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CA 301 Interpersonal Communication II
Ventresca, Thomas J.


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 301 Interpersonal Communication II

Semester

F1J 2012 DN

Faculty

Ventresca, Thomas J.

Title

Senior Instructor

Degrees/Certificates

M.A. Counseling, University of Missouri-Kansas City
M.A. English, Pittsburg State University
B.A. English, Rockhurst University

Daytime Phone

816-931-3428

E-Mail

tventresca@mail.park.edu

tventresca@kc.rr.com

Semester Dates

August 20-October 14, 2012

Class Days

Tuesdays

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:

Stewart, John, editor.  Bridges Not Walls: A Book About Interpersonal Communication. Tenth Edition. McGraw-Hill.  ISBN 0072862866.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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


Course Description:
CA301 Interpersonal Communication II: A study of the nature of and problems in communication. Areas of study include: mental process in communication, perception, content, amount of communication, interpersonal and task behaviors, norms, conflict, creativity, touch, distance, time usage, manipulation of environment, intervention, attitude change and opinions, and how communication fosters attraction, productivity and leadership. The course focuses on the development of a framework for analyzing the various approaches to interpersonal communication. Prerequisite: CA104. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of critical thinking and exploration based on readings, lectures, dialogues, writings, presentations, and students' insights.  The facilitator will engage each learner in a lively discussion of issues and challenges, and explore how these ideas and insights can improve professional careers and personal lives.

Learning Outcomes:
  Core Learning Outcomes

  1. Upon successful completion of this course the student should be able to: 1. Summarize the philosophical roots of the field and the history of the field.
  2. Compare and contrast various approaches to studying interpersonal communication.
  3. Explain how we define ourselves as communicators.
  4. Create a model of relational development and dissolution.
  5. Illustrate how verbal and nonverbal communication affects relationships.
  6. Evaluate different communication strategies for relational maintenance and repair.
  7. Explain the influence of the social context on relationships.
  8. Evaluate perception's influence on interpersonal communication.
  9. Explain the role of listening and self-disclosure on relationships.
  10. Evaluate the different strategies for dealing with conflict.
  11. Explain barriers to communication and how to overcome them.
  12. Assess your own communication strengths and weaknesses and develop a plan for improvement.


Core Assessment:

Minimum Requirements:  The core assessment for CA301 Interpersonal II 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 an eight to ten-page research based paper that utilizes a minimum of eight sources. 


-Includes at least one assignment that requires students to analyze the communication in a relationship (a case study of real or simulated interpersonal communication).


-Includes at least one assignment that illustrates student understanding of intercultural differences in values and communication and how that affects relationships.


-Includes at least one assignment assessing their own communication strengths and weaknesses and develop action plans to improve weak areas.


-Includes tests to illustrate knowledge of the philosophical roots of communication and the history of the field.


-Must not be assembled before the last quarter of the course although it may contain work done as the semester progress, such as journals.


-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:

Assessment will be based on attendance, papers, presentations, and examinations.
 
All papers should be typewritten, double-spaced.  Name, title, number of assignment, and date in the upper right hand corner.  Students may rewrite their graded papers.  Hand in rewritten papers by the next class (include the original paper stapled underneath the rewrite).  The scores of the two papers (the original and the rewrite) will be averaged to get a new score.   The content, organization (opening, body, close), and mechanics (grammar, punctuation, spelling) of the papers are very important.

Grading:

Seven papers--including four reflection papers and three portfolio papers (50 points each, total 350 points)
One to four chapter presentations (200 points)
Final portfolio research paper (150)
Midterm, Final Examinations (50 points, 100 points-- total 150 points)
Perfect Attendance (40 points)
One Absence (0 points)
Two Absences (-60 points)
Three Absences (-120 points plus failing grade for the class)
 
A = 890-760
B = 640-750
C = 520-630
D = 400-510
F = below 400

Late Submission of Course Materials:
Late papers may not be accepted; if accepted they may be subject to a reduced grade.

Classroom Rules of Conduct:
Students are expected to honor the basic rules of classroom behavior: (1) only one person speaks at a time, (2) no side conversations while someone is talking, (3) full attention given to person speaking, (4) treat others as you would like to be treated (respect shown to everyone in the class), (5) no use of electoronic devices other than taking notes for class.

Course Topic/Dates/Assignments:

Class #1 (August 21)
Overview of course.  Syllabus. Introductions. Read Chapter One in Bridges Not Walls.
 
Class #2 (August 28)
Communication and Interpersonal Communication, Communication Building Identities.  Read Chapters 2,3.  Presentations on Chapters 2,3.  Discussion of chapters, presentations, and papers. Reflection Paper #1 due.
 
Reflection Paper #1 (Guidelines)
This reflection paper (as well as the other two reflection papers) should be one to two pages in length and focus on at least one concept, idea or information from each of the assigned readings from Bridges Not Walls, Chapters 2,3. Some of the assigned articles for this paper include: "Communicating and Interpersonal Communicating," John Stewart; "Fierce Conversations," Susan Scott; "Elements of the Interhuman," Martin Buber and "The Rudiments of Social Intelligence," Daniel Goleman).
 
