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You will want to begin preparing
your syllabus or agenda now, although it is not due until week 5. The
syllabus or agenda will need to reflect your teaching philosophy, management plan,
and many details that require thinking. Below are templates for three
courses and some syllabus content from other faculty.
CA 103 Public Speaking--8 Week Online Course Template
Mission Statement: The most resent mission
statement would be added.
Vision Statement: The most resent vision statement would be added.
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Course
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CA 103 Public Speaking
|
|
Credit Hours
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3
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Textbook:
Lucas, Stephen E. The Art of Public Speaking. 9th ed. Boston: McGraw-Hill.
2007. ISBN: 0-07-322865-6.
Be aware that this textbook,
even if purchased used, should come with 2 Student CDs. Your instructor may
direct you to various files on those CDs as part of the course
requirements.
Special Course Equipment and Software Requirements:
In addition to Park's Standard Tech Requirements for Online courses (see
online course technical requirements at
http://www.park.edu/online/requirements.asp?c=online) students will need to
meet the following special requirements.
1.
Each student must have access to a digital
video camera and tripod.
2.
Each student must record each of
four speech presentations, in front of an audience of at least 6
adults, and submit their recordings for viewing by the class.
3.
Video recordings must be submitted as digital
video files uploaded to the Doc Sharing section of your online
classroom. (Digital video files may be submitted by mail, on CD, at the
student's expense, in the event that problems arise with
uploading.)
Each student will need one or
more of the following free video player applications in order to
complete various class assignments throughout the term.
·
RealPlayer. You can download RealPlayer at
http://www.real.com/player/ . Please be sure to click the "Free
RealPlayer" button, not the "Download Now" button. The
"Download Now" button is for a 14-day free trial of a deluxe
version, which you will not need for this class.
Textbooks can be purchased
through the MBS bookstore
Textbooks can be purchased
through the Parkville Bookstore
Additional Resources:
McAfee Memorial
Library - Online information, links, electronic databases and the
Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career
Counseling - The Career Development Center (CDC) provides services for
all stages of career development. The mission of the CDC is to
provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have
forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for
Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Course Description:
A development of the ability to speak clearly and express ideas
effectively before an audience. Students plan, compose, and deliver various
kinds of speeches and talks. Principles of effective rhetorical
presentation are related to basic purposes and forms of public speech-communication.
Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the
system when faculty members create their syllabi.
Core Assessment:
This will be updated with the most recent Core Assessment in the system when
faculty members create their syllabi.
Link
to Class Rubric
Class Assessment:
You will be graded on:
·
Weekly Discussion - 10% of course grade
·
Weekly Quiz - 10% of course grade
·
Homework Assignments - 10% of course grade
·
Speech 1 (Instructor-assigned speech) - 10%
of course grade
·
Speech 2 (Informative Speech) - 20% of
course grade Speech
·
3 (Persuasive Speech) - 20% of course grade
·
Speech 4 - Final Exam/ Core Assessment
(Persuasive) - 20% of course grade
Weekly Discussion: 80
points (10 points for each week of the term). Due weekly.
To receive all 10 points for
discussion in a given week, you must show appropriate participation in the
online discussion including:
·
Responding to all parts of the discussion
topics fully, understandably, and in a timely manner;
·
Contributing to an ongoing discussion by
posting at least two significant replies to a classmate's message.
Weekly Quiz - 80 points
(10 points for each week of the term). Due weekly.
Each weekly quiz will be worth
10 points total. You may retake the exam as often as you wish during the
week. However, your last score will determine the number of points you
receive for the week.
Homework Assignments: 80
points (10 points for each weekly assignment). Due weekly.
To receive all 10 points for an
individual homework assignment, the student must:
·
Follow all directions for the assignment;
·
Demonstrate a thorough knowledge of the material
being addressed in the assignment;
·
Exemplify practices of good writing,
punctuation, and grammar (where appropriate);
·
Clearly identify specific items being
addressed;
·
Meet submission requirements, including
deadline, submission location, and format.
Speech 1
(Instructor-assigned speech): 80 points. Due (recorded and submitted)
during Week 2.
Speech 2 (Informative
speech): 160 points. Due (recorded and submitted) during Week 3.
Speech 3 (Persuasive speech):
160 points. Due (recorded and submitted) during Week 5.
Speech 4 – Final Exam / Core
Assessment (Persuasive): 160 points. Due (recorded and submitted)
during Week 7.
Criteria Used for Evaluating
Speeches:
·
The average speech (grade C) should meet the
following criteria:
·
Conform to the kind of speech assigned --
informative, persuasive, etc.
·
Be submitted by the assigned date
·
Conform to the time limit
·
Have a clear specific purpose and central
idea
·
Have an identifiable introduction, body, and
conclusion
·
Show reasonable directness and competence in
delivery
·
Be free of serious errors in grammar,
pronunciation, and word usage
·
Be delivered according to the specifics of
the assignment
·
Adhere to all recording specifications as
covered in the Course Policies section of the syllabus
The above average speech (grade
B) should meet the preceding criteria and also:
·
Deal with a challenging topic
·
Fulfill all major functions of a speech
introduction and conclusion
·
Display clear organization of main points
and supporting materials
·
Support main points with evidence that meets
the test of accuracy, relevance, objectivity, and sufficiency
·
Exhibit proficient use of connectives --
transitions, internal previews, internal summaries, and signposts
·
Be delivered skillfully enough so as not to
distract attention from the speaker's message
The superior speech (grade A)
should meet all the preceding criteria and also:
·
Constitute a genuine contribution by the
speaker to the knowledge or beliefs of the audience
·
Sustain positive interest, feeling, and/or
commitment among the audience
·
Contain elements of vividness and special
interest in the use of language
·
Be delivered in a fluent, polished manner
that strengthens the impact of the speaker's message
The below average speech (grade
D or F) is seriously deficient in the criteria required for the C speech.
Proctored Final for CA103:
Public Speaking is unique in the online courses offered by Park University. Because the instructor
sees the student completing the final -- a recorded speech -- the identity
of the student is the only factor that requires authentication. Therefore,
students in CA103 will not complete the standard Proctor Request Form.
Instead, the student will mail to the instructor clear copies of two
picture forms of legal identification (drivers license, school ID, military
ID, etc.) so the instructor can match the ID with the student on the speech
recording. Your instructor will provide details in the online classroom
about submitting proper identification.
Grading:
A = 90- 100% (or 720 points to 800 points)
B = 80-89% (or 640 to 719 points)
C = 70-79% (or 560 to 639 points)
D = 60-69% (or 480 to 559 points)
F = < 60% (or 479 or fewer points)
Course
Topic/Dates/Assignments:
COURSEWORK BY WEEK
Week 1
Introduction to Public Speaking
Common Fears
Selecting a topic and purpose
Extemporaneous speaking
Assigned Readings:
Online Lecture(s); Chapters 1, 4, 5, 6 & Appendix for Part 1
("Giving Your First Speech").
Quiz:
Complete the Quiz under Week 1 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 1 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 1 in the online classroom.
Week 2
Organization of main points
Introduction
Conclusion
Speaking to Inform
Assigned Readings:
Online Lecture(s); Chapters 8, 9, 10, & 14.
Quiz:
Complete the Quiz under Week 2 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 2 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 2 in the online classroom.
Activity:
Speech 1
Compose and deliver a speech as specified in the online classroom by your
instructor.
Week 3
Analyzing and understanding
audiences
Non-verbal communication
Assigned Readings:
Online Lecture(s); Chapters 11, 12, 13, & Appendix for Part 2
Quiz:
Complete the Quiz under Week 3 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 3 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 3 in the online classroom.
Activity:
Speech 2
Compose and deliver an Informative Speech. (See Chapter 14 for details on
speaking to inform.) This speech should be 3-5 minutes long and should be
delivered extemporaneously. Follow the directions in the syllabus for
delivery and recording.
Week 4
Conducting research
Providing support
Persuasive speaking
Assigned Readings:
Online Lecture(s); Chapters 7, 15, & 16.
Quiz:
Complete the Quiz under Week 4 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 4 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 4 in the online classroom.
Week 5
Persuasion
Assigned Readings:
Online Lecture(s); Chapters 2 & 3.
Quiz:
Complete the Quiz under Week 5 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 5 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 5 in the online classroom.
Activity:
Speech 3
Compose and deliver a Persuasive Speech. (See Chapters 15 & 16 for
details on speaking to persuade.) This speech should be 5-7 minutes long
and should be delivered extemporaneously. Follow the directions in the
syllabus for delivery and recording.
Week 6
Delivery Skills
The Power of Words
Assigned Readings:
Online Lecture(s).
Quiz:
Complete the Quiz under Week 6 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 6 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 6 in the online classroom.
Week 7
Who is persuading YOU?
Assigned Readings:
Online Lecture(s).
Quiz:
Complete the Quiz under Week 7 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 7 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 7 in the online classroom.
Activity:
Speech 4
Compose and deliver a Persuasive or Informative Speech (Your instructor
will specify persuasive, informative, or offer you a choice.). (See
Chapters 15 & 16 for details on speaking to persuade.) This speech
should be 5-7 minutes long and should be delivered extemporaneously. Follow
the directions in the syllabus for delivery and recording.
Week 8
Evaluating your
progress/development
Assigned Readings:
Online Lecture(s).
Quiz:
Complete the Quiz under Week 8 in the online classroom. You may take the
quiz as many times as you wish during the week.
Discussion:
Respond to the discussion topics in the Discussion area under Week 8 in the
online classroom.
Homework Assignment:
Complete the homework assignment as directed in the Homework area under
Week 8 in the online classroom.
DUE DATES:
All assignments are due by Midnight Sunday night of the week for which
they are assigned except as noted by your instructor in the online
classroom.
Academic Honesty:
The most recent catalog page number would be inserted here.
Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use
of quotations without indication of the source, the use of another's idea
without acknowledging the source, the submission of a paper, laboratory
report, project, or class assignment (any portion of such) prepared by
another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate
Catalog Page 87
Attendance Policy:
Instructors are required to maintain attendance records and to report
absences via the online attendance reporting system.
1.
The instructor may excuse absences for valid
reasons, but missed work must be made up within the semester/term of
enrollment.
2.
Work missed through unexcused absences must
also be made up within the semester/term of enrollment, but unexcused
absences may carry further penalties.
3.
In the event of two consecutive weeks of
unexcused absences in a semester/term of enrollment, the student will be
administratively withdrawn, resulting in a grade of "W".
4.
A "Contract for Incomplete" will
not be issued to a student who has unexcused or excessive absences recorded
for a course.
5.
Students receiving Military Tuition
Assistance or Veterans Administration educational benefits must not exceed
three unexcused absences in the semester/term of enrollment. Excessive
absences will be reported to the appropriate agency and may result in a
monetary penalty to the student.
6.
Report of a "F" grade (attendance
or academic) resulting from excessive absence for those students who are
receiving financial assistance from agencies not mentioned in item 5 above
will be reported to the appropriate agency.
The most recent catalog page
number would be inserted here.
Disability Guidelines:
Park University is committed to meeting
the needs of all students that meet the criteria for special assistance.
These guidelines are designed to supply directions to students concerning
the information necessary to accomplish this goal. It is Park University's
policy to comply fully with federal and state law, including Section 504 of
the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990, regarding students with disabilities. In the case of any
inconsistency between these guidelines and federal and/or state law, the provisions
of the law will apply. Additional information concerning Park University's
policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Additional Information:
DETAILED REQUIREMENTS FOR RECORDING SPEECHES:
Every student must arrange to have each speech presentation recorded before
a live audience of at least six peers. Recording should begin with
the camera showing the audience, followed by the speech, and concluding
with showing the audience once again. This recording must be continuous
from start to finish; any recording with pauses or edits, or one that fails
to show the required audience will receive a zero. The integrity of our
course depends on being certain that you are fulfilling the requirements
for delivering your speeches under the appropriate conditions.
About the audience:
It is the student's
responsibility to arrange for at least 6 adults to serve as an audience, as
well as a presentation space with adequate lighting. Some possible audience
participants might include coworkers/supervisors, local rotary/toastmaster
groups, or members of volunteer/church organizations to which you belong.
If you have any questions about the appropriateness of your audience,
please contact your instructor for guidance before recording your speech.
Before the speech:
·
check the audio to be sure the speaker is
audible and clear;
·
make sure the speaker will be visible
against the background and that the background and environment are as
distraction free as possible.
At the beginning of the speech:
·
Have the camera operator pan the audience so
all audience members are shown on the recording;
·
Zoom in on the speaker so that he/she is shown
from the waist to just a couple of inches above their head. This tight shot
ensures the speaker is close enough for their arm movements and facial
expressions to be clearly seen on screen.
During the speech:
·
Keep the camera steady and focused on the
speaker, not on the audience. The audience should only be shown immediately
before and immediately after the speech.
After the speech:
·
Review the recording closely. If there is no
audio or if the audio is not understandable, the instructor will have no
choice but to fail the speech.
·
Redo speeches that are inaudible or where
the speaker is not clearly visible.
·
Remember, the evaluation of each
presentation depends on what the instructor is able to view on the
recording, not what the speaker may have intended. Even if your speech is
wonderful, the instructor can not give it a good grade if they can not see
it or hear it clearly.
RECORDING TIPS:
·
The clearer your recording is, in both audio
and video, the better your evaluation can be. Good lighting focused on you
from the front against a non-reflective background usually gives the best
video picture.
·
If at all possible, make a backup copy of
your speech.
·
Recordings become the property of Park University and/or the instructor and
will not be returned to the student.
GENERAL INFORMATION ABOUT
YOUR SPEECHES:
·
Speeches endorsing a particular viewpoint of
a political issue, a political party, or a political candidate are not
permitted. Leave that to the politicians.
·
Speeches endorsing a particular religion or
religious belief are not permitted. This is not your place of worship.
·
Sales talks, or speeches promoting a product
or service, are not permitted. This is not a commercial.
·
Be extremely cautious about the use of
slang, "street talk," "off-color" language, sexist
language, or any other language which might be offensive to your audience
and/or classmates. The use of nonstandard English is not appropriate for
most situations and may lower your grade significantly.
·
Be cautious about becoming overly personal
in your speeches. While relaying personal experience may be very
appropriate in the context of certain speeches, avoid making your speech a
"tell-all" session or an open confessional. This is not a television
talk show.
·
Be judicious in your use of humor. It's fine
to use humor in your speech, but be careful that you don't become lost in
"entertaining" your audience when the purpose of the speech is to
inform or persuade them.
·
Observe the specified time limits. Failing
to meet the minimum time limit, or exceeding the maximum, will result in
major point deductions.
·
Be sure to follow the specified format for
the type of speech you are delivering.
·
Avoid merely "reading" your speech;
all speeches are to be given extemporaneously. Verbatim reading of your
speech, in and of itself, may reduce your speech grade by as much as two
letter grades.
Rubric
This will be updated with the most recent Rubric in the system when faculty
members create their syllabi.
Copyright:
This material is protected by
copyright and can not be reused without author permission.
Last Updated:12/17/2007
2:58:09 PM
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CA 103 Public Speaking -- 16 Week Onground
Mission Statement: The most resent
mission statement would be added.
Vision Statement: The most resent vision statement would be added.
|
Course
|
CA 103 Public Speaking
|
Textbook:
Lucas,
S. E. (2004 or latest edition). The art of public
speaking. Boston,
MA: McGraw-Hill. ISBN:
0005617391 or latest edition.
Video-recording Access
A digital video recorder with
sound is required in all online sections and may be required in onground or onship
sections. The Department of Communication Arts encourages all
students to digitally record their speeches, view those speeches, and use
what they learn to improve their presentation skills. Your instructor may
ask you to record your speech in your planning or record your speech during
the actual presentation. Digital video-recording of final speeches is
required by the Department of Communication Arts for assessment purposes.
Talk to your professor to find out what format you may need for your
section.
Your tentative course syllabus is located here: http://www.park.edu/syllabus/list.asp
Textbooks can be purchased
through the MBS bookstore
Textbooks can be purchased
through the Parkville Bookstore
Additional Resources:
APA Citation Information: http://owl.english.purdue.edu/owl/resource/560/02/
APA Reference List Information: http://owl.english.purdue.edu/owl/resource/560/06/
Handouts for Public
Speaking Students at Park: http://ourwayit.com/CA103/Handouts/
Resources for Public Speaking
Students at Park: http://ourwayit.com/PS/
Writing, Citing, &
Reference List Help from Park: http://www.park.edu/support/writing.asp
See your Lucas textbook. Many communication courses use APA
style for citations and reference list. See Park
information: http://www.park.edu/support/writing.asp
SPECIFIC PURPOSE:
INTRODUCTION
I. State an attention device in
one complete sentence.
II. State your interest in this topic in one complete
sentence.
III.
State the behavioral objective of your speech in one complete sentence.
BODY
I. State the first main point
in one complete sentence.
A. In one
complete sentence, provide supporting evidence and cite the source of the
information in APA style (Author, Year).
B. In one complete sentence, provide supporting evidence
and cite the source of the information in APA style (Author, Year).
II.
State the second main point in one complete sentence.
A. In one complete sentence, provide supporting evidence
and cite the source of the information in APA style (Author, Year).
B. In one complete sentence, provide supporting evidence
and cite the source of the information in APA style (Author, Year).
III. State the third main point
in one complete sentence.
A. In one complete sentence, provide supporting evidence
and cite the source of the information in APA style (Author, Year).
B. In one complete sentence, provide supporting evidence
and cite the source of the information in APA style (Author, Year).
CONCLUSION
I. Summarize your speech in one
complete sentence.
II. Tell the audience exactly
what you want them to do in one complete sentence.
III. State a memorable device
in one complete sentence.
REFERENCES
Provide 5 quality references in
APA style, including at least two peer-reviewed quality from EBSCO or other
quality data base. For information about how to use APA style, see http://www.park.edu/support/writing.asp
