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CA 104 Interpersonal Communication I
Hopkins-Chery, Sarah Donna


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 DLE

Faculty

Hopkins-Chery, Sarah D.

Title

Adjunct Faculty of Communication Arts

Degrees/Certificates

M.A. Communication and Leadership
B.A. w/ Honors Psychology

Office Location

Online

Other Phone

314-471-5368

E-Mail

sarah.hopkins@park.edu

Semester Dates

Spring 2 2013

Prerequisites

None:  General Education Course

Credit Hours

3


Textbook:

Interpersonal Communication Book, The, 13th Edition

By Joseph A. DeVito
ISBN-10: 0-205-03108-0
ISBN-13: 978-0-205-03108-5

Publisher:  Pearson
Copyright:  2013
Format:  Paper; 432 pp
Published:  01/05/2012

Format: Paper

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Please visit the webliography in the classroom for additional references and resources.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CA104 Interpersonal Communication I ( LE) (GE): An introduction to the knowledge and skills of interpersonal communication. The course content includes facilitation of more effective and supportive behavior, reduction of communication barriers and development of increased skill and confidence in relationships. 3:0:3

Educational Philosophy:

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:

I reserve the right to adapt this course to my teaching style, student needs, and circumstances that may arise during the term.  Thus, we may modify assignments below. See weightings in the course gradebook. If you have questions, please contact me.

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

The Core Assessment Portfolio: The Core Assessment Portfolio is the final project for the course. Students will complete various pieces of the final project throughout the course.

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

Discussions: Weeks 1-3 will offer the student an assigned discussion topic. Students will respond to the topic and then reply to at least 3 peers throughout the week.

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

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

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

Tests: There is a quiz or “Progress Checks” in Week 4 and Week 7, where the student will complete an open book and open notes online test. The Progress Checks will serve as your study guide for the final examination. Students should print a copy of their test. To review and print the completed exam, enter the gradebook and click on the assigned Progress Check.

There is a proctored Final Exam in Week 8. Park University requires that you must submit and receive approval for your proctor by week 6. Park University policy requires that if you do not take the proctored final exam, you must receive an automatic grade of “F” for the course. Students must have an approved proctor form on file or the exam will not be sent to the proctor. If the student is taking the online version of the exam, the proctor will be provided the password so that the student may enter the exam. Students may take the online version of the test or complete the hard copy exam

 

Grading:

TENTATIVE ASSIGNMENTS AND WEIGHTS FOR ONLINE COURSE 
See Gradebook for updates

Assessment

Points

Total Points

Learning Activities

1.    Time 2 Try It Week 1-6

2.    Web Quest Week 6

3.    Individual DiscussionWeeks 1 – 3

6 @ 10 points

1 @ 4 points

3 @ 10 points

Total 94 points

60 pts

4 pts

30 pts

Class Participation

1.    Team Discussion Area Weeks 4-8

2.    Discussion Week 8

5 @ 10 points

1 @ 5 points

Total 55 points

50 pts

5 pts

Assessment Portfolio

1.    Journal Entries (2 per week) Weeks 1 through 6

2.    Interpersonal Communication Report Outline due Week 4

3.    Final Paper (Interpersonal Communication Report in Core Assessment Portfolio) due Week 7

12 @ 3 points

1 @ 25 points

1 @ 80 points

Total 141 points

36 pts

25 pts

80 pts

Tests

1.    Progress Check 1 Week 4

2.    Progress Check 2 Week 7

3.    Proctored Final Exam Week 8

1 @ 35 points

1 @ 35 points

1 @ 100 points

Total 170 points
35 pts

35 pts

100 pts

Final Grade

A= 414-460 points

B=368-413 points

C=322-367 points

D=276-321 points

Total Points Possible for Course: 460 points

 

Late Submission of Course Materials:
I expect all course work to be done on time. If you know you will be out of class for an extended period of time, please warn me. You must contact me and make arrangements to turn work in before the due date--- not after the due date.  All late work will be penalized 20%. All late work must be completed within two weeks of the original assignment unless special permission is granted. Work is considered late if it is not in my possession by midnight on the day it is due. Plan ahead and start early. It has been my experience that the night before an assignment is due, all the books in the library on the topic have been checked out, everyone else will be out having fun, and the computer systems will be down.

