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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

SP 2010 HOC

Faculty

Norris, Lynn M.

Title

Senior 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/after class or by appointment

Daytime Phone

816-886-6123 (home)

E-Mail

lynn.norris@park.edu

Semester Dates

Monday, January 11, 2010 - Friday, May 7, 2010

Class Days

--T-R--

Class Time

10:10 - 11:25 AM

Prerequisites

None

Credit Hours

3


Textbook:
 

DeVito,Joseph A., The Interpersonal Communication Book, Twelfth Edition, Allyn & Bacon, 2007.

ISBN-11: 0205628703

ISBN-13: 9780205625703

PLEASE NOTE: The Park Bookstore has in the past occasionally given students a textbook that is used by OTHER instructors who are  teaching the same course. Please ensure that you receive the correct text.

 

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:
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 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:

Class Assessment is based on

  • Attendance and Participation (25 percent)
  • Tests (25 percent)
  • Written Work (25 percent)
  • Core Assessment: A Movie Analysis Assignment (25 percent)

 

 

Grading:

PARTICIPATION

(100 points TOTAL, or 25 percent of final grade)

This includes both Attendance and Involvement.

A. Attendance includes being continually present from the start of class until the instructor dismisses the class.

  • A sign-in sheet will be on the instructor’s desk every class period. Students who do not sign in will be considered absent. 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.
  • Participation grading allows students to miss four class sessions without any point deductions. Also considered excused is an absence due to class being cancelled by Park because of inclement weather, etc. and due to doing activities for Park, such as - a basketball game, the Model U.N., a music recital, etc. All other absences are consideed unexcused.

B. Involvement

  • Role-playing, skill-developing exercises, and class discussions illustrate concepts and techniques, 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, texting, surfing the Internet, reading a magazine, and/or chatting with friends, rather than paying attention to what is happening in class, is not participating.

 

TESTS

(100 points TOTAL or 25 percent of final grade)

A.  Quizzes  This will include 9 internet quizzes and 1 take-home quiz. Each quiz is worth 10 points.

B.  How to take an Internet Quiz:

  • See Course Topic/Dates/Assignments section for the Quiz schedule.
  • Quizzes can be completed anytime from midnight on Sunday to midnight Saturday during the week specified.
  • Go to www.parkonline.org.
  • Sign in with your Park ID Number and Password.
  • Click on Interpersonal Communication I.
  • Click on the appropriate week.
  • Click on the appropriate quiz and follow the instructions.
  • The Internet quizzes are in multiple-choice format.
  • You will have 15 minutes to complete each internet quiz. 

 

WRITTEN WORK

(100 points TOTAL or 25 percent of final grade)

A. Learning Journals  (10 points for each of 10 learning 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 concepts, 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 of 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 sample Learning Journal, will be provided during class.

B. How To Turn in a Learning Journal

  • See Course Topic/Dates/Assignments section for the Learning Journal schedule.
  • Learning Journals are due on Thursday of the week specified.
  • You need to turn in a hard (typed on paper) copy and an electronic (e-mail) copy. Assignments will be recorded as in, but not graded until the typed hard copy AND electronic copy are provided.
  • Be sure your file is in Word or PDF or RTF format.
  • E-mail to lynn.norris@park.edu.
  • Don't forget to attach it to the e-mail!

 

CORE ASSESSMENT

(100 points or 25 percent of final grade)

A. Movie Analysis Assignment  (100 points total): This gives students an opportunity to apply what they've learned about interpersonal communication to situational interactions between characters in a movie.

  • Instructions for this assignment will be provided during Week 7.
  • The Movie Analysis must use at least four academic/professional sources in addition to the textbook and the movie chosen. Works Cited Page should be done in APA style.
  • This assignment fulfils the Core Assessment requirement for the class.    

B. How To Turn in the Movie Analysis Assignment

  • The Movie Analysis is due at midnight on Sunday, May 9, 2010
  • You only need to turn in an electronic copy (via e-mail)

C. E-mailing the Movie Analysis Assignment to the Instructor

  • Be sure your file is in Word or PDF or RTF format
  • E-mail to lynn.norris@park.edu.
  • Don't forget to attach your Movie Analysis Assignment to the e-mail.

  

GRADING SCALE:

TOTAL: 400 points or 100 percent of course grade

360-400 points = A (90-100%)

320-359 points = B (80-89%)

280-319 points = C (70-79%)

240-279 points = D (60-69%)

0-239 points = F (0-59%)

Late Submission of Course Materials:

  • If unable to attend class, students are still expected to turn in their written work on time. They may do so electronically, with the expectation that a typed hard copy will be submitted the day the student returns to class.
  • Learning Journals will be recorded as in, but not graded until the typed hard copy AND electronic copy are provided.

Classroom Rules of Conduct:

A. Pirate mail is the official channel of communication for all Park students.

  • 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.

B. E-companion

  • The instructor will record all grades in e-companion.
  • Students may access these anytime by going to parkonline.org, typing in their student ID number and password, and clicking on the Interpersonal Communication I  link.

C. Communication devices, such as mobile phones and pagers

  • Turn these 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.

D. Personal matters

  • 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.

E. Respect for every member of the class

  • This must be maintained at all times.
  • This includes not chatting 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.
  • Learning Journals are to be submitted on Thursdays.
  • Quizzes will be available ON THE INTERNET during the week listed, from Sunday to Saturday


Week One:

Read Chapter 1: Foundations of Interpersonal Communication

TU JAN 12: Course Introduction

TH JAN 14: Foundations of Interpersonal Communication

                        INTERNET QUIZ 1: THE SYLLABUS & CHAPTER 1

 

Week Two:

Read Chapter 2: Culture & Interpersonal Communication

TU JAN 19: Culture and Interpersonal Communication

TH JAN 21: Culture and Interpersonal Communication

                        LEARNING JOURNAL 1: PERSONAL COMMUNICATION SKILL ASSESSMENT

                        INTERNET QUIZ 2: CHAPTER 2

 

Week Three:

Read Chapter 3: Perception & the Self in Interpersonal Communication

TU JAN 26: Perception and Interpersonal Communication

TH JAN 28: The Self and Interpersonal Communication           

LEARNING JOURNAL 2: CULTURE

                      INTERNET QUIZ 3: CHAPTER 3

        

Week Four: 

Read Chapter 4: Listening in Interpersonal Communication

TU FEB 02: Listening in Interpersonal Communication

TH FEB 04: Listening in Interpersonal Communication

                      LEARNING JOURNAL 3: PERCEPTION AND THE SELF

INTERNET QUIZ 4: CHAPTER 4


Week Five:

Read Chapter 5: Verbal Messages

TU FEB 09: Verbal Messages

TH FEB 11: Verbal Messages

LEARNING JOURNAL 4: LISTENING

INTERNET QUIZ 5: CHAPTER 5

 

Week Six:

Read Chapter 6: Nonverbal Messages

TU FEB 16:  Nonverbal Messages

TH FEB 18:  Nonverbal Messages

LEARNING JOURNAL 5: VERBAL MESSAGES

INTERNET QUIZ 6: CHAPTER 6

 

Week Seven:

TU FEB 23: How to Do the Movie Analysis Assignment

TH FEB 25: How to Do the Movie Analysis Assignment

                       

Week Eight:

Read Chapter 7: Emotional Messages

TU MAR 02:  Emotional Messages

TH MAR 04:  Emotional Messages

TAKE HOME QUIZ 7: MOVIE ANALYSIS TECHNIQUES

 

SPRING BREAK:

TU MAR 09: NO CLASS

TH MAR 11: NO CLASS

 

Week Nine:

Read Chapter 8: Conversational Messages

TU MAR 16: Conversational Messages

TH MAR 18: Conversational Messages

                      LEARNING JOURNAL 6: EMOTIONAL COMMUNICATION

INTERNET QUIZ 8: CHAPTERS 7 & 8

 

Week Ten:

                        Read Chapter 9: Relationships: Stages & Theories

TU MAR 23:  Relationships: Stages & Theories

TH MAR 25:  Relationships: Stages & Theories           

                        LEARNING JOURNAL 7: CONVERSATION

 

Week Eleven:

Read Chapter 10: Relationships: Development & Deterioration

TU MAR 30:  Relationships: Development & Deterioration

TH APR 01:  Relationships: Development & Deterioration

 

Week Twelve:

Read Chapter 11: Relationship Types

Read Chapter 12: Interpersonal Conflict & Conflict Management

TU APR 06: Relationship Types

TH APR 08: Interpersonal Conflict & Conflict Management

LEARNING JOURNAL 8: RELATIONSHIPS

 

Week Thirteen:

TU APR 13: Interpersonal Conflict & Conflict Management

TH APR 15: NO CLASS: INSTRUCTOR AT A CONVENTION

 

Week Fourteen:

Read Chapter 13: Interpersonal Power & Influence

TU APR 20: Interpersonal Power & Influence

TH APR 22: Interpersonal Power & Influence

LEARNING JOURNAL 9: CONFLICT

INTERNET QUIZ 9: CHAPTERS 12 & 13


Week Fifteen:

TU APR 27: Communication Skill Reassessment, Course Evaluations

TH APR 29: Review Session - Play Jeopardy to Earn Extra Credit Points!

 LEARNING JOURNAL 10: FINAL COMMUNICATION SKILL REASSESSMENT

            INTERNET QUIZ 10: REVIEW

 

FINALS WEEK:

TU MAY 04: NO CLASS (FINALS WEEK)

TH MAY 06: NO CLASS (FINALS WEEK)                                     

MOVIE ANALYSIS ASSIGNMENT DUE MIDNIGHT ON SU MAY 09

 

PLEASE 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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 92
PLEASE NOTE: The instructor for this class examines all written work for signs of plagiarism.
There are three types of plagiarism:
• global - stealing whole assignment word for word from one source (grade is zero)
• patchwork - stealing direct quotes from two or more sources and weaving them together (grade is zero)
• incremental - not giving credit to information borrowed from others. This can involve paraphrasing without giving a source, using quotes or information from a source and labeling them within the assignment but not listing them on the works cited page, etc. (10-50 points are deducted)

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.

Park University 2009-2010 Undergraduate Catalog Page 95
PLEASE NOTE:
• Participation grading allows students to miss four class sessions without any point deductions. Also considered excused is an absence due to class being canceled by Park because of inclement weather, etc. and due to doing activities for Park, such as - a basketball game, the Model U.N., a music recital, etc.
• A sign-in sheet will be on the instructor's desk every class period. Students who do not sign in will be considered absent.
• 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.

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:1/8/2010 10:10:34 AM