-Attached is syllabus with textbook info

-attached directions (self assessment portfolio)

-each test needs 2 page paper, Mla format.

-each test is marked with number. When doing 2 of paper write which number test!

Communication120 – Interpersonal Communication/Interpersonal Relations

Accelerated course – 8 week semester

Spring 2020 – 1/13/20-3/6/20

Instructor

Name: Dr. Erin M. Kleinman

Skype ID: Erin Kleinman (eschumaker)

Email:

emkleinman@carlow.edu

Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.

Course Overview

An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.

Learning Outcomes for the Course

Your
active
participation in this course will produce the following learning outcomes:

1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.

2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.

3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.

4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency

5. Demonstrate effective oral and written communication.

6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.

Required Text

Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.

Course Policies

Participation and Attendance

Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond thoughtfully to the given prompts, apply course content to personal examples, and your attentiveness to the input of others.

As mentioned above, all absences and partial absences in the discussion forums will negatively influence your participation grade.

Deadlines

Assignments are due on the day noted in the syllabus. Like in the real world, poor time management or bad judgment on your part does not qualify as an acceptable excuse for late work. Expect point deductions for assignments not turned in on time. Plan your week accordingly and plan for the worst. Have extra places to save documents and know where you can get back up internet if for some reason yours is not working at the time of an important deadline. It is your responsibility to have back up plans for when things don’t go your way!

Carlow University E-mail

You are expected to regularly check and read e-mail sent to your Carlow e-mail account. Due to the Family Education Records Privacy Act (known as the ‘Buckley Amendment’), I will not send e-mail to alternate e-mail accounts. Due to federal law, faculty members are required to communicate with you through your Carlow account.

If you would like to forward your e-mail from your Carlow account to another, more convenient, e-mail account, please consult the Carlow Help Desk for Information Technology.

Celtic Online

As this course is an online course, your ability to navigate Celtic Online is crucial to your success. Please make sure you are familiar with the lay out and ask questions when you can’t find something!

Technology Requirements

Since this is an online course, you will need consistent and reliable access to the internet. It is your responsibility to have back up internet options in the case that your personal internet source is unavailable for some reason. The excuse of “no internet” when it comes to assignments being turned in on time will not be acceptable. Your presentation will also be recorded; therefore, you will need to have access to a computer with recording capabilities (e.g., camera and mic with reliable and good quality video output).

Library Research

Electronic Access to Library Sources:
Carlow students may connect to EBSCOhost or the Wilson Omnifile journal index, by simply going to

http://library.carlow.edu

If for any reason you experience trouble with this process, please stop by the library, located in the Learning Commons, or call the library at 412-578-6139, or e-mail the library at

gracelibrary@carlow.edu

. Please do not contact the instructor. If you do so, it may delay in getting you appropriate assistance and technical support.

Credible Sources:
You are required to use credible sources for your evidence; this does not include Wikipedia. Access articles from printed journals, newspapers, books or online databases, which are available from the libraries home page. This also includes credible media sources, such as radio shows (National Public Radio-NPR) and TV news shows, as well as personal interviews with appropriate credible individuals.

University Policies

Academic Integrity:

Carlow University aims to educate and challenge students to reach their highest potential by guiding students along a path of honesty and integrity throughout their intellectual pursuits. Students are thus expected to uphold the highest standards of academic integrity. Forms of academic misconduct include (but are not limited to):

· Cheating—providing or receiving inappropriate assistance on any coursework.

· Plagiarism—submitting another’s work as one’s own; not properly citing sources, using exact wording without quotations or proper attribution, paraphrasing without proper citation, or improper paraphrasing; attributing citations to inaccurate or misleading sources.

· Self-plagiarism—unauthorized use of one’s own work or part of a work, either from the same course or from another course, in more than one assignment.

· Academic deceit—use of false or altered information or withholding information critical to the processes of the University; providing false information or documentation with the intent to obtain an exemption, extension or exception to one’s coursework; signing other students into classes or on group reports.

· Fabrication of data—using falsified or fabricated data, forgery, or unsanctioned documents for research or other coursework.

· Interference with other students’ learning or achievement—sabotaging (including failing to contribute to) group projects or laboratory work, disrupting in-class work, altering computer files or online posts, or making educational materials unavailable to others.

· Unauthorized acquisition or exchange of coursework—purchasing, borrowing, stealing, or otherwise obtaining material with the intent to use as one’s own coursework; selling, lending, or otherwise offering one’s own coursework to others with the intent of allowing the recipient to use the work as one’s own; obtaining a copy of one’s own completed tests and exams (either a physical copy, an electronic image, or a screenshot) without explicit permission from the course instructor.

· Copyright violation—distributing copyrighted material, including course material provided by the instructor or obtained from the textbook, without explicit permission from the copyright holder.

All violations of Carlow’s academic integrity policy will be kept on permanent record. Serious or multiple violations will be forwarded to the Academic Integrity Committee for a judicial hearing.

It is the student’s responsibility to become familiarized with Carlow’s Academic Integrity Policy. The full policy can be found in the Course Catalog.

Policy on Sharing of Course Material

All course material, including but not limited to presentation slides, lecture notes, handouts, audio or video recordings, syllabi, assignments, quizzes, tests, and exams, are the legal property of the instructor who developed them, the University that commissioned the work, or the textbook publisher. Students may use this material for their own learning and for discussion with other students in the class, but may not redistribute it in any way, including uploading it online for others to access. Doing so violates the copyright law and Carlow’s policy on sharing of course material. In addition, sharing or accessing course material for the purpose of gaining an unfair advantage in the course or allowing others to gain an unfair advantage in the course violates Carlow’s academic integrity policy.

Students with Disabilities Policy

Carlow University makes every effort to provide reasonable accommodations for students with disabilities. This includes individuals with physical disabilities, learning disabilities and mental health disorders who meet the definition of disability under the Americans with Disabilities Act. Students with disabilities have the same responsibility as other students to meet the University’s academic, technical, and behavioral standards and to follow the University’s general policies and guidelines regarding standards of conduct. Students who plan to request accommodations should contact the

Disabilities Services Office

at the beginning of each semester since accommodations cannot be granted retroactively. To determine whether you qualify for accommodations, or if you have questions about services and procedures for students with disabilities contact:

Jacqueline M. Smith

Disabilities Services Office

University Commons, 4th floor

Phone – 412.578.6257 (Office line)

412.578.6050 (Direct line)

Fax – 412 578.2027

dso@carlow.edu

Carlow University Temporary Disability Policy

Carlow University values each student and is invested in encouraging his or her academic success in line with the Mercy mission “to respond reverently to God and others; and to embrace an ethic of service for a just and merciful world.” In keeping with the mission, the University has chosen to offer assistance to those with temporary conditions such as short term illnesses, injuries, or other temporary medical conditions. While the University is not required to provide such support under the Americans with Disabilities Act, some assistance may be arranged via the Disability Services Office (DSO). Each situation will be reviewed; however, the office cannot guarantee that services will be provided.

In order to determine if a student with a temporary condition may receive some assistance via the DSO, he/she should contact the office at 412 578-6257. The student will be asked to meet with Jackie Smith, Disabilities Services Representative, and to provide the requisite documentation of his/her condition. Mrs. Smith will review the documentation and may consult with the student accommodation committee to determine what, if any, assistance may be provided. All documentation will remain confidential.

Academic Support

McGinley Center for Academic Achievement:

The Center for Academic Achievement (CAA), 4th floor University Commons, offers free in-person tutoring for improving writing skills and understanding course content. They also offer academic coaching for time management and learning skills. Make an appointment through https://

carlow.mywconline.com

at least 48 hours in advance, or call 412-578-6146. Cancellations can be made online within 8 hours of the appointment time. For last minute cancellations, please call 412-578-6146. Students can also access “CAA Resources” under Groups on Celtic Online for guides on college survival skills, reading, learning strategies, math, and writing/research.

Hopkins Communication Lab:

Carlow is fortunate to have a state-of-the-art communication lab opened to all members of the university. The Hopkins Communication Lab is located on the 4th floor of the University Commons. Well-trained peer tutors and/or the Lab Director are available 7 days a week and 2 evenings to assist. The communication lab team members can help you with brainstorming a topic for any presentation, researching your speech, outlining your speech, building your persuasive argument through evidence, creating your visual aids, coping with speech anxiety, taping your speech, or practicing your speech. They can also assist with video creation/editing skills using Camtasia.

To schedule an appointment please email the staff at

hopkinslab@carlow.edu

or call 412-578-8761. You can also stop by the lab for walk in hours or to receive scheduling help. The lab hours are posted on your Celtic Online site or on the student portal under the “Hopkins Communication Lab.”

