Interpersonal Communication Syllabus for 2025-2026
Return to Syllabus List

Instructor Information

Course Information

AI Statement

Collusion is defined as “the unauthorized collaboration with another person or by any other means, including artificial intelligence (AI) and computer translators, in preparing work for fulfillment of course requirements.” Using AI like (ChatGPT or Google Gemini) to create a document is considered colluding. The use of Generative Artificial Intelligence on specific assignments is at the discretion of the instructor.

Title IX and Sexual Misconduct Reporting

Amarillo College prohibits discrimination and harassment based on sex, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking, under Title IX and Texas Education Code §51.253–255. Faculty and staff are mandatory reporters and must share any related concerns with the Title IX Coordinator at titleix@actx.edu. Reports and additional information are available at https://www.actx.edu/hr/title-ixtitle-ix. Confidential counseling and advocacy services are available through the Counseling Center and Advocacy & Resource Center.

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 Enrollment Center, Suite 700. 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:

Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.

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-1318-006 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 Resources Student 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

On Campus Course

Syllabus Information

Textbooks

This course will use McGraw-Hill's Connect to access digital content from Floyd; Interpersonal Communication, 4e. Students will be required to utilize the online platform to complete their reading, homework, quizzes and tests. 

Students who do not utilize the McGraw-Hill Connect will not be successful in the course.

Students may purchase an access code for the digital content directly through the link in the course (at a cheaper price than the AC Bookstore). 

Important Note: The eBook for this course requires proctoring software that must be installed on your browser. If you are using a computer with restrictions that prevent installing add-ons—such as a Chromebook from your high school days—you may encounter difficulties accessing the homework. If this situation applies to you, I strongly encourage you to reach out to the IT team or the person responsible for managing your device's settings to discuss possible solutions. It is essential to ensure you have the necessary access to complete your coursework successfully. Please don't hesitate to ask for assistance early on to avoid any disruptions to your learning experience.

Supplies

Supplies

• Reliable access to the Internet (all assignments for this course are completed/submitted online)
• Reliable computer/laptop (NOTE: Please do not attempt to complete this course using your cell phone!)

Skills*

By attempting this course, you are acknowledge you have a basic understanding of all of the skills listed below or you are willing to learn them to be successful in the course. If needed, you may visit the Underground or one of AC's various tutoring centers for assistance with technology.

• knowledge of basic computer skills including, but not limited to
  • navigation of Blackboard
    • how to write journals
    • how to submit an assignment
    • how to participate in a discussion board
    • how to participate in a group discussion/assignment
  • navigation of Google Drive & associated apps
    • how to convert Google Doc to .pdf
    • creation of Google Slides
  • willingness to continue learning (aka: Growth Mindset)

*If you find you do not know how to do any of these skills, please reach out to me as quickly as possible so I can get you in contact with the correct tutoring center.

If you're on any Amarillo College campus, you may access the college's free WiFi.

WIFI PASSWORD: AmarilloCollege

Student Performance

Class Structure

This course is built around an exploration of interpersonal communication. We will explore a lot of interesting, and challenging, ideas which may impact your personally. I hope you'll take the time to engage with these concepts both personally and professionally.

The Blackboard course is split into six folders - one for each week of the course. Typically, I limit student access to weekly folders; however, in an experiment, I am allowing students to access Weeks 1-5 all course long (meaning you can work through the first five week's content as quickly as you'd like). It's critical for you to know the following things:

• Each assignment must be received by the due date posted in the course.
• If you work ahead and learn more about the concepts in the course, you cannot resubmit an assignment.
• I will not grade ahead. I will always keep up with where the class is in its current schedule.
• The final exam will not be allowed early.
• Students must purchase access to the text.
  • Don't try to get all McGraw-Hill assignments done using the 14-day free access code
  • If you do not purchase the code, you cannot complete the final exam in Week Six.

Grades and Expectations

Your academic performance and success in this course are important to me. While the final grade is certainly a significant milestone, I encourage you to maintain a consistent focus on your learning and understanding throughout the entire 6-week term. Grades are not just determined in the final hours before the deadline; they are a cumulative reflection of your effort, engagement, and mastery of the course material over time.

