CA200 Interviewing Theories & Practice

for F2T 2011

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CA 200 Interviewing Theories & Practice


F2T 2011 DL


Louder, Justin R.


Adjunct Faculty


EdD - Instructional Technology & Higher Education Administration
MA - Communication
BA - Communication & Psychology

Office Location

Virtual Faculty

Office Hours

TBD - Please email me to set up a time to meet


Semester Dates

Monday, October 17, 2011 - Sunday, December 11, 2011

Class Days


Class Time


Credit Hours


Interviewing Principles and Practices / Charles J. Stewart, William B. Cash Jr. -- 12th Edition ISBN: 978-0-07-340671-8; ISBN: 0-07-340671-6 (alk. Paper)

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Course Description:
CA200 - Interviewing Theories and Practice Development and analysis of the interviewing process from the viewpoints of the interviewer and the interviewee. Consideration is given to strategies, ethics, the interview as a management tool, and a broad understanding of the communication variables involved in the interviewing context. Both practical and theoretical perspectives are examined. 3:0:3

Educational Philosophy:
Teaching Philosophy

The most inspiring teachers I remember from my undergraduate education were those that made the subject matter come alive with popular culture references but were able to interweave research, theory, and practice throughout the conversation. One professor in particular was able to teach in such a way that he made communication theory come alive with discussions over the Bay of Pigs Invasion and the Soup Nazi from Seinfeld. When I had to sit for my master’s comprehensive exams and had to discuss communication theory I knew I understood the content when I too was able to discuss Seinfeld, Family Guy, or Friends and make it relate and explain the theory.

I aspire to be that kind of professor; someone that is able to relate any class discussion in such a way as to make it relevant to my students, whether they be Millennial learners or a baby boomer returning to school after a long absence. But if you can reach each learner during the same class and they walk away with an understanding of the content and a greater appreciation to the world around them, then I have done my job.

Today more so than any other time I our history we are teaching such a diverse group of students from the millennial learner, the baby boomer, the immigrant, the digital native to the digital immigrant and those that are so overwhelmed by the technology that they feel they will never be able to learn.

A classroom, online or in class, needs to be a place to encourage academic discourse and push a student to think beyond what they may be comfortable with or what they learned in high school. A university, college, or any institution of higher education must be a place to push a student to critically think, evaluate, and decipher new and exciting information. But it must also be a place for discovery outside of the classroom. Students should be encouraged to question the instructor and make the instructor think beyond the book and accept the student’s opinions and values. On the other hand, instructors need to question students in such a way as to make them think beyond what they are reading in a book, online, or see on tv.

I strive to be an instructor that is open, available, and honest with my students. A instructor that values discourse but keeps control over the conversation happening in my class. I hope that my students leave my class with a greater appreciation of what they learned, themselves, and their classmates. We are all lifelong learners and the higher education classroom is just one more stop through this journey.

Class Assessment:

1. Survey Interview Project (100 points):

The Survey Interview Project is the core assessment for this course and consists of four parts:

  • Part I: Introduction: The introduction consists of a problems statement and a situation analysis related to the topic.

The problem statement should be written in present tense and describe the situation in specific and measurable terms. It should address the five W’s and the H: what is the source of concern, where is the problem, when is it a problem, who is involved or affected, why is this a concern, and how are participants involved or affected. The problem statement is concise and can usually be written in a sentence or a short paragraph.

The situation analysis adds depth and contains all the background information needed to expand upon and illustrate the meaning of the problem statement. It might include both internal factors (e.g. the policies of an organization or organizational structure) and external factors (e.g. the economy or global warming) that led to the problem.

  • Part II: Survey Questions

The questions should be designed to discover the kind of information that you are seeking. Since this is a pilot project the survey should not exceed 10 questions and should include a mix of closed and open questions. You should survey a minimum of ten people and your participants may be a “convenience” sample. In other words, for this study you are allowed to use friends, family, fellow students, and coworkers as your survey participants. For a more rigorous study you would be required to use random sampling techniques to yield a representative sample.

  • Part III: Results and Discussion

In this section you tabulate the results of your surveys and discuss your findings in a narrative form. In analyzing the results you should be looking for patterns of human interaction and drawing appropriate conclusions related to the purpose of your study.

  • Part IV: Directions for Future Research

In the final section of your project you answer the following questions:

1. Have I added to the pool of information on this topic?
2. Is there a need for further research in this area of inquiry?
3. What is the major weakness of my project?

There are specific due dates for each of the four sections and the completed project is due during Week 7. Students should consult the lecture and notes for Chapter 6 regarding the design of questions. The written portion of the project will be evaluated using the grading criteria indicated in your syllabus. The Survey Interview Project carries a value of 100 points toward your final grade.

The Survey Interview Project is divided into 4 parts (20+40+30+10=100 points):  

    • Part I: Introduction is due by week 4. (20 points) 
    • Part II: Survey Questions is due by week 5. (40 points)  
    • Part III: Results and Discussion is due by week 6. (30 points)
    • Part IV and Complete Survey Interview is due by week 7. (10 points) 

2. Weekly Quizzes (Weeks 1-7): 
Students are required to take a 10 question quiz
     during weeks 1-7.   Each quiz is worth 10 points for a total of 70 points for the eight

3. Uncritical Inference Test (Week 2): After completing the Week 2 lecture, students
     will take the Uncritical Inference Test. The test is worth 20 points.

4.  Homework: Information about the homework will be provided about 1-4 weeks before the assignment is due.

Here is a list of the Homework assignments:

Television Interview Report (Due in week 4). Homework information is provided in Week 1.  Worth 20 points.

Would You Hire This Man? (Due in week 5).  Homework information is provided in week 4. Worth 20 points.

Designing Your Resume: (Due in Week 6).  Homework information is provided in week 4. Worth 30 points.

5. Discussion: (Week 1, 2, 3 and 6).  Students are required to respond to the initial discussion question by Thursday at midnight and then respond to at least one classmate’s discussion post by Sunday at midnight. Please note: It is not enough to simply answer the questions posed in the discussion. You need to interact with your classmates to explore the topics more fully.  Responses must be thoughtful and reflect knowledge of the week’s required readings. (More than just “I agree” or “Good Point!”). Each discussion is worth ten points for a total of 40 points for the eight weeks.

6 Proctored Final Exam (Week 8): It will be a multiple-choice, and true and false questions exam that students will take in person with a proctor during the 8th week of instruction at one of the Park University sites around the country or at an alternative location approved by your Instructor where Park University sites are not available. The exam is worth 120 points.


Survey Interview Project - Core Assessment 
(100 points, complete project due by Week 7)
The 100 points are divided into 4 parts:
-Part I due by Week 4, (20 Pts)
-Part II due by Week 5, (40 Pts)
-Part III due by Week 6, (30 Pts)
-Part IV and the complete project due by week 7. (10 Pts)
20+40+30+10=100 points
100 points  
Weekly Quizzes (Weeks 1-7)
(10 points each, taken weeks 1-7)
70 points
Uncritical Inference Test (Week 2)
(20 points, taken week 2)
20 points
Homework: Television Interview Report  
(20 points, due by Week 4)
20 points  
Homework: Would You Hire This Man?  
(20 points, due by Week 5)
20 points
Homework: Resume
(30 points, due by Week 6)
30 points
Proctored Final Exam
(120 points, due by Week 8)
120 points
Threaded Discussion (4)
(10 points each, Week 1, 2, 3, 6)
40 points
420 points

Letter Grading:

A = 90%                = 378-420 points
B = 80%                = 336-377 points
C = 70%                = 294-335 points
D = 60%                = 252-293 points
F = Less than 60% = 0----292 points

Late Submission of Course Materials:

Late Submission of Course Materials:
Submission of Late Work:  The instructor will accept late work on a case by case basis. IF late work is accepted it will receive an automatic 20% point reduction.

   If you know that you will be unable to submit the homework on time, you MUST email the instructor and let him/her know before the actual due date. The instructor will determine if the extension will be granted and for how long.

Classroom Rules of Conduct:
Classroom Rules of Conduct:
The Department of Communication expects students to behave in ways consistent with the program goals.

Professionalism:  Be present and actively engaged in the course, be on time, submit work on time.
Intercultural Sensitivity:  Respect others and value diversity.
Critical Thinking:  Conduct effective research, analysis, evaluation, and application.
Ethics:  Be honest, credit the works or others whether paraphrasing or quoting.
Free Speech:  Respect the opinions and rights of everyone in the course.
Symbolic Acuity:  Employ effective writing, speaking, and listening skills.

Course Topic/Dates/Assignments:

Week 1
Lecture: The Fundamentals of Interviewing
Threaded Discussion: Feedback (10 points)
Read Chapter 1: An Introduction to Interviewing and Chapter 2: An Interpersonal Communication Process
Reading Homework: Television Interview Report (20 points, due on Week 4 Thursday)
Quiz over Chapters 1 and 2 (10 points).
Week 1 Final Review Questions

Week 2
Lecture 1: Common Pitfalls of Asking Questions
Lecture 2: The Inference-Observation Confusion
Lecture 3: Planning and Structuring the Interview (due week 4)
Threaded Discussion: Creating Rapport (10 points)
Read Chapter 3: Questions and Their Uses and Chapter 4: Structuring the Interview
Quiz over Chapters 3 and 4 (10 points).
Uncritical Inference Test (20 points)
Week 2 Final Review Questions

Week 3
Lecture: Survey Interviews
Read Chapter 6: The Survey Interview
Reading Homework: Survey Interview Project.   Send your instructor an email indicating that you understand all the requirements and required due dates of the Survey Interview Project.
Threaded Discussion: Motivation (10 points)
Quiz over Chapter 6 (10 points).
Week 3 Final Review Questions

Week 4
Lecture 1: The Ten Most Dangerous Topics in an Employment Interview
Lecture 2: The Employment Interview from Both Sides of the Table
Read Chapter 7: The Recruiting Interview and Chapter 8: The Employment Interview
Reading Homework: Would You Hire This Man? (20 points. Due Week 5)
Reading Homework: Designing Your Resume (30 points.  Due Week 6)
Due: Television Interview Report (20 points)
Due: Survey Interview Project, Part I (20 points)
Quiz over Chapters 7 and 8 (10 points).
Week 4 Final Review Questions

Week 5
Lecture: Performance Interview and Counseling Interviews
Read Chapter 9: The Performance Interview and Chapter 12: The Counseling Interview
Due: Would You Hire This Man? (20 points)
Due: Survey Interview Project, Part II (40 points)
Quiz over Chapters 9 and 12 (10 points).
Week 5 Final Review Questions

Week 6
Read Chapter 10: The Persuasive Interview: the Persuader
Threaded Discussion: Changing Your Image (10 points)
Due: Designing Your Resume (30 points)
Due: Survey Interview Project, Part III (30 points)
Quiz over Chapter 10 (10 points).
Week 6 Final Review Questions

Week 7
Lecture: Bypassing
Read Chapter 11: The Persuasive Interview: The Persuadee
Due: Completed Survey Interview Project including Park IV (10 points)
Quiz over Chapter 11 (10 points).
Week 7 Final Review Questions

Week 8
Proctored Final Exam: Chapters 1-4, 6-12, (120 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 ( or Park University 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 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: .

Additional Information:
Please note: ALL assignments that include citations and/or references must be done in proper APA style.


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Last Updated:9/12/2011 2:03:11 PM