalog.

University of Hawaii West Oahu Public Administration Concentration Learning

objectives for General Public Administration, Justice Administration, Healthcare

Administration, and Disaster Preparedness and Emergency Management can be

located on the UHWO web site at www.hawaii.edu reference the general catalog.

http://www.hawaii.edu/



Credit Hours

This is a 3-credit course and consequently students enrolled in this course are

expected to devote a minimum of 9-hours a week reviewing scheduled lessons,

completing assigned readings, working on the study questions, participating in chat

(If applicable), researching and writing, and studying for scheduled exams and

quizzes. In-person courses account for 2 hours and 40 minutes of the weekly time

through scheduled classroom meetings.

Class Attendance

The University of Hawaii – West Oahu emphasizes interaction in the classroom

setting or a (virtual/online) modality. If a student does not participate, benefits

received through involvement are lost as well as contributions to the learning of

fellow students. It is the responsibility of the student to be prepared for each

assignment. Students are expected to submit assignments according to due dates

indicated in Laulima. Unexcused absences exceeding 20% per calendar month is

considered unsatisfactory attendance.

Late Assignments

Completion of assignments on time is expected of all students. Students are

encouraged to plan in advance to make time to complete assignments as unexpected

thing come up during the semester. Student should begin their assignments early

enough to allow for these foreseeable and unforeseeable eventualities. A student is

expected to inform the instructor of anticipated delays in completing assignments

by the due date indicated in Laulima. Late assignments will not be accepted unless

approved by the instructor. Unexcused late assignments exceeding 20% per

calendar month is considered unsatisfactory attendance.

There will be NO Extra Credit given as each student is expected to keep up with the

assignments as indicated in Laulima. No assignments can be accepted after the last

day of class.

Course Assignments

Much of the material will come from the required course text. Learning is dynamic;

therefore, it is imperative that students participate each week in the class discussion

by having read the required pages and/or posting the required articles.

Student learning in this course will take place via several different methods.

Various exercises will help student’s process, think about, and apply the information

and ideas gleaned from the texts.

These exercises will include:

Team Work

Exercises

Video Presentations w/discussions

Journal entries

In class presentations

Mid-Term and Final Exam

Outcome Measures Power Point (Group Project)

TV Project (Final)

Participation and Weekly Communications Exercises

This course consists of 15 weeks, and each week contains activities and/or

assignments designed to increase understanding and application of a given topic.

Class discussions will consist of videos, group discussions, and writing exercises.

You are expected to have read the assignment text weekly, and be prepared to

actively participate in online discussions. Mere attendance in class without

providing meaningful input will not meet the criteria for class participation. Be

prepared to question, elucidate, and edify. (ILO1-ILO5), (DLO1-DLO6), and

PUBACLO1-PUBCLO2).

Journal Entries

For each chapter or week, you are to select three things that you can apply to your

current or future endeavors and write a paragraph on each topic.

TV Project

This project involves using the information provided by Diana Helfand. The focus of

this campaign can be causes, programs, or reforms. All two or three “products” of

this campaign (releases, video infomercials, radio spots, brochures, etc.) must

observe sticky message principles. More specifics about this project are in the

discussion area. Pay particular attention to these criteria, checking frequently to see

whether you are tailoring your work accordingly. The learning objectives for this

assignment: (ILO1), (ILO2), ILO3), ILO5), (DLO1 or DLO2), (DLO4), (DLO5), and

(DLO6).

Group Outcome Measures Power Point

As a group reflect on the readings, case studies, and discussions of this course.

Develop a PowerPoint with oral audio and visual narrative embedded that

demonstrates the new ideas or perspectives that you learned from this course.

Include in your PowerPoint how these new ideas or perspectives will help you in

your professional career or with community involvement. You must demonstrate

competency of the three course-learning objectives in your oral, written,

audio/video narrative. (ILO1), (ILO2), ILO3), (DLO1 or DLO2), DLO4), (DLO5), and

(DLO6).

Workplace Tribute

You will prepare a speech for an employee that praises an accomplishment,

retirement, or work on a special project.

In Class Presentations

There will be several in class presentations that the topics will be discussed in class

Midterm Exam

The midterm exam will consist of 25 questions worth one point each. The exam is in

the assignment tab of Laulima.

