Understandings of Loss, Grief, and Communication (approximately 1-1.5 pages)

How do you define loss?

How do you define grief? You do not need to look up definitions in the dictionary or online.

What do the constructs mean to YOU, and how do you know them when you experience or witness them?

Describe communication surrounding grief and loss. For example, how do you and/or others tend to communicate when experiencing grief and loss?

What does communication about grief and loss tend to sound and look like?

Master Narratives of Grief and Loss (approximately 1-1.5 pages)

What are the master narratives that affect and reflect understandings of grief, loss, and communication?

In other words, where do we learn these understandings?

In your paper, reflect on "rules" that inform who gets to grieve, what can be grieved, where we can grieve, how we grieve, when we grieve, and how we communicate (about) grief and loss. What familial, religious, socio-cultural, political, educational, economic, health, and other master narratives shape our

understandings of these rules? In your answer use personal examples and/or examples from the real world or media to back your claims. How do you think we can resist these master narratives for grieving and communicating (about) loss?

4Dimensional COMN Capstone (1-1.5 pages)

This class is a capstone course in your Communication Studies major, meaning that it draws on your learning in your previous COMN coursework, involves a keystone project informed by your studies in the major, and involves engaging with a public audience as part of the capstone project. With these foci in

mind, how do you see your learning in your previous Communication Studies courses informing your learning about grief and loss? How do you imagine using that knowledge in carrying out the A/R/Tist in residence project? This course is also grounded in DU's 4Dimensional Experience. The 4 Dimensions

include, 1) Advancing Intellectual Growth, 2) Promoting Well-being, 3) Exploring Character, and 4) Pursuing Careers and Lives of Purpose. Reflect on how you imagine this course will allow you to touch on each of the four dimensions.

Sub-Learning Goals for the Quarter (approximately 1-1.5 pages)

Keeping the below course objectives in mind, set at least three sub-learning learning goals for the quarter. A sub-learning goal is one that can manifest as a result of working toward the main course objectives.

Objectives

Critically reflect on socio-cultural, medical, academic, political, economic, and religious master narratives that affect and reflect experiences of grief and loss (4D: I)

Critically reflect on communication surrounding grief and loss (4D: I)

Apply and critically reflect on narrative, embodied, and arts-based strategies for communicating (about) grief and loss. (4D: I, W)

Apply and critically reflect on ways of compassionately witnessing others' experiences of grief and loss. (4D: I, C, W)

Apply and critically reflect on how the experience of loss can open opportunities for pursuing careers and lives of purpose. (4D: I, C, W, P)

Present in-depth academic engagement with course learning to a public audience. (COMN Capstone; 4D: I, C, W, P)

Build community alongside students, faculty, and staff experiencing grief and loss. (4D: C, W)

Examples of Sub-Learning Goals

In this course, my sub-learning goal is to:

View myself as the artist I have always wanted to be.

Be able to communicate more compassionately with my best friend whose mother died last year.

Write about my own stories of loss.

Be more vulnerable in classroom settings.

Learn ways to communicate my own grief to my parents more easily.

Put my learning of critical race and ethnic studies into conversation with my learning in this class.

Practice making art that I can share with people who are grieving.

Learn new ways of supporting grieving students in my upcoming career as a teacher.

Find a way to celebrate and remain connected to someone I have lost.

Extend compassion to my professors who are experiencing grief and loss.

Bring my passion for x, y, z in order to make the A/R/Tist in Residence Project a success.