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CA 301 Interpersonal Communication II
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 301 Interpersonal Communication II

Semester

U1J 2007 PV

Faculty

Noe, J. Mark

Title

Associate Dean, College of Liberal Arts and Sciences, Professor of Communication Arts

Office Location

Copley Hall, Room 203

Office Hours

Monday - Friday, 8:00 a.m. - 4:30 p.m.

Daytime Phone

(816) 584-6320

Other Phone

Janice Sieminski, Administrative Assistant - (816) 584-6263

E-Mail

jmark.noe@park.edu

Semester Dates

June 5 - July 24, 2007

Class Days

--T----

Class Time

5:30 - 9:50 PM

Prerequisites

Advanced standing or permission from the instructor.

Credit Hours

3


Textbook:
Stewart, John.  Bridges Not Walls. 9th Edition.  New York:  McGraw-Hill, 2002.

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:
A study of the nature of and problems in communication.  Areas of study include: mental process in communication, perception, content, amount of communication, interpersonal and task behaviors, norms, conflict, creativity, touch, distance, time usage, manipulation of environment, intervention, attitude change and opinions, and how communication fosters attraction, productivity and leadership.  The course focuses on the development of a framework for analyzing the various approaches to interpersonal communication.  Pre-requisite: CA 104

Educational Philosophy:
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. Upon successful completion of this course the student should be able to:
  2. Summarize the philosophical roots of the field and the history of the field.
  3. Compare and contrast various approaches to studying interpersonal communication.
  4. Explain how we define ourselves as communicators.
  5. Create a model of relational development and dissolution.
  6. Illustrate how verbal and nonverbal communication affects relationships.
  7. Evaluate different communication strategies for relational maintenance and repair.
  8. Explain the influence of the social context on relationships.
  9. Evaluate perception's influence on interpersonal communication.
  10. Explain the role of listening and self-disclosure on relationships.
  11. Evaluate the different strategies for dealing with conflict.
  12. Explain barriers to communication and how to overcome them.
  13. Assess your own communication strengths and weaknesses and develop a plan for improvement.


Core Assessment:

Minimum Requirements:  The core assessment for CA301 Interpersonal II 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 an eight to ten-page research based paper that utilizes a minimum of eight sources. 


-Includes at least one assignment that requires students to analyze the communication in a relationship (a case study of real or simulated interpersonal communication).


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


-Includes at least one assignment assessing their own communication strengths and weaknesses and develop action plans to improve weak areas.


-Includes tests to illustrate knowledge of the philosophical roots of communication and the history of the field.


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


-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:
Assessment will be based on attendance, participation, examinations, and papers.

Grading:
 

Assignments Value Points
Midterm Exam 100
Final Exam    100
Portfolio Items:
   Minority Group Experience 30
   Communication Perspective 30
   Discussion Leader 30
  
Participation and Attendance 10
Total 300

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

Classroom Rules of Conduct:
Reaction Papers:  Reaction papers must be typewritten.  Your work should reflect college-level standards (rise to your level of competence).  Paper should be good bond (no onion skin) and 8 ½ x 11.  Any paper found to be plagiarized will receive a zero and may not be rewritten. Extra Credit:  No extra credit work will be assigned or accepted. Examinations:  Examinations may include any or all of the following: multiple choice, matching, short identification or definition, fill-in-the-blank, true/false, and short essay questions.  One class period will be allotted for exams.  Students arriving late will not be allowed to work longer than the designated period.  The final exam is not comprehensive in nature.  You are responsible for lecture information not included in your textbooks. 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.

Week

Date

Topics/Assignments

1

June 5, 2007

Instructional policies, course specs.
Introduction exercise.
Introduction to interpersonal communication: Ancestral terms, models, and methatheory.
Interpersonal communication as social action: Freud.
Minority group experience assigned.

2

June 12, 2007

Read Stewart, Chapters 1 & 2, Introduction to Interpersonal Communication.
Symbolic Interactionism: Mead.
A psychiatric approach to interpersonal relations: Harry Stack Sullivan.
Communication Perspective assigned.

3

June 19, 2007

Read Chapter 5, Understanding and Listening and
Chapter 6, Engaging Others.
Attitude, attribution, and attraction theories: Heider et al.
Perception theory: R. D. Laing.
Review for Midterm Exam

4

June 26, 2007

Read Chapters 13, 14, 15 & 16, Approaches in Interpersonal Communication (Christensen, Rogers, Palmer & Buber)
Read Chapter 3, Defining Ourselves as Communicators.
Social exchange theories: Thibaut & Kelley et al.
Kenneth Burke, Burkology.

5

July 3, 2007

Midterm Exam: Stewart (Chapters 1, 2, 3, 5, 6, 13, 14, 15, 16) and additional materials.
Read Chapter 9, Recognizing Communication Walls.
Communication as a Rules-based System: Pearce and Cronen.

6

July 10, 2007

Read Chapter 10, Turning Walls into Bridges and
Chapter 12, Promoting Dialogue.
The Structure of Conversation: Grice, Lakoff, and Nofsinger.
Nonverbal communication: Knapp
Communication and the double bind: Bateson, Jackson, Haley, and Weakland.
Midterm exam returned.
Reaction Paper due.

7

July 17, 2007

Read Chapter 11, Bridging Cultural Differences.
Relational Communication: Millar and Rogers.
Communication episodes: Goffman
Perspective Paper due.

8

July 24, 2007

Final Exam: Stewart (Chapters 9, 10, 11, 12 and additional materials)
Presentation of interpersonal communication perspectives.  


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
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments synthesize information from the text and more than eight additional sources. Portfolio assignments synthesize information from text and eight additional sources. Portfolio assignments synthesize information from seven or fewer sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
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
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                                                                                                                                                                                                                                                
Outcomes
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                                                                                                                                                                                                                                                   
Outcomes
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
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
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/or includes more than eight errors in writing conventions. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
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. 
Knowledge of roots and history of field-                                                                                                                                                                                                                   
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of more than 80 percent on all exams. The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of 75-80 percent on all exams. The portfolio demonstrates gaps in the student's knowledge of the philisophical roots and history of the communication field illustrated by scores of  60-75 percent or less on all exams. The portfolio does not demonstrates the student's knowledge of the philisophical roots and history of the communication field because student achieved less than 60 percent on most exams. 
Assessment of personal strengths, weaknesses and plans for improvement                                                                                                                                                                                     
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers goals that are specific, measurable, attainable, realistic, and tangible. The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers a plan that identifies several goals and how they will achieve them. Portfolio demonstrates only two of the following: analysis of strengths, weaknesses, plan for improvement. Portfolio demonstrates only one of the following: analysis of strengths, weaknesses, plan for improvement. 

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Last Updated:6/1/2007 9:09:06 AM