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CA 301 Interpersonal Communication II
Aitken, Joan Evelyn


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

F1T 2012 DL

Faculty

Dr. J. E. Aitken

Title

Professor, Communication Arts, Park University

Degrees/Certificates

BA Communication Theory
MA Curriculum and Leadership; MA Speech
EdD Higher Education and Communication

Office Location

No, distance location (Eastern Standard Time)

Office Hours

By appointment.

Daytime Phone

Phone number is in eCollege contact information and at the bottom of non-eCollege emails.

E-Mail

Joan.aitken@park.edu

FAX: 877-334-1737

Web Page

http://ourwayit.com/Guidelines.html

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Braithwaite, D. O., & Wood, J. T. (2010). Casing interpersonal communication: Case studies in personal and social relationships. Dubuque, IA: Kendall/Hunt. ISBN: 978-0-7575-7273-9
 
APA (2009). Publication manual of the American Psychological Association. 6th ed. Washington, DC: American Psychological Association. You will need this book as a guide for preparation of your 10-page research paper. You will want to keep the book for use in CA491 Senior Project. ISBN-10: 1433805618 ISBN-13: 978-1433805615 

NONREQUIRED TEXT
Because this course is an advanced interpersonal course, your professor assumes you know basic research-based principles of interpersonal communication. You will want to use the textbook you used for CA104 or a comparable text, such as this one:

Berko, R. M., Aitken, J. E., & Wolvin, A. D. (2010). ICOMM: Interpersonal concepts and competencies. Lanham, MD: Rowman & Littlefield. ISBN 0-7425-9962-0 / 978-0-7425-9962-8

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/.
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:
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:

You already have learned basic interpersonal communication theories and principles in CA 104.  In this advanced course, you are encouraged to take responsibility for the following: (a) apply research-based principles of effective interpersonal communication to improve your own skills, and (b) conduct scholarly research so you can find answers to your questions about interpersonal communication and relationships.

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:

RESEARCH PAPER
See eCollege materials for updates.  Your professor reserves the right to clarify and adapt the course to the current students and context.

Scale for Research Paper--10 Objectives:
Mastery—100% (met all objectives)
Near Mastery—90% (missing 1 objective)
Quality Standards—80% (missing 2 objectives)
Basic Standards--70% (missing 3 objectives)
Below Standards--60% (missing 4 objectives)

CA 301 Research Paper— Grading Rubric—Assignment Objectives 
1. CONTENT Provided correct interpersonal communication research content. 
2. LINK  Clearly provided a link between course learning, solid academic research, and the ideas in the paper. 
3. APPLICATION Applied communication research content to personal perspectives with examples or explanation from your personal life. 
4. FOCUS Discussed one clearly focused idea OR multiple ideas relevant to interpersonal communication. 
5. VARIETY Contained definitions, research information, and application to personal experiences and examples. 
6. SUBSTANCE Contained 10 content pages—13 pages in length with one title page, one page for abstract, and one page for reference list. 
7. CITATIONS All references cited using APA style throughout the paper. Page number needed for any direct quotations.  Used adequate frequency of citations by citing all paraphrased information and making it clear where information came from.   
8. NUMBER OF REFERENCES Used a minimum 10 quality communication references as sources. 
9. RESEARCH QUALITY Used scholarly sources,  including no Internet sites, and focused on recent, high quality, peer-reviewed  journal articles from the Communication and Mass Media Complete.   
10. WRITTEN COMMUNICATON Well written, which includes carefully proofed, formal writing following APA style manual.  Contained title page with name, headings to indicate organization in the body of the paper. The department requires no more than 1-3 writing errors in the portfolio for full credit. Typical changes needed to improve academic writing style:  Use a formal, academic style, which means no contractions, no slang, no trite and overused metaphors. Avoid the word “it” and instead use the actual noun.  In fact, replace pronouns with nouns whenever possible. Double-space everything—no extra lines between sections.  Only one space after a period or between words. Replace “get” with a more specific verb.  Avoid direct quotations, but if you use them, indicate the page number of the quote.  Use only one question—the research question—otherwise make content statements. Do not use “you” when you mean “I” or “one.”  
Submitted on time (not accepted after the due date). 

CASE STUDY LEADERSHIP
 Grading Rubric: Demonstrate learning, self analysis, application, and skill improvement.
1. Use your own words. Avoid direct quotations, but use APA citations and reference style for paraphrasing.
2. Post a one-two paragraph summary of the case and the research-based communication principles demonstrated by the case.
3. Pose questions and interact with students who respond to questions about your case.
4. Single components/assignments of the assignment demonstrate the student's integration and mastery of multiple objectives beyond what was necessary for the assignment.
5. Evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection.
6. Analyze stages/elements of all communication concepts illustrated in the assignment and identify motives, causes and effect of the communication.

