Interpersonal Communication Syllabus for 2020-2021
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Instructor Information

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

SPCH-1318-019 Interpersonal Communication

Prerequisites

Course Description

Application of communication theory to interpersonal relationship development, maintenance and termination in relationship contexts including friendships, romantic partners, families and relationships with co-workers and supervisors.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(3 sem hrs; 3 lec)

Class Type

Online Course

Syllabus Information

Textbooks

Textbook: Interpersonal Messages e-text by Joseph A. Devito, 4th edition.  Students will only need access to the online Revel component in this course for readings and activities and not the printed text; however, if purchasing from the AC Bookstore, the printed text is included in the price.  If you decide to purchase the text directly from Pearson within the course you will be given information on how to receive a printed copy of the written text for a small additional fee.  The text will be mailed to you regardless if you choose the in-class or bookstore option.

The Revel component is essential for success in this course. You will take small reading quizzes at the end of each chapter section over how well you understood the content (Example: Read Chapter 1 Section 1 and take the three-question quiz, then move to the next reading section). 

These reading quizzes (pictured to the left) are 22.5% of your total grade.  Each quiz question may be attempted three times. If you select the correct answer in your first attempt, you will be awarded four points.  If you miss on the first attempt, your next attempt (if you get it correct) will earn you three points.  Each person will earn 1 point just for attempting the questions.  However, students should take note of the questions they've missed and go back and review the correct answers.

Revel Points Overview
Revel Attempt	Number of Points	If answered correctly earn:
1st Attempt	4	4 points
2nd Attempt	3	3
3rd Attempt	2	2
		1

At the end of each Revel chapter, students will be able to take the Chapter Quiz.  This quiz is not graded and it does not count in the Blackboard grade book.  Students should use this as a study tool.  Additionally, Pearson Revel has several Study Tools for students under the "STUDY" header (found at the top of the Revel course).

Pearson does have an app (Android, Apple) you can download to your phone where you can complete your reading and homework online and upload your homework when you reach a wi-fi network.

The Revel course grades are manually imported by me each week.  I usually refresh the grades on Monday and Wednesday; however, as time allows, I may refresh the grades more often.  Please note: sometimes when I refresh the grades I may catch you in an attempt and your final grade my not be recorded.  If I catch a partial grade, know that the next time I refresh grades it will be updated with your most up to date attempt.  Additionally, at the beginning of the term, the Revel grades will show up in the Blackboard grade book at "Month DD" (Ex: October 11) and a score.  As I refresh the grades I will go through and rename them to "Revel: 10/11" and convert the score into a percentage.  If you'd like to know your percentage before I make the change you may always take the number of points earned and divide it by the number of points the assignment was worth (Ex: earned 62 points, entire assignment worth 72 points, 62/72 = .86 or 86%).  

In Revel you may work 2 weeks ahead of schedule in the etext.  I appreciate those of you who are wanting to work ahead, but the etext is the only space where I am able to offer this.    

PLEASE NOTE: Pearson Revel offers all students two free weeks of access to the e-textbook.  This is to help students who are waiting for financial aid or pay day to purchase the access code.  Please make sure you've signed into the course e-text book as soon as possible.  Do not wait until you can afford to purchase the access.  Staying on top of your coursework is critical to your long-term success in the course.

Supplies

Reliable access to a computer with high-speed internet access.  If you do not have a computer, you may want to visit the AC Bookstore to see if you can rent a laptop for the semester.  Additionally, The Underground may assist by providing free access to computers.

Reliable access to a computer with internet access.  If you do not have a computer, you may want to visit the AC Bookstore to see if you can rent a laptop for the semester.  If you have just purchased your computer, please plan on working with it or someone who can help you learn how to navigate Blackboard and Google Drive.  The Center for Teaching and Learning is a great resource for both objectives.  If you are using a Mac, please know Safari makes many programs difficult to use.  I suggest downloading Mozilla Firefox and/or Chrome to do your course work.