I strongly advise against leaving all your work until the last minute or solely concentrating on your grade in the days leading up to the final deadline. This approach often leads to unnecessary stress, rushed work, and a less-than-optimal learning experience. Instead, I recommend staying on top of the coursework, actively participating, and seeking guidance promptly when you encounter difficulties.

Throughout the term, I will provide regular feedback on your assignments and assessments, allowing you to identify areas for improvement and adjust your approach as needed. If you find yourself struggling or have concerns about your progress, please do not hesitate to reach out to me during office hours or schedule an appointment. I am here to support your learning journey and help you achieve your academic goals.

Please note that during the final week of the term, my ability to respond promptly to inquiries will be limited due to the significant grading demands. In the past, I have received an overwhelming number of last-minute emails regarding grades, due dates, and requests for grade changes. While I understand the importance of these concerns, addressing them all in a timely manner becomes challenging during this period. To ensure fairness and maintain the integrity of the grading process, I kindly request that you plan ahead and address any grade-related queries or concerns well before the final week.

Remember, the ultimate goal is not just to earn a grade, but to acquire knowledge, develop critical thinking skills, and cultivate a lifelong passion for learning. By maintaining a consistent and proactive approach, you will not only enhance your chances of academic success but also gain a deeper understanding of the subject matter.

Final Grade Requests

I understand the desire to achieve the highest letter grade possible, as it can have implications for your overall GPA and future opportunities. However, my policy is to avoid rounding up final grades solely based on requests. The grades you earn throughout the term should accurately reflect your mastery of the course content and the quality of work you have produced.

Instead of relying on potential grade rounding at the end, I strongly encourage you to take advantage of the extra credit opportunities provided during the term. These opportunities are designed to allow you to improve your understanding of the material and demonstrate your knowledge, potentially boosting your overall grade.

Additionally, I recommend consulting with me prior to submitting assignments or visiting one of the college's tutoring centers if you need assistance or have questions about the material. Getting clarification and support early on can help ensure that your work meets the expected standards and requirements. Be sure to engage with and review the rubrics provided for many assignments, as they outline the specific criteria for assessment and can guide you in achieving the desired level of performance.

By taking a proactive approach, seeking assistance when needed, referring to the rubrics, and making the most of the extra credit options, you can work towards earning the grade you desire through your own efforts and understanding, rather than relying on potential rounding up at the end.

My goal is to ensure that your final grade is a fair and accurate representation of your comprehension and mastery of the course material. I believe this approach not only maintains academic integrity but also better prepares you for future endeavors where you will be evaluated based on the quality of your work and your ability to meet established standards.

Oops Tokens: Your Lifeline for Late Assignments!

The Short Version:

1. Late Assignment Rescue:

   • Use an Oops Token to extend the deadline of one missed assignment by 48 hours.
   • No questions asked, but the token can only be used for one assignment.

2. How to Use:

   • Message me via Blackboard Ultra to notify me that you’re using an Oops Token for a specific assignment.

3. Limitations:

   • Token can only be used for assignments from the past week.
   • Cannot be used for group projects or assignments due in the final week.
   • One token per semester, and it applies to only one assignment.

4. Responsibility:

   • Oops Tokens are for emergencies, not routine use.
   • Strive to submit assignments on time.

5. Need More Help?:

   • If you’ve already used your token and still need help, reach out to me before the due date for possible extensions.

The Long Version

In the fantastical realm of online learning, sometimes life's mischievous gremlins can trip us up, causing an assignment to be fashionably late to the party. Fear not, my intrepid communicators! I come bearing a magical solution: the "Oops Token"!

Imagine this token as your personal genie, granting you the power to turn back time (well, sort of). Each one of you will be bestowed with one of these enchanted tokens at the beginning of our journey together. Here's how they work:

1. Late Assignment Rescue: If an assignment slips through your fingers and misses the due date, you can use one of your Oops Tokens to magically extend the deadline by 48 hours, no questions asked! It's like hitting the snooze button on your alarm clock, but for homework.

2. Token Activation: To unleash the power of your Oops Token, simply send me a message through Blackboard Ultra, declaring your intention to use it for a specific assignment. Poof! Your request will be granted.

