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CA 104 Interpersonal Communication I
Stewart, Stephanie M.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 104 Interpersonal Communication I

Semester

S1Q 2012 FEW

Faculty

Stewart, Stephanie M.

Title

Adjunct Faculty

Degrees/Certificates

M.A. – Organizational Management
B.A. – English/Journalism
B.A. – Legal Studies

Office Location

F.E. Warren Air Force Base

Office Hours

Anytime via email and cell

Daytime Phone

307-421-0337

Other Phone

3076321377

E-Mail

515175@park.edu

SStewart6809@gmail.com

SStewart6809@gmail.com

Semester Dates

Spring I 2012

Class Days

--T----

Class Time

5:00 - 10:00 PM

Credit Hours

3


Textbook:

Interpersonal Communication: The Whole Story by Kory Floyd. ISBN# 978-0-07-340664-0

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
APA Citation Information: http://owl.english.purdue.edu/owl/resource/560/02/
APA Reference List Information: http://owl.english.purdue.edu/owl/resource/560/06/
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/.

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 ( LE) (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:
My educational philosophy is based on lectures, readings, exams, group projects, writing and interaction. Learners will be engaged and encouraged to actively participate in the lively exploration of ideas, issues and contradictions.

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:

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.

Grading:

90-100% A
80-89.99% B
70-79.99% C
60-60.99% D
0-59.99% F

Gradable Task

Total Point Value

Weekly Participation (10 points each week) (Based on attendance and participation in discussion)

80

Discussion Questions (20 points each week)

120

Personal Inventory Assignment

50

Culture and Communications Paper

50

Film Review

Film Review Presentation

50

100

Communication Concepts Paper

50

Conflict Paper

Conflict Presentation

50

100

Final Portfolio

100

Mid-Term Exam

100

Final Exam

150

Total Points Available

1,000

Extra Credit Opportunities:

-    Extra Credit Assignment

-    Course/Instructor Evaluation

 

20

10

 

Participation/Presentations:  28%

Discussion Questions/Portfolio: 22%

Papers: 25%
Exams: 25%

Late Submission of Course Materials:

Assignments are due as indicated in the Course Topics/Dates/Assignments section of this syllabus. These assignments are expected to be either handed in to the instructor during the class in which it is due or electronically submitted using the drop box feature on the class website (http://www.parkonline.org/) no later than 8:00 p.m. on the Wednesday following the due date. Any assignments not received by 8:00 p.m. Wednesday following the due date will not be graded and returned to the student.

Classroom Rules of Conduct:

Guidelines for Student Conduct and Expectations:

  • Be on time and engaged in the entire class meeting.   Students cannot make up in-class participation assignments because they are just that--in class participation where students learn collaboratively.  
  • Contribute to the learning community consistently throughout the course. Students need to turn off cell phones and similar devices during presentations.  Park University expects instructors to take and report attendance each week.
  • Turn in assignments on time.  Some instructors do not accept makeup work.  Plan to submit written assignments as a hardcopy at the beginning of the class meeting.  Speeches are due when the instructor calls on the student.
  • No animals in the classroom please. 
  • Show Respect.  Respect is a reciprocal relationship.  Be sensitive and adaptive toward the audience.  

Course Topic/Dates/Assignments:

Week

Assignments Due

Chapters Covered in Lecture

Homework

Tests

Week 1

None

1, 2

Small Group Discussion

·    Read 1, 2, 3, 4

·    Discussion Questions

·    Personal Inventory Assignment

 

Week 2

·    Discussion Questions

·    Personal Inventory Assignment

3, 4

Small Group Discussion

 

·    Read 5, 6

·    Discussion Questions

·    Culture and Communications Paper

 

 

Week 3

·    Discussion Questions

·    Culture and Communications Paper

 

5, 6

Small Group Discussion

·    Discussion Questions

·    Film Review & Presentation

·    Study for Mid-Term

 

Week 4

·    Discussion Questions

·    Film Review & Presentation

 

No lecture – will take mid-term and do Presentations

 

·    Read 7, 8

 

