Course Syllabus

Fall 2024 | COM-1015-VO03S - Communication in the Early Childhood Education & Afterschool Workplace

Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Faculty

Matt Messier
View Faculty Credentials

Hiring Coordinator for this course: Ashraf Alamatouri

General Education Requirements

CCV Communication

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

In this course students develop effective communication and relationship-building skills for early childhood education and afterschool workplace settings. The course focuses on building effective communication skills with parents, colleagues, children, youth, and community partners. Emphasis is placed on active listening, observation, reporting, and the use of clear language in interpersonal and small group situations.

Essential Objectives

1. Describe and apply effective and professional communication skills with children and adults, including reflective listening, assertiveness, negotiation, and conflict resolution.
2. Evaluate and practice communication strategies to support respectful, reciprocal relationships with families, colleagues, and community partners, including advocacy and confidentiality.
3. Explore factors that influence communication patterns across diverse communities and families, including the impact of culture, personal and family values, language, race, ethnicity, gender, socioeconomic conditions, stress and trauma, religion, age, and abilities on communication.
4. Describe and practice communication strategies to support diverse children and families, including those with diverse abilities and special needs.
5. Examine and practice written and oral communication strategies to engage families and communities in children’s development and learning.
6. Describe common roles for participants in team and small group activities and develop strategies for decision making.
7. Demonstrate effective and professional oral and written communication skills with varied and diverse audiences in the early childhood education workplace.
8. Reflect on one’s own communication style and develop strategies for improved communication skills based on individual professional goals.
9. Prepare a formal presentation that demonstrates proficiency using the CCV Oral Communication Rubric.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

*** This is a low cost ($50 or less) textbook or resource class.
This class may require purchase of supplies or materials that are not available through the CCV bookstore. ***

COM-1015-VO03S Link to Textbooks/Resources Information for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

IV. Readings:

1. Required: Difficult Conversations By Douglas Stone; Bruce Patton; Sheila Heen ISBN: 9780143137597 Pub. Date: 8/22/2023

• Get the 2023 version: found at https://www.amazon.com/Difficult-Conversations-Discuss-What-Matters-dp-014313759X/dp/014313759X/ref=dp_ob_title_bk

2. How to Talk So Little Kids Will Listen: A Survival Guide to Life with Children Ages 2-7. Joanna Faber, and Julie King.
   1. (I will provide this text for free on the course Canvas page)

VI. Assessment

1. Research Project (40% of course grade) involves a research paper, a presentation and facilitation

a. The research paper involves 6 stages that add up to 25% of your course grade and result in an 8-page final paper

1. Research Topic (1% of course grade)

a. Find a topic that you can create a thesis from. (For an argumentative paper)

1. A thesis must be brief (focused and clear), backed by scholarly/authoritative

sources), and arguable (opposed by credible sources)

2. Ideally, the topic should be something you have personal experience with.

3. It should be something you advocate for that is a debatable topic

4. Your advocacy should include policy recommendations/revisions

5. Use scholarly/credible sources to support your personal experience.

6. Also find credible sources that argue against your position.

2. Library Assignment (1%)

a. Contact the CCV library at libraries@vsc.edu to ask about sources for your topic. See, “Class Librarian and Library Resources”

b. Minimum Source Requirement: 5 sources (At least 3 scholarly sources and 2 “Presearch” sources - See “Finding Sources for your Research Project” PowerPoint in Block 2

3. Thesis (2%)

a. A thesis must be:

1. Brief (focused and clear),

2. Credible (backed by scholarly/authoritative sources),

3. Arguable (opposed by scholarly/authoritative sources)

4. Outline (4%)

a Brief and easy to follow

b. The main section headings are alignedwith the reasons defending your thesis position

c. The subsection headings revolve around how or why reasons defending the main section they are related to.

d. This will help ensure that your draft reads as a persuasive essay rather than an informational one.

5. First Draft of your paper (7% of course grade)

a. Submit 4 parts in one Word document:

1. Title page, Outline, 8 pages of text, and Works Cited page.

2. See “Sample Paper” in Module 1 for proper format

b. Important considerations include:

1. Following your outline with thesis driven information

2. Being clear up front what you are trying to say

3. Using good transitions

4. Avoiding repetition

5. Including 15 - 25 in text citations (MLA format)

a. Half should be from your scholarly sources

6. Works cited list should be an MLA or APA format.

a. Include the URL's for each source

c. Draft Assessment

1. Your raw score will be based on the Rubric

2. This will give you an idea of how close your paper is to meeting the standards

3. Raw scores will be scaled 2 assignment pts (So for example if you got a 6 out of 8 on the assignment, it would be scaled toan 8)