Celtic Online Course Management Technology — Additional Support Services

· Technical assistance with Celtic Online
is available from: Center for Digital Learning & Innovation – 4th Floor of University Commons.

· Assistance with
Technical
concerns/questions regarding computers, access, log-in process, passwords, viruses, etc., is available from Carlow’s Information Technology help desk. Their contact numbers are (412) 587-8700 or (866) 767-9509 answered 24 hours a day. Or you may contact them by e-mail at

help@carlow.edu

· Please make use of these university support systems whenever appropriate. Please do not contact the instructor… as this will only delay the appropriate assistance and technical support you require.

NOTE THIS EXCEPTION: If you have
non-technical-related
questions related to course materials or links for the course in Celtic Online, please e-mail me.

Mental Health and Counseling Support

Diminished mental health can interfere with optimal academic performance. The source of symptoms might be related to your course work; if so, please speak with me.

However, problems with other parts of your life can also contribute to decreased academic performance. Carlow’s Counseling Center provides free and confidential mental health services to help you manage personal challenges that threaten your emotional or academic well-being. ​

Remember, getting help is a smart and courageous thing to do — for yourself and for those who care about you. 

Make an appointment by calling 412-578-8731 or 412-578-6306. The Counseling Center is located on the 4th floor of Frances Warde Hall, and open from 9AM to 4:30PM Monday through Friday.

If you are in crisis and need immediate assistance, please contact the Carlow Police at 412-578-6007 or call
Re:Solve Crisis Network
at 1-888-796-8226. Both are available 24/7. 

Course Assignments and Evaluation

Assignments

100

100

100

Total 600 points

Discussion posts – 10 of 13 options graded – 10 points for each original post and 10 points for interactivity with other students – 200 points

To obtain greater meaning from the course text and additional materials in the Celtic Online course management site, you will be posting original comments and discussing course content with other students throughout the semester. These entries should help you with your comprehension and application of the course material. Your active participation and engagement with the other students throughout these discussions are of the utmost importance for your course outcomes as well as your course grade.

Remember to always show tolerance and respect for differing ideas and perspectives in your comments. You will be evaluated on your ability to extend on/or tactfully critique others’ input. Diverse opinions are encouraged and respected in this class. Rude, disrespectful, or threatening comments regarding others will NOT be tolerated. Anyone acting in such an inappropriate manner will be asked to leave the class and the Dean of Students and Academic Dean will be notified.

Tests – 10 of 12 administered – 10 points each – 100 points

Each chapter in the text book will have a corresponding test. There are 12 chapters we will cover and each will have a test associated with that specific content. You may take all 12 tests if you wish and your Best 10 Test scores will be recorded for your final grade. If you choose to take only 10 of the quizzes then those are the 10 that will be recorded for your final grade.

Short Reports – 2 at 50 points each – 100 points

In the short reports, you will have an opportunity to explore interpersonal communication research on a topic and report on the insights that you have gained. The due date of each report is listed on the schedule. In your short reports, include an introduction, thesis, body, conclusion, and in-text citations. The report should be 3-3.5 pages, double spaced, not including the references. Please proofread your paper because you will be graded down for typos, spelling mistakes, and grammatical errors. Include at least
two
journal articles; no Wikipedia. Note how to complete good library research from the video lecture at the beginning of this course. Use APA formatting for all references and in-text citations. Please see assignment sheet for more detailed information about this assignment.

Short report 1: TV/movie/song analysis

Short Report 2: Relationship analysis

Multimedia presentation – 100 points

This assignment is intended to facilitate a greater awareness of how our course content matters beyond the walls of the classroom and challenge you to critically think about/analyze what is transpiring in the world around you – or suggest what should be taking place instead in order to improve interpersonal relations. Students may select topics from the host of topics discussed in class, prompted by the course readings, discovered through research, suggested by the professor, or otherwise newly identified by you that are clearly relevant to issues associated with interpersonal relations. Your presentation should demonstrate your learning and teach/educate/persuade (or otherwise have potential for creating a meaningful impact on a public audience
as if
the presentation were to be published). Please see assignment sheet for more detailed information about this assignment.

Self-assessment portfolio – 100 points

Complete 10 self-assessments and complete a 2 page assignment/reflection on each. These 10 assessments and reflections will be put together to create a self-assessment portfolio that will give you a very broad picture of your own interpersonal communication skills and practices. Please see assignment sheet for more detailed information about this assignment.

