This course introduces students to the basic skills needed to present information to an audience clearly, effectively, and eloquently. The class will study, analyze, and construct public speeches from a rhetorical perspective. Students will ground their study of speechmaking in fundamental questions about the habits and skills of civic participation and the ethics of speech.

Our digital world—like water to fish—is generally invisible to us because it surrounds all aspects of our daily lives. In this class we look at the ‘truths’ media creates, maintains, and distorts by examining the factors that drive the media and us. We also will work to develop critical thinking around our relationship to media by analyzing media messages and their impacts on us as individuals, on our relationships, and on the choices we make.

This course provides students with a general overview of communication theory and research, particularly as it relates to their everyday interactions. The course covers theories related to interpersonal, gender, group, organizational, and intercultural contexts.

This course challenges students to critically examine how intersectional identities shape access to power, influence cultural expectations, and impact our lives. Students will gain insights into the structural barriers that have historically excluded marginalized communities. In the course, students will study key terms associated with intersectional notions of gender and race, investigate significant social movements and influential voices for change, and analyze the dynamic systems of power that dictate access to public spaces.

Gives students a practical and theoretical understanding of one-on-one communication. Topics may include relationship development, perception, self- image, language, nonverbal communication, listening, conflict, gender roles, family communication, culture, communication competence, and the impact of technology on communication. In addition, this class uses the lens of the Truth theme to explore many of these topics.

Public debate is essential in a democratic society. In this course, students will participate in debates on public issues to empower them to be skillful, informed, and ethical advocates. Students will work collaboratively to research and evaluate sources and evidence, assess the truthfulness and quality of claims by applying analytical and reasoning skills to public issues, listen thoughtfully to opposing viewpoints and learn to formulate creative counterarguments, develop presentation skills by constructing, questioning, and refuting arguments delivered to audiences, and explore the role of debate in promoting democratic political and social change. Students will participate in interactive classroom debates on contemporary issues, but no previous debate training is required.

This course equips students with the skills and theory necessary to interpret, analyze, research, and construct arguments about matters of public concern. By learning about, practicing, and participating in argument, students understand, evaluate, and appreciate the communicative practices that constitute shared civic life.

Point, shoot, edit, post does not guarantee effective digital video communication any more than scribbling thoughts or talking “off the cuff” means you’ve created effective written or spoken messages. In this class, students will learn the principles of effective digital video communication so they might be able to identify important aesthetic concepts and analyze the effectiveness of messages. Students will construct their own digital video messages by learning to conceptualize, script/storyboard, and pitch messages to a client.

Students will learn to collect and analyze information to be used in message design; to construct clear and accurate messages that are appropriate to the purpose, audience, context, and media platform, under deadline pressure, and will be introduced to different types of media writing, including journalistic storytelling, blogging, brand communication, and public relations.

Analyze the relationship between mediated communication and youth culture by examining issues such as privacy, gender bias, cultural stereotypes, sexuality, civic engagement, and violence. Explore cognitive development, as well as social, emotional, and psychological effects of media on youths' everyday lives, knowledge, and relationships. Develop media literacy by applying these theories and concepts to your own experiences with popular media, including social media, television, music, film, and print. Finally, analyze how mediated messages have influenced the human experience by communicating movement of beliefs, norms, and expectations over time. The knowledge gained in this course will serve you in your personal and professional lives in the years to come. Course includes an optional experiential learning component (EX).

Introduces students to basic principles and theories of listening. Approaches listening as a critical component in the communication process. Readings, discussion, and exercises facilitate understanding of effective listening and development of individual listening skills. Topics include intrapersonal (mindfulness) discriminative, comprehensive, empathic/compassionate, critical and appreciative listening.

Introduces students to principles and theories of conflict. Examines causes of conflict and a variety of approaches to managing conflict. Emphasizes conflict in various interpersonal contexts.

Provides students with a general overview of the theoretical and practical application of primary areas of nonverbal communication research. The course examines theories and empirical studies in selected areas of nonverbal communication such as personal appearance, touch, space, body language, gestures, eye contact, use of time, facial expressions, olfaction, and body adornment/alteration.

