~ S T U D E N T H O U R S ~
Contact me through the Messages area within Blackboard. These types of messages are best for situations where you're having difficulty understanding how to submit something or have a quick question about an assignment. From these messages, I have easy access to your grades within the course (and I don't need to seek clarification on what course you're enrolled in).
More in-depth questions about your class performance, and/or grades should be discussed during a student/faculty appointment.
Please schedule an appointment with me here. My 2025 Spring I Office Hours are Tuesday & Thursday, 10:15 a.m. - 12:30 p.m.
All meetings can be held via Microsoft Teams or in person in Parcells Hall, Suite 204, Office P. If I have someone in my office, please let our departmental administrative assistant, Shauna Jefferson (Parcells Hall, Suite 204, Office F), know you're here to see me for an appointment and then have a seat in our lobby area. Please do not assume that you may interrupt other conversations. We practice what we teach.
With all of that out of the way, know I love getting appointments from you. When I do, I know I can focus directly on you and you alone. Otherwise, it's a first-come, first-served world and I may miss out on an opportunity to understand what it is you need. Appointments come first!
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 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.
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
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.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
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.
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 .
SPCH-1318-017 Interpersonal Communication
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
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.
(3 sem hrs; 3 lec)
Hybrid
This course requires an online textbook through Pearson Revel, Devito's Interpersonal Messages. You must purchase the Revel edition. You may purchase directly from the Amarillo College Bookstore or the book publisher. The price is cheaper directly through the publisher (in the link provided above) but you will have to self-pay for the access code if you use financial aid to pay for books.
Students will have two free weeks of access to this e-text. If you cannot afford the textbook, please set an appointment with me as soon as possible.
Students will be asked to complete reading assignments then answer questions about what they've read. These quizzes are how students earn a significant portion of their course grade. Failure to do these assignments will result in a poor course grade.
Supplies
Skills*
*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
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.
| 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. |
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".
Student behavior is weird to define in a college course; however, here are some basic ideas.
1) Please call me Courtney, Milleson, or Professor. It may be weird, but you've earned the right to be equal with me in the classroom. I beg you to not call me "Miss." It is an old high-school way of addressing a faculty member. You're in college now. Welcome to the "big kid table."
2) Your work is your responsibility. I cannot want your academic success more than you do. I will happily match your energy here. If you engage in class, I'll meet you there. If you don't engage in class, I'll meet you there.
3) You must speak in class. This is a communication course. More specifically, this is a course about interpersonal communication. There are times when I will ask you to give me your thoughts or think about a topic out loud. Sometimes I'll ask you to work in a group on a specific topic. Please allow yourself the privilege of being vulnerable!
4) You don't have to know the answer all the time. In #3, I ask you to communicate. However, I don't expect the same three people to be the only ones speaking. I reserve the right to call on any student at any time during our conversation for feedback on the ideas we're exploring.
4a) AI is a benefit but comes at a cost. I fully acknowledge that AI is a powerful tool; however, we must be careful in how we use it. Ethics and intellectual integrity are critically important.
5) Please honor the commitment your past self made to be successful in this course. When you signed up, you did not think, "Hey, I'll get a D in that class." Instead, you probably envisioned yourself passing the class and moving on to the next course on your list. Please honor the commitment your past self made.
It may help to think of this in another way. Imagine this is Week Six in the course and you have a D in the course. What would you be willing to do in the next two weeks in order to have a passing grade in the course? Whatever that is, start now. Don't wait until the end and add stress to your life.
6) Be present. In this class, we discuss listening and the many different barriers which prevent us from being good listeners. To this end, no type of headphones, earbuds, or the like are allowed in our class. The class is geared toward helping you use these skills in real-life situations. Please know, if I see you using these, I will not ask you to remove them, I will ask you to leave class.
7) Understand the technology used in the course. In the class, we will use several different types of technology. It is possible you don't know how to use them all. Be willing to learn and ask questions. Here is a list of the technology we use in our class:
8) Know when you need more help and communicate that need with me. You may have issues preventing you from being your most successful without additional supports. I can't know those things unless you tell me. Here are some areas where you may find you need more help:
9) Know your rights. I believe in empowering you to be your most successful self. This means you must understand what is expected of your time on campus. You can find this in the 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 syllabus.
As your professor…
I am accountable for the following:
Course content and instruction - delivered based on the guidance of the State of Texas using best practices for teaching and learning (standards set by research).
Course materials - developed with the accountability standards previously stated these materials are provided through in-class instruction and through Blackboard weekly content folders with clearly delivered instructions, deadlines, and support offerings.
Feedback - delivered to students individually via Blackboard comments and rubrics to promote growth and learning based on course content and course materials
Support of learning - assisting students with course content mastery through coaching, tutoring, and AC resources.
As a student…
You are responsible for the following:
Ensuring you have the time, support, supplies, and skills necessary to engage with the course content.
