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CA 104 Interpersonal Communication I
Medina, James


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

S2T 2013 DLD

Faculty

Medina, James

Title

Senior Instructor

Degrees/Certificates

M.S. Business Information Systems and Education
B.S. Social Psychology
B.A. Management

Office Location

Idaho

Office Hours

As Arranged-Generally available between 1 pm - 8 pm MST/MDT

Daytime Phone

208-547-4399

E-Mail

james.medina@park.edu

Semester Dates

March 18, 2013 - May 12, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

None:  General Education Course

Credit Hours

3


Textbook:

DeVito, J. A. (2013). The interpersonal communication book (13th Edition). Boston: Pearson.

Text Ordering: http://direct.mbsbooks.com/park.htm  ISBN-10: 0-205-03108-0 ISBN-13: 978-0-205-03108-5
 
Additional readings through Ebsco Communication and Mass Media Complete: http://park.edu/library/

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Please visit the webliography in the electronic classroom for additional references and resources.
 
ACCESS TO COURSE

Go directly to your eCollege course here: https://secure.ecollege.com/parku/index.learn?action=welcome Do NOT operate your online course inside MyPark because the additional computer system may add additional operational problems. If there is an operational problem, contact eCollege, not your professor. Remember, the online course operates most effectively if you go directly to the eCollege page.

FACULTY CONTACT

Faculty contact information is above in your syllabus and here http://people.park.edu

ONLINE COURSE PROBLEMS CONTACT

If you have a question more technical in nature about the online course, please telephone eCollege. Your professor cannot do anything to fix it, nor can your professor verify your problem. If you contact eCollege, they can verify your problem and send documentation to your professor. This verification is crucial if your assignment will be late because of system problems. More likely, eCollege technical support will walk you step by step through a solution.

Help is available 24 hours a day, 7 days a week. Email usually takes days, so telephone or chat for immediate results.

Sometimes the problem is your browser or computer: Try refreshing the page first, and if that doesn't work, restart your computer. Sometimes the problem is that MyPark isn't working, which is why you should access eCollege directly https://secure.ecollege.com/parku/index.learn? The same goes for operating a webpage inside eCollege, which is cumbersome. For effective operation, you want to be outside of any additional or secondary computer system.

Remember, if you waited until the last minute to submit an assignment and have system operation problems, contact eCollege immediately for a fix AND ask them to send your excuse to your professor. Submit early and you won't have to worry about operational problems.

MYPARK PROBLEMS CONTACT

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 Central Time, Mon-Fri. If you are trying to access your online course and MyPark is not working, go to eCollege directly: https://secure.ecollege.com/parku/index.learn? Just like Webpages operate better outside eCollege, eCollege operates better outside Park's systems.

PROCTOR

Undergraduate students (online) must take the proctored final exam or receive the automatic grade of "F" in the course. Please arrange this by mid-term in the course. http://www.park.edu/Online/proctoredform.asp

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.

https://www.park.edu/library/
http://www.park.edu/Support/writing.asp
http://www.park.edu/Support/pdf/citeapa.pdf
http://www.park.edu/support/APASample.pdf

Course Description:
CA104 Interpersonal Communication I ( LE) : 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:

Your professor reserves the right to make course updates, changes, corrections, and adaptations to meet the needs of currently enrolled students and the present context. This option includes changes to course assignments and grading.

Park University Communication Faculty believe in the following:
  • Excellence in craft improves professions and communities.

  • Communication is a skill necessary to people and society; understanding the nature of communication prepares graduates to participate on a high level in community affairs.

  • Curious, open-minded professionals utilize a broad education, sound principles, reason and human empathy to make good decisions

  • Professions and communities desperately need citizens and practitioners who understand the connectedness of society and place the well-being of others before personal achievement.

  • Those with less power in society need advocates for change.

  • Free-speech, open inquiry, and a responsible, unfettered press require strong guardians willing to shoulder democratic responsibility.

  • The history and cannon of a profession inform practitioners and scholars and provide solid grounding for innovation and creation.

  • Awareness of the nature of communication and the symbolic environment -- its potential effects on people, culture, political entities, and global societies -- is essential knowledge for modern citizens, scholars, journalists and other communication practitioners.

The course developer has prepared the following educational philosophy to guide the course's preparation: 
"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:

 WEEKLY AND MAJOR ASSIGNMENTS  Use your browser’s search function to find the week or assignment you need. Scroll down to see suggested weekly assignment dues dates, details about expectations, rubrics, grade weighting, and grading. Remember, your professor may modify the assignments to best fit your class, the context, and his or her teaching style.

