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CA 104 Interpersonal Communication I
Baldwin, Dawn L.


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

F1T 2008 DLA

Faculty

Baldwin, Dawn L.

Title

Senior Instructor

Degrees/Certificates

MA in English - concentration in Technical and Professional Communications, East Carolina University
BA in Liberal Studies - concentration in English, Sociology, and Criminal Justice, Shaw University

Office Location

Online

Office Hours

M-F 9:00AM - 12:00PM and 6:00PM - 9:00PM (EST)

Daytime Phone

252-474-7630

E-Mail

Dawn.Baldwin@park.edu

bldwngbsn@aol.com

Semester Dates

Monday, August 18, 2008 - Sunday, October 12, 2008

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
The Interpersonal Communication Book, 11th Edition and the Interactive CD Valuepack Author: Joseph DeVito 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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CA104 Interpersonal Communication I (GE): 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 facilitator's educational philosophy is one that encourages students to participate in active, and meaningful classroom discussions, and assignments.  Class assignments are designed to develop more communication skills and encourage self-growth in the communication field.  Methods of evaluating this will be done through class discussion postings, journals, Progress Checks, extra credit assignments (if the student decides to complete these) and a final examination.

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:
Class Assessment:

 Homework:  All papers are to be double spaced, and insert pagination.
Week 1:  a 1-2 page paper on time, ambiguous terms is due.
Week 2:  a 1-2 page page paper on an article review on an article by Rebecca Morgan is due.
Week 3:  a 1-2 page article review on an article of your choice is due.
Week 5:  the outline for your Interpersonal Communication Report is due.
Week 6:  a 1-2 page paper on your stages of relationship development is due.
Week 7:  the CORE ASSESSMENT PORTFOLIO is due.  This assignment contains the OUTLINE, MLA Paper, and JOURNAL entries.
Week 8:  a 1-2 page summary on your team project is due.
 
Discussion:     Active weekly participation in the discussion area is a requirement.  Students must post an initial response, then post replies to at least 3 peers throughout the week.
 
Weekly journal submissions:    Studnets must submit at least 2 journal entries each week throughout weeks 1-6.
Extra credit opportunities are afforded to students during weeks 7 and 8.
 
2 Progress Checks:   Weeks 4 and 7 contain progress checks where students can use their books and notes to complete these short quizzes.  These quizzes serve as a study guide for the final examination.  Students are unable to print up these examinations, but are encouraged to be dilligent and take notes if they find any problematic areas, and can further study these topics.
 
Team discussion and participation:     Active particpation in the team discussion and involvement in each of the separate weekly topics is encouraged.
 
The CORE ASSESSMENT PORTFOLIO in Week 7:  All assignments throught the term are designed to assist the student in the preparation of their own CORE ASSESSMENT PORTFOLIO.  The portfolio consists of three elements.
First, the JOURNAL ENTRIES that are completed weekly allow the student to keep an online journal of interpersonal communication through one's experiences, observations, and thoughts about those experieinces during weeks 1-6.
Secondly, the OUTLINE.  The outline will serve as the framework for the journals, and students will be able to arrange a chronological orientation to their Interpersonal Communication Report.
Third, the INTERPERSONAL COMMUNICATION REPORT is a MLA formatted 7-8 page paper using a minimum of three Works Cited.  Specific instructions and guidelines will be provided weekly.  All three of these components are  submitted as the CORE ASSESSMENT PORTFOLIO in WEEK 7. 
 
FINAL EXAMINATION:
During week 8, students will take a proctored final examination.