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.
 


Writing: All work must be typed or word-processed. Make sure all written work has been proof read and spell checked. Spelling and grammatical errors hurt your credibility and reduce the possibility of effective communication. I believe that writing is a means to learning; that there is a correlation between reading and writing; and that writing helps one discover, clarify, examine, and synthesize information. Writing is, therefore, integral to this course and will be evaluated on its form as well as its content. All papers should be typed, double-spaced, left justified, and use a 10-12 pt font. Margins should be no larger than one inch. NOTE: While computers make writing easier, you must realize that technology can cause problems. Keep hard copies of papers you have submitted and save work in multiple places should you/we experience computer failure.

 The 24-hour Rule: Anytime you need to schedule an alternative day to turn in an assignment, you must contact me 24 hours prior to the assignment deadline you are trying to avoid. Additionally, if you are dissatisfied with a grade on an assignment, you must wait 24 hours to talk to me about it. There are no exceptions

Student/Teacher Responsibilities: As a student you must accept responsibility for your own actions. Reading for class, preparing for tests, completing assignments on time, and contributing to class discussions are the major responsibilities I expect from you as your part of the learning process. My responsibility is to give you my best teaching effort, to create a positive learning climate, and to challenge you. It takes work from both of us to make this a worthwhile experience. Additionally, at times we will discuss controversial topics and have people who disagree with each other. You and I both must remember that while each of us has a right to our own opinion, we must respect the right of others to have differing opinions. Calling someone or some idea "stupid" creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize.   If anyone in class makes a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled in the classroom. Finally, talk to me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance. 

Time Required: The academic rule of thumb is that for every one hour you spend in class, you should spend a minimum of two hours preparing for that class. You can expect to spend at least an additional six hours a week on course work beyond the time you put in reading discussions and doing class activities. Putting in less time is your choice, but you need to understand that your course grade will reflect performance (not potential, not effort, not good intentions).   

Team Assignment Participation: You will be assigned to a team in week 4 of the course. Throughout weeks 5-7 you will be required to actively contribute to a team discussion. Your task will be to discuss controversial issues as a team.  Your goal is to express your personal values in regard to the issue.  You should respond to the question yourself and the respond to at least 4 peer posts throughout the week.  You will need to ask specific questions about your peers stance, offer support, or defend your position on the issue.   

Course Topic/Dates/Assignments:

 

TENTATIVE SCHEDULE

WEEK 1

Unit Overview: The first chapter of the book provides you with the "Foundations of Interpersonal Communication." Here we will explore the nature and importance of interpersonal communication and its fundamental concepts. In chapter two, "Culture and Interpersonal Communication," we will look at the central role of culture in all aspects of interpersonal communication, understand the importance and aims of a cultural perspective, understand how cultures differ and consider the nature and principles of interpersonal communication.

Learning Outcomes Addressed: 1, 8 and 12.

Reading Assignment: Chapters 1-2

Visit the "Introduction" area where you will introduce yourself and greet other course members. Feel free to post a photo as well.

Discussion: This week's discussion topic is cross cultural sensitivity. Remember your initial post should be 200-250 words and you need to respond to at least 3 of your peers.

Time 2 Try It: In 150-200 words briefly describe a symmetrical or complementary relationship. Be sure to provide examples to support your post.

Respond to at least one of your peers.

Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.

Journal: Post your first and second journal entry to the "Journal” tab next to the “Dropbox."  Please label each journal separately and remember, do not mark the entry as private.

WEEK 2

Unit Overview: Chapter three will address “Perception and the Self in Interpersonal Communication.” This chapter will discuss the basic dimensions of the self, the nature and principles of perception, impression formation and impression management. Chapter four, “Listening in Interpersonal Communication,” considers the importance of listening, the process of listening, listening barriers, and the role of culture and gender in listening and styles of effective listening.

