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CA 105 Intro to Human Communication
Callan, Pamela A.


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 105 Intro to Human Communication

Semester

S2T 2011 DLA

Faculty

Callan, Pamela A.

Title

Adjunct Instructor

Degrees/Certificates

Bachelor of Arts in English
Master of Arts in English (additional graduate hours in Communication)
Master of Science in Education

Office Location

San Angelo, Texas

Office Hours

TBA

Daytime Phone

325-234-0531

Other Phone

325-947-0021

E-Mail

pamela.callan@park.edu

bump@wcc.net

Semester Dates

March 14 - May 8

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

COMM 2  -W/ACCESS, by Verderber/Verderber/Sellnow.
Publisher: Cengage; 2nd Edition (2012).
Language: English
ISBN-10: 0-495-91448-7
ISBN-13: 978-0-495-91448-8 

Special Course Equipment and Software Requirements:
Please go to the following site, to review information about submission of your speeches:   http://captain.park.edu/tips_movie/true_intro.htm  

Students will also need to meet the following special requirements
.

1.   Each student must have access to a digital video camera and tripod.

2.   Each student must record each of three speech presentations, in front of an audience of at least 6 adults, and submit their recordings for viewing by the class.

3.   Video recordings must be submitted as digital video files uploaded to the Doc Sharing section of your online classroom. (Digital video files may be submitted by mail, on CD, at the student's expense, in the event that problems arise with uploading.) 

Each student will need one or more of the following free video player applications in order to complete various class assignments throughout the term.

·         RealPlayer. You can download RealPlayer at http://www.real.com/player/ . Please be sure to click the "Free RealPlayer" button, not the "Download Now" button. The "Download Now" button is for a 14-day free trial of a deluxe version, which you will not need for this class.

·         QuickTime Player. You can download QuickTime at http://www.apple.com/quicktime/.

·         Windows Media Player. You can download Windows Media Player at http://www.microsoft.com/windows/windowsmedia/player/10/default.aspx.

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/.
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:
CA105 (GE) Introduction to Human Communication: This course focuses on the most frequently used communication skills. The course demonstrates the natural relationships between communicating one-to-one and in public, group, and meditated contexts, showing that skills in one can be employed in the other and given practice in both. Students will be introduced to the communication process, listening, concepts of self, language, perception, small group and workplace communication, intercultural communication, mediated communication, the speech process (including topic selection and audience analysis, organization, development and support of speeches, delivery) and informative and persuasive public speaking. This course may fulfill the oral communication liberal education requirement. 3:0:3

Educational Philosophy:
I strongly believe in collaborative learning. My philosophy of teaching is one of interactiveness based on lectures, readings, quizzes, discussions, examinations, peer editing, web sites and videos. I strongly encourage each student to strive to reach his/her highest potential by reading, questioning, reviewing and discussing.

Class Assessment:

There are 1,000 points possible in the class. 

Your grade will be based on tests, written work, discussion, speeches, and the core assessment portfolio.

1000- 900 points = A;
800-899 points = B;
700-799 points = C;
600- 699 points = D;
below 600 points = failing

Grading:

Tests: (10% or 100 points)  There will be a comprehensive final.  You will receive the essay questions in advance.  Work through your essays in advance but at the time of the test, you will not be able to use notes or your book.

Written Work: (18%)  Written work will include worksheets, exercises, outlines, critiques, and a journal.  The journal is worth 100 points.  There will be 80 points for activities completed in class and worksheets.

Journal grading
Each response will be graded using the following criteria:

 

5 points

4 points

3 points

thoroughness

Offers detailed responses to all questions

Answers question thoroughly

Does not address all parts of the question

application

Application of terminology to examples shows complex understanding of the concepts

Connects appropriate terminology to examples

Does not use terminology of the course

examples

Offers unique, specific, detailed examples to support ideas

Offers general, commonly discussed examples to support ideas

Does not offer examples to support ideas

writing

Writing is clear with minimal errors

Writing has a few errors but is understandable

Writing is unclear or has so many errors it is difficult to understand

 

Discussion Graphic

Participation/Discussion:  (19%)  Discussion for each week will be worth 20 points (total of 160).  The self-concept speech is worth 30 points as it is a pass-fail assignment.  

You will be graded on discussions using the following criteria:

Discussion grading

20 points

16 points

12 points

quantity

Completes more than the required postings by due dates.

Completes all required postings by due dates.

Misses deadlines or does not complete required postings.

quality

Postings offer applicable information from readings or lectures to resolve issues and move the discussion forward.

Postings offer original thoughts and ideas and give constructive responses to peers

Postings offer simple agreement/disagreement or restatements of others postings

 

Research shows that students who are engaged in their courses learn more and stay in school. The traditional undergraduate classroom where lecture rules can get in the way of student learning— this class is full of discussion to help you remain engaged with the material and your peers. Generally each unit will have two to four discussion questions. You must post a thoughtful, lengthy response to each question by Wednesday. You must also respond at least four times per discussion question to fellow students' responses by Sunday. There is no word limit here but the contributions should be quality contributions. The goal is to get a good argument going. You will receive 10 points each week for making quality contributions to the threaded discussion. Scholarly arguing-- discussing differences of opinion and supporting those opinions with evidence and reason without getting emotionally involved in the argument-- is a key skill that is developed in college and will serve you as you work in groups or continue your education. I will pop in to the discussion from time to time-- generally when there is too much agreement. I'd urge each of you to play devil's advocate. Periodically argue for the side you disagree with-- you'll be better at seeing arguments, it will stretch your brain, and you'll be better able to take other people's perspectives-- a key communication skill.

Speeches: (25%)  A self-concept, an informative, and a persuasive speech will be given. The self-concept speech is counted in participation.  The informative speech is worth 100 points, and the persuasive speech is worth 150 points. 

Speech Prep: (8%) Planning documents done prior to each major speech, and a self-evaluation done after each major speech will be worth 10 points each for a total of 80 points.

Core assessment: (20%) Core assessment will be a paper analyzing the student’s communication efforts across contexts.  Paper must include a discussion of small group, interpersonal and intercultural communication, and public speaking.  Paper must make reference to communication concepts.  Paper must be accompanied by recorded speech and by documentation of at least three different communication situations in a variety of contexts.  Documentation may be in the form of reflective journals, letters from others, videos, etc.  The core assessment is worth 200 points.

Grading scale:

1000- 900 points = A;
800-899 points = B;
700-799 points = C;
600- 699 points = D;
below 600 points = failing

Core Assessment Rubric (CAR)

CORE ASSESSMENT RUBRIC - CA105  Introduction to Human Communication

         

Competency

Exceeds Expectation                    (3)

Meets Expectation                   (2)

Does Not Meet Expectation (1)

No Evidence                     (0)

Critical Thinking

       

Synthesis              Outcomes -

Paper creates a plan for improved communication that targets weaknesses in at least three contexts and uses appropriate methods.

Paper creates a plan for improved communication that targets weaknesses in at least two contexts and uses appropriate methods.

Paper creates a plan for improved communication that targets weaknesses in only one context or that is impractical.

Plan is not present or is impractical.

Analysis          Outcomes -

Paper discriminates between effective and ineffective communication in at least three contexts with multiple illustrations per context.

Paper discriminates between effective and ineffective communication in at least two contexts with multiple illustrations per context.

Paper discriminates between effective and ineffective communication in at least two contexts with only single examples per context.

Paper fails to give examples or analyzes communication in only one context.

Evaluation          Outcomes -

Paper evaluates the student’s communication competence in at least three contexts.

Paper evaluates the student’s communication competence in at least two contexts.

Paper evaluates the student’s communication competence in only one context.

Paper fails to evaluate the student’s communication competence.

Content

       

Terminology         Outcome -

Paper demonstrates a consistent, correct use of more than eight concepts/terms associated with communication.

Paper demonstrates a consistent, correct use of six to eight concepts/terms associated with communication.

Paper demonstrates a consistent, correct use of fewer than six concepts/terms associated with communication or has more than two factual errors.

Portfolio fails to demonstrate the student’s ability to use the  terminology of communication.

Technical Skills

       

Whole          Outcome -

The portfolio demonstrates the student’s ability to communicate clearly in interpersonal and public speaking situations and in written form (no more than three errors in writing conventions in paper).

The portfolio demonstrates the student’s ability to communicate clearly in interpersonal and public speaking situations and in written form (three to six errors in writing conventions in paper).

The portfolio fails to demonstrate the student’s ability to communicate clearly in one of the following three situations: interpersonal, public speaking, or written form (paper has more than six errors in writing conventions).

Portfolio could have been constructed by the average high school graduate without taking this class.

General Education

       

Values Literacy

The paper demonstrates the student’s understanding of intercultural differences in communication and illustrates multiple strategies for dealing with these differences.

The paper demonstrates the student’s understanding of intercultural differences in communication and illustrates a single strategy for dealing with difference.

The paper demonstrates only partial understanding of intercultural differences in communication.

The paper does not demonstrate understanding of intercultural differences in communication.

Critical Literacy

Paper demonstrates the ability to solve problems in small groups and assess problems with group processes.

Paper demonstrates the ability to solve problems in small groups.

Paper explains the steps to solve problems in small groups.

Paper fails to address small group problem-solving.

Late Submission of Course Materials:
I expect all course work to be done on time. If you know you will be out of class for an extended period of time, please warn me. You must contact me and make arrangements to turn work in before the due date--- not after the due date.  All late work will be penalized 20%. All late work must be completed within two weeks of the original assignment unless special permission is granted (no late work will be accepted after week six). Work is considered late if it is not in my possession by midnight on the day it is due. Plan ahead and start early. It has been my experience that the night before an assignment is due, all the books in the library on the topic have been checked out, everyone else will be out having fun, and the computer systems will be down.

Classroom Rules of Conduct:

Writing:   All work must be typed or word-processed. Make sure all written work has been proof read and spell checked. Spelling and grammatical errors hurt your credibility and reduce the possibility of effective communication. I believe that writing is a means to learning; that there is a correlation between reading and writing; and that writing helps one discover, clarify, examine, and synthesize information. Writing is, therefore, integral to this course and will be evaluated on its form as well as its content. All papers should be typed, double-spaced, left justified, and use a 10-12 pt font. Margins should be no larger than one inch. NOTE: While computers make writing easier, you must realize that technology can cause problems. Keep hard copies of papers you have submitted and save work in multiple places should you/we experience computer failure. 

Course Topic/Dates/Assignments:

Week

Topic

Reading

Major assignments due

Week 1

Communication Basics

Chapters 1, 2, 6 and pp. 191-194

  1. self-concept speech —30 points
  2. discussion—20 points
  3. activities—10 points

Week 2

Getting Ready to Inform

Chapters 11, 12, and 15

  1. informative planning form—10 points
  2. informative evidence assignment—10 points
  3. discussion—20 points
  4. activities—10 points

Week 3

Understanding Each Other

Chapters 3, 4, and 6

  1. informative outline draft—10 points
  2. discussion—20 points
  3. activities—10 points

Week 4

Presenting the Speech

Chapters 14 and 15
  1. informative speech—100 points
  2. informative speech self-evaluation—10 points
  3. discussion—20 points
  4. activities—10 points

Week 5

Relationship Basics

Chapters 7 and 8

  1. journal—100 points
  2. discussion—20 points
  3. activities—10 points

Week 6

Persuasive speaking

Chapter 16

  1. persuasive speech planning form—10 points
  2. persuasive speech evidence—10 points
  3. rough draft persuasive outline—10 points
  4. discussion—20 points
  5. activities—10 points

Week 7

Persuasion and the media

 

  1. persuasive speech—150 points
  2. persuasive speech self-evaluation—10 points
  3. discussion—20 points
  4. activities—10 points

Week 8

Relationships in Groups

Chapters 9 and 10 

  1. final exam—100 points
  2. discussion—20 points
  3. core assessment—200 points
  4. activities—10 points

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:
My Biography:  I have served as an adjunct instructor for Park University since 2002 through the Goodfellow AFB campus in San Angelo, Texas and online since 2004. I received an MA in English with a minor in Psychology from Angelo State University in 1989 and an MS in Education from Capella University in 2002. I earned a graduate certificate in Diversity Studies in 2003 from Capella University, and have earned additional graduate hours in English, communication, history, management, psychology, and sociology(human services) at Angelo State University, Sul Ross State University, and Capella University. My areas of interest are communication (both small group and interpersonal), English literature, public speaking, race and ethnic relations, the study of the lifespan, and the study of the family.

Copyright:

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Last Updated:2/24/2011 9:33:20 PM