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CA 104 Interpersonal Communication I
Norris, Lynn M.


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 104 Interpersonal Communication I

Semester

U1J 2007 IN

Faculty

Lynn Marie Norris

Title

Adjunct Instructor of Communication Arts

Degrees/Certificates

M.A. in Communication, Pittsburg State University
B.A. in Mass Communication, University of Missouri-Kansas City

Office Hours

Before or after class or by appointment

Daytime Phone

816-886-6123

E-Mail

lynn.norris@park.edu

lessdemented@yahoo.com

Semester Dates

June 4, 2007 - July 29, 2007

Class Days

Wednesdays

Class Time

5:30 - 9:50 PM

Prerequisites

None

Credit Hours

3


Textbook:
DeVito, Joseph A. Messages: Building Interpersonal Communication Skills, Sixth Ed. New York: Longman, 2005. ISBN: 0-205-44096-7

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/.


Course Description:
An introduction to the knowledge and skills of interpersonal communication.  The course content includes facilitation of more effective and supportive behavior, reduction of communication barriers and development of increased skill and confidence in relationships.  3:0:3

Educational Philosophy:
The instructor has an interactive, student-centered approach to teaching. She strives to create a safe, comfortable class environment, and to include course materials that are both enjoyable and relevant, as well as academically sound. She may involve students in any or all of the following: class discussions, critiquing, demonstrations, exercises, field trips, games, group projects, guest speakers, internet, interviewing, journaling, problem solving, reading, role playing, self exploration, quizzes, web sites, and/or writing.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the fundamental elements of the communication process.
  2. Illustrate how self-concept influences communication.
  3. Explain how perception affects communication.
  4. Demonstrate effective listening habits and skills.
  5. Explore why language can create communication problems.
  6. Illustrate why nonverbal cues can create communication problems.
  7. Contrast methods of resolving communication problems caused by verbal and nonverbal communication.
  8. Formulate personal strategies for developing effective intercultural communication.
  9. Describe theories of relationship development.
  10. Select appropriate strategies for maintaining healthy interpersonal relationships.
  11. Evaluate the effectiveness of methods of resolving conflict.
  12. Demonstrate how to develop a supportive communication climate.


Core Assessment:

Core Assessment Portfolio:  (20% to 30% of grade)  The Core Assessment Portfolio is a collection of student work.  The portfolio must not be assigned due before the last quarter of the course and should cover at least 8 (75 percent) of the core learning objectives for the course.  It should involve research and emphasize activities associated with the ability to think critically and communicate effectively.  The rubric and core assessment project must be included in all syllabi.  The Core Assessment Portfolio should be transmitted to the instructor in electronic form preferably via email.

  Grading Criteria:

   90 - 100%   A

   80 -  89%   B

   70 -  79%   C

   60 -  69%   D

    0 -  59%   F    

Core Assessment Portfolio:

Minimum Requirements:  The core assessment for CA104 Interpersonal Communication will be a portfolio which

-Includes a variety of student assignments designed to show student mastery of at least eight (75 percent) of the core learning objectives for the course. 

-Includes at least one four-page research based paper that utilizes a minimum of three sources. 

-Includes at least one assignment that requires students to analyze their own communication behaviors or the communication behaviors of others.

-Includes at least one assignment that requires students to develop a mini-research project or a media or other creative work illustrating understanding of core concepts.

-Includes at least one assignment that illustrates student understanding of intercultural differences in values and communication.

-Must not be assembled before the last quarter of the course although it may contain work done as the semester progress, such as journals.

-Contains no more than two previously graded assignments.

-Emphasizes activities associated with the ability to think critically and communicate effectively. 

       -Must be transmitted to the instructor in electronic form.

Link to Class Rubric

Class Assessment:
Class Assessment will be based on Participation (56 pts), Tests (32 pts), Learning Journals (56 pts), and a Portfolio Assignment (56 pts).

Grading:

PARTICIPATION (28 percent total)
Class Attendence/Discussion - (40 points or 20 percent): 5 points for each of 8 class sessions.
This includes being continually present from the start of class until the instructor dismisses the class. The instructor for this course does not allow ANY excused absences. All absences will be considered UNEXCUSED regardless of reason. With one absence, an A for the course is still mathematically possible; with two absences, a C is the highest grade the instructor can give; with three absences, an F is the only grade the instructor can give. This course will feature role-playing, skill-developing exercises, and class discussions to illustrate concepts and techniques while allowing students the opportunity to experience and develop concrete expressions of that knowledge. It is vital for all students to participate in these. Consideration will be given to quantity and quality of involvement, and demonstrated attitude toward learning. Students are expected to be respectful toward each other as well as the instructor, and to keep any personal information revealed during the class confidential. Part of participation is listening. A student who is daydreaming, reading a magazine, and/or chatting with friends about the weekend, etc., rather than paying attention to what is happening in class, is not participating.
Group Presentation (16 points or 8 percent): Each group will be responsible for teaching a particular aspect of Interpersonal Communication to the remainder of the class. This will include doing additional research on the topic; developing a teaching strategy; sharing responsibilities among group members; and involving all members of the class in the learning experience. Also considered will be the ability of the group members to accomplish tasks, confront differences, and resolve conflict. Groups will be allotted time, in class, to work toward this goal. Group presentation should involve the entire class and should last 45 minutes to 1 hour. Presentations will be scheduled for Session 8. (More information about the group presentation will be provided during Session 2.)
 