Learning Outcomes Addressed: 2, 3 and 4.

Reading Assignment: Chapters 3-4

Discussion: Read and discuss the article entitled “The Gift of Listening” Remember your initial post should be 200-250 words and you need to respond to at least 3 of your peers.

Time 2 Try It: Complete the Perception exercise and post a 150-200 word summary in this area. Respond to at least one of your peers.

Just 4 Fun: (Bonus Point)  Complete the activity and share your thoughts and comments on this activity in the folder.

Journal: Post your third and fourth journal entry to the “Journal” area.

Proctor Request: Complete instructions for the proctor form can be found on your homepage atwww.parkonline.org scroll down to just below your course information.

WEEK 3

Unit Overview: We will now begin Part 2 of the text and our focus turns to Messages: Verbal and Nonverbal. Chapter five, “Verbal Messages,” focuses on the verbal message system, identifying the major principles of verbal messages and offering guidelines for making language more accurate, more logical and more effective. Chapter six, “Nonverbal Messages,” covers the major nonverbal channels and the research on nonverbal communication functions and examines the influence of culture on all aspects of nonverbal communication.

Learning Outcomes Addressed: 5, 6 and 7.

Reading Assignment: Chapters 5 - 6

Discussion: Prepare an Article Review on an article that relates to Verbal or Nonverbal Communication and post it in this discussion area. The article should have been published within the last 2 years. Remember you must respond to at least 3 of your peers.

Time 2 Try It: Gender Differences, communication between Men and Women. Complete the activity and post a 150-200 word summary in this area. Respond to at least one of your peers.

Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.

Journal: Post your fifth and sixth journal entry to the “Journal.”

Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage atwww.parkonline.org scroll down to just below your course information

WEEK 4

Unit Overview: Midterm Week

Learning Outcomes Addressed: 12

Reading Assignment: None

Progress Check 1: Complete Progress Check 1, an open book assessment to help test your knowledge of the chapters we have covered so far in the course.

Interpersonal Communication Report Outline due to the dropbox

Team Discussion: Visit the team discussion folder and identify which team you will be on. Introduce yourself in the designated team area by clicking on the dropdown arrow. Use your team area to select a facilitator and then to choose 3 questions from the list provided, that your team will discuss in weeks 5-7.

Time 2 Try It: “The Seven Challenges” Review the challenges and select 1 to explore. Post a 150-200 word summary of what you learned. Respond to at least 1 of your peers.

Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.
Journal: Post your seventh and eighth journal entry to the “Journal.”

Proctor Request: If you have not submitted your proctor form, please try to do so this week. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.

“ Emotional Messages,” you will come to understand the nature and principles of emotions and the obstacles to communicating emotions. In Chapter 8, “Conversational Messages,” we will explore the nature of conversation, the principles of self-disclosure and the rules and principles governing a wide variety of everyday interactions.

 

WEEK 5

Learning Objectives Addressed: 8, 13 and 14.

Reading Assignment: Chapters 7 and 8.

Team Discussion: Visit the team discussion folder and post your initial response to this week’s discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 3 responses to your peers.

Time 2 Try It: Self Disclosure and Social Media. Complete the activity and post a 150-200 word summary in this area. Respond to at least one of your peers.

Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.
Journal: Post your ninth and tenth journal entry to the “Journal.”

Proctor Request: If you have not submitted your proctor form, please do so this week! Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.

Grades Check: Please review your grades this week and let your professor know if everything is up to date.

WEEK 6

Unit Overview: Welcome to Part III of the text. In this section, “Interpersonal Relationships.” Chapter 9 will introduce you to the stages relationships may pass through, the reasons we develop relationships and the communication patterns in relationship development, deterioration and repair. Chapter 10, “Interpersonal Relationships Types,” we will look at friendships, love, family and workplace relationships and explore the dark side of interpersonal relationships to include bullying, jealousy and violence.

Learning Outcomes Addressed: 9 and 10.

Reading Assignment: Chapter 9 and 10.