 

WEEK 1

READINGS

DeVito Chapter 1 and 2

Supplemental Research Reading to Help With IC Report Content:

Hullman, G. A., Planisek, A., McNally, J. S., & Rubin, R. B. (2010). Competence, personality, and self-efficacy: Relationships in an undergraduate interpersonal course. Atlantic Journal of Communication, 18(1), 36-49. doi:10.1080/15456870903340506

WRITING

1. "Introduction" (under home)

2. Discussion

3. Time 2 Try It

4. Just 4 Fun

5. Journal—Here are ideas for your personal journal or discussion:

Chapter 1. Foundations of Interpersonal Communication

Test Yourself: What Do You Believe about Interpersonal Communication?

Chapter 2. Culture and Interpersonal Communication

Test Yourself: Ethnocentrism Scale

Test Yourself: What’s Your Cultural Orientation?

 

WEEK 2

READING

DeVito Chapters 3 and 4

Supplemental Research Reading to Help With IC Report Content:

Hullman, G. A., Planisek, A., McNally, J. S., & Rubin, R. B. (2010). Competence, personality, and self-efficacy: Relationships in an undergraduate interpersonal course. Atlantic Journal of Communication, 18(1), 36-49. doi:10.1080/15456870903340506

Floyd, J. (2010). Provocation: Dialogic listening as reachable goal. International Journal of Listening, 24(3), 170-173. doi:10.1080/10904018.2010.513650

WRITING

1. Discussion

2. Time 2 Try It

3. Just 4 Fun

4. Journal—Here are ideas for your personal journal or discussion:

Chapter 3. Perception and the Self and Others in Interpersonal Communication

Test Yourself: How’s Your Self-Esteem?

Test Yourself: How Accurate Are You at People Perception?

Chapter 4. Listening in Interpersonal Communication

Test Yourself: How Do You Listen?

ADDITIONAL

Learn your way around Ebsco Communication and Mass Media Complete so you can find sources for your Interpersonal Communication Report: http://park.edu/library/  You will see a research tutorial under course home.

Submit Proctor Request: https://proctor.park.edu  

 

WEEK 3

READING

DeVito Chapters 5 and 6

Supplemental Research Reading to Help With IC Report Content:

Mayfield, J., & Mayfield, M. (2012). The relationship between leader motivating language and self-efficacy: A partial least squares model analysis. Journal of Business Communication, 49(4), 357-376. doi:10.1177/0021943612456036

Hall, J., Murphy, N., & Mast, M. (2006). Recall of nonverbal cues: Exploring a new definition of interpersonal sensitivity. Journal of Nonverbal Behavior, 30(4), 141-155. doi:10.1007/s10919-006-0013-3

WRITING

1. Discussion

2. Time 2 Try It

3. Just 4 Fun

4. Journal—Here are ideas for your personal journal or discussion:

Chapter 5. Verbal Messages

Test Yourself: How Assertive Are Your Messages?

Test Yourself: Can You Distinguish Facts from Inferences?

Chapter 6. Nonverbal Messages

Test Yourself: Do You Avoid Touch?

Test Yourself: What’s Your Time?

 

WEEK 4

TEST

Test--Progress Check 1

DROPBOX

Interpersonal Communication Report Outline with Reference list due to the Dropbox (“Homework”)

WRITING

1. Team Discussion

2. Time 2 Try It

3. Just 4 Fun:

ADDITIONAL

If you haven’t already done so, submit your Proctor Request now: https://proctor.park.edu

Focus on putting together your core assessment portfolio.

 

WEEK 5

READING

DeVito Chapters 7 and 8

WRITING

1. Team Discussion.

2. Time 2 Try It

3. Just 4 Fun

SELF ANALYSIS

Chapter 7. Emotional Messages

Test Yourself: How Do You Feel about Communicating Feelings?

Chapter 8. Conversational Messages

Test Yourself: How Polite Are You?

Test Yourself: How Do You Small Talk?

 

WEEK 6

READING

DeVito Chapter 9 and 10.

WRITING

1. Team Discussion

2. Time 2 Try It

3. Just 4 Fun

4. Webquest

5. Journal Self Analysis Ideas

SELF ANALYSIS

Chapter 9. Interpersonal Relationships

Test Yourself: What Is Attractive to You?

Chapter 10. Interpersonal Relationship Types

Test Yourself: What Kind of Lover Are You?

Test Yourself: Is Violence a part of Your Relationship?

 

WEEK 7

READING

DeVito Chapters 11 and 12

TEST

Test: Progress Check 2

WRITING

Team Discussion

Just 4 Fun

DROPBOX

Core Assessment Portfolio Due in Dropbox (“Homework”)

SELF ANALYSIS

Chapter 11. Interpersonal Conflict and Conflict Management

Test Yourself: How Verbally Aggressive Re You?

Chapter 12. Interpersonal Power and Influence

Test Yourself: How Powerful Are You?

Test Yourself: How Credible Are You Interpersonally?