In each reflection paper, students should focus on ideas and/or information they found interesting in the assigned articles and explain these ideas and concepts using examples from their professional and personal lives, if possible.  Students should also give come consideration to how these ideas can help them in their professional and personal lives.
 
Each paper should be organized with a clear beginning, middle, and ending.  Be sure to give an overview of the paper's main ideas in the introduction and summarize these main ideas at the end of the paper. 
 
 
Class #3 (September 4)
Verbal and Nonverbal Contact, Inhaling: Perceiving and Listening.  Read Chapters 4,5.  Presentations on Chapters 4,5.    Discussion of chapters, presentations, and papers. Reflection Paper #2 due.
 
Reflection Paper #2 (Guidelines)
This one to two page paper should focus on at least one idea and/or information from each of the assigned articles from Chapters 4,5.  Be sure to address how verbal and nonverbal communication affects relationships and the role listening and self-disclosure in relationships. 
 
Students should focus on ideas and/or information they found interesting in these chapters and explain these ideas using examples from their professional and personal lives, if possible.  Students should also give some consideration to how these ideas can help them with their professional and personal lives. 
 
Class #4 (September 11)
Exhaling: Expressing and Disclosing, Communicating with Family and Friends.  Read Chapters 6.7.  Presentations of Chapters 6.7.  Discussion of chapters, presentations, and papers.  Midterm exam focusing on the philosophical roots and key theories of communication.  Reflection Paper #3 due.
 
Midterm Exam (Guidelines)
Students will choose an important individual (or individuals) who has illuminated the field of communication, write a paper explaining this person's contribution and present this information to the class. Each presentation should include brief handout with key ideas and talking points for discussion.  If possible, students should use examples from their professional or personal lives to illustrate key ideas and concepts.  Students should also give some consideration to how these ideas and concepts can help them in their professional lives. 
 
Students should choose an individual or individuals and illuminate their major contributions to the field and history of communication.  Some suggested individuals and their ideas are: 
(1) Freud's "Interpersonal Communication as Social Action"
(2) Mead's "Symbolic Interactionism"
(3) Sullivan's "Psychiatric Approach to Interpersonal Relations"
(4) Heider's (et al.)  "Attitude, Attribution, and Attraction Theories"
(5) R. D. Laing's "Perception Theory"
(6) Buber's "I-Thou"
(7) Bateson, Jackson, Halely, and Weakland's "Communication and the Double Bind"
(8) Rogers and Miller "Relational Communication"
(9) Goffman's "Communication Episodes"
(10) Thibaut, Kelley's (et al.) "Social Exchange Theories"
(11) Pearce and Cronen's "Communication as a Rules-based System"
(12) Grice, Lakoff, and Nofsinger's "The Structure of Conversation"
(This is not a complete list; other individuals and ideas may be selected depending on student interest and instructor approval.)
 
Reflection Paper #3 (Guidelines)
This 1-2 page paper should focus on 1-3 concepts, ideas, and/or information from each of Chapters 6,7. Give emphasis to how we express ourselves in relationships (especially disclosing) and how best to communicate with family and friends. 
 
Students should focus on ideas they found interesting in these chapters and explain these ideas using examples from their professional and/or personal lives.  Students should give some consideration to how these ideas can help them in their professional or personal lives. 
 
  
Class #5 (September 18)
 Communicating with Intimate Partners, Coping with Communication Walls.  Read Chapters 8,9,  Presentations on Chapters 8.9.  Discussion of chapters, presentations, and portfolio papers. Portfolio Paper #1 due.
 
Portfolio Paper #1 (Guidelines)
This 1-3 page paper should an analysis of communication within a relationship (e.g. within your family or a family you know , with a friend or with friends you know, with a business associate of yours or with business associates you know).  This could also be an analysis of  relationship communication within a novel, play, film, or other work of art (e.g. Who's Afraid of Virginia Wolfe , Cat on a Hot Tin Roof, I Never Sang for My Father, The Subject Was Roses, A Long Day's Journey into Night).
 
Be sure to consider the following:
(1) what are some approaches to studying interpersonal communication? (e.g. consider key information of interest from readings/student presentations and student reports on communication theories for midterm exam)
(2) how do relationships develop and dissolve?
(3) how does verbal and nonverbal communication affect relationships? (e.g. remember previous chapter readings, student presentations, and class discussion)
(4) what are some communication strategies for relationship maintenance and repair?
 
Students should focus on ideas and insights that are of particular interest to them and use examples from their own professinal and/or personal lives, if possible.  Students should give some consideration to how these ideas and insights can improve their professional and/or personal lives.
 
Class #6 (September 25)
Conflict: Turning Walls into Bridges, Bridging Cultural Differences.  Read Chapters 10,11.  Presentations on Chapters 10,11.  Discusssion of chapters, presentations, and  papers.  Portfolio Paper #2 due.
 
