Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

CA 104 Interpersonal Communication I
Norris, Lynn M.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CA 104 Interpersonal Communication I

Semester

U1J 2008 IN

Faculty

Norris, Lynn Marie

Title

Adjunct Instructor of Communication Arts

Degrees/Certificates

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

Office Hours

Before and after class or by appointment.

Daytime Phone

816-886-6123 (home/office)

E-Mail

lynn.norris@park.edu

Semester Dates

June 2 - July 22, 2008

Class Days

Wednesday

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
DeVito, Interpersonal Communication Book w/CD, 11th edition, Pearson, 2007. ISBN 0205472885

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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

Educational Philosophy:

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

Learning Outcomes:
  Core Learning Outcomes

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


Core Assessment:

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

  Grading Criteria:

   90 - 100%   A

   80 -  89%   B

   70 -  79%   C

   60 -  69%   D

    0 -  59%   F    

Core Assessment Portfolio:

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

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

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

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

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

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

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

-Contains no more than two previously graded assignments.

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

       -Must be transmitted to the instructor in electronic form.

Link to Class Rubric

Class Assessment:
PARTICIPATION
(80 points TOTAL, or 25 percent of final grade)
A. Attendance includes being continually present from the start of class until the instructor dismisses the class.
B. This course will feature role-playing, skill-developing exercises, and class discussions to illustrate concepts and techniques while allowing students the opportunity to experience and develop concrete expressions of that knowledge. It is vital for all students to participate in these. Consideration will be given to quantity and quality of involvement, and demonstrated attitude toward learning. Students are expected to be respectful toward each other as well as the instructor, and to keep any personal information revealed during the class confidential. Part of participation is listening. A student who is daydreaming, text messaging, reading a magazine, and/or chatting with friends about the weekend, etc., rather than paying attention to what is happening in class, is not participating.

TESTS
(80 points TOTAL or 25 percent of final grade)
1) Quizzes - (50 points or 15.5 percent of final grade): This will include periodic unannounced chapter quizzes.
2) Group Presentation - (30 points or 9.5 percent of final grade): Each group will be responsible for teaching a particular aspect of interpersonal communication to the remainder of the class. This will include doing additional research on the topic; developing a teaching strategy; sharing responsibilities among group members; and involving all members of the class in the learning experience. Also considered will be the ability of the group members to accomplish tasks, confront differences, and resolve conflict. Groups will be allotted time, in class, to work toward this goal. Final presentations should involve the entire class and should last 45 minutes. Presentations will be scheduled for the last week class. (More information about the group presentation will be provided during class.)

WRITTEN WORK
Learning Journals - (80 points TOTAL or 25 percent of final grade; 10 points for each of 8 journal entries): Each Learning Journal should be AT LEAST ONE FULL PAGE long, in Times New Roman 12 pt font, with double spacing and 1-inch margins. The focus of each Learning Journal should be on the student’s own experiences with the interpersonal communication and analysis of the student’s interpersonal communication skills. Learning Journals should have both a “book note,” discussing how some aspect of that week’s reading assignment relates to the student’s personal experience, and a “class note,” discussing something from previous classes that the student related to or found to be or benefit. A good Learning Journal will not focus solely on paraphrasing or explaining concepts the student read about in the book and/or heard in class, or listing everything the student saw in the book that he or she already knew. The instructor is familiar with the book and class materials. What she wants is to know more about the student and how he or she communicates. (A more detailed explanation of this, as well as a sample Learning Journal, will be provided during class.)

CORE ASSESSMENT
Movie Analysis - (80 points or 25 percent of final grade): This gives students an opportunity to apply what they've learned about interpersonal communication to situational interactions between characters in a movie. The Movie Analysis must use at least four properly cited academic/professional sources in addition to the textbook and the movie chosen. It must be submitted in electronic form, preferably by e-mail, by Midnight on Friday of WEEK 8. More information will be provided during class.    