3. Limitations of Magic: Keep in mind, my adventurers, that these tokens are not an infinite resource. You can only use the token once for one assignment (even if there are multiple assignments due on the same day), and they can't be used for assignments due in the final week of our quest or for group projects (because teamwork makes the dream work!).

4. Responsibility and Planning: While Oops Tokens are a fantastic safety net, they shouldn't be your go-to strategy. Think of them as your fairy godmother's emergency glass slippers, not your everyday footwear. Strive to submit assignments on time and use this token wisely for those unexpected hiccups.

5. Communication is Key: If you find yourself in a situation where you've used up your token and still need help, don't hesitate to reach out to me. Extensions are still available for assignments before the due date! I'm here to guide you through the twists and turns of this journey, and together we can find a solution that works for you.

Remember, this token is not a free pass to procrastinate, but rather a recognition that life can be unpredictable. They're a reminder that in this class, we celebrate progress over perfection and foster a supportive environment where everyone can thrive.

Email and Messaging Etiquette: Be Specific and Clear

Effective communication is crucial to your success in this course and a component of what our course teaches. To ensure that I can quickly understand and respond to your inquiries, please follow these guidelines when emailing or messaging me:

1. Subject Line: Clearly state the purpose of your message.

   • Example: "Question about Interpersonal Communication Assignment 2"

2. Include Context: Be specific about what assignment, class, or project you are referring to. Include the following:

   • Course Name and Section (e.g., "Interpersonal Communication, Section 01")
   • Assignment Name or Number (e.g., "Assignment 3: Conflict Resolution Essay")
   • Relevant dates or deadlines if applicable.

3. Ask Clear Questions: If you are seeking clarification, ask specific questions rather than general ones.

   • Vague: "I don't understand this assignment."
   • Specific: "For Assignment 2 on Nonverbal Communication, could you clarify what is meant by 'contextual analysis'?"

4. Provide Necessary Details: If your question is about a grade or feedback, include relevant information such as the assignment's name, the grade received, and your concerns.

   • Example: "I received an 85 on Assignment 2. Can you explain how I can improve my analysis in the final section?"

5. Be Patient with Grading Inquiries: Understand that manually graded assignments take time to evaluate thoroughly. If you have a question about when grades will be posted, check the syllabus for the estimated grading timeline before reaching out. Requests for instant grading will not speed up the process.

   • Example: "I understand Assignment 2 is manually graded. Can you provide an update on when we might receive feedback?"

6. Review Before Sending: Take a moment to review your email for completeness, clarity, and tone. Be courteous and professional.

Following these guidelines will help ensure that your questions are answered promptly and efficiently. I am happy to have these discussions with you, but I will need help understanding your point of view. Remember, perspective is everything!

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.

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.

Students 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

Welcome to the Ship!

Welcome aboard! Over the next 6 weeks, we'll set sail on an exciting journey to sharpen your interpersonal communication skills. It will move quickly, but I'm here to guide you every step of the way!

Condensed terms can feel overwhelming at first, but don't worry. Before you dive into a "too much work" mindset, let's focus on a plan that's both manageable and rewarding.

This online course moves fast and covers a lot of ground, but you'll have the tools and support you need to succeed. Think of it as your roadmap to mastering communication.

Weekly Checklist

• Assigned Readings: Your guideposts for the week.

• Practice Activities: Opportunities to sharpen your skills.

• Assignments and Projects: Building blocks to apply what you've learned.

Time Commitment
Expect to spend about 12–18 hours per week. We'll cover a full semester's worth of material in just 6 weeks. It's a sprint! I'm teaching four classes alongside you, so we're navigating this fast pace together.

Flexibility and Strategy
Everyone's journey looks different. Some weeks will feel smooth; others might feel more demanding.

• Be strategic.

• Ask for help early.

• Keep your focus on your end goals.

Need Help?
Plenty of resources are available:

• Meet with Me

• Amarillo College Tutoring Centers

• Online Tutoring

• The Underground (Student Support)

Early action leads to smoother sailing. Please reach out before you feel stuck!

Communication and Connection
This course is about growth—yours!
Here’s what I expect:

• Call me Courtney. We’re a team—no titles needed.

• Participation matters. Sharing ideas (even imperfect ones) leads to learning.

