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:
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. (2nd 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.
|
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
(c) Group collaboration is
the most effective method for the largest number of students.
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.
|
|
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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.
|
 |
|
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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.
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.
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.
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 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.
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.
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.
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.
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
100% = 100 points, so while your points accumulate you will know
where you stand in the course final grade according to the scale
above.
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!
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.
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.
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.
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.
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:
