This assignment will consist of two different papers.
Apply theory and research to the practice of group dynamics
Embedded assessment assignment Group Proposal Project –Students will prepare a “group” proposal.
Paper using APA style. The paper will include the following sections, which form the basis of a sound and practical proposal for forming a group identified by Corey & Corey (2006); rational objectives: practical considerations: procedures and an evaluation.
Students will prepare the proposal as if it were given to an appropriate authority for operational consideration.
Distinguish the developmental stages of groups:
Forming, Storming, Norming, and Performing
Write a 3-4 page paper describing the different stages of groups and the theory you believe is most effective and why
Most effective theory is: Cohesion
Small Group and Team Communication
Thomas E. Harris; John C. Sherblom, 5th edition
SCHOOL OF PROFESSIONAL AND CAREER EDUCATION
PSY 410 Group Dynamics and Decision Making TERM YEAR Summer Session A
Web assist: barryinstructure.com May 13-June 29, 2019
Page 1 of 11
Syllabus Page 5 of 11
Prof. Edna M Sanchez-Cousins PhD
PHONE NUMBER 305-401-3993
Office Hours : By appointment
An exploration of group intimacy, solidarity of groups, group problem solving, the individual within the group, leadership development (who is involved and how leaders are chosen), and splinter group formations.
Harris, T. E., & Sherblom, G. (Latest Edition). Small Group and Team Communication. New York: Allyn & Bacon. Latest Edition.
Link to bookstore: http://www.barry.edu/bookstore/
The School of Professional and Career Education supports the Barry Mission by addressing the unique needs of adult learners. PACE recognizes the rich experience adult learners bring to the classroom by incorporating that experience into the curriculum. PACE provides adult learners with research tools and analytical strategies with which to connect their experience to a broader body of knowledge and truth. Finally, PACE encourages adult learners to apply what they learn in the classroom to real-world solutions in their careers, their families, and their communities.
Relationship of Course to University Mission
By completing a group proposal paper, students will examine which strategies shape group dynamics and promote inclusive community. Read the Barry University mission statement at: barry.edu/about/mission
Course Outcomes, Assignments, Weights, and Assessment Tools
|Learning Outcome||Assignment||Weight and Assessment Tool|
|Course Objectives:Describe the basic issues of group process and assess how group dynamics are applied across a variety of groups and settings||Embedded assessment assignment: Group Proposal paper and presentation A specialized type of group will be selected from your Community or the Internet. The specific group practice material will be organized according to the areas of rational, objectives, practical considerations,Procedures and evaluation. If source of information is the internet source of information must be documented.||25%Rubric Assessment Tool|
|Apply theory and research to the practice of group dynamics||Embedded assessment assignment Group Proposal Project –Students will prepare a “group” proposalPaper using APA style. The paper will include the following sections, which form the basis of a sound andpractical proposal for forming a group identified by Corey & Corey (2006); rational objectives: practicalconsiderations: procedures and an evaluation.Students will prepare the proposal as if it were given to an appropriate authority for operational consideration.||35% Rubric Assessment Tool|
|Distinguish the developmental stages of groups||Write a 3-4 page paper describing the different stages of groups and the theory you believe is most affective and why||20%Rubric Assessment Tool|
|Analyze how group issues influence and are expressed in personal, community, and business settings||Movies will be assigned to compliment the chapters that will be read. Student is to write a short summary regarding movies as well as what you got out of the Chapter||20% Rubric Assessment Tool|
Will include Above mentioned course work as well as related videos.
Barry University Credit Hour Policy
Concentrated Semesters (7 weeks) Traditional courses
|Number of credits||Direct instruction each week||Online/supplemental direction instruction each week||Out of class student work each week (homework)|
|3||200 minutes||121 minutes||12.85 hours|
Canvas (for online course work and resources)
This course may make extensive use of the Canvas web-based course management system (https://barry.instructure.com.) to facilitate the online coursework portion of this course.