• Think critically. Your voice matters more than AI tools.

• Life happens. If you encounter a challenge, communicate with me early.

• Kindness counts. Treat others with respect and empathy.

• Celebrate differences. We all learn and experience the world differently.

• Stay engaged. Minimize distractions when you can.

• Use the syllabus. It’s your go-to resource for success.

Communication Channels

• Preferred: Blackboard Ultra Messaging (best for fast replies tied to your coursework)

• Alternatives:

  • Watermark (checked occasionally)

  • Email (include full name, course name, and section number)

Tone Matters: Building a Respectful Learning Community

Our words, tone, and approach shape how we work together. In this course, professionalism, kindness, and mutual respect are non-negotiable expectations.

Important:

• In a diverse learning environment, we come together from different backgrounds, cultures, and experiences.

• While cultural norms may influence how communication styles are perceived, all students are expected to engage respectfully and equitably in this course.

• Regardless of personal background, all students must accept that faculty decisions are final regarding course management, grading, technology use, and classroom expectations.

If you disagree with a decision:

• You are welcome to express concerns politely and professionally using appropriate communication channels (e.g., Blackboard Messaging, scheduled meetings).

• However, repeated challenges to faculty authority, refusal to accept course policies, or adversarial communication will be addressed following Amarillo College conduct policies.

Communication Expectations

• Ask questions with curiosity, not confrontation.

• Respect boundaries when decisions are made.

• Assume good intent and seek clarification before escalating concerns.

• Recognize that disagreement does not entitle one to demand changes to course operations.

Support for Navigating Technology and Resources
Faculty will provide clear directions and resources for course technology (e.g., Blackboard, assignment submission).
Students are responsible for using available support services if technical issues arise. Faculty are not responsible for troubleshooting personal devices, software, or internet access.

Resources Provided:

• Help Desk Information

• Tutoring Centers

• Online Learning Guides

• Student Services Support

If communication issues arise:

• First Occurrence: Friendly coaching conversation with a reminder of course expectations.

• Second Occurrence: Formal written warning with documentation.

• Third Occurrence: Referral to the Campus Behavior Team for further action.

Our Goal:
To create a learning environment where everyone—regardless of background—feels safe, respected, and empowered to grow.

Assignment Submissions

• Accepted file types: PDF (.pdf), Word (.docx), or Pages (.pages).

• Not accepted: Links to Google Docs, OneDrive, or other cloud files.
  → Submissions through links will receive a zero without re-submission opportunities. This keeps grading fair for everyone.

Quick Tip: Section Numbers
Always include your course section number when messaging me! It helps me respond more quickly and accurately.

Final Thoughts
We are in this together! Clear communication, mutual respect, and steady effort will lead to success. If you ever feel overwhelmed, please reach out. I'm here to help guide you through it.

Let’s get started—I'm excited to see what you achieve!

Grading Criteria

Unlocking the Secrets of Communication: Your Quest Guide

Attendance

Engaging in the Journey: Attendance and Participation

Ahoy, adventurers! Buckle up for a magical voyage through communication land, where your active participation and attendance are the fuel that keeps the pixie dust flying!

Even Mickey Mouse gets knocked out by Merlin's magic tricks sometimes. Life can throw unexpected curve balls, from Ursula's evil schemes to a nasty case of the Beast's sniffles. Don't fret, brave heroes! If anything hinders your ability to join the full-fledged fun, don't hesitate to send me a trusty carrier pigeon (aka email) ASAP! We'll work together to find solutions and keep your adventure rolling.

Excused Absences: Your Golden Ticket to Academic Triumph!

• Campus-Sponsored Activities: Are you representing Cinderella's Ballroom Dancers at the Inter-Kingdom Tournament? No sweat! An email from your club coach or event sponsor is your golden ticket to an excused absence. Just remember, if it's a blanket announcement ("All-AC" style), a quick heads-up helps me track your heroic feats.

Ahoy, chimney sweeps! Fear not if a spoonful of sugar isn't enough to chase away those sniffles or sneezes. Sometimes, even a spoonful wouldn't mend what ails you!