FIRST PAGE OF EACH REFERENCE
(Copy or electronic format)
|
Outline
and Speech Planning Documents
|
For a quality speech, you will want to provide advance planning document.
You can demonstrate your preparation through the following items:
1. A typed speech outline, typically with 3-5 key ideas and supporting
materials.
2. A reference list in American Psychological Association (APA) style
that contains 4 or more sources. quality references, which reflects
database--not Internet--research. You can access APA style information
here http://www.park.edu/support/writing.asp
or http://www.apastyle.org/ or here http://owl.english.purdue.edu/handouts/research/r_apa.html#Your%20Reference%20List
, and other APA style elements. There are also online sources available to
help you, such as http://owl.english.purdue.edu/handouts/research/r_apa.html
.
3. Hardcopy of the first page of each source used.
College-level quality
research needs to use library databases. Please use scholarly databases
http://www.park.edu/library/ (peer-reviewed
and non peer-reviewed articles). Provide three sources to make sure you
find multiple perspectives to support your speech. Print a copy of the html
or PDF file of each source used--at least the first page--and attach the
printout to your outline and reference list you submit to your professor at
the time of your speech presentation. The Internet is NOT considered an
appropriate source for college level research, so please do not use regular
Internet websites as sources for your speeches. Use 4 or more quality
references for all planned speeches, except the eulogy if you discuss a
friend or family member. Here is a tutorial your professor prepared for
conducting database research: http://ourwayit.com/LibraryTutorial/
McAfee
Memorial Library - Online information, links, electronic databases and
the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career
Counseling - The Career Development Center (CDC) provides services for
all stages of career development. The mission of the CDC is to
provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have
forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for
Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Course Description:
Educational Philosophy:
Public speaking is a performance course designed to
improve your public communication skills. This means that students need to
be actively engaged in both the speaking and listening process. For onground sections, attendance is a high priority so you
can participate in speaking to the class as a speaker and responding as an
effective listener.
|
|
Below
are principles good instructional practice:
1.
Respects for diverse talents
and ways of learning.
2.
Student-faculty contact and interaction.
3.
Student cooperative learning.
4.
Active student learning.
5.
Prompt feedback for student.
6.
Time on task for student.
7. High expectations for student.
Chickering,
A. W., & Gamson, Z. F. (1987). Seven
principles for good practice in undergraduate education. AAHE
Bulletin, 39(7), 3-7.
|
Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the
system when faculty members create their syllabi.
Core Assessment:
This will be updated with the most recent Core Assessment in the system
when faculty members create their syllabi.
Link
to Class Rubric
Class Assessment:
|
Assignments guidelines will vary by instructor.
|
|
Minor Assignments
Attendance, Discussion,
Participation, Online Discussion, Speech Critiques/Feedback,
Self-reflection Analysis Paper, Minor Assignments, Weekly Quiz, Tests,
Final Exam
|
|
Major or Planned Speeches
Minimum of 3 speeches
presented before the core assessment (final speech) as determined by the
instructor.
These speeches need planning
with full-sentence outlines or planning documents.
Major speeches are typically
5-15 minutes, with no more than 5 additional minutes for the setup and
question-answer period.
|
- Speech
of Introduction Follow your instructor's specific
requirements.
Typically, in this speech you will introduce yourself
or a classmate. Usually the speech is brief--such as 3-5 minutes--with no
external sources or visual aid required. You may want to use an
interesting quotation in the beginning or end of the speech (orally cite
the source).
|
|
·
Minor Speeches. Follow your instructor's
specific requirements.
Many teachers require
multiple brief speeches (e.g., narrative, impromptu, practice with a
microphone, toast).
|
- Informative.
Follow your instructor's specific requirements.
Typically, you will present a 5-15 minutes speech that
informs the audience about a topic, process, idea, or event. Include a
question and answer period. No more than 5 additional minutes for setup
and question and answer period. 4 quality sources and a visual aid are
required.
|
|
·
Special Speech. Follow your
instructor's preferences and instructions.
Many teachers require a
demonstration, eulogy, celebratory speech, or debate.
Typically, the demonstration
speech is a 5-15 speech, for example, shows the audience how to make
something or how to do something. If you are expert on the topic, no
sources need be used in this speech, although they are always welcome.
The focus should be on offering clear directions about some sort of
process. Examples include the following: How to make lasagna, how to
arrange flowers, how to decorate a dorm room, how to take a good picture.
Visual aid required.
Typically, the eulogy is a 3-7 minute speech in
which you celebrate the life of a lost loved one. No external sources and
visual aids are needed, but are welcome.
|
- Persuasive.
Follow your instructor's preferences and instructions.
Typically in a 5-15 minute speech, you will use
ethical, emotional, and logical appeals and evidence to motivate the
audience to action on a topic of interest. Include a behavioral objective
of what you want the audience to think and do at the end of the speech.
Orally cite and reference four high-quality sources. Advance complete
sentence outline or planning documents required. A maximum of an
additional 5 minutes can be used for set-up and a question and answer
period.
|
|
·
Core Assessment. Follow your
instructor's preferences and instructions. Required Final Speech
(typically persuasive).
Typically, you will present a
5-15 minute persuasive speech, which cites and references 5 high-quality
sources.
Park University
has signed an agreement to support positive steps toward environmental
protection and conservation. Your instructor may select a theme--such as
"the environment"--where all student speeches work together as
a motivational whole.
|
|
For all sections, a minimum of 70% of the final course grade is
based on speech presentations.
|
Grading:
90-100% A
80-89.99% B
70-79.99% C
60-60.99% D
0-59.99% F
Speeches & speech outlines or planning documents:
50%
Final Speech (Core Assessment): 20%
Other Assignments: 30%
Late Submission of Course
Materials:
Because of the unique performance nature of this course,
students need to be prepared to present speeches when scheduled. Obviously,
in the real world, if a person fails to show to a public speaking
situation, the opportunity is gone. Faculty may prohibit make-up speeches.
Please avoid walking in late and interrupting a student
speaker.
Classroom Rules of Conduct:
· Be
on time and engaged in the entire class meeting. Onground students cannot make up in-class
participation assignments because they are just that--in class
participation where you learn collaboratively. Online
students need to be active in the course environment each week.
·
Contribute
to the learning community consistently throughout the course. Onground
students need to turn
off cell phones during presentations. Use of Blackberries, text messaging, and similar behaviors
are inappropriate during class. When in the classroom, please focus on
learning and effective communication. Online
students will want to engage multiple times each week. Park University
expects instructors to take and report attendance each week.
·
Turn in
your assignments on time. Some
instructors do not accept makeup work. For onground
students, plan to submit written assignments as a hardcopy at the
beginning of the class meeting. Speeches are due when your instructor calls
on you. Online students can access the course here: http://parkonline.org/ with
your OPEN password. If you have forgotten your User ID or Password, or if
you need assistance with your PirateMail account,
please email helpdesk@park.edu
or call 800-927-3024. 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). Please
do NOT email assignments to your instructor unless he or she tells you
otherwise.
·
No animals in the classroom please.
·
Use
appropriate nonverbals for presentation. Competent communicators are careful about the
messages of their appearance and vocal qualities as nonverbal
communication. Speak loudly and clearly so that you can be
heard by everyone, including an audience member who has a hearing loss. Remember, you must be heard to be understood. Convey a
passion or enthusiasm for your topic and message via your voice. Research says that more
formal clothing and appearance increases a speaker's credibility. At
the minimum, professionalism suggests no hats, no pajamas, no rubbery
flip-flops, no shorts, no bare midriff/chest, and no outdoor jackets. If your appearance distracts or creates a weak
impression with the audience, you will lose effectiveness. For a skilled
approach, look and sound like a professional.
·
Show Respect. Respect is a reciprocal relationship. Be sensitive and
adaptive toward your audience.
Course Topic/Dates/Assignments:
|
Tentative Schedule 16 Weeks
|
Topic
|
Speech Assignments Due
Follow your instructor's
specific schedule in the course syllabus located here: http://www.park.edu/syllabus/list.aspx
|
Lucas Reading Assignment
|
|
1
|
Introduction
|
Brief speeches
Speech 1 outline or planning
document due
|
Chapter 1: Speaking in Public
Chapter 2: Ethics and Public Speaking
Chapter 3: Listening
Appendix: Giving Your First Speech
|
|
2-3
|
Fundamentals of Public Speaking
|
Present Speech 1
Speech 2 typed outline or
planning document due
Present brief speeches as
time allows.
|
Chapter 4: Selecting a Topic
and Purpose
Chapter 5: Analyzing the Audience
Chapter 6: Gathering Materials
Chapter 7: Supporting Your Ideas
|
|
4-5
|
Organizing and Presenting
Speeches
|
Present Speech 2
Speech 3 typed outline or
planning document due
Present brief speeches as
time allows.
|
Chapter 8: Organizing the
Body of the Speech
Chapter 9: Beginning and Ending the Speech
Chapter 10: Outlining the Speech
Chapter 11: Using Language
Chapter 12: Delivery
|
|
6-7
|
Informative Speeches
|
Midterm test/speech over
readings to date.
Present brief speeches as
time allows.
|
Chapter 13: Visual Aids
Appendix: Using PowerPoint
Chapter 14: Speaking to Inform
|
|
8-9
|
Persuasive Speaking
|
Present Speech 3
Speech 4 typed outline or
planning document due
Present brief speeches as
time allows.
|
Chapter 15: Speaking to
Persuade
Chapter 16: Methods of Persuasion
|
|
10-11
|
Special Occasions and/or
Group Presentations
|
Present Speech 4
Final Speech typed outline or
planning document due
Present brief speeches as
time allows.
|
Chapter 17: Speaking on
Special Occasions
Chapter 18: Speaking in Small Groups
|
|
12-15
|
Speech Analysis and Skill Building
|
Present Final Speech
Present brief speeches as
time allows.
|
Appendix: Speeches for
Analysis and Discussion
|
|
16
|
Course Closure & Final
Exam
|
Final Speech
|
|
Academic Honesty:
The most recent catalog page number would be inserted here.
Students need to orally cite the sources of information during their
speeches. In addition, outlines and planning documents need all sources to
be cited in the body of the speech and a reference list included at the
end.
Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use
of quotations without indication of the source, the use of another's idea
without acknowledging the source, the submission of a paper, laboratory
report, project, or class assignment (any portion of such) prepared by
another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate
Catalog Page 87
Attendance Policy:
Instructors are required to maintain attendance records and to report
absences via the online attendance reporting system.
1. The instructor may excuse absences for
valid reasons, but missed work must be made up within the semester/term of
enrollment.
2. Work missed through unexcused absences
must also be made up within the semester/term of enrollment, but unexcused
absences may carry further penalties.
3. In the event of two consecutive weeks of
unexcused absences in a semester/term of enrollment, the student will be administratively
withdrawn, resulting in a grade of "W".
4. A "Contract for Incomplete"
will not be issued to a student who has unexcused or excessive absences
recorded for a course.
5. Students receiving Military Tuition
Assistance or Veterans Administration educational benefits must not exceed
three unexcused absences in the semester/term of enrollment. Excessive
absences will be reported to the appropriate agency and may result in a
monetary penalty to the student.
6. Report of a "F" grade
(attendance or academic) resulting from excessive absence for those
students who are receiving financial assistance from agencies not mentioned
in item 5 above will be reported to the appropriate agency.
The most recent catalog page number would be inserted here.
Disability Guidelines:
Park University is committed to meeting
the needs of all students that meet the criteria for special assistance.
These guidelines are designed to supply directions to students concerning
the information necessary to accomplish this goal. It is Park University's
policy to comply fully with federal and state law, including Section 504 of
the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990, regarding students with disabilities. In the case of any
inconsistency between these guidelines and federal and/or state law, the
provisions of the law will apply. Additional information concerning Park University's
policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Additional Information:
Example Brief Speeches and Learning Activities
Model Building
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. Create A Model of The Speech
Communication Process, which contains the following:
Speaker (You)
Message (Impromptu or planned speech)
Channel (sound, sight, smell, touch, taste)
Listener (Audience, also you)
Feedback (Nonverbal responses, question and answer period)
Interference (Distractions that are internal or external)
Situation (Context, occasion)
Impromptu Speech about the World.
Let's begin by thinking about other places in the world. Write down
the names of ten of the largest cities in the world. What did you name?
Why are there different answers? How is that difference important to us as
analytical speakers and listeners?
I'll project a map of the world on the board.
Each person will go to the map and discuss a location he or she
knows something about. Give an impromptu speech about someplace in the
world--where you are from, a place you have traveled, or a place you want
to visit--and mark an x on the board.
Sunglasses Speech
Wear sunglasses while you give a minor speech. First, learning
speakers often find it easier to talk when they don't have or feel direct
eye contact. Second, I want you to think about the importance of eye
contact. We'll talk about how you feel talking and listening with
sunglasses on after the speeches are over.
Introduce a Classmate Speech
1. Give person's name and a kind method for helping us remember.
2. Tell something interesting about person.
3. Build the person's credibility for upcoming speeches. This
semester, you may hear Janet talk about the topics of . . . or . . . . She
knows about these topics because. . . And she deeply cares about these topics
because . . . .
Wallet Speech
Pull out at least three items from your wallet (book bag, purse).
Discuss what they tell about you. What can you learn from the items about
the people who will be in your audience?
Toast
Examples:
Love is composed of a single soul inhabiting two bodies. -Aristotle
I see the love you both have in each other's eyes and as your love
grows for one another, may you look back on this day and know this is when
you loved each other the least.
Remember the love you feel today. Look back on it daily and measure
how much it has grown.
May the Best of Your Yesterdays
Be the Worst of Your Tomorrows
My Greatest wish for the two of you is that through the years your
love for each other will so deepen and grow, that years from now you will
look back on this day, your wedding day, as the day you loved each other
the least.
Here's to the groom, a man who keeps his head though he loses his
heart.
To the lamp of love - may it burn brightest in the darkest hours
and never flicker in the winds of trial.
Daniel Monroe Tuttle
Radio Speech
Write a statement in which you strongly believe. Pretend you are
calling in to a radio talk show and make your statement. Either the teacher
or a student can role-play the talk show announcer.
Keys Speech
Take out your keys. Tell us about yourself by relating to something
on your keys.
Introduction of Classmate
Prepare a Speech of Introduction for Another Person in the Class
(the Next Speaker)
Learning Outcomes: Design a message with a particular
audience/situation in mind. Effectively support ideas using evidence,
sources, and sensory aids.
Assignment: Prepare and give a 3-minute speech of introduction for
a classmate. Interview the classmate to find out interesting information
you can use in the speech about her or him. In preparing your speech, you
may want to include an interesting anecdote, something about the person's
accomplishments or qualifications--build credibility, a realistic
compliment and the person's name. Find something interesting, unique, or
memorable to tell about your partner. Spend some time interviewing the
person and doing some real investigative work.
When introducing a speaker, you might tell an interesting anecdote
about the person, identify a few key items from her or his resume, and give
the person's name. In formal situations, the audience is there to hear the
key speaker, not the person making the introduction. Your job is to warm up
the audience, orient them to the speaker, help build the speaker's
credibility. The speech of introduction keeps to this point and then lets
the key speaker take over. To organize a speech of introduction, consider
the following components:
Outline:
Introduction: Interesting anecdote
A. Key Idea 1: Person's accomplishments or qualifications--build
credibility about speeches he or she will give during the course.
B. Key idea 2: Realistic compliment
Conclusion: Person's name
Formal Speech of Introduction Grading Rubric
Mastery level needs 4/5 competencies below.
Please revise (3 or fewer competencies)
Interesting anecdote or fact about the person.
Build credibility about speeches he or she will give during the
course (show he or she has knowledge and interest about topics of upcoming
speeches).
Realistic compliment
Person's name
Appropriate delivery (e.g., show composure, audience can hear, look
at audience and person discussing)
Feedback Sheet
Name of listener: ________________________________ Name of speaker:
________________________________
Name of person being introduced: ________________________________
1. Do you know more about the person introduced than you did before
the introduction? Yes: ___ No: ___
2. Could you hear the speaker adequately? Yes: ___ No: ___
3. What is the person’s interest and expertise about each topic you
may hear this person discuss during this course?
Brief Narrative
Learning Outcomes: Design a message with a particular
audience/situation in mind. Demonstrate accurate, clear and expressive use
of language, nonverbal communication, and voice. Evaluate and use unique,
original materials and sources.
Assignment: Tell a story that conveys a message. This story can be
from personal experience or a fable. If untrue, be sure to tell us at the
end whether it actually happened to you.
“Languages differ in the very assumption of how information should
be organized, of what is to be or not to be described and expressed”
(Maynard, 1996). In other words, as we develop our language skills we hear
ideas presented in certain patterns. If concepts are presented in an
alternative pattern it can cause listener problems. Korean presentations,
for example, are characterized by indirectness and nonlinear development.
Memory research shows that “Koreans have more difficulty recalling
information when that information is presented in a linear rhetorical
style” (Jaffe, 1998). Also, because of their language backgrounds, Arabic
speakers value telling a story or a series of parables and letting the
listener figure out the moral of the narrative. This indirect
presentational style, with little structure, often confuses English
speaking US Americans who are used to a direct format in which a statement
is made and evidence is presented to clarify the proposition.
Brief Speech about Silenced Voices
Learning Outcomes: Use effective language strategies for oral
presentations. Design a message with a particular audience/situation in
mind.
Assignment: The US American experience has included the silencing
of the voices of women and minorities. In most nations today, as in the
past, societies tend to silence some groups and hear others. Effective
public speakers are aware of this fact and are responsive to the needs of
all their listeners. Select one of the following web sites or one of your
choice to explore further and obtain information that you will use to
outline a brief speech on “silenced voices.”
Azerbaijanis under the Soviets:
www.azer.com/aiweb/categories/magazine/61_folder/61_articles/61_rafibeyli.html
Female Voices in Picture Books:
www.scils.rutgers.edu/~kvander/Feminist/fempic.html
Children’s Holocaust Diaries:
www.thejewishweek.com/news/newscontent.php3?artid=5965
African-American Voices: s
Although you may be able to generalize about audiences, you need to
understand the uniqueness that each individual brings to the public