Gives students a practical and theoretical understanding of how groups communicate. Includes such topics as group dynamics, leadership, feedback, decision-making, power, norms and roles, conflict, groupthink and communication theory. This class has a Justice designation, and students will examine the impact that group communication can have on Justice as well as create projects that explore questions of Justice in everyday situations and conflicts.

Supervised reading or research at the lower-division level. The proposed project must be grounded in previous relevant coursework in the discipline. ILPs may not substitute for a regularly offered course and must be student-designed. Permission of department chair required. Consult department for applicability toward major or minor requirements. Not available to first-year students.

What role does listening play in Social Justice transformation? We are currently redefining our government, relationships with each other, and our connection to the global community. This course invites students to be brave even when listening becomes uncomfortable. Readings, discussion, and exercises facilitate understanding of effective listening and development of individual listening skills. Students will study and practice an awareness of self-listening and Benedictine perspective to determine how the mission applies to our current culture. Students learn to respond rather than react to social situations with mindfulness, empathy, and cultivated compassion. Compassion is action.

Social movements and social protest have played a pivotal role in challenging power and shaping culture, society, and politics. This course examines the role of language, music, images, and other symbolic actions in bringing about social change. The course also teaches students the art of rhetorical criticism – the intentional, methodical study of how rhetoric works and impacts communities from the local to the global. The course is writing intensive and students will develop research in the course that can be developed and shared in other venues.

A study of a special topic in message design not ordinarily treated in standard courses. May be repeated as the topics change. Prerequisites vary according to the topic. See description in registration bulletin.

A theoretical approach to the principles of the field of public relations in non-profit, corporate and agency applications. This course will cover the building blocks of the profession.

Public Relations Branding is a deep dive into public relations content creation and its intersection with brand. This course will introduce students to the overarching objectives of public relations: building and maintaining relationships, including creating awareness, instilling positive perceptions, generating support for organizational goals and overcoming negative perceptions. In addition, it will educate students about brand, brand adjective and key messages and their roles in guiding public relations messaging and content development. Students will gain experience planning and executing core public relations tactics such as generating earned media through press releases and social media, engaging audiences on social media, creating strategic email and developing content for effective web homepages and landing pages. Instruction and editing will focus on helping students develop the key skill of writing clear, concise, active and compelling messages that are appropriate for the organization/client, audience, objective and specific media platforms.

Advertising Branding focuses on advertising strategy and message development in a digital environment. This course will introduce students to the overarching objectives of advertising: to promote products and services, differentiate them from other, similar products and services and convey consistent, benefit-oriented brand messaging, largely through paid communications. It will teach students the basics of advertising content creation such as the creative strategy and brief and then delve into the inner workings of the creative process and the critical skills of copy writing and multimedia content development for advertising across media platforms. Students also will develop an understanding of the importance of a strong, tightly curated brand that defines and differentiates a company and informs every aspect of advertising strategy and tactics, with a focus on the emotion and authentic truth at the heart of the brand.

This course examines how rhetoric enables groups of people to come together in order to influence public policies. Students will study a variety of historical movements to understand how public arguments can represent social groups and motivate collective action.

This class examines how political symbols and discourse mobilize society, stimulate social action and create national identity. The course will explores how political language reinforces, interprets, challenges and manipulates popular beliefs, attitudes and values. Topics may include presidential rhetoric, campaign discourse and legislative appeals.

Students will apply both theory and historical precedent to our current cultural conversations about race and gender as it relates to public voice, law, and social order. Contemporary issues that might be discussed are things like the bias that exists for women and racial/ethnic minorities when seeking political roles, the challenges faced in the workplace, the cultural expectations of gendered relationship, rape culture, inequality in Hollywood, strategies in gender activism, etc. This course centers around conversations of justice, equality, and access.

The course explores how public expressions about race have impacted the history of United States democracy. More specifically, students will study the political issues, moral complexities, and rhetorical strategies of speeches, essays, and public art by people of African descent who have argued about the nature and scope of "America."

This course will examine the complex relationship between religion and politics and the role that discourse and symbols play in that relationship. The course will explore both how the United States uses public discourse to navigate the proper role between church and state, as well as the ways in which public figures and movements draw upon religion for moral authority. The course will cover such topics as the founding discussions about the role of religion in public life and contemporary debates about the church/state relationship.

