CA 104 Interpersonal Communicati

CA 104 Interpersonal Communication I
Tentative Syllabus and Schedule (Dr. Aitken, Fall, 2006)

Copyrighted PowerPoint Lectures: http://onlineacademics.org/CA104/Lectures

Click to go to week 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16

GRADING: APA & Written Style Requirements - Assignment Weight - Confidentiality - Feedback on Assignments - Gradebook in eCollege - Revisions for Mastery Learning - Submitting Assignments

GENERAL INFORMATION: APA - Assignments - Creative Project - Group Projects - Portfolio (Core Assessment 30% of Final Grade) - Portfolio (Core Assessment) Rubric - Research Paper - Textbook

Dr. J. E. Aitken, Professor, Communication Arts
229 Copley, 8700 NW River Park Drive, Parkville, MO 64152. Office or message: (816) 584-6785
Office hours by appointment and as posted on office door. joan.aitken@park.edu

Readings and other assignments are due at the beginning of the class period on the assigned date (Tuesday), unless specified otherwise. Please bring your journal notebook and textbook to each class session.

Tuesday August 22, 2006. Week one meetings: Orientation to Interpersonal Communication
Week's objective: Identify the fundamental elements of the communication process.
In class learning activities.
Read chapter 1.
Quiz on Tuesday.
Journal writing on Thursday.

Aug. 27. Week 2 meetings: Forming and Using Social Perceptions
Week's objective: Explain how perception affects communication. Formulate personal strategies for developing effective intercultural communication.
In class learning activities.
Read chapter 2.
Quiz on Tuesday.
Journal writing on Thursday.

Sep. 5. Week 3 meetings: Communicating in Relationships: Basic Concepts
Week's objective: Describe theories of relationship development.
In class learning activities.
Read chapter 3.
Quiz on Tuesday.
Journal writing on Thursday. Questions for writing:

1. During the next week (5 out of 7 days) do something nice for three people who typify the three basic types of relationships: (1) acquaintance, (2) friend, and (3) close friend or intimate. Do something unexpected and kind for each person at least 4 of the 7 days over this coming week. Next week you will discuss what happened and how you and the other people felt about it.

2. Make a list of the people you have spoken with in the last day or two other than members of your family. First indicate how many of these people were acquaintances, friends, or intimates. Then, for each friend or intimate briefly recount how each of these relationships began. Finally, answer the following two questions: (1) What are the major differences in the relationships between those people you categorized as acquaintances and those you categorized as friends or intimates? (2) What are the qualities that you find most important in your friend and intimate relationships that makes them endure?
Think of two recent interactions you have had. Choose one that was characterized by a positive communication climate and one that was characterized by a negative climate. Recall as best you can some of the specific conversation dialogue from each interaction. Write this down like a script, then analyze each script. Discuss being descriptive versus evaluative. Discuss being open-minded versus dogmatic. Discuss acting equal versus acting superior. How much did using or failing to use good skills contribute to the climate you experienced?

3. Describe the most important research-based principle you learned this week and how you plan to use the principle to improve you interpersonal communication.

4. Reread the section in your book about exchange theory and apply this to a current relationship of yours. Actually write down rewards and costs and discuss how they balance.

Sep. 12. Week 4 meetings: Verbal Communication
Week's objective: Explore why language can create communication problems.
In class learning activities.
Read chapter 4.
Quiz on Tuesday.
Journal writing on Thursday.
1. During the last week (4 out of 7 days) you did something nice for three people who typify the three basic types of relationships: (1) acquaintance, (2) friend, and (3) close friend or intimate. Do something unexpected and kind for each person at least 4 of the 7 days over this coming week. Discuss what happened, how you and the other people reacted, and how you and the other people felt about what you did.

Sep. 19. Week 5 meetings: Communicating Through Nonverbal Behaviors
Week's objective: Illustrate why nonverbal cues can create communication problems.
In class learning activities.
Read chapter 5.
Quiz on Tuesday.
Journal writing on Thursday.

Sep. 26. Week 6 meetings: Holding Effective Conversations
In class learning activities.
Read chapter 6.
Quiz on Tuesday.
Journal writing on Thursday.

Oct. 3. Week 7 meetings: Listening Effectively
Week's objective: Demonstrate effective listening habits and skills.
Read chapter 7.
Quiz on Tuesday.
Journal writing on Thursday.
Your research paper draft, in which you analyze a film can be submitted Tuesday, Oct 3, as originally planned. You may take additional time without penalty, however, so the absolute final deadline for submission is Tuesday Oct 24. I will not accept the assignment after our class meeting on Oct. 24. Hope that clarifies.

Oct. 10. Week 8 meetings: Responding with Understanding and Comforting Others
Week's objective: Demonstrate how to develop a supportive communication climate. Select appropriate strategies for maintaining healthy interpersonal relationships.
In class learning activities.
Read chapter 8.
Quiz on Tuesday.
Journal writing on Thursday.
Final deadline for first 8 weeks: Revisions due.
October 12 Go to library to discuss communication and quilting.

Fall Break-------------------------

Oct. 24. Week 9 meetings: Sharing Personal Information: Self-Disclosure and Feedback
Week's objective: Illustrate how self-concept influences communication.
In class learning activities.
Read chapter 9.
Quiz on Tuesday. Turn in Research Report Applying Interpersonal Communication Principles to a Film --Draft Due on Tuesday.
Return papers on Thursdays. Write journal reflection in class and turn in with journal Thursday.

Oct. 31. Week 10 meetings: Using Interpersonal Influence Ethically
Week's objectives: Select appropriate strategies for maintaining healthy interpersonal relationships. Use persuasion ethically.
In class learning activities.
Read chapter 10.
Quiz on Tuesday.
Tuesday: Revised written movie-research project due. Orally discuss movie-research project in class. You may want to get together with other students who analyzed the same movie, show a VHS clip from the film, and discuss a few important concepts.

Nov 7. Week 11 meetings: Managing Conflict (Attending a conference
Week's objectives: Contrast methods of resolving communication problems caused by verbal and nonverbal communication. Evaluate the effectiveness of methods of resolving conflict.
In class learning activities.
Read chapter 11.
Quiz on Tuesday.
Discuss individual option completed for the course (e.g., PowerPoint presentations, experiment testing ideas, student written music, student produced videos or plays.

Nov. 14. Week 12 meetings:
Portfolio due on Tuesday.
Portfolio presentations to class Tuesday and Thursday.

Nov. 20. Week 13 meetings: Communicating in Intimate Relationships: Friends, Spouses, and Family
In class learning activities. Thanksgiving break.
Read chapter 12.
Quiz on Tuesday.
Group creative projects.

Nov. 28. Week 14 meetings: Communicating in the Workplace.
In class learning activities.
Tuesday
Read chapter 13.
Quiz on Tuesday.
Film on Job Interview
Speed Job Interviews
Thursday
Leadership Cloze Quiz
Group creative projects.
Leadership Practices Inventory Results
Checkers Review of Chapter about Communicating in the Workplace
FINAL DEADLINE
Portfolio revisions due in eCollege http://parkonline.org/ Tuesday, before midnight, Dec. 5. Portfolios will be downloaded and submitted for review on Wednesday.

Dec 5 Week 15 meetings: Electronically Mediated Interpersonal Communication
In class learning activities. Closure: In class learning activities. Review for final exam.
Final deadline for second 8 weeks: Portfolio revisions due Tuesday, Dec. 5
Read chapter 14 (we may run out of time to discuss).
Quiz on Tuesday.
Group creative projects.
Extra Credit Group reviews for the final exam.
Board Game Review for the final exam.
Fact or Crap Review for the final exam.

Dec. 11. Week 16 meetings
Final exam according to Park University schedule: 10:15-12:15 THURSDAY December 14, 2006.

General Information for CA 104 Interpersonal Communication I

Course

CA 104 Interpersonal Communication I

Semester

FA 2006 HO

Faculty

Dr. J. E. Aitken

Title

Professor, Communication Arts

Office Location

229 Copley, 8700 NW River Park Drive, Parkville, MO 64152 , Phone 816-584-6785

E-Mail

joan.aitken@park.edu

Office Hours

As posted on office door and by appointment.

Credit Hours

3

Course Description

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 (From catalog 2005-2006).

Required Textbook

Required Textbook:

Verderber, K. S., Verderber, R. F., & Berryman-Fink, C. (2006). Inter-act: Interpersonal communication concepts, skills, and contexts. (10th ed). New York: Oxford University Press.

Textbooks can be purchased though the MBS bookstore. Textbooks can be purchased though the Parkville Bookstore. You will find helpful resources at the textbook's publisher website: http://www.us.oup.com/us/companion.websites/019516847X/ You can access the detailed website through your CD-ROM in the back of the book.

Example Online Sources:

Lane, D. R. (2001). Interpersonal context. Lexington, KY: University of Kentucky. Accessed October 31, 2006 from http://www.uky.edu/~drlane/capstone/interpersonal/

Schement, J. R. (2001). Encyclopedia of communication and information. New York: Macmillan Reference. Accessed October 31, 2006 from http://choo.fis.utoronto.ca/macmillan/

Wood, J. T. (2007). Interpersonal communication - Everyday encounters. Belmont, CA: Wadsworth. Accessed October 24, 2006 from http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=049500653X&discipline_number=48

Example Scholarly Research Articles for the Research Paper and Portfolio:

Becker, J. (2005). Inappropriate relationships: The unconventional, the disapproved, and the forbidden. Southern Communication Journal, 70(3), 268-268.

Bippus, A., & Young, S. (2005). Owning your emotions: reactions to expressions of self- versus other-attributed positive and negative emotions. Journal of Applied Communication Research, 33(1), 26-45.

Dickson, F., Hughes, P., & Walker, K. (2005). An exploratory investigation into dating among later-life women. Western Journal of Communication, 69(1), 67-82.

Eckstein, J. (2005). Conversion conundrums: Listener perceptions of affective influence attempts as mediated by personality and individual differences. Communication Quarterly, 53(3), 401-419.

Eisenberg, E. M., & Goodall, H. L. (1997). Organizational communication. St. New York: Martin’s Press.

Gibb, J. (1961). Defensive communication. Journal of Communication, 11, 141-148.

Guerrero, L., & Chavez, A. (2005). Relational maintenance in cross-sex friendships characterized by different types of romantic intent: an exploratory study. Western Journal of Communication, 69(4), 339-358.

Guerrero, L., & Jones, S. (2005). Differences in conversational skills as a function of attachment style: A follow-up study. Communication Quarterly, 53(3), 305-321.

Haas, S., & Stafford, L. (2005). Maintenance behaviors in same-sex and marital relationships: A matched sample comparison. Journal of Family Communication, 5(1), 43-60.

Haythornthwaite, C. (2005). Social networks and Internet connectivity effects. Information, Communication & Society, 8(2), 125-147.

Hughes, P., Scholl, J., & Walker, K. (2005). The influence of expectations for health-related talk on reports of marital satisfaction. Communication Research Reports, 22(3), 167-174.

Jones, S. (2005). Attachment style differences and similarities in evaluations of affective communication skills and person-centered comforting messages. Western Journal of Communication, 69(3), 233-249.

Kirkman, M., Rosenthal, D., & Feldman, S. (2005). Being open with your mouth shut: the meaning of ‘openness’ in family communication about sexuality. Sex Education, 5(1), 49-66.

Kitzinger, C. (2005). "Speaking as a heterosexual": (How) does sexuality matter for talk-in-interaction?. Research on Language & Social Interaction, 38(3), 221-265.

Li, H., Yum, Y., Yates, R., Aguilera, L., Mao, Y., & Zheng, Y. (2005). Interruption and involvement in discourse: Can intercultural interlocutors be trained?. Journal of Intercultural Communication Research, 34(3/4), 233-254.

Miller, C., & Roloff, M. (2005). Gender and willingness to confront hurtful messages from romantic partners. Communication Quarterly, 53(3), 323-337.

Schachner, D., Shaver, P., & Mikulincer, M. (2005). Patterns of nonverbal behavior and sensivity in the context of attachment relationships. Journal of Nonverbal Behavior, 29(3), 141-169.

Example Books for Research Paper and Portfolio:

Wolvin, A. D., Berko, R. M., & Wolvin, D. R. (1999). The public speaker/The public listener. (2^nd ed.). Los Angeles: Roxbury.

Core Learning Objectives

The following core learning objectives are required in ALL CA104 sections.

Upon successful completion of this course the student should be able to:

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.

PROFESSOR'S TEACHING PHILOSOPHY

During a series of evaluations of my teaching, the three words my students most frequently used to describe my courses were: “interesting, fun, and challenging.”

I seek to have fun while guiding students to attach meaning in their educational process. I want to challenge the way students think about communication.

I believe in mastery learning so that all students can revise their work to achieve the highest expectations (90% mastery level). I tend to be pragmatic and results oriented. Further, I seek to implement the principles of Chickering and Gamson advocated Seven Standards of Good Practice for Undergraduate Education (1987).

Principle 1: The instructor encourages student-faculty contact and interaction.

Principle 2: The instructor encourages student cooperation.

Principle 3: The instructor encourages active learning.

Principle 4: The instructor gives prompt feedback.

Principle 5: The instructor emphasizes time on task.

Principle 6: The instructor communicates high expectations.

Principle 7: The instructor respects diverse talents and ways of learning.

Learning Activities

Learning theory suggests the following:

(a) Different students learn best in different ways,

(b) Students learn well when they are active instead of passive learners, and

That means the best teacher uses a variety of learning of active learning strategies as a way of helping all students learn. Some learning activities and assignments will be useful to you, while others are not. Effective communicators are tolerant, however, because they recognize that different people need different things.

Communication research suggests that the best communicators can adapt to a variety of communication contexts, including public speaking, group collaboration, writing, and interpersonal communication. Therefore, a variety of communication contexts are used to help students improve their communication effectiveness by learning and practicing skills in this course.

Electronic Portfolio

The electronic portfolio is used for two reasons:

(a) Students can use assignments during future job hunting, and

(b) Park University faculty can examine electronic portfolios to make sure students are learning course content and meeting university objectives.

You will need to prepare all major written assignments in electronic. You can submit them in eCollege dropbox: http://parkonline.org/

Electronic Database Search

A crucial skill for learning effective college level research is to use a scholarly database to find high quality information. Internet webpages lack the quality and rigor of scholarly databases. Please use EBSCO Host or another quality database from our library: http://park.edu/library/

I created a tutorial on how to use the databases, click here.

Tell a Story

Tell a story from your experience, or relay a story you've heard or read. Use the story as a case study to make sense of the course content.

"Humans are by nature storytelling beings and that the narrative capacity is what is most basic and most distinctive about humans. According to Fisher, humans are storytelling animals. Fisher (1987) believed that we make sense of our experiences in life by transforming them into stories, or narrative form. . . .Storytelling, in other words, is an ongoing human activity, one as natural and nearly as continuous breathing" (Wood, 2004, p. 105).