Final Exam

The final exam will consist of 40 questions worth one point each. The exam is in the

assignment tab of Laulima.

Course Requirements

Course Component Proportion of final grade

Participation 10%

In Class Oral Presentations (includes 5 Short Presentations Plus two additional Oral

Presentations as in class Presentation #1 and #2) 15%

Journal Entries Written 15%

Midterm Exam 15%

Workplace Tribute Oral Presentation 10%

TV Project Oral Presentation 10%

Outcome Measures PowerPoint Presentation with voice over 10%

Final Exam 15%

Grading

You will be graded primarily on your written and oral assignments. You should

check the weekly Individual Assignments and due dates in the Assignment function

for this Laulima course. You should also check the Announcements and the course

email often to keep up with changes or updates on assignments. The syllabus is only

a guide so you want to follow the due dates in Laulima and not rely on the syllabus

for due dates.

You will notice that each chapter covers various weekly activities and assignments.

Individual assignments are based on the text and other related sources. This

requires that you follow along in your text, and take notes where appropriate.

If you have any questions or comments, you should send me a note via the course

email in Laulima, DO NOT send a message to my [email protected] email

account. You will be able to keep up with assignments and any changes or updates

by checking the Assignment function and Announcements each week. You must turn

in your written assignments by sending it through the ASSIGNMENTS function on

the Home Page for this course. All assignments must be in WORD format and use

the assignment template in Resources under APA formatting as your guide for

submitting assignments.

Grades are based on the following point system:

A 95% -100%

A- 90% - 94.99%

B+ 87% - 89.99%

B 83% - 86.99%

B- 80% - 82.99%

C+ 77% - 79.99%

C 73% - 76.99%

C- 70% - 72.99%

D+ 67% - 69.99%

D 63% - 66.99%

D- 60% - 62.99%

F 59.99% and below

Your instructor reserves the right to make necessary and reasonable adjustments to

the evaluation policies noted herein should the need arise.

No’eau Writing Center, Math and Academic Success Center

Students are strongly encouraged to seek assistance with editing, writing and

referencing sources of information by accessing the No’eau Center for online and

on-site tutoring and additional help. http://www.uhwo.hawaii.edu/wicenter

APA 6th Edition: American Psychological Association. Publication Manual of the

American Psychological Association. Washington, D.C.

APA 6th Edition Website: http//www.apastyle.org

In the Resources tab in Laulima you will notice a file called APA Formatting. This file

contains everything you need to know about APA for this class as well as the

assignment template for each written assignment.

Turnitin Policy

mailto:[email protected]

http://www.uhwo.hawaii.edu/wicenter

http://www.apastyle.org/

UH West Oahu has a license agreement with iParadigms, LLC for the use of their

plagiarism prevention and detection service popularly known as Turnitin. Faculty

may use Turnitin when reading and grading your assignments. By taking a course

where Turnitin is used, you agree that your assigned work may be submitted to and

screened by Turnitin. Turnitin rates work on originality based on exhaustive

searches of billions of pages from both current and archived instances of the

internet, millions of student papers previously submitted to Turnitin, and

commercial databases of journal articles and periodicals. Turnitin does not make a

determination if plagiarism has taken place. It makes an assessment of the

submission's originality and reports that to the course instructor. These Originality

Reports are tools to help your teacher locate potential sources of plagiarism in

submitted papers.

All papers submitted to Turnitin become part of Turnitin's reference database solely

for the purpose of detecting plagiarism. Use of Turnitin is subject to the Usage Policy

as posted on the Turnitin.com web site.

Academic honesty/Academic Ethics

Details on the ethical standards of reporting information can be found in the

Publication of the American Psychological Association.

APA 6th Edition: American Psychological Association. Publication Manual of the

American Psychological Association. Washington, D.C. APA 6th Edition Website: http//www.apastyle.org

Accommodations for the Disabled

American With Disabilities Act

Any student with a documented disability who would like to request special

accommodations should contact Student Services Specialist, Dr. Steven Taketa, at

689-2689 and/or the instructor of this course for information on how to access the

accommodations needed to successfully complete this course.

Written Feedback

Content Development

Key elements of assignments covered

Content is comprehensive

Displays understanding of relevant theory

Major points supported with examples

Writer has gone beyond textbook for resources

Organization

Introduction provides sufficient background

http://www.apastyle.org/

Purpose is immediately clear

Structure is clear, logical, and easy to follow

Sections support central theme

Conclusion logically follow body of paper

Style and Mechanics

Citations follow APA guidelines

Properly cites ideas from sources

Paper is laid out effectively

Paper is neat

Grammar/Punctuation/Spelling

Rules of grammar, usage, punctuation are followed

Spelling is correct

Readability

Sentences are complete, clear, and concise

Sentences are well constructed

Transitions between sentences maintain flow

Words are precise and unambiguous

The tone is appropriate to the audience, content, and assignment

Oral Feedback

Content

Presentation content clearly follows the written paper

Topic is relevant

Content presented is comprehensive, accurate, and believable

Key points noted

Organization

Presentation is well-organized, clear, and effectively structured

Group presentations integrated rather than disjointed

There is an introduction to gain audience’s attention

Style

Dress and grooming appropriate

Non-verbal cues/gestures are appropriate

Content knowledge/confidence are evident

Time is used well/not rushed

Use of Visual Aids

Visual aids where appropriate

Visual aids are professional

Visual aids are easy to read

Media are used correctly

Visual aids contribute to overall effectiveness of presentation

Audience Participation

The presenter involved the audience and solicited feedback

Questions from audience are effectively addressed

Adherence to time limit

Presenter stayed within the allotted time limit

Syllabus Example #3 – HIST241 Civilizations of Asia

Instructor: ----- Course description: HIST241 offers an introduction to the Civilizations of Asia, exploring the issues from Prehistoric times to 1500s using the new media, such as manga, anime, films and TV shows. Tradition in Asia is at times mystified due to unfamiliarity with languages, cultures, and geography. Through sociopolitical analysis, this course aims to familiarize students with Asian culture through a critical study of how the traditional forms are represented in the popular culture, including those surrounding us in daily basis. Questions I hope my students will pose and debate are: Where the mystery comes from? Traditions are really old? What is classic? Who makes it? How it affects us? The class-oriented idea of “classicism” is, of course, not neutral but a complex and powerful ideological construct. Hence, this course reconsiders the common definition of “classicism” as a core of transcendent and universal ideals. Instead, it will suggest many “classicisms” that are constantly invented and reinvented in order to satisfy social, political and economic circumstances. In so doing, we aim to reconsider the implications behind the politically constructed and binary opposed terms, such as “Euro-American vs. Asia,” “Occident vs. Orient,” and “West vs. East,” as well as “Self vs. Others”. Journey to the West, The Picture Scrolls of Xuanzang Sanzang, Kamakura Period Purpose: The purpose of the course is to introduce students to the diverse uses and distinct properties of Asian cultural production within the social order. The course is based on a thematically, and to a much lesser degree chronologically, organized history of Asian cultural production mainly from India, China and Japan. It combines lectures and seminars with reading assignments from the designated textual materials. The objective is to encourage critical thinking, the analysis of various types of visual and textual representations and their relation to contexts of time and place, an appreciation for the creative productions and practice, plus an awareness of the changing scholarly and critical interpretation of the subject. Student Learning Outcomes: 1. Students will describe the significance of important topics and themes which have shaped the world’s diverse cultures.

2. Students will engage and interpret the various manifestations of cultures including verbal and visual texts, institutions, behavior and performance. The main purpose of this course is to develop a working set of analytical tools for interpreting the visual cultures. Text, images, discussions, and films shown in class will promote a system of inquiry that will enable the students’ access to the world cultures. 3. Students will develop skills that will enable them to assess and engage with cultural difference in a systematic fashion. 4. Students will develop the vocabulary and conceptual skills needed to appreciate or respond to aesthetic activity from cultures other than one’s own. The course includes readings and discussions about visual culture, which includes not only the history of art but also the practices of looking. Students will be asked to discuss, debate, and write about the meaning, value and role of art in your life and the lives of others. Yang Guifei Organization and Responsibilities: The thematic organization of the course is outlined below together with a schedule of course readings. This course is divided into Four Topics: 1. Identity Construction; 2. Buddhism and Islam; 3. Romance, Courtship and Marriage; and 4. War and the Military. Students will be responsible for studying the assigned readings, the in-class oral presentations and discussions including questions on the readings as well on material examined in class. O-focus course: This course is an Oral Communication focus course where a substantial portion of the course grade will come from oral communication. The course meets the O focus requirements through two oral presentations (15% x 2 = 30%), and a small group (2-3 students) discussion (10%) in classroom, for the equivalent of 3 oral communication assignments. For lower division Oral-Focus courses at UHWO at least 25% of the final grade for a 3-credit (or greater) course will be based on the student's oral communication activities. Attendance: Class participation is mandatory. An excused absence is only given to those with a doctor’s note, or note from dean, coach, and/or military personnel in charge. If your excused absences reach more than 5 weeks, you will fail the class regardless. (Please keep me informed as to trainings or deployments.) For missed mid-term exam, the student must make up by the following week. There are NO excused absences for the oral exam, which are due at the last class.