This course will explore the ways in which sports are used as a part of public discourse and debate. The course will use rhetorical theories and concepts to examine how athletes, games, competitions and controversies are incorporated into larger social discussions about gender, race and national identity.

Interested in a health-related career? Would you like to work in health communication, health promotion or heath education? Because of the increasingly health savvy world, understanding health marketing is becoming essential. The primary goal of this course is to help students understand how to apply marketing principles and theories of health promotion to enhance community health. In this course, students will learn the basics of planning, implementing, and evaluating health communication programs and strategies to improve individual, community, and population health, including the use of social marketing practices and strategies of audience research, creative message development, health communication research, and more. In addition, students will study the fundamentals of marketing and learn what drives consumers’ needs and choices. Competencies: conducting focus group interviews and creating and evaluating effective health campaigns. Course will include an experiential learning project that enables students to gain experience in research in support of different health communications interventions and in planning a social marketing campaign. This may be with a community-based organization or “client.”

This course examines three distinct types of public messages that have proliferated in recent years: Apologia and image repair (public statements defending one’s character in response to accusations of wrongdoing); Apologies (statements of contrition and acknowledgment of offense that express regret); and Crisis Communication (statements delivered in response to sudden emergencies or upheavals). Students will study a range of responses to public accusations, including denial, excuses, accounts, explanations, evasion, justifications, and confessions. The course examines the relationship between blame, guilt, humility, remorse, repentance, atonement, and forgiveness, and looks at the ways that public figures and groups express these ideas in response to controversies. Special focus is given to official apologies for historical transgressions and injustices, with an exploration of how these statements seek reconciliation.

The Communication discipline has been built around educating students on the practice and performance of eloquent, productive, and ethical citizenship. Drawing from a vast array of interdisciplinary scholarship and public argument, this course engages this notion of citizenship and its role in civic life. This Capstone course will examine these ideas through debates about the rights of citizenship itself. We will look at the legality of citizenship rights such as suffrage and marriage. We will also look at citizenship through the lens of belonging and identity, in categories such as gender, race, class, sexuality, and ethnicity. This will be done through examining both historical and contemporary examples of people enacting their rights as citizens through social movements, social media, public campaigns, etc. Overall, we will try to understand what duties and obligations we might have as citizens and how we can directly engage our community.

Learn how effective strategic campaigns in marketing, advertising and public relations are designed. Master the tools necessary to analyze and create effective strategic communication campaigns. The primary purpose of this course is to develop students’ analytical skills and to enable students to understand the role of persuasive theory in strategic communication campaign development, implementation, and evaluation. This course provides a framework for students to understand the appropriate use of theory and components of strategic communication campaigns, as relevant to marketing, public relations, public service, health campaigns, sports promotion, and much more. Students will learn to be more discerning creators and consumers of persuasive messages.

Strategic online branding, engagement, and experiences need more than your personal social media accounts require. In this course, you’ll learn strategies for creating an effective, ethical social media campaign or plan through research, analysis, and hands-on experience.

The role of the news industry in a democracy is to inform and socialize the citizenry for participation within the democracy. Today we must ask: How do we uncover “truth” in an era of “Fake News,” Artificial Intelligence, and extreme partisanship? What are the consequences for the quality of news coverage when the funding model for news organization has collapsed causing mass layoffs and news deserts across the United States? This course will examine the pressures and constraints on journalists and journalism; teach you to identify quality journalism regardless of political perspective; identify the influence of social media, advertising, and public relations on the content of news; examine the nature of news coverage for local, national, and international issues; and, most importantly, teach you to become well-informed, news literate citizens.

As our communication evolves, so do our identities, our relationships, our cultures and societies. The use of new media and social media in our society, locally and globally, has altered traditional boundaries that once defined communication, identity, and relationships. Artificial intelligence communication is already shifting our expectations and norms. This course examines how new forms of mediated communication affect interpersonal and mass communication, social identities, our understanding of privacy, and reality. Participants will investigate theoretical questions raised by changing communication technologies and analyze movement of ideas, beliefs, and communication over time.

