From Gamble and Gamble (2006): Imagine the following situation. You have a campus job working nights from 6:00pm to midnight in the campus computer lab. It is late and you are alone. You feel particularly uncomfortable because there has been an increase in campus crime and students have been warned to travel in pairs. You are relieved when 12:00am comes and you can leave for home. As you close and begin to lock the door to the computer lab, you hear someone yell, “Wait! Don’t lock the door!” A person runs down the hall towards you and pleads with you to let them into the computer lab so that they can complete a class project that is due the next day. In the haste to get to the lab the person tells you that they forgot their id. You do not recognize the student. Do you trust what they are telling you?
Do you let them in and why?
How would the decision you make change (if at all) if the student was female or male? Had a baby face? Was elderly? Was African American, White, Asian or Arab? Poorly dressed? Well dressed? Was wearing a lab coat? Had tattoos? Had body piercings?
Share your reflections
while focusing on the concepts of stereotypes and the meaning of communication codes.
1. Explicitly address the selected prompt.
2. Be a maximum length of four (4) pages (12 point font, Times New Roman or Calibri, double-spaced). If you are pursuing the group option, the maximum number of pages is 6 (six). The works cited and title pages do not count towards that limit.
3. Written with clarity and grace (style, structure and mechanics).
4. Incorporate theory and/or scholarly research for at least one of the communication concepts that we have covered in the course (e.g. interpersonal, non-verbal communication).
5. Cite (in text and in the reference list) at least two scholarly sources
outside the materials used in the course with an acceptable/established citation format to support your postion.
6. Written in MLA format
Scholarly vs. Non-Scholarly Sources:
https://lgapi-us.libapps.com/widget_c.php?g=336662&p=2266858
Textbook ISBN: 978 – 1- 5249 – 7695 – 8 (If needed)
Introduction to Communication and
Information Processes
04:189:101
• Defining ‘communication’
• Communication codes
• Basic communication model
• Academic Integrity
DEFINING COMMUNICATION
communication vs. Communications
• 126 definitions of communication
(Dance & Larson)
– Information passed from one place to
another
What is Communication?
• 126 definitions of communication (Dance &
Larson)
– Information passed from one place to
another
– Procedures by which one mind affects
another
What is Communication?
• 126 definitions of communication (Dance & Larson)
– Information passed from one place to
another
– Procedures by which one mind affects
another
– Transmission of information, ideas, emotions
& skills via symbols
What is Communication?
• 126 definitions of communication (Dance &
Larson)
– Information passed from one place to
another
– Procedures by which one mind affects
another
– Transmission of information, ideas,
emotions & skills via symbols
– Transmission of a message from a source
to a receiver with conscious intent to
affect the latter’s behavior
•Human communication is the
process through which individuals
in relationships, groups,
organizations, and societies
[respond to and create messages
and] create and use information to
relate to the environment and one
another.
• Interpersonal
• Group
• Mass
• Public Address
• Organizational
• Non-Verbal
• Health
• Family
• Political
• Public Relations
• Instructional Development
Encoding
Encoding
Decoding
Decoding
Person
A
Person
B
Environment
Environment
Frame of Reference
(
Code
;
channel)
(Feedback)
External
noise
Internal
noise
Internal
noise
Noise
(Code;
channel)
Frame of Reference
Stimulus; Motivation Stimulus; Motivation
Communication Model
Frame of Reference:
No identical frames of reference
Communication fallacy
Moving up & down, messages become:
–Leveled
–Condensed
–Assimilated
–Embellished
Related principles . . .
Mi
ch
ae
l N
ew
m
an
/P
HO
TO
ED
IT
Through five levels of management . . .
Downward Communication
Through five levels of management . . .
Figure 1.3
Through five levels of management . . .
Downward Communication
Figure 1.3
Through five levels of management . . .
Downward Communication
Figure 1.3
Through five levels of management . . .
Downward Communication
Figure 1.3
Through five levels of management . . .
Downward Communication
Encoding
Decoding
Person
A
Frame of Reference
Code
Frame of Reference
Stimulus;
Motivation
Stimulus;
Motivation
Communication Model
Decoding
Encoding
Person
B
Code . . .
Code
Includes. . .
Language (verbal)
–tone, pitch, volume
–eye contact, facial
expressions, posture, etc.
–spoken or written words
Paralanguage (vocal)
Nonverbal (visual)
Vocal &
Visual Code
69%
Verbal Code
31%
Encoding
Decoding
Person
A
Frame of Reference
(Code;
channel)
(Code;
channel)
Frame of Reference
Stimulus;
Motivation
Stimulus;
Motivation
Communication Model
Decoding
Encoding
Person
B
Channel . . .
Importance of message
Needs and abilities of receiver
Feedback requirements
Need for permanent record
Cost
Formality desired
Consider how “rich” your channel needs to be . . .
Communicating meaning and emotion
Emoticons used to add meaning and emotion to messages . . .
Encoding
Decoding
Person
A
Frame of Reference
(Feedback)
(Code;
channel)
(Code;
channel)
Frame of Reference
Stimulus;
Motivation
Stimulus;
Motivation
Communication Model
Decoding
Encoding
Person
B
Feedback . . .
Encoding
Decoding
Person
A
Environment
Environment
Frame of Reference
(Feedback)
(Code;
channel)
(Code;
channel)
Frame of Reference
Stimulus;
Motivation
Stimulus;
Motivation
Communication Model
Decoding
Encoding
Person
B
Environment . . .
Encoding
Decoding
Person
A
Environment
Environment
Frame of Reference
(Feedback)
(Code;
channel)
(Code;
channel)
Frame of Reference
Stimulus;
Motivation
Stimulus;
Motivation
Communication Model
Decoding
Encoding
Person
B
External
noise
Internal
noise
Internal
noise
Noise
Noise (internal and external) . . .
• Process-based
• Complex
• Interactive
• Dynamic
• Vital Life Skill
• 80% of undergraduate students in the US admit to
cheating at least once!
• 90% of the students believe that cheaters are neither
caught or appropriately disciplined.
RU Academic Integrity Policy-6.2020
Types of Violations
• Standard of Proof- Preponderance of Evidence (51%)
• Streamlined process for adjudicating all incidents (all Rutgers
schools under the same policy)
• Three Level Structure for Violations
• Faculty have more flexibility to adjudicate first time violations
• University hearings only for the most serious cases
• Notification
• Investigation
• Resolution
• (
)
Appeal
- Introduction to Communication and Information Processes
- Defining Communication
- Slide Number 10
- Slide Number 12
- Frame of Reference:
- Slide Number 14
- Slide Number 21
- Slide Number 23
- Slide Number 24
- Communicating meaning and emotion
- Slide Number 27
- Slide Number 28
- Slide Number 29
- RU Academic Integrity Policy-6.2020 �Types of Violations
- Slide Number 41
Agenda
What is Communication?
What is Communication?
What is Communication?
What is Communication?
Textbook Definition of Communication
Source: https://dreamagainststream.wordpress.com/2014/10/25/evolution-of-communication/
Communication Branches and Areas
Downward Communication
Downward Communication
Downward Communication
Downward Communication
Downward Communication
Downward Communication
Communication Code
Communicating emotions
Email-2015
Characteristics of Communication-All of the Below
NACE (2019)
Tree Swing and Communication
Plagiarism-what?
Plagiarism, Cheating and Related Terms
Highlights of Academic Integrity Policy
Violation Levels
Adjudication on AIP
Appeal
Academic Integrity Issues in COM 101
Other violations