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COMN11-190: Gender Communication January 2018 [Standard]

General information

It is essential to understand how to communicate effectively with each other in order to achieve a successful professional and personal life. Through current research and examining social practices, this subject focuses on male-female communication; definitions of gender; biological and social influences on gender; effectiveness in personal relationships; gender issues in the workplace; media and cultural influences on gender stereotypes; education of children for a changing world; and gender-based violence. Students will develop skills in research and analysis based on studies of issues affecting women, men and those who identify with the LGBTIQ (lesbian, gay, bi, trans, intersexed and queer) communities in the 21st century and examine changing gender roles and societal expectations. Relevant issues are actively explored through a number of means including film, digital and print media, music lyrics, humour, panel discussions, class question-and-answer sessions and much more.

Changes due to Commonwealth Games: The University has marginally altered the timetable for the January semester of 2018 (181) to ensure that students have the opportunity to engage with the Commonwealth Games to be held in April 2018. The modified timetable has been designed to not impact on overall subject or program learning outcomes. Some subjects may be delivered in a slightly modified mode to accommodate the change. Specific arrangements will be included on the iLearn site for each subject. All changes to the class schedule have the full approval of University and Academic Unit administration and will not adversely affect student learning or assessment.


Academic unit:Faculty of Society & Design
Subject code:COMN11-190
Subject title:Gender Communication
Subject level:Undergraduate
Semester/Year:January 2018
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Lecture: x12 (Total hours: 24) - Weekly Lecture
  • Tutorial: x12 (Total hours: 12) - Weekly Tutorial
  • Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours


Prescribed resources:
  • Julia T. Wood & Natalie Fixmer-Oraiz (2018). !!!Book Not Found. 13th, Mason, OH, United States: Cengage Learning
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
[email protected] & Email:[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.

To access these services, log on to the Student Portal from the Bond University website as

Enrolment requirements

Requisites: ?


Restrictions: ?


Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Acquire a sound knowledge of social and cultural issues specifically relating to gender and has the ability to critically evaluate, manage, reflect on, integrate and apply knowledge.
  2. Contribute to his/her chosen discipline or profession as an effective leader and as a member of collaborative, cooperative and successful teams.
  3. Understanding of social context of gender from historical, socio-cultural and theoretical perspectives and is able to conceive strategies for managing gender based communication issues.
  4. Research and critically evaluate findings to develop a balanced viewpoint and to frame coherent and persuasive arguments.
  5. Communicate effectively within his/her profession, peer groups and the wider community.
  6. Be aware of the standards, ethics and values of their discipline, in both the local and global context.


Assessment details

TypeTask%Timing*Outcomes assessed
Journal *Gender Issues Portfolio/Journal (2 parts) * Provisional assessment item; may be replaced with a practical assessment task 20% Ongoing 1, 3, 4, 5, 6.
*Class Participation Attendance, participation 10% Ongoing 1, 2, 3, 4, 5, 6.
*In-Class Quiz - Individual Online quiz 10% Week 8 1, 2, 3, 4, 5, 6.
Capstone Project Research Project 20% Week 11 1, 2, 3, 4, 5, 6.
Oral Pitch Presentation of Research Project 10% Week 11 2, 3, 4, 5.
Oral Pitch Tutorial presentation 10% To Be Negotiated 1, 2, 3, 4, 5, 6.
Take-home Examination Final Exam 20% Final Examination Period 1, 2, 3, 4, 5.
  • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
  • C = Students must reach a level of competency to successfully complete this assessment.

Assessment criteria

High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.
Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.
Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.
Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment.
Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.

Quality assurance

For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.

Study information

Submission procedures

Students must check the [email protected] subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.

Policy on plagiarism

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

Bond University utilises Originality Reporting software to inform academic integrity.

Feedback on assessment

Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.

Accessibility and Inclusion Support

If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.

Subject curriculum

Historical perspective of the social roles of men and women and major events influencing change. Women's and Men's Movements and the rhetorical shaping of gender.

3, 4.

Gendered communication styles (verbal and nonverbal) and how these styles serve to shape, define and evaluate us.

2, 3, 5, 6.

Approaches to understanding through biological, interpersonal, cultural and critical theories of gender

1, 2, 3, 4, 5, 6.

How gender is socially constructed in different societies and how education and social messages help to define us

1, 3, 5, 6.

Differing cultural teachings and how they define male and female roles and social expectations

1, 2, 3, 4, 5, 6.

Gendered themes in the media. Gendered representation in film, music, advertising, journalism, social media etc.

1, 2, 3, 4, 5, 6.

Power, politics and leadership

1, 2, 3, 4, 5, 6.

Gendered norms and patterns in a changing workplace. Shaping opportunity and policies for a more balanced work/life future

1, 2, 3, 4, 5, 6.

Gendered styles of friendship, meaning of personal relationships and gendered romantic relationships

1, 2, 3, 4, 5, 6.

Social construction of gendered violence and perceptions of gender based power.

1, 2, 3, 4, 5, 6.

Developing romantic intimacy and understanding patterns in committed relationships

1, 2, 3, 4, 5, 6.

Presenting your chosen topic in a compelling and interesting way.

Approved on: Dec 19, 2017. Edition: 2.1