Course Syllabus

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ENC 1102 Course Section 0016: Composition II

Department of Writing and Rhetoric, College of Arts and Humanities

3 Credit Hours

Table of Contents

 

Instructor Information 

  • Instructor: Madison Brake
  • Office Location: Zoom (link pending)
  • Office Hours: Wednesday 11:30-12:10, Friday 11:30-12:10
  • Phone: N/A
  • Digital Contact: madison.brake@ucf.edu

Course Information

  • Term: Fall 2020
  • Course Number & Section: ENC1102-0016
  • Course Name: Composition II
  • Credit Hours: 3
  • Class Meeting Days: Monday 11:30-12:20PM (Zoom)
  • Class Meeting Time: 11:30-12:20
  • Class Location: Zoom
  • Course Modality: V
  • Final Exam Date: Wednesday, December 9th, 10 AM-12:50 PM

Enrollment Requirements 

Course Prerequisites (if applicable): ENC 1101 (or appropriate transfer credit)

Course Description

Building on the key concepts of writing and rhetoric emphasized in ENC 1101, ENC 1102 further strengthens students’ understanding of the work that writing and research do in the world. The primary and secondary research at the heart of ENC 1102’s semester-long inquiry projects invites students to identify, analyze, and contribute effectively to the complex, real-world rhetorical situations that animate their academic, professional, civic, and personal lives. Through a sequence of writing and research tasks, students learn to continually revisit earlier ideas, refine emergent findings and questions, and trace the development of ideas and arguments across multiple sources and genres. In addition to generating new knowledge, the research process also occasions opportunities for students to interrogate and revise their own conceptions of writing and research.

There are 4 major student learning outcomes for this course which you can find below or here.

Outcome 1: Students will be able to analyze and synthesize complex texts in ways that demonstrate an understanding of the situated and intertextual nature of writing and research.

Possible pathways for demonstrating this outcome include:

  • The writer using complex texts in strategic, focused ways to both enter into and respond to ongoing inquiry. This might include summarizing, citing, applying, challenging, re-contextualizing, and/or synthesizing relevant background texts.
  • The writing is intertextual, meaning that a “conversation” between texts and ideas is created in support of the writer’s goals.
  • The writer assessing the inquiry and writing choices of other writers to inform their own inquiry and writing decisions.
  • The writer responsibly using community-appropriate conventions for citation (e.g. MLA or APA).

Outcome 2: Students will engage in a recursive, inquiry-based writing and research process that is meaningful for a specific community.

Possible pathways for demonstrating this outcome include:

  • The writer developing and framing a research question or problem that matters to a specific community.
  • The writer researching, developing, and employing community-appropriate research and analytical methods.
  • The writer working flexibly and iteratively with primary and secondary research, including designing, adapting, and where necessary revising research questions and methods given emergent discoveries.
  • The writer using and synthesizing multiple kinds of evidence gathered from various sources and genres (e.g. library research, interviews, surveys, observations, textual analysis, cultural artifacts) in order to support writing goals.
  • The writer demonstrating substantial and successful revision by creating successive drafts that show global improvement and/or respond to substantive issues raised by instructor and peer feedback.

Outcome 3: Students will be able to interpret their research findings in order to produce arguments that matter to specific communities by addressing real-world exigencies.

Possible pathways for demonstrating this outcome include:

  • The writer producing at least one argument that involves analysis, which is the close scrutiny and examination of evidence, assumptions, and counterarguments in support of a larger set of ideas.
  • The writer persuasively articulating the stakes of at least one argument (why what is being argued matters).
  • The writer demonstrating a clear understanding of their audience and why their argument matters to that audience, with various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) being addressed and strategically oriented to that audience.

Outcome 4: Students will examine their own conceptions of writing and research in response to their inquiry, reading, and writing throughout the course.

Possible pathways for demonstrating this outcome include:

  • The writer employing acquired vocabulary for discussing the roles that writing and research play in a given community.
  • The writer considering the technologies and research methods that mediate writing, research, and the construction of knowledge.
  • The writer using acquired vocabulary for discussing their writing and research practices, including reflecting on their own writing situations using terms such as genre, discourse conventions, and rhetorical situation.
  • The writer demonstrating a meta-awareness of their growth as a writer and researcher over time by reflecting on their writing and research practices and products and making claims about their learning.

