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CA 104 Interpersonal Communication I
Brown, Ronald A.


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

F1QQ 2011 HI

Faculty

Brown, Ronald A.

Title

Adjunct Faculty

Degrees/Certificates

EdD Organizational Leadership
M.A. Human Resource Development
B.S. Occupational Education

Office Location

Bldg 1102

Office Hours

0730 -1530

Daytime Phone

801 628 4622

Other Phone

801 777 6483

E-Mail

ronald.brown04@park.edu

RBrown747@utahwisp.com

Semester Dates

8/15/2011 to 10/9/2011

Class Days

--T-R--

Class Time

7:30 - 10:15 PM

Prerequisites

None:  General Education Course

Credit Hours

3


Textbook:

    Interpersonal Communication Book, The, 12th Edition

By Joseph A. DeVito

ISBN-10: 0-205-62570-3

ISBN-13: 978-0-205-62570-3

Published by Allyn & Bacon

© 2009

Pub. Date: Oct 9, 2008

Format: Paperbback

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Please visit the webliography in the classroom for additional references and 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:
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:
I believe that in the online 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:

  Writing 30 points (30%)

- * Submit one five-page (not including title and reference pages) research paper (APA format) that utilizes a minimum of five scholarly sources (at least one must be web-based) (Due: 3rd Week) -- 15 points

- * Develop a one-page (double-spaced) scenario of a real personal/professional experience that illustrates intercultural differences in values and communication (Due 4th week) -- 5 points

- * Complete a three-page (not including title and reference pages) synthesis paper (APA format) on concepts interpersonal communication (Due prior to the final week of semester) -- 10 points 

    NOTE:  All assignments must be transmitted to the instructor in electronic form.

Participation 20 points (20%)

- Provide written responses to weekly topical discussions assigned from core learning objectives for the course -- 10 points

- Respond to two or more submissions of fellow students-- 10 points

Core Assessment 30 points (30%)

- Complete TRUE COLORS inventory provided by your instructor and analyze your own communication behaviors and the communication behaviors of others. (Due 3rd Week) -- 10 points 

 - * Respond to a key interpersonal communication scenario which reflects two or more core learning outcomes.  Subject or title recommendations must be approved by the end of the second week of class (Due 5th week) -- 20 points

Tests 20 points (20%)

-          Pre-test -- 0 points

-          Midterm: Chapters 1-7 -- 10 points  

-          Formative -- 0 points

-          Summative: Chapters 8-14 -- 10 points

Total course points: 100

    NOTE:  All assignments must be transmitted to the instructor in electronic form.


 

 

Homework Assignments:

Week 1:
Learning Outcomes Addressed: 1, 5, 8 and 12.
Reading Assignment: Chapters 1-2
Homework 1a & 1b: Complete chapter review exercises & post weekly discussion
Paper topic due!

 

Week 2:
Learning Outcomes Addressed: 2, 3, 4 and 8.
Reading Assignment: Chapters 3-4
Homework 2a & 2b: Complete chapter review exercises & post weekly discussion

Week 3:
Learning Outcomes Addressed: 6 and 7.
Reading Assignment: Chapters 5 - 6
Homework 3a & 3b: Complete chapter review exercises & post weekly discussion
Term paper due before Friday of week 3!

 

Week 4: Learning Outcomes Addressed: 4, 5 and 12.
Reading Assignment:  Chapter 7 – 8
Homework 4a & 4b: Complete chapter review exercises & post weekly discussion
Interpersonal Scenarios due before session 4b! 
NOTE: Mid Term Test on Chapters 1-7 
 
Week 5:
Learning Objectives Addressed: 8, 9 and 10.
Reading Assignment:  Chapters 9 – 10
Homework  5a & 5b: Complete chapter review exercises & post weekly discussion

Week 6:.
Reading Assignment:   Chapter 11 - 12
Homework  6a & 6b: Complete chapter review exercises & post weekly discussion
 

Week 7:

Learning Outcomes Addressed: 2, 3, 10 and 12.
Reading Assignment:   Chapter 13
Homework  7a & 7b: Complete chapter review exercises & post weekly discussion
Term paper revisions due   

Week 8:
Session 8a (Tue) Group presentations & Course Summary
Synthesis papers due
Session 8b (Thur) Final test (Chapters 8-13)

Grading:

 

Writing (30%)

- Research paper -- 15 points

- Scenario of a real personal/professional experience -- 5 points

- Synthesis paper -- 10 points

Participation (20%)

- Weekly exercises -- 10 points

- Follow up responses -- 10 points

Core Assessment (30%)

- TRUE COLORS inventory -- 10 points

 - Interpersonal scenario exercise -- 20 points

Tests (20%)

-  Pre-test (0%)

-  Midterm: Chapters 1-7 -- 10 points 

-  Formative (0%)

-  Summative: Chapters 8-14 -- 10 points

Total course points: 100

Late Submission of Course Materials:
Submission of Late Work:  The instructor will accept late work on a case by case basis. Late work may be accepted with a point reduction based on the number of days late.  PLEASE NOTE:   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:
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.


Participation:  Active participation in the classroom is a mandatory requirement.  The instructor will review and participate in "Discussion" as well as "Just 4 Fun" and "Supplementary" areas. Students are expected to actively participate in the "Discussion" area.   By actively, it means that you will be awarded points based on your initial post and any subsequent posts illustrating clear interaction with other students.  Your initial response to the question must be thorough. To earn the maximum points, you must post comments to at least 3 other students per week in the "Discussion" folder. This requirement is designed to generate further discussion, to offer feedback to class members and to further explore concepts.  The instructor will review and assess participation statistics through the gradebook and the eCollege platform.  

Team Assignment Participation: You will be assigned to a team in week 4 of the course. Throughout weeks 5-7 you will be required to actively contribute to a team discussion. Your task will be to discuss controversial issues as a team.  Your goal is to express your personal values in regard to the issue.  You should respond to the question yourself and the respond to at least 5 peer posts throughout the week.  You will need to ask specific questions about your peers stance, offer support, or defend your position on the issue.   

Course Topic/Dates/Assignments:

Week 1: Unit Overview: 

The first chapter of the book provides you with the “Foundations of Interpersonal Communication.” Here we will explore the nature and importance of interpersonal communication and its fundamental concepts. In chapter two, “Culture and Interpersonal Communication,” we will look at the central role of culture in all aspects of interpersonal communication, understand the importance and aims of a cultural perspective, understand how cultures differ and consider the nature and principles of interpersonal communication.
Learning Outcomes Addressed: 1, 5, 8 and 12.
Reading Assignment: Chapters 1-2
Homework 1a & 1b: Complete chapter review exercises & post weekly discussion
Paper topic due!

Week 2: Unit Overview
:

Chapter three will address “Perception and the Self in Interpersonal Communication.” This chapter will discuss the basic dimensions of the self, the nature and principles of perception, impression formation and impression management. Chapter four, “Listening in Interpersonal Communication,” considers the importance of listening, the process of listening, listening barriers, the role of culture and gender in listening and styles of effective listening.
Learning Outcomes Addressed: 2, 3, 4 and 8.
Reading Assignment: Chapters 3-4
Homework 2a & 2b: Complete chapter review exercises & post weekly discussion
Week 3: Unit Overview:

We will now begin Part 2 of the text and our focus turns to Messages: Verbal and Nonverbal. Chapter five, “Verbal Messages,” focuses on the verbal message system, identifying the major principles of verbal messages and offering guidelines for making language more accurate, more logical and more effective. Chapter six, “Nonverbal Messages,” covers the major nonverbal channels and the research on nonverbal communication functions and examines the influence of culture on all aspects of nonverbal communication. 
Learning Outcomes Addressed: 6 and 7.
Reading Assignment: Chapters 5 - 6
Homework 3a & 3b: Complete chapter review exercises & post weekly discussion
Term paper due before Friday of week 3!

