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CA 420 Human Relations in Group Interaction
Noe, J. Mark


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

FA 2006 HO

Faculty

Dr. J. Mark Noe

Title

Associate Dean for the College for Liberal Arts and Sciences; Professor of Communication Arts

Office Location

Copley 203

Office Hours

8:30 a.m. - 4:30 p.m.  Please call Laure Christensen at 584-6263 to schedule an appointment.

Daytime Phone

816-584-6320

Other Phone

Administrative Assistant, Laure Christensen, 816-584-6263

E-Mail

jmark.noe@park.edu

Semester Dates

August 21 - December 15, 2006

Class Days

-M-----

Class Time

1:50 - 4:40 PM

Credit Hours

3


Textbook:

Prather, Hugh. Notes to Myself.  Moab, Utah: Real People Press, 1970

Friedman, Paul G. Essays on Encounter.

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though 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/.


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. PREREQUISITE: Advanced standing or permission from the instructor. 3:0:3

Educational Philosophy:

            Vocational                    ¬¾¾®        Career               ¬¾¾®      Liberal Arts

            Education                                           Education                                   Education

(emphasis on immediate goals)                                                                     (emphasis on long-term goals)

 

Colleges and universities are not designed to be vocational schools.  Unlike trade schools that prepare students for a specific career (e.g. auto repair, hair dressing), the four-year college/university is dedicated to educating citizens for social, political, and economic life.  Some classes that may not be perceived as “relevant” (i.e., direct application to a career) are relevant to the future of the student as an effective member of society.  If the sole emphasis is on “getting a job,” the immediate goal may threaten the broader issue of what jobs might exist in the future.  A person who is narrowly trained to do a job today may be out of a job tomorrow.  Over specialization may result in the specialty becoming obsolete in the long run.  The Communication Theory and Human Relations graduate is prepared not only for entry-level jobs, but also has the skills sought for middle management positions.  Jobs in human resources, training and development, staff development, public relations, sales, or management are potential career choices.  Others may choose to pursue additional study in graduate schools.

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, questions, and portfolio.

Grading:

Portfolio:                                             180 points

     a. Log and Agenda   160 points

       b. Outside Meeting    20 points              

Questions (Friedman)                          100 points

Participation and Attendance               480 points

                                        TOTAL      760 points

 

A numerical grade will be given for each assignment.  Final grades will be determined according to the following scale:   

                                  760 - 684   = A

                                  683 - 608   = B

                                  607 - 532   = C

                                  531 - 456   = D

                                  Below 456   = F   

 

 

If you have any questions concerning a particular grade, you should stop in and see me or request a conference.

Late Submission of Course Materials:

Deadlines must be met on time.  No assignment will be accepted late without an excuse.

Classroom Rules of Conduct:

Extra Credit:  No extra credit work will be assigned or accepted.

 

Conferences:  You are welcome to drop by my office to discuss papers or other concerns.  I am willing to read early drafts of your papers if you want my opinion.

 

Course Topic/Dates/Assignments:

Week

Date

Topics/Assignments

1

August 21

Introduction to the Fundamentals of Encounter

2

August 28

Read Chapter 1: Laying Your Cards on the Table.

Read Prather, pgs. 1-10

3

September 4

LABOR DAY– No classes

4

September 11

Read Chapter 2: The Encounter Group Relationship.

Read Prather, pgs. 11-20

5

September 18

Read Chapter 3: What is Encountering?

Read Prather, pgs. 21-30

6

September 25

Read Chapter 4: The Experience of Communication.

Read Prather, pgs. 31-40

7

October 2

Read Chapter 5: Pitfalls of Encounter.

Read Prather, pgs. 41-50

Summaries due of outside meetings.

8

October 9

Read Chapter 6: The Group as a Jazz Ensemble.

Read Prather, pgs. 51-60

9

October 16

FALL BREAK

10

October 23

Read Chapter 7: The Group as a Narrative in Process.

Read Prather, pgs. 61-70

11

October 30

Read Chapter 8: Risk Taking

Read Prather, pgs. 71-80

12

November 6

Read Chapter 9: This Group and Others.

Read Prather, pgs. 81-90

13

November 13

Read Chapter 10: Critiques of Intensive Group Experiences.

Read Prather, pgs. 91-100

14

November 20

No Class

15

November 27

Read Prather, pgs. 101 -145

16

December 4

Last day of class

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90
Instructor's Note:  The goal of an attendance policy is to promote quality participation.  If you must miss class because of some school activity or other excused reason, please notify me in advance at 584-6320.

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. 

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Last Updated:8/15/2006 5:12:02 PM