Course Materials and Resources

Required Materials/Resources

  • Writing About Writing (Student Edition), Elizabeth Wardle and Doug Downs, Bedford/St. Martin’s; third edition (2017) -  ISBN: 978-1-319-03276-0
  • Optional, but recommended: EasyWriter, Andrea A. Lunsford, Bedford/St. Martin’s, sixth edition (2016) – ISBN: 978-1-319-31312-8
  • Consistent computer and internet access

Course Activities

Assignments

  • You will have five major assignments that will, together, compose your semester-long research project. These assignments consist of:
    • A draft of a research proposal
    • A revised proposal
    • An annotated bibliography
    • A research report
    • An e-portfolio compiling your work
  • In addition to these five assignments, you will be participating in discussion board posts, peer review sessions, and assorted reflections that you will compile for your final portfolio.

Exams

  • Your exam date is December 9th, 10 AM-12:50 PM. Your final e-portfolio, including drafts, final drafts, and a cover letter, will LIKELY serve as your final grade for this class. I will send out an announcement ASAP if I get new information on this from the department.

Extra Credit

  • This course does not offer extra credit.

Late Work and Revisions

  • All assignments will be due by the listed date. Late work will be accepted up to 24 hours past the initial due date with no penalty. No late work will be accepted after this time. The assignments in this course build upon each other and it is important to keep up with them in order to understand the curriculum.  (However, if you’re having trouble with something or find yourself in difficult circumstances, don’t hesitate to email me and I’ll see what I can do. Life happens.) 
  • You are allowed to revise all assignments and turn them in for a higher grade no later than a week after you receive your initial grade from me. For example, if you turn in an assignment on Monday, receive your grade on Friday, you will have until the following Friday to turn in a revised version of the assignment for a higher grade. Rules regarding revising assignments:
    • You cannot revise assignments that were turned in incomplete.
    • Late revisions will not be accepted. 
    • You may NOT revise the final portfolio.
  • I will aim to have all minor assignments (reflections and discussion board posts) graded 4-5 days after they're turned in, and all major assignments graded 7-10 days after they're turned in. 

Required resources/actions:

  • Students should plan on attending class via Zoom once a week on the date we as a class select OR view the recorded Zoom session afterwards. In addition, you should plan on having 2-5 hours worth of reading and/or writing assignments for homework outside of class. 
    • To view upcoming or recorded Zoom meetings, go to the page labeled "Zoom" in the webcourse.

Policy on Research and CITI Training in ENC 1102

Absolute Requirements for any ENC 1102 Requiring Research on Human Subjects

This course will focus on scholarly inquiry about (the focus of your course). All students will be required to produce a scholarly topic on one of the focus topics. This inquiry may include (but does not have to include) surveys or interviews of human subjects, and therefore, all students will be required to complete CITI training for the protection of human subjects during scholarly inquiry. Projects for this course will entail very minimal risk to participants, and any projects that involve vulnerable populations (e.g. children under 18, pregnant women, medical patients, prisoners) or ask research subjects about illegal activities (e.g. underage drinking or illegal drug use) will be disallowed in this course.

    • Any student who wants to conduct research on human subjects will have to take the online CITI training and must show me a certificate of completion prior to engaging in human subjects research (Deadline for this is listed in the Course Schedule at the bottom of the syllabus). The training can be found at http://citi.research.ucf.edu. 

 

Activity Submissions

Unless stated otherwise, all assignments should be submitted through Canvas as a word document. Discussion board posts require students to post comments on the specified board through Canvas as well. If for some reason Canvas is giving you trouble, you may email me your assignment as a word document at madison.brake@ucf.edu. 

Attendance/Participation

Because we are having classes over Zoom, students are not required to attend Zoom sessions in person. I encourage you to attend if possible, as it will allow you to ask questions and me to clarify instructions as needed. All Zoom sessions will be recorded and I ask that you view these recordings on Canvas if you are unable to attend the initial Zoom session. During Zoom sessions, please mute your microphones if you are not speaking and set your name to whatever you would prefer I address you as in class. 

 

The Undergraduate Catalog states, “Reasons for acceptable absences may include illness, serious family emergencies, special curricular requirements (e.g., judging trips, field trips, professional conferences), military obligations, severe weather conditions, and religious holidays.”

