Mission Statement: Park
University provides access to a quality higher education
experience that prepares a diverse community of learners
to think critically, communicate effectively,
demonstrate a global perspective and engage in lifelong
learning and service to others.
Vision Statement: Park University, a pioneering
institution of higher learning since 1875, will provide
leadership in quality, innovative education for a
diversity of learners who will excel in their
professional and personal service to the global
community.
|
Course |
CA 525 Interpersonal
Communication Theories |
|
Faculty |
Dr. J. E. Aitken |
|
Title |
Professor, Communication Arts |
|
Degrees/Certificates |
Doctorate in Higher Education
and Communication, U. Arkansas
MA in Curriculum & Leadeship, U. Missouri; MA
Speech, U. Arkansas
BA in Communication Theory, Michigan State
University |
|
Office Location |
Distance Faculty |
|
Office Hours |
Between 11 AM and 7 PM EST |
|
Daytime Phone |
Available at bottom of my
email. |
|
E-Mail |
joan.aitken@park.edu |
|
Policies |
http://ourwayit.com/Guidelines.html |
|
Class Days |
TBA |
|
Class Time |
TBA |
|
Credit Hours |
3 |
Textbook:
No textbook. You will read
journal articles, which you can access through Ebsco
Host's Communication and Mass Media Complete.
You
can login and retrieve the articles here: https://pegleg.park.edu/login?url=http://search.ebscohost.com/login.asp
The following book is NOT a
textbook for the course, background material for
lecture thought and discussion is directly
quoted from this source and protected by
publisher copyright: Berko, R. M., Aitken, J.
E., & Wolvin, A. D. (2010).
ICOMM:
Interpersonal concepts and competencies.
Lanham, MD: Rowman & Littlefield.
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/.
Advising - Park University would like to assist you
in achieving your educational goals. Please contact your
Campus Center for advising or enrollment adjustment
information.
Online
Classroom Technical Support - For technical
assistance with the Online classroom, email
helpdesk@parkonline.org or call the helpdesk at
866-301-PARK (7275). To see the technical requirements
for Online courses, please visit the
http://parkonline.org website, and click on the
"Technical Requirements" link, and click on "BROWSER
Test" to see if your system is ready.
FAQ's for Online Students - You might find the
answer to your questions here.
Course Description:
CA525 Interpersonal Communication Theories: A study
of research and theories of interpersonal communication,
including exemplary leadership behavior for
organizations.
Educational Philosophy:
The student will seek to improve interpersonal
communication skills in personal and professional
contexts by using research based communication
principles.
Class Assessment
As a result of
taking this course the student should be able to
1.Synthesize, evaluate, and apply research-based
theories of interpersonal communication in a content
analysis of a mediated text.
2.Apply theory-based problem-solving and decision-making
strategies for effective interpersonal communication.
3.Self-analyze interpersonal communication strengths and
needs.
4.Practice exemplary leadership behaviors by using
effective interpersonal communication skills.
5.Demonstrate rhetorical sensitivity (e.g., gender,
culture, ethnicity, and people with disabilities).
6.Use
appropriate interpersonal communication according to
context (e.g., family, business).
7.Analyze case studies according to research-based
theories.
Core
Assessment rubric
Conduct original
research, which is a content analysis of some type of
media (e.g., webpage, self help book, magazine article).
Preferably, the student will find leadership themes in
the content analysis. Apply findings to the student's
own life to improve a currrent interpersonal
relationship.
|
Competency |
Exceeds
Expectation
(2) |
Meets
Expectation
(1) |
Does
Not Meet Expectations
(0) |
|
Analysis, Synthesis, and Evaluation
Learning
Objectives #1, 3 |
Uses content
analysis to find 4 or more interpersonal
communication or leadership themes in a media
text.
Gives
explanation that shows self-analysis of
strengths and needs. |
Uses content
analysis to find 2-3 interpersonal communication
or leadership themes in a media text.
Gives
explanation that shows self-analysis of
strengths. |
Uses content
analysis to find fewer than 2 interpersonal
communication or leadership themes in a media
text.
Gives no
explanation that shows self-analysis of
strengths and needs. |
|
Application
Learning
Objective #2 |
Applies 4 or
more research-based communication theories to
the media text.
Constructs 4 or
more research-based strategies relevant to the
text for improving interpersonal communication
(e.g., problem-solving, decision-making). |
Applies 2-3
research-based communication theories to the
media text.
