New Course Proposal - TECH 100 Technical Communications I

Calendar Information

Course Number: TECH 100

Course Title: Technical Communications I

Credit Hours: 3 Vector: 2-0-2

Course Description

Prerequisite: None.

Recommended: None.

Corequisite: None.

Special Instructions: None.

Course(s) to be dropped if this course is approved:

Rationale for Introduction of this Course

Will this be a required or elective course in the curriculum; probable enrolment when offered?

Scheduling and Registration Information

Indicate Semester and Year this course would be first offered and planned frequency of offering thereafter.

Which of your present CFL faculty have the expertise to offer this course? Will the course be taught by sessional or limited term faculty?

Are there any proposed student fees associated with this course other than tuition fees?

Is this course considered a `duplicate' of any current or prior course under the University's duplicate course policy? Specify, as appropriate.

Resource Implications

Note: Senate has approved (S.93-11) that no new course should be approved by Senate until funding has been committed for necessary library materials. Each new course proposal must be accompanied by a library report and, if appropriate, confirmation that funding arrangements have been addressed.

Provide details on how existing instructional resources will be redistributed to accommodate this new course. For instance, will another course be eliminated or will the frequency of offering of other courses be reduced; are there changes in pedagogical style or class sizes that allow for this additional course offering.

Does the course require specialized space or equipment not readily available in the department or university, and if so, how will these resources be provided?

Does this course require computing resources (e.g. hardware, software, network wiring, use of computer laboratory space) and if so, describe how they will be provided.

Course Outline

Course Objectives :

Section 1: Effective Communication

In this section, students will learn to:

• Define the key terms presented within the context of this section.
• Identify the differences between dialectic and dialogue.
• Identify the characteristics of various communication styles.
• Apply the key concepts of the section to online conferences and classroom discussions.
• Assess own communication style and identify areas of strength and areas for improvement.
• Explain the importance of effective communication in personal and business situations.
• Identify some of the communication problems that may arise in the use of email for both one-to-one and group communication.
• Identify the factors that can lead towards misunderstandings in online communications and to make concrete suggestions for improvement.
• Recognize, develop and apply academic writing guidelines.
• Construct a well-composed and organized academic essay based on the unit readings and instructor feedback.

Section 2: Team Dynamics

In this section, students will learn to:

• Define the key terms presented within the context of this section.
• Identify and apply some basic social scientific concepts to analyze groups and group processes.
• Recognize some of the differences between groups and teams.
• Apply the key concepts of the unit to online conferences and class discussions.
• Identify the skill mix needed for an effective team.
• Define the roles of team members and team purpose.
• Compare and contrast different forms of group communication.
• Identify key steps in group decision-making and participation.
• Identify the importance of recognizing cultural diversity in teams.
• Recognize and apply the concept of 'reflective practice'.

Section 3: Learning and Information

In this section, students will learn to:

• Identify and use Internet search engines and search strategies.
• Identify and use effective information research strategies.
• Reflect on own web and information research strategies.
• Convert information from text to a node-link concept map to develop and express ideas.
• Identify the value of visualization techniques for learning.
• Use summarizing and self-questioning techniques to explain how information is processed in both short-term and long-term memory.
• Use 'Questioning Techniques' as proposed by King when conducting an online discussion.
• Identify and use specific methods for memorizing and learning.
• Identify and explain the concept of strategic learning and the factors that affect it.
• Record and reflect effectively on own strategic learning practices.

Course Description

The goal of Foundational Communications I is to teach fundamental skills that will enable students to successfully negotiate their first year coursework as well as to provide a strong foundation for the rest of their academic careers. This course teaches the principles, practice and understanding of effective communication, social processes, teamwork and learning skills needed within both virtual and face to face environments. The assignments and activities are designed to present a variety of concrete and practical opportunities for students to reflect on their learning and to instil a proactive approach in their communicational encounters. The course is delivered in three sections, Effective Communication, Team Dynamics, and Learning & Information, with each section dealing with a specific focus area that is important in achieving communicational proficiency.

SECTION 1: Effective Communication

To enable an effective communication environment to exist, we need an understanding of how meaning is negotiated in both ‘real’ and virtual environments. This section of the course provides an introductory overview and review of dialectical theory, dialogue, communication styles, using responsible language, nonverbal communication, intercultural communication, on-line communication including netiquette and flaming, and the purpose and process of academic writing skills development.

SECTION 2: Team Dynamics

One of the indicators of a successful team is that each person is personally and professionally more skilled as a result of a team experience. In this section of the course, the elements that constitute a well functioning team are explored, as well as team roles, communicating in teams and team diversity. The stages of team growth and how participation and decision making are best accomplished are secondary themes. Students will explore and develop their skills in reflective practice and increase their understanding of the dynamics involved when working within diverse teams.

SECTION 3: Learning and Information

The ability to maximize individual learning potential is a core skill for life long learning. This section of the course looks at information literacy, developing competency in using search strategies and information mining on the web. An overview of learning theories will be examined with special attention to how memory and summarizing play a role in learning. As students learn to negotiate the SFU library system, ask research questions, and critically mine the web for credible resources, they learn to identify and adopt specific strategic learning skills and to be aware of their own learning processes.

Delivery Method: Mixed Collaborative

Learning Activities and Evaluation:

*Please note these are the minimum expectations for the course on a weekly basis.

Class time (on-line/face to face): 1.8 hours

Web presentation/readings: 2.5 hours

Assignments 2.5 hours

Students are evaluated on weekly participation in on-line discussions and class sessions, individual and team papers and assignments. The final course mark will be a letter grade.

Texts, Resources & Materials

Text: Hacker, Diana (2001). A Canadian Writer’s Reference, 2^nd ed. Ont: Nelson Thomson Learning.

Platform requirements: PC

NOTE: These outlines are drafts and are subject to change. Official textbook list should be consulted