TESTS (16 percent)
Skill Quizzes (28 points or 16 percent): 7 points for each of 5 quizzes(see NOTE below). A Skill Quiz gives students an opportunity to demonstrate their ability to apply the concepts and techniques we’ve discussed in class. No more than one Skill Quiz per class session. NOTE: Unfortunately, Skill Quizzes cannot be made up, but you will be allowed to drop your lowest Skill Quiz score, so only 4 out of the 5 will count toward your grade.
 
WRITTEN WORK (28 percent)
Weekly Learning Journal - 56 points or 28 percent:) points for each of 7 journal entries. Due every week, by midnight on the day of the class session in which it is due, starting with week two. Each journal must be AT LEAST ONE AND A HALF PAGES long, in Times New Roman 12 pt font, with double spacing and 1-inch margins. It is expected that during the course, students will practice the concepts being learned by applying them to real-life as well as in-class situations. The world is your laboratory. So the focus of each journal should be on your own experiences with the interpersonal communication topic of the week and analysis of your interpersonal communication skills. It should have both a “book note,” discussing how some aspect of that week’s reading assignment relates to your personal experience, and a “class note,” discussing something from the previous class that you related to or that benefited you. A good journal will not focus solely on paraphrasing or explaining concepts you read about in the book and/or heard in class, or listing everything you saw in the book that you already knew. The instructor is familiar with the book and class materials. What she wants is to know more about YOU and how you communicate. (A more detailed explanation of this, as well as a sample journal, will be provided during Session 1.)
 
PORTFOLIO ASSIGNMENT(28 percent)
Movie Analysis -(56 points or 28 percent): This will give students an opportunity to apply what they've learned about interpersonal communication to situational interactions between characters in a movie. The Paper must use at least three properly documented sources other than the textbook, and should be grammatically correct. It must be submitted in electronic form, preferably by e-mail. It will be submitted on the last day of the semester. (More information will be provided during Session 2).
GRADING SCALE:
200 Possible Points
180-200 points = A (90-100%)
160-179 points = B (80-89%)
140-159 points = C (70-79%)
120-139 points = D (60-69%)
0-119 points = F (0-59%)

Late Submission of Course Materials:

The instructor will not accept late assignments. Assignments not submitted by midnight on the day is due will receive a grade of “zero”. Students are expected to turn in their assignments on time whether they are present in class or not. There are many options for students to get their work to the instructor:
1) During class on the due date, as a hard copy or a Word or PDF or RTF file on a CD.
2) Via e-mail by the due date. It is best to send assignments to both of the instructor’s e-mail addresses, and to use a reliable computer. The assignment may be pasted into the e-mail or as a Word or PDF or RTF attachment. Within 24 hours the instructor should send confirmation of receipt. If this does not occur, please call the instructor at 816-886-6123 within the following 24 hours. If you fail to notify the instructor within this time frame, the assignment will be considered late.
3) Via U.S. mail, postmarked by the due date, to Lynn Marie Norris, 2200 S. 291 Hwy., Independence, MO 64057. Again, it should be as a hard copy or as a Word or PDF or RTF file on a CD.
4) Via fax by the due date to 240-201-8597. Be sure to write "Attn: Ms. Lynn Marie Norris" on the front page.

PLEASE NOTE: Having a computer or printer problem is not a valid excuse for late assignments.

PLEASE NOTE: The Portfolio Assignment, in this case the Movie Analysis, must be submitted in electronic form, preferably by e-mail.

Classroom Rules of Conduct:

1. Pirate mail is the official channel of communication for all Park students. Thus, the instructor will occasionally contact students via their Park accounts to notify them of schedule changes, assignments, and other important information related to the class. All students are responsible for checking their Park e-mail accounts regularly, thus they are considered by the instructor to be informed, and expected to properly utilize the information provided and be prepared for class.  Ignorance is not an excuse.

2. During class, all communication devices, such as mobile phones and pagers, must be turned off or set on silent. If you must answer a call, please leave the room as quietly as possible so as not to disrupt the class. If you are participating in an exercise, turn phones and pagers off.