• Short-Term Squalls: If you're only out for a day or two, fret not! A quick "chim chim cher-ee" via email is all it takes. We're all chimney sweeps here, after all, and I trust you to take a spoonful of rest and a good cup of tea to mend your soot-smudged spirits. No need for fancy doctor's notes – just follow your inner Supercalifragilisticexpialidocious intuition and get yourself shipshape!
• Extended Gales: But if the wind keeps you grounded for longer than a week, then a doctor's note becomes a jolly good kite to navigate the choppy waters of your absence. Think of it as your trusty compass, helping me chart a course to keep you on track for academic sunshine. Remember, dear sweeps, even Mary Poppins needed a chimney sweep now and then!

So chin up, chimney sweeps! Whether it's a spot of soot-induced laryngitis or a bout of Jolly Holiday hiccups, a simple email for short absences and a doctor's note for longer storms will do the trick. And remember, just like a spoonful of sugar helps the medicine go down, a dash of communication makes navigating these unexpected detours a breeze! Let's keep this journey jolly and spiffing, with open communication and a touch of Poppins-esque understanding!

The Magical Power of Excused Absences:

It's not just about escaping homework like mischievous Chip & Dale! Excused absences are your trusty companions on this academic journey, offering fairness and flexibility like Pocahontas navigating the forest:

• Peace of Mind: No need to stress about missed lessons or falling behind. An excused absence lifts the weight of worry, so you can focus on recovering like Simba reclaiming his kingdom.

• Catching Up: Missed assignments and quizzes? Excused absences open a window to negotiate deadlines, ensuring you don't fall into any academic chasms. Think of it like Aladdin rewinding the magic carpet to grab your forgotten backpack!

• Support and Understanding: Whether it's battling a case of Maleficent's green flu or cheering on your Quidditch team, an excused absence acknowledges life's unexpected detours and opens the door for collaboration. Just like Ariel making a deal with Ursula, it allows us to find creative solutions and keep your adventure on track.

• Maintaining Good Standing: Nobody wants a pile of unexcused absences dragging down their grades like Gaston's ego! Excused absences are your compass, ensuring you stay on track for academic glory and avoid any Ursula-style setbacks.

Remember, communication is key! The sooner you let me know about an unavoidable absence, the sooner we can work together like Simba and Timon Hakuna Matata-ing our way through any obstacles. This journey of learning and growing is much more fun when we face it together, even when life throws a few Cruella de Vil curveballs our way!

So, adventurers, let's set sail on this exciting voyage of communication, with your active participation and attendance as the sails propelling us forward! Together, we'll uncover hidden treasures of knowledge, navigate any academic whirlpools, and emerge from this course victorious, ready to conquer any communication challenge like true Disney heroes!

Calendar

Additional Information

As we embark on this journey of learning, let's make sure our communication channels are crystal clear. While email serves as our trusty map, it has a few limitations when it comes to assignments. Here's the scoop:

• No file-sharing magic tricks: To ensure your hard work reaches its destination, please submit all assignments directly through Blackboard. I will not accept any type of links to outside sources (this includes Google Drive links, Microsoft OneDrive links, etc.).  Assignments submitted via links will be awarded an automatic zero. Think of it as a secure treasure chest for your academic gems!
• Documents, not detours: While text in emails is fine for quick questions or updates, actual assignments need to be submitted as proper documents or files. This helps keep everything organized and avoids any unexpected glitches in the grading process. Think of it as building a smooth path to academic success, one well-formatted document at a time. I do not accept any assignments in my email or through Blackboard Messages for a grade.

If you have any questions or encounter any roadblocks on your submission journey, don't hesitate to reach out. I'm always here to support you and ensure your hard work shines through.

Accepted File Types

For all assignments in this class, I accept the following file types:

• .docx (Examples: The Way We See Me)
• .pdf (Examples: The Way We See Me)
• .jpg (Examples: The Way We See Me self and volunteers worksheets)

I cannot grade Google Docs or Slides files.  If you only have access to Google Drive and its tools, don't worry.  You have options.  The video below works in Google Slides as well (instead of downloading as a .docx you download as a .ppt file).

Navigating the Information Oasis: Citing Sources and AI Tools

As we journey through this vast intellectual landscape, we inevitably encounter a wealth of information. It's crucial to remember that this knowledge isn't ours alone – we stand on the shoulders of giants, borrowing wisdom from those who came before us. That's where citing sources comes in, like a trusty compass guiding us through the information jungle.