Students will complete activities (exact activities to be outlined by instructor) such as weekly quizzes, view documentaries and answer question sets, and post journal article reviews through Canvas. Students log-in with their Barry credentials in order to access and complete online assignments. Canvas may be accessed at https://barry.instructure.com or through the Barry website at http://www.barry.edu. Log-in with Barry credentials.
Learning Environment Policy
All students are expected to support the university’s commitment to provide an effective learning environment. Any behaviors and/or events determined to the detrimental to success in any Barry University related academic pursuit, at a location where the Barry University learning process takes place, are prohibited. This includes, but is not limited to, bringing unauthorized visitors, e.g., children, friends, or other family members to classrooms; and usage of cell phones, pagers, radios or radio headsets, especially in campus libraries, classroom, laboratories, computer labs or any location where the Barry University learning process takes place. Please refrain from text-messaging or Internet browsing during class. Portable devices should be turned off or set on silent mode before you enter class. No recording devices are permitted without explicit permission. Any violations of the Learning Environment Policy or accepted student conduct may result in being asked to leave the class. Final discretion for any and all portions of this policy rests with the professor.
To withdraw from a course after the first week of classes, students must complete a withdrawal form or notify, in writing, their academic advisor before DATE FOR TERM June 14,2019[ published in the PACE academic calendar (http://barry.edu/acescheduling )].Not doing so will result in a final grade of “F.” There is no refund after withdrawing from a course.
An incomplete grade may be given only to a student who has been attending classes on a regular basis and submitting assignments and tests promptly. The request to complete required coursework must be made by the student and agreed to by the faculty member. An incomplete grade must be made up by August 9,2019[published in the PACE academic calendar (http://barry.edu/acescheduling )]. It is the student’s responsibility to arrange with the instructor for satisfactory completion of course requirements.
Academic Dishonesty Policy
Cheating is defined as the attempt, successful or not, to give or obtain aid or information by illicit means in meeting any academic requirements, including examinations. Plagiarism is defined as the use, without proper acknowledgement, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker, including information found through the Internet. Typical penalties include: resubmitting the assignment or taking a new examination; a failing grade on the assignment or examination; or a failing grade for the course. Please review this policy in the Barry University Student Handbook at http://www.barry.edu/student-handbook/
An Incident of Cheating or Plagiarism Faculty members have a variety of resources which may be used to detect or to confirm suspected incidents of cheating or plagiarism (e.g., computer software which is provided by the University and which can scan student papers for plagiarized components). If the student can explain the incident to the satisfaction of the faculty member, no further action is warranted. If not, then the faculty member, at his sole and exclusive discretion, shall decide how the student will be graded for the course in which cheating or plagiarism occurred.
Barry University’s School of Professional and Career Education has a license agreement with Turnitin.com, a service that helps prevent plagiarism in student assignments. Instructors may use Turnitin to help review some or all assignments in this course. By taking this course you are agreeing that your assignment submissions can be submitted to and screened by Turnitin for originality rating and notation of possible text or contextual matches with other source documents. Turnitin does not make any determination of plagiarism. Rather, it identifies parts of an assignment that may have significant matches with other source documents found on the Internet, in the Turnitin database, or from other sources. If matches are identified and indicate the possibility of inclusion of material that is not properly cited, I will discuss this information with you before reaching any judgment or decision. Documents submitted to Turnitin.com will become part of a database used for comparison with other papers submitted for analysis. Thus, having your paper in the database will protect you from having others inappropriately use your scholarly work
Responsibilities of Students Students are responsible for knowing the policies regarding cheating and plagiarism and the penalties for such behavior. For a complete, detailed statement of policies and procedures, see Barry University, Undergraduate Catalog and PACE Student Bulletin. Failure of an individual faculty member to remind the student as to what constitutes cheating and plagiarism does not relieve the student of this responsibility.