If you do not have access to a computer the Underground located in the basement of the Ware Student Commons has computers you may use free of charge.

Google Drive (through your AC email account).  Students must have access to word processing and slide presentation software (such as Google Docs and Google Slides included with the @amarillocollege.com email account).

Students should also know how to convert Google Docs and Google Slide files into .PDF, .docx, and .PPT files.  Google Drive/Doc/Slide links are not accepted and will not be graded.

Click on the link below to learn about converting these files:

• How to convert Google Doc to .pdf
• How to convert Google Doc to .docx
• How to convert Google Slide to .ppt

Paper and pen/pencil for notes and activities.

Zoom - free access available.  Privacy Policy  Zoom Help Center FAQ 
Please make sure you are using the latest version of Zoom (click here to learn more)

Menti.com - free access through codes provided.  We will use this to have conversations online. Privacy Policy

Canva.com Privacy Policy

I encourage all students who are the first in their family to attend college (or are attending at the same time as another family member) to reach out and connect with the Empowering First-Generation College Students on Facebook.  The group's description explains the goals: This page is for any advocate for first-generation college students at institutions nationally. The need for this page was inspired by workshops hosted by the National Resource Center for First-Year Experience and Students In Transition in February 2015. Membership is open. No promotions or requests for donations permitted.  There are several world-class moderators including a personal friend, Dr. Reese-Miles.  Many, if not all, of the members, are first-gen (including myself!).

Here's a recent thread from the page by Dena Hanley:

Thursday means the #mazeofcollege! Welcome all!

My grandmamma used to say “it’s not the size of the mountain, but the sand in your shoe that is the problem.” Every person has, had, and will have, challenges that look like mountains. And oh my, has your generation had more than your fair share! So let’s clean up some sand, and maybe make these mountains a little easier to climb……

In college, a major type of “sand” (things that seem very small and insignificant, but cause a lot of discomfort) is “college lingo.” College lingo refers to the terminology, acronyms, and organization of any particular campus. It is the way people on that campus communicate. Failing to understand words, meanings, and importance of information, is a major problem for too many college students (you ARE NOT alone!). Over time, this lack of understanding causes students to feel confused, disoriented, and discouraged. Some of us just feel stupid. But it isn’t stupidity - we just got lost in the maze of college.

The maze of college is invisible and complex. It is made up of the college lingo related to:

* all of the requirements for every degree offered by that campus,

* the organization of the university (including every person, policy/procedure, and standard),

* all of the opportunities available to every person on campus,

* and the “personality” of that unique campus.

The maze is overwhelming and complex, but it is also a great benefit for students. Once we simplify the maze, we can explain much about “college” – especially college lingo.

While specific words may seem like a small thing, it connects the campus community. For example, alumni connect immediately, sharing that special college lingo and stories about the campus, even many years later. So, like everything else in the maze of college, college lingo may be a challenge, but it opens the doors to many opportunities!

This week’s question: What is a word or acronym that you wish had been explained earlier in college?

Here’s mine -

Remedial. I didn’t understand that remedial coursework was not counted toward graduation credit hours, so I didn’t realize I had to take 2 math classes to graduate, not one. One reason my graduation was delayed……

 

Student Performance

Course Description:

Application of communication theory to interpersonal relationship development, maintenance and termination in relationship contexts including friendships, romantic partners, families, and relationships with co-workers and supervisors.

Learning Objectives

After studying the material presented in this course of study, the student will be able to do the following as evaluated by the faculty in the department/program.