 

WEEK 8

WRITING

Team Discussion

Just 4 Fun

Course Review

TEST

Proctored Final Examination Required to Pass the Course

ADDITIONAL

Course Survey—Feedback for Faculty

 

DETAILED INSTRUCTIONS AND RUBRICS FOR WRITING ASSIGNMENTS

COURSE CORE ASSESSMENT

The Core Assessment Portfolio for CA 104 required by the Department is provided a little differently in the online course context. Because of your discussion boards, personal journal entries, time-2-try it, just-4-fun, and other written work, much of the content of your Portfolio is created as you work through the course. 

In fact, if you complete all written work for weeks 6, 7, and 8, you will have much of the portfolio content needed already inside eCollege, which your professor or the department can read for program assessment purposes

MLA or APA Style?

The field of Communication studies uses the American Psychological Association (APA) style. In previous terms, this assignment used MLA. Either style may be acceptable until faculty and the course makes a complete transition to the APA style. 

In addition to the online course content (portfolio), you need to write an Interpersonal Communication Report as a separate assignment, which needs to be submitted in the Dropbox week 7. .

INTERPERSONAL COMMUNICATION (IC) REPORT

Beginning in Week 2, you will start planning your Interpersonal Communication Report. You will want a research question to guide you, such as the following: How can I improve my interpersonal communication? Preferably focus on content from the first four weeks of the course, such as self-esteem. You need to conduct research using Ebsco or the articles I suggested in the 4th Discussion thread, and your textbook. You can also incorporate examples from your weekly assignments (e.g., Just 4 Fun, Try It Out, Discussion, Journal). Thus, you will include personal experiences, observations, and ideas within the context of scholarly research in the field of Interpersonal Communication Studies.

You may use various materials from the course as content for your Interpersonal Communication Report, which may include the following:

  • 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 the course.
  • You will be completing weekly discussion, Time 2 Try It, and perhaps Just 4 Fun learning activities, which may also be used as content in your Interpersonal Communication Report.
  • You will read the textbook and supplemental research readings from EBSCOhost’s Communication & Mass Media Complete https://www.park.edu/library/ Your textbook and scholarly articles will serve as research content and the sources you will reference in your report.

 

INTERPERSONAL COMMUNICATION (IC) REPORT OUTLINE WITH REFERENCE LIST   (“HOMEWORK” DUE IN DROPBOX WEEK 4)

You will submit a planning document for your Interpersonal Communication Report in a dropbox during Week 4 of the course. This assignment needs to contain a complete sentence outline with References in American Psychological Association (APA) style. 

The outline should include an introduction, your main points and sub points, and a separate References page with references in APA style.

Please see the outline below as a template you can complete. At this stage, decide what you will be writing about based on the first three weeks of the course. Of course you can add more content later in the course as you learn more research-based principles about Interpersonal Communication. Note, the page numbering suggested below is simply a guideline, not a requirement.

 

Title Page

Introduction

Tell the reader why you are writing the report. State the purpose or objective of your report and provide an overview of the subject content that you will explain.

Complete sentence outline of the paper Body.

References

Use APA style. Use your textbook and four scholarly sources from Ebsco’s Communication and Mass Media Complete for your References. You can conduct additional research here: https://www.park.edu/library/ Notice the scholarly sources at the back of your textbook to see the kind of high quality sources you can use in your report. 

As a planning document, this assignment cannot be submitted late.

Suggested Grading Rubric

IC Report Outline & References Due Week Four (35 points possible) 

Your professor may use a pass/fail approach. If you are required to revise your outline, do so by Sunday, week 5.

·         Mastery: 100% (35 points) Met all objectives.

·         Exemplary Standards: 90% (31 points) One objective missing or two are incomplete.

·         Basic Standards 70% (24.5) Three objectives missing or multiple objectives are incomplete.

Assignment Objectives

Professor Feedback

1.    Provided student name and assignment in file name.

2.    Attached a single file in eCollege dropbox.

3.    Included formal APA title page.

4.    Wrote out a full introduction to the research report.

5.    Wrote a full-sentence outline for the paper.

6.    Provided a page entitled References at the end of the paper.

7.    Used American Psychological Association (APA)

8.    Used your textbook and four scholarly sources from Ebsco’s Communication and Mass Media Complete for your References.

9.    Wrote well, including using correct spelling, punctuation, complete sentences.

INTERPERSONAL COMMUNICATION (IC) REPORT (“HOMEWORK” DUE IN DROPBOX WEEK 7)

 

Write an interpersonal communication research report, which contains self-analysis.

 

I. Title Page (page 1)

II. Abstract (page 2) 

In about 50 words, summarize your report. This information is the kind of content you might put in a summary at the end of a report, but in APA style, the abstract goes at the beginning. In the abstract, you can say the following: 

The research question to be answered in this report is the following: How can I use interpersonal communication research principles to improve my communication? The three main ideas I am going to discuss are ____________, __________, and _________. In the conclusion, I evaluate my course learning and ways that I plan to improve my interpersonal communication in the future.