 

If you are unable to attend or view Zoom sessions, or are unable to complete course work for any reason, please email me. This has been a trying year and I know this mode of learning is not ideal for everyone. While it's important to keep up with the course work as much as possible since all assignments will be building on one another, I want to try and be flexible with you all and prevent undue stress. 

Make-up Exams and Assignments

Per university policy, you are allowed to submit make-up work (or an equivalent, alternate assignment) for authorized university-sponsored activities, religious observances, or legal obligations (such as jury duty). If this participation conflicts with your course assignments, I will offer a reasonable opportunity for you to complete missed assignments and/or exams. The make-up assignment and grading scale will be equivalent to the missed assignment and its grading scale. In the case of an authorized university activity, it is your responsibility to show me a signed copy of the Program Verification Form for which you will be absent, prior to the class in which the absence occurs. In any of these cases, please contact me ahead of time to notify me of upcoming needs.

Assessment and Grading Procedures

This is a Gordon Rule course which requires you to complete at least four substantial writing assignments (in this course, your Research Proposal, your Annotated BIbliography, your Research Report, and your Final Portfolios). To meet that requirement you must turn in all major writing assignments in order to pass the course. Additionally, you must have at least a C- overall to pass the course; while you can get a D on an individual assignment, you cannot pass the course with a D or an incomplete. Furthermore, the grade "NC" can be assigned at my discretion to" students who complete all course work, attend most or all classes, but who do not meet the university requirements to pass the course."

*All major assignments will receive instructor feedback. I am using “Shadow Grading” this semester, which means that after you turn in an assignment, I will give you a grade. You will then have one week from the time you receive this grade to revise and resubmit your major assignments for a higher grade. As mentioned before, in order to be eligible for resubmission, your initial submission must be complete. Incomplete assignments are not eligible for revision. 

The table shows the weight distribution for each assignment.

Assignment

Percentage of Grade

Research Proposal Draft

10%

Research Proposal

15%

Annotated Bibliography

15%

Research Report

20%

Final Portfolios

25%

Reflections/Responses

10%

Quizes

5%

Total

100%

 

The table shows the range for each letter grade and uses a plus/minus system.

Letter Grade

Points

A

93 – 100 points

A-

90 – 92 points

B+

87 – 89 points

B

83 – 86 points

B-

80 – 82 points

C+

77 – 79 points

C

73 – 76 points

C-

70 – 72 points

D+

67 – 69 points

D

63 – 66 points

D-

60 – 62 points

F

59 and below

 

The table shows the range for each letter grade and uses an A,B,C,D,F grading system.

Letter Grade

Points

A

90-100

B

80-89

C

70-79

D

60-69

F

59 or below

Consult the latest Undergraduate or Graduate catalogLinks to an external site. for regulations and procedures regarding grading such as Incomplete grades, grade changes, and grade forgiveness.

 

Required Statement Regarding COVID-19

 

University-Wide Face Covering Policy for Common Spaces and Face-to-Face ClassesTo protect members of our community, everyone is required to wear a facial covering inside all common spaces including classrooms (https://policies.ucf.edu/documents/PolicyEmergencyCOVIDReturnPolicy.pdfLinks to an external site.. Students who choose not to wear facial coverings will be asked to leave the classroom by the instructor. If they refuse to leave the classroom or put on a facial covering, they may be considered disruptive (please see the Golden RuleLinks to an external site. for student behavior expectations). Faculty have the right to cancel class if the safety and well-being of class members are in jeopardy. Students will be responsible for the material that would have been covered in class as provided by the instructor.

Notifications in Case of Changes to Course Modality

Depending on the course of the pandemic during the semester, the university may make changes to the way classes are offered. If that happens, please look for announcements or messages in Webcourses@UCF or Knights email about changes specific to this course.

COVID-19 and Illness Notification

Students who believe they may have a COVID-19 diagnosis should contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place.

Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19, have tested positive for COVID, or if anyone living in their residence has tested positive or is sick with COVID-19 symptoms. CDC guidance for COVID-19 symptoms is located here: (https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html (Links to an external site.))