Participating in the process of learning by meaningfully engaging with your classmates and professor during class times and individually participating with course materials outside of class.
Ensuring you understand the course requirements, necessary supplies, course due dates, and how to navigate online platforms and resources.
Knowing the support resources available at Amarillo College. Support resources include academic and technology tutoring centers and the Advocacy and Resources Center.
Communicating with your instructor about learning and assignments. Specifically, when questions arise about assignments, communication with your professor prior to the deadline is crucial to success. When challenging moments happen in your personal life, communication is critical. Communication may happen in the following ways:
In-person (during in-class Q&A, office hours)
Email (cgmilleson@actx.edu)
Text (806-680-6814)
Reviewing and understanding the feedback received from faculty.
In this course, we place a strong emphasis on academic integrity, critical thinking, and the pursuit of knowledge for its own sake. We believe that genuine learning and personal growth occur when students actively engage with course materials, collaborate with peers, and express their ideas authentically. To uphold these principles, we discourage the use of Artificial Intelligence (AI) tools for the completion of assignments, discussion board posts, and journal entries.
Ethical Considerations:
Using AI to generate content for your assignments, discussions, or journals may raise ethical concerns related to academic integrity and personal development. Here are some important considerations:
Suspected AI Writing and Plagiarism:
Any instances of suspected AI-generated writing will be considered plagiarism. Our commitment to academic integrity requires that all written work, including assignments, discussion board posts, and journal entries, be the result of your own efforts and intellectual engagement. If a submission is suspected of being generated or significantly aided by AI, it will be subject to a plagiarism investigation following our institution's policies.
Our Expectations:
We encourage you to approach this course with a commitment to your own intellectual and ethical development. You are expected to showcase:
Learning for the Sake of Learning:
At Amarillo College, we believe that the pursuit of knowledge is a noble endeavor in itself. Learning is not merely a means to an end but a lifelong journey that enriches your understanding of the world and yourself. I hope you will embrace the opportunity to engage deeply with the course content, share your unique perspectives, and learn from the experiences of your peers. It is through these authentic interactions that you will derive the greatest benefit from your education.
Questions and Concerns:
If you have any questions or concerns regarding this policy or if you require additional guidance on academic integrity, please feel free to reach out to me or an AC Tutoring Center. We are here to support your academic growth and ethical development.
Let's focus on the principles of academic integrity and authentic learning, creating an environment where we can all thrive and contribute meaningfully to the course and each student's learning.
Files must adhere to the file types listed in the "Additional Information" section below. All assignments must be submitted to the appropriate dropbox to earn a grade. Files may not be emailed to me for grading. Links to Google Drive files will not be graded. Pages files (from a MacBook) will not be graded. Any student with questions about this policy may set an office hour with me to discuss their concerns: cgmilleson.youcanbook.me.
It is required that you read the assigned portions of the chapter before completing course assignments. Each week we will study a new Interpersonal Communication topic. All of the readings are in Revel. You will find this linked to the course content on the left-hand navigation guide for the course. Revel has many features like:
A large portion of your grade is earned through the Revel quizzes. Please take your time on these and earn as high of a grade as possible.
Major Assignments: Paper/Love & Relationship Lyrics/Infographic
Each student must do a paper, "The Way We See Me," Love & Relationship Lyrics (done in PowerPoint or Google Slides), and an Infographic based on course content and your future career.
These three assignments are worth 20% of your total grade. Students can find all of the directions for the assignments 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
Click here to review the assignment directions. If you do not know what some of the terms in the directions mean (double-spaced, font, etc.), please watch this video. If you still have questions, please reach out to me or ask one of our tutors.
"The Way We See Me" or "TWWSM" 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. Don't hesitate to contact the Writers' Corner if you struggle with your writing skills. 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 (Group Project)
File: Click here to make a copy of my example https://docs.google.com/presentation/d/1XTfDP0QvFLydaPAVhSZNlsgitB345KITTl4GLM14Bmk/edit?usp=sharing
In this assignment, you will compile a list of love songs (Title of the song & Artist). This assignment will require you to analyze the lyrics to pieces and relate the song's meaning to the Love Types discussed in class and the Relationship Stages. Complete the project in PowerPoint or Google Slides. Click here for a quick tutorial on completing 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 section includes six 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 section will be six 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:
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
Justification: 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 music. Make sure to include the song title, writer, and performer. Make your project as visually exciting and creative as you please…colors, pictures, clip art, audio clips, YouTube video links, etc., are welcome. Make sure your presentation is readable!
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 putting your infographic into your EDUC 1100 portfolio). You may find it helpful to review your Myers-Briggs Type Indicator (MBTI) career skills from Week One (assessment through AC's free access to MyPlan). Or check O*NET Online for more ideas on skills needed in your career.
Please follow this link to see past examples of infographics.
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 conversation and involvement in the class. Citing sources (either text, 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.
The final exam will be a comprehensive 50-question exam worth 100 points. You may use all of the passport notes you've completed as a test-taking tool. Check the course calendar for the due date.
