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CA 104 Interpersonal Communication I
Richer, Priscilla R.


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

F2T 2012 DLB

Faculty

Priscilla R. Richer, DRT

Title

Senior Adjunct Instructor

Degrees/Certificates

B.A. Speech Therapy
M.A. Communications, Human Relations

Office Location

Online

Office Hours

24-7/365 days a year

Daytime Phone

210.867.4338

E-Mail

priscilla.richer@park.edu

376834@park.edu

Semester Dates

October 22, 2012 - December 16, 2012

Class Days

Daily

Class Time

24/7

Prerequisites

None:  General Education Course

Credit Hours

3


Textbook:

    Interpersonal Communication Book, The, 13th Edition

Author:  Joseph A. DeVito

ISBN-10: 0-205-03108-0

ISBN-13: 978-0-205-03108-5

Publisher:  Pearson

© 2013

Pub. Date: January 5, 2012

Format: Paper; 432 pp

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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:

Core Assessment:
Core Assessment Portfolio:  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%) of the Core Learning Outcomes (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 is included in this syllabus.  The Core Assessment Portfolio will be submitted to the Dropbox in Week 7 of the course.

Core Assessment Portfolio:  This assignment is a building block assignment.  Throughout the course, you will be developing resources to include in your final Core Assessment Portfolio.
 
   * Weekly Journal Entries/Course Homework Assignments:  You will be keeping an online journal of your own interpersonal communication and recording your experiences, observations and thoughts about those experiences throughout weeks 1-6 of this course.
   * You will also be completing weekly discussion and Time 2 Try It activities which may also be used as a references in your Interpersonal Communication Report.
   * The Outline:  You will submit a complete outline for your Interpersonal Communication Report in Week 4 of the course.  The outline should include a complete introduction and overview, your main points and subpoints, as well as a complete summary and conclusion.  Please see the sample below.  Remember to focus on incorportating 8 of the Core Learning Outcomes (Objectives) into your paper.  This does not mean that you need to have 8 main points.    Decide what you will be writing about and find ways to incorporate the learning outcomes into your main points.

 

SAMPLE OUTLINE  (WEEK 4)

I. Introduction (Tell the reader why you are writing the paper.  State the purpose or objective of your paper and provide an overview of the subject matter/content that you will cover.)

II. Main Points:
A. Topic One
1. scenario
2. relation to text concepts
(transition from this point to the next)


B. Topic two
1. scenario
2. relation to text concepts
(transition from this point to the next)


C. Topic three
1. scenario
2. relation to text concepts
(transition from this point to the next)


III. Summary
(Review of the topics that you covered).

IV. Conclusion (what you learned by doing this paper and any other final comments.)

The outline will then be used to prepare the 5-page Interpersonal Communication Report.  The body of the paper must be 5-pages this does not include the Cover Page, Outline or Works Cited pages.

The Interpersonal Communication Report must be in MLA format. The paper will be double spaced, and should have 1” margins and a 10 or 12 pitch font. All documents should be saved in 1 file, and must be submitted to the dropbox in Week 7.

The paper should NOT be written in question/answer format. Instead, try to explain what you have learned this term and at the same time address the learning outcomes.

The paper should also include a Cover Sheet and a Works Cited page documenting all sources used in the paper.

You must include your text as a reference, and then a minimum of 2 additional references. You may include a journal entry or any course assignment as one of your additional references. The final reference should be from an outside source.

Assembling the Core Assessment Portfolio (Week 7)

· Cover sheet

· Outline

· Interpersonal Communication Report

· Works Cited

You may view a sample of the Core Assessment Portfolio in the doc sharing tab in the classroom. Keep in mind that specific requirements have been incorporated this term and therefore may not be present in the example.

Class Assessments:

Homework:

<!---Outline:  The student will prepare an outline for the Interpersonal Communication Report which is the paper that is the main part of the Core Assessment Portfolio.

<!---The Core Assessment Portfolio:  The Core Assessment Portfolio is the final project for the course. Students will complete various pieces of the final project throughout the course.  (see Core Assessment above)

<!---Weekly Journal Submissions:  Students will submit at least 2 separate journal entries each week throughout weeks 1-6.   Students should post each entry separate and do not mark your journal entries as private; the instructor cannot view any entries marked private.

<!---Discussions: Weeks 1-3 will offer the student an assigned discussion topic.  Students will respond to the topic and then reply to a minimum of 3 peers throughout the week.

<!---Time 2 Try It:  Students will complete the application exercises and provide a summary of their experience.

<!---Webquest:  Online courses provide opportunities to share ideas and resources.  Students will each be asked to share a favorite online resource that you discovered throughout the course.

<!---Team Discussion:  Students will be assigned to groups in Week 4 of the course and will participate in weekly team discussions in weeks 4-7.  This is to help the student learn to communicate effectively online. 


