CA420 Human Rels in Grp Interaction

for FA 2012

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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.


CA 420 Human Rels in Grp Interaction


FA 2012 HO


Noe, J. Mark


Chair, Department of Arts & Communication; Director, Master of Arts in Communication & Leadership

Office Location

Copley 203

Office Hours

By appointment

Daytime Phone


Other Phone

Cathy Boisen, Administration Assistant for the School of Arts & Humanities, 816.584.6263


Semester Dates

August 20  - December 7, 2012

Class Days


Class Time

2:25 - 4:55 PM

Credit Hours



Prather, Hugh. Notes to Myself. Moab, Utah: Real People Press, 1970

Friedman, Paul G. Essays on Encounter.

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
CA420 Human Relations in Group Interaction: A course designed to facilitate the authentic exploration of feelings and communication obstacles. The focus is on interaction and interdependency in the small group context. Prerequisite: Advanced standing or permission of the instructor. 3:0:3

Educational Philosophy:
Vocational                          Career                   Liberal Arts

            Education                                           Education                                  Education

(emphasis on immediate goals)                                                                    (emphasis on long-term goals)


Colleges and universities are not designed to be vocational schools. Unlike trade schools that prepare students for a specific career (e.g. auto repair, hair dressing), the four-year college/university is dedicated to educating citizens for social, political, and economic life. Some classes that may not be perceived as “relevant” (i.e., direct application to a career) are relevant to the future of the student as an effective member of society. If the sole emphasis is on “getting a job,” the immediate goal may threaten the broader issue of what jobs might exist in the future. A person who is narrowly trained to do a job today may be out of a job tomorrow. Over specialization may result in the specialty becoming obsolete in the long run. The Communication Theory and Human Relations graduate is prepared not only for entry-level jobs, but also has the skills sought for middle management positions. Jobs in human resources, training and development, staff development, public relations, sales, or management are potential career choices. Others may choose to pursue additional study in graduate schools.

Learning Outcomes:
  Core Learning Outcomes

  1. To collectively create a paradigm that emphasizes process, not product, and allows for the authentic exploration of feelings and communication obstacles.
  2. To reclaim our innate, intuitive ability to interact spontaneously with others.
  3. To experience new patterns of interacting and relating to others that transcends previous limits.
  4. To discover the unconscious filters that we employ to interpret the actions/statements of others.
  5. To employ insight and skill to overcome superficial differences in communication styles.

Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is the Portfolio.  The portfolio will contain a weekly log, weekly agenda, weekly answers to questions from the textbook, and a before/after impressions paper of one other group member based on a meeting outside of class time.  (200 points)  While this activity is required, its weight related to the grade computation may be modified as long as it is at least 20% of the total grade for the course.  (Rubric Attached) {Assesses outcomes 1,2, 3, 4, 5}

Link to Class Rubric

Class Assessment:

Assessment will be based on attendance, participation, questions, and portfolio.


Portfolio:                                             180 points

     a. Log and Agenda   160 points

       b. Outside Meeting    20 points              

Questions (Friedman)                          100 points

Participation and Attendance               480 points

                                        TOTAL      760 points

A numerical grade will be given for each assignment. Final grades will be determined according to the following scale:   

                                  760 - 684   = A

                                  683 - 608   = B

                                  607 - 532   = C

                                  531 - 456   = D

                                  Below 456   = F   

Late Submission of Course Materials:

Deadlines must be met on time. No assignment will be accepted late without an excuse.

Classroom Rules of Conduct:

Extra Credit: No extra credit work will be assigned or accepted.


Conferences: You are welcome to drop by my office to discuss papers or other concerns. I am willing to read early drafts of your papers if you want my opinion.

Course Topic/Dates/Assignments:





August 21

Introduction to the Fundamentals of Encounter


August 28

Read Chapter 1: Laying Your Cards on the Table.

Read Prather, pgs. 1-10


September 4


Read Chapter 2: The Encounter Group Relationship.

Read Prather, pgs. 11-20


September 11

Read Chapter 3: What is Encountering?

Read Prather, pgs. 21-30


September 18

Read Chapter 4: The Experience of Communication.

Read Prather, pgs. 31-40


September 25

Read Chapter 5: Pitfalls of Encounter.

Read Prather, pgs. 41-50

Summaries due of outside meetings.


October 2

Read Chapter 6: The Group as a Jazz Ensemble.

Read Prather, pgs. 51-60


October 9

Read Chapter 7: The Group as a Narrative in Process.

Read Prather, pgs. 61-70


October 16



October 23

Read Chapter 8: Risk Taking

Read Prather, pgs. 71-80


October 30

Read Chapter 9: This Group and Others.

Read Prather, pgs. 81-90


November 6

Read Chapter 10: Critiques of Intensive Group Experiences.

Read Prather, pgs. 91-100


November 13

Read Prather, pgs  101-120


November 20

Read Prather, pgs 121-135


November 27

Read Prather, pgs. 136 -145


December 4

Last day of 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 ( or Park University 2011-2012 Undergraduate Catalog Page 95-96

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: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Portfolio assignments synthesize information that exceeds the text and discussions.

Portfolio assignments synthesize information from the text and discussions. Portfolio assignments do not synthesize information from the text and discussions. Portfolio assignments show no evidence of synthesis from the text and discussions

3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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. 
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio assignments provide in-depth evaluation of the communication strategies used in a given situation.

Portfolio assignments evaluate the communication strategies used in a given situation. Portfolio assignments provide vague evaluation of  the communication strategies used in a given situation. Portfolio assignments fail to evaluate communication strategies. 
Extensive use of professional-level vocabulary.

Acceptable use of professional- level vocabulary. Rudimentary, inappropriate use of professional-level vocabulary. Poor and inappropriate use of professional-level vocabulary. 
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Portfolio defines more than 10 concepts associated with human relations and small group communication.

Portfolio defines 7-10 communication concepts associated with human relations and small group communication. Portfolio defines fewer than 7 concepts associated with human relations and small group communication.

Portfolio fails to define communication concepts. 
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Portfolio applies more than 10 concepts to given  communication situations and explains the elements that need to be altered for  communication to be more effective.

Portfolio applies 7-10 concepts to given communication situations. Portfolio applies fewer than 7 concepts to given communication situations. Portfolio fails to apply concepts to given communication situations. 
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Portfolio focus is clear, thoughtful and imaginative.  The sequence of topics is smooth with a convincing rhetorical pattern, and there are no grammatical errors.

Portfolio focus is clear and sustained.  The sequence of topics is logical, and occasional sentence structure or diction problems do not seriously distract the reader. Portfolio focus is clear but commonplace.  The sequence of topics is generally easy to follow but may occasionally wander, and there are enough mechanical problems to temporarily distract the reader. Portfolio lacks focus.  The sequence of topics is difficult to follow, and has severe problems with sentence structure or word choice. 


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Last Updated:8/2/2012 9:59:13 AM