III. Introduction (page 3)

Tell the reader why you are writing the report. State the purpose or objective of your report and provide an overview of the subject content that you will explain.

IV. Body (page 3-6)
A. Main Idea One (e.g., Culture affects interpersonal communication.)
1. Scenario or Personal Example
2. Research Base (Explain and cite your textbook, supplemental research readings, or other scholarly articles from Communication and Mass Media Complete to support your concepts).
(Transition from This Idea to the Next Idea)
B. Main Idea Two (e.g., Listening affects interpersonal communication.)
1. Scenario or Personal Example
2. . Research Base (Explain and cite your textbook, supplemental research readings, or other scholarly articles from Communication and Mass Media Complete to support your concepts).
(Transition from This Idea to the Next Idea)
C. Main Idea Three (e.g., Nonverbal communication affects relationships.)
1. Scenario or Personal Example
2. . Research Base (Explain and cite your textbook, supplemental research readings, or other scholarly articles from Communication and Mass Media Complete to support your concepts).
(Transition from This Idea to the Next Idea)

IV. Conclusion (page 6-7)

Discuss the implications of your work in the course and what you learned about Interpersonal Communication principles and strategies. You may want to discuss some of the Tests for Success you took in the textbook, and what they said about your interpersonal communication. You may want to discuss your strengths and needs that you will work on after the course ends.

V. References (page 8)

Use APA style. Use your textbook and four scholarly sources from Ebsco’s Communication and Mass Media Complete for your References. You can conduct additional research here: https://www.park.edu/library/ Notice the scholarly sources at the back of your textbook to see the kind of high quality sources you can use in your report. 

Length

The body of the report must be 5-pages, excluding the Title Page, Abstract, and References pages. Please do not include your Outline in the report.

American Psychological Association (APA) Style

The field of Interpersonal Communication Studies uses the APA style manual, which is available in the reference books at most libraries.

APA (2009). Publication manual of the American Psychological Association. 6th ed. Washington, DC: American Psychological Association.

Here are links at Park University, which can help:

http://www.park.edu/Support/pdf/citeapa.pdfhttp://www.park.edu/support/APASample.pdf

Your DeVito textbook and the scholarly interpersonal communication research articles you read in this course use APA style. Please notice how sources are cited in parentheses in your textbook’s information, then notice what the reference listings look like at the back of your textbook.

In APA style, everything in the report needs to be double spaced, have 1” margins, and use black, Arial or Times New Roman, size 12 font. The Report needs to be saved as one, eCollege compatible file, and must be submitted to the dropbox in Week 7. Faculty are advised not to accept late Reports.

 

IC REPORT STYLE

Write in narrative or essay format, but the report should have elements of a research report too.  In other words, you mix personal perceptions with the research-based information you learned in this course. Other than the research question guiding your report, you should not use questions in your report: Do not write in question/answer format. Instead, organize your report around three key ideas you have learned this term. Here is a link that may be helpful: http://www.park.edu/Support/writing.asp

The report should also include a formal Title Page and a page entitled References, which documents all sources used in the report. As mentioned elsewhere, you can find high quality references in the field of interpersonal communication studies in your textbook, in the Supplemental Research Readings, and through your own investigation in Ebsco’s Communication and Mass Media Complete: http://park.edu/library/

Just to summarize, in APA style, every source cited in the report needs to have a full reference listing. Every source listed in the reference page needs to be cited in the body of the report. Here are links that may be helpful:

http://www.park.edu/Support/pdf/citeapa.pdf
http://www.park.edu/support/APASample.pdf

Remember, you must cite the source of all information, whether it is a direct quotation or paraphrasing. Here is helpful Park University information:

http://www.park.edu/support/ethics.asp


References

You must include your text as a reference, and four additional scholarly references for an “A” grade. Please do not confuse your Journal assignments with Journal articles in the field of Communication Studies. Please avoid any Internet webpages because they may or may not be research based, so cannot be considered valid information.

Suggested Grading Rubric

IC Report Due Week Seven (100 points possible) 

Suggested Grading Rubric

IC Report Outline & References Due Week Four (35 points possible) 

Your professor may use a pass/fail approach. If you are required to revise your outline, do so by Sunday, week 5.

·         Mastery: 100% (100 points) Met all objectives.

·         Exemplary Standards: 90% (90 points) One objective missing or two are incomplete.

·         Quality Standards 80% (80 points) Two objectives missing.

·         Basic Standards 70% (70 points) Three objectives missing or multiple objectives are incomplete.

