CA420 Human Rels in Grp Interaction

for S1Z 2013

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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 Relations in Group Interaction


S1Z 2013 ML


Salina, Mary J.


Senior Instructor Communication Arts/Adjunct Faculty


MA Communication University of Montana

Daytime Phone

761-8585  this is not a cell phone


Semester Dates

14 Jan - 10 Mar 2013

Class Days


Class Time

7:45 - 10:15 PM

Credit Hours


Communicating in Small Groups and Teams: Sharing Leadership  Lumson, Lumson and Wiethoff, 5th ed., Wadsworth, 22010, ISBN 978-0-495-57046

Additional Resources:

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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:

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:

Groups will conceive of and carry out a service project for a community organization.  This may include fund raising or any other project that will allow the group to be of service to an agency or organization.

Journal of individual experience in group meetings and interactions, detailing both task and transactional processes.  Journals will be handed in on the Monday following the week they represent.  Each weekly submission should be at least one page, double-spaced.

Reflection/Self evaluation paper, 5-7 pages, that reviews the group project, discusses what you learned about small group communication, an evaluation of your performance in the group and discussion of what you learned about service learning.  Relate your volunteer experience to the text:choose a minimum of two chapters and apply them using direct quotations.  For example, discuss how the group dealt with defensive climates or how leadership evolved.  Identify your motives and the motives of others and describe how that affected the project and the relationships within the group.

In your self-evaluation, discuss at least three things you did that facilitated the group within the context of group roles and three things you did that hindered group performance.  Focus on both task and transactional processes

Discuss what you learned from the service project.  Options for this segment of the paper include:
*What did you learn that enhanced your classroom experience?
*What impact did your service project have on your lifelong learning process?
*What insights did you tai that might assist you in your career?
*What did your service teach you about community involvement and civic responsibility?
*What was the most difficult part of your work?
*What would you do differently if you could do the project again?
Give examples to illustrate  your points and apply concepts from the text.  Writing quality, source citations spelling and grammar will be graded.

The Group Portfolio should include time sheets, engagement letter, minutes of meetings and any other pertinent supporting documents.  A group paper, 3-5 pages long which provides analysis and assessment of strengths and weaknesses of the project, the roles played by individuals within the group (leader, facilitator, transactional roles, etc.) how conflict was managed, leadership styles, information analysis and communication strategies and their outcomes.

Groups are required to meet a minimum of five times outside of class. At least one of those meetings will be with the agency for whom the group will perform a service project. At least one group meeting will be computer mediated.

Self-evaluation and Evaluations of each group member

Attendance and participation in class and group meetings.

 Journal 15%

Reflection Paper 25%
Self-evaluation 5%
Evaluations by other group members 10%
Group  Paper 25%
Class attendance and participation 10%
Attendance at group meetings and time sheets 10%

Late Submission of Course Materials:
Assignments are due on time.

Classroom Rules of Conduct:
All communication devices should be set on silent.  If you must answer a call, leave the room quietly.  Students are expected to come to class prepared to discuss the material and participate actively in classroom and group activities.

Course Topic/Dates/Assignments:

M-14 CH 13
W-16  CH 12, group meeting

M-21  journal due  CH. 11
W-23 CH 10 group meeting

M-28 journal due CH 1
W-30 CH 2 group meeting

M-4 journal due CH 3
W-6 CH 4  group meeting

M-11 journal due CH 5
W-13 CH 6  group meeting

M-18 journal due CH 7
W-20 CH 8 group meeting

M-25 journal due CH 9


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: .

Additional Information:



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:12/12/2012 3:36:34 PM