This course provides an opportunity for majors to apply what they have learned about strategic communication campaigns, persuasive theory, oral and written communication, message analysis, and community, by creating strategic communication campaigns for a client. Additional prerequisite includes at least one course in each department learning goal area.

Given the centrality of media in our lives, it is important to understand how it may influence us. This course provides advanced study in the effects of media on young adults by exploring major theories of media effects. Through analyzing quantitative research, we will gain a deeper understanding of media representations and how they impact diverse audiences. A range of topics will be covered including media and mental health, racial and gender stereotypes, violent and sexual content, advertising, and social media and political polarization. Additional prerequisite includes at least one course in each department learning goal area.

Examines the relationship between communication and culture. Communication theory is used to identify and explore barriers and opportunities in communicating with individuals from different cultures and co-cultures. Skills necessary for communication across cultures are identified and developed. Note: Some sections of this course may carry an experiential learning component. Students may take either COMM 350 or COMM 350A, not both, for credit. See registration booklet for details.

Examines the relationship between communication and culture. Communication theory is used to identify and explore barriers and opportunities in communicating with individuals from different cultures and co-cultures. Skills necessary for communication across cultures are identified and developed. Special attention is placed on communicating cross culturally within the U.S.A., including across race, socio-economic class, etc. In addition, the course also explores communicating internationally. Students may take either COMM 350A or COMM 350, not both, for credit.

Examines the impact of socialization on gender identity and the influence of gender roles on communication. Looks at the connections between communication and gender, racial identity, sexuality and other social identity factors in a variety of relational and social contexts. Introduces students to current theories of gender communication that highlight evolving understandings of gender identity.

Provides students with a broad introduction to the study and application of health communication theories, principles, and practices. Examines how narratives, media, interpersonal communication, group communication, intercultural communication, gender communication, organizational communication and promotional campaigns function within health contexts. The relevance of communication to health is examined as a means for improving communication in the health care setting, improving personal health, and influencing public health.

This course explores the communication about cultural health beliefs and practices, particularly within the U.S. biomedical system. In addition, the course examines health disparities in the U.S. and how communication contributes to, but also may help alleviate, them. Some topics include: traditional health beliefs among Latinx, Asian, African, and Native American cultures; and relationship between health disparities and race/ethnicity, socioeconomic class, obesity, and differing abilities. Students will complete a variety of analysis papers related to the course topics.

Students analyze political campaign communication texts, including speeches, advertisements, social media, and other messaging. They engage in historical analysis, contextual analysis, audience analysis, textual analysis, and content analysis. They learn about political communication, advertising strategies and tactics and conduct their own in-depth textual analyses. This will all be understood through the lens of gender and how intersectional understandings of identity impacts not only framing of messaging/campaigns but also perception/reception of messages. Students will learn about the history of women running for political office. Offered every other fall during election years.

This advanced relational communication course is based on the following assumptions: there are many ways to be a family, communication serves to constitute as well as reflect family relationships, and well-functioning families work at managing their communication patterns because developing and maintaining relationships takes effort. The course explores movement in families by using a variety of theoretical perspectives to understand family development and communication processes. Students ultimately learn to apply qualitative and quantitative primary research findings to analyze lived family communication experiences.

This course examines the ways in which fatness has come to be socially constructed as a means for discrimination and oppression in American culture. We will explore fat stigma within a variety of contexts including employment, education, interpersonal relationships, and fashion, as well as how that stigma intersects with gender, race, class, age, ability, and sexual orientation. We will also study fat activism enacted to counter systemic weight bias.

Theories and concepts of organizational communication are discussed. Includes such topics as communication approaches to organizational theory, power, corporate culture, conflict, organizational metaphors, organizational processes, management styles and organizational change. Some sections of this course may carry an experiential learning requirement. See registration booklet for details. Prerequisite: 105.

“Communicating Across Cultures” is about the human element of an increasingly integrated global economy. As entrepreneurship continues to boost its international character, people become travelers across different sociocultural and economic environments. The goal of business strategies and executives alike is to make things work in diverse cultural contexts, having to deal with local rules and particularities, habits and processes. Approaching the field is a multi-disciplinary task. Therefore, “Communicating Across Cultures” course borrows elements from various fields: communications, culture, management and business. It adopts a multi-dimensional approach to the subject matter, introducing topics such as cross-cultural communication, cultural intelligence, negotiations across cultures, workplace social communication, culture in virtual teaming etc. Management and communication systems and techniques can provide solutions and point the way forward. However, the starting point lies within people themselves.

