Interpersonal Communication Syllabus for 2021-2022
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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.

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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-1318-006 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 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

On Campus Course

Syllabus Information

Textbooks

Textbook: Interpersonal Messages by Joseph A. Devito, 4th edition, including the online component called Revel.  

• You will need to purchase the text for the course.  You may purchase this directly from Pearson or from the AC Bookstore.  

  • Most course homework will be completed on the online platform (and it is a major portion of your overall course grade).  Pearson offers two free weeks of access, but you cannot complete all of the course assignments within the two-week time frame.  

  • YOU MUST PURCHASE THE ACCESS CODE TO PASS THE COURSE.  (Sorry for yelling.  It's just really important.)  

  • If you purchase directly from the Pearson website listed above you must purchase the option for Revel, not "eText." 

  • The easiest route to purchase directly from the publisher is to wait until class starts and follow the guidelines listed. 

  • If you purchase from the AC Bookstore, you will receive a small, mailer-type package.  Once you break the seal on this package, you may not return the code to the Bookstore. 

    • To access the code, you will open the package and remove the scratch-off ink, you will see your code.  Tip: Don't scratch the ink so hard you rub off the code (yes, it's happened). 

    • The code can be used once you have access to our class in the "Weekly Lessons" area called "Open Pearson."  There are specific directions attached to this email about redeeming your code.  A video tutorial can be found here. 

    • You do not need an access link from me via email to redeem your code. 

      • The textbook is through Pearson Revel,  Devito's "Interpersonal Messages." 

      • If for some reason you are not successful in this attempt at IPC, the code is a 12-month access code.  If you retake the class again within that 12-month timeframe, you do not have to purchase another access code. 

 

The Revel component is essential for success in this course. You will be graded on the readings and quizzes you complete online (20% of the total grade).  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. 

If you do not purchase the Revel access code the highest grade you can make in the course is an 80. 

Supplies

Reliable access to a computer with internet access.  If you do not have a computer, you may want to visit with the AC Bookstore to see if you can rent a laptop for the semester.

Microsoft Office Suite or Google Drive (through your AC email account)

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 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 papers.
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 paper, in-class discussions and poster presentation.
Demonstrate understanding of the relevance of cross-cultural, co-cultural, gender and age influences on human communication.	Communication (verbal)	Assessed through in-class discussions 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 poster presentation and class discussions.

 

How to be successful in this course: 

In this class, we believe in the power of words, and the ability of all people to come to some sort of understanding based on shared experiences.  If you need a minute to think, acknowledge it.  Take it!  You don't have to have the answer in .025 seconds.  If you don't understand what we're discussing, ask questions.  However, DO plan on reading the textbook before you come to class.  DO think about the questions posed in the textbook.  DO challenge the ideas we discuss in class.  DO make your own opinion. 

Creating meaningful use of this course in your own personal life is the best way to learn the concepts.  Some of this class may hit close to your own personal experiences.  Please know you have value and worth within this course and your personal experiences are important, but not more important than other people's experiences. 

Reading: You should be prepared to have reviewed all vocabulary and have read each chapter prior to coming to class. Each week we will study new Interpersonal Communication chapters in the textbook. All of the readings are located in Revel. The vocabulary worksheets are linked within the course.  These will help you complete the Passport Notes due at the end of each week.

Should you need to speak with a counselor, know that Amarillo College has a Counseling Center available for students.  Additionally, here is a list of resources both within our community and Amarillo College. 

Taking Care of Yourself: 

Let me make some bold statements: 

• You cannot learn if you're hungry. 

• You cannot learn if you're tired. 

• You cannot learn if you're anxious. 

• You cannot learn if you're scared. 

• You cannot learn if your family needs help. 

Let's recognize the fact that you are human and are doing your best.  Sometimes, we all need help.  And all of the time, the help we need is different. 

I give you permission to prioritize yourself. 

If you're not sure where your next meal will come from, where you'll sleep tonight, or how you're going to manage a situation, please visit the AC Advocacy and Resource Center (ARC).  The ARC has tools to help. 

• Food Pantry (click here to submit an order) (Located in Dutton Hall 101) May receive 2 orders/month 

• Adult Students Program – may assist students with child care, transportation, textbooks, and tuition  Application is required. 

