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CA 104 Interpersonal Communication I
Crowe, Jordyn-Grace 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

F2M 2011 CH

Faculty

Galley Crowe, Donna J.

Title

Senior Instructor of Psychology, Sociology, and Communications

Degrees/Certificates

M.A. - Psychology and  Graduate Minor -  Social Work -  SUNY/Buffalo
B.A. Psychology with Honors, Cum Laude -  SUNY/Buffalo
A.A. Liberal Arts Social Sciences - Erie Community College South

Office Hours

Gladly By Appointment or Via Virtual Office Hours (Email or Phone)

Daytime Phone

(252) 444-1711

Other Phone

(252) 466-2655

E-Mail

donna.galley@park.edu

djgalley@yahoo.com (Please use this email address)

Web Page

http://www.my.park.edu

Semester Dates

Fall II, 2011

Class Days

--T-R--

Class Time

4:45 - 7:15 PM

Prerequisites

None.

Credit Hours

3


Textbook:

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Looking Out, Looking In, (2011), by Ronald B. Adler and Russell F. Proctor II, 13th Ed.  Boston, MA:  Wadsworth/Cengage Learning. 

This textbook is rich in pictures, comics, and discussions of the latest topics.  It is a favorite among students and faculty alike!  The goal of this text is to help YOU become a more dynamic and effective communicator.

If you are not a good reader, do not like to read, or do not have time to read, do not take this course.

Students are expected to read the assigned pages before class.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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These are the Additional Resources Required for Class:

Note-taking:  Standard size spiral notebook, sturdy pocket folder (for handouts), a pen, and a yellow or orange highlighter.

Journal:  Standard size spiral notebook or journaling notebook and pen.  You can also find very attractive journals at local area pharmacies (such as CVS) and Staples.

These items are available at Staples (and other office supply stores), WAL-MART, and KMart.
You are asked to record your reactions to the theories and information we study about communication.
Please record two entries per week and date them.  Photos, drawings, and clip art are welcome!

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/.

http://www.psychologytoday.com
http://www.sociologytoday.com
http://www.gottman.com
http://www.my.park.edu

Course Description:
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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:

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WELCOME TO CA - 104 -  INTERPERSONAL COMMUNICATIONS!


My name is Donna J. Galley Crowe, M.A., and I will be your instructor 

Your instructor's educational philosophy is one of shared interaction based on lectures, readings, classroom demonstrations (for which class participation is necessary), quizzes, websites, videos/DVDs, and writing.  I am eager to get to know each student personally.  My goal is to engage each learner in the lively exploration of ideas, issues and contradictions.  Class members are encouraged to share their experiences and impressions as they relate to course content.

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.


  Instructor Learning Outcomes
  1. Understand some of the differences between men and women in communication as described by John Gray and Deborah Tannen.
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:

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7 Quizzes -  About every week, a quiz will be given at the beginning of class on previously covered material, so it is fresh in your mind.  The content will consist mainly of two topic areas.  Each quiz is worth 25 points and will include one extra credit question.  Questions will be multiple choice, short answer essay questions, and fill-in-the-blank.  No books or notes may be used.  Quizzes will be given at the beginning of class  .  Following the quiz, we will begin a new topic area. 

Journals -  Each student will keep a personal journal and record two thoughtful entries per week.  The students is asked to reflect on the theories, information learned, and experiences you have while participating in the class.  Journals will be handed in for periodic checks.  Do not fall behind on your entries  .  Only your instructor will read your personal journal.  The journal assignment is worth 100 points.

Core Assessment Portfolio-  All CA 104 students are required to complete the Core Assessment Portfolio.  Explicit instructions appear in this syllabus.  This assignment was developed by the Communications faculty of the main campus.  We will discuss it in class.  I am a resource for you in learning to construct your assignment.  Start early!    This assignment is worth 150 points.

Assignments Include:  Oral Presentation, Multicultural Understanding Research Paper, Journal, Learning Objectives Poster, and Self-Analysis of Communications Skills.  
Some will be graded earlier and some will be graded as part of the Core Assessment Portfolio.

Class Presentation -  At the end of the semester, each student will give a class presentation on a topic central to Interpersonal Communications.  Please discuss your topic with me before you start.  Each presentation should be at least 10-15 minutes  in length and include power point, handouts, or posters to add visual imagery.  The presentation is worth 50 points.

Class Participation -    Students are expected to demonstrate their preparation for class through class participation.  Please read the assigned pages before class and be prepared to discuss them and take part in class demonstrations and activities.  This includes games.  All students should bring a spiral notebook, their textbook, a sturdy pocket folder, a pen, and a yellow highlighter.  Be ready to take notes.  Of course, you must be present to earn class participation points.  Class Participation is worth 50 points.

EXTRA CREDIT:  Students may earn a maximum of 10 points of extra credit by donating pet food and pet care products to the Havelock Animal Shelter or Critter Connection.  Donation Requests:  A pallet of canned dog or cat food; a large bag of dog or cat food; or a large bag/box of kitty litter for multiple cats.  You may turn in your donation anytime up to the last moments before the course ends.   

