Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

CA 104 Interpersonal Communication I
Ortiz, Juan J.,, Jr.


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

S2B 2011 BL

Faculty

Ortiz, Juan J. Jr.

Title

Assistant Academic Director/Sr. Adjunct Faculty

Degrees/Certificates

Masters of Arts in Management
B.S. Human Resources/Management
AA Liberal Arts

Office Location

Ft. Bliss, TX/El Paso TX

Office Hours

Appointment

Daytime Phone

915-252-2365

E-Mail

juan.ortiz@park.edu

jjortizjr@gmail.com

juan.ortizjr@us.army.mil

Web Page

http://www.facebook.com/home.php?#!/group.php?gid=130330823653606&ref=ts

Semester Dates

03/21/2011 to 04/15/2011

Class Days

-T-TH---

Class Time

5:00 PM - 7:30

Credit Hours

3


Textbook:

The Interpersonal Communication Book, 12th ed
Author: DeVito
ISBN:
0-205-62570-3 

Publisher: Allyn & Bacon
Copyright: 2009

Book can be purchased through Amazon.com

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

The Interpersonal Communication Book text companion website at: http://wps.ablongman.com/ab_devito_intrprsnl_11

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


Course Description:
CA104 Interpersonal Communication I (GE): An introduction to the knowledge and skills of interpersonal communication. The course content includes facilitation of more effective and supportive behavior, reduction of communication barriers and development of increased skill and confidence in relationships. 3:0:3

Educational Philosophy:

  1. Provide an increased awareness of how individual and interpersonal language and behaviors impede or facilitate effective or destructive communication.
  2. Provide an academic environment where effective communication skills are demonstrated and practiced.
  3. Provide opportunities where students can apply communication skill building practices in order to enhance personal and professional relationships.
  4. Use the classroom, media, publications, Internet, libraries, and other community resources for assignments.
  5. Use the classroom to apply individual experiences, knowledge, text and homework assignments for the benefit of all students.
  6. Stimulate a desire in students to change their communication behaviors through personal development, and hold them accountable for their own learning.

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.


  Instructor Learning Outcomes
  1. Implement effective strategies and practices in message management and communications in multiple media.
  2. Participate productively in the professional communications community.
  3. Use interpersonal communication skills to gather information, negotiate, resolve conflicts, persuade and mediate.
  4. Communicate effectively with individuals and groups from diverse cultural, linguistic and social backgrounds.
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:

    1.

    Read all assigned material before class

    2.

    Come to class prepared to discuss class material

    3.

    Keep a typewritten communication journal 500 words each in which the
    principles and concepts presented in the text are discussed within the context of the students' daily experience concept of journal will be explained first day of class.

    4.

    Write a research paper in the APA 6th Edition format on intercultural communication which utilizes at least three (3)
    sources 4-6 typewritten pages.  Instructor will provide the topic This paper should:
    a. provide a synopsis of the conflict
    b. analyze and discuss source information
    c. identify fundamental elements of the communication process (i.e., self-concept, nonverbal communication, gender, listening, etc.) and how they affect the conflict
    d. discuss areas of interdependence between conflicting parties -if, or how that  changed during the conflict
    e. describe the conflict styles of participants and the behavioral choices that illustrate those styles.

    f. provide examples of verbal and nonverbal messages, their intentions and results
    g. discuss how power is used and the resources controlled by the parties
    h. analysis of strategies and tactics and examples that illustrate both
    i. discuss the outcome.  What happened and why?

    5.

    Complete two short answer/multiple choice tests-a midterm and a final exams


    Assignments Due date and Instructions

    Intercultural Project Research Paper 4-6 pages APA Format Due Week 6 Day 5 in the DropBox. 200 Points

     Intercultural Exchange. Find someone from another culture, and ask them the following questions, then compare and contrast your culture versus theirs. If you need assistance in finding a person to interview contact Mr. Mike Huffman at michael.robert.huffman@us.army.mil he has over 35 international students available for interviews.

    ·         Their culture’s attitude toward the United States.

    ·         Dating and marriage in their culture.

    ·         Raising children/parent-child relationships in their culture.

    ·         The workforce in their culture.

    ·         Nonverbal communication/body language in their culture.

    ·         Important rituals and traditions in their culture.

    ·         Manners and etiquette in their culture.

    ·         Religious differences in their culture.

    Ensure to cover what you found and how it would be a conflict with your culture answer the following topic if they apply in your paper.

    a. provide a synopsis of the conflict
    b. analyze and discuss source information
    c. identify fundamental elements of the communication process (i.e., self-concept, nonverbal communication, gender, listening, etc.) and how they affect the conflict
    d. discuss areas of interdependence between conflicting parties -if, or how that  changed during the conflict
    e. describe the conflict styles of participants and the behavioral choices that illustrate those styles
    f. provide examples of verbal and nonverbal messages, their intentions and results
    g. discuss how power is used and the resources controlled by the parties
    h. analysis of strategies and tactics and examples that illustrate both
    i. discuss the outcome.  What happened and why?


    Six Journals are worth 50 points each

     Journals 1 & 2 are due Week 2 Day 5 in the Dropbox for the respective Journals.

     Instructions: select only one of the bullet statements and write a 500 word response on the topic. Save your journal in MS Word and name it lastnameFirst Initial_JX and upload to dropbox.

     Journal Assignment 1

     

    ·         You are just beginning your formal study of interpersonal communication. At this

    point, what communication behaviors do you consider ethical or unethical?

    ·         Honestly, what do you do competently regarding interpersonal communication? What

    would you like to improve? How can you do so?

    ·         Regarding the one-step, two-step, and multistep theories of media influence, in what

    ways do you think the media influence your beliefs and behaviors? How helpful or

    harmful do you think this influence is?

    ·         There are five basic reasons why humans engage in interpersonal communication.

            -   identify five important relationships in your life, and discuss why you conduct them.

    Give examples where appropriate.

    ·         How mindful are you in your interpersonal relationships? It may be helpful to

    envision your thoughts and behaviors in specific situations, for example, during a

    conflict, when approaching a boss or professor, or when dealing with a significant

    other.

    Journal Assignments 2

     

    ·         Describe a time in your life in which you experienced culture shock. What feelings

    did you have as you progressed through the four stages? What advice would you give

    a friend who is experiencing the same rite of passage as you?

    ·         Imagine that, for one week, you had no electricity, no running water, no indoor

    plumbing – or computers, cell phones, telephones, or automobiles, for that matter.

    How would your life be different? How would it be the same?

    ·         How do you think your culture differs from other cultures in the world? Give

    examples, and be specific as you can. In terms of the four major differences among

    cultures, how would your life be different if you lived in a culture on the opposite end

    of the continuum from your own? How does this influence how you now view your

    situation in your home culture?

    ·         Honestly, how open are you to other cultures and ways of life? Why? Remember a

    situation in which you encountered someone from a very different background and

    how you handled it. How did you feel during the episode?

    Journals 3 & 4 are due Week 5 Day 5 in the Dropbox for the respective Journals.

     Instructions: select only one of the bullet statements and write a 500 word response on the topic. Save your journal in MS Word and name it lastnameFirstInitial_JX and upload to dropbox.

     Journal Assignment 3

     

    ·         What do you want your physical appearance to say about you? How do you try to

    accomplish this?

    ·         Have you ever had a nonverbal misunderstanding? What happened?

    ·         To what extent do you honestly believe image is everything, a common belief in the

    United States?

    ·         Whom do you touch the most? Who touches you the most? What do these touches mean?

    ·         How do the theories about space occur in your life?

    ·         What do you want your physical appearance to say about you? How do you try to

    accomplish this?

    ·         How specifically can you improve your nonverbal communication on the job? With a

    significant other? With your friends?

    ·         How do you mark your primary space? Have you ever experienced an invasion and/or

    contamination of your primary space? How did you react?

    ·         What is your psychological time orientation? Do you know someone who understands

    informal time very differently than you?

    ·         Regarding nonverbal communication, how specifically could you communicate better?

     Journal Assignment 4


    ·         What type of conversational openings have you found successful?

    Unsuccessful? Be specific as possible, and cite examples where appropriate.

    ·         Explain how the conversational maxims operated in a recent conversation you had (or

    any conversation, for that matter!).

    ·         What examples of interruptions stick out in your mind, and why? To what extent were

    they supportive, and why? To what extent were they negative, and why?

    ·         What are some good and bad excuses that you have heard to repair a relationship? What

    makes you think that those excuses are good and bad?

    ·         What specifically can you do to improve the way you converse? You may want to plan

    goals in this journal to implement your changes.

    ·         To what extent are maxims taught in your foreign-language classes? What different

    maxims have you encountered when you traveled to other cultures?

    Journals 5 & 6 are due Week 7 Day 5 in the Dropbox for the respective Journals.

     Instructions: select only one of the bullet statements and write a 500 word response on the topic. Save your journal in MS Word and name it lastnameFirst Initial_JX and upload to dropbox.

    Journal Assignment 5

        

     ·         When have you experienced or observed an inequitable relationship? Explain what

                 happened, and whether/how it was resolved.


    ·         What affinity-seeking strategies can you perform to make yourself more attractive? How

                 ethical is it to consciously do so?


    ·         Why do you form your personal relationships? That is, what theories account for the

                formation of your relationships? Be specific as possible, and give examples to support

                what you think.


    ·         Explain the reasons and strategies inherent in a breakup you have experienced or

                witnessed.


    ·         What specifically can you do to improve the maintenance of important relationships in

                your life: in the workplace, with your family, and with friends or a significant other?


    ·         To what extent do you form or maintain relationships for healthy reasons? Do your

                strategies lead to positive or negative outcomes for your life, health, or self-concept?

        

     

    Journal Assignment 6

     

    ·         Recall how you witnessed the stages of conflict in one of your relationships. Try to think

    of examples to support your assertions.

    ·         Have you ever engaged in avoidance, blame, force, or silencers? How effective were

    they? What could you do instead of these behaviors?

    ·         How have verbal aggressiveness and argumentativeness touched your life? Have you

    been verbally aggressive or argumentative? Your friends or family?

    ·         Have your conflicts resulted in good or bad outcomes? What made the difference?

    ·         What do you do well in your conflicts? What could you improve?

    ·         What have the primary role models in your life taught you about conflict? Try to think

    not only of the verbal messages they’ve given you, but also the examples they’ve set.

    ·         What are your beliefs about conflict? When you approach a conflict, how do you feel, that is, what are the emotions you experience?





      Grading:

      1.

      Midterm Exam

      15%

      150 Points

      2.

      Final Exam

      15%

      150 Points

      3.

      Participation/Class Activities

      20%

      200 Points

      4.

      Six Journals

      30%

      300 Points

      5.

      Core Assessment which includes the  Research Paper receives the bulk of the points.

      20%

      200 Points



      Total

      1000 Points

      Late Submission of Course Materials:
      Assignments are late if they are not posted by 11:59p.m.M.S.T. the day they are due.
      Late assignments receive a 10% deduction for each day they are late. Assignments more than four days
      late will not be accepted unless the student/learner and instructor have negotiated and mutually agreed
      upon an alternative submission date in advance. Technological issues are not considered valid grounds
      for late assignment submission. 

      Classroom Rules of Conduct:
      Students are expected to attend all class meetings and be on time, being habitually late is not acceptable. Attendance is recorded at each class meeting; if students are going to be absent, notification to the instructor is required; otherwise the absence will be recorded as unexcused. After two unexcused absences, one letter grade will be deducted, after three unexcused absences, two letter grades will be deducted and after four unexcused absences students will be given a final grade of “F”. Academic dishonesty will result in immediate release from the course and a failing grade. Non attribution policy is in effect for all class meetings.Please ensure to put cell phones in silent or vibrate mode.

      Course Topic/Dates/Assignments:

      8 Wk Format

      Topics and Learning Outcomes

      Note learning outcomes often overlap.

      Reading

      Assignments

      1

      T- Chapter 1
      TH-Chapter 2

      Read chapters 1& 2

      Discussion and weekly learning activities.

      2

      T-Chapter 3-4
      TH-Chapter 5

      Read chapters 3,4 & 5 .

      1 & 2 Journals due

      3

      T-Chapter 6
      TH-Chapter 7

      Read chapters 6 & 7.

      Discussion and weekly learning activities.

      4

      T-Chapter 8/Midterm Review
      TH-Midterm Exam

      Read chapters 8

      Midterm Exam

      5

      T-Chapter 9
      Th-Chapter 10

      Read chapters 9 & 10.

      Journals 3& 4 Due

      6

      T-Chapter 11
      TH-Chapter12

      Read chapters 11 & 12.

      Research Paper Due

      7

      T-Chapter 13
      TH-Journal Discussion/Research paper

      Read chapters 13 &14

      Journal 5 & 6 Due

      8

      T- Final Review
      TH-Final Exam

      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 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. 

      Copyright:

      This material is protected by copyright and can not be reused without author permission.

      Last Updated:2/15/2011 1:23:14 PM