Syllabus Entrance
Printer Friendly
Email Syllabus

CA 699 The Epistemology of Comm
Noe, J. Mark


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

CA 699: The Epistemology of Communication

Semester

F2P 2008 DL

Faculty

J. Mark Noe, Ph.D.

Title

Associate Dean, College of Liberal Arts & Sciences; Professor of Communication Arts

Office Location

Copley Hall, Room  203

Office Hours

By Appointment

Daytime Phone

816-584-6320

Other Phone

Cathy Boisen, Administrative Assistant for School of Arts & Humanities, 816-584-6263

E-Mail

jmark.noe@park.edu

Semester Dates

October 20 - December 13, 2008

Credit Hours

3


Textbook:
Wittgenstein's Poker - The Story of a Ten-Minute Argument Between Two Great Philosophers by David Edmonds and John Eidinow

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
This course examines the philosophical origins of communication theories and the nature of knowledge in the field. Literature will be drawn from various disciplines illustrating the eclectic roots of communication as an area of inquiry. The course focuses on a framework to analyze the various approaches. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. To provide a historical overview of the function and scope of communication.
  2. To examine the philosophical origins of communication theories and the nature of knowledge in the field.
  3. To establish the relationship between communication and epistemology.
  4. To compare Western ways of knowing to other philosophical traditions.
  5. To develop a blueprint for personal beliefs and perceptions.


  Instructor Learning Outcomes
  1. To provide a historical overview of the function and scope of communication.
  2. To examine the philosophical origins of communication theories and the nature of knowledge in the field.
  3. To establish the relationship between communication and epistemology.
  4. To compare Western ways of knowing to other philosophical traditions.
  5. To develop a blueprint for personal beliefs and perceptions.
Core Assessment:
A comprehensive examination involving the analysis of two case studies is the chosen assessment device for the Marketing Management course. This assessment will be the final exam and is designed to gauge your knowledge of the core outcomes of the class. This will be a closed book, closed note examination held during the designated final exam slot for this section in a proctored environment. Students are expected to spend approximately 15 minutes reading each case and about 45 minutes for each case developing an essay that addresses the core outcomes relative to the information presented for each organization. This test will count for at least 20% of your grade. This course is part of the University-wide assessment evaluation, and all sections will receive the same case for analysis.
 
 

Competency/Skills

Definition

Criteria & Definitions

Score

I. Cognitive Skills 

Synthesis

1,2,3,4,5

 

Synthesis of major sources of influence

 

 

 

3. - Description of six or more philosophers on their epistemology and the way these influences have shaped their concept of communication.

2. - Description of 4 or 5 philosophers

1. – Description of  3 or fewer philosophers

0. No description of philosophers

 

 

Analysis

3,4,5

 

Analysis of epistemology style in specific situations.

3. Chooses 3 examples to illustrate their epistemological/logical approach that includes strengths and weaknesses of each approach.

2. Gives 2 examples to illustrate their approach plus strengths and weaknesses.

1. Gives 1example and vague description of their approach without strengths and weaknesses.

0. Does not describe their approach.

 

 

 

Application

3,4,5

 

Development of a blueprint for personal belief and perceptions.

3. Generates a clear statement of personal beliefs that illustrates a thorough understanding of 3 major approaches to the epistemology of communication.

2. Generates a clear statement of personal beliefs that illustrates thorough understanding of 2 major approaches of the epistemology of communication.

1. Generates a clear statement of personal beliefs that illustrates thorough understanding of 1 major approach of the epistemology of communication.

0. Does not generate a clear statement of personal beliefs that illustrates thorough understanding of any approach of the epistemology of communication.

 

II. Technical/Professional Skills

Professional Writing Skills

 

1,2,3,4,5

 

 

Evaluation of writing skills based on following four criteria: focus, development, organization, and mechanics.

 

 

3. Project focus is clear, thoughtful and imaginative, sources are smoothly integrated and persuasively support the project focus, sequence of topics is smooth with a convincing rhetorical pattern, and there are no grammatical errors.

2. Project focus is clear and sustained, sources clearly support the purpose, sequence of topics is logical, and occasional sentence structure or diction problems do not seriously distract the reader.

1. Project focus is clear but commonplace, sources are not always relevant and critically discussed, sequence of topics is generally easy to follow but may occasionally wander, and there are enough mechanical problems to temporarily distract the reader.

0. Project lacks focus, makes no use of sources, sequence of topics is difficult to follow, and has severe problems with sentence structure or word choice.

 

 

Class Assessment:

The final paper will be the Core Assessment for this class.
 