Students should contact their instructor(s) as soon as possible if they miss class for any illness reason to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

In Case of Faculty Illness

If the instructor falls ill during the semester, there may be changes to this course, including having a backup instructor take over the course. Please look for announcements or mail in Webcourses@UCF or Knights email for any alterations to this course.

Course Accessibility and Disability COVID-19 Supplemental Statement

Accommodations may need to be added or adjusted should this course shift from an on-campus to a remote format. Students with disabilities should speak with their instructor and should contact sas@ucf.edu to discuss specific accommodations for this or other courses.

 

V Mode Zoom Syllabus Policy Statement

Because of the continued remote instruction requirement due to the COVID-19 pandemic, this course will use Zoom for some synchronous (“real time”) class meetings. Meeting dates and times will be scheduled through Webcourses@UCF and should appear on your calendar.

Please take the time to familiarize yourself with Zoom by visiting the UCF Zoom GuidesLinks to an external site. [https://cdl.ucf.edu/support/webcourses/zoom/]. You may choose to use Zoom on your mobile device (phone or tablet).

Things to Know About Zoom:

• You must sign in to my Zoom session using your UCF NID and password.

• The Zoom sessions are recorded.

• Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.

• You can contact Webcourses@UCF SupportLinks to an external site. [https://cdl.ucf.edu/support/webcourses/] if you have any technical issues accessing Zoom.

 

V Mode Policies

• One 50-minute meeting per week required

• Students are not required to attend or turn on their cameras

• Students cannot be graded on work done via Zoom (not for participation, assignments, etc.)

• Zoom days must be recorded and uploaded the same day to your weekly “Zoom Page” (record to cloud so transcript is made automatically)

• Practice Zoom safety, Zoom etiquette and classroom management

• Late work should always be discussed in context

• Attendance is not taken in any form

 

FCTL Policy Statements: (COVID-19 statement is required) https://fctl.ucf.edu/teaching-resources/course-design/syllabus-statements/#remote

 

FERPA addendum:

If you are concerned about your course progress in the event you become ill, please be aware that due to FERPA laws, we cannot communicate with anyone other than you about your enrollment, course progress, grades, etc., unless you have a FERPA “release form” on file with the university. Here is the link to the FERPA Release Form: https://generalcounsel.ucf.edu/files/2015/04/FERPA-Release-Form.pdf

Course Schedule

Please note that this schedule is subject to change throughout the semester (I will always notify you if changes have been made to the schedule and don't intend to change anything mid-week, but please keep this in mind if you like to work ahead.)

Week 1 (August 24-28) (Add/Drop Week)

Note: Friday August 28 is the last day to withdraw and request full refund

Course introduction

Things Due:

-Icebreaker Discussion (Initial Post Due Wed, Aug 26, Replies Due Fri, Aug 28)

-Course Navigation Quiz (Due Friday, Aug 28)

-Assigned reading (Due Friday, Aug 28)

Week 2 (August 31-September 4)

Genre Analysis

Things Due: 

-Analysis Practice (Initial Post Due Wednesday, Sept. 2, Replies Due Friday, Sept. 4)

-Read and respond to the assigned reading (Due Friday, September 4)

-Reflection #1 Due (Due Friday, September 4)

Week 3 (September 7-11)

No Class Monday, September 7th (Campus Closed for Labor Day)

Genre and Primary vs. Secondary Research

Things Due:

-Read and respond to the assigned reading (Due Friday, September 11)

Week 4 (September 14-18)

Peer Review, Revising and Editing

Things Due: 

-Rough Draft of Research Proposal (Post Draft Monday, Sept. 14, Responses Due Wednesday, Sept 16)

-Read and respond to the assigned reading (Due Friday, September 18)

-CITI training due (Due Friday, September 18)

-Final Draft of Research Proposal (Due Friday, September 18)

Week 5 (September 21-25)

Formatting, Research Practices, and Portfolio Planning

Things Due: 

-Annotation Practice (Initial Pose Due Wednesday, Sept. 23, Responses Due Friday, Sept.25)

 -Read and Respond to the Assigned Reading (Due Friday, September 25)

-Reflection (Due Friday, September 25)

-Formatting Quiz (Due Sunday, September 27)

-Library Modules Quiz (Due Sunday September 27)

Week 6 (September 28-October2)

Intertextuality and Textual Support

Review, Revision, and Process

Things Due: 