Evaluation of Objectives

Learning Objective	THECB Skill	Assessment(s)
Exhibit understanding of interpersonal theories and principles.	Communication (written)/Critical Thinking	Assessed through in-class discussions, course text/assignments and exam questions
Demonstrate ability to analyze and critique verbal and nonverbal interactions in mediated and face-to-face contexts.	Critical Thinking, Communication (written)	Assessed through group activities, and paper/activities.
Identify perceptual processes as they relate to self and others.	Communication (written)/Critical Thinking	Assessed through paper and projects.
Demonstrate critical thinking ability by effectively researching, evaluating, and applying communication theories in oral and/or written assignments.	Communication (written/verbal)	Assessed through a paper, in-class discussions, and infographic project.
Demonstrate understanding of the relevance of cross-cultural, co-cultural, gender and age influences on human communication.	Communication (verbal)	Assessed through in-class discussions, course readings, and group activity.
Demonstrate ability to identify, evaluate, and apply conflict styles and conflict management techniques in dyads and/or groups.	Team Work	Assessed through group work assignment.
Identify types of and barriers to effective listening.	Communication (written/visual)/Critical Thinking	Assessed through paper and class discussions.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Zoom Class Behavior

To be used sparingly in the term, but the information still applies: As this is a communication class, students are expected to have their cameras on (showing a live feed of the person enrolled in the course) during video conference class time unless they have extenuating circumstances that they have discussed with the professor in advance.  Students who do not have their live feed on (where we can see the individual's face) will not be counted as attending.

I highly encourage you to set yourself up for academic success by remembering to treat this learning experience just like you would if we were in class.  Please honor the commitment your past self made when signing up for classes.  Your future self will appreciate it!

If you find it difficult to learn from home, or you need the structure of getting up and leaving the house, please know that all AC campuses are open and ready to assist your learning.  If you need a quiet place away from home or work to participate in your tech-mediated courses, AC is here for you.  There are places on campus where you can use the WiFi and spaces to join in on conversations.  Additionally, you may use The Underground and/or empty classrooms/lobbies to assist your academics.  Don't feel as if you're "stuck at home."  Come to campus.  Grab a coffee and socially distance yourself as you learn.  I will be teaching both from my office and from home.  It will depend on the day, but I'll be up and ready and focused on just your success.

Please know, within Zoom private messages are not the place to share details with me.  If I am screen sharing (which I do often) everyone in the class will see this information.  If you have things you want to share with me alone, please schedule an appointment during student hours to convey the information.

disAbility Services and Accommodations

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (located on the third floor of the Ware Student Commons; phone number 371 5436) as soon as possible.

Accommodations will be applied to the course content requirements from the date the form is received.  The accommodations will not be retroactive to previously completed assignments.

Student Rights and Responsibilities

Every student is required to comply with the policies published in the “Student Rights and Responsibilities Handbook.”  A link to the Student Rights and Responsibilities is included within the course.

Recording of classmates during class

At no point may student's record or video any type of in-class activities without written permission from the instructor of record.  Students who fail to comply with this will be reported to the Vice President of Enrollment Management.

Assignment Submission

I do not accept Google Drive links as a means of submitting an assignment.  I will not grade any assignments submitted in this format.

When you're ready to submit an assignment, please check the stated requirements of the assignment listed in the instructions.  Typically I will ask that the assignment be submitted as a .PDF or .docx file.  

Grading Criteria

Readings

You should be prepared to complete the chapter readings and assignments before the chapter is discussed in class.  Specifically, each Revel chapter is due on Sunday evening (with a few exceptions where a portion is due on Sunday and another portion is due Tuesday evening).  The readings are essential to completing the journal or discussion board postings for the week.  All of the readings are located in Revel along with short, 3-question assignments after each section of the chapter (Example: Section 1.1, read it, answer 3 questions, move to the next section).  Sometimes you will receive a whole chapter at once, and other times you'll be assigned a portion of the chapter.

You will find the textbook linked in the weekly course content folders as "Open Pearson."  I check weekly to see who has completed the readings and the quizzes (I am able to see how much time a student has spent reading each chapter/section). I also, directly import the grades from Revel.  The system does not automatically update grades.  It is a manual process.  I will use this data to make sure everyone understands the concepts.  The small assignments after the readings are not the chapter quiz.  The larger quiz at the end of the chapter in Revel is not the chapter quiz.  The larger quiz within Revel is set to accumulate no points but simply to provide you with an opportunity to review the materials before taking the quiz within Blackboard. 