Embracing a global world view, the University nurtures and values cultural, social and intellectual diversity, and welcomes faculty, staff, and students of all faith traditions.
The Office of Accessibility Services provides information, advocacy, and academic accommodations to students with documented disabilities. To register, call 305-899-3488.
Barry University is committed to ensuring that students with physical and learning disabilities receive protections and equal access to programs and services as outlined by the 1990 Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. This policy includes the design and delivery of online courses so that the access to a curriculum of learning for the disabled student is reasonably equivalent to that which is provided for the non-disabled student.
To be eligible for disability-related services, students must have a documented disability as defined by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Students must request assistance first from Barry University’s Office of Accessibility Services. http://www.barry.edu/accessibility-services/
The Office of Accessibility Services at Barry University will arrange for any accommodations that are reasonable and do not compromise academic standards or places a prohibitive financial burden on the University. Accommodations might include:
Students are required to communicate through Barry e-mail (MyMail). Any new email from the instructor will be sent to your Barry email address. You should check your email at least once a day. All emails will be acknowledged within 24 hours except on weekends and holidays.
Students needing writing assistance are encouraged to contact the Online Writing Lab (OWL) for a free writing analysis: http://student.barry.edu.ezproxy.barry.edu/writingcenter/owl/
submitted to Turnitin.com will become part of a database used for comparison with other papers submitted for analysis. Thus, having your paper in the database will protect you from having others inappropriately use your scholarly work. To protect your privacy you should delete your name, e-mail, identification number, or any other personally identifying information from the assignment before submitting it to Turnitin.com. Likewise, any papers that I submit for analysis will not contain any of your personal identification.
NOTE: Modifications of the schedule below may occur and will be announced in class.
|Date||Assignments and Activities|
|Week 1||Theme: Small Groups :Power ,Definition , Attraction and Chapter 2SmallGroup Communication: A System of Interaction.Media: Team &Groups in an Organization 29:06Characteristics & Significance types of group ,open and close benefits and limitations of groups 12;44Types of social groups primary, secondary, formal ,informal Movie 11;55 Assignment: Refer to Rubric|
|Week 2||Theme: Ch 3 Norms, Roles, Cohesion and Groupthink. Ch.4Phases of Group Development: Forming, Storming, Norming, Performing.Media: Group Dynamics 5c Cohesiveness (Don Forsyth) 16;34Group Dynamics 6a Structure Norms 16;07Groups Dynamics 5b Development 6:53Group Dynamics 5a Cohesion Sources 8:48Irving Janis Theory of Gp .Think 9 ;20 Assignment: Refer to Rubric|
|Week 3||Theme :Ch. 5 Diversity in Groups :The Strength of Different Perspectives Ch 6 Verbal and Nonverbal CommunicationsMedia: Business Thrive Through Diversity & Inclusion 1;00:08Verbal and Nonverbal Communication 25;28 Assignment: Refer to Rubric|
|Week 4||Theme Ch 7 : Listening and Feedback : The Other Half of Communication.Ch.8 Group Evolution :TeamsMedia: Listening To Your Feedback 31;39 Assignment: Refer to Rubric|
|Week 5||Theme :Ch 9 Decision Making and Problem Solving Ch 10 Creativity in Small Group Process Ch .11 Group Process and PresentationMedia: CDI Course – Facilitating Group Decision –Making and Problem –Solving 37:58 A Model for Decision Making& Problem Solving 11;17 Assignment: Refer to Rubric|
|Week 6||Theme: Ch 12 Productive Conflict Management Ch 13 Leadership in Small Groups Ch 14 Observing and Evaluating a Small GroupMedia: Managing Conflict in Your WorkplaceAssignment: Refer to Rubric|
|Week 7||Theme: Ch 15 Computer –Mediated Small Group CommunicationMedia Computer Mediated Communication and Hyper personal Interaction 29;40: Assignment :Refer to Rubric|
* Note that this schedule is subject to change.