I CAN PLAN
 Grading Rubric: Demonstrate learning, self analysis, application, and skill improvement.
1. Demonstrates the student's analysis of personal strengths and weaknesses and offers goals that are specific, measurable, attainable, realistic, and tangible.
2. Assess your own interpersonal communication strengths.
3. Assess your own interpersonal communication weaknesses.
4. Explain your action plans to improve weak areas.
5. Discuss actions you took to improve your IC skills in this course.
6. Explain how your plan worked.
7. Explain what you need to do to make sure you continue to improve after this course is over.
8. Write coherent essay in effective writing style.
9. Make substantive post totaling about 250-500 words. 

REFLECTION
 Grading Rubric: Demonstrate learning, self analysis, application, and skill improvement.
1. Demonstrates the student's knowledge of the philosophical roots and history.
2. Use your own words to discuss 8 principles you learned in this course.
3. Demonstrates a consistent use of more than eight concepts/terms associated with interpersonal communication.
4. Avoid direct quotations, but use APA citations and reference style for paraphrasing.
5. Show reading and learning by correctly applying principles from the course materials.
6. Write coherent essay in effective writing style.
7. Make substantive post totaling about 250-500 words. 

Grading:

See gradebook in eCollege.
The link is a tab in the upper part of the screen inside the eCollege course. This gradebook can provide information about assignment values. Important points to remember:

1. Click on blue links to access faculty feedback.

2. In the faculty feedback, click on the plus icon to see everything the professor wrote.

 Grading--Typically, final grades are earned according to the following scale:
A = 900-1000

B = 800-899

C = 700-799

D = 600-699

F = 599 or below

 Points: 1000 points = 100%

 Assignment Weight
1. Discussion Board (e.g., Definitions in Your Own Words, Case Studies, Textbook Assessment Measures)--6 Discussions x 70 points = 420 points--42% of final grade. Note an additional 20 points (2%) are added in as extra credit for error correction.
2. Final Exam 200 points (week 8)--20% of final grade.
3. Core Assessment Portfolio is comprised of multiple assignments in the course, including the following:
Case Analysis and Discussion Leadership 50 points (due weeks 1-7)--5% of final grade
Research Paper 200 points (due week 6)--20% of final grade
I Can Plan 100 points (due Wednesday, week 8)--10% of final grade
Reflection 50 points (due Friday, week 8)--5% of final grade

Late Submission of Course Materials:

The assignment submission final deadline is typically Sunday weeks 1-7 or Friday week 8, in a single file, which is eCollege compatible, electronic form in eCollege dropbox or discussion board. 

Late Work
1. Weekly assignments, in-class or participation assignments cannot be submitted late because they are in-class or weekly learning activities.
2.  Excused time extensions require a physician's excuse or similar verification or arrangements made with your professor in advance of the due date.
3. If you fail to turn in a weekly assignment by the original deadline, even if excused, you should expect a zero.

LATE CORE ASSESSMENT
The core assessment is due week 6.  According to Park University policy, a student who fails to complete and pass the course core assessment or final exam has earned a failing grade in the course.

UNEXCUSED LATE CORE ASSESSMENT
You will need to write an additional research paper on this topic: 

Effective communication through use of time in a monochronic culture. 

The original assignment and research paper are due one week from the original due date (Sunday of week 7).  A core assessment will not be accepted after that final due date.

Due in week 7 dropbox:
Acceptable core assessment, which meets the grading rubric expectations.  This assignment cannot revised for a higher grade.
3-5 page research paper with 5 references, which is about effective communication through time in a monochronic culture. 
EXCUSED LATE CORE ASSESSMENT
By week 6 in an 8 week course, a student should know if he or she is having difficulty meeting course requirements.  According to Park University policy, the student needs to be passing the course at this time. Telephone your professor by phone to work out a solution to the problem in advance of the due date (EMAIL NOT ACCEPTED).  Remember, you must receive instructor approval IN ADVANCE for an option to the core assessment due date.  If you received course professor approval in advance of the core assessment due date and have a valid excuse, submit your excuse and a completed contract for incomplete in the dropbox by the due date.  In other words, to receive a time extension, complete the contract for incomplete form and upload it dropbox week 6.