In this course, we'll be utilizing the APA style for citations, ensuring clarity and academic integrity. Think of it as building a map to knowledge, acknowledging the voices that shape our understanding of the world.

Citing the Textbook: Interpersonal Communication by Floyd

Alright adventurers, here's how to cite the textbook for this course, according to APA style:

Basic In-Text Citation:

• Use the authors' last names and publication year, when mentioning the textbook in your writing. For example:

Floyd (2021) emphasizes the importance of active listening in healthy relationships.

Full Reference List Citation:

• Include the following information in your references list:

Floyd, K. (2021). Interpersonal communication (4th ed.). McGraw Hill. https://connect.mheducation.com/

Additional Notes:

• If you're referencing a specific chapter, article, or section within the textbook, you can add more detail to your citation. For example:

If the e-book does not have page numbers, you should use the chapter number and, if available, the section heading and/or paragraph number in your parenthetical citation.

For instance, if you are citing information from Chapter 3, under the section heading "Types of Nonverbal Communication," and it's the fourth paragraph in that section, your parenthetical citation would look like this:

(Floyd, 2021, Chapter 3, "Types of Nonverbal Communication," para. 4)

If there are no section headings, you can just use the chapter number and paragraph number:

(Floyd, 2021, Chapter 3, para. 4)

In the case where you are summarizing key ideas from a whole chapter, you would simply use the chapter number in your parenthetical citation:

(Floyd, 2021, Chapter 3)

Remember, the goal is to provide enough information for your reader to locate the specific part of the text you are referring to, even without page numbers. Consistency and accuracy are key when citing sources. If you're unsure about how to cite something, don't hesitate to ask! We're all on this academic adventure together, and helping each other navigate the citation jungle is part of the journey. Feel free to ask me, or the AC Campus Librarians.

Now, some of you might be tempted to explore the ever-evolving frontiers of AI tools. They can be valuable companions, offering insights and assisting your research. However, when using AI-generated content, remember:

• AI is a tool, not a source: Treat AI-generated text like a helpful discussion partner, not a definitive answer. Always verify the information it provides against other reliable sources and apply critical thinking.
• Transparency is key: If you incorporate AI-generated content in your work, consider mentioning the tool you used in your references. This builds trust and ensures credit goes where it's due.
• Focus on originality: Your unique voice and critical analysis are what truly shine. Use AI as a springboard, not a substitute for your intellectual exploration.

While the APA format is still evolving to handle citations for AI-generated content, there are a few options you can consider, depending on the specific context and nature of your interaction with AI.  In the examples below, we will focus on Bard.

1. Personal Communication:

This option is suitable if you're referencing a specific conversation or exchange you had with Bard. The format would be:

(Author, personal communication, Month Day, Year)

For example:

(Bard, personal communication, October 26, 2023)

2. Algorithm's Output:

This option is appropriate if you're citing a specific text or creative content generated by Bard. The format would be:

(Author, Algorithm's output, Title of generated content, Month Day, Year)

For example:

(Bard, Algorithm's output, Poem on the beauty of nature, October 26, 2023)

3. Software:

If you're referring to Bard as a tool or software overall, you can cite it as:

Google AI. (Year). Bard: A large language model for research and dialogue. https://www.projectpro.io/article/chatgpt-vs-google-bard/815

Important Notes:

• These are just a few suggestions, and the specific format may vary depending on the requirements of your assignment or journal. It's always best to consult your instructor or publication guidelines for specific instructions.
• Transparency is key! Regardless of the chosen format, mention prominently in your work that you used an AI tool like Bard and be specific about how it was used and what content it generated.
• Remember, AI-generated content should be used responsibly and critically evaluated alongside other sources. Your own intellectual analysis and original contribution remain essential for academic integrity and meaningful learning.

Remember, navigating the information ocean requires both respect for existing knowledge and the courage to explore uncharted waters. Embrace the power of citations to acknowledge your intellectual debts, and use AI tools wisely to enhance your research, not replace your own critical thinking. Let's embark on this academic adventure together, building a map of knowledge with integrity and intellectual curiosity as our guiding stars!