Assignment Objectives

Professor Feedback

1.    Provided student name and assignment in file name and title page.

2.    Attached a single file in eCollege dropbox.

3.    Included formal APA title page.

4.    Provided a 50-100 word abstract of the paper.

5.    Wrote out a full introduction to the research report.

6.    Body contains about three principles of effective communication.

7.    Included cited research information.

8.    Included observations, examples, or other personal support applying the research-based principles to personal experience.

9.    Provided a page entitled References at the end of the paper.

10.Used American Psychological Association (APA) style for citation and references.

11.Used parenthetical citations in the report body-- your textbook and four scholarly sources from Ebsco’s Communication and Mass Media Complete for your References.

12.Wrote well, including using correct spelling, punctuation, complete sentences.

DISCUSSION

In each assignment (Discussion, Time 2 Try It, Just 4 Fun, Team Discussion), hit "Respond," put your name and the topic in the subject line, and submit a substantive post (50-200 words, depending on the assignment). This post needs to show that you have read the course material. IMPORTANT--If you just respond to someone else's post, the eCollege system may indicate to your professor that you never did the discussion assignment, so there's nothing to grade. Please be sure you have your own thread for each assignment.

Discussion assignments give you the opportunity engage in conversation about course learning. You will discuss key research-based principles about interpersonal communication.

In addition, engage in conversation with other students.

For additional information about discussion board expectations :

http://ourwayit.com/Guidelines.html#DISCUSSION

SUGGESTED RUBRIC

 

 

Learning Outcome

Professor’s Comments

Show that you are learning course content.

Engage in interactive conversations with others.

Post substantive content. Note that various assignments have a suggested word length.

Log in multiple days a week.

Please post your assignment in your own thread (your name and topic in subject line) and respond to others.

Use rhetorical sensitivity.

Use effective writing. Use correct style and clear, large font. 

Write a coherent answer.

 

TIME 2 TRY IT

Again, hit "Respond," put your name and the topic in the subject line, and submit a substantive post (50-200 words depending on the assignment). If you just respond to someone else, the course system will show no assignment, so your professor will not know there is anything to grade. This assignment is part of your weekly learning activities. Time 2 Try It activities will help to reinforce chapter reading assignments and provide you with the opportunity to build your skills.

You will complete the activity and post it in the Time 2 Try It discussion area. In 150-200 words briefly describe your experience or provide your response, then respond to at least one of your peers.

SUGGESTED RUBRIC

Suggested grading: Mastery of each objective is worth 2 points for a total of 10 points

1. Provided a summary of your observation, response to the activity, example, or learning.

2. Used adequate substance in the content of the post (approximately100-200 words).

3. Linked information to a textbook or other research-based principle about interpersonal communication.

4. Wrote with formal academic style, which communicated well.

5. Responded to at least one peer by engaging in conversation.

 

PERSONAL JOURNAL

The journal is an online activity that can be found next to the dropbox tab at the top of the page. In the Journal area you will see a drop down arrow. Click on the arrow and locate your name. This is your area to submit your journal assignment each week.

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. Please do not mark the entry as private; if you mark the entry as private, it is not viewable by the instructor, and the post will not be graded. Each entry should provide your observation and evaluation of how it went. Then identify a relationship to a course concept or term and finally summarize how the interaction could be improved.

Each week there some suggestions that may help you find ideas to write about. You may want to take a textbook chapter Test Yourself and analyze your results. You are not limited to these suggestions. You need not make a situation fit; these questions are just food for thought, as some students find it difficult to understand what to write about. The journal is a way for you to observe and assess how you interact with people on a daily basis. In addition it is your own account of your observations of how other people communicate. You should know that you will need to reference the journal in the Core Assessment for this course (the outline and the Interpersonal Communication Report).

SUGGESTED RUBRIC

Suggested grading: Mastery of each objective is worth 2 points for a total of 10 points

  1. Conducted self analysis.
  2. Showed learning of course content.
  3. Used adequate substance in the content of the post (approximately150-200 words).
  4. Linked information to a textbook or other research-based principle about interpersonal communication.
  5. Wrote with formal academic style, which communicated well.

 

JUST 4 FUN

Again, hit "Respond," put your name and the topic in the subject line, and submit a substantive post (50-200 words depending on the assignment). If you just respond to someone else, the course system will show no assignment, so your professor will not know there is anything to grade. This learning activity is an opportunity for you to earn extra credit point each week. A new activity will be posted each week. Remember each Just 4 Fun activity is optional. Should you choose to participate, please offer your insights and observations.

TEAM DISCUSSION

The objectives for this learning activity are below. The student will be able to:

·         Demonstrate effective problem-solving skills.

·         Demonstrate effective communication skills in online groups.

·         Apply research-based principles from the textbook to personal experience.

WEEK 4 TEAM

Concentrate on completing your exam and Interpersonal Communication Report Outline (submit in dropbox by Sunday). 

Your professor will put students in groups for the team assignment by the end of week four. 

