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CA 104 Interpersonal Communication I
Hopkins-Chery, Sarah Donna


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

FA 2010 HOC

Faculty

Hopkins-Chery, Sarah

Title

Adjunct Instructor of Communication Arts

Degrees/Certificates

M.A. Communication and Leadership
B.A. w/ Honors in Psychology

Office Hours

By Appointment

Other Phone

314-471-5368

E-Mail

sarah.hopkins@park.edu

Semester Dates

Aug. 17 - Dec. 3

Class Days

-M-W-F-

Class Time

11:00 - 11:50 AM

Prerequisites

None

Credit Hours

3


Textbook:
Interpersonal Communication: The Whole Story by Kory Floyd. ISBN#: 978-0-07-340664-0

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:
CA104 Interpersonal Communication I ( LE) (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

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:
 All assignment details will be given during class.

Weekly Participation - including discussions, reflections, and other minor assignments.

Written Assignments

Research Paper

Presentations

Midterm and Final exams

Grading:

Exams - 200 points (50pts. Each exam)

Four tests will be given.

Exam 1

Mid-term (Exam 2)    

Exam 3                      

Final     (Exam 4)                   

        

Term Project - 100 pts.

A researched term paper will be completed to fulfill this assignment.          

Term Project Oral Component - 20 points

You will present your term paper in an informal oral presentation to the class.        

Written Assignments -  120 points

Two papers at 40 points each are assigned to help you process and clarify the information covered and to help judge your understanding and ability to apply knowledge of interpersonal concepts.

Two assignments worth 20 points each, designed to develop student knowledge of APA writing style and preparation for term paper. 

Participation - 160 points

One of the most important areas of evaluation is the student's participation in classroom activities. Each student is expected to participate actively in classroom discussions, exercises, and to present actively his/her ideas and opinions. Active participation is defined as both listening and contributing ones' ideas, thoughts, feelings, beliefs, etc. to the discussion. It includes participation in and completion of in-class discussions, activities and exercises. These activities will involve both individual and group work.  Missed participation points cannot be made up. That means if you are not in class to complete an in-class activity, you cannot earn those participation points for that day.

Various participation points will be earned throughout the semester. Participation points can include: in class worksheets, activities that require group discussion, evaluating peers as well as writing assignments. Participation points will not be earned every day. Points are not given for just talking in class, but rather earned for participating in class activities.
 
Core Assessment - 200 points
Complete an electronic portfolio as indicated above.
Please keep a running total of your scores for the semester. That way you will always know your status in the class. 
Grading:
 

Assessment

Points

Points Earned

Weekly Participation

160

Written assignments

120

Exams

200

Research Paper

100

Oral presentation for research paper

20

Core assessment

200

Total

800

 

 

Grading Scale:                                                         

A = 90 -100% Represents work which is outstanding, far above the minimum requirements necessary for completing this course/assignment.

B = 80 -   89%Represents work which is significantly above the minimum requirements necessary for completing this course/assignment.

C = 70 -   79%Represents work which meets the basic course/assignment requirements.

D = 60 -   69%Represents work which is worthy of credit even though it does not fully meet all of the basic course/assignment requirements.

F = below 60%

Late Submission of Course Materials:
 All course work is expected to be done on time. Instructors may allow students with prior knowledge of upcoming absences to complete work before that absence. At the instructor's discretion, students may be allowed to makeup work missed.   No in class work (participation points can be made up).   Late work will be penalized 5% each day it is late.

Make-up tests, if allowed for emergency purposes only, will be taken in the Testing Center in the third floor of the student center. Tests must be taken before the next class period.

 If you know of an impending absence, it is your responsibility to notify me in advance and make arrangements to complete assignments ahead of time. I understand that computers crash and printers stop working. However, these are not acceptable excuses for turning in assignments late. You should complete your work early enough so that you can correct any problems that may arise as you attempt to print or type.

Classroom Rules of Conduct:

 ATTENDANCE POLICY:
 
Regular attendance is a necessity if the student expects to master the course content. Participation in class exercises, listening, contributing to discussion and analyzing the communicating efforts of students are primary means of learning. Good attendance is a vital ingredient of success in a speech class. Absence from class has a direct bearing on performance quality and final grade.
Participation points are earned in class. Missing class significantly affects your grade.
 