Textbooks:

TBA Grades:

Oral Presentation 1 15%

Oral Presentation 2 15%

Small Group Discussion 1 10%

In-Class Participation 10%

Research Paper 25%

Final Exam (Cumulative) 25%

Total 100%

Grading chart:

A- = 90 - 92 A = 93 - 97 A+ = 98 or higher

B- = 80 - 82 B = 83 - 87 B+ = 88 - 89

C- = 70 - 72 C = 73 - 77 C+ = 78 - 79

D- = 60 - 62 D = 63 - 67 D+ = 68 - 69

F = 59 or less

Hōryūji Temple,

Pagoda

Tentative Schedule (Subject to change):

DATE READING SCHEDULE/ ASSIGNMENTS/EXAMS CLASS CONTENTS

Wk1 Mon Aug 26

Introduction Getting to know each other/ Going over syllabus, assignments, exams What is Classic? What is Tradition? What is “Asia”? The “Orient”? The “East”???

Topic 1: Identity Construction

Wed Aug 28

India The Origin of Yoga and the Cosmic Axis in Vedic Tradition TV Series: Ramayan (1986) https://www.youtube.com/watch?v=1vgGkWGcnQk

Wk2 Mon Sep 2

Labor Day Holiday

Wed Sep 4

China Ritual Bronze and the Rise of Confucianism/Daoism Read: The Analects of Confucius http://www.indiana.edu/~p374/Analects_of_Confucius_(Eno-2015).pdf

Wk3 Mon Sep 9

Importance of Calligraphy and the Power of Writing Film: Hero (2002) Dir. Zhang Yimo

Wed Sep 11

Literati Culture in the Ming Market Economy and Consumerist Society

Wk4 Mon Sep 16

Japan Jomon and Yayoi Cultures Himiko the Queen of Yamatai and the way of kami

Wed Sep 18

Religiosity and Spirituality: Sacred Dance of Shinto Priestess – From Amaterasu to Mitsuha in Your Name. (2016) and Spirited Away (2001) Read: “Age of the Gods” Nihongi, pp. 1-64. https://library.uoregon.edu/ec/e-asia/read/nihongi.pdf

Wk5 Mon Sep 23

Philippines The Negrito and Austronesian Heritage

Topic 2: Buddhism and Islam

Wed Sep 25

India Birth and Rebirths of Buddha – From the Maurya to Gupta Tradition TV Show: The Life of Buddha, BBC Documentary (2007) https://www.youtube.com/watch?v=XJX9-gHv0IQ

Wk6 Mon Sep 30

Arrival of Muslim Tradition -- The Delhi Sultanate and the Mughal Dynasty Tughlaq architecture and the Tomb of Shah Rukn-e-Alam (1320)

Wed Oct 2

China Traveling Buddha Images from the Ajanta to Dunhuang Cave-Monasteries Monkey Crossing Cultural Boarders of Buddhism Read: Wu Cheng’en, Monkey: A Journey to the West, trans. Arthur Waley Film: Journey to the West Conquering the Demons (2013) Dir. Stephen Chow

Wk7 Mon

Japan Introduction of Buddhism to Japan via Korea (Three Kingdoms)

https://www.youtube.com/watch?v=1vgGkWGcnQk

http://www.indiana.edu/~p374/Analects_of_Confucius_(Eno-2015).pdf

https://library.uoregon.edu/ec/e-asia/read/nihongi.pdf

https://www.youtube.com/watch?v=XJX9-gHv0IQ

Oct 7 Prince Shōtoku and Hōryū-ji Temple Heavens and Hells in Japanese Buddhism Film: Tezuka Osamu, “Karuma” Phoenix