communication situation. One way to look at the situation, then, is to
identify your target audience. Out of the people present, to whom will you
gear your message? Whom do you think will want to learn about what you have
to say? Who will do what you are proposing? Is there one representative or
typical individual to whom you are speaking. Is your focus a particular
person? Imagine you are giving a wedding toast to your best friend.
Brief Oral Reading
Learning Outcomes: Apply principles of good public speaking,
including consistent eye contact with all audience members and having no distractors (um, uh, like, and). Design a message with
a particular audience/situation in mind. Organize ideas in a purposeful,
cohesive sequence which meets audience expectations and needs. Demonstrate
accurate, clear and expressive use of language, nonverbal communication,
and voice.
Assignment: Find a speech from US history. Explain to the
class the significance, context, and speaker's perspective, then read a
segment from the speech in the way you think the speech would have been
presented.
Brief Toast
Learning Outcomes: Demonstrate a brief toast for a celebratory
situation. Apply principles of good public speaking, including consistent
eye contact with all audience members and having no distractors
(um, uh, like, and). Utilize language strategies for effective oral
presentations. Demonstrate accurate, clear and expressive use of language,
nonverbal communication, and voice. Use advanced, professional-level
vocabulary and grammar.
Assignment: A toast is a wish to a person at a celebration.
Traditions require the person to stand and hold a glass high (there doesn't
need to be anything in the glass). The speaker gives a brief and eloquent
wish to the speaker, then sits down. The person receiving the toast
typically remains seated, but thanks the speaker. An eloquent quotation is
often used. "In the words of. . . "
How would you gear a message to the best friend as your target, but
also to the many people in attendance? How will you achieve eloquence in
your language?
Surprise Topic Impromptu
Learning Outcomes: Organize content into seamless, easy-to-follow
introduction, body, and conclusion. Effectively support ideas using
evidence, sources, and sensory aids. In the Keys Speech: Use audio-visual
resources to help the audience understand the speech.
Assignment: The student will receive a topic or topic choice from
which he or she will give a speech with about one minute preparation time.
Job Interview Presentation
Learning Outcome: Convey positive content and nonverbals
in an interview context.
Assignment: Imagine that you have applied for an internship or job
you hope will translate into long-term employment. A job interview is
sometimes a public communication situation. You may be at a job fair where
you have a mini interview in front of others. You may find yourself
interviewed by a panel of people, who include your possible supervisors,
coworkers, department heads, and human resources staff. You may find
yourself on a telephone interview where several people are listening. You
can improve your effectiveness through practice and role-playing. In this
case, your instructor may set up an individual interviewer or a panel
interview. The teacher or students will role-play the interviewer(s), while
each student takes turns answering questions. Remember to role-play with
appropriate posture, hand position and gestures, eye contact, and other
nonverbal communication. Your instructor may have students call each other
on their cell phones for practice, for example, with one student playing
the role of interviewer and another playing the role of interviewee.
You or your instructor may find other sources of common interview
questions. The questions below are quoted directly from the following
sources, retrieved September 20, 2007. Career Consulting Corner –
JobInterviewQuestions.org - Quintessential Careers
1. Are you good at delegating tasks?
2. Are you seeking employment in a company of a certain size? Why?
3. Are you willing to relocate?
4. Are you willing to travel for the job?
5. Can you describe a time where you have been required to perform
as part of a team? What was the situation? What part did you play in the
team and what was the outcome of the exercise?
6. Can you explain this gap in your employment history?
7. Can you explain your salary history?
8. Can you work well under deadlines or pressure?
9. Describe a time when you had to deal with conflicting demands.
How did you deal with this situation and what was the outcome?
10. Describe the best job you've ever had.
11. Describe the best supervisor you've ever had.
12. Describe the most rewarding experience of your career thus far.
13. Describe the relationship that should exist between the
supervisor and those reporting to him or her?
14. Describe the workload in your current (or most recent) job.
15. Describe your management style.
16. Do you consider yourself a leader?
17. Do you have a geographic preference? Why?
18. Do you have any hobbies? What do you do in your spare time?
19. Do you have any question for me? (See Questions for the
Interviewer that you might want to ask below).
20. Do you have plans for continued study? An advanced degree?
21. Do you have your reference list with you? (Remember don't give
it out unless it is asked for).
22. Have you ever been fired or forced to resign?
23. Have you ever had difficulty with a supervisor? How did you
resolve the conflict?
24. Have you kept up in your field with additional training?
25. How did you do in school?
26. How do you determine or evaluate success?
27. How do you establish a working relationship with new people?
28. How do you plan to achieve your career goals?
29. How do you work under pressure?
30. How does this assignment fit into your overall career plan?
31. How long would it take for you to make a meaningful
contribution?
32. How much do you expect if we offer you this position?
33. How well do you adapt to new situations?
34. How well do you work with people? Do you prefer working alone
or in teams?
35. How would a good friend describe you?
36. How would you describe yourself?
37. How would you describe yourself?
38. How would you evaluate your ability to deal with conflict?
39. How would your boss describe you?
40. How would your colleagues describe you?
41. If you took the job what would you accomplish in the first
year?
42. If you were hiring a job-seeker for this position, what
qualities would you look for?
43. Imagine that you are a member of a small team responsible for
the development and production of an internal publication. Your team is
dependent on another workgroup to provide the data which will form the
basis of your publication. The deadline for completing this project is not
able to be relaxed. (a) What factors do you think might affect the team's
ability to meet the publication deadline? (b) What could the team do to
ensure the project is completed on time?
44. In what kind of work environment are you most comfortable?
45. In what ways do you think you can make a contribution to our
company?
46. Is there an achievement of which you are particularly proud?
What is it? Why is it significant?
47. Tell me about a challenging situation you have faced. What was
the situation and how did you cope with it?
48. Tell me about yourself? (try to hold your response to 2
minutes)
49. The ability to work independently within a structured team is
essential to the position. This will require the successful applicant to be
self-starting, able to prioritize tasks, be a good communicator, as well as
showing considerable initiative. Can you give us some examples where you
have worked within a team environment and demonstrated these abilities?
50. The research project and facilities the successful applicant
will be involved with receives considerable attention from the general
public. Therefore, a component of the job will involve liaising with the
general public and media. This requires the delivery of information in a
simple precise manner. How confident do you feel you are in delivering
sometimes complex information in a simple manner?
51. What are the attributes of a good leader?
52. What are the key elements of measuring performance and how can
you establish whether an outcome represents a success? (Answer this in
terms of your own work or study experience.) More specifically, what do you
think might be some key indicators of the successful performance of a
national agency?
53. What are the most important rewards you expect in your career?
54. What are your career goals?
55. What are your expectations regarding promotions and salary
increases?
56. What are your long range and short range goals and objectives?
57. What are your long range career objectives?
58. What are your strong points?
59. What are your weak points?
60. What can you do for us that someone else can't?
61. What can you tell us about our company?
62. What computer programs are you familiar with, and more
specifically, what programs would you use to write a report, enter research
data, and to prepare a poster or seminar.
63. What criteria are you using to evaluate the company for which
you hope to work?
64. What do you believe is the most difficult part of being a
supervisor of people?
65. What do you consider to be your greatest strengths and
weaknesses?
66. What do you expect to be earning in five years?
67. What do you feel is the potential for aquaculture in Australia
and what are some of the major impediments to its development? What are
some of the major aquaculture species cultured in freshwater? As well as
the position involving general maintenance of the aquaria and pond
facilities, a significant component will involve participation in
scientific experiments through the collection and collation of research
data. Can you describe previous experience you have had in the day to day
running of scientific experiments?
68. What do you know about our company?
69. What do you know about our competitors?
70. What do you look for in a job?
71. What do you really want to do in life?
72. What do you see yourself doing five years from now? Ten years
from now?
73. What do you think it takes to be successful in a company like
ours?
74. What do you think of your present or past boss?
75. What have you accomplished that shows your initiative and
willingness to work?
76. What have you learned from your mistakes?
77. What interests you about our products?
78. What kind of hours are you used to working or would like to
work?
79. What major problem have you encountered and how did you deal
with it?
80. What makes you qualified for this position?
81. What motivates you to go the extra mile on a project or job?
82. What other positions are you considering?
83. What particular skills and qualities do you bring to the
workforce? What other skills would you like to develop in the future?
84. What position do you expect to have in 2 to 5 years?
85. What qualifications do you have that make you successful in
this career?
86. What qualities should a successful manager possess?
87. What questions didn't I ask that you expected?
88. What skills and qualifications are essential for success in the
position of ______?
89. What specific goals other than those related to your
occupation, have you established for yourself for the next ten years?
90. What two or three accomplishments have given you the most
satisfaction? Why?
91. What two or three things are most important to you in your job?
92. What was wrong with your current or last position?
93. What were the five most significant accomplishments in your
career so far?
94. What were the five most significant accomplishments in your
last assignment?
95. What would your last boss say about your work performance?
96. What’s more important to you -- the work itself or how much
you’re paid for doing it.
97. What’s the most recent book you’ve read?
98. What's one of the hardest decisions you've ever had to make?
99. Where do you expect to be in 5 years time? What will you do if
you are not successful in gaining this position?
100. Which is more important: creativity or efficiency? Why?
101. Why are you looking for a new career?
102. Why did you choose this career?
103. Why did you decide to seek a position in this company?
104. Why did you leave your last job?
105. Why do you think you might like to live in the community in
which our company is located?
106. Why do you want to work for us?
107. Why should I hire you?
108. Why should we hire you?
109. You have demonstrated in your CV that you have knowledge of
entomology. Could you please expand on your experience and tell us what you
think your strengths are in this field. An important component of the
position will be the maintenance of water quality parameters within
acceptable limits for the species. Can you outline your experience in water
quality testing? What do you feel are the most important water quality
variables?
110. You have had an opportunity to look at the statistical table
from the publication (this was supplied before the interview). (a) Imagine
you were asked to write a commentary on the information in the table. Are
there any significant or curious or interesting features revealed by the
data which you think should be highlighted, and if so, what might you say
about them? Can you offer any suggestions to explain these features? (b)
What is your opinion of the general layout of the table? How might it be
improved?
Group Assignment
Learning Outcome: The purposes of the assignment is to demonstrate
collaboration and presentational skills. Your instructor may expect one or
more of the following: (a) increase your sense of belonging and community
in this class, (b) increase knowledge of and interaction with people in the
class, and (c) increase knowledge and application of effective public
speaking and listening skills, (d) prepare you for a test over the
textbook, and (e) gain knowledge and practice in using presentational
(audio visual) aids.
Group Project 1:
Assignment: Each student will collaboratively work on an
informative presentation on one chapter from your textbook. This will
provide an excellent preview at the beginning of the course or review at
the end of the course. You can divide the workload in a way that works for
you or provide a roundtable discussion. Use a PowerPoint in your
presentation or some other visual aid.
Presentational format: The format for the presentation is up to
your group, but be creative and engage the class. You will teach the class
that day, and you are encouraged to use a variety of teaching approaches.
You can divide the class and have each group member work with a small group
in the class to review the material. You can invite each individual in the
class up to come up front to help demonstrate the presentational aid. You
may want to use a game. You can ask questions, which the class answers. You
can give a quiz, which students answer in groups, then ask each group to
report out what their answers. You could have members of the class give
impromptu speeches about different topics in the chapters you are
reviewing. You could provide some kind of learning activity for the class
to do in a collaborative group. There are many options available to you.
Time length: Time length should be 20-30 minutes.
Group Presentation 2:
Assignment: You need to attend a Park
University or local event together
as a group this semester in preparation giving a group speech with the
purpose: "To persuade the audience of the value in attending Park University events." During the
semester, attend a Park
University event
together (e.g., play, musical event, sporting event). You need to figure
out something where everyone can attend together, so check the Park U. events calendar, and see what you
can arrange. Here is the arts calendar: http://www.park.edu/ata/ And the
athletic calendar: http://www.parkathletics.com/news/dept/all_events.shtml
And, of course there are other options listed through the Park U events
websites.
Rubric
This will be updated with the most recent Rubric in the system when faculty
members create their syllabi.
Copyright:
This material is protected by copyright and cannot be reused
without author permission.
Last Updated:2/25/2008
2:22:22 PM
|
CA 218 Public Relations
Mission Statement: The most
resent mission statement would be added.
Vision Statement: The most resent vision statement would be added.
|
Course
|
CA 218 Public Relations
|
Textbook:
Public Relations: The
Profession and the Practice
By Dan Lattimore, Otis Baskin, Suzette Heiman, Elizabeth Toth,
and Jim Van Leuven
2003 or latest edition: McGraw-Hill ISBN: 0072935316
Textbooks can be purchased
through the MBS bookstore
Textbooks can be purchased
through the Parkville Bookstore
Additional Resources:
McAfee
Memorial Library - Online information, links, electronic databases and
the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career
Counseling - The Career Development Center (CDC) provides services for
all stages of career development. The mission of the CDC is to
provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have
forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for
Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy:
The Communication Arts Department at Park University
combines theoretical learning, skills mastery, and practical experience for
students. This course emphasizes effective writing and
professionalism for public relations.
Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the
system when faculty members create their syllabi.
Core Assessment:
This will be updated with the most recent Core Assessment in the system
when faculty members create their syllabi.
Link
to Class Rubric
Class Assessment:
Attendance and
participation-10%
PSA-15%
Writing assignments: 2-4 News
Releases (Broadcast and Print) and attention letter-30%
Midterm-20%
Final project-Media Campaign
group project and media kit-25%
Grading:
Late Submission of Course
Materials:
Public relations professionals need to meet deadlines.
Course
Topic/Dates/Assignments:
|
16 Week Format
|
8 Week Format
|
|
|
1
|
1
|
What is PR?; History of PR;
PR theory
|
|
2
|
1
|
The PR professional; The PR
firm; Corporate, Government, Nonprofit PR
|
|
3
|
2
|
PR media—Newspapers, TV,
Radio, Advertising, Internet
|
|
4-5
|
3
|
PR writing-print—(letters,
news releases)
|
|
6-7
|
4
|
PR writing-broadcast and
Internet (broadcast style news release)
|
|
8
|
5
|
Midterm; PSAs
|
|
9
|
5
|
PSAs
continued; Websites as PR tool
|
|
10
|
6
|
Websites as PR tool
|
|
11-12
|
6
|
Market, audience demographics,
research
|
|
13-14
|
7
|
The PR media campaign
|
|
15
|
8
|
Newsletters; Press
conferences
|
|
16
|
8
|
Final Exam as scheduled
|
Academic Honesty:
The most recent catalog page number would be inserted here.
Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use
of quotations without indication of the source, the use of another's idea
without acknowledging the source, the submission of a paper, laboratory
report, project, or class assignment (any portion of such) prepared by
another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate
Catalog Page 87
Attendance Policy:
Instructors are required to maintain attendance records and to report
absences via the online attendance reporting system.
1.
The instructor may excuse absences for valid
reasons, but missed work must be made up within the semester/term of
enrollment.
2.
Work missed through unexcused absences must
also be made up within the semester/term of enrollment, but unexcused
absences may carry further penalties.
3.
In the event of two consecutive weeks of
unexcused absences in a semester/term of enrollment, the student will be
administratively withdrawn, resulting in a grade of "W".
4.
A "Contract for Incomplete" will
not be issued to a student who has unexcused or excessive absences recorded
for a course.
5.
Students receiving Military Tuition
Assistance or Veterans Administration educational benefits must not exceed
three unexcused absences in the semester/term of enrollment. Excessive
absences will be reported to the appropriate agency and may result in a
monetary penalty to the student.
6.
Report of a "F" grade (attendance
or academic) resulting from excessive absence for those students who are
receiving financial assistance from agencies not mentioned in item 5 above
will be reported to the appropriate agency.
The most recent catalog page
number would be inserted here.
Disability Guidelines:
Park University is committed to meeting
the needs of all students that meet the criteria for special assistance.
These guidelines are designed to supply directions to students concerning
the information necessary to accomplish this goal. It is Park University's
policy to comply fully with federal and state law, including Section 504 of
the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990, regarding students with disabilities. In the case of any
inconsistency between these guidelines and federal and/or state law, the
provisions of the law will apply. Additional information concerning Park University's
policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Rubric
This will be updated with the most recent Rubric in the system when faculty
members create their syllabi.
Copyright:
This material is protected by
copyright and cannot be reused without author permission.
Last Updated:9/8/2008
2:17:27 PM
|
CA 318 Public Relations II
Mission Statement: The most
resent mission statement would be added.
Vision Statement: The most resent vision statement would be added.
|
Course
|
CA 318 Public Relations
II
|
|
Prerequisites
|
Public Relations I
|
Textbook:
The New Rules of Marketing and PR: How to Use News Releases, Blogs, Podcasting,
Viral Marketing and Online Media to Reach Buyers Directly by David Meerman Scott
ISBN-10: 0470113456
ISBN-13: 978-0470113455
How to Work a Room, by Susan RoAne
ISBN-10: 0061238678
ISBN-13: 978-0061238673
Textbooks can be purchased through
the MBS bookstore
Textbooks can be purchased
through the Parkville Bookstore
Additional Resources:
Alger, G., & Burnette-Lemon, J. ([YEAR]). ETHICS IN THE REAL WORLD. Communication