Porfolio Paper #2 (Guidelines)
This 1-3 page paper should focus on bridging cultural differences and turning walls into bridges.  Students should consider cultural differences in values and communication and how this affects relationships.  Students should pick ideas, concepts, and information from class readings, discussions,  presentations, and their own professional and personal experience to illustrate their key points.
 
Give some consideration to the influence of the social context on relationships and what role perception plays in interpersonal, multi-cultural commununication.  Also consider how these ideas and insights can help improve professional and personal lives.
 
Class #7 (Octover 2)
Promoting Dialogue.  Read Chapter 12. Chapter presentation.  Portfolio Paper #3 due.  Discussion of chapter, presentation, and papers.  Final exam/papers/presentations.
 
Portfolio Paper #3 (Guidelines)
This 1-3 page paper should focus on the assessment of one's own communication strengths and weaknesses and the deveopment of an action plan on how to improve weak areas and capitalize on strengths.  Students should inclued ideas, concepts, and information from class readings, papers, presentations, discussion, and their own experience.
 
Students should pay attention to ideas and insights that are of particular interest to them.  The action plan should focus on how the students' insights and understandings can help improve their communication with family, friends, business associates, and other people in their lives.
 
Final Exam/Paper/Presentation (Guidelines)
This paper has the same requirements as the mid-term and students should choose another individual (or individuals) whose ideas have been important to the philosophical roots and history of the field of communication (see list above in Mid-term Guidelines).  Students should choose someone of particular interest to them and explain this person(s) theory using examples from students' professional and/or personal lives, if possible.  Students should give some consideration to how these ideas can improve their professional and personal lives. 
 
Class #8 (October 9)
Final papers and presentations.  Completion of class portfolio.  Submit class portfolio in electronic form.  Final paper should be submitted in both paper and electronic form. Summary of key learning points from the class; what will you remember 25 years from now.  Wrap up and saying goodbye.
 
Class Portfolio Includes the Following:
(1) Portfolio Papers #1, #2, #3
(2) Reflection Papers #1, #2, #3
(3) Mid-term and Final Exams/Papers
(4) Research Based Paper
 
Research Based Paper (Guidelines)
This eight to ten-page research based paper should use a minimum of eight sources.  The contents should include the student's own theory of interpersonal communication.  Students should be sure to include ideas, concepts, and information gathered during the course of the semester that are particularly meaningful to them. Students should consider the chapter readings, the student presentations (both chapters and historical individuals), portfolio and reflection papers, class discussion, and their own outside research.
 
Students should illustrate what ideas and theories of communication make the most sense to them.  Students should explain these theories using examples from their professional and personal experiences, if possible.  Students should consider how they will use these ideas and theories to improve their professional and personal lives.
 
Give some consideration to the following:
(1) examples of real or simulated interpersonal communication (Portfolio Paper #1)
(2) an understanding of intercultural differences in values and communication (Portfolio Paper #2)
(3) communication strengths and weakness (Portfolio Paper #3)
(4) key individuals who made significant contributions to the philosophical roots and history of communication (Mid-term and Final exams/presentations)
(5) key ideas and concepts from chapter readings (Reflection Papers #1,#2,#3)
 
Students will informally present and discuss their final research papers in class.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 95-96

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 95

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 98

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments synthesize information from the text and more than eight additional sources. Portfolio assignments synthesize information from text and eight additional sources. Portfolio assignments synthesize information from seven or fewer sources and the text. Portfolio assignments show no evidence of additional sources. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments analyze stages/elements of all communication concepts illustrated in the assignment and identify motives, causes and effect of 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
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                                                                                                                                                                                                                                                
Outcomes
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                                                                                                                                                                                                                                                   
Outcomes
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
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
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/or includes more than eight errors in writing conventions. 
Component Outcome                                                                                                                                                                                                                                          
Outcomes
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. 
Knowledge of roots and history of field-                                                                                                                                                                                                                   
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of more than 80 percent on all exams. The portfolio demonstrates the student's knowledge of the philisophical roots and history of the communication field by achieving scores of 75-80 percent on all exams. The portfolio demonstrates gaps in the student's knowledge of the philisophical roots and history of the communication field illustrated by scores of  60-75 percent or less on all exams. The portfolio does not demonstrates the student's knowledge of the philisophical roots and history of the communication field because student achieved less than 60 percent on most exams. 
Assessment of personal strengths, weaknesses and plans for improvement                                                                                                                                                                                     
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers goals that are specific, measurable, attainable, realistic, and tangible. The portfolio demonstrates the student's analysis of personal strengths and weaknesses and offers a plan that identifies several goals and how they will achieve them. Portfolio demonstrates only two of the following: analysis of strengths, weaknesses, plan for improvement. Portfolio demonstrates only one of the following: analysis of strengths, weaknesses, plan for improvement. 

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Last Updated:7/22/2012 10:08:46 PM