Wed Oct 9

Southeast Asia Islamic Expansion in Indonesian Islands and Malesia

Sun Oct 20

Field Trip to the Temple Valley; Meeting at 1PM

Wk8 Mon Oct 14

In-Class Preparation for Presentation 1 -Proper use of PowerPoint -Watch videos on Death by PowerPoint Learn concepts such as: -body language & eye contact -contact with the public -poise and enthusiasm -Importance of no reading. -Appropriate attire

Wed Oct 16

Group Presentation 1 Issues selected from Topics 1 and 2

Topic 3: Romance, Courtship and Marriage

Wk9 Mon Oct 21

India Siva and Parvati TV Series: Om Namah Shivaya “Shiva Wins Parvati” “Ganesha” https://www.youtube.com/watch?v=cko6iunzv98

Wed Oct 23

China Emperor Xuanzong and Lady Yang Guifei Read: Song of Everlasting Sorrow (806) by Bai Juyi Film: Lady of the Dynasty (2015) Dir. Shi Qing https://www.youtube.com/watch?v=1p8HTuvf9as

Wk10 Mon Oct 28

Japan Narrating and Performing the Shining Prince Read: Murasaki Shikibu, “The Paulownia Court” “Evening Faces” “Lavender” “An Autumn Excursion” “The Festival of Cherry Blossoms” “Heartvine” in the Tale of Genji, Trans. Edward Seidensticker

Wed Oct 30

Read: The Love Suicides at Sonezaki (1683) by Chikamatsu Mozaemon, pp. 39-56. http://bfreeman.edublogs.org/files/2010/09/Love-Suicides.pdf

Wk11 Mon Nov 4

Small Group Discussion Issues selected from Topics 1, 2 and 3

Topic 4: War and the Military

Wed Oct 6

China First Emperor of China and His Terracotta Army Film: The Emperor and the Assassin (1998)

Wk12 Mon Nov 11

Veteran’s Day Holiday

Wed Nov 13

Cont. The Great Wall and Nomadic Invasions

https://www.youtube.com/watch?v=cko6iunzv98

https://www.youtube.com/watch?v=1p8HTuvf9as

http://bfreeman.edublogs.org/files/2010/09/Love-Suicides.pdf

Wk13 Mon Nov 18

Japan Read: Burton Watson and Haruo Shirane, The Tale of the Heike (abridged). New York: Columbia University Press, 2006. TV Series: Yoshitsune (2005)

Wed Nov 20

Mongol Invasion of Japan Read: Thomas Conlan, “Introduction” In Little Need of Divine Intervention, Cornell University Press, 2001. Field Trip to Honyo-an Tearoom; Meeting at 10 AM Research Paper Due

Wk14 Mon Nov 25

In-Class Preparation for Presentation 2

Wed Nov27

Group Presentation 2 Issues selected from Topics 4

Wk15 TBA

Final Exam (Cumulative)

The Tale of Genji Emaki Picture Scroll, 12th century. Additional Suggested Readings: Brinker, Helmut “The Rebirth of Zen Images and Ideas in Medieval Japan” in Births and Rebirths in Japanese Art, Hotei Publishing, 2001, 13-52. Cahill, James. “In Late Ming Suchou” in The Lyric Journey: Poetic Painting in China and Japan, Harvard University Press, 1996; 73-111. Timothy Clark, “Introduction” in Ukiyo-e Paintings in the British Museum. Smithsonian Institution Press, Washington, DC, 1992, 8-28. Deal, William E. “Buddhism and the State in Early Japan” Chapter 17 in Donald S. Lopez, Jr., Buddhism in Practice, Princeton, New Jersey: Princeton University Press, 1995, 216-227. Irwin, John “The Stupa and the Cosmic Axis: The Archaeological Evidence” South Asian Archaeology, Vol.2 (1979): 1-47.