There is no discussion required week 4. Your professor may have suggestions about getting to know each other and planning. Points may be extra credit or assigned automatically, according to your professor’s expectations. 

WEEK 5, 6, 7 TEAM

In this discussion, you are to discuss yourself and your feelings about important interpersonal communication topics. Remember to follow Dr. DeVito’s suggestions about communicating feelings:

1.    Understand your feelings,

2.    Describe your feelings: Be as specific as possible.

3.    Describe the reasons you’re feeling as you are.

4.    Address mixed feelings.

5.    Try to anchor your emotions in the present.

6.    Own your feelings; take personal responsibility for your feelings.

7.    Ask for what you want.

8.    Manage your anger.

9.    Respond appropriately to others ( e.g., good listening, looking for cues, empathize, remember the irreversibility of communication).

In this assignment, you will want to create a positive, nonjudgmental, supportive learning community among your team members.

SELECT QUESTIONS TO DISCUSS

The forum is set up to accommodate 3 teams. Each team will select 3 discussion questions to focus discussion on principles you are learning from one of the assigned textbook chapters for the week. The first person to enter the discussion board can pick the question for the week, or you can select a facilitator to decide, or decide as a group: That’s part of your problem-solving process.

Week 5

Example question: How do you feel about communicating feelings? Take theTest Yourself: How Do You Feel about Communicating Feelings?” Make sure you read the chapter content before you begin expressing your opinions about principles from chapter 7.

Example question: How polite are you? Take theTest Yourself: How Polite Are You?” Discuss ideas such as the deteriorating politeness in our society, the importance of political correctness, using netiquette online. Make sure you read the chapter content before you begin expressing your opinions about principles from chapter 8.

6

Example question: What is attractive? Take theTest Yourself: What Is Attractive to You?” Make sure you read the chapter content before you begin expressing your opinions about principles from chapter 9.

Example question: What kind of lover are you? Take theTest Yourself: What Kind of Lover Are You?”   Make sure you read the chapter content before you begin expressing your opinions about principles from chapter 10.

7

Example question: How can you remove aggression from your communication and relationships? Take theTest Yourself: How Verbally Aggressive Re You?” Make sure you read the chapter content before you begin expressing your opinions about principles from chapter 11.

Example question: How can you more effectively use power and credibility in your communication? Take both of these tests:  “Test Yourself: How Powerful Are You?” and “Test Yourself: How Credible Are You Interpersonally?” Make sure you read the chapter content before you begin expressing your opinions about principles from chapter 12.

8

Prepare a 150-200 word summary of your experience with the Team Discussion activity. Post your summary in a thread with your name and subject in the subject line, and respondto at least one of your peers. You will find content suggestions under Course Home, Assignment Schedule, Week 8 Team Discussion. Please note, the summary is due by WEDNESDAY of week 8 and responses by Friday of week 8.

TEAM PARTICIPATION

The team will discuss opinions about the questions beginning week 5. Engage in interactive conversation.   Make sure you post your own thread with your name and the topic in the subject line. Respond to others in your group multiple times on multiple days during the week.

TEAM LEADERSHIP

Each student is responsible for providing guidance and leadership to the group. The team may select a facilitator, but each student should encourage participation and help the group stay on track. 

WEEK 8 TEAM DISCUSSION

In week 8, Prepare a 150-200 word summary of your experience with the Team Discussion activity. Post your summary in a thread with your name and subject in the subject line, and respond to at least one of their peers. Please note, the summary is due by WEDNESDAY of week 8 and responses by Friday of week 8.

Summary Content

In your summary, you might discuss some of these ideas: How well did the team come together in the beginning of 4? How difficult was it to determine the facilitator and the discussion questions?   Were there communication behaviors that helped you feel more open to discuss your ideas in this small group (as opposed to the class as a whole)? Who emerged as the “real” leader of your group and what communication behaviors made that happen? Was there an incident or topic that created conflict for the team, and if so, how did you manage the conflict?   How well did individual team members express their personal opinions and values in regard to each discussion question? How effectively were you able to use description rather than evaluation of the ideas of people in your group? Were some more opinionated than others? (do not use individual names)How difficult was it to express your own level of emotion in regard to each issue?   What skills do you need to learn about group work online? How did you feel about this learning activity?

TEAM DISCUSSION GRADING RUBRIC

100% Mastery (demonstrated all objectives).

90% Exemplary Standards (missing or did not fully demonstrate one objective)

80% Quality Standards (missing or did not fully demonstrate two objectives)

70% Developing Standards (missing or did not fully demonstrate three objectives)

Objectives:

1.    Posted a substantive response to the question under discussion.

2.    Engaged in interactive conversation by responding to others.

3.    Demonstrated leadership through effective communication behaviors.

4.    Demonstrate effective problem-solving skills.

5.    Demonstrate effective communication skills in online groups.

6.    Showed knowledge of reading.

7.    Apply research-based principles from the textbook to personal experience.

8.    Used rhetorically sensitive communication.

9.    Used effective writing, including formal, correct style.

 

Grading:

GRADING

Your professor has the right to modify, improve, correct, and change this course to meet the specific course context, student needs, and faculty teaching style. Please check your gradebook for changes and updates.