6. Final Paper (10% of course grade)

a. Address all first draft feedback

7. NOTE: First and Final Drafts can only be submitted once. You can submit it early but can’t resubmit once it is graded.

b. Thesis/Outline/Sources Presentation (7%)

1. Present Thesis/Outline

2. Discuss your Librarian interaction

. 3. Present 1 Scholarly/ authoritative source, 1 credible opposing source and 1 “Presearch” source and explain:

a. Where you got the sources

b. How they support/refute your thesis

c. How they are scholarly/authoritative/credible

d. Include the URL's for each source

5. 10-15 minute length

c. Facilitation (8%)

1. Facilitate a 10-15 minute discussion/debate

a. Briefly present your research findings

b. Lead a discussion/debate surrounding your thesis

1.This should be the biggest part of this presentation

2. Zoom Class Participation – 20% of course grade

a. Rubric categories (See rubric for more details)

1. Demonstrates excellent preparation

2. Contributes in a significant way to ongoing discussion

3. Listens attentively when others present materials, perspectives,

b. If you have 100% attendance, your final course grade will be increased by 5 pts

c. After one absence, a student's final grade will be reduced.

1. Two absences reduce a student's final course grade by 5 course points

2. Three absences reduce a student's final course grade by 15 course points

3. Four absences result in course failure (-35 pts)

e. Classroom discussion

1. Please give all presenters your undivided attention and be respectful of counter opinions

2. Our discussion represents an opportunity to learn from and share different perspectives about a variety of topics. Hopefully we can gain insight from classmates’ perspectives and appreciate

what everyone has to say.

3. Challenge yourself to participate if you are not comfortable with classroom discussion

4. If you find yourself participating disproportionally during the discussion, please allow others the chance to contribute.`

f. Zoom specifics

1. Camera should be on

2. If you need to leave (outside break time) let us know in the Chat.

g. Arriving late, early departures, time away from class, ZOOM camera off reduces Class Participation grade

3. Online Discussions (40%)

a. Fifteen weekly discussions on in class activities

1. Connecting the readings/videos to course themes, essential objectives and course description

2. Your initial post for the Weekly Reading Discussions is due by the end of the day on Saturday. Late initial posts reduce your Weekly Reading Discussions grade by 50%.

3. Any post made after the discussion period is over will receive no credit.

4. See the rubrics attached to the discussions for assessment details.

a. To view rubrics, click on the 3 vertical dots in the gray bar at the top of the discussion page)

4. Late assignments

a. Late assignments will receive no credit. The only exception is if there is an IT issue that is CCV’s fault. If this is the case, contact them and have them contact me. If they verify to me that it was their error, you will receive no deduction on a late assignment.

5. NOTE. If you need extra help with assignments, use the extra CCV resources offered to you

a. See “Academic Support Services” found in the “Course Resources” Module

b. Call/email anytime with questions.

VII: Recent Announcements (Top of the Course Website)

a. Any course related announcements (Weekly updates, when assignments have been graded, important changes to the course, etc.) will be posted in the “Recent Announcements” tab

VIII. Course Schedule: (Research project assignments are in in red. Late assignments will receive no credit. See Canvas Pages for dates)

Weekly Schedule

1. Week 1 (Sept 3-9)

Reading Assignment #1

2. Week 2 (Sept 10 -16)

Reading Assignment 2

Research Project Assignment #1 “Research Topic” Due Sept 16

3. Week 3 (Sept 17-23)

Reading Assignment 3

Research Project Assignment #2 “Library Assignment” Due Sept 23

4. Week 4 (Sept 24-30)

Reading Assignment #4

Research Project Assignment #3 “Thesis” Due Sept 30

5. Week 5 (Oct 1-7)

Reading Assignment 5

6. Week 6 (Oct 8 -14)

Reading Assignment 6

7. Week 7 (Oct 15-21)

Reading Assignment 7

Presentation Due

Research Project Assignment #4 “Outline” Due Oct 21

8. Week 8 (Oct 22-28)

Reading Assignment 8

9. Week 9 (Oct 29-Nov 4)

Reading Assignment 9

10. Week 10 (Nov 5 –11)

Reading Assignment 10

11. Week 11 (Nov 12-18)

Research Project Assignment #5 “1^st Full Draft of your paper” Due Nov 18

12. Week 12 (Nov 19-25)

Reading Assignment 11

13. Week 13 (Nov 26-Dec 2)

Reading Assignment 12

14. Week 14 (Dec 3-9)

Reading Assignment 13

Facilitation Due Dec 9

15. Week 15 (Dec 10- 16)

Research Project Assignment #6 “Final Paper” Due Dec 16

Miscellaneous

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please

1. Provide disability documentation to the Accessibility Coordinator at your academic center.https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity