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CA 104 Interpersonal Communication I
Pettit, Julie M.


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

U1H 2011 BU

Faculty

Pettit, Julie M.

Title

Adjunct Faculty

Daytime Phone

(850)554-5856

E-Mail

Julie.Pettit@park.edu

Semester Dates

6 June 2011 - 31 July 2011

Class Days

-M-W---

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:
 

Looking Out Looking In, 12th Edition

By Ronald B. Adler & Russell F. Proctor II

ISBN-10: 0-495-09580-X

ISBN-13: 978-0-495-09580-4

Published by Wadsworth

© 2006

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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


Course Description:
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.  Focus will be on the following:
  • Using interpersonal communication concepts
  • Analysis of interpersonal communication skills
  • Evaluation of interpersonal communication strategies
  • Application of research-based communication theories to real world situations
  • Critical thinking that demonstrates the ability to conduct research.

Educational Philosophy:

I believe that in any educational environment students must be held accountable for actively participating and contributing to this class.  I commit myself to providing the instructional guidance and expect my students to commit to reading the text, participating in discussion, completing assignments and offering personal experience.  It is my goal to work together to achieve the course objectives and to provide you with an exceptional learning experience.

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:

Week 1 (June 6 & June 8)
Reading:  Chapter 1 :  A First Look at Interpersonal
Homework:  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. Due at the beginning of class on Wednesday.
Journal 1:  Submit a 1 page journal entry of your own communication experiences, observations and thoughts about those experiences. Due at the beginning of class on Wednesday.
Team Discussion: As groups (assigned by instructor) you will be given time in class to participate in discussion pertaining to assigned interpersonal topics. Each group will submit a discussion summary to the instructor at the end of the class period. 

Week 2 (June 13 & June 15)
Reading:  Chapter 2:  Communication and Identity:  Creating and Presenting, Chapter 3:  Perception:  What You See Is What You Get
Homework: Prepare a 1-2 page paper on gender differences in regards to the ways in which gender can alter the communication process. You may use one of your interpersonal relationships to provide examples. Offer a suggestion as to how you can improve communication within the relationship. Due at the beginning of class on Wednesday.
Journal 2:  Submit a 1 page journal entry of your own communication experiences, observations and thoughts about those experiences. Due at the beginning of class on Wednesday.
Team Discussion: As groups (assigned by instructor) you will be given time in class to participate in discussion pertaining to assigned interpersonal topics. Each group will submit a discussion summary to the instructor at the end of the class period. 

Week 3 (June 20 & June 22)
 
Reading:  Chapter 4:  Emotions: Thinking, Feeling, and Communicating, Chapter 5:  Language: Barrier and Bridge
Homework: 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. Due at the beginning of class on Wednesday.
Journal 3:  Submit a 1 page journal entry of your own interpersonal communication experiences, observations and thoughts about those experiences. Due at the beginning of class on Wednesday.
Team Discussion: As groups (assigned by instructor) you will be given time in class to participate in discussion pertaining to assigned interpersonal communication topics. Each group will submit a discussion summary to the instructor at the end of the class period. 
Quiz 1:  Chapters 1-4

Week 4 (June 27 & June 29) 
Reading:  Chapter 6:  Nonverbal Communication:  Messages Beyond Words, Chapter 7:  Listening: More Than Meets The Ear
Homework: Prepare a 1-2 page review on a film of your choice. The paper should explore verbal and nonverbal communication. How do verbal and nonverbal communication work together and/or contradict one another in the film? In your paper, identify the relationship, discuss differences, and provide an example of how verbal or nonverbal communication affects the characters' relationship(s). Offer a suggestion as to how you can improve verbal/nonverbal communication within the relationship. Due at the beginning of class on Wednesday.
Journal 4:  Submit a 1 page journal entry of your own interpersonal communication experiences, observations and thoughts about those experiences. Due at the beginning of class on Wednesday.
Team Discussion: As groups (assigned by instructor) you will be given time in class to participate in discussion pertaining to assigned interpersonal communication topics. Each group will submit a discussion summary to the instructor at the end of the class period. 