"Humans are wonderfully creative and imaginative beings. . . .We are able to invent and accept new stories when they better explain our lives or offer better directions for future living than the stories we have grown up hearing and believing" (p. 113).

"Most of the major advances in social life have come about because people told new stories that contested popular views and established ideas about life" (p. 113).

Wood, J. T. (2004). Communication theories in action: An introduction. Belmont, CA: Wadsworth.

Agree or Disagree?

Communication theories and theorists vary widely in their findings and the assumptions they make about human nature, knowledge, communication, and the goals of the theory. See Wood, J. T. (2004). Communication theories in action: An introduction. Belmont, CA: Wadsworth.

Be Prepared!

Learning theory suggests that students learn more if they review what they have just learned and if they preview and prepare for what they plan to learn.

1. Take several minutes to talk with your partner or group about what you have learned today.

2. Also, look ahead to what you need to do to prepare for the next class meeting. What do you already know about the next course topic? Discuss your experiences related to this topic. What assignment do you need to prepare for the next class meeting (e.g., reading, writing, speech)?

If there is no specific assignment, what do you need to do to mentally prepare before class so you are an active learner?

Debate!

Prepare to argue BOTH SIDES of the concept, idea, definition, or theory. What are three argument(s) in favor or support of this idea AND three arguments(s) against or in disagreement of this idea. Also think of one example or anecdote from your personal experience, for each side of the argument. Two people may be selected to argue each side.

Do you think one side is right and one is wrong? Based on your experienced, do you disagree with the material in your textbook or other course materials? What is the rationale for your position?

Apply Research Findings

Can you think of an example or story from your personal experience that supports scholarly research findings?

Five Minute Write

Spend five minutes writing about what you learned so far in class today. You have to write constantly and cannot stop for five minutes. If you cannot think of anything to write, write "I cannot think of anything" until something comes to mind. Remember to add your name and submit the assignment to me at the end of class.

Collaborative Teamwork!

As an active group member, complete this learning activity collaborating with other students in the class. Each student needs to be actively engaged and carry his or her share of the work responsibility.

Write a summary: One person needs to record the group's decision on paper--please use blue or black ink--but the recorder CANNOT be the same person who was the recorder during the last group activity.

Responsibilities in a Small Group*

Be committed to the group’s goals

Fulfill individual assignments

Avoid interpersonal conflicts

Encourage full participation

Keep the discussion on track

*Lucas, S. E. (2004). The art of public speaking. (8th ed.) Boston, MA: McGraw-Hill.

Question!?!?

Talk about it with the person next to your or your group. What do you think?!?!

Mini Speech

Prepare a mini-speech on the following topic.

If we run out of time before everyone can present this speech, there will be opportunities to do other mini-speeches later in the term.

Write About This!

When you finish, you may want to talk about what you wrote with the person sitting next to you. Please submit what you wrote to me at the end of class.

Game QUIZ

Board Game: When you land on a space, answer a question. If you are correct, advance an extra space.

Checkers: Line up pieces like the picture at the right. Move one space forward. Jump the opponent's piece to take the other piece. Ask your opponent the question that corresponds to the number on the piece you take. When you get to the other side, you are "crowned" and can move any direction. The person with the most pieces at the end wins.

Card Game: Play any game you want (e.g., Poker, Go Fish). Discuss each card that is played.

Deal or No Deal: One person acts as the contestant. I will use a computer program to be the banker. Each "Case" or envelope has a money amount, which is then eliminated from play. The case-envelope also contains a question to be answered by the student who holds the case.

One versus Twenty: One person takes on the rest of the class. The student draws a money amount. If the student wins, the student receives the amount of money times the number of students who missed the question. If the student misses the question, the amount is subtracted from his or her total.

Puzzle: As you solve the puzzle, discuss what you have learned about each concept.

STUDENT RESPONSIBILITIES (Dr. Aitken's courses. Other professors may have different expectations.)

SUBMITTING ASSIGNMENTS

Onground students need to submit their assignments on time as a hardcopy in class or upload the assignment to the appropriate eCollege dropbox.

Online students need to submit their assignments on time in the appropriate eCollege dropbox or posting area.

Please do NOT email assignments to me.

FONT PREFERENCE

Electronic files or online assignments need to use ARIAL font (12 or 14) because nonserif fonts are easier to read on the computer screen. Hard copy assignments should use Times (12 or 14) because serif fonts are easier to read on paper.

CONFIDENTIALITY

ASSUME NO CONFIDENTIALITY IN DISCUSSION BOARD OR EMAIL OR ONGROUND CLASS DISCUSSION.
Be very careful about what you say about businesses or individual people. One cannot assume that class members will keep information confidential. Therefore, I have no ability to provide confidentiality in the onground or online classroom. Avoid sharing confidential information. Please do not talk about family or employers, for example, except in ways that you are willing to share with them. You may want to change names on assignments.

CONFIDENTIALITY OF GRADES
Because we cannot assume security in email, I don't discuss grades by email. I'd be glad to discuss your grade in person or via phone. Faculty are not permitted to discuss grades with family members.

RESEARCH

Formal research proposals using human subjects need to go to the Park University Institutional Research Board for approval. Informal research using interviews or focus groups need to be handled ethically and with confidentiality.

APA IS THE ACADEMIC STYLE REQUIREMENT FOR THIS COURSE

The field of Communication Studies emphasizes clear and precise written communication. Part of your learning needs to demonstrate the communication course content, and part of your learning needs to demonstrate that you can communicate effectively through the written context.

The field of Communication Studies uses the American Psychological Association (APA) Publication Manual. Graduate students and Communication Theory/Organizational Communication majors will want to own a copy for reference. Most online sources I’ve read contain inaccuracies about APA style. If you use an online source instead of the actual manual, use the Purdue University OWL: http://owl.english.purdue.edu/owl/resource/560/06/ Please avoid a book that summarizes or teaches APA, and instead use the actual manual so the information is correct.

Consistent with APA style, you will want to use active voice (subject then verb). Doublespace everything. Use a formal and correct writing style OR the most appropriate style for the particular task. Use parenthetical citations and a reference list. Parenthetical Citations in Assignment, click here. Reference List, click here.

APA (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.

Individual assignments in public relations or newspaper writing, should use the appropriate style for the audience and medium.

ACADEMIC HONESTY

Be sure to cite the sources of ALL INFORMATION, whether quoted or paraphrased. Cite and reference in all forms of communication (oral speech presentations and written assignments).

sites of interest regarding academic honesty: plagiarism.org - NBC - Coastal Carolina - turnitin.com

Park University's academic honesty policy and related procedures can be found in full in the Park University Undergraduate and Graduate Catalogs.

EFFECTIVE WRITING

Effective communicators write well, which is an expectation in this course.

See my page about writing: http://onlineacademics.org/APA.html

Probably the best book ever written about writing English is Elements of Style by Strunk and White. This brief book is available totally online, click here: Please take time to read this book before preparing your written assignments.

NAMING FILE FOR ASSIGNMENTS

You may be required to submit your assignment in electronic form in the eCollege course Dropbox. MAKE SURE YOUR LAST NAME BEGINS THE FILE NAME. Name the file name with your last name, first name, course, assignment, semester, version. For example, I would name a file as follows:

AitkenJoanCA680ProjectFall2007Version3.doc

CHANGE THE VERSION NUMBER WITH EACH REVISION SUBMISSION.

RESPECT TOWARD MEMBERS OF THE CLASS

I use a variety of teaching strategies as a way of adapting to all kinds of student learners, recognizing that each person joins the class with different knowledge and skill levels. Patience is needed to move the entire class to the course learning outcomes. If some methods are not the way you learn best, there will be other opportunities for you, so I expect students to be engaged and participants in the learning process.

Respect is a reciprocal relationship. Research suggests that people seek positive behaviors from each other: Honesty, competence, fair-mindedness, broad-mindedness, showing support, acting straightforward, dependability, cooperation, caring, and maturity (Kouzes & Posner, 2002, 24-25).

Netiquette: Communicate with respect toward others. albion.com

NO ANIMALS IN THE CLASSROOM

Unfortunately, when students have brought animals to class, it has worked badly. Between stress on the animal that caused unexpected behaviors and certain students who are afraid of animals, if you want to talk about an animal during a speech presentation, the appropriate approach is to bring pictures.

APPROPRIATE NONVERBALS FOR PRESENTATIONS

Competent communicators are careful about the messages of their appearance and vocal qualities as nonverbal communication. Remember, you must be heard to be understood. Speak loudly and clearly so that you can be heard by everyone, including an audience member who has a hearing loss. Convey a passion or enthusiasm for your topic and message via your voice.

"IMPRESSION MANAGEMENT is the process of managing setting, words, nonverbal communication, and dress in an effort to create a particular image of individuals and situations. According to Goffman (1959), our efforts to create and project certain impressions may be either highly calculated or unintentional" (Wood, 2004, p. 119-120). In this class, you are in-training to be an organizational communication professional. A professional appearance and manner is needed for success, whether you go into nonprofit work, education, or business. Therefore, you need to pay attention to how you manage your image and impression, particularly when making a course presentation to the class.

What impression do you want to project as a person competent in organizational communication?
How do you manage your dress, gestures, and words to project a professional business impression of yourself?
How do you control the setting to support a professional business image of yourself and the situation?
What can you not do if you want to sustain the desired impression of yourself as a business professional? (Wood, 2004, p. 119)

Research says that more formal clothing and appearance increases a speaker's credibility. At the minimum, no hats, no pajamas, no rubbery flip-flops, no shorts, no bare midriff or chest, and no jackets. If your appearance distracts or creates a weak impression with the audience, you will lose effectiveness. For a professional look, look and sound like a professional.

CELL PHONES

Turn off your cell phones during your presentations and during presentations by other students. Such an interruption is distracting and can jeopardize the presenter's train of thought and grade.

At other times, please take calls outside the classroom.

IF LATE, PLEASE WAIT OUTSIDE DURING STUDENT PRESENTATIONS

If you are late and a student has begun a speech presentation, PLEASE stay out in the hall until you hear applause. Do NOT interrupt another student because it is disrespectful and you can break the student's train of thought. The student is giving the presentation for a grade and has a right to be free of other students jeopardizing the grade. A student who interrupts a speaker inappropriately should expect to receive zero listener or participation points that day.

GRADING

Please do not expect grading information or eCollege content to be updated until the day class starts! The eCollege is copied weeks in advance, but your professor may not have access until day one of the course. Dr. Aitken is the course developer, but your professor may want to make changes.

You have access to a gradebook inside eCollege, which should provide information about assignment value. There are 100 points possible in the course, plus extra credit points. A typical way of approaching grading is to use percentages.
90-100 = A
80-89.99 = B
70-79.99 = C
60-69.99 = D
Below 60 = F

POINT EQUIVALENCE

100% = 100 points, so while your points accumulate you will know where you stand in the course final grade according to the scale above.

FEEDBACK

I grade written assignments within a week of their due dates. In an onground graduate course, for example, we meet once a week, and I will provide feedback in the next week's class meeting. Expect the same timeline online. Assignments that are submitted at odd times--including early--or to odd places are problematic, so you will need to track them and remind me about them. I know the world of computers makes people think that response should be instantaneous, but please do not inquire about written assignments, major projects, or grade updates until I have had one full week to grade an assignment or update the gradebook.

In mastery learning, there is continuous feedback. Online testing gives immediately feedback. I will either provide written feedback on a hardcopy (onground students) OR in the electronic version of the assignment's file OR in the text box (online students). If there is no feedback, I have not yet graded the assignment.

HOW MUCH DETAIL? Research suggests that students respond best to feedback with broad strokes. I typically start that way, then provide more detailed feedback, particularly on major writing assignments. Effective communication includes correct grammar, attention to details, correct spelling, and succinct writing. If you seek a different kind of feedback than what I provide, please contact me directly. Often a face-to-face discussion or phone call will clear up many questions or concerns.

If after one week, you have no feedback or grade, or the grade appears to be a mistake, show me the non-recorded assignment or send a detailed description or a copy of the work not graded to me via email. I don't change grades that conflict with my records without clear and substantive documentation.

Please don't hesitate to ask questions or tell me your concerns about grading!

GRADEBOOK

eCOLLEGE GRADEBOOK. See the eCollege gradebook http://parkonline.org/ for grades (online and onground students) and feedback (online students). You need your Park OPEN ID and password to login. The link to the gradebook is near the top of the screen in eCollege. Click on the blue link to show all your grades because you won't be able to make sense of just the whole course grade accumulation.

F OR ZERO GRADES

To activate the gradebook, I typically put a zero in the category until I receive and grade the assignment.

If you submit the assignment, but there is a problem, I typically put a grade of 50% until the assignment has been re-submitted or revised for appropriate mastery.

Because an "A" or mastery is equal to 90%, my grading tends to be all (mastery) or nothing (not mastery or F) because either the assignment meets the "A" or "Exceeds Expectations" criteria or students need to revise the assignment to meet high quality standards. An "F" simply means you need to revise for improved quality and resubmit. For more information about mastery learning, click here.

STORYTELLING

To make sense of the content of this course, students are encouraged to tell stories from their experience, relay stories from reading autobiographic or biographic information, discuss case studies, and listen to the stories of others. When you tell the story, be sure to explain how you think the story relates to the course content. Typically, storytelling assignments in both onground and online courses are part of your minor assignment, participation, or discussion grade.

REVISIONS FOR MASTERY LEARNING

The purpose of mastery learning is to enable students to achieve mastery level competence exceeding expectations in the course (a 90% level preferred). Different students come from different places and need different kinds of background information, work, and time to reach mastery level.

I believe that all students can and should reach a high level of competence in knowledge, skills, and values. Therefore, in courses I teach, any written or speech assignment grade below 90% may be revised and resubmitted IF the original assignment was submitted by the original due date. One way to view this approach is that each assignment is a draft. I am extremely tolerant about revisions. You may need to revise your assignment more than once to achieve mastery level.

Research about mastery learning suggests that you may receive several benefits from mastery learning:

Higher achievement level.
More positive attitudes toward learning.
Less anxiety over the course.
Higher level of satisfaction with learning.
Higher performance on a proctored final exam.

TESTS. Mastery learning may not be available for a quiz or test grade.

REVISION DUE DATE. Please submit your revision within one week of the assignment's return to you in order to receive credit. The last class meeting or the Friday of the last week of classes is the absolute final deadline.

If you want to learn more about mastery learning, you can find websites that explain the concept, such as: http://chiron.valdosta.edu/whuitt/col/instruct/mastery.html Search the Internet or scholarly database with keywords: mastery learning.

ATTENDANCE AND PARTICIPATION GRADE

Students are expected to consistently attend, actively participate, and facilitate in class learning. Students need presence to accomplish these expectations. ePark University's policies can be found in the Park University Undergraduate and Graduate Catalogs.

SUBMIT ON TIME! Please do NOT expect time extensions or incompletes.

Turn in online assignments well in advance to avoid problems with storms, cable failure, or other potential problems. If eCollege doesn't work correctly, you need to contact eCollege. For technical assistance with the Online classroom, email eCollegeHelpDesk@parkonline.org or call the helpdesk at 866-301-PARK (7275).

Because of the important nonverbal messages conveyed by being on time in the US culture, students need to turn in their work on time. In US culture, which is a low context, monochronic culture, time has literal meaning. In other words, when people say a time and date, they mean that time and date. Media professionals, for example, complete the job done by the client's deadline or are fired! Because an objective of this course is for you to be a more effective communicator, you will need to meet assignment deadlines. This policy also allows my time management, fairness to all students, and the effective use of the entire class period.

In fairness to all students, I avoid making individual deals with students or giving opportunities for extra credit or special considerations that only apply to one student.

Each course has extra credit assignment options available to everyone, through which a student may make up partially for an assignment the student failed to submit on time.

ASSIGNMENT WEIGHT (Remember to check with your instructor, course syllabus, or webpage for changes and updates)

Syllabus: http://www.park.edu/syllabus/list.aspx

Assignments: Methods of Evaluation of Competencies

Participation (30%): 3 group presentations (5 pts each for total of 15 points), participation and minor assignments (15 points) for a total of 30 points (30%)
Electronic Journal and Writing Reflections (10%)
Research Paper Using Film (10%)
Portfolio (30%) contains (a) Journal Reflection Paper, (b) Research Paper Using Film (already graded), (c) Portfolio Option, and ((d) any other documents you want to include. Communication majors need to save these materials for their department portfolio.
Testing (20%) Quizzes and final exam)

Evaluation of student mastery of course competencies will be accomplished using the following methods:

The following areas of evaluation are required in ALL Interpersonal Communication classes.

Tests: (20% of grade) Testing may include quizzes, chapter tests, mid-term and final examinations.

Written Work: (20% of grade)

The field of Communication Studies emphasizes clear and precise written communication using the American Psychological Association (APA) Publication Manual. Part of your learning needs to demonstrate the communication course content, and part of your learning needs to demonstrate that you can communicate effectively through the written context. Probably the best book ever written on writing English is by Strunk and White, and this brief book is available totally online: http://www.bartleby.com/141/ Please take time to read this book before preparing your outline, paper, or core assessment.

APA (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.

Most online sources I’ve read contain inaccuracies about APA style. If you use an online source instead of the actual manual, use the Purdue University OWL:

Parenthetical Citations in the Body of Your Work: http://owl.english.purdue.edu/owl/resource/560/02/

Reference List: http://owl.english.purdue.edu/owl/resource/560/06/

Journal

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages.

Book

Author, A. A. (Year of publication). Title of work: Capital letter also begins subtitle. Location: Publisher.

Webpage

Author, A. A., & Author, B. B. (Date of publication). Title of document. Place of Publication: Publisher. Retrieved month date, year, from http://Web address.

APA Style

The field of Communication Studies uses the American Psychological Association (APA) style manual.

APA (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.

Most online sources I’ve read contain inaccuracies about APA style. If you use an online source instead of the actual manual, use the Purdue University OWL:

Parenthetical Citations in the Body of Your Work: http://owl.english.purdue.edu/owl/resource/560/02/

Reference List: http://owl.english.purdue.edu/owl/resource/560/06/

Academic Writing Style

Please use an academic style in your core assessment, which means citing peer-reviewed information, using formal writing style, and critical thinking and scientific logic. If a point can be argued, you should be able to argue both sides of the argument just as effectively, not just the side of your personal opinion. Academic style is unbiased, so use careful, systematic, and logical procedures within the prescribed method. Here is a helpful site about academic writing, although the site is from the UK, so they use punctuation differences, which is inappropriate in US writing http://www.uefap.co.uk/writing/feature/objectiv.htm

Required: Electronic Journal responses written in class, which respond to specific questions to show competency on the course objectives. Write a synthesis and overview reflection of the journal entries to submit with the portfolio. Instructions: The goal of promoting integration of course concepts into students's interpersonal relationships. In an Application Journal, students relate course material to their lived experiences. Keep a separate notebook of journal entries relevant to each textbook chapter. Typically, you will write in the journal in class, at least on Thursdays.

Every chapter in the textbook has a "Communication Improvement Plan," which you may want to incorporate along with the journal questions in the chapters and raised in class. This assignment also will make an excellent option to provide in your course portfolio, which is due near the end of the course.

You will need to show your entries to the professor at various points during the course. Typically, I will only read your over-all reflection instead of each daily entry. Responses will be held confidential; students may cross out a private section and indicate "private" or tape or staple pages together so that I will not read a particular section.

OPTIONAL: PORTFOLIO ASSIGNMENT REGARDING JOURNAL. Write a reflection paper about your journal. For the reflection paper, you might type a 3-5 page paper that overviews and synthesizes the journal entries. Demonstrate thinking, awareness, and application. In the reflection, the student will want to demonstrate introspection, conceptual foundation from the textbook and other sources, and documentation showing the ongoing process during the course. Cite four sources, such as your textbook, a library book, and two peer-reviewed journal articles from Communication and Mass Media Complete, in EBSCO.
Assignment learning outcomes:

Synthesize information from the text and more than three additional sources.
Analyze stages/elements of all communication concepts illustrated in the assignment and identify motives and causes behind the communication.
Evaluate the communication strategies used in a given situation in terms of successfulness and usefulness and offers suggestions for improvement of strategy selection.
Demonstrate a consistent use of more than eight concepts/terms associated with interpersonal communication.
Define more than eight concepts associated with interpersonal communication in the student’s own words.
Demonstrate understanding of intercultural differences in communication and illustrates multiple strategies for dealing with these differences.

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.

Journal Reflection for CA 104 Interpersonal Communication Name:

Download this file from http://onlineacademics.org/CA104/Handouts/YourLastNameFirstNameCA104JournalReflection.doc

As you fill in each square, the size of the box will expand to accommodate your writing. Change the name of this file by inserting your last name and first name. Submit as an electronic attachment via email to joan.aitken@park.edu by due date. In the subject line of your email, write: CA 104 Journal Reflection. Thanks for your effort!

JOURNAL Type your reflections in this grid. Submit electronically in the portfolio. Complete each item on the grid. Download this file from	In your own words, what is a definition of the concept?	Identify a real or hypothetical communication problem.	What were the stages or elements of the concept?	What were the motives and causes behind the communication?	What communication strategies were used?	What changes would have made the communication more effective?	What is a possible intercultural influence or explanation?	Date Date when you demonstrated increased competence through quiz, class participation, or writing assignment.
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, such as dialectical tension.
10. Select appropriate strategies for maintaining healthy interpersonal relationships (second 8 weeks).
11. Evaluate the effectiveness of methods of resolving conflict (second 8 weeks).
12. Demonstrate how to develop a supportive communication climate.

Journal Reflections Paper Option Grading Rubric	"A" contains all 6 outcomes.	"B" contains 5 outcomes.	"C" or "Revise" contains 4 or fewer outcomes.
Reference list using textbook & 3 additional sources in paper.
Identify motives and causes in your communication.
Indicate self-improvement strategy.
Define 8 concepts from course material in your own words.
Define 8 concepts from course material.
Show intercultural sensitivity.

Required: Research paper of on interpersonal communication principles using film.

To download and read an example student paper, click here.

Instructions: The goal of this assignment is to write a research report about interpersonal communication principles, in which you define principles in your own words use examples from a feature film to illustrate each principle. In your research report--in which you cite and reference quality sources--you will want to explain the importance of various influences on communication. You also may want to analyze the process that occurs as a relationship is established, grows, and changes. In this context, relationship means being inter-related or connected. Use one movie/feature film to illustrate the principles you research. Movies present excellent case studies for analysis of specific relationships. The textbook's website gives example movies and information, which you may use. Here is an example of Inter-Act with Movies for chapter 2: http://www.us.oup.com/us/companion.websites/019516847X/studentresources/ch2/film/?view=usa Type a 3-5 page--longer is fine--research paper that identifies the communication phenomena you saw occurring (e.g., perception, nonverbal communication, empathetic listening). Submit your revision electronically via email to joan.aitken@park.edu . Use APA style (see http://owl.english.purdue.edu/owl/resource/560/01/ ). Cite at least four sources in the body of your paper--whether paraphrased or directly quoted--such as your textbook, a library book, and two peer-reviewed journal articles from EBSCO. You must have a draft submitted by the due date in order to revise and resubmit for higher quality on this assignment.

Assignment learning outcomes:

Apply more than eight learned concepts to a given communication situation in one or more movies and explain the elements that need to be altered for communication to be more effective.
No more than one to three errors in writing conventions (student may revise and resubmit for writing correctness).
Identify the fundamental elements of the communication process. Identify the fundamental elements of the communication process.
Illustrate how self-concept influences communication.
Explain how perception affects communication.
Demonstrate effective listening habits and skills.
Explore why language can create communication problems.
Illustrate why nonverbal cues can create communication problems.
Write a clear paper using four library resources of different types (e.g., 2 peer-reviewed journal articles, one popular or trade magazine, one book). Cite in APA style with appropriate reference list.
Demonstrate integration and mastery of multiple objectives.

Research Report Style You will use a narrative style in your paper—not a table—but this table may help you understand appropriate steps in describing each interpersonal communication principle. Be sure to delete this preliminary page and all instructions in italics. Here is a template you can use to prepare the electronic document: Be sure to put your name in the file name, then submit via email to joan.aitken@park.edu This file can be downloaded here: http://onlineacademics.org/CA104/Handouts/YourLastNameFirstNameCA104InterpersonalResearchFilm.doc

Interpersonal Communication Principle

A Beautiful Mind, directed by Ron Howard.

Definition in my own words.

Example from the film.

Strategy to improve communication effectiveness.

Evidence of student's competence.

Perception

Perception is the way a person sees the world. What the person pays attention to, how meaning is attached, and what the person remembers affect his or her communication.

Because John Nash has schizophrenia, he interprets the world quite differently than the people around him. His perceptions cause him to be isolated from other people.

Nash could have checked his perceptions. By asking people about their views, Nash might have been able to communicate more effectively.

In class, Dr. Aitken gave the statistic that in any given year, 1 in 5 people have a mental disorder, and 1 in 10 people have a disorder that causes some functional problem. Even though I perceive that my view of the world is grounded in reality, culture and personal perspective can affect my perceptions and communication. Since beginning this course, I have begun to ask more questions of the people around me as I check my view of the world.

Suggested Organizational Format
1. Introduction (page 1)
No heading for the first paragraph. In the introductory paragraph, identify relevant characters and the major premise of the movie. Preview the primary interpersonal communication concepts to be discussed in the paper. Questions you may want to answer in this section: What is the basic theme of the movie? Who are key characters? How or why does the movie relate to the study of interpersonal communication? End the paragraph with the purpose of your paper, such as: The purpose of this paper is to explain interpersonal communication principles using the film ____________. These principles include the communication process, self-concept, perception, listening, language, nonverbal communication, _____________, _____________, and ______________.
2. Analysis and Application of Interpersonal Communication Principles (page 1-3)
Page 1-3. In this section, define in your own words 9 major principles of interpersonal communication and support each principle with a specific example from the movie, and a strategy to improve communication. Discuss each of these: (1) communication process, (2) self-concept, (3) perception, (4) listening, (5) language, (6) nonverbal communication and at least 2 others of your choice. Example questions you may want to answer in this section: What is a problem in encoding/decoding? How does a movie character's self-concept affect his or her communication? How is a movie character's communication affected by his or her perceptual processes? How effectively does a movie character demonstrate competent listening skills? Compare how a character uses language to improve or inhibit communication to how you use language? Is there an example of nonverbal communication which supports or contradicts a movie character's words? What is an example of dialectical tension in the movie? What is an example of Shutz's theory (inclusion, affection, control)? What connections are there between key course concepts shown in the movie and research-based interpersonal communication principles?
3. Evaluation (page 3 or 4)
On pages 3 or 4, evaluate the quality of the relationship shown in the movie and its future. Questions you may want to answer in this section: Is there any aspect of this movie that relates to your communication style? How do you think you would do in this type of a relationship? What have you learned from your research? What ideas do you have from the movie about what you want to do or not do in your own interpersonal communication behavior? What do you see as the future potential for the relationship shown in the movie? This would be a good place to talk about how you have demonstrated competence in these areas: communication process, self-concept, perception, listening, language, nonverbal communication, and the additional interpersonal communication principles.
4. Reference List (page 4 or 5)
Use APA style. Every source, whether quoted or paraphrased needs to be cited and listed in the reference list. Every source in the reference list needs to be cited.

Example APA formatting.

Improving the Quality of Your Interpersonal Research Report

To find high quality journal articles, go to http://park.edu/library/ Select “Ebsco,” then go to “Choose Databases,” and select “Communication and Mass Media Complete.” When you save or print your choice, select APA style, and the program will format the reference listing for you. Remember, everything in the reference list needs to be cited in the paper and everything used in the paper needs to be listed in the reference list.

Your paper may be clearer if you use headings inside your paper.
Make sure you define the term in your own words.
Cite and reference some quality sources about interpersonal communication in your paper, using APA style. http://owl.english.purdue.edu/owl/resource/560/01/
Give an example from the film to illustrate the concept.

Perception

Perception is how a person sees the world, which can affect communication. In a study about perception of emotional support messages, for example, Jones (2005) found that person-centered comforting messages about feelings were important to people. Different personality types, however, had different perceptions of the comforting messages. An example of perception in this film is . . .

Listening

Depending on a person’s position or role, the individual may have different understandings of barriers to good listening (Watson, 1984).

Dialectical Tensions

Cragan and Shields (1998) defined dialectical relationship theory as on that describes the “communication strategies necessary for coping with the dialectical tensions (push-pull) endemic to close personal relationships” (p. 215). In other words, dialectical tensions are our conflicting desires to be close and more independent at the same time.

Nonverbal Communication

Nonverbal communication is nonword communication. The expressiveness of voice, body movement, facial expression, and movements in friends and family may actually affect how satisfied a person feels about his or her relationships (Schachner, Shaver, & Mikulincer, 2005)

Inclusion, Affection, Control

In this film, one can observe examples of Schutz’s theory that people need inclusion, affection, and control (Schutz, 1984).

Relationships

Some theorists believe that interpersonal communication is the same as interpersonal relationships (Watzlawick, Beavin, & Jackson, 1967). In this film, one can see an example of the relational perspective, which Lane (2001) defined as : “communication in which the roles of sender and receiver are shared by two people simultaneously in order to create meaning” (para. 4).

References

Lane, D. (2001). Communication theory workbook: Interpersonal contexts. Lexington, KY. Accessed October 25, 2006 from http://www.uky.edu/~drlane/capstone/interpersonal/

Schachner, D., Shaver, P., & Mikulincer, M. (2005). Patterns of nonverbal behavior and sensitivity in the context of attachment relationships. Journal of Nonverbal Behavior, 29(3), 141-169.

Schutz, W. (1984). The truth option. Berkeley, CA: Ten Speed Press.

Watson, K., & Smeltzer, L. (1984). Barriers to listening: Comparison between students and practitioners. Communication Research Reports, 1(1), 82-87.

Watzlawick, P., Beavin, J., & Jackson, D., (1967). Pragmatics of human communication. New York: W. W. Norton.

Here 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 report.

Lane, D. (2001). Communication theory workbook: Interpersonal contexts. Lexington, KY. Accessed October 25, 2006 from http://www.uky.edu/~drlane/capstone/interpersonal/

Research Paper on Interpersonal Communication Principles (Using Film Example) Grading Rubric Submit revision as an electronic file attached to an email.	"A" Shows competency in all areas.	"B" Shows competency in #1 and 2 and at least 6 other outcomes.	"C" or revise because lacks #1 or #2 or meets less than 8 competencies.
1. No more than three errors in writing conventions (required for passing grade)
2. 4 library resources of different types (e.g., 2 peer-reviewed journal articles, one popular or trade magazine, one book). Cite in APA style with appropriate reference list. (required for passing grade)
3. Applied 9 research-based concepts required: (1) communication process, (2) self-concept, (3) perception, (4) listening, (5) language, (6) nonverbal communication and 2 others of your choice.
4. Identify the fundamental elements of the communication process (e.g., sender, receiver, feedback, noise, encoding, decoding)
5. Illustrate how self-concept influences communication.
6. Explain how perception affects communication.
7. Demonstrate effective listening habits and skills.
8. Explore why language can create communication problems.
9. Illustrate why nonverbal cues can create communication problems.
10. Demonstrate integration and mastery of multiple objectives listed above.

One Option from the following. Include this assignment in the portfolio if not graded during semester.
Instructions: As an individual student, in a pair, or as a small group, complete a project. You may work with one or more people in the class whom you come to know. This assignment is different from the creative group project will demonstrate knowledge and application of research-based interpersonal communication principles. This option provides the opportunity to provide a less traditional and more creative approach to learning.

Options:

PowerPoint presentation illustrating specific communication concepts.
Student experiments testing ideas from the text (for example students interviewing a variety of individuals to determine influences on an individual’s self concept) with a paper explaining the research.
Student written music, poetry, etc. that focuses on communication with a paper explanation of how the creative work illustrates communication concepts.
Student produced videos or plays that illustrate communication concepts (along with a paper explanation).
Student analysis of their own communication behavior. Every chapter in the textbook has a "Communication Improvement Plan," which makes an excellent option to work on throughout the course.

Learning outcomes:
Contrast methods of resolving communication problems caused by verbal and nonverbal communication.
Formulate personal strategies for developing effective intercultural communication.
Describe theories of relationship development.
Select appropriate strategies for maintaining healthy interpersonal relationships.
Evaluate the effectiveness of methods of resolving conflict.
Demonstrate how to develop a supportive communication climate.

Option: Grading Rubric	A grade demonstrates all 7 outcomes.	B grade demonstrates 6 outcomes.	C or "Revise" grade demonstrates 5 or fewer outcomes.
1. Methods of resolving communication problems
2. Intercultural communication
3. Theories of relationship development
4. Healthy interpersonal relationships
5. Resolving conflict
6. Supportive communication
7. Applications to personal life.

Participation/Discussion: (30% of grade) Participation/Discussion may include activities done in dyads, triads, small groups and class discussion or oral presentations. These activities may be evaluated through peer evaluation, self-evaluation and instructor evaluation. You need to include these in your portfolio to the extent possible. In addition to daily and minor assignments, students will be assigned to participate in three group presentations.

Group Presentations
Each individual will need to participate in at least three group presentations. You can participate in more presentations for extra credit, but that is totally optional. The requirement is that you will participate in a class presentation about chapter topics through (a) music (b) video/film, and (c) a creative project you can add to your course portfolio. If you want to download a chapter PowerPoint and use a portion or all in your presentation, you can download them from here: http://onlineacademics.org/CA104/Lectures/ See group presentation assignment details below.

1. CREATIVE PROJECT: Outcomes: a. Demonstrate collaboration on a group project that increases your sense of belonging to this class. b. Present information about your creative project to the class. c. Apply a key principle about interpersonal communication. d. Create a product you can put in your portfolio such as a group handout for the class, an individual reflection on the project, a collage, video, play script, photo slides (not mandatory). The options for this assignment are open.

You will have a limited amount of time to work together in class, but please find a way to work together outside of class. Here are example projects:
a. Topic of Nonverbal Communication: Attend a Park U soccer game together. If your topic is nonverbal communication, observe and discuss examples of nonverbal communication you observed together at the game. What did nonverbal communication "say?" Did you observe influences of culture on communication? Find magazine pictures that show examples of some of the nonverbals you discuss, put them in a collage, and show them to the class.
b. Topic of Language: Attend a Park U play together. Observe and discuss how a particular character or characters in the play used language to portray who they are and what they felt. What was communicated through language? Obtain a script of a segment of the play that illustrates a point you want to make about problem language. Rewrite the script segment using more effective language. Have members of the group perform the two scripts for the class.
c. Topic of Supportive Communication: Attend an art showing at Park U together, such as the Contemporary Art Quilts, by Patricia Autenrieth, in the Campanella Art Gallery. How did women in this region use quilting as a form of supportive communication? Obtain slides of quilts and quilting bees from the Internet, which you show the class. If someone in the group has a family quilt, the person might interview an older family member who can who the quilt and discuss the quilting process in class.
d. Topic of Perception: Attend a Park U musical event, such as the Gypsy Melody recital featuring Rebecca Ashe on flute and Lamar Sims on Piano, in the Graham Tyler Memorial Chapel. Observe the nature of nonverbal communication solely based on the appearance of people who attend (e.g., clothing, age, gender, ethnicity). What conclusions did each of you draw about the other people in attendance. How did your individual perceptions affect your ideas about what the people communicated nonverbally? Take digital pictures of people entering and leaving the performance. Discuss each picture and provide a caption about the communication. Show the pictures and captions to the class.
e. Topic of Intercultural Communication: Eat together at an ethnic restaurant. Try something you have never eaten before. What is the role of food, gathering, context, and culture on communication? Pass the menu out to the class and see how many items they can or cannot identify. Ask an international student of the same ethnicity to come to class and join a roundtable discussion about what you observed at the restaurant.

2. MUSIC: 1. Tuesday (Music) You will be assigned a chapter—or join a partner(s)—and will present music to prompt discussion about one or more concepts for that chapter. Discuss a chapter concept in the context of a piece of music. Please bring music you can play--you may need to bring something to play the music on--which you think demonstrates a concept in the assigned chapter.

3. FILM: Thursday (Video) You will be assigned a chapter—or join a partner(s)—and will present a video/DVD film or television show segment to illustrate a concept in that chapter. Ask questions to prompt discussion about the concept. You may want to discuss a brief segment from a popular film and explain how the segment illustrates a principle from the week's chapter reading. Ask questions to prompt discussion about the concept.

Example: Imagine you have chapter 5 music and chapter 9 video, for example. Here is what you would do.