Team Discussion: Visit the team discussion folder and post your initial response to this week’s discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 3 responses to your peers.

Time 2 Try It: Questions for Couples or Questions for Singles. Complete the activity and post a 150-200 word summary in this area. Respond to at least one of your peers.

Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.

Webquest:Explore the web and post a site that is related to Interpersonal Communication. Briefly explain what the site offers.

Journal: Last week of Journal entries. Post your 11th and 12th journal entry to the “Journal.”

Proctor Request: This must be complete BY FRIDAY. You must have an accepted proctor in the Park University Proctor system in order for your final examination to be delivered. Remember, if you are having difficulty finding a suitable proctor, refer to the student handbook or find complete instructions for the proctor form on your homepage at www.parkonline.org scroll down to just below your course information.

WEEK 7

Unit Overview: Chapter 11, “Interpersonal Conflict and Conflict Management,” covers the principles of interpersonal conflict, the stages of effective conflict management and the strategies use in interpersonal conflict. In Chapter 12, “Interpersonal Power and Influence,” we will learn the nature and the principles of power and influence, the ways in which power is used to influence and the misuse of power .

Learning Outcomes Addressed: 11 and 15

Reading Assignment: Chapters 11 and 12

Progress Check 2: Complete Progress Check 2, an open book assessment to help test your knowledge of the chapters we have covered in the second half of the course. Submit your test as early in the week as possible. You will need graded Progress Check 1 and Progress Check 2 to help you study for the final examination.

Team Discussion: Visit the team discussion folder and post your initial response to the third and final team discussion question before Tuesday of this week. Revisit the discussion area throughout the week and post a minimum of 5 responses to your peers.

Time 2 Try It: None

Journal: None

Core Assessment Portfolio: Submit your completed Core Assessment Portfolio to the dropbox. The field of Communication Studies uses the APA (American Psychological Association) publication manual (6thedition). Remember, your paper should be presented in APA format and should include a title page, the Interpersonal Communication Report, and a separate page of References. Everything cited in the report needs to be in the References and every source listed in the References needs to be cited in the paper. Here is an excellent source to help.http://owl.english.purdue.edu/owl/resource/560/01/

Just 4 Fun: (Bonus Point) Complete the activity and share your thoughts and comments on this activity in the folder.

Week 8: Unit Overview: This week we will summarize the course and close out all discussions.

Team Discussion: Wrap up-prepare a 200-250 word summary about your team discussion experience. Respond to at least 3 of your peers.

Final Examination:  Students will take the final examination on the scheduled date and time with the approved test proctor.

Just 4 Fun: Complete the activity and share your thoughts and comments on this activity in the folder.

Course Review:  What will you take away from the course? Please provide your feedback; what you liked/disliked about the course.

please provide your feedback your Twitter experience.

Time to Try It: None

Journal: None

Course Survey: Please remember to give course feedback so we can continue to improve student learning.

 

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.

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 not
limited to, altering grades or other academic
records.
• Other acts include:
• Stealing, manipulating, or interfering with
an academic work of another student or
faculty member
• Collusion with other students on work to
be completed by one student
• Lying to or deceiving a faculty member.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98
NOTE: An attendance report of “P” (present)
will be recorded for students who have
logged in to the Online classroom
at least once during each week of
the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned
by each instructor according to the criteria in the Grading Policy section of the syllabus.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:




















Research:  Sometimes students want to use Internet sites for research, but websites are generally inappropriate or suspect for college-level research. Never use Wikipedia, for example, which is a wiki where anyone can write the material. If your instructor allows the use of websites, make sure the website is a US government site or provided by a valid University or educational institution. Below is a very high quality website created by a University of Kentucky professor, where he describes the basic idea of several key interpersonal communication theories. You may find this useful in your research for the Interpersonal Communication Report. Lane, D. (2001). Communication theory workbook: Interpersonal contexts. Lexington, KY. Accessed July 28, 2008 from http://www.uky.edu/~drlane/capstone/interpersonal/


Attachments:
Core Assessment.docBibliography:



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:3/1/2013 3:01:29 PM