Due in week 6 dropbox:
Completed contract for the incomplete.
Documentation for the excuse (e.g., deployment document, physician excuse, police report, copy of funeral program, court document, hospital discharge document).
Progress on core assessment so far (e.g., draft).

GRADE OF INCOMPLETE
You can download the contract for an incomplete if you go here and right click on the document:  http://ourwayit.com/Incomplete/  

The student needs to submit the Contract for Incomplete in the dropbox by week 6.  The professor will be responsible for requesting approval from the department head.  The professor does not enter the incomplete, but the University administration does, so it may take some time.   

If the student submits an acceptable excused, late core assessment and other assignments by Wednesday of week 8, a final course grade will be submitted instead of a grade of "incomplete."

Note, students are blocked from the eCollege course on the last day of the course, so the student is responsible for downloading any information, assignments, or materials needed to complete the course.

The student is responsible for meeting the Contract for Incomplete without additional faculty guidance and the student is responsible submitting all assignments at least one week prior to the due date indicated on the contract (so the professor has grading time).  There are no professor or university reminders.  If the student fails to comply with the contract, the University automatically converts the "I" grade to an "F."

COMMUNICATION PROFESSIONALS AND LEADERS ARE ON TIME
Being late communicates negatively nonverbally. The research suggests that people who are late consider themselves more powerful and superior to the rest of the group. Consider these findings about people in the US who are late:

"In cultures that value promptness, one of the questions raised about time centers on the person who is constantly late. What does habitual tardiness reveal about the person?

"Chronic lateness, in a formal-time culture, may be deeply rooted in a person’s psyche. Compulsive tardiness is rewarding on some level. A key emotional conflict for the chronically late person involves his or her need to feel special. Such a person may not gain enough recognition in other ways; people must be special in some way, so the person is special by being late.

Other reasons include needs for punishment or power or as an expression of hostility. Tardiness can also be a sign that a person wants to avoid something or that the activity or person to be met is not important enough to warrant the effort to be on time. Procrastinators are often not valued in a linear time-focused culture" (cited in Berko, Wolvin, & Wolvin, 2009, p. 81).

Berko, R., Wolvin, A., & Wolvin, D. (2009). Communicating:  A social, career and cultural focus. Boston: Pearson.

Classroom Rules of Conduct:

Show respect to everyone in the course.
 
Student online discussion posts may be removed for any of the following reasons:  Posting to the wrong thread, being off topic, posting incorrect information, talking about other people without their consent, long posts, complaining, ranting, or communication that fails to meet the above guidelines.
 
For course expectations, see http://ourwayit.com/Guidelines.html

Course Topic/Dates/Assignments:

 

Example Tentative Schedule
Week or Unit

Topics

Course Learning Outcomes

Required Readings for B & W Casebook

Required Readings in APA Manual.

Required Journal Article

Readings

Required Written Assignments due before Sunday midnight.

1

Topics include the field of Interpersonal Communication,

the self, theories, and comforting messages.

Define communication and interpersonal communication and differentiate them from other related terms.

Evaluate perception’s influence on interpersonal communication.





 

Investigate course materials

Read Introduction carefully.

Read Case 1, 2 & 10

Read APA ch. 1, 2, 6.

Comforting Messages

Course Pretest based on CA 104 content.

Interactive Discussion Board.

Begin work on research paper for portfolio due week 6.

2

Topics include forgiveness, listening, language, building theories, and historical foundations to interpersonal communication.

Explain the role of listening and self-disclosure on relationships.

Read Case 3 and 4

Read in detail the ethics sections:
11-20, p. 231-236.
169-174.

Forgiveness

 

Interactive Discussion Board.

3

Topics include nonverbal communication, relational communication, symbolic activity,  heterosexual talk, and inappropriate relationships.

Illustrate how verbal and nonverbal communication affects relationships.

Explain the influence of the social context on relationships.

Read Case 5, 6, & 8

Skim rest of the book so you know the expectations for the research paper.

Heterosexual Talk

Inappropriate Relationships

 

Interactive Discussion Board.

4

Topics include relationship development, conflict resolution, constructing meaning, culture, and confronting hurtful communication and marriage maintenance.

Evaluate the different strategies for dealing with conflict.

Create a model of relational development and dissolution.

Read Case 11 & 12

 None

Confront Hurtful

 

Marriage Maintenance

 

Midterm on APA Manual.

Interactive Discussion Board.

5

Topics include family, electronic communication, culture, interpersonal dynamics, and friend and marriage relationships, healthy marriages.

Evaluate different communication strategies for relational maintenance and repair.