• Social Services – a team of licensed social workers can help you navigate a crisis and help you stay in school.  Located on the first floor of the WARE Student Commons, Suite 108 

• Information about Off-Campus Housing 

• Student Parent Resources – We believe student parents should have access to all of the same opportunities as any other student. From family-friendly on-campus spaces, campus activities geared towards families, and a club for student parents (Students Who Are Parents – SWAP). 

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

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (located in the Student Services Center 119; phone number 371 5436) as soon as possible. 

Accommodations are applied to all coursework only after I have received the form.  While I work to prioritize getting accommodations into Blackboard, it may take up to three business days for accommodation alterations to be added to the course.    

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. 

At no point may students 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. 

Grading Criteria

Course Requirements

Assignments will be due each week by Monday at 11:59 PM. (unless otherwise specified) 

• Chapter Quizzes: 30% (weekly 20 question quizzes within Blackboard) 

• Assignments: 30% (weekly Revel assignments and others as assigned throughout the term) 

• Paper/Love Lyrics/Project: 25% 

• Final Exam: 15% 

Course Assignments: Paper One/Love Lyrics/Project 

Each student is required to do Paper One - The Way We See Me, Love Lyrics (done in PowerPoint or Google Slides) & Infographic. 

These three assignments are worth 25% 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.   

The Way We See Me 

This assignment requires you to conduct a brief exercise and write a short (2 page) paper about your self-concept and self-awareness and how these factors impact your interpersonal communication skills.  Students should cite the DeVito Interpersonal Messages, 4th edition within their paper.  

The paper should be: 

• 2 pages, typed (not including reference page) (Click here to review APA paper style.  Your paper does not need to include the title page/abstract/paper section headers.)  An example of a student paper in APA style can be found here. 

• double spaced 

• Use a font that is legible in 10, 11, or 12-point size 

• Left justified 

• At least one APA-style in-text citation (also called a parenthetical citation) and a reference section at the end of the paper. 

• Proofread (content, grammar, spelling) I strongly encourage the AC Writers’ Corner 

• The file extensions accepted for this assignment are as follows: 

• .docx 

• .pdf 

• .jpg or .jpeg 

How-To 

1. Complete Worksheet #1 by making a mark in the box to show how well (in your opinion) each adjective describes you and listing your strengths, weaknesses, and one word that best describes you.  If you do not know the words used on the list, use a dictionary to review the word.   

2. Give two close friends or family members each a copy of Worksheet #2 to complete. Review the results.  

3. Begin a new document in your preferred program (Word, Pages, Google Docs) and name the file “ SPCH 1318 Paper One TWWSM.”  For example, my file name would be “Milleson Courtney SPCH 1318 000 Paper One TWWSM.” 

4. Once you have saved the file, begin setting up the paper.  Make sure the margins are 1”, you’re using 10-12 point legible font (Arial, Times New Roman, etc.) 

5. Write a paper summarizing what you have learned from this exercise. Break your paper down into six or seven paragraphs.  

6. Paragraph One: Introduction: “Tell me what you are going to tell me” means set the reader up for what you’re going to talk about throughout the paper. 

7. Paragraph Two: What did your responses to the worksheet indicate about your self-concept? 

8. Paragraph Three: Note - this is a great paragraph to engage with the textbook and use a citation. (An idea is to look at Figure 3.1 and the ideas presented there.  Do not cite Figure 3.1, but instead look at the factors that influence self-concept and select one to use it to answer these questions).  What factors have influenced the development of your self-concept?  Has your self-concept changed during the course of your life?  

9. Paragraph Four: What did your friends/family members’ responses to the worksheets reveal about you?   

10. Paragraph Five: How does the image others have of you differ from the image you have of yourself? Was your self-concept confirmed? Were you surprised by any of the responses?  What did you learn about others’ images of you?  

11. Paragraph Six: How can you use what you have learned in this exercise to increase your self-awareness? What does this exercise reveal about your willingness to self-disclose? How can you use these conclusions to improve your communication skills?  

12. Paragraph Seven: Conclusion: Sum up what you told me.  

13. Include the three completed copies of the worksheets.  Worksheets may be scanned, photographed, or completed using a word processing program (please save word processing program files as a “.docx” or a “.pdf”.)  The worksheets may be uploaded individually, as a part of one document (with your paper), or combined into one document just for the worksheets.  They must be clearly viewable within your submissions (ie, don’t put three small photos of worksheets on one, 8.5x11” piece of paper) in order to receive credit. 

The Way We See Me Grading Rubric 

Criteria	Proficient	Learning	Missing
Formatting   Weight 8.00%	100.00 %  Paper includes or utilizes all of the follow: - 2 pages - typed - double-spaced - legible font, 10-12 point size - left justified - 1" margins	50.00 %  Paper is missing at least 1 of these elements but not more than 3: - 2 pages - typed - double-spaced - legible font, 10-12 point size - left justified - 1" margins	0.00 %  Paper is missing more than3 of these elements: - 2 pages - typed - double-spaced - legible font, 10-12 point size - left justified - 1" margins
Grammar/Spelling   Weight 8.00%	100.00 %  The paper contains fewer than 3 grammatical and/or spelling errors.	50.00 %  The paper contains 4-8 grammatical and/or spelling errors.	0.00 %  The paper contains more than 8 grammatical and/or spelling errors.
Completed Worksheet of self   Weight 8.00%	100.00 %  Worksheet is completed and submitted in a readable file type.	0.00 %	0.00 %  Worksheet is not completed/submitted with assignment. OR Worksheet is not viewable due to submission file type.
Submitted completed volunteer #1 worksheet   Weight 8.00%	100.00 %  Worksheet is completed and submitted in a readable file type.	0.00 %	0.00 %  Worksheet is not completed/submitted with assignment. OR Worksheet is not viewable due to submission file type.
Submitted completed volunteer #2 worksheet   Weight 8.00%	100.00 %  Worksheet is completed and submitted in a readable file type.	0.00 %	0.00 %  Worksheet is not completed/submitted with assignment. OR Worksheet is not viewable due to submission file type.
Paragraph One: Introduction   Weight 8.00%	100.00 %  Writer uses strong introduction skills.	50.00 %  Writer uses weaker introduction skills	0.00 %  Writer does not include introduction. OR Writer does not complete the assignment.
Paragraph Two: Own self-concept   Weight 7.00%	100.00 %  Writer discussed own responses to the worksheet about self-concept.	50.00 %  Writer discussed own responses to the worksheet about self-concept (may include thoughts of volunteers).	0.00 %  Writer did not discuss own responses to the worksheet about self-concept or may have focused only on volunteer responses.
Paragraph Three: Factors influencing self-concept development   Weight 8.00%	100.00 %  Writer discussed development of self-concept, whether self-concept has changed, and includes a citation from textbook.	50.00 %  Writer discussed at least one of the following: 1) development of self-concept, 2) whether self-concept has changed, AND includes a citation from textbook.	0.00 %  Writer discussed at least one of the following: 1) development of self-concept, 2) whether self-concept has changed, DOES NOT include a citation from textbook.
Paragraph Four: Discussed volunteers' responses to worksheet   Weight 7.00%	100.00 %  Writer discussed both volunteers' responses.	50.00 %  Writer discussed one volunteer's response.	0.00 %  Writer did not discuss.
Paragraph Five: Image differences AND what was learned   Weight 8.00%	100.00 %  Writer discussed -difference between individual and volunteer responses; - what writer learned	50.00 %  Writer discussed -difference between individual and volunteer responses; OR - what writer learned	0.00 %  Writer did not discuss.
Paragraph Six: How will learning be used, willingness to self-disclose   Weight 7.00%	100.00 %  Writer included answers to: - what was learned in exercise about increasing self-awareness AND - willingness to self-disclose	50.00 %  Writer included answers to: - what was learned in exercise about increasing self-awareness OR - willingness to self-disclose	0.00 %  Writer did not discuss.
Paragraph Seven: Conclusion   Weight 8.00%	100.00 %  Writer uses strong conclusion skills.	50.00 %  Writer uses weaker conclusion skills.	0.00 %  Writer did not discuss.
Included APA Citation reference list   Weight 7.00%	100.00 %  Writer included APA reference list at the end of the essay.	50.00 %  Writer included non-APA style reference list at the end of the essay.	0.00 %  Writer did not include.

Click here to go to the student’s worksheet.  You must make a copy of this document into your own Google Drive, or download it to your computer before making any changes.  I am not responsible for any lost work that may happen when someone else erases your answers.  This is merely a tool to give you access to the worksheet.

Click here to go to the volunteer’s worksheet.  You must make a copy of this document into your own Google Drive, or download it to your computer before sending it to your volunteers.  I am not responsible for any lost work that may happen when someone else erases your volunteer’s answers.  This is merely a tool to give you access to the worksheet.

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.    Students who fail to submit the three worksheets to dropbox will receive a 10-point deduction and lose credit (10 points/paragraph) for each of the paragraphs referencing the worksheet (Paragraphs 2, 4, 5, 6).  The highest the student can make on the assignment is 50.

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Love Lyrics Project

VIDEO: How to complete the Love Lyrics Project

In this assignment, you and your group will compile a list of songs (Title of the song, artist, and songwriter) that best represent the definition of the 12 assigned vocabulary words (Eros, Ludus, Storge, Pragma, Mania, Agape, Contact, Involvement, Intimacy, Deterioration, Repair, Dissolution).  This will require you to analyze the lyrics to songs and relate the meaning of the song to the Love Types & Relationship Stages discussed in class.  Complete the project in PowerPoint or Google Slides.  Don’t pay for a new program; there are plenty of free online. 

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.)  When you find the song select a lyric that represents the Love Type note the song's TITLE, the PERFORMER, and the SONGWRITER.  You will need this when creating your slide.
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.  When you find the song select a lyric that represents the Relationship Stage note the song's TITLE, the PERFORMER, and the SONGWRITER.  You will need this when creating your slide.

For example: “You’ve Lost That Loving Feeling” performed by The Righteous Brothers, written by Phil Spector, Barry Mann, and Cynthia Weil – Dissolution

4. Each slide should have the following items: 
   1. headline listing Love Type or Relationship Stage
   2. definition of Love Type or Relationship Stage
   3. Song and song lyric
      1. Performer
      2. Songwriter (You MUST include the songwriter.  Don't guess.  Don't just list the band name.  I check these.  Here's an example of how to find the songwriter. Click on "More" at the bottom of the lyrics.)
   4. brief description of at least 25 words justifying why this song fits the definition
5. 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!

Have fun, and good luck!  Prepare to spend some time on this project.  It is fun, yet time-consuming. 

 

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Infographic 

Purpose: To visually represent a concept presented in the text through data to help others to clearly understand the information you would like to present. Infographics aim to allow the reader to draw conclusions.  

Audience: Your audience is other students studying your career pathway at Amarillo College.  

 VIDEO: How to do research for an infographic.     

VIDEO: How to create an infographic in Canva.    

How to Infographic  

Google Drive File with Exceptional Examples of Infographics   

Example of marking up a research article.   

Process:  

1. Know what an infographic is and isn't.  The AC LibGuide for this assignment has excellent resources to help you.  Also, you can explore online to see the various different infographics. Become familiar with what infographics are and what they look like. 

2. A good basic overview of the history and use of information graphics is available here: https://stcloud.lib.minnstate.edu/subjects/guide.php?subject=visualinfo 

3. Check out the video in the LibGuide of how to build a good infographic. 

4. Select a topic from the course using the MBTI results in Week One and the skills needed for your future career (MyPlan research).  You should be able to refer back to your "Preparing for the Infographic" journal completed earlier in the term. 

5. Know your subject. Become a Content Expert on your communication topic. Do thorough research on your topic. Check out the LibGuide created for this assignment: http://actx.libguides.com/c.php?g=1019777&p=7387006   

6. Develop a research plan and review it with your instructor. Consult an AC librarian if you need help! Using the literature (i.e., journals and other professional resources) and reputable websites, gather information to include data, statistics, and pertinent facts.  You will need sources taken from the AC Library Database to complete this assignment.  You will not receive credit for the assignment if you use search engines (Google, Bing, etc.) to complete this assignment.  To organize your research (just for you - not to turn in!) feel free to make a copy of this document and keep track of your research efforts. 

7. Plan the “Story” your Infographic will tell. Draw a rough sketch of the infographic. The infographic must have a beginning, middle, and end. Consider developing a concept map, flow diagram, or wireframe to depict your infographic plan.  

8. Think Visual:  

   1. Identify ways to convert text to images. Try to convert as much of your data and text into visual imagery by using charts, graphs, diagrams, maps, flowcharts, and other elements.  

   2. Determine the desired look you are trying to achieve for your infographic. The visual approach you want helps you determine the color scheme, font types, and structure. Keep things simple with only 2-3 fonts, sizes, and colors.  

9. Create your infographic using the website: Canva.com  

10. Go back and reconsider the Knowledge you are trying to convey. Be sure that your analysis and insight into the data are represented to tell the story so the intended message(s) are communicated.  

    1. Check that you are communicating the skills needed, not recapping the career. 

    2. This is not a job forecast report.  This is showing how the skills learned in SPCH 1318 can be used in your professional career. 

11. Proofread and Refine. Work with your teammates and have friends, family, your instructor, other communication experts, and/or an AC librarian review your work before you submit it. Double-check the accuracy of your data and information as well as make sure there are no grammatical or typographical errors. Be sure to cite all sources in APA style.  

12. Finalize and publish your infographic in our class (dropbox)! 

Developed by: Dr. Stephanie Taylor-Davis, Spring 2016 

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Final Exam: 

The final exam will be a comprehensive 50-question exam worth 100 points.  The exam is given online during the final week of class.  Check the course calendar for a specific due date. Students may use notes they've created (Passport Notes) and any vocabulary-building tools created during the course as aids during the final.  Students may not use friends, the internet, etcetera to aid them while taking the exam. 

LATE ASSIGNMENTS/WORK/QUIZZES

Finding your way through a college course is a 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.   

We practice what we teach in this course: you will be asked to communicate with me when you have situations prohibiting your successful completion of an assignment by the due date. 

I do not accept late assignments or late work; however, 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.  Additionally, getting her work done on time is more challenging.  Maria's academic abilities didn't change, but her ability to prioritize it has changed.  Knowing I do not accept late work, here are the options she may have when it comes to her school work: 

1. Maria can continue on the path she is 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 was you, what do you think you would do?  In my opinion, 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. 

Option #3 practices communication.  If Maria chooses Option #3, we could visit and discuss what options were available for her success. It may mean she doubles up on a couple of assignments or turns an assignment in later than other students.  But, because we've visited, Maria's back on the path to success.   

Please note, that any assignments due prior to a 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: Putting it in action 

If you find yourself in a situation, please visit 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.   

AC Blackboard Issues 

All systems are updated or fail during the course of the year.  I assume we will not encounter this; however, life happens!  If there is a technical issue, please check the announcements section of our class to see if I have made a note. If you do not see a message in our class, please check your AC email account for messages from AC Information Technology or the Center for Teaching and Learning. If after checking these two spaces, please feel free to text me to alert me. Please don't assume I am aware of the issue or that it is your technology.   

Earning Your Grade

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 cgmilleson.youcanbook.me.

Attendance

Class  Participation/Attendance

The course will require you to actively attend and participate in class. Actively attending class means being on time, and vocal in the class as well as participating in the class activities. Passive learning (ie., arriving late, sitting quietly at your desk taking notes, answering Revel questions on your laptop during class, snapping a selfie, texting, sitting and chatting with your neighbor) will not work in this course. If for some reason, you are unable to complete this requirement and the coursework associated, please contact me immediately. If you are ill, please understand I require documentation of your illness from a physician. 

Courses require all students to come to class prepared to participate in discussions, activities, and lectures.  It's critical that our time together is spent as economically as possible.  Please note, students who do not actively participate will not receive attendance credit for the day.  Students who arrive late will not receive full credit that day.  This is a 5 ½ week summer course which moves quickly! 

Each day I will call the role using a program called Menti.  I may take the role at the beginning of class, in the middle or at the end.  Attendance is based on these daily questions If you come in after I have shown the role question you will not be counted present that day.   

Promptness is appreciated; however, if you have a class off-campus, or life happens one day - COME IN!  You are welcome and expected!  Do so with respect to your classmates, but don't STOP coming to class! 

Repeatedly coming in late, without a valid excuse, will warrant a conversation with the faculty member to determine appropriate consequences. 

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