Grading:

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Here is the Grading Plan:

7 Quizzes = 25 points each = 175 points
Journal = 100 points
Core Assessment Portfolio = 150 points
Includes Multicultural Understanding Research Project, Learning Objectives Poster, and Self-Analysis.
Class Presentation and Journal are graded separately, but still contribute to the Portfolio.
Class Presentation = 50 points
Class Participation = 50 points
+_________________________________________
TOTAL =  525 Points

QUIZZES
A = 25-23 points
B+ = 22 points
B = 21-20 points
C = 19-18 points
D = 17 points
Below Passing = Below 17 points

CORE ASSESSMENT PORTFOLIO:
A = 100 - 90 points
B =   89 - 80 points
C =   79 - 70 points
D =   69 - 60 points
Below Passing = Below 60 points

To calculate your final grade, divide the number of points you earned by the total number of points available (500 points) and move the decimal place.

Here is the final grading scale:

100 - 90 points = A
 89  - 80 points = B
 79  - 70 points = C
 69  - 65 points = D
Below 65 = Below Passing

Late Submission of Course Materials:

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Technology is a wonderful thing...until it lets you down.  Computers crash and printers run out of ink or paper.  Begin your Core Assessment Writing Assignment early  and save all work. Backup your hard drive.  Use virus protection.  Keep extra ink and paper on hand.   Print out a back up hard copy of your paper and presentation and put it in a safe place.

If you miss a quiz, please contact me by email.  You can take the quiz at the Park University office before all the quizzes are returned to the class.  If you ask to make up a quiz after the quizzes have been returned, you will need to take a make up quiz.  Make up quizzes are more challenging and usually in essay form.

Procrastination...zzzzzzzzzzzzzzzzzzzz...I'll do it tomorrow!  

Be present on quiz nights!  Students with a legitimate excuse will be allowed to take a make up quiz in the Park University office.  Make up quizzes may be in essay form.  The student has one week to complete the make up quiz.  Please don't let it become a habit!  If you suffer from test anxiety , discuss it with me.

Journals:  Late journals will lose 5 points per class.

Core Assessment Portfolio Assignment -  Late portfolios will lose 5 points per class.

I am happy to accept any portfolio materials early!  

Classroom Rules of Conduct:

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In order to ensure an atmosphere conducive to learning for all, cell phones and portable electronic devices will be turned off while in class.  Emergency exceptions to this policy must be cleared with me prior to a class period. You may be asked to hand the instructor your cell phone or portable electronic device or be asked to leave if your cell phone goes off during class.  It will be returned at the end of the evening...unless it's so cool that I fall in love with it and can't part with it !   Do not tweet, text message, listen to tunes, surf the net, or check your social network site during class. 

Eating and drinking in the classroom are permitted provided you clean up after yourself and are considerate of others.   

Course Topic/Dates/Assignments:

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Here is Our Course Schedule:

Week 1/Tues:  Orientation
Week 1/Thurs: Introduction to Interpersonal Communication & Cultural Diversity Video
Week 2/Tues: Chapter 1:  A First Look at Interpersonal Communication
Week 2/Thurs: QUIZ 1
Chapter 2:  Communication and Identity:  Creating and Presenting the Self
Week 3/Tues: Chapter 3:  Perception:  What You See is What You Get
Week 3/Thurs: QUIZ 2
Chapter 3:  Perception:  What You See is What You Get -  Conclusion
Week 4/Tues: Chapter 4:  Emotions, Feelings, Thinking, and Communicating             
Week 4/Thurs:            QUIZ 3
  Chapter 5:  Language:  Barrier and Bridges
Week 5/Tues: Chapter 6:  Nonverbal Communication:  Messages Beyond Words
Week 5/Thurs:           QUIZ 4
Chapter 6:  Nonverbal Communication:  Messages Beyond Words -  Conclusion
Week 6/Tues: Chapter 7:  Listening             
Week 6/Thurs: QUIZ 5
Chapter 8:  Communication & Relational Dynamics                      
Week 7/Tues:              "The Self" -  Video and Communications
Week 7/Thurs: QUIZ 6           
Presentations & Communications Video
Week 8/Tues: Presentations & Communications Video
Week 8/Thurs: QUIZ 7 
Presentations
Celebrate Our Learning!  
Core Assessment Portfolio Assignment Due  

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
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Cheating on quizzes, or helping others cheat, will not be tolerated.

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
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Plagiarism Policy -  Plagiarism will result in a grade of zero for the paper and most likely as "F" in the course.  Plagiarism can get you kicked out of school.  If you are not sure what constitutes plagiarism, ask me.  I also recommend that you check out web sites such as plagiarism.org or turnitin.com.

Forgetting to put quotation marks around a verbatim sentence or paragraph is also plagiarism, even if you include the source.

Having someone else write your Core Assessment Portfolio Assignment also constitutes plagiarism.

DO NOT USE WIKIPEDIA!

Do your own work.  Give credit to other writers where credit is due.

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
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In order to succeed in this class, it is highly recommended that you attend all class sessions and complete all assignments on time.  In the past, students who did not attend the majority of the classes earned very low grades and frequently failed the course.  It's up to you!

Park University does not consider Personal Leave or Vacation a legitimate or excused absence.  If you expect to miss many classes, it may be better to take this course at another time.

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 .
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If you have a hidden medical condition for which you might need help in the classroom, please make an appointment with me as soon as possible.  If you have a learning, physical, or emotional disability, for which course adaptations or accommodations may be needed, please speak with me.  Students who request adaptations or accommodations will be asked to furnish Park University with a note from your healthcare provider, addressed to campus director Ivy Prior.

Additional Information:

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Something to think about:


 



Are you overextended?  




Students who try to do too much tend to become stressed out and do poorly in college classes.  





Now is the time to take a good look at the schedule you created.  








Include time for YOU and for the people and personal activities that are important to you.  






YOU matter!  







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:10/9/2011 10:05:56 AM