Grading:

Grading:

 Core Assessment Portfolio (30%)
       MLA Research paper ---Week 7 ---100 points
       Interpersonal Communication Report Outline       Week 5---25 points
       Journals --- Weeks 1-6  (6 @ 6 pts) --- 36 points
       *Extra credit Journals Weeks 7, 8 --- 1 point for each entry
 

Week 1 --- JOURNAL 1

TOPIC: Time

This week, while observing your own communication, or that of the people around you, try to find examples that reflect the following:

  • A time when communication in a relationship was good or bad.  What features or aspects of communication made it good or bad?
  • An example on how communication is inevitable, irreversible and unrepeatable.
  • A time when someone made an assumption about you or someone else that was not true, but that was based on membership of a particular culture.  What were your observations and how did you feel about those observations?
  • A time when you demonstrated your ability to be open to intercultural differences.

       Try the "Test Yourself" area on page 34 of the text and summarize your results on Cultural Beliefs and Values.  What will you do to maintain or improve in this area?

You need not make a situation fit, these questions are just food for thought as some find it difficult to understand what I want you to write about.  The journal is a way for you to observe and assess how you interact with people on a daily basis.  In addition it is your own account of your observations of how other people communicate.  You should know that you will need to reference the journal in the Core Assessment for this course (the outline and the final Interpersonal Communication Report).

 Week 2 Journal 2

TOPIC: Interpersonal relationships 

Try it:  Page 34 Test Yourself on Cultural Beliefs and Values.  Summarize your results in your journal and then develop some goals to maintain or improve.

How would you describe one of your interpersonal relationships in term of symmetrical and complimentary interactions?  For example, is a relationship defined by differences or by similarities between the two of you?  Is there equality between you or is one superior?  Are you independent or independent?  Is the power shared or is one person in control?

Identify examples of:

  • Self-disclosure.
  • A situation where you dealt with communication apprehension.
  • Self-fulfilling prophecy.
  • Examples of attribution, for example: self-serving bias where you take credit for the positive and deny responsibility for the negative.
Week 3 Journal 3

 TOPICS: Effective listening; OR  Differences in men and women’s listening; OR Cultural identifiers

This week while observing your own communication or that of the people around you try to find examples that reflect the following:

  • Describe examples of how you listen to help, to learn, to influence, or to play. Which would you describe as effective/ineffective and why?  or
  • Provide an example of the ways men and women differ in their listening behaviors. DeVito offers some excellent material on listening, based on the reading, what are some of your own strengths and weaknesses?  What can you do to improve your listening skills? or
  • What cultural identifiers do you prefer to use in relation to you?  How do you let others know what identifiers you want them to use?  Listen and provide examples of an identifier used this week and how it was received.  What impact does this have on communication in the workplace? in relationships? 
Week 4 Journal 4

 TOPIC: Personal space

This week while observing your own communication or that of the people around you try to find examples that reflect the following:
Personal Space:   People have their own defined personal space.  This space has an invisible boundary that exists.  If someone enters crosses the boundary without permission, people become uncomfortable.  Responses to the invasion of personal space will vary based on gender, culture and the person.

Situations to journal your thoughts on might include:

  • Describe your own feelings about "personal space," an how the theories of space impact your life.  
  • How do you respond to " violations" of your space? 
  • What about the concept of time?  How often do you use expressions that reference time and what do really mean when you use those expressions?
  • Do you feel that when you use those terms that you are understood and that all parties are on the same page?  If not, what could you do to improve your skills in this area. 
Week 5 Journal 5

 TOPIC: Relationship advantages/disadvantages

 This week, think about the following:

       *What are the advantages and disadvantages of having a relationship? How do the benefits compare to the costs? 
        *Describe from experience, how you contribute to an “equitable” relationship.
        *Describe some of your observations, practices and techniques for relationship repair.
        *Do you feel that DeVito’s information on relationship maintenance useful in your own relationship?

 Week 6 Journal 6

 TOPIC: Family relationships, communication experiences, and conflicts

This week consider the following:

  • How do you define family?  Who is included in "your family"
  • What communication experiences have you had recently with your family?
  • What recent conflicts have you faced within your family and how were those conflicts dealt with?   
  • Were the conflicts resolved?  Did you use or see any of the theories suggested by DeVito?

