COM 230 - LISTENING

(Blended Format) 10902 Spring Term 2016 4:00 – 6:30 PM

Classroom: CSS170

LEARNING GUIDE: Rick Bommelje Office: Cornell Social Science 153 407-646-2625 Office hours: Mon 2 – 3:30 pm; Thu 4 – 5 pm; plus by appointment rbommelje@rollins.edu http://www.listeningpays.com

The father of the field of listening, Dr. Ralph Nichols, said years ago, ‘Our education system is upside down’. The thing we do the most of, we have the least amount of formal education in.” Unfortunately, too many people view listening as simply being ‘common sense’. If this were true, there would be fewer conflicts, clashes, team breakdowns, divorces, etc. This course will give you the foundations of what some experts call ‘the forgotten communication skill’. Listening requires the necessary knowledge, skills and attitude that in combination enable people to thrive personally and professionally. I look forward to guiding you on this important life learning journey.

COURSE DESCRIPTION

CATALOG DESCRIPTION: The study of the art of listening and its importance in our personal and professional lives. Students learn to analyze, assess, and improve their own listening abilities.

The majority of our communication time is spent listening. However, it is estimated that the average person misunderstands, ignores, or forgets approximately 75% of what they hear. Although listening is classified as a "basic skill", very little education is devoted to its development. In fact, very few people have completed a college course that focuses exclusively on this communication method. The purpose of this course is to build your listening knowledge base and to enable you to understand your own listening attitudes and behavior. You will become familiar with the historical development of listening theory and supporting research. The major emphasis is placed on developing the foundations of listening. You will become aware of your own listening behavior through self-examination and assessment. You will learn how to distinguish your listening roles and responsibilities and develop strategies for increasing your listening performance.

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COURSE OBJECTIVES

By the end of the course, you should be able to:

þ Learn the process of and the role of listening in communication;

þ Define listening and be able to measure it personally and professionally;

þ Assess your current listening behavior and identify strengths and opportunities for development

þ Explore the primary listening purposes and learn strategies to increase your

effectiveness in each one; and þ Listen more effectively by analyzing your listening behavior and making necessary adjustments.

MISSION STATEMENT

Rollins College educates students for global citizenship and responsible leadership, empowering graduates to pursue meaningful lives and productive careers. We are committed to the liberal arts ethos and guided by its values and ideals. Our guiding principles are excellence, innovation, and community.

COM 230 directly links to the mission statement of Rollins. Global citizens and responsible leaders have developed a lifelong discipline of deeply listening. To have a meaningful life and a productive career, listening is core foundation behavior. During this course, we will live by the principles of excellence, innovation and community.

This course is delivered in the BLENDED FORMAT, which consists of a combination of in-class and self-learning sessions

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REQUIRED READING RESOURCES

ü Lindahl, Kay The Sacred Art of Listening, Skylight Paths Publishing, 2008

ü Nepo, Mark. Seven Thousand Ways to Listen. Free Press, 2012

ü Bommelje, Rick. Listening Pays, Leadership & Listening Institute, Inc.,

2013 ü Selected articles, chapters, stories and poems to be provided

Credit Hour Statement for Rollins Courses Meeting 150 Minutes Weekly for Four Credit Hours during 15-Week Semesters This course is a four-credit-hour course that meets three hours per week. The value of four credit hours results from work expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average at least three hours of outside work for every hour of scheduled class time. In this course, the additional outside-of-class expectations are knowledge achievement, reflection writing, experiential education, and a small-group project.

COURSE REQUIREMENTS

1. LISTENING PORTFOLIO – You will compile a complete Listening Portfolio during the course. A Portfolio Format Guide is enclosed on Pages and 2. KNOWLEDGE ASSESSMENTS - There will be two (2) knowledge assessments given during the course -- a midterm and final. Each assessment will consist of objective and mini-essay questions plus a case analysis. You will be responsible for material that is covered during in-class and asynchronous (sessions. 3. CLASS PARTICIPATION AND ATTENDANCE: You are invited to fully participate in and ATTEND ALL SESSIONS. Showing up and being fully engaged counts! Listening knowledge and skill building require both mental and physical presence. Please arrive to our sessions on time. Tardiness is a distraction to yourself and others. Credit for this requirement is based on 50% for participation and 50% for attendance. A REDUCTION in this category will be made for 2 or more absences. NOTE: Should you miss a session, it is important to get the class notes from at least 2-3 peers.