J. E. van Lohuizen de Leeuw, “New Evidence with Regard to the Origin of the Buddha Image” South Asian Archaeology (1979): 377-400. Kameda-Madar, Kazuko. “A Set of Four Guardian Hanging Scrolls and the Transformation of the Twelve Devas Pictorial Tradition in Medieval Japan” Kaikodo Journal XXVIII (New York: Spring, 2012): 21-27. Lothar Ledderose, “The Classical Tradition” in Mi Fu and the Classical Tradition of Chinese Calligraphy, Princeton University Press, 1979, 7-44. Morris, Ivan “The Cult of Beauty” in The World of the Shinning Prince, Kodansha International, 1964, 170-199. Narayana Rao, Velcheru. “A Ramayana of Their Own: Women’s Oral Tradition in Telugu” in Many Ramayana: The Diversity of a Narrative Tradition in South Asia, University of California Press, 1991, 114-136 Sima Qian, “The Basic Annals of The First Emperor of the Qin” in trans., Records of the Grand Historian, Columbia University Press, 1993, 35-83. Tsuji Nobuo, “Early Medieval Picture Scrolls as Ancestors of Anime and Manga” in Births and Rebirths in Japanese Art, Hotei Publishing, Brill, 2001, 53-82. Commissioned by King Ashoka of Maryan Dynasty, Sanci Stupa, c. 3rd Century

BCE.

Oral Presentation Rubric This rubric is designed to make clear the grading process for oral communication by

informing you, the speaker, what key elements are expected by the university in a “good”

oral presentation. Your presentation will be evaluated by the criteria below in order to give

you specific feedback to help guide your development as a speaker. Your presentation will

not be graded point by point by these items; it will be graded for its overall quality.

A=excellent, B=good, C= satisfactory, D= unsatisfactory

MASTERY OF THE SUBJECT (____ /50pts)

KNOWLEDGE of topic and good examples A B C D

-good use of examples

- able to answer questions

DEPTH of commentary/analysis A B C D

-pertinence to the class

-shows critical thinking

Communication Skills (_____ /25 pts)

PRESENCE A B C D

-body language & eye contact

-contact with the public

-poise and enthusiasm

-No reading.

-Appropriate attire

LANGUAGE SKILLS A B C D

-appropriate vocabulary and grammar

-understandable (rhythm, intonation, accent)

-spoken loud enough to hear easily.

Organization, video aids and other ( _____/ 25 pts)

ORGANIZATION A B C D

-clear objectives

-logical structure

-Cites references

VISUAL AIDS A B C D

-Clear to see, free of clutter

-proper use of visuals. Varied slides.

Other A B C D

-very interesting / very boring

-pleasant / unpleasant to listen to

-Shows teamwork, and all members speak

TOTAL SCORE

_______/100

Pechakucha Presentations

1. First of all, know your basics on presentations

“HOW TO Give a Great Presentation - 7 Presentation Skills and Tips to Leave an

Impression,” Practical Psychology Jan 16, 2017, https://youtu.be/MnIPpUiTcRc

2. How to give pechakucha style presentations

These are pechakucha style presentations. Groups of three, is 30 slides, 20 seconds each

(10 min). Groups of two is 20 slides, 20 seconds each (6 min 40 seconds). - An appropriate picture on each slide, no more than three bullet points (six words each).

Fewer words the better.

- Please have the slides done on PowerPoint, or converted to PowerPoint and set to

automatically move 20 seconds per slide.

- Points taken off the individual who hogs all the time.

- Dress appropriately. Business casual will be fine.

- Stand in front of the screen, to the side. Look at the audience. Do not hide behind the desk.

- NO READING! You can use notes, but please don’t read to us.

- Please practice. It is easy to get rattled and fall behind when doing pechakucha.

Please read these links to Pechakucha Presentations • Paul Gordon Brown, “Your Ultimate Guide to Giving PechaKucha Presentations,”

December 13, 2014. https://paulgordonbrown.com/2014/12/13/your-ultimate-guide-to-

giving-pechakucha-presentations/

• Here are examples of Pechakucha Presentations

https://www.pechakucha.com/presentations/limitless

• Here’s a pechakucha on making a pechakucha https://youtu.be/L31SwpN1dAc

Please let me know at least four days before the presentation if your partner is not

responding to your communications, and the group is not working. I can rearrange the

group for you.

https://www.pechakucha.com/presentations/limitless

focus requirement rationale & purpose

Documents