Assignment Value (Points)
Initial Cultural Perspective Paper 20
Discussion Leader 30
General Education Proposal 80
Popper/Wittgenstein Position Paper 30
Final Cultural Perspective Paper: A Blueprint for Action 100
Attendance and Participation 20
Total 280

Grading:

Final grades will be determined according to the following scale:

Points Grade
280-252 A
251-224 B

223-196

C          
195-168 D
Below 168 F

Grading Criteria:
Each Assignment will be evaluated using the following four criteria developed by Dr. Steve Atkinson for evaluating the Writing Competency Test (WCT).  Some minor modifications have been made to adapt the rubric to the specific assignments for CA699.

Focus
 
An "A" is awarded to a project whose controlling idea seems not only clear but particularly thoughtful or imaginative.

A "B" indicates a focus that is clear and sustained throughout but that may not be especially original.

A "C" indicates satisfactory competence: the focus is clear but commonplace or conventional.

"D" and "F" projects lack focus.

Development

An "A" is awarded to a project that, whatever its length, seems to the reader to be a full discussion. It makes use of both the material from the supplied readings and also ideas, experiences, or information supplied by the writer. All the material is smoothly integrated and persuasively supports the project’s focus. The writer seems to be a thoughtful, critical reader of the material with a genuine personal "voice."

A "B" indicates that the writer has incorporated the material both appropriately in terms of content and smoothly in terms of style, and has also contributed personal ideas and experiences to the discussion. The project’s focus is clearly supported.

A "C" in this category indicates an essay that makes at least some use of the supplied readings and some other material to support its focus, though the use may not always be relevant, and the sources not discussed critically.

"D" and "F" projects make no use of the sources, fail to provide coherent support for the project's focus, or whose use consists of unmarked quotations (copying from the sources word-for-word.)

Organization

An "A" project is not only easy to follow, its structure seems effortless because of smooth transitions and a convincing rhetorical pattern.

A "B" is awarded to the project that has a clear paragraphing and a logical sequence of topics.

A "C" project is generally easy to follow, with reasonable paragraphing, though the discussion may wander briefly.

"D" and "F" projects are difficult to follow, either because the sequence of topics is not logical, because it is repetitive, or because the paragraphing is not helpful.

Mechanics

An "A" project reads exceptionally smoothly, and the reader notices no errors in grammar, usage, punctuation, or spelling.

The "B" project may contain an occasional problem in sentence structure or diction, but the reader is never seriously distracted.

In a "C" project, there may be enough mechanical problems to distract the reader temporarily, but it is always possible to understand what the writer means.

"D" and "F" project have severe problems with sentence structure or word choice -- severe enough so that the meaning is difficult or impossible to understand.

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

Course Topic/Dates/Assignments:

Week 1 - Get Acquainted Course Specs
The place of epistemology in Philosophy
An overview of communication and epistemology from a cultural perspective
Plato: The Allegory of the Cave
Faith and Science: Is God Real?
Initial Cultural Perspective Paper: The Nature of Knowledge - Assigned
 
Week 2 - Presentation of Cultural Perspectives
Whitehead: Universities and their function
Initial Cultural Perspective Paper: The Nature of Knowledge - Due
General Education Proposal - Assigned
 
Week 3 - Wittgenstein's Poker, Chapters 1-5
Discussion Wittgenstein's Poker, Chapters 1-5
Polkinghorne: The Nature of Knowledge
Popper: On the Sources of Knowledge and Ignorance
Continue work on General Education Proposal
Final Cultural Perspective Paper: A Blueprint for Action - Assigned
 
Week 4 - Wittgenstein's Poker, Chapter 6-12
Discussion Wittgenstein's Poker, Chapters 6-12
Alfred Korzybski and Kenneth Burke: Are Words Real?
Continue work on General Education Proposal
Continue work on Final Cultural Perspective Paper: A Blueprint for Action
 
Week 5 - Wittgenstein's Poker, Chapters 13-16
Discussion Wittgenstein's Poker, Chapters 13-16
General Education Proposal - Due
Continue work on Final Cultural Perspective Paper: A Blueprint for Action
 
Week 6 - Wittgenstein's Poker, Chapters 17-23
Discussion Wittgenstein's Poker, Chapters 17-23
Continue work on Final Cultural Perspective Paper: A Blueprint for Action
Popper/Wittgenstein Position Paper - Assigned
 
Week 7
Popper/Wittgenstein Position Paper - Due
Continue work on Final Cultural Perspective Paper: A Blueprint for Action
 
Week 8
Final Cultural Perspective Paper: A Blueprint for Action - Due

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

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 .


Attachments:
CA699 Core Assessment Rubric

Copyright:

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

Last Updated:10/1/2008 1:48:01 PM