Quizzes and Tests:

<!--Two quizzes or “Progress Checks.”  In Week 4 and Week 7, the student will complete an open book/open notes online quiz.  The Progress Checks will serve as your study guides for the final examination.  Students should print a copy of their quiz.  To review and print the completed quiz, enter the gradebook and click on the assigned Progress Check.

<!--
Fi  Final Exam:  In Week 8, the student will complete a proctored final examination. Students may take the online version of the test or complete the hard copy exam. Students must have an approved proctor form on file or the exam will not be sent to the proctor. If the student is taking the online version of the exam, the proctor will be provided the password so that the student may enter the exam.
 
 
 
 

Grading:

Course Total Points: 460
 
 

 Grading:

Assessment

Points

Total Points

Time 2 Try It                                                  Week 1-6
Web Quest                                                      Week 6
Individual Discussion                                     Weeks 1 – 3

 

Assignements/Activities

6 @ 10 points  

1 @ 4 points

3 @ 10 points

60 pts
4 pts

30 pts

94 points 

Team Discussion Area                                     Weeks 4-8
Discussion                                                        Week 8
Class Participation/Discussion 

5 @ 10 points 

1 @ 5 points

50 pts
5 pts 
55 points


Journal Entries (2 per week)                             Week 1-6

Homework   Interpersonal Communication Report Outline                                                                Week 4

Homework    Final Paper (Interpersonal Communication Report in Core Assessment Portfolio)                Week 7                                                     

Assessment Portfolio 


12 @ 3 points

1 @ 25 points

1 @ 80 points

 

36 pts

25 pts

80 pts

141 points

Examinations and Tests 
Progress Check 1                                               Week 4

Progress Check 2                                               Week 7

Final Exam                                                        Week 8 

 

1 @ 35 points

1 @ 35 points

1 @ 100 points

 
35 pts

35 pts

100 pts

170 points

Total Points Possible for Course

 

460 points total

 

 

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 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:

Participation:  Active participation in the classroom is a mandatory requirement.  The instructor will review and participate in "Discussion" as well as "Time 2 Try It, Just 4 Fun and Webquest.”  Students are expected to actively participate in the "Discussion" area.  

Weekly Discussion:  During Weeks 1-3 you will be required to participate in a discussion forum.  You will respond individually to a question and then be responsible for replying to at least 3 of your peers throughout the week. 

You may earn up to 4 points for initial response to the question.  You answer should include:

Re  Relation to course                                                                                                   2 pts

SupSupporting information                                                                                           2 pts
Yo
will You will be required to respond to at least 3 of your peers throughout the week.  You can earn up to 2 pts for each post to your peers in the regular weekly discussion for a total of 6 points.

Constructive Feedback                                                                                           2 pts   

Team Discussion:  In Weeks 4-8 you will be placed on teams and will carry on discussion in a team forum.  Again you will be required to respond to the question individually however in this forum you will need to reply to at least 3 of your peers. 

You may earn up to 4 points for initial response to the question.  You answer should include:

Rel  Relation to course                                                                                                      2 pts

Sup Supporting information                                                                                               2 pts


Again, you will be required to respond to at least 3 of your peers throughout the week. You can earn up to 2 pts for each post to your peers in the regular weekly discussion for a total of 6 points
 
 Constructive Feedback                                                                                               2 pts   

Journal Entries The journal is an online activity.  You are to keep a journal throughout weeks 1-6 of this course. Journal entries should document observations of interpersonal communication interactions throughout each week. You will post a minimum of two journal entries per week. Each entry should be posted separately.

Journals are worth up to 3 pts each or 6 pts per week throughout weeks 1-6. 

 Su Summary of of observations or response to the instructor provided question.  1 pt

Rel Relation to a course concept or term                                                              1 pt

Su  Summary of how the interaction could be improved or maintained                  1 pt

Outline: In Week 4 of the course you will prepare the outline for the Interpersonal Communication Report.  This is the research paper that is included in your Core Assessment Portfolio.  The outline will be worth 25 points:

Cle  Clear and complete introduction to the paper                                                  4 pts

        A brief overview of what will be covered in the paper                                    2 pts

At l   At least 3 main points with sub points                                                            3 pts

Incl   Include at least 8 Core Learning outcomes                                                    5 pts

C      Complete summary of your paper                                                                 3 pts

         Complete conclusion to the paper                                                                 3 pts

          MLA format                                                                                                3 pts

          Spelling and grammar                                                                                   2 pts.




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
Visit the "Introduction" area where you will introduce yourself and greet other course members.  Feel free to post a photo as well.
Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in this folder.
Time 2 Try It: In 150-200 words, briefly describe a symmetrical or complementary relationship.  Be sure to provide examples to support your post.  Respond to at least one of your peers.
Discussion: This week’s discussion topic is cross cultural sensitivity. Remember your initial post should be 200-250 words and you need to respond to at least to 3 of your peers.
Journal: Post your first and second journal entry to the "Journal” tab next to the "Dropbox."  Please label each journal separately and remember, do not mark the entry as private.