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PARTICIPATION ATTENDANCE 50% Full Participation 50% 0 - 1 absence 40% Moderate Participation 40% 2 absences 30% 3 absences 20% Minimal Participation 0% No Participation 0% 4 or more absences

Since PRESENCE and ATTENTION are critical to listening success, we will create a positive listening environment that serves the purpose of the work. To help to accomplish this, we will avoid ‘technological’ distractions, unless they are used to serve the work. In order to optimize the time that we are together each session, please respect the following guidelines that apply to technological devices:

1. Your cell phone is turned off or put on vibrate or airplane mode. 2. Your cell phone is put away and not visible. 3. There is no text messaging done in the classroom. 4. You may take notes using your laptop, notepad or other device. 5. Internet use is NOT permitted while class is in session, unless specified.

You will submit a self-evaluation of your level of participation and attendance at the end of the course. This will include a written justification of your score.

GRADING WEIGHT SUMMARY

Midterm Knowledge Assessment 20% Final Knowledge Assessment 20% Listening Portfolio 40% Class Participation/Attendance 20%

GRADING SCALE

100 – 94 A 93 – 90 A – 89 – 87 B+ 86 – 84 B 83 – 80 B –

79 – 77 C+ 76 – 74 C 73 – 70 C- 69 – 67 D+ 66 – 64 D 63 – 60 D-

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COURSE SCHEDULE SPRING 2016

* DATES IN RED ARE ASYNCHRONOUS (SELF-LEARNING) SESSIONS

TOPIC

1. Jan 11 Introduction, Overview Jan 18 Martin Luther King Holiday - No class meeting 2. Jan 25 Listening Assessment 3. Feb 1 The Process of Communication 4. Feb 8 The Process of Listening 5. Feb 15 Discriminative Listening 6. Feb 22 Comprehensive Listening Feb 29 Spring Break 7. Mar 7 Comprehensive Listening 8. Mar 14 Midterm Knowledge Assessment 9. Mar 21 Comprehensive Listening 10. Mar 28 Therapeutic Listening 11. Apr 4 Critical Listening 12. Apr 11 Appreciative Listening 13. Apr 18 Intrapersonal Listening Listening Styles Profile 14. Apr 25 Listening Development 15. May 2 Final Knowledge Assessment

NOTE: AS SITUATIONS CHANGE, THIS SYLLABUS AND SCHEDULE MAY CHANGE. IF SO, YOU WILL BE GIVEN ADEQUATE TIME TO ADJUST.

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The purpose of the Listening Portfolio is to give you the opportunity to accumulate a variety of experiences that will help to establish a full scale listening behavior development program. ALL ITEMS WILL BE SUBMITTED ON BLACKBOARD. NOTE: For all papers, the format is 2 full-pages, double-spaced (MINIMUM) length, typed in 12-point font with 1”margins - top, bottom, left and right. The last line is the Honor Code statement, which should be on page 3 to insure that you have the required 2-page minimum.

THE FOLLOWING 10 ITEMS COMPRISE THE PORTFOLIO: 1. Watson Barker Listening Test Results Summary PAPER – 10 POINTS

Summarize the results of your Watson Barker Listening Test in a minimum 2-page paper. 2. Deep Listening Interview – PRESENTATION - 10 POINTS

Deliver a 4-minute (maximum) presentation to the class on your experience in the deep listening interview, what you learned, and the main point you want your peers to remember.

Presentations will be given throughout the term and you will sign up for a specific date. Details on the Deep Listening Interview and the presentation are located in the Deep Listening

Interview section of Blackboard.

3. Listening Pays Assessment (LPA) Report - Action Plan PAPER - 10 POINTS Respond to the questions in the Action Plan on page 16 in the LPA Report.

4. Sacred Art of Listening Reflection Summary PAPER - 10 POINTS Write a summary paper on the Reflection that means the most to you. As part of the paper you

will also include a minimum one-paragraph description of the accompanying drawing and your interpretation.

5. Listening JOURNAL - 10 POINTS Write a daily listening journal for 21 consecutive days during the course beginning

anytime after March 14, 2016. Refer to The Listening Journal guide sheet on Page 7 for specific format details.

6. Seven Thousand Ways to Listen Reflection PAPER - 10 POINTS

Write a summary paper on the most meaningful part of the book and what it means to you personally

7. Listening Pays Book Review PAPER - 10 POINTS Write a complete book review paper using the detailed questions on Page 13.

8. Listening VIDEO - 10 POINTS You and a member(s) of your Listening Team will create a 3-4 minute video based on content

from the course. Videos will be viewed on April 25, 2016.

9. Listening QBQ Summary PAPER - 10 POINTS Write a summary paper on your Listening QBQ and the specific actions that you have

accomplished to achieve it. Be specific and identify evidence that supports your results.

DUE

Mar. 14 4:00 PM

Mar. 14 4:00 PM

Mar.14 4:00 PM

Apr 25 4:00 PM

Apr 25 4:00 PM

Apr 25 4:00 PM

Apr 25 4:00 PM

Apr 25 4:00 PM

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10. 40-Day Post-Course Listening Development Plan and PAPER - 10 POINTS Identify a Listening Development Plan (i.e. what are you going to focus on during the next

40 days following the course to continue your listening development?). Be specific and include areas of development, action steps, timelines, and measurements.

NOTE: TOTAL PORTFOLIO POINTS: 100. There is a 5-point deduction on the Portfolio for each late submission, in addition to point deductions for late/missing Listening activities and missed blogs.

WEEKLY

APPLIED KNOWLEDGE LISTENING ACTIVITIES DUE: FRIDAY, 11:59 PM

You will be involved in a variety of applied knowledge activities that will be uploaded on Blackboard in the Discussion section. Since this is an ‘action-learning’ course, it is essential to complete the assignments in a timely manner in order to apply the knowledge.

NOTE: For the Listening Activities, there is a maximum 24-hour period for LATE entries and a 2-point deduction from the entire portfolio. After 24 hours, there is a 3-point deduction. Missing activities will receive a 3-pint deduction from the entire portfolio.

THE LISTENING JOURNAL GUIDE PURPOSE: To heighten listening awareness and applied knowledge WHAT: Keep a journal of daily listening experiences for 21 consecutive days. WHEN: Record one life experience each day. HOW: The first journal entry will be your personal listening goals that you would like to achieve during the two-week journal period.

For Days 2 - 20, all entries should contain 5 parts using the SBI Format: ENTER THE JOURNAL NUMBER AND DATE (i.e. Journal Entry 7 – March 25,

2016). 1. What is the listening course KNOWLEDGE POINT that you are

identifying? 2. Describe the Situation; 3. Describe the Behavior; 4. What was the Impact?; 5. What did you learn? Be specific

Apr 25 4:00 PM

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Your final journal entry (Day 21) should debrief your entire journal experience answering the following:

• What has been my greatest moment of listening accomplishment, insight and/or fulfillment during this period? Why?

• Which listening situation was of most value to me and why? • What change(s) did I notice in myself about my listening behaviors

during the past 21 days?

SAMPLE ENTRY: Journal Entry 7 – March 25, 2016

1. Knowledge Point: LISTENING TO AND REMEMBERING PEOPLE’S NAMES 2. Situation: Today I met with several new people for a meeting. I was being introduced

to everyone and it was imperative and respectful to remember everyone’s names. I recalled the strategy I learned in class and the four-step process.

3. While being introduced to each person, I was focused in the moment without any distractions. I observed each person very carefully and looked for details that would help me associate their name with something or someone to help me remember. I associated some with prior friends’ names, places of interest, and there was one lady named Shirley that I associated with a ‘Shirley Temple’ drink. I then took meaningful action repeating their name and being full engaged.

4. The impact was definitely positive as I was able to address everyone by his or her first names during the meeting, which made me, seem very professional.

5. My biggest learning is that the 4-step process of listening to and remembering peoples’ names worked for me. Focus – Observe – Associate -Take Meaningful Action

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READING SCHEDULE Use the 4R Method – Read, Reflect, Relate, and Respond

Read the reflection. Reflect on its meaning as well as the accompanying circle illustration. Relate this reflection to your life. Answer the questions: What does this reflection mean to me and how does it relate to my life? If invited during the class session, be ready to respond verbally to the question: What is the most meaningful reflection for you for that week? Why?

DUE DUE

Jan. 25 1. Qualities of Deep Listening

2. A Sacred Art 3. Using Silence 4. Learning from Experience 5. Communion 6. Rituals

7. Dialogue or Discussion 8. Seeking Common

Ground

Feb 1 9. Common Values 10. Presence

11. Conversations of the Heart

12. Creating Safe Spaces 13. Self-Expression 14. Practicing Peace 15. Creating Harmony 16. Delving Deep

Feb 8 17. Simple Sharing 18. Love in Action

19. Hearing Nuances 20. Slowing Down 21. The Voice Within 22. Assumptions 23. Learning from Passion

Feb 15 24. Contemplative Prayer 25. Agenda Free

Conversation 26. Cultural Differences

27. Attention 28. Hospitality 29. Focus 30. Engage First 31. The Challenge of Change 32. Relationships

Mar 7 33. The Gift of Solitude 34. Practicing Reflection 35. A Sacred Meeting Place 36. Recognizing Intolerance 37. Patience 38. Harvest Time 39. Being Yourself 40. Being Complete

