What This Document Is
This document outlines the core structure and objectives of SPCH 3431: Interpersonal Communication Theory and Research, a course offered at the University of Minnesota Twin Cities – Morris. It functions as a formal course proposal, detailing the course’s place within the university’s curriculum and providing a high-level overview of its academic focus. It’s designed for departmental review and approval, establishing the course’s parameters for future implementation. The proposal covers aspects like credit hours, scheduling, assessment methods, and the rationale behind offering this specific course to students.
Why This Document Matters
This overview is particularly valuable for students considering enrolling in SPCH 3431. It clarifies the course’s intended audience – upper-level undergraduate students, especially those majoring or minoring in Speech – and helps prospective students determine if the course aligns with their academic interests and goals. It’s also useful for students seeking to understand the broader requirements within the Speech Communication program at the University of Minnesota – Morris. Understanding the course’s goals *before* registration can help students prepare for the expected workload and academic challenges.
Common Limitations or Challenges
This document is a proposal and therefore doesn’t contain the detailed lecture notes, readings, or specific assignments that students will encounter during the course. It provides a broad framework but doesn’t delve into the specific theories or research methodologies that will be covered. It also doesn’t offer any sample assessments or detailed grading rubrics. Access to the full course materials is required for a complete understanding of the course content.
What This Document Provides
* A clear articulation of the course’s core subject matter: the study of interpersonal communication theories and research.
* Information regarding course credit hours and scheduling (including frequency and term availability).
* An overview of the assessment strategies employed in the course, including paper assignments and examinations.
* The stated learning goals for students completing the course, focusing on theoretical understanding, practical application, and research skills.
* The course’s rationale within the broader Speech Communication curriculum.
* Identification of relevant General Education categories the course fulfills.