In the first two weeks of class, I do extend grace but you must talk to me (emailing or reaching out through the engagement app doesn't count). 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 to forget. I get it. That's the joy of teaching and learning. During the first two weeks of class, if you missed something, please set up an appointment to visit about what options are available. Once we have met, I will assign a zero and document our meeting in the course grade book. If you do not meet the agreed-upon deadlines, I will update the documentation to reflect the zero is final.
After the first two weeks, the no late-work policy gets enforced to be fair and equitable to everyone enrolled in the course. As always, I take things on a case-by-case basis. HINT: Students who visit with me during an office hour before the due date have a much better chance at an extension than students who visit with me after the assignment's due date has passed. Please do not assume that I can or will allow you to make up the work. In college, we do not practice grade recovery. You earn the grade you submitted.
As we proceed in the class, know 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 content we will cover in the course, I have set up the course structure to give you the best opportunity to learn and master the content.
What does this mean? 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 course, Maria's youngest daughter fell from a swing and broke her wrist. In the next few weeks, Maria's daughter will have doctor's appointments and possibly surgery. Those critical items force Maria to make changes to her work schedule, and because of this, Maria has 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 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 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 are available for her success. It may mean we alter assignments to help her succeed in life, work, and college. Any assignments not submitted before our conversation will be considered missing and earn a zero. However, future assignment due dates are negotiable and may or may not have a late point deduction. I make this decision on a case-by-case basis.
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.
Do not email assignments to me if the dropbox is 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.
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. However, if you make an appointment and we chat, I am at my computer and I can write notes directly into your grades in the Blackboard grade book.
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 cgmilleson.youcanbook.me.
The course will require you to actively attend and participate in class. Please review the "Student Behavior" section of the class for more details.
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 or athletic coach stating your role in the activity. If the club/organization sponsor or athletic coach 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 using your phone. If I cannot read the note I will require a physical copy.
|
Week # |
Topic |
Assignment |
Found |
Due |
Notes |
|
Week One |
Why Study IPC |
Course Syllabus Quiz |
Blackboard Week One |
10/26/2023 |
|
|
Ch. 1 in-text quizzes |
Revel |
10/26/2023 |
|||
|
Ch. 1 exam |
Blackboard Week One |
10/29/2023 |
|||
|
Chs. 3 & 4 in-text quizzes |
Revel |
10/30/2023 |
|||
|
Week Two |
Perceptions and Listening |
MBTI Results |
Blackboard Week Two |
10/31/2023 |
Beginning in Week 2, you must email or text within the Watermark app for an extension. Please review the syllabus. No late work allowed. |
|
Chs. 3 & 4 exam |
Blackboard Week Two |
11/5/2023 |
|||
|
Preparing for the Infographic Journal |
Blackboard Week Two |
11/6/2023 |
|||
|
Chs. 5 & 9 in-text quizzes |
Revel |
11/6/2023 |
|||
|
Week Three |
Interpersonal Relationships |
"The Way We See Me" |
Blackboard Week Three |
11/6/2023 |
|
|
Chapters 5 & 9 exam |
Blackboard Week Three |
11/12/2023 |
|||
|
Ch. 10 in-text quizzes |
Revel |
11/13/2023 |
|||
|
Week Four |
Interpersonal Relationships - Types and Theories |
Mid-Term Reflection Journal |
Blackboard Week Four |
11/20/2023 |
|
|
Chapter 10 exam |
Blackboard Week Four |
11/19/2023 |
|||
|
Ch. 11 in-text quizzes |
Revel |
11/20/2023 |
|||
|
Week Five |
Interpersonal Conflict Management |
Love and Relationship Lyrics |
Blackboard Week Five |
11/27/2023 |
|
|
Chapter 11 exam |
Blackboard Week Five |
11/26/2023 |
|||
|
Chs. 2 & 6 in-text quizzes |
Revel |
11/27/2023 |
|||
|
Week Six |
Culture and Non-verbal Communication |
Chapters 2 & 6 exam |
Blackboard Week Six |
12/3/2023 |
|
|
Ch. 7 in-text quizzes |
Revel |
12/4/2023 |
|||
|
Week Seven |
Emotional Messages |
Chapter 7 exam |
Blackboard Week Seven |
12/10/2023 |
|
|
Ch. 8 in-text quizzes |
Revel |
12/11/2023 |
|||
|
Week Eight |
Conversational Messages |
Infographic |
Blackboard Week Eight |
12/11/2023 |
|
|
Final Exam Due Thursday at 12 noon |
Blackboard Week Eight |
12/14/2023 |
|||
|
*First post must be completed by Thursday at 11:59 p.m. Replies to classmates must be submitted by Sunday at 11:59 p.m. |
|||||
For all assignments in this class I accept the following file types:
I cannot grade Google Doc 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).
10/18/23 1:53 PM
10/18/23 1:57 PM