Constructs 2-3
research-based strategies relevant to the text
for improving interpersonal communication. |
Applies fewer
than 2 research-based communication theories to
the media text.
Constructs
fewer than 2 research-based strategies relevant
to the text for improving interpersonal
communication. |
|
Whole
Artifact
Learning
Objective #4, 5, 6 |
Demonstrates
professional quality writing, exemplary
leadership, appropriate contextual analysis, and
rhetorical sensitivity. |
Demonstrates 2
or 3 of the following: Professional quality
writing, exemplary leadership, appropriate
contextual analysis, and rhetorical sensitivity. |
Demonstrates
consistency in fewer than 2 of the following:
Professional quality writing, exemplary
leadership, appropriate contextual analysis, and
rhetorical sensitivity. |
WEEKLY LEARNING
OUTCOMES
WEEK 1
List the basic
characteristics of content analysis research.
Identify influences
from mediated sources about interpersonal communication
(e.g., blogs, magazines, films, books).
Take steps to improve
your interpersonal communication.
WEEK 2
Analyze interpersonal
communication challenges associated with separation.
Conduct Communication
and Mass Media Complete research to find scholarship
that can help with interpersonal challenges.
WEEK 3
Initiate strategies to
increase intercultural sensitivity.
Initiate strategies to
improve interpersonal relationships at work.
WEEK 4
Evaluate one's
communication style.
Evaluate one's
rhetorical sensitivity.
WEEK 5
Find ways to improve
interpersonal communication through media.
Apply strategies for
improving interpersonal communication through media.
WEEK 6
Use content analysis to
analyze media influences in interpersonal communication
and leadership.
Apply research
strategies to improve one's interpersonal communication
in a personal or professional context.
WEEK 7
Discuss strategies for
dealing with intimate relationship challenges, such as
those in dating, marriage, and unrequited love.
WEEK 8
Provide leadership to
others about improving interpersonal communication.
Provide a plan for the
future regarding effective interpersonal communication
and leadership.
Grading:
See
detailed information under "Assignments" under
eCollege course home and in the gradebook.
|
Assignment |
Percentage of Final Grade
Possible for Course |
|
Week 1 - Wk1 Discussion |
10 % |
|
Week 2 - Wk2 Discussion |
10 % |
|
Week 3 - Wk3 Discussion |
10 % |
|
Week 4 - Wk4 Discussion |
10 % |
|
Week 5 - Wk5 Discussion |
10 % |
|
Week 6 - Wk6 Core Assessment  |
20 % |
|
Week 7 - Wk7 Discussion |
10 % |
|
Week 8 - Wk8 Discussion |
10 % |
|
Week 8 - Discussion Leadership |
10 % |
|
Total |
100% |
Core Assessment 30%
Assignment: Write
about an action project where you change and improve
your interpersonal communication with a specific
individual. See the article for week 1 as assignment
guidelines (provided in the Doc Sharing). Due in
Dropbox by 11:59 PM Sunday or week 6.
|
Core
Assessment Grading Rubric (CA 525)
Note: This
assignment is not accepted late.
MASTERY
(SATISFIES ALL ELEMENTS BELOW) 100%
NEARING
MASTERY (LACKS ONE ELEMENT) 90%
BASIC
STANDARDS (LACKS TWO ELEMENTS) 70%
|
|
1.
Improved an individual relationship through
effective interpersonal communication.
2.
Demonstrated learning.
3.
Demonstrated self analysis.
4.
Demonstrated skill improvement.
5.
Used own words throughout (no plagiarism as
suggested by Turnitin and no more than 10%
direct quotations of sources).
6.
Provided substantive content (about 10
pages).
7.
Provided quality review of literature from
Ebsco Communication and Mass Media Complete
(minimum 10 sources).
8.
Followed APA style.
9.
Submitted assignment appropriately. File
name and title page contains name. Submitted
in single electronic file in Dropbox. Note,
not accepted late. |
Late Submission of Course
Materials:
A late core assessment requires an additional research
paper. Weekly discussion and minor assignments cannot
be made up. For additional information, see
http://OurWayIT.com/Guidelines.html
Classroom Rules of Conduct:
Show respect, including exemplary communication and
leadership principles. For additional information, see
http://OurWayIT.com/Guidelines.html
Course Topic/Dates/Assignments:
TENTATIVE SCHEDULE AND DUE DATES
|
Week’s Focus |
Journal Articles—Available through Ebsco Host
Communication and Mass Media Complete
https://pegleg.park.edu/login?url=http://search.ebscohost.com/login.asp |
Assignments Due |
|
Week 1 How can you improve your interpersonal
communication? |
1.