Week 5 (July 4 & July 6)
 
Reading:  Chapter 8:  Communication and Relational Dynamics
Homework: 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.  Due at the beginning of class on Wednesday.
Journal 5:  Submit a 1 page journal entry of your own interpersonal communication experiences, observations and thoughts about those experiences. Due at the beginning of class on Wednesday.
Quiz 2:  Chapters 5-8

Week 6 (July 11 & July 13) 
Reading:  Chapter 9:  Intimacy and Distance in Relational Communication, Chapter 10:  Improving Communication Climates
Homework:  Prepare the outline for your Interpersonal Communication Report. Due at the beginning of class on Wednesday.
Journal 6:  Submit a 1 page journal entry of your own interpersonal communication experiences, observations and thoughts about those experiences. Due at the beginning of class on Wednesday.

Week 7 (July 18 & July 20) 
Reading:  Chapter 11:  Managing Interpersonal Conflicts
Homework: Prepare a 1-2 page paper describing an interpersonal conflict that you have experienced in your own life. Describe where and why this conflict occurred. Did you and/or the other party manage the conflict well? What could you have done differently to improve the management of your conflict?
Team Discussion: Prepare a 1-page summary of your team discussion experience. Due at the beginning of class on Wednesday.

Week 8 (July 25 & July 27) 
Homework: Prepare the Core Assessment Portfolio. Due at the beginning of class on Monday.
Exam Review:  Monday will be a utilized a semester wrap-up time as well as a final exam review session
Final Exam:  Chapters 1-11
 
NOTE:  Each week, you will also earn points for class participation. These points account for 5% of your final grade. Your class participation grade will be based on attendance and class engagement.

Grading:

Core Assessment Portfolio Specific Guidelines:

This assignment is a building block assignment. Throughout the course you will be developing resources to include in your final Core Assessment Portfolio.  

Beginning in Week 2, you will need to select a minimum of 8 of the Learning Objectives for the course to cover in your Interpersonal Communication Report which is part of the Core Assessment Portfolio. I encourage you to plan accordingly as time management is key to submitting your Core Assessment Portfolio with all of the required elements.

You will include various aspects of your coursework in the Core Assessment Portfolio to include:

SAMPLE OUTLINE
I. Introduction (State the purpose of your paper-why are you writing it and what do you want to achieve by writing the paper. You should also provide an overview of the subject matter/content that you will cover.)

II. Main Points:
 A. Topic One
        1. scenario
        2. relation to text concepts

  B. Topic two
        1. scenario
        2. relation to text concepts

 C. Topic three
        1. scenario
        2. relation to text concepts

III. Summary (Review of the topics and info covered)

IV. Conclusion (Highlight what you covered, what you learned by doing this paper and any other final comments.) 



The Interpersonal Communication Report

The outline will then be used to prepare the Interpersonal Communication Report. 

The report needs to address 8 of the Learning Outcomes addressed in this course: 

1.     Identlify 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.

The Interpersonal Communication Report will be in MLA format and will be a 5 page report. This requirement is for the body of the paper and does not include the outline, cover sheet and the works cited pages. The paper should NOT be written in question/answer format. Instead, try to explain what you have learned this term and at the same time address the learning outcomes. 

The paper must include a Works Cited page documenting all sources used in the paper.   You need to include your text as a reference, and then a minimum of 3 additional references. The paper will be double spaced, and should have 1” margins and a 10 or 12 pitch font. 

Assembling the Core Assessment Portfolio

All documents should be cohesive and professional, and must be submitted to me in class on Monday of Week 8. 

·        Cover sheet

·        Outline

·        Interpersonal Communication Report

·        Works Cited

·        Homework Assignment Referenced

·        Journal Entry Referenced

·        Outside Reference Source Document

Please remember that MLA format requires the running head in the upper right corner of each page (last name and page number), and a Works Cited NOT a Bibliography.


Grade Distribution
Homework 7 @ 20 140 points
Journals 6 @ 20 120 points
Group Discussion 5 @ 30 150 points
Class Participation 70 points
Portfolio Outline 50 points
Final Portfolio 250 points
Quizzes 2 @ 60 120 points
Final Exam 100 points
            TOTAL POINTS 1000 Points

Late Submission of Course Materials:

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term       enrollment.
 
Work missed through unexcused absences may also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
 
In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn.
 
A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

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.
 
Report of an "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.
 

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 .


Attachments:
Core Assessment.doc

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:5/27/2011 4:29:59 PM