Week 4, Unit Overview


Chapter seven, “Emotional Messages,” explains the basic principle of emotions and emotional messages, the major obstacles to communicating emotions and the skills for both expressing emotions and responding to the emotions of others. Chapter eight, “Conversational Messages,” brings the material on messages together in an examination of the conversation process, then considers how conversation works, how it can be managed, the nature and role of self-disclosure, organizational conversations, and how conversational problems can be prevented and repaired. 
Learning Outcomes Addressed: 4, 5 and 12.
Reading Assignment:  Chapter 7 – 8
Homework 4a & 4b: Complete chapter review exercises & post weekly discussion
Interpersonal Scenarios due before session 4b! 
NOTE: Mid Term Test on Chapters 1-7 
 
Week 5: Unit Overview: 
 
Welcome to Part III of the text. In this section, “Interpersonal Relationships: Stages and Theories.” Chapter 9 will introduce the characteristics of interpersonal relationships, the stages relationships may pass through and some of the major theories explaining how relationships work. Chapter 10, “Interpersonal Relationships: Development and Deterioration,” traces the stages of relationships and the research and theory relevant to each of the stages of development, of relationships and the research and theory relevant to each of the stages: development, maintenance, deterioration, repair and dissolution.
Learning Objectives Addressed: 8, 9 and 10.
Reading Assignment:  Chapters 9 – 10
Homework  5a & 5b: Complete chapter review exercises & post weekly discussion

Week 6: Unit Overview:
 

  Chapter 11 covers “Interpersonal Relationship Types: Friendship, Love, Family, and Workplace.” The chapter discusses the major types of interpersonal relationships and especially the role of interpersonal communication in forming and in maintaining these relationships. Chapter 12, “Interpersonal Conflict and Conflict Management,: covers the principles of interpersonal conflict, the stages people go through in resolving or managing conflict and the strategies that can aid in more effective conflict management. Learning Outcomes Addressed: 8, 10 and 11.
Reading Assignment:   Chapter 11 - 12
Homework  6a & 6b: Complete chapter review exercises & post weekly discussion
 

Week 7: Unit Overview:


During Week 7 we will focus on “Interpersonal Power and Influence.” In this last chapter we will cover the principles of power and influence; relationship power, personal power, and message power; and the misuse of power (as in sexual harassment and power plays.)
Learning Outcomes Addressed: 2, 3, 10 and 12.
Reading Assignment:   Chapter 13
Homework  7a & 7b: Complete chapter review exercises & post weekly discussion
Term paper revisions due   

Week 8: Unit Overview:
  

Session 8a (Tue) Group presentations & Course Summary
Synthesis papers due
Session 8b (Thur) Final test (Chapters 8-13) 

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
Park University believes that 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 understnad all sections of the policy relating to standards of conduct and academic life.  Park University 2008-2009 Undergraduate Catalog Page 88.

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
Falsifying academic records includes, but not
limited to, altering grades or other academic
records.
• Other acts include:
• Stealing, manipulating, or interfering with
an academic work of another student or
faculty member
• Collusion with other students on work to
be completed by one student
• Lying to or deceiving a faculty member.

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
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.

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:












Research:  Sometimes students want to use Internet sites for research, but websites are generally inappropriate or suspect for college-level research. Never use Wikipedia, for example, which is a wiki where anyone can write the material. If your instructor allows the use of websites, make sure the website is a US government site or provided by a valid University or educational institution. Below is a very high quality website created by a University of Kentucky professor, where he describes the basic idea of several key interpersonal communication theories. You may find this useful in your research for the Interpersonal Communication Report. Lane, D. (2001). Communication theory workbook: Interpersonal contexts. Lexington, KY. Accessed July 28, 2008 from http://www.uky.edu/~drlane/capstone/interpersonal/


Attachments:
Core Assessment Instructions

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:8/26/2011 11:56:41 AM