Core Assessment
2.
Motives and Support
(Available in Doc Sharing) |
Discussion Board |
|
Week 2 How can you effectively maintain a
relationship during separation and change? |
1.
Army Couples
2.
Deployment Marriage
3.
Deployment Communication
4.
Returning Home
5.
Parent-Child Separation
6.
Dialectics at War |
Discussion Board |
|
Week 3 How can you develop effective
interpersonal relationships in the workplace? |
1.
Culture at Work
2.
Cuss at Work
3.
Leadership Style
4.
Attachment in Business |
Discussion Board |
|
Week 4 Do you have a healthy style of
interpersonal communication? |
1.
Communication Style
2.
Arguing and Stress |
Discussion Board |
|
Week 5 How can you improve your interpersonal
communication through media? |
1.
Virtual Teams
2.
Instant Messaging
3.
Spamming Me
4.
Mediated Lifestyle |
Discussion Board |
|
Week 6 No new assignments |
Core Assessment Due |
|
Week 7 How can you improve your interpersonal
communication related to dating, partnership, or
marriage? |
1.
Dating Mess-ups
2.
Leaving Unrequited Love |
Discussion Board |
|
Week 8 Explain the centrality of interpersonal
communication in all aspects of your personal
and organizational life. |
|
Discussion Board |
Academic Honesty:
As a learning community, the University upholds the
highest standards of academic integrity in all its
academic activities, by faculty, staff, administrators
and students. Academic integrity involves much more than
respecting intellectual property rights. It lies at the
heart of learning, creativity, and the core values of
the University. Those who learn, teach, write, publish,
present, or exhibit creative works are advised to
familiarize themselves with the requirements of academic
integrity and make every effort to avoid possible
offenses against it, knowingly or unknowingly.
Park University 2011-2012 Graduate Catalog Page 21
Plagiarism:
Plagiarism is the appropriation of
another person's ideas, interpretation, words (even a
few), data, statements, illustration or creative work
and their presentation as one's own. An offense against
plagiarism constitutes a serious academic misconduct.
Although offenses against academic integrity can
manifest themselves in various ways, the most common
forms of offenses are plagiarism and cheating.
Plagiarism goes beyond the copying of an entire article.
It may include, but is not limited to: copying a section
of an article or a chapter from a book, reproduction of
an art work, illustration, cartoon, photograph and the
like and passing them off as one's own. Copying from the
Internet is no less serious an offense than copying from
a book or printed article, even when the material is not
copyrighted.
Plagiarism also includes borrowing
ideas and phrases from, or paraphrasing, someone else's
work, published or unpublished, without acknowledging
and documenting the source. Acknowledging and
documenting the source of an idea or phrase, at the
point where it is utilized, is necessary even when the
idea or phrase is taken from a speech or conversation
with another person.
Park
University 2011-2012 Graduate Catalog Page 21
Use your own words in everything. If the idea is someone
else's, cite and reference the source of information.
In the rare case you use someone else's words, use
quotation marks, and cite, and reference in APA style.
Any student who duplicates content--as identified by
Turnitin software--without direct quotation marks and
APA compliance should expect an "F."
READ and KNOW American Psychological Association (APA)
Ethical Requirements for this program:
Expectations of ethical behaviors pp. 11-20.
Compliance checklist p. 20.
Complying With Ethical, Legal, and Policy Requirements,
p. 231-236.
Crediting Sources pp. 169-174.
Self-plagiarism, pp. 16, 29, 170.
For additional information about ethical expectations,
see http://onlineacademics.org/Grad/Ethics.htm
Attendance Policy:
Students must participate in an
academically related activity on a weekly basis in order
to be marked present in an online class. Examples of
academically-related activities include but are not
limited to: contributing to an online discussion,
completing a quiz or exam, completing an assignment,
initiating contact with a faculty member to ask a
courserelated question, or using any of the learning
management system tools.Park
University 2011-2012 Graduate Catalog Page 25
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 .
Copyright:
This material is protected by
copyright
and cannot be reused
without author permission.
Last Updated:2/23/2012
11:08:23 AM