1. Computer access for Blackboard Ultra (BbU) quizzes and assignments.

2. Pen and Notebook, or Chromebook.

Adler, R.B., Rodman, G.R., DuPré, A., & Overton, B.C. (2024). Understanding Human Communication (15th ed.). Oxford University Press.
ISBN # 9780197615638

An e-book is included because this is a First Day Access Textbook course costs. See instructor.

SPCH 1311 Sections 041, 043, and 045.

Introduction to Speech Communication
This is an in-person, face to face (f2f) course.

General Education Competencies

Communication Skills

Develop, interpret, and express ideas and information through written, oral and visual communication that is adapted to purpose, structure, audience, and medium.

Critical Thinking Skills

Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.

Personal Responsibility

Identify and apply ethical principles and practices to decision-making by connecting choices, actions and consequences.

Social Responsibility (Civic and Cultural Awareness)

Analyze differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.

Teamwork

Consider different points of view to work collaboratively and effectively in pursuit of a shared purpose or goal.

 

Student Learning Outcomes

1. Foundations of Human Communication
   1. Apply the techniques of communication competency in a variety of settings.
   2. Develop skills in selecting and using a variety of communication strategies and responses based on situational contexts, goals, and human needs
   3. 1. Integrate self-monitoring strategies to increase personal communication competence.
      2. Analyze the role of perception in communication and employ various perception checking methods to enhance competency.
      3. Recognize the power of verbal and nonverbal messages and adapt messages effectively.
      4. Evaluate listening habits and practice effective listening skills.
      5. Identify the dimensions of cultural diversity and their influence on communication.
      6. Examine the influence of using communication technologies on human interaction.
   4. Interpersonal Communication
      1. Identify, analyze, and apply effective interpersonal communication skills.
      2. Recognize personal conflict style and demonstrate effective conflict management.
   5. Small Group Communication
      1. Engage in and evaluate the dynamics of small group communication.
   6. Public Speaking
      1. Develop, research, organize, and deliver an effective formal public speech

   7. Course Skill Levels

      In accordance with H.B. 2183, students who enroll for ACC Speech courses are expected to demonstrate competent English speaking and listening skills:

      “Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion and audience.”

      “Listening at the college level means the ability to analyze and interpret various forms of spoken communication.”

      As a student, they can expect to acquire these abilities only if they honor all course policies, attend class, participate in class exercises and complete assignments in good faith and on time. Students may vary on their achieved competency levels regarding these abilities.

Course Assignments and Weights

1. Goal-Setting Worksheet (10 pts):

In our second class, you will fill out a SMART Goals paper worksheet which stands for Specific, Measurable, Attainable, Realistic, and Time-Bound. This can be taken home over the weekend if you need to think about your personalized goals more. Your physical SMART Goals sheet will be DUE at the start of class on Tuesday, 1/27 (if not already turned in).

Quizzes (100 pts): Instead of Exams, eight (8) Quizzes worth 12.5 points each covering textbook chapters and in-class lecture content will be administered in the form of multiple smaller assessments in Blackboard Ultra (BbU) throughout the semester. These Quizzes will be timed, but they are open-book / open-note.

• Students are not permitted to take Quizzes together, unless they are in a classroom with Professor Dycus supervising.
• Students may take their Quizzes alone on Lockhart ISD Wi-Fi outside of class, alone at home, or together during class if Professor Dycus gives an allotted time.
• Students whose Quiz average is below 75% of possible earned Quiz points may request to 1) schedule a meeting with me to discuss and 2) if approved, take an optional midterm exam worth 62.5 points (replaces 5 Quizzes). This is not recommended, as the optional midterm exam would replace ALL previously earned Quiz points -- whether you score better or worse.
• From the midpoint of the semester onward, you should be adjusted to Quizzes, and they will be your only source of test points. There will be no backup final exam available.

PLEASE READ!

For students to be as successful as possible, they need to read their assigned Textbook chapters, adhere to all deadlines, listen & take notes in class, and give their best attention to the Quizzes on the weeks they are assigned.

Quizzes are not filled with "gotcha" questions. They will be clearly tied to both course readings and in-class lecture materials. My optional midterm exam is presented as a backup plan for any students who are unhappy with poor Quiz grades and designed to be mindful of extenuating circumstances that might have interfered with a student's performance.

Hopefully, these policies are supportive in easing your mind when it comes to taking assessments!

Interpersonal Activity & Listening Assessment (70 pts): You will be paired into groups of four (two pairs per group). One pair will be assigned a conversational activity. The other pair will observe and evaluate the interaction using a paper form. Then, the pairs will switch roles, with the second pair completing the activity while the first pair observes and evaluates on their own paper form.

This activity will be performed again with some best practices infused to inform & guide the interaction.