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,  and 4.
Reading Assignment: Chapters 3 - 4 

Just 4 Fun:  (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.
Time 2 Try It:  Complete the Perception exercise and post a 150-200 word summary in this area.  Respond to at least one of your peers.
Discussion: Read and discuss the article entitled "The Gift of Listening."  Remember your initial post should be 200-250 words and you need to respond to at least 3 of your peers. 
Journal:   Post your third and fourth journal entry to the “Journal."
Proctor Request: Complete instructions for the proctor form can be found on your homepage at www.parkonline.org scroll down to just below your course information. Submit your proctor request through the online system. If you need assistance please feel free to call me or email me

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: 5, 6 and 7.
Reading Assignment: Chapters 5 - 6
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Discussion: Prepare an Article Review on an article that relates toVerbal or Nonverbal Communication and post it in this Discussion area.  The article should have been published within the last 2 years.  Remember to respond to al least 3 of your peers.
Journal:   Post your fifth and sixth journal entry to the “Journal.”
Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.

Week 4, Unit Overview: Midterm Week 
Learning Outcome Addressed: 12.
Reading Assignment:  None
Progress Check 1: Complete Progress Check 1, an open book assessment to help test your knowledge of the chapters we have covered so far in the course.  Ensure that you print up a copy to keep as part of your study materials for the Final Examination in Week 8.
Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.
Journal:   Post your seventh and eighth journal entry to the “Journal.” 
Homework:  Interpersonal Communication Report OUTLINE due in dropbox.
Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.
Team Discussion:  Visit the team discussion folder and identify which team you will be on. Introduce yourself in the designated team area by clicking on the dropdown arrow. Use your team area to select a facilitator and then to choose 3 questions from the list provided, that your team will discuss in weeks 5-7.   

Week 5: Unit Overview:  Welcome to Part III of the text. In Chapter 7, in discussing "Emotional Messages" you will come to understand the nature and principles of emotions and the obstacles to communicating emotions.  In Chapter 8, "Conversational Messages" we will explore the nature of conversation, the principles of self-disclosure, and the rules and principles governing a wide variety of everyday interactions. 
Learning Objectives Addressed: 8, 13 and 14.
Reading Assignment:  Chapters 7 – 8
Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.
Journal:   Post your ninth and tenth journal entry to the “Journal.”
Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.
Team Discussion:  Visit the team discussion folder and post your initial response to this week’s discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.  
Grades Check: Please review your grades this week and let me know if everything is up to date.

Week 6: Unit Overview:   Chapter 9 covers “Interpersonal Relationships.” The chapter discusses the major stages relationships may pass through, the reasons we develop relationships, and the communication patters in relationship development, deterioration, and repair.  Chapter 10, "Interpersonal Relationships Types," we will look at friendships, love, family, and workplace relationships and explore the dark side of interpersonal relationships to include bullying, jealousy, and violence.
Learning Outcomes Addressed: 9 and 10.
Reading Assignment:   Chapters 9 - 10.
Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.
Journal:   Last week of Journal entries.  Post your 11th and 12th journal entry to the “Journal.”
Proctor Request: This is your last week to submit your proctor form. You must have an accepted proctor in the Park University Proctor system in order for your final examination to be delivered.  Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.
Team Discussion:  Visit the team discussion folder and post your initial response to this week’s discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.  
 
Week 7: Unit Overview:   During Week 7 we will focus on “Interpersonal Power and Influence.” In Chapter 11, "Interpersonal Conflict and Conflict Management" covers the principles of interpersonal conflict, the stages of effective conflict management and the strategies used in interpersonal conflict.  In Chapter 12, "Interpersonal Power and Influence," we will learn the nature and the principles of power and influence, the ways in which power is used to influence and the misuse of power.
Learning Outcomes Addressed:  11 and 15.
Reading Assignment:   Chapters 11 and 15
Time 2 Try It:  None
Journal:  None
Progress Check 2: Complete Progress Check 2, an open book assessment to help test your knowledge of the chapters we have covered in the second half of the course. Submit your test as early in the week as possible. You will need graded Progress Check 1 and Progress Check 2 to help you study for the final examination.
Core Assessment Portfolio: Submit your completed Core Assessment Portfolio to the dropbox. Remember, the paper should be presented in
MLA format and should include a cover sheet, the Interpersonal Communication Report and the Works Cited. 
Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.

Team Discussion:  Visit the team discussion folder and post your initial response to the third and final team discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.  
 
Week 8: Unit Overview:   This week we will summarize the course and close out all discussions.
Team Discussion:  Wrap-up --prepare a 200-250 word summary about your team discussion experience.  Respond to at least 3 of your peers.
Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.
Course Survey:  Please remember to complete the course survey located at Park: Survey.
Discussion: This week’s discussion topic is “Take Aways.”  Please provide your feedback; what you liked/disliked about the course.
Final Examination: Students will take the final examination on the scheduled date and time with the accepted test proctor. 
 
NOTE:  Just 4 Fun are considered "extra credit".

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
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 95
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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98
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:9/30/2012 5:12:56 PM