World, 23(2), 28-29.
Areni,
C., & Sparks,
J. (2005). Language power and persuasion. Psychology & Marketing,
22(6), 507-525.
Baker, S., & Martinson,
D. (2001). The TARES Test: Five Principles for Ethical Persuasion. Journal
of Mass Media Ethics, 16(2/3), 148-175.
Baker, S., & Martinson,
D. (2002). Out of the Red-Light District: Five Principles for Ethically
Proactive Public Relations. Public Relations Quarterly, 47(3),
15.
Bartlett, J. (2005).
Strategic Use of Media in Public Relations: Relationships Between Media
Coverage, Public Relations and Organizational Strategy. Conference
Papers -- International Communication Association.
Beaubien,
G. (2006). Writing for the reader: How to improve corporate communications.
Public Relations Tactics, 13(2), 23-23.
Boyd III, H. (2006).
Persuasive Talk: Is It What You Say or How You Say It?. Journal of
Advertising Research, 46(1), 84-92.
Cai,
D., & Ni, L. (2005). Anxiety and Uncertainty Management in an
Intercultural Setting: The Impact on Organization-Public Relationships. Conference
Papers -- International Communication Association,
Choi,
Y., & Cameron, G. (2005). Overcoming Ethnocentrism: The Role of
Identity in Contingent Practice of International Public Relations. Journal
of Public Relations Research, 17(2), 171-189.
Cooper, T., & Kelleher,
T. (2001). Better Mousetrap? Of Emerson, Ethics, and Postmillennium
Persuasion. Journal of Mass Media Ethics, 16(2/3), 176-192.
Davis, B. (2006). CRISIS
COMMUNICATION PRACTICES AT AN INTERNATIONAL RELIEF AGENCY. Business
Communication Quarterly, 69(3), 329-337.
Dees, C. (2005). Little
things matter in customer communications Don't try this at work: Yo, Bob - thx 4 the e-mail!!!. Public Relations
Tactics, 12(2), 25-25.
Dwyer, K. (2006). There's no
such thing as a run-of-the-mill press release. Business Journal (Central New York), 20(41), 20-24.
Edgett,
R. (2002). Toward an Ethical Framework for Advocacy in Public Relations. Journal
of Public Relations Research, 14(1), 1-26.
Fisher, B. (2003). Ethics of
Target Marketing: Process, Product or Target?. Conference Papers --
International Communication Association,
FIVE FAST WAYS TO: Work with
Generation Y. (2006). Business Communicator,
Gissen,
W. (2005). How to edit your employees writing, 30 easy rules. Fairfield County Business
Journal, 44(29), S19-S22.
Goldsborough, R. (2006). How
do you begin and end an e-mail? Keeping your online missives in top form. Public
Relations Tactics, 13(2), 26-26.
Goldsborough, R. (2006). When
writing e-mails, pay attention to the details. Public Relations Tactics,
13(2), 26-27.
Golladay,
E. (2004). Making journalists your friends. Public Relations Tactics,
11(5), 18-18.
Gray, A. (2005). How to keep
track of contacts. Fairfield County Business Journal, 44(22),
10-10.
Gray-Grant, D. ([YEAR]).
Asking the right questions and then some. Communication World, 23(6),
34-37.
Gregory, J., &
McNaughton, L. ([YEAR]). Brand Logic: A Business Case for Communications. Journal
of Advertising Research, 44(3), 232-236.
Grunig,
J. (1993). Public relations and international affairs: Effects, ethics and
responsibility. Journal of International Affairs, 47(1), 137.
Hanington,
B. (2006). Don't go it alone: Finding a better system to manage the writing
process. Public Relations Tactics, 13(2), 21-21.
Hershkowitz-Coore,
S. (2005). E-mail: Toxic or Terrific?. Journal for Quality &
Participation, 28(2), 11-14.
Knowles, S. (2006). Under
pressure? Deadline looming? What to do when writing panic sets in. Public
Relations Tactics, 13(2), 20-21.
Likely, F. ([YEAR]). Ten
things we should know about evaluation. Strategic Communication
Management, 8(5), 14-19.
Lim, S., Goh,
J., & Sriramesh, K. (2005). Applicability of the
Generic Principles of Excellent Public Relations in a Different Cultural
Context: The Case Study of Singapore.
Journal of Public Relations Research, 17(4), 315-340.
Marken,
G. (2006). Losing Our Most Precious Asset. Public Relations Quarterly,
51(1), 45-46.
Martinez, A. ([YEAR]). Turning the Camera
on Communications Careers. Careers & Colleges, 26(3),
20-22.
Mathews, W. ([YEAR]). 'What
Should I Tell Them?'. Communication World, 21(3), 46-60.
McFarland, R., Challagalla, G., & Shervani,
T. (2006). Influence Tactics for Effective Adaptive Selling. Journal of
Marketing, 70(4), 103-117.
McLellan,
D. (2005). Make the right impression with your first contact. Des Moines
Business Record, 23(23), 25-25.
Meussling,
V. (1986). PRACTICAL PROFESSIONAL EXPERIENCE IN PUBLIC RELATIONS: TAKING
THEORY INTO THE COMMUNITY. Communication Education, 35(3),
290.
Molleda,
J., Connolly-Ahern, C., & Quinn, C. (2005). Cross-national conflict
shifting: expanding a theory of global public relations management through
quantitative content analysis. Journalism Studies, 6(1),
87-102.
O'Brien, T. (2006). What
makes a good PR writer? Necessity is the mother (in-law) of good PR
writing. Public Relations Tactics, 13(2), 28-28.
Padgett, R. (2006). Better
Public Relations on Websites. Education Digest, 71(5), 54-55.
Puglisi, G. (2006). With a
high-profile restaurant opening, students get taste of real-world public
relations. Public Relations Tactics, 13(10), 29-29.
Qiu,
Q., & Cameron, G. (2005). A Public Relations Perspective to Manage
Conflict in a Public Health Crisis. Conference Papers -- International
Communication Association,
Sadler-Trainor,
G., & Sadler-Trainor, G. (2005). A Visual
Overdose? Visual Communications in Public Relations. Public Relations
Quarterly, 50(4), 7-9.
Smith, J., & Turner, P.
(1993). A Survey of Communication Department Curriculum in Four-Year Colleges and Universities. Journal
of the Association for Communication Administration.
Smith, R. (1993).
Psychological Type and Public Relations: Theory, Research, and
Applications. Journal of Public Relations Research, 5(3),
177-191.
Steward, H. (2005). GOOD
WRITING IS GOOD PUBLIC RELATIONS. Public Relations Quarterly, 50(4),
41-45.
Sturaitis,
L. (2004). What's the big idea?. Public Relations Tactics, 11(12),
11-15.
Sung, M. (2003). Managing
Global Public Relations from an Agency Perspective. Conference Papers --
International Communication Association,
Torrisi-Mokwa,
J. (2006). How the best recruit the rest: Building a culture driven by
employee referrals. Public Relations Tactics, 13(8), 17-17.
Wallace, J. (2004). Warning!:
poor writing skills may be hazardous to your career. Public Relations
Tactics, 11(4), 22-22.
Wilkins, L., &
Christians, C. (2001). Philosophy Meets the Social Sciences: The Nature of
Humanity in the Public Arena. Journal of Mass Media Ethics, 16(2/3),
99-120.
Wise, K. (2005). The
Importance of Writing Skills. Public Relations Quarterly, 50(2),
37-48.
Wylie, A. (2006). Write Web
headlines that reach readers online. Public Relations Tactics, 13(2),
27-27.
You Are What You Write: Six Ways to
Ensure That Your E-Mail Makes -- Not Breaks -- Your Career. (2005). Public
Relations Quarterly.
McAfee
Memorial Library - Online information, links, electronic databases and
the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling
- The Career Development Center (CDC) provides services for all stages of
career development. The mission of the CDC is to provide the career
planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have
forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for
Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Course Description:
Educational Philosophy:
The Communication Arts Department at Park University combines theoretical
learning, skills mastery, and practical experience for students. This
course emphasizes writing preparation for work as a public relations
professional.
Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the
system when faculty members create their syllabi.
Core Assessment:
This will be updated with the most recent Core Assessment in the system
when faculty members create their syllabi.
Link
to Class Rubric
Class Assessment:
· Participation and Writing Assignments
(40-55%)
· Campaign or Collaborative Project (10%)
· Individual Public Relations Portfolio
(Total 30%)
· Final exam (10-25%)
Grading:
90-100% equals A.
80-89.99 equals B.
70-79.99 equals C.
60-69.99 equals D.
Late Submission of Course
Materials:
Public relations professionals meet deadlines.
Classroom Rules of Conduct:
· Be on time.
· Prepare in
advance and engage in class.
· Contribute to a
learning environment with professionalism and respect.
Course
Topic/Dates/Assignments:
|
Schedule
16 Week Format
|
8 Week Format
|
Reading for Scott & RoAne
|
Reading for Newsom &
Haynes.
|
Lecture
Write about our Park radio
station, a real topic related to Park University or your current
employment.
|
Writing
|
Teamwork, Peer Review, and
Re-Writing
|
Discussion
|
|
Unit 1
Week 1
The PR Web
Persuasive Principles
|
Week 1
|
Skim course booklet.
Scott Text
Chapters 1 & 2 New
Rules
Chapter 3 Web-based
communications to reach buyers directly
|
Ch 1 & 2
|
Define Public Relations
Ethics
Persuasion and the Compliance
Gaining Process
|
Writing assignment: Bring
ID login information for eCollege.
Send email to class members, which discusses key principles of compliance
gaining.
|
Peer Assessment &
Rewrites
Discuss
Introduction to the course
The PR Professional's
Portfolio
Assign teams/groups.
|
Preview Blogs
|
|
Week 2
|
Week 1
|
Chapter 4 & 17
|
Ch 3, 4, & 12
|
Conducting Research
Blogs
Visual Design
|
Writing assignment: Bring
research needed and create a Google blog.
In-class writing assignment:
Create your blog about one of these topics: (a) public relations, (b)
communication arts at Park University, or (c) our student radio station.
Send eCollege
email to invite class members to participate in your blog.
|
|
Preview news releases and
newsletter.
|
|
Unit 2
Week 3
|
Week 2
|
Scott Text
Chapter 5 & 14
|
Ch 5, 6, 9
|
General Writing Principles
News Releases
|
Writing assignment: Write
a standard one-page (250 words) news release about Park University's
radio station. You can write for or about KGSP-FM Conduct an interview
and bring research needed to write the news release.
|
Peer review and rewrite news
release.
Post your news release to a
student blog or other online forum.
|
Preview radio advertising and
audio messages.
|
|
Week 4
Feb. 4
Audio Message
|
Week 2
|
Scott Text
Chapter 6
|
Ch 13
|
Advertising copy
Audio Content, Podcasting
|
Writing assignment: Write
a 30 sec. radio or Internet audio ad. Bring research needed to
write and record the audio ad. You can write for KGSP-FM
|
Peer review and rewrite audio
advertisement.
Participate in each student's
blog at least once over the next few weeks.
|
PRSSA
Preview Forums, Wikis, Facebook
|
|
Week 5
|
Week 3
|
Scott Text
Chapter 7
|
Ch 7
|
Forums, Wikis, Facebook, Emails & More
|
In-class writing
assignment: Bring research needed and create an online research
survey.
|
Peer review and rewrite your
survey. Send emails for survey participation.
Post your new release to an
online forum.
|
Preview
Going Viral and more about
newsletters.
|
|
Week 6
|
Week 3
|
Scott Text
Chapter 8
|
Ch 17
|
Going Viral
|
Writing assignment:
Bring research needed and
begin to write a 4-page newsletter.Bring
materials needed to create and print or order a business card. Example.
|
|
Peer review and rewrite
newsletter. Preview WebPages.
|
|
Week 7
|
Week 4
|
Scott Text
Chapter 9 Web Site
|
Ch 14
|
Webpage
|
Writing assignment:
Bring research needed to
create, write, and upload a webpage. You need your Park ID
information. Students can have their own web pages at click here
and you can request the web page at click here
there are a few standards that Park has to avoid problems. You can
use Microsoft Word to create the page through the save function.
|
Peer review and rewrite
newsletter and webpage.
Upload your webpage.
|
Preview PR plan and
backgrounder.
|
|
Week 8
|
Week 4
|
Scott Text
Chapter 10 PR Plan
Chapter 11 Leadership
Chapter 12 Writing
Effectively
|
Ch 8
|
PR Plan
Campaigns
|
Writing assignment: Bring
research needed and write a backgrounder or position policy.
|
Peer review and rewrite
newsletter, webpage, and backgrounder.
|
Preview creating a brochure.
|
|
Spring Break
|
|
|
|
|
|
|
|
|
Week 9
|
Week 5
|
Scott Text
Chapter 13
Chapter 15
Chapter 16
|
Ch 15 & 18
|
Campaigns
Media Room
Pitches
Brochures
|
Writing assignment: Bring
research needed and create a brochure.
|
Peer review and rewrite
brochure.
|
Preview PR and broadcasting.
|
|
Week 10
|
Week 5
|
Scott Text
Chapter 18
|
Ch 10 & 11
|
Broadcast News
Video
|
Writing assignment: Bring
research needed and write a news release or script for video use.
|
Peer review and rewrite video
news release or script.
|
|
|
Week 11
|
Week 6
|
Scott Text
Chapter 19
Chapter 20
Chapter 21
|
Ch. 16
|
Social Networking
Using Search Engines as PR
|
Writing assignment: Bring
research needed and materials, and create an action research table-top
display.
·
Public Relations Concentration.
·
Organizational Communication Concentration.
·
The Stylus
·
KGSP Radio
Take photo of your display
for your portfolio.
|
Begin Group Project.
Peer review and rewrite
display project. Complete needed forms.
|
Preview social networking and
RoAne readings.
|
|
Week 12
April 7
|
Week 6
|
RoAne
Text Chapters 1-6
|
Ch 19
|
Social Networking Part 1.
Magazines & Reports
Social roadblocks
Being there
Charm and Chutzpah
Working the "virtual
room"
|
Final Course Project--Core Assessment--due as hardcopy
at the beginning of class.
Writing assignment: Bring
research needed to write and pitch a campaign i ACEI media kit NASA media
kit USIP media
kit Idea 1 Crisis plan: Idea
- Idea 2
- Idea 3
|
Peer review portfolio.
Finish your tabletop display.
Post PR display photo to your
facebook.com account.
Begin group collaboration
research and PowerPoint on assigned topic.
|
Independent Group
Workday: Prepare group PowerPoint and begin Tabletop
presentation on assigned topics.
|
|
Week 13
|
Week 7
|
RoAne
Chapters 7-13
|
Ch 20
|
Crisis Communication
Social Networking
Overcoming shyness
Planning
Buddy system
Conversation
Audiences
Etiquette
|
|
Work in preparing group
presentations.
|
Group Collaboration
Presentations
|
|
Week 14
|
Week 7
|
RoAne
Chapters 14-18
|
|
Social Networking
Cocktail party
Reunion
Trade show
Technology
Diversity
Transportation
|
Core Assessment Revision due Session 1 of Week of
individual portfolio due Session 1 of Week.
Group Collaboration
Presentations
|
Pass out business cards at
cocktail party.
Discuss professional
organization membership.
|
Individual Portfolio Presentation
and Interview
10 minute work session for
poster presentation
|
|
Week 15
|
Week 8
|
|
|
Individual Portfolio
Presentation and Employment Interview
|
Poster Presentation at
Research & Creative Arts Symposium
|
Work session for poster
presentation
|
Course closure.
Review for final exam.
In-class PR assignment:
Bring your cell phone, phone numbers, and make a cold call to encourage
people to attend an event at Park University.
|
|
Week 16
Final Exam Week
|
Week 8
|
|
|
Final Exam as scheduled
|
|
|
|
Academic Honesty:
The most recent catalog page number would be inserted here.
Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use
of quotations without indication of the source, the use of another's idea
without acknowledging the source, the submission of a paper, laboratory
report, project, or class assignment (any portion of such) prepared by
another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate
Catalog Page 87
Attendance Policy:
Instructors are required to maintain attendance records and to report
absences via the online attendance reporting system.
1.
The instructor may excuse absences for valid
reasons, but missed work must be made up within the semester/term of
enrollment.
2.
Work missed through unexcused absences must
also be made up within the semester/term of enrollment, but unexcused
absences may carry further penalties.
3.
In the event of two consecutive weeks of
unexcused absences in a semester/term of enrollment, the student will be
administratively withdrawn, resulting in a grade of "W".
4.
A "Contract for Incomplete" will
not be issued to a student who has unexcused or excessive absences recorded
for a course.
5.
Students receiving Military Tuition
Assistance or Veterans Administration educational benefits must not exceed
three unexcused absences in the semester/term of enrollment. Excessive
absences will be reported to the appropriate agency and may result in a
monetary penalty to the student.
6.
Report of a "F" grade (attendance
or academic) resulting from excessive absence for those students who are
receiving financial assistance from agencies not mentioned in item 5 above
will be reported to the appropriate agency.
The most recent catalog page
number would be inserted here.
Disability Guidelines:
Park University is committed to meeting the needs of all students that meet
the criteria for special assistance. These guidelines are designed to
supply directions to students concerning the information necessary to
accomplish this goal. It is Park University's policy to comply fully with
federal and state law, including Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990, regarding students
with disabilities. In the case of any inconsistency between these
guidelines and federal and/or state law, the provisions of the law will
apply. Additional information concerning Park University's policies and
procedures related to disability can be found on the Park University web
page: http://www.park.edu/disability
.
Additional Information:
What College
Grads NEED to Know and Do To Be Smart, Savvy and Employed Susan RoAne, The
Mingling Maven® and author of one of your course books.
I am constantly awed at the
talent, intelligence and knowledge that many college students possess. I am
equally amazed at how naive many of
them are.
·
You
must have work and study habits as
well as a laser focus--all of which translate into good job/work
habits. Be in class and actively engaged, be on time, meet deadlines,
go beyond the requirements. Faculty are references.
·
You
must avail yourself of school services:
Career Center, Alumni Center, job search workshops.
·
MANNERS count and there is no way around it.
·
Yes,
write that thank you in a timely
way after you are given a lead, an interview or an introduction.
·
Ask
for Help: From family and friends, alumni,
instructors or current practitioners in your chosen field.
·
Apply
for internships and work as smart and hard
as you can.
·
Don't
waste a minute of your time worrying about the fairness of the "who
you know" aspect of life or jobs. Just be
sure that the people you know want
to know, recommend, hire and mentor you.
Rubric
This will be updated with the most recent Rubric in the system when faculty
members create their syllabi.
Copyright:
This material is protected by
copyright and can not be reused without author permission.
Last Updated:9/8/2008
2:02:32 PM
|
CA 104 Interpersonal Communication I
Mission
Statement: The most resent mission statement would be added.
Vision Statement: The most resent vision statement would be added.
|
Course
|
CA 104 Interpersonal Communication
I
|
Textbook:
Verderber,
K. S., Verderber, R. F., & Berryman-Fink, C.
(2006). Inter-act: Interpersonal communication concepts, skills, and
contexts. (10th or latest ed). New
York: Oxford University Press.
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.
Textbooks can be purchased
through the MBS bookstore
Textbooks can be purchased
through the Parkville Bookstore
Additional Resources:
McAfee
Memorial Library - Online information, links, electronic databases and
the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career
Counseling - The Career Development Center (CDC) provides services for
all stages of career development. The mission of the CDC is to
provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have
forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for
Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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. Focus will be on the
following:
·
Using interpersonal communication concepts
·
Analysis of interpersonal communication
skills
·
Evaluation of interpersonal communication
strategies
·
Application of research-based communication
theories to real world situations
·
Critical thinking that demonstrates the ability
to conduct research.
Educational Philosophy:
COMMUNICATION ARTS DEPARTMENT PROGRAM GOALS RELEVANT TO CA 104
|
|
Professionalism
|
Intercultural Sensitivity
|
Critical Thinking
|
Ethics
|
Free Speech
|
Symbolic Acuity
|
|
1. Identify the fundamental
elements of the communication process.
|
|
Intercultural Sensitivity
|
|
|
|
Symbolic Acuity
|
|
2. Illustrate how
self-concept influences communication.
|
|
Intercultural Sensitivity
|
Thinking
|
Ethics
|
|
|
|
3. Explain how perception
affects communication.
|
Professionalism
|
Intercultural Sensitivity
|
|
|
|
|
|
4. Demonstrate effective
listening habits and skills.
|
Professionalism
|
Intercultural Sensitivity
|
|
|
|
Symbolic Acuity
|
|
5. Explore why language can
create communication problems.
|
Professionalism
|
|
|
|
|
Symbolic Acuity
|
|
6. Illustrate why nonverbal
cues can create communication problems.
|
Professionalism
|
|
|
|
|
Symbolic Acuity
|
|
7. Contrast methods of
resolving communication problems caused by verbal and nonverbal
communication.
|
|
|
Thinking
|
|
|
Symbolic Acuity
|
|
8. Formulate personal
strategies for developing effective intercultural communication.
|
|
Intercultural Sensitivity
|
|
|
|
Symbolic Acuity
|
|
9. Describe theories of
relationship development.
|
|
|
Thinking
|
|
|
|
|
10. Select appropriate
strategies for maintaining healthy interpersonal relationships.
|
Professionalism
|
Intercultural Sensitivity
|
Thinking
|
Ethics
|
Free Speech
|
Symbolic Acuity
|
|
11. Evaluate the
effectiveness of methods of resolving conflict.
|
|
|
Thinking
|
|
|
Symbolic Acuity
|
|
12. Demonstrate how to develop
a supportive communication climate.
|
Professionalism
|
Intercultural Sensitivity
|
Thinking
|
Ethics
|
Free Speech
|
Symbolic Acuity
|
Core Learning Outcomes:
This will be updated with the most recent Core Learning Outcomes in the system
when faculty members create their syllabi.
Core Assessment:
This will be updated with the most recent Core Assessment in the system