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READING SCHEDULE

Use the 4R Method – Read, Reflect, Relate, and Respond

Read the Chapters. Reflect on their meaning. Relate them to your life. Answer the questions: What does this mean to me and how does it relate to my life? If invited during the class session, be ready to respond verbally to the question: What is the most meaningful chapter for you for that week? Why?

SCHEDULE

THE WORK OF BEING

Mar 21 Beyond Our Awareness Keeping What is True Before Us

The Gift in Receiving A Reality That Keeps Unfolding How Do We Listen to All That is Not Said? Being Lost In the Presence of Sages Entering Silence

Mar 28 God Blinking A Conversation with the Elements One Living Sense

Deep Listening THE WORK OF BEING HUMAN How We Learn Restoring Confidence Honeycombs and Thinking- Strings Going Back Into the Fire

Apr 4 What Happens When You Really Listen Being Articulate

The Call of the Soul Seasons of Listening Outwaiting the Clouds Approaching the Dark Acre Untangling the Net Playing Hands with God THE WORK OF LOVE Apr 11 Knowing Where We Are The Human Garden How We Injure Ourselves A Steadfast Teacher In the Hut We Call the Self Finding Birdsong The Endless Search Apr 18 Not Getting What We Want The Stilling of Our Pain The Mystery of the Moment A Closer Geography To Endure and Endear Wandering Authentically No Strangers in the Heart

DUE: DUE:

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READING SCHEDULE

CHAPTER READ BY Foreword by Marshall Goldsmith ............................................ Prologue ..................................................................................... Chapter 1: The Writing on the Wall ............................................ Chapter 2: The Ultimatum .......................................................... Chapter 3: Close Call ................................................................. Chapter 4: A New Day Dawns .................................................... Feb 8 Chapter 5: Listening is a Gift ...................................................... Feb 15 Chapter 6: Maturity Gap ............................................................. Feb 22 Chapter 7: Trouble at Home ....................................................... Mar 7 Chapter 8: Build a Solid Foundation ........................................... Chapter 9: SIER* ........................................................................ Chapter 10: The Path to Awareness .......................................... Chapter 11: Relationships Matter ............................................... Chapter 12: Develop Healthy Habits .......................................... Chapter 13: Restarting ............................................................... Chapter 14: Take 100% Responsibility ...................................... Chapter 15: Ditch the Distractions ..............................................

Chapter 16: Lead Your Emotions ...............................................

Chapter 17: Take Meaningful Action .......................................... Epilogue

Feb 1

Jan 25

Apr 4

Mar 28

Mar 21

Apr 11

Apr 18

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Apr 25

BOOK REVIEW PAPER You will be responding to the following items in your paper. The paper format is 2 full-pages, double-spaced (minimum) length, typed in 12-point font with 1”margins - top, bottom, left and right. Name at Top skip one space (line), Reflection Title, skip one space (line) and begin. The last line is the Honor Code statement, which should be on page 3 to insure you have 2 full pages.

Name: _______________________________________ Date:__________

1. Which format did you read the book? Softback, E-book or Audio book?

2. What was the author's purpose or purposes in writing this book?

3. Who do you think the author intended to read this book and why?

4. What did you like most about the book?

5. What did you like least about the book?

6. Which character(s) did you most identify with? Why?

7. Did this book remind you of anything that has happened to you? What? Why?

8. Did this book give you any new ideas about yourself? Why?

9. What was you most notable quote from the book?

10. If you could continue the story, what events would you include? Why?

11. Identify at least 1-3 specific action steps that you are now (or will be) taking in your life as a result of reading this book. Please be specific. If none, please state why.

12. Honor Code Statement

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ACADEMIC HONOR CODE The Philosophy of the Academic Honor Code

Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community.

On all graded assignments, the student will include the following statement: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.”

Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.” Material submitted electronically should contain the pledge; submission implies signing the pledge.

DISABILITY SERVICES OFFICE

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2764) 1000 Holt Ave., Winter Park, FL, 37289 or call 407-646-2345 for an appointment.

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COURSE AND INSTRUCTOR EVALUATION: At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process. The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments. The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams. Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form.

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