Assignment

Possible for Course

Course Home - Introductions

2 pts. Extra Credit

Week 1 - Discussion

10 pts.

Week 1 - Just 4 Fun

2 pts. Extra Credit

Week 1 - Time 2 Try It

10 pts.

Week 1 - Journal

10 pts.

Week 2 - Discussion

10 pts.

Week 2 - Just 4 Fun

2 pts. Extra Credit

Week 2 - Time 2 Try It

10 pts.

Week 2 - Journal

10 pts.

Week 3 - Discussion

10 pts.

Week 3 - Just 4 Fun

2 pts. Extra Credit

Week 3 - Time 2 Try It

10 pts.

Week 3 - Journal

10 pts.

Week 4 - Progress Check

35 pts.

Week 4 - Just 4 Fun

2 pts. Extra Credit

Week 4 - Time 2 Try It

10 pts.

Week 4 - IC Report Outline "Homework"

25 pts.

Week 4 - Journal

10 pts.

Week 5 - Team Discussion Area

10 pts.

Week 5 - Just 4 Fun

2 pts. Extra Credit

Week 5 - Time 2 Try It

10 pts.

Week 5 - Journal

10 pts.

Week 6 - Team Discussion Area

10 pts.

Week 6 - Web Quest

5 pts.

Week 6 - Just 4 Fun

2 pts. Extra Credit

Week 6 - Time 2 Try It

10 pts.

Week 6 - Journal

10 pts.

Week 7 - Team Discussion Area

10 pts.

Week 7 - Just 4 Fun

2 pts. Extra Credit

Week 7 - Progress Check 2

25 pts.

Week 7 - IC Report Core Assess "Homework"

100 pts.

Week 8 - Team Discussion Area

10 pts.

Week 8 - Just 4 Fun

2 pts. Extra Credit

Week 8 - Week 8 Final Exam

100 pts.

Week 8    Error Correction

2 pts. Extra Credit

Total

480 pts.
+ 20 pts. Extra Credit

 

SCALE FOR FINAL GRADE

A—90%--432-500 points

B—80-89.9%--384-431 points

C—70-79.9%--336-383 points

D—60-69%--288-335 points

Late Submission of Course Materials:

In the United States, promptness and meeting deadlines communicates positively and lateness communicates negatively.  An objective of this course is for your to improve your verbal and nonverbal communication skills, so be on time.

If you are late, please provide appropriate documentation (upload a copy in eCollege) to verify the reason for your late assignment (e.g., police accident report, excuse from a medical physician, deployment papers).  To the extent possible, please work out arrangements with your professor in advance.
 
See additional information from the Program Coordinator here:  http://ourwayit.com/Guidelines.html#BE_ON_TIME

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 engagement in the classroom is a mandatory requirement. Faculty 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 will want to post comments to 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. Faculty may review and assess participation statistics through the gradebook and the eCollege platform in determining your grade.

Team Assignment Participation: You will be assigned to a team before week 5 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, while respecting the personal values of your peers. You will want to respond to the question yourself and the respond to peer posts throughout the week. Please ask specific questions about your peers’ stances, offer support, or defend your position on the issue.
 
For detailed guidelines and expectations for students, see http://ourwayit.com/Guidelines.html

Course Topic/Dates/Assignments:

TENTATIVE SCHEDULE

WEEK

READING ASSIGNMENTS DEVITO TEXTBOOK & SUPPLEMENTAL RESEARCH

WRITTEN ASSIGNMENTS

Key assignments are highlighted in yellow.

Final deadline is Sunday of weeks 1-7 and Wed. or Friday week 8.

MEASURE FOR SUCCESS

1

Chapter 1 and 2

Supplemental Research Reading

Hullman, G. A., Planisek, A., McNally, J. S., & Rubin, R. B. (2010). Competence, personality, and self-efficacy: Relationships in an undergraduate interpersonal course. Atlantic Journal Of Communication, 18(1), 36-49. doi:10.1080/15456870903340506

1. "Introduction" (under home)

2. Discussion

3. Time 2 Try It

4. Just 4 Fun

5. Journal

1. Foundations of Interpersonal Communication

Test Yourself: What Do You Believe about Interpersonal Communication?

2. Culture and Interpersonal Communication

Test Yourself: Ethnocentrism Scale

Test Yourself: What’s Your Cultural Orientation?