Mid-Term to Cover Chapters 1 - 6

 




Week 5

·    Discussion Questions

7, 8

Small Group Discussion

·    Read 9, 10

·    Discussion Questions

·    Communication Concepts Paper

 

Week 6

·    Discussion Questions

·    Communication Concepts Paper

9, 10

Small Group Discussion

 

·    Read 11, 12

·    Discussion Questions

·    Conflict Paper & Presentation

 

 

 

 

Week 7

·    Discussion Questions

·    Conflict Paper & Presentation

 

11, 12

Small Group Discussion

Presentations

 

·    Study for Final

·    Final Portfolio

·    Discussion Questions

 

Week 8

·    Final Portfolio

No lecture – will take final

 

Final over Chapters
1 - 12

Assignments, Papers & Presentations

All Weeks (with the exception of Weeks 1 and 8) Discussion Questions – Each week, except for the first week (Week 1) and finals week (Week 8), students will submit their Discussion Questions. At the end of each class, the instructor will had out a series of Discussion Questions that are to be answered and turned it at the next class. The student should answer the questions in 1 to 2 typed paragraphs.

Small Group Discussion – During each class, students will be divided into small groups and will discuss questions presented by the instructor that correspond to the lecture. All students are expected to play an active role in the Small Group Discussion. Participation points will be earned during the Small Group Discussion.

Week 2: Personal Inventory Assignment – Students will complete the below assignment:

1.      Make a list of 10 words or phrases that best describe the most important features of who you are. Features can be character-based or physical-based.

2.      Rank your list with 1 being the most valuable feature and 10 being the least valuable among the list.

3.      Mentally picture yourself as having all of the features on your list.

4.      Keeping your mental image in focus, subtract one feature at a time – visualizing how different you would be without that characteristic.

5.      Write a paper (4 to 7 pages) that address each of the following:

a.      How do you feel after completing this exercise?

b.      What did you learn about yourself?

c.       How to these important features affect your interpersonal communication?

d.      Do some of these traits have both positive and negative sides? What are those positives and negatives?

What students will turn in:
- List of 10 most important features ranked from most valuable to least valuable
- 4 to 7 page paper that answers all elements of #5 above.

Week 3: Culture and Communications Paper
In Chapter 2, we read about culture and communication. Students will select a culture and write a 4 to 7 page paper as to how that culture communicates. Remember, a culture can be based geography, age, ethnicity, hobby, etc. (i.e. the biker culture, the Jewish culture, the Warren AFB culture, etc.) Be sure to read the definition of culture on page 41 in the text. In this paper, students must identify the culture’s symbols, values, norms, codes, jargon and gestures – both positive and negative. Students must also address how members of the culture communicate with one another and with others outside of that culture.

Paper Format – 4 to 7 typed pages, double-spaced. Paper will have an introduction with a thesis statement, a body with main points, and a conclusion, and a Works Cited pages in MLA or APA format that contains all of the student’s sources. Students are expected to have at least 3 sources. The observations in the paper should relate to the lessons learned in class and in the text.

Week 4: Film Review & Presentation – Throughout Chapters 1 – 6, students have been learning about a number of interpersonal communication factors, such as culture, gender, listening, verbal and nonverbal communication, perception, and much more. All of these factors have an affect on the outcome of any type of communication interaction. For the Film Review, students will select a film and write a 4 to 7 page review on the intrapersonal processes (how the characters act, how they perceive themselves and how they perceive the world) involved among the characters of the film. Students will then explore in their papers how those intrapersonal processes either help or hinder the characters in achieving their objectives. Film examples that would be excellent for this assignment include: Twelve Angry Men, Dean Man Walking, My Big Fat Greek Wedding, Catch Me if You Can, etc. Students, however, are not bound by this example list, and may select a film of their liking.

Paper Format – 4 to 7 typed pages, double-spaced. Paper will have an introduction with a thesis statement, a body with main points (examples of the intrapersonal processes in the film and how those examples either help or hinder the characters in achieving their objectives), a conclusion, and a Works Cited pages in MLA or APA format that contains all of the student’s sources. Students are expected to have at least 3 sources (one of which can be the film itself). The observations in the paper should relate to the lessons learned in class and in the text.

