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CA 400 Interviewing:Theory & Practice
Norris, Virgil Wayne


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

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

Course

CA 400 Interviewing:Theory & Practice

Semester

SP 2008 HO

Faculty

Norris, Virgil "Rusty"

Title

Sr. Instructor of Humanities/Adjunct Faculty

Degrees/Certificates

MA: Communication & Leadership (in progress)
Master of Liberal Arts
BA - Liberal Arts

Office Hours

Before and after class or by appointment

Daytime Phone

816-886-6123 (home/office)

Other Phone

816-506-5536 (mobile)

E-Mail

rusty.norris@park.edu

Semester Dates

January 14 - May 11, 2008

Class Days

--T-R--

Class Time

1:00 - 2:15 PM

Credit Hours

3


Textbook:
Powell, L & Amsbary, J. (2006). Interviewing: Situations and contexts. Boston: Pearson. ISBN: 0-205-40195-3.


Camenson, B. (2002). Great Jobs for Communication Majors, 2nd. ed. Chicago: VGM Career Books. ISBN: 0-658-01765-9.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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


Course Description:
Development and analysis of the interviewing process from the viewpoints of the interviewer and interviewee. Consideration is given to strategies, ethics and the interview as a management tool, and a broad understanding of the communication variables involved in the interviewing context. Both practical and theoretical perspectives are examined. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. To develop an understanding of the interviewing process from the perspectives of the interviewer and interviewee.
  2. To consider the strategies and ethics involved in the interview.
  3. To develop a broad understanding of the communication variables underlying the interviewing context.
  4. To acquire the skill of analyzing interviews as both a participant and an observer
  5. To develop the ability to design and assess survey interviews.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is the Survey Interview Group Project.  The project will consist of a paper and an oral presentation by the group.  The project topic will be left to the discretion of the group members with instructorapproval.  A detailed instruction sheet will be distributed in class.  (100 points) While this activity is required,its weight related to the grade computation may be modified as long as it is at least 20% of the total grade for the course. (Rubric Attached) {Assesses outcomes 1, 2, 3, 4, 5}

 

Link to Class Rubric

Class Assessment:
ASSIGNMENTS
Self-evaluation, resume, and cover letter. 25 points. 6.25% of course grade

Job interview: interviewer. 50 points. 12.5% of course grade
Student will conduct a mock job interview of another student. Interviewer will be responsible for following EEOC guidelines, incorporating job specific information provided by interviewee, and selecting appropriate challenge questions for the interviewee.

Job interview: interviewee. 50 points. 12.5% of course grade
Student will be interviewed by another student in a mock job interview. Interviewee will be responsible for providing a prep sheet to the interviewer which incorporates a variety of information about the specific job, company, and field.

Research interview and report. 50 points. 12.5% of course grade
Student will be responsible for conducting a research interview within the appropriate target population. Some questions will be worked out in advance, while follow up questions will be left to the discretion of the student. A written report of the interview experience and the information gained will be required.

Journalistic interview & submission of article for Stylus. 50 points. 12.5% of course grade
Student will be responsible for conducting an appropriate journalistic interview and submitting an article for the Stylus based on the interview .

Final Exam. 50 points. 12.5% of course grade
Tuesday, May 6, 1:00 PM. Details will be provided in class.


Participation. 100 points. 25% of course grade
This is a highly interactive class, requiring significant participation in role plays, mock interviews, group discussions, etc. Students are expected to be prepared to discuss assigned reading material and to be involved with all other activities.

Guest interview. 25 points. 6.25% of course grade
Each student will be responsible for developing appropriate questions for, and interviewing, one of the guest speakers in the class.

Core Assessment is a combination of the Research Interview & Report and the Journalistic Interview & submission of an article for Stylus publication.

Grading:
ASSIGNMENT POINTS %

Self-evaluation, resume, and cover letter 25 6.25
Job interview: interviewer 50 12.5
Job interview: interviewee 50 12.5
Research interview and report 50 12.5
Journalistic interview & submission of article for Stylus 50 12.5
Final Exam 50 12.5
Participation 100 25
Guest interview 25 6.25
TOTAL 400 100

Grading Scale
A = 90-100% (or 360-400 points)
B = 80-89% (or 320-359 points)
C = 70-79% (or 280-319 points)
D = 60-69% (or 240-279 points)
F = < 60% (or 239 or fewer points)

Late Submission of Course Materials:
Contact the instructor in advance about any late submissions. The instructor reserves the right to accept no late submissions for credit.

Classroom Rules of Conduct:
Communication Devices

All communication devices must be turned off, or set on silent, during the class session. No phone calls or text messages are to be sent or received without the instructor's permission.

If you are expecting an important mesage, notify the instructor in advance. You must have permission from the instructor to answer messages during class.

Respect
Respect for every member of the class must be maintained at all times. This includes respecting the confidences of member 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:

 Week  Date  Topic  Assignments
 1  1/15  Introductions & syllabus  Read Powell Chapter 1.

 1/17  Interviewing basics I   
 2  1/22  Interviewing basics II  Read Powell Chapter 2.
   1/24  Interviewing basics III  
 3  1/29  Job search: self evaluation  Read Camenson Chap. 1 & 2.
 Self-evaluation due.
   1/31  Job search: 10 years out?  Scan Camenson Chap. 3-13.
 4  2/5  Guest speaker?
 