Initially, Revel grades are listed in the grade book as specific due dates.  Once I have done the first importing of grades, I will switch the dates to Revel: MM/DD.  I will also make sure the grade is set to a percentage and not a score.  If for some reason I miss one, please have grace with me.

If for some reason you see a grade in the grade book for a Revel assignment that is lower than what you know you earned (because Revel will show you what you've earned), it may be that I have updated grades in the middle of you working on the assignment.  I try to NOT do this.  I only update grades AFTER the due date; however, there are occasions later in the term where I will need to update grades throughout the week.  Please have patience with me.  I will get it updated in the next update cycle.  If it has not changed then, please make sure you've submitted the assignment prior to the due date.  When all of those options are exhausted, please reach out.  Two sets of eyes are always better than one, and I appreciate your help!

WIFI PASSWORD: AmarilloCollege Course Requirements: Assignments will be due each week by Monday at 11:59 PM. (unless otherwise specified) Chapter Tests: 22.5% (weekly 20 question tests within Blackboard) Assignments: 22.5% (weekly Revel assignments and other as assigned throughout the term; see below for an example) In-Class Discussions “Coffee Talks”: 22.5% Paper/Love Lyrics/Service Learning Poster Presentation: 22.5% Final Exam: 10% Course Success: Readings You should be prepared to have the assigned portions of the chapter read before coming to class each week (either in person or via Zoom). Each week we will study a new Interpersonal Communication topic. All of the readings are located in Revel. You will find this linked to the course content on the left-hand navigation guide for the course and within each weekly module.  (Within the weekly modules, please look for a link labeled "Open Revel.")  Each morning before class, I will refresh the course grades and check to see who has completed the readings and the quizzes to see who needs help understanding the materials. I will use this data to make sure everyone understands the concepts.  As discussed above (in the textbook section), you need to read the chapter and take the smaller self-tests and quizzes as you go.  Below you will see an example of the post-reading Revel quiz for 6.1 (on the left-hand side).             There is a chapter test at the end of each chapter within Blackboard.  You can find an example of this below (on the right-hand side). Each of the chapter tests is time (40 minutes), has 20 questions, and has two attempts.  The highest of the two attempts is the grade which will be recorded. Paper/Love Lyrics/Poster Presentation Each student is required to do a paper, Who Do We Think I Am?, Love Lyrics (done in PowerPoint or Google Slides), and an Infographic. These three assignments are worth 22.5% of your total grade. All of the directions for the assignments can be found under the "Major Assignment Directions" link on the left-hand side of the course (in Blackboard). They are just under the weekly content folders.   Who Do We Think I Am? VIDEO: HOW TO SET-UP AND WRITE PAPER ONE "Who Do We Think I Am?" is early in the term and will require you to reach out to family/friends to ask them to evaluate your characteristics on a one-page worksheet. You will complete a similar worksheet. Once you have all three (two from family/friends, once you’ve completed yourself) you can begin writing your two-page paper. If you struggle with your writing skills, please reach out to the Writers' Corner. This free service offers both in-person and online (via email) tutoring. Students may also take advantage of SmarThinking (also free) online tutoring.  In the class folder "Major Assignment Directions" you can find more information about this assignment, including all of the worksheets, a copy of the rubric and tips for submitting the completed worksheets electronically. Love & Relationship PowerPoint Project VIDEO: How to complete the Love Lyrics Project In this assignment, you will compile a list of love songs (Title of the song & Artist). This will require you to analyze the lyrics to songs and relate the meaning of the song to the Love Types discussed in class as well as the Relationship Stages. Complete the project in PowerPoint or Google Slides.  Click here to watch a quick tutorial on how to complete this assignment (step by step directions using Google Slide). 1. Find songs that represent each of the Love Types discussed in the textbook in Chapter 9. (Eros, Ludus, Storge, Pragma, Mania, Agape).  