Course Schedule

Week 1 (1/13/20 – 1/19/20)

· Read chapter 1: About Communication

· Watch lecture on Chapter 1

· Take test on Chapter 1

· Read chapter 2: Culture and Gender

· Watch lecture on Chapter 2

· Take test on Chapter 2

· Additional reading and discussion topics

· 1. Complete the Cultural explorations exercise

· Post unique discussion post and engage in class discussion on discussion board

· Complete “Library Research and resources” folder. You will find a to-do list in this folder. Complete all required items in this folder to be adequately prepared for the quality research required for this course. BONUS POINTS OPPORTUNITY

Week 2 (1/20/20 – 1/26/20)

· Read chapter 3: Communication and the Self

· Watch lecture on Chapter 3

· Take test on Chapter 3

· Read chapter 4: Interpersonal Perception

· Watch lecture on Chapter 4

· Take test on Chapter 4

· Additional reading and discussion topics

· 2. Complete the “Who am I” exercise

· Post unique discussion post and engage in class discussion on discussion board

· 3. Read the “Social Perception” reading

· Post unique discussion post and engage in class discussion on discussion board

Week 3 (1/27/20 – 2/2/20)

· Read chapter 5: Language

· Watch lecture on Chapter 5

· Take test on Chapter 5

· Read chapter 6: Nonverbal Communication

· Watch lecture on Chapter 6

· Take test on Chapter 6

· Additional reading and discussion topics

· 4. Complete the “Thinking Critically about the Media” exercise

· Post unique discussion post and engage in class discussion on discussion board

· 5. Read the “Becoming desensitized to hate words” reading

· Post unique discussion post and engage in class discussion on discussion board

· 6. Read the Washington Post article about personal space and then listen to the NPR podcast on personal space in different cultures.

· Post unique discussion post and engage in class discussion on discussion board

· Short Report #1 Due

Week 4 (2/3/20 – 2/9/20)

· Read chapter 7: Listening

· Watch lecture on Chapter 7

· Take test on Chapter 7

· Read chapter 8: Emotion

· Watch lecture on Chapter 8

· Take test on Chapter 8

· Additional reading and discussion topics

· 7. Watch “The power of listening”

· Post unique discussion post and engage in class discussion on discussion board

Week 5 (2/10/20 – 2/16/20)

· Read chapter 9: Forming and Maintaining personal relationships

· Watch lecture on Chapter 9

· Take test on Chapter 9

· Read chapter 10: Interpersonal Communication in close relationships

· Watch lecture on Chapter 10

· Take test on Chapter 10

· Additional reading and discussion topics

· 8. Read the case study on Space

· Post unique discussion post and engage in class discussion on discussion board

· 9. Go to ProCon.org micro-website http://socialnetworking.procon.org/#pro_con. Consider the debate: “Are social networking sites good for society?” It includes a brief overview, a series of pro and con arguments, a video gallery with brief clips from: CBS news (re: teens & parents learning dangers of social networking sites); The Daily Show (re: Twittering); and CNN (re: the use of social networking during the protests in Iran). Decide which side of the debate you favor and why?

· Post unique discussion post and engage in class discussion on discussion board

Week 6 (2/17/20 – 2/23/20)

· Read chapter 11: Interpersonal Conflict

· Watch lecture on Chapter 11

· Take test on Chapter 11

· Additional reading and discussion topics

· 10. Read article on Interpersonal Relationships and Conflict Resolution

· Post unique discussion post and engage in class discussion on discussion board

· 11. Review the 2 “Conflict Resolution tips” documents

· Post unique discussion post and engage in class discussion on discussion board

· Short Report #2 due

Week 7 (2/24/20 – 3/1/20)

· Read chapter 12: Deceptive Communication

· Watch lecture on Chapter 12

· Take test on Chapter 12

· Additional reading and discussion topics

· 12. Visit the “Psychology Today Deception” website

· Post unique discussion post and engage in class discussion on discussion board

· 13. Research on your own: Online Deception – See discussion prompt for more information

· Post unique discussion post and engage in class discussion on discussion board

· Creative Presentation Due

Week 8 (3/2/20 – 3/6/20)

· Watch and/or read all Creative Presentations from your classmates

· Post unique discussion post for each and engage in class discussion on discussion board

· Self-Assessment Portfolio due

Self-Assessment Portfolio

This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.

After completing the assessments, for
each assessment
you will need to complete a 2-page assignment in which you need to address the following concerns:

· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.

· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.

· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.

· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?

I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.

BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.

Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.