   2/7  Employment Interviewing  Read Powell Chapters 3 & 4.
 5  2/12  Job search: Interview prep  Read Camenson Chap. 4 & 5.
 Resume & cover letter due.
Interview prep sheet due.
   2/14  Job search: Job interviews I  
 6  2/19  Job search: Job interviews II  
   2/21  Qualitative research interviews  Read Powell Chapter 10.
 7  2/26  Quantitative research interviews  Read Powell Chapter 11.
   2/28  Conducting research interviews  
 8  3/4  Focus group interviews  
   3/6  Oral history interviews  Read Powell Chapter 12.
 Research interview report due.
     
Spring Break March 9-16

 
NO CLASSES

 9  3/18  Journalistic interviews I  Read Powell Chapter 7.
   3/20  Journalistic interviews II  Read Powell Chapter 8.
 10  3/25  Journalistic interviews III  Read Powell Chapter 9.
   3/27  Journalistic interviews IV  
 11  4/1  Legal interviews I  Read Powell Chapter 13.
   4/3  Legal interviews II  Read Powell Chapter 14.
 12  4/8  Legal interviews III  
   4/10  Legal interviews IV  
 13  4/15  Health interviews I  Read Powell Chapter 15.
 Stylus article due.
   4/17  Health interviews II  
 14  4/22  Health interviews III  Read Powell Chapter 16.
   4/24  Persuasive Interview  Read Powell Chapter 5.
 15  4/29  Performance appraisal & exit interview  Read Powell Chapter 6.
   5/1  Review for exam  
 16  5/6  Final Exam  


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

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, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Constructs a specific, measurable problem statement that indicates mastery of the essential elements of what, where, who, when, why, and how. Also provides a situation analysis that supports, expands and illustrates the problem statement.

 
Constructs a specific, measurable problem statement that includes the essential elements of what, where, who, when, why, and how. Also provides a situation analysis that supports, expands and illustrates the problem statement.

 
Constructs a problem statement that is vague and not measurable and does not include all of the essential elements of what, where, who, when, why, and how. The situation analysis does not support, expand and illustrate the problem statement.

 
Problem statement is very vague and does not include any of the essential elements of what, where, who, when, why, and how. Does not include a situation analysis that supports, expands and illustrates the problem statement.

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Research methodology is directly tied to the purpose and yields a rich data source that exceeds expectations. Research methodology is tied to the purpose and determines the information that is needed. Research methodology is not directly tied to purpose and does not yield the relevant information needed

 
Research methodology does not relate to the purpose and does not yield relevant information. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Results and Discussion shows mastery of systematic research methods to discover patterns of human interaction and draw appropriate conclusions related to purpose of study. Results and Discussion shows use of acceptable and systematic research methods to discover patterns of human interaction and draw appropriate conclusions. Results and Discussion shows use of some acceptable and systematic research methods to discover patterns of human interaction and draw appropriate conclusions.

 
Results and Discussion does not show use of acceptable and systematic research methods and draws inappropriate conclusions. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Extensive use of professional-level vocabulary.



 
Acceptable use of appropriate vocabulary. Rudimentary, inappropriate use of vocabulary. Poor, inappropriate use of vocabulary. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Professional mastery in all five project components: Introduction, Research Methodology, Results & Discussion, and Directions for Future Research. Meets acceptable standards in all five project components: Introduction, Research Methodology, Results & Discussion, and Directions for Future Research. Meets some of the acceptable standards in all five project components: Introduction, Research Methodology, Results & Discussion, and Directions for Future Research. Does not meet acceptable standards in all five project components: Introduction, Research Methodology, Results & Discussion, and Directions for Future Research.



 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The survey exceeds the requirements for validity and reliability, leading questions and other forms of bias are avoided, questions are designed to get the information needed, and questions pose no ethical dilemmas for respondents. The survey meets the requirements for validity and reliability, leading questions and other forms of bias are avoided, questions are designed to get the information needed, and questions pose no ethical dilemmas for respondents. The survey does not meet some the requirements for validity and reliability, contains some leading questions and other forms of bias, some questions lack design to get the information needed, and some questions may pose an ethical dilemmas for respondents. The survey does not meet most of the requirements for validity and reliability, contains many leading questions and other forms of bias, questions are not designed to get the information needed, and some questions may pose an ethical dilemmas for respondents.

 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Project focus is clear, thoughtful and imaginative, sources are smoothly integrated and persuasively support the project focus, sequence of topics is smooth with a convincing rhetorical pattern, and there are no grammatical errors. Project focus is clear and sustained, sources clearly support the purpose, sequence of topics is logical, and occasional sentence structure or diction problems do not seriously distract the reader. Project focus is clear but commonplace, sources are not always relevant and critically discussed, sequence of topics is generally easy to follow but may occasionally wander, and there are enough mechanical problems to temporarily distract the reader.

 
Project lacks focus, makes no use of sources, sequence of topics is difficult to follow, and has severe problems with sentence structure or word choice. 

Copyright:

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Last Updated:1/11/2008 12:49:21 PM