Grading:
GRADING SCALE:
TOTAL: 320 points or 100 percent of course grade
288-320 points = A (90-100%)
256-287 points = B (80-89%)
224-255 points = C (70-79%)
192-223 points = D (60-69%)
0-191 points = F (0-59%)

Late Submission of Course Materials:
Late Submission of Course Materials:
Please inform the instructor in advance if an assignment must be turned in late. The instructorreserves the right to not accept late assignments for credit. If unable to attend class, students may submit assignments via one of the following, with the expectation that a typed hard copy will be submitted the day the student returns to class. Assignments will not recorded as in, but not graded until the typed hard copy is provided.
1) Via the course drop box. (Be sure your file is in Word or PDF or RTF format.) Here's how:
    A. Go to http://www.parkonline.org
    B. Sign in with your OPEN name and password.
    C. Click Interpersonal Communication I.
    D. Click Drop Box.
    E. Click on the name of the assignment.
    F. Click Add Attachment. (A new window will appear.)
    G. Click Browse.
    H. Locate the assignment on your computer and select.
    I. Click Open.
    J. Click Attach.
    K. Wait until it is done and click OK. (It will then take you back to Drop Box.)
    L. Click Submit.   
2) Via e-mail to lynn.norris@park.edu. Be sure your file is in Word or PDF or RTF format and that it is actually attached to the e-mail.

Classroom Rules of Conduct:
1. Pirate mail is the official channel of communication for all Park students. Thus, the instructor will occasionally contact students via their Park accounts to notify them of schedule changes, receipt of electronic assignments, and other important information related to the class. All students are responsible for checking their Park e-mail accounts regularly, thus they are considered by the instructor to be informed, and expected to properly utilize the information provided and be prepared for class. Ignorance is not an excuse.
2. All communication devices such as mobile phones and pagers, must be turned off or set on silent during class. No phone calls or text messages are to be sent or received without the instructor's permission. If you are expecting an important message, notify the instructor in advance. You must have permission from the instructor to answer calls during class.
3. Leaving the classroom: Students are expected to inform the instructor if they need to leave the room before class is dismissed.
4. Personal matters, such as assignment grades, explanations for absences from class, etc. should be discussed privately with the instructor, before or after class or by appointment. This helps maintain student confidentiality and also allows the instructor to use class time wisely.
5. Respect for every member of the class must be maintained at all times. This includes not chattering while the instructor or other students are speaking, and respecting the confidences of members of the class who may share personal information during exercises. Disagreements are natural and may occur, but respect can still be maintained.



 

Course Topic/Dates/Assignments:
Please Note: Chapters should be read PRIOR to the week they are listed.

WEEK 1
Chapters 1 and 2: Interpersonal Communication and Culture

WEEK 2
Chapters 3 and 4: The Self and Perception
-Due: Journal 1: Communication Self Assessment

WEEK 3
Chapter 5: Listening
-Due: Journal 2: Free Topic

WEEK 4
Chapters 6 and 7: Verbal Communication
Due: Journal 3: Free Topic

WEEK 5
Chapters 8 and 9: Nonverbal Communication
-Due: Journal 4: Free Topic

WEEK 6
Chapters 10, 11, and 12: Interpersonal Relationships
-Due: Journal 5: Free Topic

WEEK 7
Chapter 13: Conflict In Relationships
-Due: Journal 6: Free Topic

WEEK 8
Chapter 14 and Materials Provided by Instructor: Power, and Interpersonal Communication in the Business Setting
-Due: Journal 7: Free Topic
-Due: Journal 8: Communication Self-Assessment
-Due: Group Project

FRIDAY OF LAST WEEK OF CLASS
Due at Midnight: Movie Analysis

NOTE: Schedule subject to change at instructor's discretion



Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 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
NOTE: This instructor checks all student work for plagiarism, and will give plagiarized work a zero.

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
INSTRUCTOR'S NOTE:
Due to the highly-interactive nature of this course, attendance is extremely important. Only one absence may be considered excused, and participation points for that session cannot be made up. Students missing two class sessions will receive a grade no higher than a C for the course. Students missing three class sessions will receive an F for the course. Repeated tardiness or leaving before the instructor dismisses the class may be counted as an absence.

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:5/27/2008 9:14:52 AM