You may be in one group for both presentations or two different groups. You and your partner or group members will read the chapter before coming to class so you are prepared to talk about an aspect of the chapter. Look at the class schedule to find out when each chapter will be discussed in class.

Music is on Tuesday. For music, you will present on Tuesday of the week, Sep. 19-21, which is about nonverbal communication. Find a song that relates to the chapter and bring it to class. If you need special equipment to play your music, you will want to bring that equipment. Perhaps you play the song Frank Sinatra song "The Way You Look Tonight." Here are the lyrics from http://www.lyrics007.com/Frank%20Sinatra%20Lyrics/The%20Way%20You%20Look%20Tonight%20Lyrics.html :

Some day, when I'm awfully low,
When the world is cold,
I will feel a glow just thinking of you...
And the way you look tonight.

Yes you're lovely, with your smile so warm
And your cheeks so soft,
There is nothing for me but to love you,
And the way you look tonight.

With each word your tenderness grows,
Tearing my fear apart...
And that laugh that wrinkles your nose,
It touches my foolish heart.

Lovely ... Never, ever change.
Keep that breathless charm.
Won't you please arrange it ?
'Cause I love you ... Just the way you look tonight.

Mm, Mm, Mm, Mm,
Just the way you look to-night.

After you play the song, you might lead a class discussion this way. " Appearance is part of our nonverbal communication. What about appearance is important to you?" “When people change their appearance over time due to aging, gaining weight, losing hair, and other factors, how does that affect the way people might think about themselves, be perceived by others, or communicate? Do you have certain clothes that make you feel more outgoing and communicative?” You and your group members might ask questions for a few minutes to help the class discuss and think about this concept. You can take as much time as you need.

Video is on Thursday. Chapter 9 is on October 24-26 and the topic is self-disclosure. Read the chapter so you understand self disclosure. You might show a brief segment from the movie Fried Green Tomatoes, for example, where the young woman and Izzy--the old woman-- as talking to each other and telling secrets from the past. Then you and your group members might each ask the class a question about appropriate self disclosure. How long do you need to know someone before you will disclose personal information? Have you ever disclosed too much? What is appropriate self-disclosure? What types of information might you never disclose to someone else? This may take a total of ten minutes, for example.

Group Presentation Grading Rubric Member Names:

A Grade meets or exceeds all expectations below. B Grade meets or exceeds all except one of expectations below.	Successfully met expectations:	Revise: Please provide another group presentation that corrects the checked item below.	Areas of improvement needed for next presentation.
1. Presenters contributed to course learning (e.g., imparted knowledge, asked chapter-relevant questions, used time well, on task).		Presenters gave incomplete, off-topic, or inaccurate information.
2. Students were prepared in advance.		One or more students appeared inadequately prepared.
3. Provides media stimulus (music, video/film, or creative project).		Unable to use media for group presentation.
4. Students engage other students.		Unable to engage other students in the class.
5. All students in group appeared to contribute during the class presentation.		One or more students failed to speak or contribute other ways during the presentation.

Download this file here: http://onlineacademics.org/CA104/Handouts/YourLastNameFirstNameCA104GroupReflection.doc

Group Reflection for CA 104 Interpersonal Communication

Your Name

[Type and submit in electronic format. Remove instructions in italics.]

The purpose of this reflection is to analyze interpersonal communication principles learned through the group presentation assignments. The paper will discuss each group presentation, intercultural communication influences, and concepts from peer-reviewed research articles about interpersonal communication in groups.

Group Chapter Presentation 1. [Paragraph 1 describes the first group presentation you made. Tell how many participants were in the group, your contribution, and the nature of the process and presentation.]

Group Chapter Presentation 2. [In paragraph 2, describe the second group presentation you made. Discuss the interpersonal communication concept you discussed in class, how you applied it to video or music, and analyze your competence in this concept.]

Creative Presentation. [In paragraph 3, discuss stages of relationship development among members of this group.]

Group Chapter Presentation Extra Credit. [In paragraph 4, describe what you did beyond the assignment requirements.]

Intercultural Communication. [In paragraph 5, discuss an example of intercultural communication to which you or other group members needed to adapt your communication. Name one intercultural communication problem-solving strategy you used and two problem-solving strategies you did or could use in dealing with intercultural differences.]

Group Research. [In paragraph 6, describe information from five peer-reviewed research articles IN YOUR OWN WORDS. Be sure to include APA citation information.]

PowerPoint. By opening the PowerPoint you used and selecting(ctrl a) the Outline choice, you can copy (ctrl c), and paste the information into this document. You may want to copy and paste the entire PowerPoint into you Portfolio assignment]

Core Assessment Portfolio: (30% of grade) The Core Assessment Portfolio is a collection of student work, which shows competency of each learning outcome. 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.

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. Due week 12.

ASSEMBLING THE PORTFOLIO

When you put your portfolio together, merge all course assignments you want to present into a Word document.
Step 1: Open "YourLastNameFirstNameCA104Portfolio."
Step 2: Change the file to a new name, substituting your last name followed by your first name and save.
Step 3: Use the heading option. Go to "View," open drop-down menu and select "Header and Footer." Insert your full name, add a comma, add a space, and select page number (# icon on the header menu).
Step 4: Go to the electronic file of each assignment you want to add. Select the content using "ctrl a"-- Copy using "ctrl c" -- Go to the place in the Portfolio document and paste using "ctrl v"

To download the template to complete your portfolio, click here.

CORE ASSESSMENT GRADING RUBRIC - Required by Communication Arts Department for CA104 Interpersonal Communication

Mission Statement

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

-------------Vision Statement-------------
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Students should expect this information to change and be updated while the course is in progress. Each professor is free to design the course in his or her own way, so be sure you know your individual professor's requirements. Please do NOT expect the course materials in eCollege to be updated until the first week of class because they are created and copied far in advance. You will want to communicate with your professor the first day about textbook, assignments, and expectations for your course.

This document does not constitute a contract.

Photos from Microsoft Office for use only in course presentation materials for enrolled students.

Copyright

This site is a private site without authorization from any institution, company, or organization. This material is provided only for the use of students who are currently enrolled at Park University. Instructional materials quoted or adapted directly come from the course textbook and are protected by the publisher’s copyright. Articles are copyrighted by EBSCO. Other materials are copyrighted by Joan E. Aitken or Park University, 2006-2007. © All rights reserved.

Page reference: Aitken, J. E. (2006). Interpersonal communication. Kansas City, MO: OnlineAcademics.Org. Retrieved month day, year, from http://onlineacademics.org/CA104/

Instructional materials reference:

Verderber, K. S., Verderber, R. F., & Berryman-Fink, C. (2006). Inter-act: Interpersonal communication concepts, skills, and contexts. (10th ed). New York: Oxford University Press.

Materials are for use by students who have purchased the books and enrolled in this course. Any publisher who wants materials removed from this site should contact aitkenj@umkc.edu

Course	CA 104 Interpersonal Communication I
Semester	FA 2006 HO
Faculty	Dr. J. E. Aitken
Title	Professor, Communication Arts
Office Location	229 Copley, 8700 NW River Park Drive, Parkville, MO 64152 , Phone 816-584-6785
E-Mail	joan.aitken@park.edu
Office Hours	As posted on office door and by appointment.
Credit Hours	3



Competency	Exceeds Expectation (3)	Meets Expectation (2)	Does Not Meet Expectation (1)	No Evidence (0)
Critical Thinking
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 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 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.
Content
Terminology Outcome 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 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 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.
Technical Skills
Whole Outcome 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 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.
General Education
Values Literacy 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	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.