EXTRA CREDIT JOURNALS:

 Week 7 Journal 7

 TOPIC: Personal journal—short term goal setting

This is your opportunity to continue journaling on your own.  I encourage you to take this practice with you once you complete the course.  It is a great way to vent, work through issues and to track progress in achieving your lifelong goals.  Let's set SHORT TERM GOALS for this weeks entry.  These short term goals should be goals that you intend to accomplish in the next six months to a year.

 Week 8 Journal 8

TOPIC: Personal journal— long term goal setting

 This is your opportunity to continue journaling on your own.  I encourage you to take this practice with you once you complete the course.  It is a great way to vent, work through issues and to track progress in achieving your lifelong goals.  Let's set LONG TERM goals for this weeks entry.  These are goals that you intend to accomplish in the next 5-10 years of your life.

#*#*#*#*#*#*#*#*#*#*#

HOMEWORK/WRITTEN WORK   (23%)
 
      Homework paper assignments --- (4 @ 25 pts) --- 100 points

      Team Homework Paper --- 25 points

 TESTS AND FINAL EXAMINATION  (27%)

        Progress Check 1 ---   Week 4     25 points

        Progress Check 2 ---   Week 7     35 points

        Final Examination  ---   Week 8     80 points

 PARTICIPATION/DISCUSSION  (20%)

        Class participation and discussion --- (8 wks @10 pts) --- 80 points

        Team discussion --- (3 wks @ 8 pts) --- 24 points

         *Extra credit --Serve as Team Moderator for Team Discussion --- 2 points

          *Extra credit (optional posting):  WEB Quest --- 1 point

  COURSE TOTAL POINTS:  530 
 *TOTAL POINTS AND EXTRA CREDIT:  535

 

Late Submission of Course Materials:
I will accept late work with a letter grade point reduction based on each day the work is submitted late.  If you have extenuating circumstances, please contact me by Pirate email.

Classroom Rules of Conduct:
I am requesting that each of you continue to learn from each other and use this online classroom opportunity to use our textbook lessons into better and more open communication methods.  Everyone should be respectful of each other and work as a team as we actively participate in the eight week term.

Course Topic/Dates/Assignments:

SCHEDULE OF WORK ASSIGNMENTS FOR THE F1T 2008 TERM

 WEEK 1---Work due by August 24, 2008

Read Chapters 1-2, and visit the INTRODUCTION tab under COURSE HOME where you will introduce yourself and greet other classmates. Participate in the DISCUSSION area for the week, with posting an initial response, and then posting 3 responses to peers during week 1. 

THINGS TO DO:

1) Check to see if your PIRATE email account is working, and email the instructor using your PIRATE email account. 2) Post a small INTRODUCTION of yourself under the COURSE HOME—Introductions. 3) Homework paper (1-2 pages, double-spaced). Submit this assignment through the DROPBOX and toggle to WK 1 HOMEWORK. The topic is on Ambiguous Time Terms. 4) Post your two JOURNAL entries. Submit through the DROPBOX, and toggle to JOURNAL. 5) Try the Just 4 Fun activity.

 WEEK 2---Work due by August 31, 2008

Read the Unit Review for Week 2, and chapters 3-5 in your textbook. Participate in the DISCUSSION area for the week, post an initial response, and then posting a minimum of 3 responses to peers during week 2. Chapter material for the week will include ‘the self’ in interpersonal communication and highlights self-concept, self-esteem, and self-disclosure. This week’s lesson addresses perception and listening. Students will begin to understand the idea of ‘self’ in interpersonal communication through assigned readings, self-exploration, and activities. Review the GUIDELINES tab for details about the upcoming Core Assessment Portfolio. 

THINGS TO DO:

1) Homework paper (1-2 pages, double-spaced). Review the article link provided in the HOMEWORK tab by Rebecca Morgan entitled The Power of Words. Submit the paper through DROPBOX, toggle to WK 2 HOMEWORK. 2) Post your two JOURNAL entries. Submit through the DROPBOX, and toggle to JOURNAL. 3) Contact your proctor this week and make arrangement at this time for your final examination in week 8. The proctor form is at www.parkonline.org. 4) Try the Just 4 Fun activity.