This will be 6 different songs. (One song for each Love Type.) 2. Find songs that represent each of the Relationship Stages discussed in the textbook in Chapter 9 (Contact, Involvement, Intimacy, Deterioration, Repair, Dissolution). This will be 6 different songs one song for each Relationship Stage. Each presentation will have 13 slides: 1) Title slide (with your name and section), 2) Eros, 3) Ludus, 4) Storge, 5) Pragma, 6) Mania, 7) Agape, 8) Contact, 9) Involvement, 10) Intimacy, 11) Deterioration, 12) Repair, 13) Dissolution. For example: “You’ve Lost That Loving Feeling” by the Righteous Brothers – Dissolution On the slide you will list the following items: Topic (one of the 12 terms) Definition of the topic (citing the source) Song title which represents the topic Performer(s) Songwriter(s) Lyric from the song Justification of why the song matches the definition of the topic (minimum 25-30 words). EXAMPLE: Dissolution Dissolution is a "stage model of relationships, the termination or end of the relationship" (DeVito, 2017). You've Lost That Lovin' Feelin' Performers: The Righteous Brothers Songwriters: Phil Spector / Barry Mann / Cynthia Weil Lyrics: Bring back that lovin' feelin' Whoa, that lovin' feelin' Bring back that lovin' feelin' 'Cause it's gone, gone, gone And I can't go on, woh The songwriters are expressing the sadness felt at the end of a relationship.  Based on the lyrics, the songwriters have lost love in a relationship and understand dissolution is happening.  They are also dealing with moving on from the relationship. 4. Write a brief description of each of your twelve songs and justify your reason for choosing the song. Be sure to include one lyric from the song. Make sure to include the song title, writer, and performer. Make your project as visually interesting and creative as you please…colors, pictures, clip art, audio clips, YouTube video links, etc., are welcome. Make sure your presentation is readable! *There will be the opportunity to work on this project in groups.  As a class, we will discuss the process of working in groups and hold a class vote.  The majority rules.  Please see more details about working in groups in the "Expected Student Behaviors" section. Infographic Presentation The final project for the course will require you to develop an infographic on a topic covered this term as it relates to your future field of study.  I recommend using a topic that will benefit your career growth (and also putting your infographic into your EDUC 1100 portfolio).  You may find it useful to review your Myers-Briggs Type Indicator (MBTI) career skills from Week One (assessment through AC's free access to MyPlan)., or review O*NET Online for more ideas on skills needed in your career.   Please follow this link to learn more. Students' are highly encouraged to contact and utilize the Amarillo College Writers' Corner for this assignment. FAQ's (Frequently Asked Questions): What is an infographic? How do I do research for the infographic? How do I make an infographic? Q: How do I pick a topic for my infographic? A: Take a look at your career results within the MBTI (in MyPlan) and/or review your career goals in O*NET Online.  Look at the skills needed for the career you're pursuing.  Using this information, review the course textbook and/or content to determine a specific area of interest.  (A great place to do this quickly is to review the book's table of contents.)  Once you've identified a skill area from your career and found a link to a course concept, then dive into the AC databases to find articles addressing your topic.   If you choose to use the results in MBTI, here's a group of screenshots that will help you navigate your way to the results. “Coffee Talk” Discussions: We will have numerous discussions during the semester. Your participation in these discussions is crucial to your success in the class. Everyone must contribute to ensure a lively discussion and to ensure participation in the class.  Your comments during the discussions and your replies to your classmates' thoughts will make up a portion of your grade in this class. Points are earned based on the quality of your responses. To receive credit, for your comments, you must participate in the discussions with quality comments that demonstrate you have completed the online and textbook readings and have given significant thought to the questions. Citing sources (either textbook, newspaper article dealing with a concept, etc.) goes a long way to support your ideas. You must read the chapter to find out where the conversation is trending. If you would like to contribute to the conversation, please respond to a classmates thread.   Final Exam: The final exam will be a comprehensive 50 question exam worth 100 points.  Check the course calendar for the due date. LATE ASSIGNMENTS/WORK/QUIZZES There is no late work accepted. In the first two weeks of class, I do extend grace.  That means I want you to have the opportunity to come into class and learn your way around.  Sometimes that means you miss something you didn't intend on missing.  I get it.  That's the joy of teaching and learning.  After the first two weeks, the rules get enforced to be fair and equitable to everyone enrolled in the course.  As always I take things on a case by case basis.  During the first two weeks of class, if you missed something, please set-up an appointment to visit about what options are available.  I may allow you to complete the past-due work or I may decide that in the larger picture, the assignment isn't critical to your overall success in the course.  