Cell phone policy:

1.    No text messaging in class.

2.    Phone can be on, but only on silent (not vibrate).

3.    You may not use your phone during class.

If you are texting in class, you will be asked to stop and turn your phone off. If you are texting a second time your phone will be taken until the end of class.

If your phone goes off during class, you will be asked to turn your phone off.

Laptops and electronic Devices:

You may bring laptops to class, but they are to be used only for work in interpersonal communication.

ADDITIONAL TIPS AND GUIDELINES:

1.   COMMUNICATE WITH ME: Although you see me every day we meet as a class, it’s hard to interact with all of you on an interpersonal level or offer a lot of personal attention in class. Hence, as a general rule of thumb, PLEASE come and see me outside of class and let me know how things are going. I tend to be understanding if you talk with me about problems, concerns, issues, etc. BEFORE they reach crisis stage. So please, come and see me. Email is a good way to keep up with me.

2.   SCHEDULE CHANGES: I will try my best to maintain the course schedule, although sometimes it will be necessary to make changes. You will be responsible for all changes announced in class.

3.   PARTICIPATION: This is a communication course, and you are expected to communicate. Classroom discussion is encouraged, however that discussion should be orderly and to the class, instead of between fellow students. Some courses require little participation by students orally—this is not one of those classes. While I will lecture on relevant material I will also often call on students for opinions, encourage class discussions, and facilitate small group work. I realize talking in class is difficult for some students, but one goal of a communication course is to learn to feel comfortable communicating. Likewise, some students love to talk and I appreciate their ability to get discussion going, but please remember to allow, and encourage, everyone in the class a chance to participate.

      If you love to talk, I may ask you privately to give others a chance to participate.

4.   RESPECT. While I believe in freedom of speech, I do not believe in language that demeans or otherwise is harmful to individuals or groups. In this class we will respect diverse ideas, experiences, values and communication styles. All comments deserve and will receive respectful hearings. You are not pressured to agree with everything others say. Rather, you need to respect what others say, and their right to say it.

5.   READINGS: Keeping up with the readings in this class will no doubt enhance your success in this class and your progress toward a more complete understanding of communication concepts. I expect that you will have read the assigned material before you arrive in class each day and will be prepared to participate in class discussion regarding that material. I reserve the right to return papers, upgraded and with a late penalty, that do not reflect a commitment to college level writing.  Your written work will be judged on clarity of content and ability to express ideas, and where appropriate, feelings. In all cases where writing is involved, you will be expected to use proper English writing skills. Points will be deducted for poor grammar, spelling, punctuation, and sentence structure. All papers must be typewritten or word processed.   Multiple pages must be stapled at the upper left-hand corner only. Please do not use folders or notebooks.   I do not bring a stapler to class--please buy your own or locate another one you can use. You should keep a hard copy or disk copy of your ungraded work just in case something happens to your original.

Course Topic/Dates/Assignments:
 

Week

Dates

Topic

Chapter

Homework Due

1

16 Aug

 

 

 

18

 

20

Introduction to Interpersonal communication

Types of Communication

Interpersonal Process

Types of Communication

Interpersonal Process

1

2

23

25

27

Perception

Perception

Perception

4

 

APA Style Work sheet

3

30

1Sep

3

Communication and Self

Communication and Self

Communication and Self

3

4

6

8

10

NO CLASS LABOR DAY

Culture

Culture

2

 

Analysis Paper 1

5

13

15

17

Culture

Exam 1

Gender

2

6

20

22

24

Gender

Gender

Research

 

7

27

29

1 Oct

Language

Language

Nonverbal

5

6

Term Paper Proposal

8

4

6

8

Nonverbal

Nonverbal

Midterm Exam

11

13

15

FALL BREAK

 

NO CLASSES

9

18

20

22

Listening

Listening

Listening

7

Analysis Paper 2

10

25

27

29

Emotions

Emotions

Emotions

12

 

 

11

1 Nov

3

5

Conflict

Conflict

Exam 3

10

12

8

10

12

Deception

Deception

Deception

11

Research Paper

13

15

17

19

Social Relationships

Social Relationships

Social Relationships

8

14

22

24

26

Intimate Relationships

Intimate Relationships

THANKSGIVING BREAK

NO CLASS

9

 

Portfolio

15

29

1 Dec

3

Presentations

Presentations

Presentations

 

16

 

 

Final Presentations and exam TBA

 

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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:8/9/2010 10:06:05 AM