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CA 301 Interpersonal Communication II
Norris, Virgil Wayne


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

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

Course

CA 301 Interpersonal Communication II

Semester

U1J 2008 PV

Faculty

Virgil "Rusty" Norris

Title

Senior Instructor of Humanities/Adjunct Faculty

Degrees/Certificates

MA: Communication & Leadership (in progress), Park University
MLA: Social Science concentration, Baker University
BA: Liberal Arts, Park University

Office Hours

before/after class or by appointment

Daytime Phone

816-886-6123 (home/office)

Other Phone

816-506-5536 (mobile)

E-Mail

rusty.norris@park.edu

rusty.norris.park@comcast.net

Semester Dates

June 2 -  July 27, 2008

Class Days

---T---

Class Time

5:30 - 9:50 PM

Prerequisites

Interpersonal Communication I

Credit Hours

3


Textbook:
Communication Theories in Action, 3rd  Ed.,  Julia T. Wood, Thomson Wadsworth, 2004, ISBN 0-534-56630-1

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Instructor will supply case studies for discussion.

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: CA104. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Upon successful completion of this course the student should be able to: 1. Summarize the philosophical roots of the field and the history of the field.
  2. Compare and contrast various approaches to studying interpersonal communication.
  3. Explain how we define ourselves as communicators.
  4. Create a model of relational development and dissolution.
  5. Illustrate how verbal and nonverbal communication affects relationships.
  6. Evaluate different communication strategies for relational maintenance and repair.
  7. Explain the influence of the social context on relationships.
  8. Evaluate perception's influence on interpersonal communication.
  9. Explain the role of listening and self-disclosure on relationships.
  10. Evaluate the different strategies for dealing with conflict.
  11. Explain barriers to communication and how to overcome them.
  12. Assess your own communication strengths and weaknesses and develop a plan for improvement.


Core Assessment:

Minimum Requirements:  The core assessment for CA301 Interpersonal II will be a portfolio which


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


-Includes an eight to ten-page research based paper that utilizes a minimum of eight sources. 


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


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


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


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


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


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


-Must be transmitted to the instructor in electronic form.

Link to Class Rubric

Class Assessment:
Assessment of student learning in this course will be based on class participation/discussion, two exams, two précis, and a group research project/presentation.

Grading:
Class Participation/Discussion80 points total: 10 points for each of 8 class sessions. (25 percent of final grade)
This includes being continually present from the start of class until the class is dismissed by the instructor. The instructor for this course does not allow ANY excused absences. All absences will be considered UNEXCUSED regardless of reason. With one absence, an A for the course is still possible; with two absences, a C for the course is still possible. Three absences will result in a grade of F for the course.
This course will feature role-playing, skill-developing exercises, and class discussions to illustrate concepts and techniques while allowing students the opportunity to experience and develop concrete expressions of that knowledge. It is vital for all students to participate in these. Consideration will be given to quantity and quality of involvement, and demonstrated attitude toward learning. Students are expected to be respectful toward each other as well as the instructor, and to keep any personal information revealed during the class confidential. Part of participation is listening. A student who is daydreaming, reading a magazine, and/or chatting with friends about the weekend, etc., rather than paying attention to what is happening in class, is not participating.

Exams – 80 points total: 40 points for each of two exams. (25 percent of final grade.)
Exam One, for Session 4
Exam Two, for Session 7

Precis 80 points total: 40 points for each of two precis (25 percent of final grade)
The précis involves choosing a communication journal article/study, and writing a summary and analysis. Each student will do two précis, presenting the second one to the class and leading a 20-minute discussion. Topics and dates will be assigned during Session 2. Presentations will be given during Sessions 4 through 7.

Group Research Project - 40 points for each of two related assignments, a Research Project and a Presentation (25 percent of grade.)
Research Project: An 8 to 10 page intercultural communication research paper that uses a minimum of eight sources, as well as data gathered from observing real or simulated interpersonal communication.
Presentation: A presentation of the Research Project.

GRADING SCALE:
320 Possible Points
288-320 points = A (90-100%)
256-287 points = B (80-89%)
224-255 points = C (70-79%)
192-223points = D (60-69%)
0-191 points = F (0-59%)                           

Late Submission of Course Materials:
NOTE: The instructor will not accept late assignments. Assignments not submitted at the beginning of the class period during which they are due will receive a grade of “zero”. Students are expected to turn in their assignments on time whether they are present in class or not. If present in class, they must turn in their assignments in the form of a typed hard copy. 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.
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 II.
    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 rusty.norris@park.edu. (Be sure your file is in Word or PDF or RTF format.) Please note that the instructor will not accept items that are e-mailed late and/or are not in proper format. And he is not responsible for items you forgot to attach to your e-mails.
PLEASE NOTE: Having a computer or printer problem is generally not an acceptable excuse for late assignments.

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. Grades/Resources will be posted in e-companion, http://www.parkonline.org. Students can access these 24 hours a day.
3. 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.
4. Students are expected to inform the instructor if they need to leave the room before class is dismissed. If a student leaves early without telling the instructor, they will be counted as absent for the entire class period.
5. 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, rather than during class. This helps maintain student confidentiality, and enables the instructor to use class time wisely.
6. 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:
Note: Reading assignments should be read prior to the class period for which they are listed.

Session 1   
Course introduction

Thinking About Communication and Theory

Session 2   
How to Write a Precis, Group Project Explained
-Read Chapters 1 & 2 
    Precis 2 Dates Assigned
    Project Groups Assigned

Session 3
-Read Chapters 3 & 4
Due: Precis 1

Session 4
Exam 1
-Read Chapters 5 & 6
-Due: Precis 2

Session 5
-Read Chapters 7 & 8
-Due: Precis 2
   
Session 6   
-Read Chapters 9 & 10
-Due: Precis 2

Session 7
Exam 2 
Read Chapters 11 & 12
-Due: Precis 2
   
Session 8   
Group Research Project Presentations, Course Assessment Surveys

Schedule subject to change at the instructor’s discretion.



Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 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 papers for plagiarism, using the most up-to-date software available. A work that has been plagiarized will be graded 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

NOTE: The instructor for this course does not allow ANY excused absences. All absences will be considered UNEXCUSED regardless of reason. With one absence, an A for the course is still possible; with two absences, a C for the course is still possible. Three absences will result in a grade of F for the course.

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:5/26/2008 11:57:25 PM