when faculty members create their syllabi.
Link
to Class Rubric
Class Assessment:
|
Assignments
|
Weight by Percentage
|
|
Participation, Discussion,
Participation, Oral Presentations
|
30%
|
|
Personal Reflections
|
10%
|
|
Research Paper on Interpersonal Communication
Principles Using Film
|
20%
|
|
Portfolio
|
20%
|
|
Testing
|
20%
|
|
Total
|
100%
|
Research
paper of on interpersonal communication principles
using film.
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 research paper that identifies the communication phenomena you saw
occurring (e.g., perception, nonverbal communication, empathetic
listening). 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. Make sure you do the
following:
·
Define several interpersonal communication
concepts in your own words.
·
Analyze interpersonal communication skills
·
Evaluate interpersonal communication
strategies
·
Apply research-based communication theories
to a real world situation, including how you personally can improve your
interpersonal skills.
GRADING
RUBRIC FOR RESEARCH-BASED APPLICATION PAPER
|
Competency
|
Exceeds
Expectation--All required for grade of A.
|
Meets
Expectation--Minimum required for grade of C.
|
Does
Not Meet Expectation--Minimum required for grade of D.
|
No
Evidence--Grade of F or required revision.
|
|
Analysis Outcomes
Outcomes
CLO1-12
|
Discussed cause and effect,
development stages, and free of content mistakes.
|
Shows concept complexity, but
makes 1-2 content mistakes or fails to discuss cause-effect.
|
3 content mistakes or no
analysis.
|
Analysis could have been
written before IC course.
|
|
Evaluation Outcomes Outcomes
CLO 1-12
|
Discussed communication
success, good-bad evaluation, and how to fix problems.
|
Lacks success discussion or
research-based improvement strategies, but contains evaluation.
|
No success and no improvement
discussion, has evaluation of communication.
|
Evaluation could have been written
before IC course.
|
|
Concepts Outcome
CLO 1-12
|
Discussed 9 or more IC
concepts in own words.
|
Discussed 6-8 IC concepts in
own words.
|
Discussed less than 6 IC
concepts in own words or used textbook only to describe.
|
Discussed concepts irrelevant
to IC or not from communication studies.
|
|
Application Outcomes
Outcomes
CLO 1-12
|
Discussed multiple change strategies, no
errors.
|
Discussed multiple change strategies, with
1-2 errors.
|
Discussed ineffective change strategies, not
supported in the field of communication studies.
|
Application could have been
written before IC course.
|
|
Critical Literacy
Outcomes
|
At least 4 IC related CA
evidence in reference list of different kinds. No Internet, no trade books,
no popular press books.
|
Makes sense and included at
least 3 IC related CA evidence in reference list of different kinds
(journal articles, IC textbooks).
|
Not all sources are IC
related CA evidence, or lack peer-reviewed journal articles, or lack textbook.
|
No reference list, or used
Internet/popular press sources, or could have been written before IC.
|
Grading:
90
- 100% A
80 - 89.99% B
70 - 79.99% C
60 - 69.99% D
0 - 59.99%
F
Late Submission of Course
Materials:
Submit all assignments on time or make arrangements with your instructor in
advance of the due date.
Classroom Rules of Conduct:
The Department of Communication expects students to behave in ways
consistent with the program goals.
Professionalism: Be present and actively engaged in the course, be on
time, submit work on time.
Intercultural Sensitivity: Respect others and value diversity.
Critical Thinking: Conduct effective research, analysis, evaluation,
and application.
Ethics: Be honest, credit the works or others whether paraphrasing or
quoting.
Free Speech: Respect the opinions and rights of everyone in the
course.
Symbolic Acuity: Employ effective writing, speaking, and listening
skills.
In addition, your instructor may have additional expectations.
Course
Topic/Dates/Assignments:
|
8 Week Format
|
Topics and Learning Outcomes
Note learning outcomes often
overlap.
|
Verdeber
et al Reading
|
Assignments
|
|
1
|
Orientation to Interpersonal
Communication. Forming and Using Social Perceptions.
Intercultural Communication.
Outcomes:
·
Identify the fundamental elements of the communication process.
·
Formulate personal strategies for developing effective intercultural
communication.
· Identify
the fundamental elements of the communication process.
|
Read chapters 1 &
2.
|
Discussion and weekly
learning activities.
|
|
2
|
Communicating in
Relationships. Perception. Listening. Verbal
Communication.
Outcomes:
·
Explain how perception affects communication.
·
Explore why language can create communication problems.
· Describe
theories of relationship development.
|
Read chapters 3 & 4.
|
Discussion and weekly
learning activities.
|
|
3
|
Communicating Through
Nonverbal Behaviors. Holding Effective Conversations.
Outcomes:
·
Illustrate why nonverbal cues can create communication problems.
· Hold
a successful conversation with a stranger.
|
Read chapters 5 & 6.
|
Discussion and weekly
learning activities.
|
|
4
|
Listening Effectively.
Responding with Understanding and Comforting Others
Outcomes:
· Demonstrate
effective listening habits and skills.
· Demonstrate
how to develop a supportive communication climate.
· Select
appropriate strategies for maintaining healthy interpersonal
relationships.
|
Read chapters 7 & 8.
|
Mid-term test.
|
|
5
|
Self. Sharing Personal
Information: Self-Disclosure and Feedback. Using
Interpersonal Influence Ethically
Outcomes:
·
Illustrate how self-concept influences communication.
· Select
appropriate strategies for maintaining healthy interpersonal
relationships.
· Use
persuasion ethically.
|
Read chapters 9 & 10.
|
Submit your research paper draft, in
which you analyze interpersonal communication principles through a film.
|
|
6
|
Managing Conflict
Outcomes:
· Contrast
methods of resolving communication problems caused by verbal and
nonverbal communication.
· Evaluate
the effectiveness of methods of resolving conflict.
|
Read chapters 11 & 12.
|
Discussion and weekly
learning activities.
|
|
7
|
Communicating in Intimate
Relationships: Friends, Spouses, and Family. Communicating in
the Workplace.
Outcomes:
· Document
improvements to the quality of your communication in personal and
professional contexts.
·
Demonstrate how to develop a supportive communication climate.
|
Read chapters 13
|
Submit final version of your research paper,
in which you analyze interpersonal communication principles through a
film.
|
|
8
|
Electronically Mediated
Interpersonal Communication and Course Closure
|
|
Final exam.
|
Academic Honesty:
The most recent catalog page number would be inserted here.
Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use
of quotations without indication of the source, the use of another's idea
without acknowledging the source, the submission of a paper, laboratory
report, project, or class assignment (any portion of such) prepared by
another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate
Catalog Page 87
In your research paper, you need to cite the source of all information,
including paraphrased information. Give the page number for all
direct quotations.
Attendance Policy:
Instructors are required to maintain attendance records and to report
absences via the online attendance reporting system.
1.
The instructor may excuse absences for valid
reasons, but missed work must be made up within the semester/term of
enrollment.
2.
Work missed through unexcused absences must
also be made up within the semester/term of enrollment, but unexcused
absences may carry further penalties.
3.
In the event of two consecutive weeks of
unexcused absences in a semester/term of enrollment, the student will be
administratively withdrawn, resulting in a grade of "W".
4.
A "Contract for Incomplete" will
not be issued to a student who has unexcused or excessive absences recorded
for a course.
5.
Students receiving Military Tuition
Assistance or Veterans Administration educational benefits must not exceed
three unexcused absences in the semester/term of enrollment. Excessive
absences will be reported to the appropriate agency and may result in a
monetary penalty to the student.
6.
Report of a "F" grade (attendance
or academic) resulting from excessive absence for those students who are
receiving financial assistance from agencies not mentioned in item 5 above
will be reported to the appropriate agency.
The most recent catalog page
number would be inserted here.
Disability Guidelines:
Park University is committed to meeting the needs of all students that meet
the criteria for special assistance. These guidelines are designed to
supply directions to students concerning the information necessary to
accomplish this goal. It is Park University's policy to comply fully with
federal and state law, including Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990, regarding students
with disabilities. In the case of any inconsistency between these
guidelines and federal and/or state law, the provisions of the law will
apply. Additional information concerning Park University's policies and
procedures related to disability can be found on the Park University web
page: http://www.park.edu/disability
.
Additional Information:
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Conducting Research
You will want
to use high quality sources such as peer-reviewed journal articles in
communication, from the Park library's scholarly databases. A scholarly
journal is a periodical, where the editor asks three experts to read each
article to determine whether the quality is high enough for publication.
These articles are primary sources, so they are considered more valid than
secondary sources. In interpersonal communication studies, avoid articles
more than ten years old.
Park
University has excellent online scholarly databases appropriate for
undergraduate research and study. Please use scholarly, peer-reviewed
journal articles for your work in this course. You can access the library's
EBSCO Communication and Mass Media Complete here: http://www.park.edu/library/
Here is a tutorial about using the database: http://ourwayit.com/LibraryTutorial/
Sometimes
students want to use Internet sites for research, but websites are
generally inappropriate or suspect for college-level research. Never use
Wikipedia, for example, which is a wiki where anyone can write the
material. If your instructor allows the use of websites, make sure the
website is a US government site or provided by a valid University or
educational institution. Below is a very high quality website created by a
University of Kentucky professor, where he describes the basic idea of
several key interpersonal communication theories. You may find this useful
in your research report. Lane, D. (2001). Communication theory workbook:
Interpersonal contexts. Lexington, KY. Accessed July 28, 2008 from http://www.uky.edu/~drlane/capstone/interpersonal/
Rubric
This will be updated with the most recent Rubric in the system when faculty
members create their syllabi.
Copyright:
This material is protected by
copyright and cannot be reused without author permission.
Last Updated:9/8/2008
1:28:44 PM
|
|
Performance Indicators:
1.
Participation Activities (80 points)
Attendance and participation are the most critical components to your
success in this course. The majority of course content is conveyed
through class lecture and group activities. It is virtually impossible
to make-up these experiences. Therefore, you are encouraged to attend
class on a regular basis. While in attendance, you are expected to
participate in class discussions as both a listener and contributor.
You will have many opportunities throughout the semester to complete
in-class and take-home assignments which will accrue participation points.
If you miss a class session in which a participation activity is held, you
may make up 70% of participation points by completing a make-up assignment
related to the topic covered in class. Instructions for make-up
assignments will be posted on the Blackboard site as each topic is
covered. Make-up assignments are due one week from the date of the
absence. No individual student may submit more than 3 make-up
assignments.
On your third absence from class, you must contact the instructor for an
appointment to discuss your options for continued participation in the
course.
2.
Reflective Threaded Discussion (40 points)
Each student will participate in 2 reflective threaded discussions during
the course of the semester. You will be placed in a Threaded
Discussion group based on the initial letter of your last
name. To participate in a threaded discussion, you must post your own
response to the topic in a 750-word reflection and respond to 4
other posted reflections. Points will be awarded based on (a) the
reflective quality of your entry and (b) the responsiveness of your
comments to other participants and (c) adherence to the assignment
requirements. A scoring guide is posted on the Bb site under
"Assignments".
Other Relevant Course Information:
BLACKBOARD:
A portion of this course will be taught using the
Blackboard program. Each student will be required to obtain and use
his/her UMKC email address to access and participate in online
activities. Procedures for the use of Blackboard will be presented
during a class session early in the semester and additional help is
available through any of the campus computer centers.
SOE Teacher Education Principles Addressed in this
Course:
Principle #2: The beginning teacher understands how
children learn and develop, and can provide opportunities that support
their intellectual, social, and personal development.
Principle #3: The beginning teacher understands how
students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Principle #9: The beginning teacher is a reflective practitioner
who continually evaluates the effects of his or her choices and actions on
others and actively seeks opportunities to grow professionally.
LATE ASSIGNMENTS:
Late assignments will be accepted only with prior
approval of the instructor. All late assignments will be reduced by
10% of the total points possible each class session the assignment is late.
USE OF PERSONAL DEVICES (cell phones, blackberries,
pagers)
As a courtesy to your colleagues, please turn off all
electronic devices prior to the beginning of class. If you must
receive a message, please set your device to vibrate and leave the room
prior to answering. Please do not send or receive text messages
during the class period.
TE
404: Education of the Exceptional Child and Youth
|
August 18
|
Welcome
Team Assignments
Educating Peter: An Introduction to Disability
|
No Readings
|
|
August 25
|
Syllabus Overview
|
Chapters 1
& 2
|
|
September 1
|
|
No Readings
|
|
September 8
|
|
Chapters
14 & 15
|
|
September 15
|
|
|
|
September 22
|
|
|
|
September 29
|
|
Chapter 5
|
|
October 6
|
Emotional Disturbance
|
No Readings
|
|
October 13
|
Midterm Exam
|
|
|
October 20
|
Gifted and Talented
One Child
Project (begins in class)
|
Chapter 12
One Child Book
|
|
October 27
|
Intellectual Disabilities/Mental Retardation
|
Chapter 6
|
|
November 3
|
Pervasive Developmental Disorders
Graduate
Project Due
|
Chapter 7
|
|
November 10
|
Physical Disabilities
One Child
Project Due
Threaded
Discussion #2 Opens
|
Chapters 8
& 9
|
|
November 17
|
Other Health Impairments
Threaded
Discussion #2 Closes
|
Chapters
10 & 11
|
|
November 24
|
No Class Thanksgiving Holiday
|
|
|
December 1
|
Graduating Peter: A Look Back at Inclusion
|
No Readings
|
|
December 8
|
Final Exam
|
|
In the
unlikely event that classes are cancelled, scheduled activities will roll
over to the following class date.
Disability, Academic Honesty, English Proficiency, & Attendance
Policies
Students with Disabilities. To obtain
disability-related accommodations and/or auxiliary aids, students with
disabilities must contact the Office of Services for Students with Disabilities
(OSSD) as soon as possible at 816-235-5696. Once verified, OSSD will notify
the course instructor and outline the accommodation and/or auxiliary aids
to be provided. In addition, individuals who feel they may need some
instructional modifications to complete course requirements due to a
disability have the responsibility of making the instructor aware of this
as soon as possible.
Academic Honesty. It is the philosophy of the University of
Missouri-Kansas City that academic dishonesty is a completely unacceptable
mode of conduct and will not be tolerated in any form. All persons involved
in academic dishonesty will be disciplined in accordance with University
regulations and procedures. Discipline may include suspension or expulsion
from the University.
English Proficiency. Students who encounter difficulty in the
course because of English proficiency of the instructor should speak
directly with their instructor. If additional assistance is needed,
students may contact the UMKC Help Line at 816-235-2222.
Attendance Policy. Students are expected to attend and
participate in the class. However, excused absences may be permitted and
applied in a non-discriminatory manner. Excused absences may include
absences due to illness of the student, illness of an immediate family
member for whom the student must care, death of an immediate family member,
religious observance (where the nature of the observance prevents the
student from being present during class), representation of UMKC in an
official capacity, and other compelling circumstances beyond the student’s
control. Students should notify the instructor of excused absences in
advance, when possible. Provide the documentation upon request to
substantiate the excuse. Students who have an excused absence are expected
and responsible to make arrangements with instructors for alternative or
make-up work, such arrangements should be made in advance of the absence,
where possible. Unexcused absences should be avoided and may result in the
lowing of a student’s grade.
Civility
Without exception, all electronic communication
devices including, but not limited to pagers, cell phones, and blackberries
should be turned off during class.
If you have a grievance or
concern
The School of Education has policies in place for
assisting students with concerns and grievances. The procedure for a
grade appeal may be found at:_________________ If you have other
concerns, you should follow a similar process. The first step is to
meet with the course instructor. If there is no satisfactory
resolution of the problem, you may bring your concern to the Division
chairperson. We recommend that you send the chairperson your concern
in writing and request a meeting. If the chairperson is unable to
resolve the issue, your next step would be to contact Dr. Ginny Miller,
Assistant Dean. Once again, we recommend that you send your concern
in writing and follow-up with a request for a
meeting.
|
Probably no element is more
crucial to student or trainee satisfaction than your grading policies. You
will want to give serious thought to how you will grade.
If you are going to teach at Park
University, you will need to provide a division of the percentage and points
for the course assignments. To make it simple, you will have more accuracy by
using fewer point. If you artificially expand the grade through a point
system, then collapse it to A, B, C, D, F, you can introduce error by using a
large number of points.
Read this information from Tools
for Teaching by Barbara Gross Davis; Jossey-Bass
Publishers: San Francisco, 1993. http://teaching.berkeley.edu/bgd/grading.html
Here are some grading systems to
consider.
|
10 A+
9 A-
8 B-
7 C-
5 D-
|
5 A+
4 A
3 B
2 C
1
This system tends to lower
grades because faculty are reluctant to give an A+.
|
POINT VALUES
There are 100 points possible in the course. 100% =
100 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
If you just use whole numbers, you will need to explain
how you do rounding.
|
279-300
= A
270-278
= A-
261-269
= B+
249-260
= B
240-248
= B-
231-239
= C+
219-230
= C
210-218
= C-
201-209
= D+
189-200
= D
180-188
= D-
179 and
below
= F
|
|
15A+
14 A
13 A-
12 B+
11 B
10 B-
9 C+
8 C
7 C-
6 D+
5 D
4 D-
3 F+
2 F
1 F-
|
Mastery Options:
Any grade under 80% should be
revised.
Any grade under 90% can be
revised.
Any grade can be revised.
If revised, the student can
gain 1/2 of the missed points.
|
Your grade needs to convert to this
kind of system in the end. This is NOT a percentage basis.
4 = A
3 = B
2 = C
1 = D
|
If using a percentage basis,
then it looks like this based on a 4 point scale.
4 = A+
3.6 = 90% or A-
3.2 = 80% B-
2.8 = C-
2.4 = D-
|
|
|
How do you figure a percentage?
Multiply the percentage times
the number of points.
.80 or 80% times 7 possible
points is 5.7 points
|
If the test has 75 questions
and the student received 67, divide 75 into 67 for the percentage. Always
divide the smaller number by the larger number to obtain the percentage =
89%.
If the test is worth 12 points,
then multiply .893 x 12 = 10.72 points. If you leave the fractions, the
grading will be more accurate.
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Students will understand your system
better if the system is easy to understand.
Some additional sources worth
reading.
Grading interpersonal
communication http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/35/2a/e0.pdf
Grading speeches http://www.siue.edu/SPC/SPC_Portfolio/standards.html
Grading papers http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html
Grading groups http://www.evergreen.edu/washcenter/resources/acl/b5.html
Chapter 10 Objectives
1. Identify strategies to manage quiet, talkative, “big headed”, negative, and
aggressive trainees.
2. Describe three conflict management styles and discuss how to select an
appropriate style for managing conflicts during training sessions.
3. Use conflict management skills appropriately and effectively during a
training session.
4. Reduce conflict during a training session by using appropriate
affinity-seeking, nonverbal and verbal immediacy, and pro-social behavior
alteration techniques.
5. Manage and eliminate trainer misbehaviors.

