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CA 301 Interpersonal Communication II
Aitken, Joan Evelyn


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

SP 2010 HO

Faculty

Dr. J. E. Aitken

Title

Professor, Arts and Communication

Degrees/Certificates

B.A. Michigan State U, Communication Theory
M.A. University of Missouri-Kansas City, Curriculum & Leadership.
Doctorate and M.A., University of Arkansas

Office Location

229 Copley

Office Hours

By appointment, and as posted on the office door.

Daytime Phone

816-584-6785

E-Mail

joan.aitken@park.edu

Web Page

http://onlineacademics.org/CA301/

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Prerequisites

None

Credit Hours

3


Textbook:
Wood, J. T.  (2004 or latest edition).  Communication theories in action: An introduction.  Belmont, CA: Wadsworth.

Braithewaite, D. O., & Wood, J. T. (2000 or latest edition).  Case studies in interpersonal communication processes and problems.  Belmont, CA: Wadsworth.
 
Style manual:
APA (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Wood text companion site for each chapter Quiz, Try-It-Outs application assignments, and other learning activities.  These activities can be completed online or onground according to your professor's instructions:   

http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534566391&discipline_number=48

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/.

http://onlineacademics.org/Guidelines.html

Course Description:
CA301 Interpersonal Communication II: 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

Educational Philosophy:

The Communication Arts Department at Park University combines theoretical learning, skills mastery, and practical experience for students.  

http://onlineacademics.org/Guidelines.html#PHILOSOPHY

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:

45% Minor Assignments, participation, quiz grades, Try-It-Outs.

10% Class Leadership on Cases and Written Reflections: Analyze the communication in a relationship (a case study of real or simulated interpersonal communication).

10% Presentation on Interpersonal Communication Theorist. 

20% Portfolio with Research Paper (Core Assessment). 

15% Final Exam 
 
Major assignments are due as hardcopy at the beginning of the class meeting.  In-class assignments are completed during the class meeting. No assignments accepted by email.  If you need to miss class where a major assignment is due, submit the assignment electronically BEFORE class in eCompanion.

Grading:

90-100 A
80-89.99 B
70-79.99 C
60-69.99 D

Late Submission of Course Materials:

Please submit assignments on time or make ADVANCE arrangements with your professor. Minor assignments and participation cannnot be made up or submitted late. 

Late major assignments need a physician's excuse.  Non-excused late assignments require additional work and the grade is automatically docked.

Assignments are due as hardcopy at the beginning of the class meeting.  No assignments accepted by email.  If you need to miss class where a major assignment is due, submit the assignment electronically BEFORE class in eCompanion.

Classroom Rules of Conduct:
Students are expected to submit their work on time and to actively engage in course learning.  Because of potentially sensitive topics, students will want to communicate in ways that show respect for different points of view. For additional information, see  

http://onlineacademics.org/Guidelines.html

Course Topic/Dates/Assignments:

 

Quick Overview

Tentative Schedule

 

Week and Topic

 

Wood Chapter Reading

 

B & W Cases

Written reflection on your assigned cases are due the day you lead the class.

Weekly Assessment:  Read & Apply Research Article for Research Paper

200 words due each week

In-class Assignments Due.

1

Interpersonal Communication as a Field of Study.

Skim webpage & course materials

Chapter 1

Read Case 1

Discuss the philosophical roots of communication and the history of the field.

Quiz. Try-it-out. In class learning activities.

2 Understanding Interpersonal Communication Theories.

 

Read chapter 2

Read Case 2 & 10

Illustrate knowledge of the philosophical roots of communication and the history of the field.

Quiz. Try-it-out. In class learning activities.

3 Building and Testing Theory.

Read chapter 3

Read Case 3

Assess your communication strengths and needs and develop an action plan to improve weak areas.

Quiz. Try-it-out. In class learning activities.

4 Early Interpersonal Communication Theory.

 

Read chapter 4

Read Case 4

What are IC myths and what does the research say about them?

Quiz. Try-it-out. In class learning activities.

5 Theories about Symbolic Activity

Read chapter 5

Read Case 5 & 8

How can you use language more effective in IC contexts?

Quiz. Try-it-out. In class learning activities.

6 Theories about Performance.

Read chapter 6

Read Case 6

How does your face compare to back stage?

Quiz. Try-it-out. In class learning activities.

7 Theories about How People Construct Meaning.

Read chapter 7

Read Case 11 & 12

Discuss intercultural differences in values and communication and how that affects relationships

Quiz. Try-it-out. In class learning activities.

8 Theories of Interpersonal Dynamics.

Read chapter 8

Read Case 7

How can you be more rhetorically sensitive regarding interpersonal dynamics?

Quiz. Try-it-out. In class learning activities.

Midterm Test

9 Interpersonal Theories about Communication and the Evolution of Relationships.

Read chapter 9

Read Case 13

Read Case 15

What do you need to understand about relational development?

Quiz. Try-it-out. In class learning activities.

10

 

Presentations about Theorists

 

 

Presentations Due

11 Theories about Interpersonal Communities.

 

Read chapter 10

Read Case 14

Describe how mediated communication influences your relationships.

Quiz. Try-it-out. In class learning activities.

12 Media Effects on Relationships

Read chapter 11

 

 

Quiz. Try-it-out. In class learning activities.

Portfolio Due

 

13 Critical Communication Theories.

Read chapter 12

Read Case 17

 

Quiz. Try-it-out. In class learning activities.

14 The Frontiers of Interpersonal Theory.

Read chapter 13

 Read Case 18

 

Quiz. Try-it-out. In class learning activities.

15  Communication Theories in Action: A Final Look.

Read chapter 14

Course closure and review for final.

 

No revision accepted after first class meeting of this week. 

 

16

 

 n/a

 

 

Final exam as scheduled.

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
APA (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

See http://onlineacademics.org/Guidelines.html#HONEST_
Read in detail APA ch. 1, 2, 6. Please read and KNOW the ethics sections.

Discussion of ethical behaviors pp. 11-20 and compliance checklist p. 20.

n8.04 Complying With Ethical, Legal, and Policy Requirements, pp. 231-236.

Crediting Sources pp. 169-174.

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

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

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:12/14/2009 1:22:11 PM