ABC, NBC, and Fox may all sound familiar but did you know the British Broadcasting Corporation is the largest is broadcasting organisation in the world? What impact does this public service media giant play in the U.K. and around the world? What about radio broadcasting? Where does the radio format fit in a modern society? What role do digital technologies play in modern broadcast? Students in this course will explore the history of British radio and television broadcasting, its role in British society and culture, its global impact, and its place in today’s digital world.

With the rise of global mobility and communication, encounters between people of diverse and multiple cultural identities are increasingly common. Less obvious are the reasons why these encounters can be challenging and, more importantly, the knowledge and skills necessary for overcoming communication barriers that arise from differences in communication styles and patterns. The study of intercultural communication requires not only grappling with broad concepts such as "culture", "communication", and "identity", but also learning how communication styles are patterned within cultural groups. This course thus explores the interaction between culture and communication and introduces students to the knowledge and skills requisite to building intercultural competence. More specifically, this course invites students to analyze and evaluate how their own cultural identity influences communication with others; encourages interaction with the host culture; and prepares students with knowledge and skills to be effective and ethical intercultural communicators.

Supervised reading or research at the upper-division level. The proposed project must be grounded in previous relevant coursework in the discipline. ILPs may not substitute for a regularly offered course and must be student-designed. Permission of department chair and completion of 12 credits within the department required. Four credits maximum will count toward the major. ILP credits may not be applied to fulfill the four 300-level courses in Communication for the major. Not available to first-year students.

In recent years, we have witnessed dramatic events caused by human activity on the climate and the environment, including record-breaking global temperatures, air quality alerts caused by wildfires, and rampant plastics pollution. There have also been historic responses, such as state bans on “forever chemicals” and a global youth climate justice movement. This course looks at the way advocates communicate about the environment. Students study environmental appeals in speeches, advertisements, news stories, image events, films, and advocacy campaigns, to determine how these messages shape public understanding and behavior about the natural world. The course examines a range of issues related to the theme of movement: from appeals focusing on the migration of animals, to the movement of people in response to climate change, to how activists engage in performative protests involving body movement or immobility, to the range of emotional appeals used to compel or move audiences to action. Students will critique environmental texts using a variety of theoretical and philosophical approaches, including a Benedictine perspective with a focus on stewardship, stability, and humility.

This course explores the historical development of laws and cultural assumptions that regulate the freedom of expression in the United States. Whether or not a citizen has a right to speak freely is a determining factor in the health of human progress and democracy. Students will study the communicative behaviors that have inspired free speech controversies and analyze the arguments made in favor of and in opposition to laws regulating speech. As a Thematic Focus – Truth course, students are asked to consider how the right of free expression has been integral to the discovery of knowledge and progress. The creation of and dissemination of knowledge is power. We cover topics such as free speech and democracy, the freedom of the press, sedition, protest, obscenity, threatening speech, intellectual property, and the regulation of speech in cyberspace. JN/SR standing recommended but not required.

Advertising is everywhere. Our nation spends more money on advertising than on public education, making advertising arguably the most powerful source of information on the planet. Each advertisement is a compact and powerful form of argument designed to motivate a specific audience to take some action. This course analyzes the rhetorical features of advertisements and examines how these messages generate social meaning. Students will use critical theory to render deep readings of advertisements, examining how they shape perceptions of identity and the world around us and create a perspective of what constitutes “truth” or “common sense” in a culture. Focusing on the theme of “truth,” students will examine false and deceptive claims that occur in advertising, including the legal standards that regulate such advertising. Students will also discuss the ethical and social consequences of advertising in society and discuss how these messages shape civic attitudes and perceptions of the “good life.”

This course assumes that we use music as a soundtrack for our lives, to encode memories, to express the way we feel, to annoy or influence others. So we will not study the history of popular music nor will we practice its appreciation; rather, we will study the rhetoric of popular music, or how people use music to do stuff. In particular, we will explore how music helps people shape and maintain their identities.