2

Chapters 3 and 4

Supplemental Research Reading

Hullman, G. A., Planisek, A., McNally, J. S., & Rubin, R. B. (2010). Competence, personality, and self-efficacy: Relationships in an undergraduate interpersonal course. Atlantic Journal Of Communication, 18(1), 36-49. doi:10.1080/15456870903340506

Floyd, J. (2010). Provocation: Dialogic listening as reachable goal. International Journal of Listening, 24(3), 170-173. doi:10.1080/10904018.2010.513650

1. Discussion

2. Time 2 Try It

3. Just 4 Fun

4. Journal

5. Learn your way around Ebsco Communication and Mass Media Complete: http://park.edu/library/

6. Submit Proctor Request: https://proctor.park.edu

3. Perception and the Self and Others in Interpersonal Communication

Test Yourself: How’s Your Self-Esteem?

Test Yourself: How Accurate Are You at People Perception?

4. Listening in Interpersonal Communication

Test Yourself: How Do You Listen?

3

Chapters 5 and 6

Supplemental Research Reading

Mayfield, J., & Mayfield, M. (2012). The relationship between leader motivating language and self-efficacy: A partial least squares model analysis. Journal of Business Communication, 49(4), 357-376. doi:10.1177/0021943612456036

Hall, J., Murphy, N., & Mast, M. (2006). Recall of nonverbal cues: Exploring a new definition of interpersonal sensitivity. Journal of Nonverbal Behavior, 30(4), 141-155. doi:10.1007/s10919-006-0013-3

1. Discussion

2. Time 2 Try It

3. Just 4 Fun

4. Journal:

5. Verbal Messages

Test Yourself: How Assertive Are Your Messages?

Test Yourself: Can You Distinguish Facts from Inferences?

6. Nonverbal Messages

Test Yourself: Do You Avoid Touch?

Test Yourself: What’s Your Time?

4

1. Test--Progress Check one

2. Interpersonal Communication Report Outline and Reference List due to the Dropbox (“Homework”)

3. You professor may not require discussion because the teams actually begin week 5. Teams will be assigned by the end of the week.

4. Time 2 Try It

5. Just 4 Fun:

6. If you haven’t already, submit your Proctor Request now: https://proctor.park.edu

Focus on putting together your core assessment portfolio.

5

Chapters 7 and 8

1. Team Discussion.

2. Time 2 Try It

3. Just 4 Fun

7. Emotional Messages

Test Yourself: How Do You Feel about Communicating Feelings?

8. Conversational Messages

Test Yourself: How Polite Are You?

Test Yourself: How Do You Small Talk?

6

Chapter 9 and 10.

1. Team Discussion

2. Time 2 Try It

3. Just 4 Fun

4. Webquest

5. Journal

9. Interpersonal Relationships

Test Yourself: What Is Attractive to You?

10. Interpersonal Relationship Types

Test Yourself: What Kind of Lover Are You?

Test Yourself: Is Violence a part of Your Relationship?

7

Chapters 11 and 12

1. Core Assessment Portfolio Due in Dropbox (“Homework”)

2. Test: Progress Check Two

3. Team Discussion

4. Just 4 Fun

11. Interpersonal Conflict and Conflict Management

Test Yourself: How Verbally Aggressive Re You?

12. Interpersonal Power and Influence

Test Yourself: How Powerful Are You?

Test Yourself: How Credible Are You Interpersonally?

8

1. Proctored Final Examination Required to Pass the Course

2. Team Discussion

3. Just 4 Fun

4. Course Review

5. Park U. Course Survey

x

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 2012-2013 Undergraduate Catalog Page 97
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.

See additional information from the Program Coordinator here:  http://ourwayit.com/Guidelines.html#HONEST0

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 2012-2013 Undergraduate Catalog Page 95
Falsifying academic records includes, but is not limited to the following:  Altering grades or other academic records, stealing, manipulating, or interfering with the academic work of another student or faculty member, collusion with other students on work to be completed by one student, submitting the same work in more than one course, lying to or deceiving a faculty member.

WARNING:  Your professor may use plagiarism detection software, such as TURNITIN.

See additional information from the Program Coordinator here:  http://ourwayit.com/Guidelines.html#HONEST0

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 2012-2013 Undergraduate Catalog Page 98
The online course system autotmatically records attendance if you actively engage in the course during the week (e.g., if you upload an assignment, post discussion).  If a student is not actively engaged by submitting work for two weeks, Park University administration automatically drops the student from the course.  

If you have an excused absence your professor has approved, you need to upload that information, emails, and verification of your excuse in a document attachment to the course Dropbox during the week when you are absent (by Sunday at the end of the week).

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 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: In terpersonal contexts. Lexington, KY. Retrived from http://www.uky.edu/~drlane/capstone/interpersonal/

 

You will find excellent scholarly journal articles you can use in Ebsco's Communication and Mass Media Complete, through our library:  https://www.park.edu/library/


Attachments:








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:2/20/2013 12:05:42 AM