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CA 420 Human Relations in Group Interaction
Ventresca, Thomas J.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CA 420 Human Relations in Group Interaction

Semester

U1J 2006 PV

Faculty

Ventresca, Thomas J.

Title

Senior Instructor

Degrees/Certificates

M.A. English, Pittsburg State University
M.A. Counseling, University of Missouri--Kansas City
B.A. English, Rockhurst University

Daytime Phone

816-931-3428

E-Mail

tventresca@mail.park.edu

tom.ventresca@sbcglobal.net

Semester Dates

June 5-July 30, 2006

Class Days

----R--

Class Time

5:30 - 9:50 PM

Prerequisites

Advanced standing or permission from the instructor.

Credit Hours

3


Textbook:
Prather, Hugh.  Notes to Myself.  Moab, Utah: Real People Press, 1970.  (Can be purchased through bookstore.)

Friedman, Paul G.  Essays on Encounter. (Can be purchased at first class.)


Course Description:
A course designed to facilitate the authentic exploration of feelings and communication obstacles.   The focus is on interaction and interdependency in the small group context.   Advanced standing or permission from the instructor. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of exploration based on readings, dialogues, writings, and students' insights.  The facilitator will engage each learner in a lively discussion of issues and challenges, and how these ideas and insights can improve professional careers and personal lives.

Learning Outcomes:
  Core Learning Outcomes

  1. To collectively create a paradigm that emphasizes process, not product, and allows for the authentic exploration of feelings and communication obstacles.
  2. To reclaim our innate, intuitive ability to interact spontaneously with others.
  3. To experience new patterns of interacting and relating to others that transcends previous limits.
  4. To discover the unconscious filters that we employ to interpret the actions/statements of others.
  5. To employ insight and skill to overcome superficial differences in communication styles.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is the Portfolio.  The portfolio will contain a weekly log, weekly agenda, weekly answers to questions from the textbook, and a before/after impressions paper of one other group member based on a meeting outside of class time.  (200 points)  While this activity is required, its weight related to the grade computation may be modified as long as it is at least 20% of the total grade for the course.  (Rubric Attached) {Assesses outcomes 1,2, 3, 4, 5}

Link to Class Rubric

Class Assessment:
Assessment will be based on attendance, participation, log and agenda, and an outside meeting.

Grading:
Portfolio Items
(1) Weekly Log and Agenda             80 points
(2) Weekly Questions (Friedman)      100 points
(3) Outside Meeting                   20 points

Participation and Attendance         240 points
                                    ----------

                   TOTAL            440 points

Late Submission of Course Materials:
Deadlines must be met on time.  No assignment will be accepted late without an excuse.

Classroom Rules of Conduct:
Students will be expected to honor the basics rules of classroom behavior: (1)only one person speaking at a time, (2) no side conversations while someone else is talking, (3) full attention given to the person speaking, (4) treat others as you would like to be treated (respect shown to everyone in the class).

Week 1

June 8

Introduction to the Fundamentals of Encounter

 

Week 2

June 15

"Read "Laying Your Cards on the Table"  
"The Encounter Group Relationship" (Friedman) and
Notes to Myself, pages 1-31.

 

Week 3

June 22

Read "What is Encountering?" "The Experience of Commuinication" (Friedman) and Notes to Myself, pages 32-51.

 

Week 4

June 29

Read "Pitfalls of Encounter" (Friedman) and Notes to Myself, pages 52-72.  
Summaries of Outside Meetings due.

 

Week 5  

July 6

Read "The Group as a Jazz Ensemble" (Friedman)

 

Week 6

July 13

Read "The Group as a Narrative in Process" (Friedman) and Notes to Myself, pages 73-91.

 

Week 7

July 20

Read "Risk-taking in the Group" "This Group and Others" (Friedman) and Notes to Myself, pages 92-111

 

Week 8

July 27

Read "Critiques of Intensive Group Experiences" (Friedman) and Notes to Myself, pages 112-145.

 

 

 

 

 


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
3, 4, 5                                            
Portfolio assignments synthesize information that exceeds the text and discussions.


 
Portfolio assignments synthesize information from the text and discussions. Portfolio assignments do not synthesize information from the text and discussions. Portfolio assignments show no evidence of synthesis from the text and discussions

 
Analysis                                                                                                                                               
Outcomes
3, 4, 5                                            
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives, causes and effect of the communication.


 
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the work. Portfolio assignments fail to analyze stages/elements of all communication concepts illustrated in the work or have more than two factual errors. Portfolio assignments fail to analyze stages/elements of communication concepts. 
Evaluation                                                                                                                                             
Outcomes
4, 5                                               
Portfolio assignments provide in-depth evaluation of the communication strategies used in a given situation.




 
Portfolio assignments evaluate the communication strategies used in a given situation. Portfolio assignments provide vague evaluation of  the communication strategies used in a given situation. Portfolio assignments fail to evaluate communication strategies. 
Terminology                                                                                                                                            
Outcomes
1                                                  
Extensive use of professional-level vocabulary.







 
Acceptable use of professional- level vocabulary. Rudimentary, inappropriate use of professional-level vocabulary. Poor and inappropriate use of professional-level vocabulary. 
Concepts                                                                                                                                               
Outcomes
1, 2, 3, 4, 5                                      
Portfolio defines more than 10 concepts associated with human relations and small group communication.






 
Portfolio defines 7-10 communication concepts associated with human relations and small group communication. Portfolio defines fewer than 7 concepts associated with human relations and small group communication.



 
Portfolio fails to define communication concepts. 
Application                                                                                                                                            
Outcomes
4, 5                                               
Portfolio applies more than 10 concepts to given  communication situations and explains the elements that need to be altered for  communication to be more effective.



 
Portfolio applies 7-10 concepts to given communication situations. Portfolio applies fewer than 7 concepts to given communication situations. Portfolio fails to apply concepts to given communication situations. 
Whole                                                                                                                                                  
Outcomes
1, 2, 3, 4, 5                                      
Portfolio focus is clear, thoughtful and imaginative.  The sequence of topics is smooth with a convincing rhetorical pattern, and there are no grammatical errors.




 
Portfolio focus is clear and sustained.  The sequence of topics is logical, and occasional sentence structure or diction problems do not seriously distract the reader. Portfolio focus is clear but commonplace.  The sequence of topics is generally easy to follow but may occasionally wander, and there are enough mechanical problems to temporarily distract the reader. Portfolio lacks focus.  The sequence of topics is difficult to follow, and has severe problems with sentence structure or word choice. 

Copyright:

This material is copyright and can not be reused without author permission.

Last Updated:5/10/2006 6:12:55 AM