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CA 105 Intro to Human Communication
Grellhesl, Melanie B.


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

U1T 2011 DLA

Faculty

Grellhesl, Melanie B.

Title

Online Adjunct Faculty

Degrees/Certificates

MA Communication Studies
BA Mass Communication

Office Hours

M-F 9:00-5:00 CST

Daytime Phone

325-370-3347

Other Phone

806-702-4960

E-Mail

Melanie.Grellhesl@park.edu

melgrellhesl@gmail.com

Semester Dates

Monday March 14, 2011 to Sunday May 8, 2011

Class Days

TBA

Class Time

TBA

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 
  • 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.
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    Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
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    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:

    My educational philosophy is based on the ideas that people learn on very different ways and on very different levels.  Some prefer the written word over the spoken. Technology can be a very powerful tool in facilitating learning across curriculum no matter how different each person may be; it is my job to discover what ignites the passion to learn and then provide the tools required to become learners who seek out scholarship, no matter what the subject, no matter what the medium.  

    Class Assessment:

    Assessment/Grading
    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:

    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

    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

    Late Submission of Course Materials:

    Classroom Rules of Conduct:

    Course Topic/Dates/Assignments:

    Course Schedule

    Week

    Topic

    Reading

    Major assignments due

    Week 1

    Communication Basics

    Chapters 1, 2, 6 and pp. 196-200

    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 13 and 14 
    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:

    Bibliography:

    Copyright:

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    Last Updated:5/31/2011 9:46:24 PM