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Chapter Overview
This chapter discusses the management of conflict in training sessions by
covering how to anticipate and minimize unproductive conflict during
training, examining conflict management styles, identifying conflict
management skills, and offering strategies to prevent or reduce conflict.

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Chapter Lecture
I. Interpersonal conflict occurs between
two people and is the result of one person blocking the achievement or goals
of at least one other person.
A. Consider the underlying interpersonal needs of trainees.
1. Inclusion
2. Affection
3. Control
B. Trainees expect trainers to reduce or manage distractions in the training
environment.

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II.
Anticipate problem trainees
A. Quiet trainees rarely talk and are often misperceived as
lacking interest, being a slow
learner, being apathetic, or being aloof.
1. Avoid consistently calling on quiet trainees.
2. Avoid assigned seating to allow quiet trainees to find their comfort zone.
3. Avoid evaluating trainees based on how much they have participated in the
training classroom.
B. Make communication a rewarding experience.
1. Avoid ambiguity, novelty, and evaluation.
2. Increase trainees control over their success.
3. Use the think, pair, share technique to ask trainees to answer questions
individually and pair with another to share ideas prior to sharing with the
entire group.

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C. Talkative trainees are
compulsive communicators who like to hear themselves talk and dominate
training classroom discussion.
1. Use regulatory statements to curb talk.
2. If necessary, discuss trainees’ dominant communication style using conflict
management skills.
D. Bigheaded trainees are all proclaimed experts who have done and seen it
all.
1. Meet their control, inclusion, and affection interpersonal needs.
2. Reduce your communication with them.
3. Move away from them physically.
4. Use their expertise but channel it so it is not disruptive.
E. Negative trainees find the fault in everything you and others do.
1. Make the training relevant to their needs.
2. Give trainees some options.
3. Manage negative trainees negative experiences.
F. Manage aggressive trainees who lack social skills and go on the attack by
using conflict management skills.