GENERAL EDUCATION/DISTRIBUTION ASSESSMENT CHART
Course: PSY-329 Group Dynamics and Decision Making
GENERAL EDUCATION/DISTRIBUTION ASSESSMENT CHART
|Psychology (PSY)Learning Goals||All courses which satisfy the University Distribution/General Education requirement in the Social and Behavioral Sciences meet the following learning goals: 1. To develop a critical understanding of individual and social behavior through the concepts, theories, and methods of the social and behavioral sciences.2. To demonstrate oral and written communicative competence in the fundamental concepts and ideas of the social and behavioral sciences.3. To identify and define the principles and strategies that can create more compassionateinterpersonal relationships and social institutions based on equity and social justice.|
|Outcome(s)/Assignment||To assess these goals, students present a group proposal orally and in writing to solve a specific problem in their families, community, or workplace.Satisfactory demonstration of this outcome will be indicated by a score of 3 or higher on the assignment grading rubric.|
|Rubric||The rubric for this assignment is attached.|
Distribution Assignment Description: Presentation of Stress Management/Wellness Technique. This will be the development of a presentation that can be given to a group or class on a technique or procedure for stress management. As part of the presentation the class/group will perform the procedure (e.g. progressive relaxation). A description of the process will be written as a handout that will be given to each participant.
Overview of Format for the Stress Management/Wellness Presentation:
Students will give a class presentation that is based on information and demonstration of a wellness technique/procedure for stress management. As part of the presentation the class/group would perform the procedure (e.g. progressive relaxation). A description of the process will be written and given as a handout to each class member. The technique/procedure will come from material outside of the class text. The presentations will be given at the beginning, breaks and end of each class. The presentation will have a research base and sources, using APA format need to be included on the handout. The presentation will include sections on:
Technique/Procedure Selection: This section clearly identifies the reasons for the selection. It will connect the selection to appropriate stress/wellness issues and ideas from the text.
Description of the Technique/Procedure: This section demonstrates the specific methods used in the selected technique/procedure. Observations, research, and experiences with the technique/procedure will be discussed.
Analysis of the Technique/Procedure: This section presents your critical analysis through comparison and contrast of the selected technique with text material.
Reactions to the Technique/Procedure: This section includes your personal reactions and evaluations of the technique/procedure.
Conclusion: This section provides a summary of your investigation along with your conclusion about the t echnique/procedure.
Questions: This section allows for interaction with other class members to further their understanding of the technique/procedure and its purpose. Questions can be used interactively throughout the presentation.
Distribution/Embedded Assessment Rubric for PSY-410 Group Dynamics and Decision Making
|Apply theories and methods of Group Dynamics||Group identifies and applies at least 2 specific theories and methods of group dynamics to specific proposal||Group identifies or applies 2 specific theories and methods of group dynamics and decision making||Group does not identify or apply specific theories and methods of group dynamics and decision making||SCORE =|
|Communicate fundamental concepts related to Group Decision Making||Group explains at least 2 fundamental concepts related to group dynamics and decision making, and provides supporting handouts, visuals, or other presentation aids||Group explains only 1 fundamental concept related to group dynamics and decision making, or fails to provides supporting handouts, visuals, or other presentation aids||Group neither explains fundamental concepts related to group dynamics and decision making, nor provides supporting handouts, visuals, or other presentation aids||SCORE =|
|iDentify ways in which Group dynamics and Decision-making can promotE Interpersonal relationships and social institutions based on equity and social justice.||Group explains how specific group dynamics and decision making strategies promote more compassionate interpersonal relationships and more just social institutions.||Group identifies group dynamics and decision making strategies that promote more compassionate interpersonal relationships and more just social institutions, but does not explain the connection between the two.||Group does not identify group dynamics and decision making strategies that promote more compassionate interpersonal relationships or more just social institutions||SCORE =|
Refer to course rubic page 11 of 11