• Participation → 20 pts. 10 pts will come from you being present in class for the entire activity, and up to 10 pts will be earned by how thoroughly you engaged in the activity.
• Paper assessments completed + turned in with your name on it same-day → 50 pts. possible
• You MUST be present in class 2/24/2026 to earn these points!

Informative Speech (100 pts): You will develop, organize, and deliver only one oral presentation. This presentation, or speech, will be Informative in nature. You will be required to submit your outline before your in-class speech in Blackboard with an originality report of 20% or lower. You will not be allowed to speak unless a suitable Originality Report has been turned in with your Initial Outline.

A minimum of three (3) academic sources must be used and cited as part of your research.

• Topic Selection Worksheet → 5 pts.
• Outline & Audience Adaptation → 15 pts.

****The Blackboard originality report must be less than 20%; your report must consist of at least 80% of your original work.****

• Informative Presentation → 80 pts.

Persuasive Group Project (100 pts): This persuasive group project will be broken down into phases for several weeks, and graded in subcategories.

• You will work in teams of 4-6 people to solve a problem affecting your community.
• Your group will use the problem-solving steps developed by Dewey (Chapter 11, section 4, pp. 308) to complete this assignment.
• As part of this problem-solving process, you will work with your group to discuss how your selected solution will ethically impact your audience.
• Finally, your group will create and submit a Visual Persuasive Report using Canva or PowerPoint. Blackboard Ultra will be required for this assignment.
  • • Group Topic Selection Worksheet → 5 pts.
    • Problem Solving Report → 30 pts.
    • Outline, Blackboard originality scan, & Audience Adaptation → 15 pts.

****The originality report must be less than 20%; your report must consist of at least 80% of your original work.****

• • • Visual Persuasive Report submitted online → 50 pts.

Growth and Attitude Formation Essay (40 pts):
Taking what you have learned about your viewpoint on communication topics, you will write a 2-3 page essay using personal narrative. There will be a detailed rubric for you to reference in Blackboard.

This paper needs to incorporate one of three (3) perspectives: Mediated Communication (CH. 2), Nonverbal Communication (CH. 7), OR Business / Professional Communication (CH. 10).

You will discuss your attitudes on the specific communication context you picked of the three above before this class, the new information you absorbed, and any change in your attitude (positive or negative) from SPCH 1311 materials about applications for Social Media, Nonverbal, or Business communication.

At the end of your paper, you will reflect on if you met your SMART Goal(s) from the first week.

• • • One of Three Communication perspectives selection → 5 pts.
    • Rough Outline turned in to BlackBoard → 10 pts.

****The originality report must be less than 20%; your report must consist of at least 80% of your original work.****

• • • Final Essay submitted online → 25 pts.

10 pts. Extra Credit possible per student. These points will be available after Spring Break, see Prof.

Grading Policy/Schema

Attendance & Participation Policy

Because SPCH 1311 requires cognitive as well as experiential learning, it is important that you attend every class. Data suggests that in-class attendance significantly increases student learning. Further, you will be required to complete quizzes that will cover material from lecture and the readings. Your attendance will be factored into your final grade. For this class, you will be allowed up to THREE (3) total absences – no documentation required.

THREE (3) absences will not affect your grade. FOUR (4) or more unexcused absences will, however, lower your final grade by 10 points for each day absent.

Example: If you miss five (5) days with no doctor’s note or other documentation proving a valid reason why you were absent, 20 points will be deducted from your total points. If you fall ill for any reason OR have any extenuating or compelling reasons for your absence, you must have documentation and provide it within one week of your absence.

If you are present each day and have zero unexcused absences (perfect attendance), you will be awarded 10 bonus points to your point total.

Each student is responsible for communicating with their professor during incidental campus closures, reading their emails, reading announcements in Blackboard, and completing any assignments or other activities designated by their professor.

Students who are physically present in the classroom but are “checked out” on their computers, talking to classmates, and otherwise not mentally present run the risk of being marked absent in the college course roster – even if they are marked present for Lockhart HS.

Late Work

Deadlines in this course are designed to keep us all on track and set expectations for the real world.

Late work is never guaranteed to be graded and you should expect a zero (0) if you miss a deadline.

I will not re-open misses Quizzes. The exception is if you have documented extenuating circumstances.

If an assignment is closed in Blackboard, I will (at my discretion) grade emailed late work, which may include a 20% penalty.

If you email me after I have begun grading for that specific assignment, it will be counted as a zero (0).

Etiquette and Behavior

Please refrain from distracting behavior during class including talking out of turn. You are responsible for keeping cell phones quiet and stored in your bags. Per the state of Texas, I am legally required to notify school personnel if I see your phone or unapproved headphones. No eating full meals, drinks without lids, clipping nails, playing music, smoking, vaping, or disrespectful behavior will be tolerated in my lectures.