Course Topic/Dates/Assignments:

Note: Reading assignments should be read prior to the class period for which they are listed.

Session 1: Course Introduction & Basics of Communication
Reading Assignment: Chapter 1
 
Session 2: Perception
Reading Assignment: Chapters 2 & 3
Due: Learning Journal Entry 1: Free Topic
 
Session 3: Verbal Communication
Reading Assignment: Chapters 4 & 5
Due: Learning Journal 2: Free Topic
 
Session 4: Nonverbal Communication
Reading Assignment: Chapter 6
Due: Learning Journal 3: Adventures in Verbal Communication
 
Session 5: Listening
Reading Assignment: Chapters 7 & 8
Due: Learning Journal 4: Adventures in Nonverbal Communication
 
Session 6: Intercultural Communication
Reading Assignment: Chapters 9 & 10
Due: Learning Journal 5: Adventures in Listening
 
Session 7: Conflict
Reading Assignment: Chapters 11 & 12
Due: Learning Journal 6: Being a Successful Intercultural Communicator
 
Session 8: Relationships & Power
Due: Learning Journal 7: What Did You Learn In CA104?
Due: Group Presentation
 
Last day of semester: Portfolio Assignment, in this case the Movie Analysis, is due.
 
Schedule subject to change at the instructor’s discretion.

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
PLEASE NOTE: The instructor for this course does not allow ANY excused absences. All absences will be considered UNEXCUSED regardless of reason. With one absence, an A for the course is still mathematically possible; with two absences, a C is the highest grade the instructor can give; with three absences, an F is the only grade the instructor can give.

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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Portfolio assignments synthesize information from the text and more than three additional sources. Portfolio assignments synthesize information from text and at least three additional sources. Portfolio assignments synthesize information from one to two sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis Outcomes                                                                                                                                                                                                                                          
Outcomes
CLO1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives and causes behind 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                                                                                                                                                                                                                                        
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection. Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness. Portfolio assignments only evaluate the communication strategies used in a given situation  in terms of successfulness OR usefulness OR have more than two factual errors. Portfolio assignments fail to evaluate communication strategies. 
Terminology  Outcome                                                                                                                                                                                                                                       
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio demonstrates a consistent use of more than eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of six to eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of fewer than six concepts/terms associated with interpersonal communication or has more than two factual errors. Portfolio fails to demonstrate the student's ability to use the  terminology of interpersonal communication. 
Concepts Outcome                                                                                                                                                                                                                                           
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio defines more than eight concepts associated with interpersonal communication in the student's own words. Portfolio defines eight communication concepts in the student's own words. Portfolio relies on textbook definitions of communication concepts, or defines fewer than eight concepts in the student's own words, or has more than two factual errors. Portfolio fails to define communication concepts. 
Application Outcomes                                                                                                                                                                                                                                       
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio applies more than eight learned concepts to a given communication situation and explains the elements that need to be altered for communication to be more effective.

 
Portfolio applies eight learned concepts to a given communication situation. Portfolio applies fewer than eight concepts to a given communication situation, or has more than two factual errors. Portfolio fails to apply learned concepts to a given communication situation. 
Whole Outcome                                                                                                                                                                                                                                              
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
The portfolio demonstrates the student's achievement of more than eight of the competencies with no more than one to three errors in writing conventions. The portfolio demonstrates the student's achievement of eight of the competencies with no more than three to six errors in writing conventions. The portfolio demonstrates the student's achievement of seven or fewer competencies with no more than six to eight errors in writing conventions. Portfolio fails to demonstrate the student's achievement of  competencies and includes more than eight errors in writing conventions. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Single components/assignments of the portfolio demonstrate the student's integration and mastery of multiple objectives beyond what was necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's mastery of the objective necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's partial mastery of the objective necessary for the assignment. Single components/assignments of the portfolio do not demonstrate the student's mastery of the objective necessary for the assignment. 
Values Literacy                                                                                                                                                                                                                                            
Outcomes
CLO 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The portfolio demonstrates the student's understanding of intercultural differences in communication and illustrates multiple strategies for dealing with these differences. The portfolio demonstrates the student's understanding of intercultural differences in communication and illustrates a single strategy for dealing with difference. The portfolio demonstrates only partial understanding of intercultural differences in communication. The portfolio does not demonstrate understanding of intercultural differences in communication. 
Critical Literacy                                                                                                                                                                                                                                          
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Portfolio demonstrates the ability to write a clear paper using more than three library resources of different types (journal articles, books, etc.). Portfolio demonstrates the ability to write a clear paper using at least three library resources of different types (journal articles, books, etc.). Portfolio components/assignments lack the required sources, use internet sources, or the writing in the assignments is unclear. Portfolio components/assignments use no sources and the writing in the assignments is unclear. 

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Last Updated:5/25/2007 11:25:13 AM