 WEEK 3---Work due by Sept 7, 2008

Read the Unit Review for Week 3 where we will now focus our topics on messages---verbal and nonverbal. Week 3 readings are about verbal and nonverbal messages, and will focus more on verbal messages. Read Chapters 6-7 in our WEEKLY ACTIVITIES. Participate in the DISCUSSION area for the week, and post an initial response, and then post 3 responses to peers during week 3.

THINGS TO DO: 

1) Homework paper (1-2 pages, double-spaced) on the Article Review from a Webliography source. You may select your own article for review. Submit through the DROPBOX, and toggle to WK 3 HOMEWORK. 2) Post your two JOURNAL entries. Submit through DROPBOX, and toggle to JOURNAL. These JOURNAL assignments will help you prepare your outline for Week 6, and for the final Core Assessment Portfolio for WK 7. 3) Finalize your proctor arrangements. If you have questions concerning your proctor, you may contact me, or refer to the student handbook for further information about your proctor. 4) Try the Just 4 Fun activity.

 WEEK 4---Work due by Sept 14, 2008

Week 4 DISCUSSION continues with verbal and non-verbal communication. This week though, the topic will focus on nonverbal messages and messages in conversation. Participate in the DISCUSSION area for the week, with posting an initial response, and then posting 3 responses to peers during week 4. Read chapters 8 and 9 in your textbook. Check out the TEAM DISCUSSION FOLDER and find that team you have been assigned to. Introduce yourselves to each other, and determine who may want to be the team moderator for 2 points extra credit. Once you determine the team moderator, email me the name. For further details about the duties of team moderator, you will see the TEAM MODERATOR ASSIGNMENT below.

THINGS TO DO:

1) Complete the PROGRESS CHECK examination. This is an hour exam that will help you understand how well you understand the course material. You may use your notes and textbook. 2) Post your two JOURNAL entries. Submit through DROPBOX, and toggle to JOURNAL. 3) Ensure that your proctor paperwork is completed. If not, contact me immediately so we can finalize all your proctoring arrangements. 4) Try the Just 4 Fun activity.

 WEEK 5---Work due by Sept 21, 2008

In the Unit Overview, read the Welcome to Part III of the textbook. Continue to read and understand the concepts of interpersonal relationships. Read chapters 10 and 11, that addresses the universal theories of interpersonal relationships, and ideas of growth and deterioration in interpersonal relationships. Participate in the DISCUSSION by posting an initial response, then posting 3 responses to peers during week 5. Participate in the TEAM DISCUSSION and participate a minimum of twice, with posting an initial comment, and answering one of the member’s responses. Ensure that you are in the correct team before you post your comments for the week. Begin to organize your Core Assessment Portfolio. The Core Assessment Portfolio will consist of the OUTLINE, MLA PAPER, and JOURNAL ENTRIES due in week 7. Submit ALL THREE contents, either as one document, or three separate documents.

THINGS TO DO:

1) Submit your OUTLINE that will consist of either 5 different interpersonal communication subjects or 5 different journal entries.  Submit this through the DROPBOX for WK 5 HOMEWORK. 2) Post two JOURNAL entries. Submit through DROPBOX and toggle to JOURNAL. 3) Submit the name of the team moderator by email to me. The moderator will earn two extra credit points and the points will be posted under week 8. Whoever volunteers first, will be assigned as the team moderator. The team moderator will be expected to answer the questions listed in wk 8 and post a 1-2 page paper about the team discussions under the DOCUMENT SHARING tab. 4) Try the Just 4 Fun activity.

 WEEK 6---Work due by Sept 28, 2008

In the Unit Overview, you will see the personal aspect of interpersonal communication as it relates to your friendships, love, family, and workplace. We continue to read and discuss conflict, and its implications in interpersonal communication. Continue to read chapters 12 and 13 in your textbook. Participate in the DISCUSSION area for the week, with posting an initial response, and then posting 3 responses to peers during week 6.