Presentation – During Week 4, students will give a 5 to 7 minute presentation on the film that they choose, why they choose that film, the intrapersonal processes of the characters and how those processes either helped or hindered the characters. The observations should relate to the lessons learned in class and in the text.

Week 6: Communication Concepts Paper – Students have been studying a variety of communication concepts throughout this course. For this assignment, students will identify three communication concepts outline in the text and relate each concept to a particular event in their lives (the concepts can relate to three different life events or the three concepts can relate to one life event…it is the student’s choice). For example, a student could select the communication concepts we’ve discussed on Communication Issues in Families, Closed-Mindedness, and Nonverbal Communication and used those as a basis to relate a personal experience to those concepts. The student’s analysis of these events will be enhanced by the knowledge obtained through reading, lectures and exercises.

Paper Format – 4 to 7 typed pages, double-spaced. Paper will have an introduction with a thesis statement, a body with main points (the three communication concepts and how the life experience relates), a conclusion, and a Works Cited pages in MLA or APA format that contains all of the student’s sources. Students are expected to have at least 3 sources (one of which can be the text). The observations in the paper should relate to the lessons learned in class and in the text.

Week 7: Conflict Paper & Presentation – In Chapters 10, 11, and 12, we’ve been studying conflict, deceptive communication and emotion’s role in interpersonal communication. Students will write a Conflict Paper. The purpose of this paper is to apply a specific aspect of the course material on conflict, deceptive communication and emotion to an actual situation in the student’s life. Students will select an example from their personal experience where they encountered a conflict in communication. The paper will address the following:

1.      Description of the conflict (can be a conflict in family, friends, work, school, etc.)

2.      The Source of the Conflict

3.      Power and Conflict in this particular situation

4.      Problematic behaviors during the conflict

5.      Strategies that worked to manage the conflict and why

6.      Strategies that did not work to manage the conflict and why

7.      Was there deception involved? How so?

8.      What role did emotion play?

9.      What was the end result? Was the conflict resolved? If so, how? If not, why and what changes could have been made to reach resolution?

Paper Format – 5 to 7 typed pages, double-spaced. Paper will address each of the above questions in a narrative format. Students are expected to have at least 3 sources (one of which can be the text) and a Works Cited page in MLA or APA format. The observations in the paper should relate to the lessons learned in class and in the text.

Presentation – During Week 7, students will give a 5 to 7 minute presentation on their paper. They will address in their presentation each of the questions above. The observations should relate to the lessons learned in class and in the text.

Week 8: Final Portfolio
The Final Portfolio must include the following:

·          Introductory section (1 to 2 pages) where students will describe the most valuable lessons they have learned in the class and how the assignments included in the portfolio contributed to that learning. This section must be typed and double spaced.

·          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. 

o         Example: Discussion Question Assignments

o         Students must include a section in their portfolio for all the Discussion Question Assignments

·          Includes at least one four-page research-based paper that utilizes a minimum of three sources. 

o         Example: Papers from Weeks 4 or 6 would satisfy this requirement (only one of these papers is necessary to meet this requirement).

·          Includes at least one assignment that requires students to analyze their own communication behaviors or the communication behaviors of others.

o         Example: Week 2 Paper

·          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.

o         Example: Week 7 Paper

·          Includes at least one assignment that illustrates student understanding of intercultural differences in values and communication.

o         Example: Week 3 Paper

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 2011-2012 Undergraduate Catalog Page 93

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 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.

Park University 2011-2012 Undergraduate Catalog Page 96
Students are expected to attend each scheduled class. If, however, a student must miss a class, the instructor will excuse the student if the student notifies the instructor before the class begins. However, all assignments are still due. If a student is unable to attend a class, he or she will forego the participation points that would be available for that class regardless if the absence is excused or not. Participation points cannot be awarded if the student does not participate.

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:

Bibliography:



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:12/16/2011 10:43:00 AM