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CA 301 Interpersonal Communication II
Aitken, Joan Evelyn


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

SP 2007 HO

Faculty

Aitken, Joan E.

Title

Professor, Communication Arts

Degrees/Certificates

Doctorate in education and communication.
Master's in general speech.
Bachelor's in communication theory.

Office Location

229 Copley Hall

Office Hours

As posted on door.

Daytime Phone

See syllabus handout.

E-Mail

joan.aitken@park.edu

Web Page

http://onlineacademics.org/CA301/

Class Days

--T-R--

Class Time

1:00 - 2:15 PM

Credit Hours

3


Textbook:

Wood, J. T.  (2004).  Communication theories in action: An introduction.  Belmont, CA: Wadsworth.  ISBN: 0534566391

AND

Braithwaite, D. O., & Wood, J. T. (2000).  Case studies in interpersonal communication processes and problems.  Belmont, CA: Wadsworth.  ISBN: 0534565387

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Gradebook in eCollege (eCompanion):  http://parkonline.org/

Course backup webpage (Tentative Syllabus):  http://onlineacademics.org/CA301/

Copies of handouts for downloading:  http://onlineacademics.org/CA301/Handouts

Student companion site:  http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48  Where you can access each chapter's "Tutorial Quiz" and "Try It Out" learning activities.

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. PREREQUISITE: CA 104. 3:0:3

Educational Philosophy:

During a series of faculty evaluation surveys, the three words my students most frequently used to describe my courses were:  “interesting, fun, and challenging.”  I seek to have fun while guiding students to attach meaning in their educational processes.  I want to challenge the way students think about communication.

 

As a communication theorist, I perceive education and communication as congruent.  If we define communication as a comparable transfer of meaning from one person to another, then what is different about education?  Education involves more than transfer and more than human sources.  When we learn, we link new knowledge, skills, and values to what we already know or think we know, and we connect previous experiences with future experiences.  We develop our powers of prediction.

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:

Assignments  See handout for details and exact due dates or updates at http://onlineacademics.org/CA301/#Schedule   

20% Learning Activities.  Each week, go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 Complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu You must include your email address.  Complete a total of 10 of the 14 assignments within one week of the assigned reading date.  I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.

20%  Weekly Tutorial Quiz.  In the same student companion site, complete Wood's chapter "Tutorial Quiz."  When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address.  Complete a total of 10 of the 14 assignments within one week of the assigned reading date.  I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.

20% Action Research Project (10) due according to sign up sheet and Research Paper (10).  10% Case Study Discussion Leadership (5) and Reflection Paper (5).  Each student will be assigned to lead discussion on several cases (see sign up sheet).  After you have completed this assignment, you will complete a reflection paper on the assignment.

10% Class discussion, participation, and minor assignments.

20% Portfolio (Core Assessment).  Include learning outcomes and portfolio audit.  Enter each "Try it Out" activity and each weekly tutorial quiz.  Include Action Research Project and additional documentation to provide evidence to meet all aspects of the Portfolio grading rubric.

Grading:

Dr. Aitken uses a simple system where each percentage point is to equal one raw point.  Percentages (100% = 100 Points.  By using total points that equal 100, students can easily grasp the grading concept.  In addition, artificial expansion of points can introduce error and reduce accuracy).

90-100 = A

80-89.99 = B

70-79.99 = C

60-69.99 = D

Below 60 = F

 

Students must submit assignments by the original due date in order to have the opportunity to revise for higher quality.

Late Submission of Course Materials:
Typically, late assignments receive a grade of zero.  There are options to make up for a missed assignment.  Students must submit assignments by the original due date in order to have the opportunity to revise for higher quality

Classroom Rules of Conduct:
Typically, Dr. Aitken discusses expectations in class.  Please contact her with any questions.