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III.
Using conflict management skills
A. Understand that individuals have different conflict styles.
1. Nonconfrontational style fails to manage the
conflict by avoiding it or giving in to the other’s requests.
2. Confrontation style is a win-lose approach where one wins at the expense
of others.
3. Cooperative style views conflict as a win-win: a set of problems to be
solved rather than a competition.
B. Manage the emotions
1. Take time to cool off and collect your thoughts.
2. Select an appropriate time and place to address the conflict.
3. Remain nonverbally responsive, interested and open to them and their
communication.
4. Plan the meeting, outlining your outline and goal for the conversation.
C. Describe behaviors rather than evaluate the person
1. Identify and describe the problematic behaviors.
2. Use “I” messages rather than “you” messages.
D. Paraphrase content and emotions
1. Ask the problem trainee to paraphrase the content of the conflict
conversation.
2. Ask the problem trainees to paraphrase the emotional content of the
conflict conversation.
E. Adapt communication accordingly based on the trainee’s understanding of
the problem.

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IV.
Relational power is granted to instructors by students who like and respect
them.
A. Affinity seeking is the process by which individuals attempt to
get others to like and feel positive about them.
1. Assume equality
2. Comfortable self
3. Conversational rule keeping
4. Dynamism
5. Elicit other’s disclosure
6. Facilitate enjoyment
7. Optimism
B. Trainees are more willing to do what is asked of them if they like the
instructor