This course studies the art of the Harlem Renaissance from a rhetorical perspective. This means that we will analyze a diverse body of texts from the 1920s and 20s – literature and poetry, film, the blues, painting and photography – to gain insight into the social truths they establish and contest. Ultimately, our study of this period will help us discuss fundamental questions about the relationship between public expression and public life, art and language, politics and identity.

Malcolm X once said, “The media’s the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent, and that’s power. Because they control the minds of the masses.” New media technologies offer the potential for great civic engagement and social learning. They also, however, provide a space of potential harm to information sharing, public cognizance, and privacy. Using media has become an inherent part of everyday life, and as such, understanding both its potentials and limitations is integral to enacting citizenship. This course seeks to educate students on the regulations, principles, and ethical obligations involved in media use and dissemination. We will relate our rights under the First Amendment to issues such as privacy, defamation, obscenity, hate speech, intellectual property, and communication online. In doing so, we will attempt to understand how laws and politics work within those ever-changing laws. This course includes a strong emphasis on public ethics, because virtually all of the issues discussed involve such questions as “What is publicly ethical communication?” “What are the boundaries of socially acceptable speech?” and “What values do we expect the freedom of speech to protect?” Finally, students are asked to examine their own personal communication experiences and attempt to understand how ethical communication should be practiced.

What is a Monster? This course uses monsters – real and imaginary – to explore rhetorical issues and ways of thinking. Throughout the semester we will consider three interrelated questions: What is a monster?; Where do monsters come from?; and, How should we confront our monsters? These questions are all inherently rhetorical and as we consider them, we will grapple with the implied ethical questions of representation – what is at stake in how Otherness is represented? In how difference is deployed? In how fear or passivity is martialed?

This course will examine the social, political, and economic motivations and consequences of the “reality” found in media content, such as film, television, and advertising. We will explore the “constructed reality” of media content to uncover the ways in which particular views of reality reflected in that content might help to maintain a status quo understanding of the world that benefits some members of society more than others. In the spirit of social justice and in hopes of creating a just and equitable world, students will learn to unmask existing power dynamics in media content. Through this process, students will develop a hearty resilience to ideologically troubling mediated messages and an appreciation for ones that forge a more inclusive, equitable, and just public discourse. Students will study and practice five different critical approaches to analyzing media texts (rhetorical, cultural, psychoanalytic, feminist, and queer). After reading, discussing, and trying out the five approaches over the course of the semester, students will select one approach for their final analysis project. In an effort to actively make the world a more just and equitable place, students will then publicize the findings of their analysis projects through a mass medium.

Every act of communication is, at its core, an ethical enterprise. How we communicate at home, in the workplace, and in our communities raises important ethical questions. Students in this course will use ethical frameworks to understand who is responsible for a message’s creation and impact, its effects in a diverse range of contexts, and to evaluate communication situations. They will learn to balance their self-interest with the interests of others, and by emphasizing moral character and agency, learn how moral thought can translate into ethical action.

Under the supervision of an approved faculty moderator, a student who participates in a practical communication-related activity may receive credit. Evidence of work completed (e.g. portfolio, audio tapes) letters of evaluation by supervisors, regular conferences with the faculty moderator, a structured self-evaluation, and a minimum number of hours (30 per term) and projects completed are required. Students present a proposal to a faculty moderator and obtain approval prior to registering for this credit. Course is repeatable for total of 4 credits. It may not be applied toward completion of the communication major or minor.

Student proposed research project not ordinarily available in standard courses. Additional prerequisite at least one course in each department learning goal area.

Practical work experience for juniors and seniors. Experience is arranged by the student with the advice and approval of the internship director and the departmental faculty moderator prior to registering for the course. Credit will be earned by demonstrating knowledge gained as a result of the work experience. Additionally, students must demonstrate the ability to apply this knowledge to past communication department concepts and courses. Departmental moderator supervises and evaluates the experience. Internship credits may not be applied toward completion of the minor. Faculty in the department are limited to a maximum of three internship supervisions each term. Consequently it is not guaranteed that all students who desire to complete an internship for credit will be accommodated. Completed Application for Internship Form required; see XPD webpage. Fall, Spring, and Summer.