THINGS TO DO:

1) Submit a Homework paper (2 pages, double-spaced) on Chapter 10—the 6 Stage model of Interpersonal Relationships. Submit through DROPBOX, and toggle to WK 6, HOMEWORK. 2) Post two JOURNALS for the week. Submit through DROPBOX, and toggle to JOURNAL. 3) Continue to participate in your TEAM DISCUSSION and post an initial entry and answer one of your team member’s posts. 4) Post your 2 favorite Internet sites as discussed in the WEB QUEST icon for extra credit of 1 point. 5) Ensure your proctor arrangements are finalized. 6) Try the Just 4 Fun activity.

 WEEK 7---Work due by Oct 5, 2008

During week 7, we will focus on Chapter 14, Power in Interpersonal Relationships. Participate in the DISCUSSION area for the week, with posting an initial response, then posting 3 responses to your peers during week 7.

THINGS TO DO:

1) Complete the PROGRESS CHECK #2. This is an hour exam that will help you understand how well you understand the course material. You may use your notes and textbook. 2) Post a JOURNAL entry for extra credit on your short-term goals. Submit through DROPBOX, and toggle to JOURNAL. 3) Submit the entire Core Assessment Portfolio that consists of the OUTLINE, MLA PAPER (7-8 pages in length, double-spaced), and JOURNAL entries. Since this Portfolio is graded at 100 points, grading will include 5 points off for each grammar, spelling, punctuation, or incorrect MLA format error. 4) Call your proctor to see if the final examination was received. Confirm your time and date of your final examination at this time. 5) Try the Just 4 Fun activity.

 WEEK 8---Work due by Oct 12, 2008

During this last week, we will review what we have learned in the last 7 weeks. Participate in the DISCUSSION are for the week, with posting an initial response, and posting 2 responses to peers during week 8.

1) Complete the Individual Team Summary Homework paper (1-2 pages, double-spaced) due by Oct 8, 2008, and submit through the DROPBOX, week 8. This is not to be confused with the team moderator paper.

THINGS TO DO:

1) Take the final examination that is two hours in length, and dates to take it are from

6 Oct – 11 Oct 2008. The examination is CLOSED BOOK, NO NOTES. You will need to check with your proctor a week before the exam to ensure they are in receipt of your proctor cover sheet and exam. Remember, Park University policy is that a student who fails to take the final examination will fail the class. 2) Post a JOURNAL entry for extra credit on your long-term goals. 3) Remember to complete your course evaluation at this time on this class. 4) Team Moderators can now post their 1-2 page report under the DOCUMENT SHARING tab and allow peers to view it by highlighting the YES tab.

TEAM MODERATOR ASSIGNMENT (extra credit):

During the Weeks 5, 6, 7 your job is to monitor the communication patterns among the group members. If you feel that the group is ‘off-course’ or not even participating, get them involved----that’s your job as their ‘cheerleader.’ For the assignment that you will complete for week 8---your paper content should include answering the following questions, and if you have other comments, please feel free to also add your own commentary too.

  1. How well did everyone communicate?
  2. Who was the person/persons that provided a lot of information for others to ponder and respond to?
  3. Who was the most positive in their weekly communication posts?
  4. Who was the most negative in their weekly communication posts?
  5. Did you feel that all ideas were fairly disclosed/described in each of the three discussions?
  6. Which topic do you believe the team had a hard time discussing? Why do you believe it posed such a problem?
  7. Did you observe any conflict between any of the team members?
  8. Out of the three topics, which did you feel was the easier of the three to discuss and why?
  9. What did you learn during this assignment?

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 2008-2009 Undergraduate Catalog Page 87

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 2008-2009 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 "F".
  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2008-2009 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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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. 

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Last Updated:7/30/2008 7:21:21 PM