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V.
Use immediacy behaviors
A. Nonverbal immediacy behaviors
B. Verbal immediacy behaviors

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VI.
Use pro-social behavior alteration techniques
A. Behavior alteration techniques are communication strategies
that control and direct student behavior.
1. Pro-social techniques are positive and grounded in constructive
relationships.
a. Immediate reward from behavior
b. Reward from others
c. Self esteem
d. Responsibility to others
e. Normative rules
f. Altruism
g. Peer modeling
h. Positive trainer-trainer relationship
i. Trainer modeling
j. Expert trainer
k. Trainer feedback
2. Anti-social techniques are negative and grounded in destructive
relationships.
a. Punishment from others
b. Guilt
c. Negative trainer-trainee relationship
d. Legitimate higher authority
e. Debt

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VII. Eliminate trainer misbehaviors
A. Make sure the trainer is not the source of conflict.
B. Identify potential problem behaviors and seek assistance.
Chapter 11 Objectives
1. List and explain two reasons why assessment is important.
2. Develop a series of a Likert-type and semantic differential
scale items that assess trainees’ affect or liking for their trainer,
training content, and trained behavior.
3. Develop multiple-choice, matching, and essay items to access cognitive
learning outcomes.
4. Differentiate between atomistic, analytic, and holistic or general
impression levels of behavioral assessments.
5. Develop a behavioral assessment instrument for a communication behavior
that includes
behavioral items, skill ranges, and skill criteria.
6. Explain the importance of inter-rater reliability.
7. Differentiate between pre-post test, pre-post test with control group,
post-test only with
control group, and repeated measure designs.
8. Explain the advantages and disadvantages of pre-post test, pre-post test
with control
group, post-test only with control group, and repeated measure designs.
9. Explain the importance of triangulation.
10. Explain he significance of the cost benefit ratio.

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Chapter Overview
This chapter reviews the importance of assessment, how to measure affective,
cognitive, and behavioral learning outcomes, presents various assessment
designs, and discusses how to interpret assessment information.

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Chapter Lecture
I. Training assessment is a systematic
process of evaluating training programs to ensure that they meet the needs of
the trainees and organization.
A. Develop learning objectives that describe the outcomes you want at the end
of the training program.
B. Measure learning outcomes by using surveys and interviews.
C. Interpret the assessment data.
D. Use data to modify and improve your training program.

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II.
The importance of the assessment process
A. Assessment allows trainers to demonstrate they make a difference by
increasing profits and decreasing expenses.
B. Assessment allows trainers to get and use feedback from trainees to ensure
they are meeting the learning objectives.

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III.
Measuring cognitive learning outcomes: Did they learn it?
A. Multiple choice exam items challenges trainees to decipher
between three to five possible choices to a particular question.
B. Multiples choice exam items are made up of two parts.
1. Stems are the incomplete statement.
2. Foils are the alternative choices following the stem.
3. The keyed response is the correct answer.
4. Distractors are incorrect answers.
C. Advantages
1. Inexpensive when compared to other assessment instruments.
2. Require minimal time to administer and score.
3. Flexible and easily adaptable and revised.
D. Disadvantages
1. Correct answer can be deciphered through process of elimination.
2. May assess test taking abilities rather than cognitive learning outcomes.
3. May require rote memorization rather than application.
E. Suggestions for writing multiple choice questions.
1. Avoid making the correct answer too obvious.
2. All foils should be similar in length, parallel in construction, and
precise in expression.
3. Keyed responses should be evenly distributed throughout the letters and
the test items.
4. Avoid negatively worded or double negative stems an/or foils.
5. Avoid grammatical cues that give the correct answer away.
6. Avoid using “all” or “none of the above” foils.

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F. Matching exam items asks
trainees to connect or attach two words and/or phrases together.
1. Useful when assessing a lot of content or when space is limited.
2. Poorly written items allow students to select answer through process of
elimination.
3. Suggestions for using matching items.
a. Make sure the two sets remain similar in terms of content.
b. List of stimuli should be no longer than eight items with the response 50%
longer.
c. List of possible responses should include plausible answers.
G. Essay items are asked to generate the correct response by recalling,
explaining or organizing information into the correct response.
1. Advantages
a. Eliminates the possibility of guessing and focusing on rote memorization.
b. Allows trainees to apply information directly to their personal and
professional lives.
2. Disadvantages
a. Require more time to read and evaluate.
b. Quality of the answer may only be as good as the quality of the question.
3. Suggestions
a. Define the task presented in the essay question.
b. Focus the essay question.
c. Write clear and specific directions.
d. Allow ample time for trainees to answer all essay questions. H. Guidelines
for writing and administering exams
1. Write exams that cover each aspect of the training program making sure
exam items are proportionate to the amount of time invested in each training
concept.
a. Group items by chapters or units.
b. Include a variety of items to assess all levels of cognitive learning.
c. Write items in a way that remains consistent with how the content was
presented.
d. Pilot the exam by asking colleagues to take it before you administer it to
trainees.
2. Administer the exam in the same environment where students learned the
content.

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IV.
Measuring affective learning: Did they like it?
A. Affect is the degree of liking, appreciation, respect, and/or
value one has for something.
B. Measure affective learning using a survey or questionnaire to measure how
the trainees like, value, respect the content, behaviors, you, and the
likelihood they will use the skills they learned.
1. The Likert scale asks trainees to respond to a statement
indicating their level of agreement or disagreement.
2. The semantic differential measures attitudes by asking people to choose
between two opposite positions.

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V.
Measuring behavioral learning: Can they do it?
A. Behaviors can be assessed at three different levels.
1. Atomistic assessment determines if the behaviors were performed.
2. Analytic assessment determines how well each of the individual behaviors
was performed.
3. Holistic or general impression assessment measures the overall quality of
the skill performance.
B. Determine who will be completing the behavioral assessment.
1. 360-survey method
2. Customers
3. “phantom” customers
C. Include the behavioral items, skill ranges, and skill criteria in
assessment instrument.
1. Skill ratings are a series of numbers or a scale that indicates the level
or quality of performance.
2. Skill criteria describe behaviors for each skill rating.
3. Instrument must be reliable to be useful.
a. Criteria allows team of assessors to have inter-rater reliability.
b. Problems come from unclear skill rating criteria and poor training of the
assessment team.
D. Quantitative assessment design for measuring training objectives.
1. Pre/post test design is used to measure trainees before and after the
training to see if there is a change in knowledge, attitudes, and/or
behaviors.
2. Pre/Post test with control group design compares trainees who have
completed the training with another similar group who has not been exposed to
the training.
3. Post test only with control group design uses post tests to measure both
the control group and the group completing the training.
4. Repeated measure design uses pre and post tests as well as other tests at
various intervals throughout the training program to determine where changes
in knowledge, attitudes, or values occur.
a. Allows for trainers to make informed decisions about programs that don’t
negatively affect learning outcomes.
b. Repeating testing at a later date would determine the long term effect of
the training.

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VI.
Qualitative assessment design is used to describe learning outcomes.
A. Focus groups utilize informal, focused discussion following the training
program to
identify patterns or themes in the discussion that reflect learning outcomes.
B. Standardized interviews with randomly selected trainees can be analyzed
for patterns
or responses or themes.
C. Interpreting assessment information
1. Analyze assessment data against the learning objectives.
a. If objectives were met, refine the program for improved outcomes.
b. If objectives were not met, diagnose the weakness and limitations of the
training.
D. Reporting Assessment data using the cost benefit ratio to determine return
on investment in training.
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Survey Monkey
Below
is a task analysis that will take you through the process step-by-step.
You may
want to use Survey Monkey to pre-assess the people you plan to train or to
post-assess. If you use SurveyMonkey, you will
want to write your questions in advance so you have an idea of what you
need to ask. You'll want to decide whether to ask open-ended or close-ended
questions or both. Here is some information about types of questions from San Diego State University:
How Do I Know Which Type to Use?
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Type of question...
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Best Used for...
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Open-ended
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Breaking
the ice in an interview; when respondents' own words are important; when
the surveyor doesn't know all the possible answers.
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Closed-ended
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Collecting
rank ordered data; when all response choices are known; when quantitative
statistical results are desired.
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Likert-scale
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To
assess a person's feelings about something.
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Multiple-choice
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When
there are a finite number of options (remember to instruct respondents as
to the number of answers to select).
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Ordinal
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To
rate things in relation to other things.
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Categorical
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When
the answers are categories, and each respondent must fall into exactly
one of them.
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Numerical
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For
real numbers, like age, number of months, etc.
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SurveyMonkey.com is a free service for data collection. More
sophisticated data collection and analysis can be purchased, but you'll be able
to do an array of work with the free service. Everything is kept
confidential on data collection so you don't know who says what. Click here to
go to SurveyMonkey. I've never had any
problem with the service.
Step
1: Create an account.

Step
2: Create your survey.
The
key link tabs are at the top. Select "Create Survey."

To
create the survey, start from scratch.

First
select the colors.

Then
enter questions you want to ask in the order you want to ask them. Keep it
short. Ask ONLY questions you need answered. Use the dropdown menu to
select the type of question.

Make
sure your questions are clear and have a single idea in each question.
Add a
introductory page

and
thank you page.

You
can select the colors you like.

You'll
want to proof your survey and make sure it looks like you want.

You
might want to have a friend test your survey to see if everything is clear.
When
your survey is done and you have previewed it, go to "Collect
Responses." You'll need the url so you can
collect data. Here is my example, click here.

Step
3: Email people about your survey. This will be a long url
because it will go to your specific survey.
Step
4: Analyze the results by going to the "Analyze Results" tab to
see the answers.

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