I have the right to recommend for withdrawal any student who causes consistent violations to the classroom learning environment to the Lockhart ECHS program.
 

Email Communication

I will be regularly checking my email on weekdays from 7 AM – 6 PM. I do not check my email on weekends.

If you have general questions, check the syllabus first. If something is still unclear, I prefer that you send me a message in BlackBoard Ultra.

For more important matters, you may email me at elizabeth.dycus@austincc.edu ONLY from your ACC student email. If it is from a personal email, for privacy reasons I cannot respond.

Please keep emails professional and courteous.

I will respond to your BbU message or email within 48 business hours. If you send me something on a Friday, for example, you can expect a message on Monday or Tuesday.

ACC’s General Withdrawal Policy

It is each student’s responsibility to talk to Professor Dycus (myself) and Lucinda Gannon, ECHS Coordinator, as soon as possible if they have concerns about remaining in this course.

You must ensure that your name is removed from the roll should you decide to withdraw from the class.

Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.” Access the ACC Withdrawals webpage for more information.

Instructor Withdrawal Policy

You may be dropped from the course if at least one (if not all) of the following occur: 

1) You have not completed an assignment for a period of two weeks.

2) You have missed a major speech without explanation or significant attempts to make up the speech (or exam).

3) You have taken something that does not belong to you. This may include: words (plagiarism), objects, time (disrupting class with conversations, phone usage, and more), or peace (disrespect to professor or peers).

I reserve the right to drop a student should I feel it is necessary but will always communicate with the student beforehand. If a student decides to withdraw, the student should also verify that the withdrawal is submitted before the Final Withdrawal Date (4/27/2026). Students should retain a copy of the withdrawal form for their records.
 

Incomplete Policy Statement

I may award a grade of “I” (Incomplete) if extenuating circumstances warrant.  An incomplete grade cannot be carried beyond the established date established by Austin Community College.

The department supports incompletes if a student has been an engaged student and encountered difficult circumstances preventing them from completing the course.

A student must have completed a minimum of 75% of the semester’s work and maintained a “C” average or higher for me to consider awarding an “incomplete.”

Course Evaluations

All course evaluations will be completed online. Students may access the course evaluation when released by the college in the “Tools” section of their Blackboard course. The Communication Studies department encourage students to provide feedback on positive experiences in the classroom and any constructive feedback that would improve the experience for future students.

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts

Academic Integrity
Austin Community College values academic integrity in the educational process.

Acts of academic dishonesty/misconduct undermine the learning process, present a disadvantage to students who earn credit honestly, and subvert the academic mission of the institution. The potential consequences of fraudulent credentials raise additional concerns for individuals and communities beyond campus who rely on institutions of higher learning to certify students’ academic achievements, and expect to benefit from the claimed knowledge and skills of their graduates.
 

Any student found to have engaged, or attempted to engage, in any of the following conduct shall be subject to disciplinary action as set forth in these Guidelines. An attempted violation shall be defined as conduct that, if successful, would constitute or result in the prohibited conduct.

Read more about Academic Integrity, your rights, and what to know.

https://students.austincc.edu/student-rights-responsibilities/academic-integrity-process/
 

Artificial Intelligence Policy

The Communication Studies department requires students to use their own authentic voices and to hone their critical thinking and research skills via our courses and assignments. Our instructors expect that all work is the product of students’ own critical thought and engagement. While specific policies regarding instructional and/or generative AI technology are created by individual professors for their course(s), if AI is used, there must be clear documentation in submitted assignments in an appropriate manner (e.g., source citation).

We also acknowledge that AI technology has inherent bias and inaccuracies. Each student is responsible for carefully analyzing the validity and accuracy of work presented. Students should note that sources and information generated by AI should be carefully evaluated and fact-checked, as AI are prone to hallucinations or generating false information. This resource has more information on how to cite the use of ChatGPT in APA. Any student using AI is responsible for any potential negative consequences on their course or assignment grades that could result from having incorporated any inaccurate, biased, or plagiarized content from AI generated technology.

Professor Dycus’ AI Policy

In this SPCH 1311 class, the use of AI software is limited to how you would use a search engine. For example, you can ask AI questions for help in understanding topics. You do not need to cite this kind of use. Fact-check all information generated by AI.

Copy/pasting words or directly referencing content that you did not write will be considered plagiarism, even if you cite the AI source. The use of generative and instructional AI resources are not allowed for this course. Students should not use tools like: Grammarly, Quillbot, Hemingway, Packback, Bard, or ChatGPT to complete written assignments and speeches.

Course Schedule

 Please note that schedule changes may occur during the semester. Any changes will be announced in class and/or posted as a Blackboard Ultra Announcement.