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CA 104 Interpersonal Communication I
Balas, Tania


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

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

Course

CA 104 Interpersonal Communication I

Semester

F1T 2010 DLB

Faculty

Balas, Tania

Title

Senior Adjunct Instructor

Degrees/Certificates

Bachelor of Science - English Education, Moorhead State University, Moorhead, MN
Master of Science - Education: General Studies, University of North Dakota, Grand Forks, ND
Graduate Certificate - Human Resource Administration, Central Michigan University, Minot Air Force Base, Minot ND

Office Location

Minot, North Dakota (Central Time)

Office Hours

I am available via internet most of the time and by phone usually from 9:00 am to 8:00 pm

Other Phone

701-839-0686 home phone;  Central Time Zone

E-Mail

tania.balas@park.edu

Semester Dates

Monday, August 16 - Sunday, October 10, 2010

Class Days

continual - asynchronous online

Class Time

continual - asynchronous online

Credit Hours

3


Textbook:

Interpersonal Communication Book, The, 12th Edition

By Joseph A. DeVito
ISBN-10: 0-205-62570-3
ISBN-13: 978-0-205-62570-3What's this?

Published by Allyn & Bacon  © 2009
 Pub. Date: Oct 9, 2008
Format: Paper

Text Ordering:
http://direct.mbsbooks.com/park.htm

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
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:
I believe everyone has a right to learn in an inviting environment.  I expect all opinions / ideas to be heard and discussed with an open mind.

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:

 

Assignments

Weight by Percentage

Homework/Written Work

23%

Core Assessment Portfolio

30%

Class Participation/Discussion

20%

Examinations and Progress Checks

27%

 

 

Total

100%


 

GRADING RUBRIC FOR INTERPERSONAL COMMUNICATION REPORT 

Competency

Exceeds Expectation--All required for grade of A.

Meets Expectation--Minimum required for grade of C.

Does Not Meet Expectation--Minimum required for grade of D.

No Evidence--Grade of F or required revision.

Analysis Outcomes
Outcomes
CLO1-12

Discussed cause and effect, development stages, and free of content mistakes. 

Shows concept complexity, but makes 1-2 content mistakes or fails to discuss cause-effect.

3 content mistakes or no analysis.

Analysis could have been written before IC course.

Evaluation Outcomes Outcomes
CLO 1-12

Discussed communication success, good-bad evaluation, and how to fix problems.

Lacks success discussion or research-based improvement strategies, but contains evaluation.

No success and no improvement discussion, has evaluation of communication.

Evaluation could have been written before IC course.

Concepts Outcome


CLO 1-12

Discussed 9 or more IC concepts in own words. 

Discussed 6-8 IC concepts in own words. 

Discussed less than 6 IC concepts in own words or used textbook only to describe.

Discussed concepts irrelevant to IC or not from communication studies. 

Application Outcomes
Outcomes
CLO 1-12

Discussed multiple change strategies, no errors.

Discussed multiple change strategies, with 1-2 errors.

Discussed ineffective change strategies, not supported in the field of communication studies.

Application could have been written before IC course.

Critical Literacy
Outcomes
 

At least 4 IC related CA evidence in reference list of different kinds. Including text, journal entry and at least one prior assignment.

Makes sense and included at least 3 IC related CA evidence in reference list of different kinds (journal articles, IC textbooks).

Not all sources are IC related CA evidence, or lack peer-reviewed journal articles, or lack textbook.

No reference list, or used Internet/popular press sources, or could have been written before IC.

Grading:

90 - 100%      A

80 - 89.99%   B

70 - 79.99%   C

60 - 69.99%   D

0 - 59.99%     F    
 
Course Total Points:  530

Homework/Written Work-23%
Homework Assignments Week 1, 2, 3, 6 & 8 (5 @ 25 points)

Core Assessment Portfolio-30%
-Interpersonal Communication Report (1 @ 100 points) Week 7
-Weekly Journal Entries Week 1-6 (6 @ 6 points)

-Interpersonal Communication Report Outline Week 5 (1 @ 25 points)

Class Participation/Discussion-20%
Individual Discussion Weeks 1-8 (8 @ 10 points)
Team Discussion Weeks 5-7 (3 @ 8 points)

Examinations and Tests-27%
-Progress Check 1 and 2 (1 @ 25 and 1 at 35 points) or 60 pts
-Final Examination (1 @80 points)


Grading:
Please see class assessment

Late Submission of Course Materials:
Late work will not be accepted unless obtaining prior approval from the instructor.

Classroom Rules of Conduct:
Please see educational philosophy.

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:

Week 1: Unit Overview:  The first chapter of the book provides you with the “Foundations of Interpersonal Communication.” Here we will explore the nature and importance of interpersonal communication and its fundamental concepts. In chapter two, “Culture and Interpersonal Communication,” we will look at the central role of culture in all aspects of interpersonal communication, understand the importance and aims of a cultural perspective, understand how cultures differ and consider the nature and principles of interpersonal communication.
Learning Outcomes Addressed
: 1, 5, 8 and 12.
Reading Assignment: Chapters 1-2

Visit the "Introduction"
area where you will introduce yourself and greet other course members.  Feel free to post a photo as well.
Homework 1
: Prepare a 1-2 page paper that reviews one of your interpersonal relationships. Briefly describe the relationship, determine if the relationship is symmetrical or complimentary and then explain why you see it as such. Please provide at least one example in your explanation. Papers should be double spaced, and 1" margins, submitted in Word to the dropbox.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in this folder.
Discussion: This week’s discussion topic is cross cultural sensitivity. Remember, discussion and other activities will help to determine your participation points for this course.
Journal: Post your first and second journal entry to the "dropbox – Journal.” Please label each journal separately and remember, do not mark the entry as private.

Week 2: Unit Overview: Chapter three will address “Perception and the Self in Interpersonal Communication.” This chapter will discuss the basic dimensions of the self, the nature and principles of perception, impression formation and impression management. Chapter four, “Listening in Interpersonal Communication,” considers the importance of listening, the process of listening, listening barriers, the role of culture and gender in listening and styles of effective listening.
Learning Outcomes Addressed: 2, 3, 4 and 8.
Reading Assignment: Chapters 3-4

Homework 2:
 Prepare a 1-2 page review on an article of your choice.  The article should be related to some aspect of Interpersonal Communication and should have been published within the last 2 years.  Submit your assignment to the dropbox.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Discussion: This week’s discussion will focus on “Know Your Generation Gap.”
Journal:   Post your third and fourth journal entry to the “dropbox-Journal.”
Review the "Guidelines" folder for detailed instructions for the week 5 and 7 assignment.
Proctor Request: Complete instructions for the proctor form can be found on your homepage at www.parkonline.org scroll down to just below your course information. Submit your proctor request through the online system. If you need assistance please feel free to call me or email me
.
 

Week 3: Unit Overview: We will now begin Part 2 of the text and our focus turns to Messages: Verbal and Nonverbal. Chapter five, “Verbal Messages,” focuses on the verbal message system, identifying the major principles of verbal messages and offering guidelines for making language more accurate, more logical and more effective. Chapter six, “Nonverbal Messages,” covers the major nonverbal channels and the research on nonverbal communication functions and examines the influence of culture on all aspects of nonverbal communication. 
Learning Outcomes Addressed: 6 and 7.
Reading Assignment: Chapters 5 - 6
Homework 3: Prepare a 1-2 page paper on gender differences in regard to verbal and nonverbal communication. You may use one of your interpersonal relationships to provide examples. In your paper, identify the relationship, discuss differences, and provide an example of how verbal or nonverbal communication affects your relationship. Offer a suggestion as to how you can improve verbal/nonverbal communication within the relationship. Submit your paper to the dropbox.
Just 4 FunComplete the activity and share your thoughts and comments on this activity in the folder.
Discussion: This week’s discussion topic is “Communication between Men and Women.”
Journal:   Post your fifth and sixth journal entry to the “dropbox-Journal.”
Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.

Week 4, Unit Overview: Chapter seven, “Emotional Messages,” explains the basic principle of emotions and emotional messages, the major obstacles to communicating emotions and the skills for both expressing emotions and responding to the emotions of others. Chapter eight, “Conversational Messages,” brings the material on messages together in an examination of the conversation process, then considers how conversation works, how it can be managed, the nature and role of self-disclosure, organizational conversations, and how conversational problems can be prevented and repaired. 
Learning Outcomes Addressed: 4, 5 and 12.
Reading Assignment:  Chapter 7 – 8
Homework 4: Complete Progress Check 1, an open book assessment to help test your knowledge of the chapters we have covered so far in the course.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Discussion: This week’s discussion topic is “Men talk Just as Much as Women.”
Journal:   Post your seventh and eighth journal entry to the “dropbox-Journal.”
Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.
Team Discussion:  Visit the team discussion folder and identify which team you will be on. Introduce yourself in the designated team area by clicking on the dropdown arrow. Use your team area to select a facilitator and then to choose 3 questions from the list provided, that your team will discuss in weeks 5-7.  

Week 5: Unit Overview:  Welcome to Part III of the text. In this section, “Interpersonal Relationships: Stages and Theories.” Chapter 9 will introduce the characteristics of interpersonal relationships, the stages relationships may pass through and some of the major theories explaining how relationships work. Chapter 10, “Interpersonal Relationships: Development and Deterioration,” traces the stages of relationships and the research and theory relevant to each of the stages of development, of relationships and the research and theory relevant to each of the stages: development, maintenance, deterioration, repair and dissolution.
Learning Objectives Addressed: 8, 9 and 10.
Reading Assignment:  Chapters 9 – 10
Homework 5: Prepare your outline for the Interpersonal Communication Report. Specific instructions and guidelines will be posted in this week’s folder.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Discussion: This week’s discussion topic is “The Power of Words" by Rebecca Morgan.
Journal:   Post your ninth and tenth journal entry to the “dropbox-Journal.”
Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.
Team Discussion:  Visit the team discussion folder and post your initial response to this week’s discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.  
Grades Check: Please review your grades this week and let me know if everything is up to date.

Week 6: Unit Overview:   Chapter 11 covers “Interpersonal Relationship Types: Friendship, Love, Family, and Workplace.” The chapter discusses the major types of interpersonal relationships and especially the role of interpersonal communication in forming and in maintaining these relationships. Chapter 12, “Interpersonal Conflict and Conflict Management,: covers the principles of interpersonal conflict, the stages people go through in resolving or managing conflict and the strategies that can aid in more effective conflict management. Learning Outcomes Addressed: 8, 10 and 11.
Reading Assignment:   Chapter 11 - 12
Homework 6: Prepare a 1 – 2 page paper on your own stages of relationship development. Explain each stage and then summarize the value in understanding your own model. You may development your model on the development of a friendship, personal or professional relationship. Submit your paper to the dropbox.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Discussion: This week’s discussion topic is “Conflict.”
Journal:   Post your seventh and eighth journal entry to the “dropbox-Journal.”
Proctor Request: This is your last week to submit your proctor form. You must have an accepted proctor in the Park University Proctor system in order for your final examination to be delivered.  Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.
Team Discussion:  Visit the team discussion folder and post your initial response to this week’s discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.  

Week 7: Unit Overview: During Week 7 we will focus on “Interpersonal Power and Influence.” In this last chapter we will cover the principles of power and influence; relationship power, personal power, and message power; and the misuse of power (as in sexual harassment and power plays.)
Learning Outcomes Addressed: 2, 3, 10 and 12.
Reading Assignment:   Chapter 13
Homework 7: Complete Progress Check 2, an open book assessment to help test your knowledge of the chapters we have covered in the second half of the course. 
Submit your test as early in the week as possible. You will need graded Progress Check 1 and Progress Check 2 to help you study for the final examination.
Core Assessment Portfolio: Submit your completed Core Assessment Portfolio to the dropbox. Remember, the paper should be presented in MLA format and should include a cover sheet, the Interpersonal Communication Report and the Works Cited. 

Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Discussion: This week’s discussion topic is “Power.”
Journal:   Post an extra credit journal entry to the “dropbox-Journal.”
Team Discussion:  Visit the team discussion folder and post your initial response to the third and final team discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.  

Week 8: Unit Overview:   This week we will summarize the course and close out all discussions.
Homework 8: Prepare a 1- page summary on the team discussion experience. The paper should include your opinion as to and Please submit your paper to the dropbox no later than WEDNESDAY of this week.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Course Survey:  Please remember to complete the course survey located at Park: Survey
Discussion: This week’s discussion topic is “Take Aways.”
Final Examination: Students will take the final examination on the scheduled date and time with the accepted test proctor. 

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

Park University 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 .

Additional Information:
I graduated from Moorhead State University in Moorhead, Minnesota, in the spring of 1996 with my Bachelor degree in English Education. I received my Masters degree in Education – General Studies from the University of North Dakota in

Grand Forks, North Dakota, in the winter of 1999, and I received a graduate certificate in Human Resource Administration from Central Michigan University in the fall of 2004. I currently work full time for Minot Public Schools as a freshman and sophomore English teacher. I have been teaching adjunct classes for Park since the fall of 2003.


Attachments:
grading rubric for core assessment - journal

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Portfolio assignments synthesize information from the text and more than three additional sources. Portfolio assignments synthesize information from text and at least three additional sources. Portfolio assignments synthesize information from one to two sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis Outcomes                                                                                                                                                                                                                                          
Outcomes
CLO1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives and causes behind the communication. Portfolio assignments analyze stages/elements of all communication concepts illustrated in the work. Portfolio assignments fail to analyze stages/elements of all communication concepts illustrated in the work or have more than two factual errors. Portfolio assignments fail to analyze stages/elements of communication concepts. 
Evaluation Outcomes                                                                                                                                                                                                                                        
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection. Portfolio assignments evaluate the communication strategies used in a given situation in terms of successfulness and usefulness. Portfolio assignments only evaluate the communication strategies used in a given situation  in terms of successfulness OR usefulness OR have more than two factual errors. Portfolio assignments fail to evaluate communication strategies. 
Terminology  Outcome                                                                                                                                                                                                                                       
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio demonstrates a consistent use of more than eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of six to eight concepts/terms associated with interpersonal communication. Portfolio demonstrates a consistent use of fewer than six concepts/terms associated with interpersonal communication or has more than two factual errors. Portfolio fails to demonstrate the student's ability to use the  terminology of interpersonal communication. 
Concepts Outcome                                                                                                                                                                                                                                           
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio defines more than eight concepts associated with interpersonal communication in the student's own words. Portfolio defines eight communication concepts in the student's own words. Portfolio relies on textbook definitions of communication concepts, or defines fewer than eight concepts in the student's own words, or has more than two factual errors. Portfolio fails to define communication concepts. 
Application Outcomes                                                                                                                                                                                                                                       
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Portfolio applies more than eight learned concepts to a given communication situation and explains the elements that need to be altered for communication to be more effective.

 
Portfolio applies eight learned concepts to a given communication situation. Portfolio applies fewer than eight concepts to a given communication situation, or has more than two factual errors. Portfolio fails to apply learned concepts to a given communication situation. 
Whole Outcome                                                                                                                                                                                                                                              
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
The portfolio demonstrates the student's achievement of more than eight of the competencies with no more than one to three errors in writing conventions. The portfolio demonstrates the student's achievement of eight of the competencies with no more than three to six errors in writing conventions. The portfolio demonstrates the student's achievement of seven or fewer competencies with no more than six to eight errors in writing conventions. Portfolio fails to demonstrate the student's achievement of  competencies and includes more than eight errors in writing conventions. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
CLO 1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Single components/assignments of the portfolio demonstrate the student's integration and mastery of multiple objectives beyond what was necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's mastery of the objective necessary for the assignment. Single components/assignments of the portfolio demonstrate the student's partial mastery of the objective necessary for the assignment. Single components/assignments of the portfolio do not demonstrate the student's mastery of the objective necessary for the assignment. 
Values Literacy                                                                                                                                                                                                                                            
Outcomes
CLO 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The portfolio demonstrates the student's understanding of intercultural differences in communication and illustrates multiple strategies for dealing with these differences. The portfolio demonstrates the student's understanding of intercultural differences in communication and illustrates a single strategy for dealing with difference. The portfolio demonstrates only partial understanding of intercultural differences in communication. The portfolio does not demonstrate understanding of intercultural differences in communication. 
Critical Literacy                                                                                                                                                                                                                                          
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Portfolio demonstrates the ability to write a clear paper using more than three library resources of different types (journal articles, books, etc.). Portfolio demonstrates the ability to write a clear paper using at least three library resources of different types (journal articles, books, etc.). Portfolio components/assignments lack the required sources, use internet sources, or the writing in the assignments is unclear. Portfolio components/assignments use no sources and the writing in the assignments is unclear. 

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Last Updated:7/28/2010 6:02:39 AM