Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

CA 104 Interpersonal Communication I
Tootle, Ronald


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

F1F 2007 QU

Faculty

Tootle, Ronald

Title

Adjunct Faculty

Degrees/Certificates

BS/Operations Management - Miami U
MA/Human Resources Development - Webster U

Office Location

TBD

Office Hours

TBD

Daytime Phone

(w) 703-784-0028

Other Phone

(c) 703-675-2200

E-Mail

ronald.tootle@park.edu

ronald.tootle@usmc.mil

Semester Dates

6 Aug - 7 Oct 2007

Class Days

---W---

Class Time

5:30 - 10:30 PM

Prerequisites

none

Credit Hours

3


Textbook:

DeVito, Joseph A, "The interpersonal Communication Book", 11th Edition ISBN 0-205-47288-5 

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:

I believe that communication is the key to effective relationships, both personal and professional. Through this course, I intend to:

-Provide an increased awareness of how individual and interpersonal language and behaviors impede or facilitate effective or destructive communication

-Provide an academic environment where effective communication skills are demonstrated and practiced

-Use the classroom to apply individual experiences, knowledge, text, and written homework assignments for the benefit of all students

-Stimulate a desire in all students to change their communication behaviors through personal development and hold them accountable for their own learning

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:

This class emphasizes class participation and individual and group dynamics.  Students will be assessed in those areas as well as reading assignments, quizzes/tests, a reaction paper and team project. The class is designed to provide students with practice in communication behaviors and concepts that they are learning in this course.
 
Since this is a class on improving interpersonal relationships/communication, class attendence is necessary in order to reach that end.  Class participation is a must and will reflect heavily in the students overall grade.

Grading:

Test 1 - 100
Test 2 - 100
Test 3 - 100
Team Project - 100
Written work -(includes journal/other written assignments and Reaction Paper) - 200
Core Assessment Portfolio - 200
Class Participation/Discussion - 200

 

Late Submission of Course Materials:
Late Submission of course material may result in a reduced grade. Always contact me if you know that you will not make a deadline. I will review each instance on a case-by-case basis.

Classroom Rules of Conduct:
This is a course designed to improve the students effective communication; hence, there are certain rules that are necessary in the classroom.  The students, during the first class, will determine what these rules will be and we, as a group, will publish and adhere to them throughout the course.

Course Topic/Dates/Assignments:

 

Class 1 - In-class work will consist of "Name Game" and class personnel familiarization exercises. Purpose: to get the students to start working on ways to increase memory and recall information during a brief "interview" with someone else. Also, Class will discuss the idea of Culture and how different cultures affect the way that people communicate.

 

Class 2- In-class work will consist of interaction with all other members of the group with focus on perception. Overall theme will be listening centric; discuss various ways to improve listening, break down barriers to good listening and establishing better habits. Written assignment will focus on how the students perceive themselves in both the private and public arena.

 

Class 3- Test given over Chapters 1-5. Mult Choice and Short Answer. Chapter 6 and 7 Verbal Messages. Group assignment (utilizing information learned in previous classes and discussions) to focus on Verbal cues, tone, inflection and other medium and how it affects communication.

 

Class 4 –Chapters 8-9. What is the role of Non-verbal communication? What role does conversation play in our daily lives? How important is conversation to you? Students will prepare a short essay (importance of non-verbal communication- and how it affects communication or the importance of conversation in their daily lives) and then work with a partner to fine tune their list and then, as a team, present their combined essay/topic to the rest of the class. Each presentation will last between 5-10 minutes. Review team projects, get status check of where everyone is at.

 

Class 5- Test over Chapters 6-9. Chapters 10-11. Discussion about relationships –stages of interpersonal relationships, and their growth and ultimate decline/deterioration.

 

Class 6 –Chapter 12. Discussions about relationships with family members, workplace and love/friendship. Small group and individual exercises.

 

Class 7 –Chapters 13-14. Discussion about Power projection, conflict and the ramifications of both on effective communication. Watch Movie and critique movie. Project update.

 

Class 8 –Test over Chapters 10-14 –Portfolios Due.

 

Class 9 –Team Project/Presentations –Final Critique and evaluation.
Portfolio Requirements:

 

The portfolio will be graded according to the Rubric outlined below: (More detailed Rubric is located in the Syllabus)

 

Synthesis:( Synthesize info from text and other sources)

 

Analysis Outcomes:( Analyze stages/elements of communication concepts)

 

Evaluation Outcomes: (Evaluates the communication strategies used in given situations)

 

Terminology Outcomes: (Utilizes consistent use of terms/concepts)

 

Concepts Outcomes: (defines Communication concepts)

 

Application Outcomes: (Applies concepts to given communication situations)

 

Whole Outcome: (Achievement of core competencies with minimal errors)

 

Component Outcome: (Demonstrates the mastery of objectives of each assignment)

 

Values Literacy: (Demonstrates the students understanding of intercultural differences in communication)

 

Critical Literacy: (Ability to write a clear paper using different source types)

 

Portfolio assignments will be assigned for each day based on the lectures/reading assigned. Portfolio will not be turned in daily, but will be checked="checked" at random times throughout the term to ensure that the student is maintaining their assignment.

 

Example: No Portfolio assignment for Class 1, but assignment for Class 2 will be over what info is covered in Class 1 (reading/lecture/class interaction)

 

Class 2 – Culture – Describe a scenario where you may encounter someone from a different culture, how you would expect them to react to you and how you would react to them. Next, demonstrate what you could do to make them feel more at ease.

 

Class 3 – Self; Perception; Listening – We are all our own worst enemies. Perception is reality. We rarely look past our own needs/requirements when we are dealing with others. What role does listening play in the grand scheme of IC and how can we use it to break barriers of perception and get past our own needs.

 

Class 4 – Verbal Messages – Not using Language (words) correctly can sometimes lead to the phrase, “yes, but you know what I meant.” Prepare a short stream of consciousness paper on the use of language and how verbal communication affect interpersonal communication. Topics will be divulged in class.

 

Class 5 – Nonverbal messages; Messages and Conversation – This is the chance for the creative student to step out. Compose a poem (your choice of style) that explains non-verbal communication. Next: Conversation – What is the best way to start, and sometimes even harder, to end a conversation? What are you trying to get out of a conversation?

 

Class 6 – Relationships; Growth and Deterioration – Explain the quote by Virginia Satir, “Communication is to a relationship what breathing is to maintaining life.” Why are relationships important to most people? Explain the Relationship process from inception through Dissolution. Class 7 – Friendship/Love/Family and Workplace – When we think of relationships, our family and friends are what we think of first. What about our professional relationships? Examine the types of workplace relationships and compare those with the relationships that you have in your personal life (family and non-work-related friends).

 

Class 8 – Conflict and Power – Portfolios due. Conflict is essential to any healthy relationship. Explain the positive and negative impact of conflict on relationships and give a personal example of how you have handled conflict in the past.

 

Each Student will create their own portfolio based on what they are getting from the class. Each portfolio entry should be unique and follow the guidelines established in the Rubric.

The research/reaction paper will be a study done on one of the topics that is discussed in class. Five pages with appropriate endnotes, bibliography etc. (it will count 100 points)

The journal entries will be the students own thoughts as to the impact of the course, what they have learned, and how they can/cannot apply the concepts to their own personal lives. It will be checked periodically and at times, discussed with another student in the class.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88
***We only have 9 classes so I expect all students to come to the first class ready to work. This is not a hard class...on the contrary, it can be not only enjoyable but rewarding.

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. 

Copyright:

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

Last Updated:8/6/2007 11:54:21 AM