Course Topic/Dates/Assignments:

Assignment Checklist & Tentative Schedule
See handout(s) for due dates and details about assignments. Backup and updates provided here: http://onlineacademics.org/CA301/#Schedule

Tentative Schedule and Weekly Assignment Checklist
Click week: 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16

Week one: Define communication and interpersonal communication and differentiate them from other related terms.
Part One: THINKING ABOUT COMMUNICATION THEORY.
Opening.
__ Read Wood chapter 1. Communication as a Field of Study.
__
Explore the student companion site: http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48
__ Meet the textbook authors: Dr. Braithwaite http://www.unl.edu/cs/faculty_staff/faculty/dob.html and Dr. Wood http://www.natcom.org/research/Profiles/wood.htm
__ Check out a favorite interpersonal communication website: http://www.uky.edu/~drlane/capstone/interpersonal/ From here you'll find interesting links.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Check out the companion site for the Braithwaite and Wood case study book: http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534565387&discipline_number=48
__ Read case 1 in Braithwaite and Wood.

Week two: Describe the general nature of theory and its place in the study of interpersonal communication.
__ Read Wood chapter 2. Understanding Communication Theories.
__ Begin action research project.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.


Week three: Explain how we define ourselves as communicators.
__ Take Communication Style Inventory http://occonline.occ.cccd.edu/online/klee/CommunicationsStyleInventory.pdf and/or http://matrix.scranton.edu/humanresources/communication-styles-handout-leadership.pdf and/or Test: http://www.rabbitbrush.com/personality/
__ Read Wood chapter 3. Building and Testing Theory.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week four: Evaluate perception's influence on interpersonal communication.
Part Two: COMMUNICATION THEORIES.
__ Read Wood chapter 4. An Early Communication Theory.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 5: Explain the role of listening and self-disclosure on relationships.
__ Read Wood chapter 5. Theories about Symbolic Activity.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 6: Evaluate the different strategies for dealing with conflict.
__ Read chapter 6. Theories about Performance.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 7: Illustrate how verbal and nonverbal communication affects relationships.
__ Read Wood chapter 7. Theories about How People Construct Meaning.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 8: Compare and contrast various approaches to studying interpersonal communication.
__ Read Wood chapter 8. Theories of Interpersonal Dynamics.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 9: Create a model of relational development and dissolution. Evaluate different communication strategies for relational maintenance and repair.
__ Read Wood chapter 9. Theories about Communication and the Evolution of Relationships.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 10: Explain the influence of the social context on relationships.
__ Read Wood chapter 10. Theories about Communication Communities.
__ Go to the student companion site http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 After reading the chapter, select the appropriate chapter and link, then complete Wood's chapter "Tutorial Quiz." When you achieve 80% or higher, submit to joan.aitken@park.edu You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ In the same student companion site, complete one of the Wood's chapter "Try It Out" activities and submit to joan.aitken@park.edu Do not wait until the last minute because you may need to do something before you write. 100 words is a typical length for this assignment. You must include your email address. I'll return the email to you so you will be able to copy and submit the assignment as part of your course portfolio.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 11: Describe how mass communication theories may explain interpersonal communication
__ Read Wood chapter 11. Theories of Mass Communication.
__ If you missed a Tutorial Quiz and/or "Try It Out" from an earlier chapter, do that this week.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 12: Describe how critical communication theories may explain interpersonal communication
__ Read Wood chapter 12. Critical Communication Theories.
__ Portfolio due.
__ If you missed a Tutorial Quiz and/or "Try It Out" from an earlier chapter, do that this week.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 13: Describe how developing communication theories may explain interpersonal communication
__ Read Wood chapter 13. The Frontiers of Theory.
__ If you missed a Tutorial Quiz and/or "Try It Out" from an earlier chapter, do that this week.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 14: Explain barriers to communication and how to overcome them.
__ Read Wood chapter 14. Communication Theories in Action: A Final Look.
__ If you missed a Tutorial Quiz and/or "Try It Out" from an earlier chapter, do that this week.
__ Read and discuss case(s) in Braithwaite and Wood.

Week 15: Apply interpersonal communication to case studies.
__ Case study marathon.
Read and discuss case(s) 19 to the end of the book in Braithwaite and Wood. We will discuss cases as far as we can this week and next.

Week 16: Demonstrate improved interpersonal communication competence.
__ Case study marathon, including discussion and writing.
__ Read and discuss case(s) in Braithwaite and Wood.
__ If you have less than 80% or higher on each of ten Tutorial Quizzes, complete the final exam http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48 and submit when you achieve 80%. If you have 80% or higher on each of ten Tutorial Quizzes, you are exempt from the final exam.

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

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:10/31/2006 2:31:55 PM