Please do not assume that I can or will allow you to make up work.  In college, we do not practice grade recovery. You earn the grade you submitted. As we proceed in the class, know that I understand finding your way through a college course is a process.  And many of us, myself included, needed some help in the process. There are challenges in each class and there are challenges each of you has or will have, in your personal lives. Those challenges can overwhelm you.  Because of these, and the amount of content we will cover in the course, I have set up the course structure to all you the best opportunity to learn and master the content.  As a rule, I do not accept late assignments or late work; however, if after speaking with a student during an appointment about the extenuating circumstances, I may decide to alter upcoming assignment due dates to prevent personal issues from being a barrier to success.  Pathways to Success: A Scenario What does this mean? Well, here’s a scenario: Maria is a single mom of two girls. She takes classes throughout the year and hopes to graduate in the upcoming term. During our class, Maria’s youngest daughter falls from a swing and breaks her wrist. In the next few weeks, Maria’s daughter will have doctor’s appointments and possibly surgery. Those important items force Maria to make changes to her work schedule, and because of this, cause Maria to have to miss class meetings.  Knowing I do not accept late work, here are the options she may have when it comes to her schoolwork: 1. Maria can continue on the path she on now, trying to make all of the doctor’s appointments, work shifts, and class sessions. 2. Maria can drop the course and pick it back up next term. Doing this will delay her graduation by a full semester. 3. Maria can set an appointment where we can visit. She can tell me what’s happening and see how I can help her continue on her path to graduation. If this were you, what do you think you would do?  The worst-case scenario is option #2. Dropping the course, unless there’s no other way around it, is always my last choice. Option #1 – well, I don’t recommend it either, but hey – some people are stronger and more private than others. Option #3 – it’s my recommendation. Why? Well, it means that I know how I can walk along with Maria on her path. If Maria chooses Option #3, we could visit and discuss what options were available for her success. It may mean she gives two speeches on one performance day, or it may mean she gives a speech a week later than her classmates do. Any assignments not submitted before our conversation will be considered missing and earn a zero. However, future assignment due dates are negotiable which may or may not have a late point deduction. I make this decision on a case-by-case basis. The standard deduction is 10 points off the final grade earned for the assignment. Pathways to success: What to Do If you find yourself in a situation, please visit with me as soon as possible.  Whenever I can, I will work with you to find a pathway to success. I will work to be flexible with the course requirements; however, this will require the student to be flexible with their expectations as well. Please know that sometimes – especially toward the end of the term – I cannot say “yes.”  Know when that happens, I have exhausted all avenues.   What not to do: A Guide Do not email assignments to me if the dropbox for closed assignments. I will not grade them. If there is an error or technical issue, please check the announcements section of our AC Connect Class to see if I have made a note. If you do not see a note in our class, please check your AC email account. If after checking these two spaces, please feel free to text me to alert me. Don't assume I am aware of the issue or that it is your technology.   Don't Assume: Talking to me after class I love talking to students after class, but if you need me to help with a particular assignment, I would ask you to make an appointment.  Let me explain.  I typically go from one class directly into another class.  Once I enter that second classroom, I have a hard time remembering what you've just asked me to do, or what question you had.  It's just me and my brain.  To help this, I recommend making an appointment with me.  When you make an appointment, I can visit with you, one-on-one and make sure I've done everything in my power to help your success.  Additionally, please reserve your private comments (via Zoom) for our one-on-one conversations.  The chat window is on-screen and it shows to everyone seated in the class. Earning Your Grade Again, there is no “grade recovery” in my courses.  Students are awarded the grade earned (both on assignments and in the class).  Final grades will be assigned on the following basis: A B C D F 90-100 80-89.9 70-79.9 60-69.9 0-59.9 No administrative withdrawals will be initiated by the instructor. It is each student’s responsibility to drop a class or withdraw from school in the event he/she decides to quit attending class. To withdraw from the course, you must request a form from me. To do this, please schedule an appointment at courtneymilleson.youcanbook.me.

Attendance

Class Participation/Attendance

The course will require you to actively attend and participate in class. As an online course, being actively involved is being engaged in the course in a variety of ways, however, just logging into the course does not count as attending.  According to the 2018-2019 Federal Student Aid Handbook (5-59, 5-60), students must engage in academic content in order to maintain online attendance.  To be counted as academic attending in the first week of class, students must have completed the syllabus quiz, the first weekly discussion (posted a substantive response in the first discussion post and replied to at least 2 classmates with quality responses), and completed the first journal assignment.

For this course, to continue being actively attending you will need to complete one of the following: online discussion, journal, Pearson Revel assignments, chapter quiz or major course assignment.  Failure to complete at least one of these areas will count as non-attendance and will be reported as necessary to AC Registrar's and Financial Aid offices.  Other contacts with the course or faculty member do not count toward attendance.

If for some reason, you are unable to complete this requirement and the coursework associated, please contact me immediately. Excused absences are granted based on participation in campus-sponsored activities or illnesses.  Campus-sponsored absences require an email from the club/organization sponsor stating your role in the activity.  If the club/organization sponsor sends a blanket "All-AC" or "All-Faculty" email, it is your responsibility to ensure I have added the excused absence to your assignments.  If you are ill, please understand I require documentation of your illness from a physician.  You may take a photo of the note, or scan it in using your phone.  If I cannot read the note I will require a physical copy.

Calendar

Additional Information

Office Hours:

*Please do not hesitate to call or email me with questions or concerns.

If you have questions about the course content, assignments, due dates etc., contact me.  I am here to be your advocate, coach and accountability partner.  Please, let me do my job!

Technical Assistance:  If you have questions about the course material, assignments, due dates etc. please contact me.  If you need technical support contact the Center for Teaching and Learning (CTL) student help center located in the Ware Student Commons on the Washington Street campus, room 111. Or call  (806)-371-5992.

Hours of operation for CTL:

Monday – Friday       8am – 5pm (WARE Student Commons Room 111)

Monday – Thursday   5pm – 9pm (Library Research Desk on the 4^th Floor)

To Access REVEL from your Blackboard Course:

Start from your Blackboard course.

Select a content area. The link is called “Revel Text and Activities”from the left navigation menu.

Select Open REVEL.

• If you have a Pearson account, enter your username and password. Otherwise, create a new account. Note: If you are also registering for a Pearson MyLab (like MyMathLab or MyVirtualChild) this term, you must register for the
• MyLab first, in order to use the same username and password for REVEL.

When your accounts are linked, select an access option:

• Redeem an access code purchased from the bookstore.
• Buy access using a credit card or PayPal.
• If available, get temporary access.

Your REVEL content appears.

To go back to Blackboard, look for the Blackboard tab or window in your browser.

That’s it. Throughout the semester, please access your REVEL content through Blackboard.

To upgrade temporary access to full access:

To upgrade your access before your temporary access expires, select the link in your confirmation email.

Once your temporary access expires, when you open REVEL from Blackboard, you’re prompted to upgrade your access. Redeem a pre-purchased access code, or buy access using a credit card or PayPal.

Need help?

If you have trouble getting access, make sure your laptop or other device is set up to work with REVEL.

Visit Pearson Support at https://support.pearson.com/getsupport.

Dedicated REVEL support line for students: (855) 875-1801