Read Case 7, 13, 15

  None

Friend Marriage Relationships

Health Marriage

 

Interactive Discussion Board.

Finish research paper for portfolio.

6

No new topics this week.

Compare and contrast various approaches to studying interpersonal communication.

Explain
the general nature of theory and its place in the study of interpersonal communication.

  None

  None

  None

10 Page Research Paper Due

7

Topics include developing interpersonal skills, effective communication in the workplace.

Explain barriers to communication and how to overcome them.

Read Case 14, 17, and 18

  None

  None

Interactive Discussion Board.

Write I Can Plan and Reflection Portfolio Assignments.

8

No new topics.

Explain how we define ourselves as communicators.

Course closure and review for final.

  None

  None

"I Can Plan" final deadline Wed.

Reflection final deadline Friday.

Final exam as scheduled.

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
WHAT IS ETHICAL STUDENT BEHAVIOR?
US society values private ownership, including ownership of ideas. Cite and reference all sources of information and ideas according to APA style.  Academic integrity is crucial to this course. You will see basic expectations in your Park University catalog and in your APA manual.
 
USE YOUR OWN WORDS in everything you write or present in this course.  
 
EVERY ASSIGNMENT NEEDS TO BE ORIGINAL WORK PREPARED BY THE STUDENT ONLY FOR THIS COURSE.  See Park University policy, American Psychological Association Publication Manual guidelines, and the information below.
 
BE RESPONSIBLE.  When conducting research and preparing assignments, take precise, correct, and careful notes.  Use your own words by paraphrasing, but remember to record a reference listing of the source you will use.  Any notes where you copy the words of others need to be indicated by quotation marks and referenced so you remember the source.  If you are unsure, go back and look it up.
 
WHAT IS UNETHICAL STUDENT BEHAVIOR?
Plagiarism in this course is failure to use APA style by crediting the source of ideas or information.
 
Some examples of plagiarism include the following:
1. Using words from a journal article without using quotation marks.
2. Using a review of literature information from a journal article without indicating that you are citing the secondary source.  You should look it up in the original source--primary source--if you plan to use the information.
3. Failing to use quotation marks when providing a direct quotation.
4. Failing to cite and reference the source of paraphrased ideas.
5. Using part or all of an assignment turned in previously in another course.
6. Using part or all of an assignment written by another student or someone else.
7.  Coping cited text without using quotation marks for the real author's words.
8.  Using a “service” that provides student assignments.
9.  Using material taken from the Internet.
 
Academic dishonesty includes unethical behavior, such as falsification of data.
Some examples of unethical research or writing include the following:
1. Taking any material—even a sentence—directly from another source without using quotation marks.
2. Quoting more than 200 words from a single source, even when using quotation marks, a citation, and reference listing.
3.  Quoting an author's abstract or other published words in a review of literature.
 
Under Park University policy, academic dishonesty can result in a failing grade for the assignment, course, or expulsion. Previously in some communication courses, students have earned an "F" for assignments that appear to be plagiarized or an "F" in the course when a section of the major course assignment (core assessment) appears to be plagiarized. 
 
Faculty may use plagiarism detection software to determine whether the content can be found through the Internet, published sources, or in an assignment submitted by another student at another university.  Warning, plagiarism detection software may be used on student work.  Any student who duplicates content--as identified by Turnitin software--without direct quotation marks and proper citation should expect a course grade of "F."

The Style Manual for the Communication Studies is APA:
APA (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
 
READ, KNOW, and USE American Psychological Association (APA) Ethical Requirements for this program:
 
Expectations of ethical behaviors pp. 11-20.
Compliance checklist p. 20.
Complying With Ethical, Legal, and Policy Requirements, p. 231-236.
Crediting Sources pp. 169-174.
Self-plagiarism, pp. 16, 29, 170.

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.
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

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:
Undergraduate student advising:  I am at a distance location, so see  http://www.park.edu/sac/ or you may go to Norrington.  Feel free to telephone me (phone number is in the eCollege contact announcement).


If you have a question more technical in nature, please contact eCollege Helpdesk or Park University Helpdesk. eCollege Helpdesk: email: helpdesk@parkonline.org . Or call 1-866-301-PARK (7275). Help is available 24 hours a day, 7 days a week. If you have forgotten your Student ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu  or call  1-800-927-3024. The helpdesk hours are 8-5 CT Mon-Fri.


To find contact information about faculty and staff at Park, go to people@park: http://people.park.edu/Public/Default.aspx?TabKey=0&TaskItemKey=2&Screen=0



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:7/19/2012 10:48:14 AM