-Annotation Practice #2 (Initial Posts Due Wednesday, Sept. 30, Responses Due Friday, Oct 2)

-Signing up for conferences (Sign up before Wednesday, October 7)

-Read and Respond to Assigned Reading (Due Friday, October 2)

Week 7 (October 5-9)

Peer Reviewing Lit Reviews

Things Due: 

-Annotated Bib Drafts (Drafts Due Monday, Oct 5, Responses Due Wednesday, Oct 7)

-Annotated Bib Conferences

Week 8 (October 12-16)

Writing a Research Paper

Things Due: 

-Draft of Lit Review (Draft Due Monday, Oct 12, Responses Due Wednesday, October 14)

-Final Draft of Annotated Bibliography (Due Friday, October 16)

-Signing up for conferences (before next Wednesday)

-Primary Data Report

Week 9 (October 19-23)

Coding and Analysis

Things Due: 

-Attend your scheduled conference

Week 10 (October 26-30)

Note: Withdrawal Deadline is Friday, October 30

Coding and Generating Claims

Things Due: 

-Coding Reflection (Post Due Monday, Oct 26)

-Generating Claims (Initial Post Due Wednesday, Oct 28, Responses Due Friday, Oct 30)

-E-Portfolio Reflection #3 (Due Friday, October 30)

Week 11 (November 2-6)

Formatting

Things Due

-Peer Review Research Paper (Draft Due Wednesday, Nov 4, Review Due Friday, Nov 6)

-E-Portfolio Reflection #4 (Due Friday, Nov 6)

Week 12 (November 9-13)

No Class November 11 (Veterans Day)

Things Due: 

-Final Draft of Research  Paper (Due Friday, November 13)

Week 13 (November 16-20)

E-Portfolio Practices

Things Due: 

-E-Portfolio Argument Discussion (Initial Post Due Monday, Nov 16, Replies Due Wednesday November 18)

-E-Portfolio Reflection #5 (Due Friday, November 20)

Week 14 (November 23-27)

No Class November 26-28 (Thanksgiving Break)

E-Portfolio practices continued

Things Due:

-E-Portfolio Reflection #6 (Due Wednesday, November 26)

Week 15 (November 30-December 4)

Web-platform and design practices

Things Due: 

-Initial link to e-portfolio (Due Monday, November 30)

-Peer Review of Cover Letter (Draft Due Wednesday, Replies Due Friday)

(Your portfolio does not have to be complete at this time)

Week 16 (December 7-11)

Last week of class!

Your final exam is Wednesday, December 9th, 10 AM-12:50PM (details TBA)

Things Due: 

-E-Portfolios (Due Friday, December 11)

 

University Services and Resources

Academic Services and Resources

A list of available academic support and learning services is available at UCF Student ServicesLinks to an external site.. Click on "Academic Support and Learning Services" on the right-hand side to filter.  

Non-Academic Services and Resources

A list of non-academic support and services is also available at UCF Student ServicesLinks to an external site.. Click on "Support" on the right-hand side to filter.  

If you are a UCF Online student, please consult the UCF Online Student GuidelinesLinks to an external site. for more information about your access to non-academic services.

Policy Statements

Students should familiarize themselves with UCF’s Rules of ConductLinks to an external site.. According to Section 1, "Academic Misconduct," students are prohibited from engaging in:

  • Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
  • Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
  • Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
  • Falsifying or misrepresenting the student’s own academic work.
  • Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
  • Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
  • Helping another violate academic behavior standards.

For more information about Academic Integrity, students may consult The Center for Academic Integrity (Links to an external site.).

For more information about plagiarism and misuse of sources, see “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices (Links to an external site.)”.

Responses to Academic Dishonesty, Plagiarism, or Cheating

Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule. Links to an external site.UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and when necessary respond to academic misconduct. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university, and/or a "Z Designation" on a student’s official transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more information about the Z Designation, see http://goldenrule.sdes.ucf.edu/zgradeLinks to an external site.

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need specific access in this course, such as accommodations, should contact the professor as soon as possible to discuss various access options. Students should also connect with Student Accessibility ServicesLinks to an external site. (Ferrell Commons, 7F, Room 185, sas@ucf.edu, phone (407) 823-2371). Through Student Accessibility Services, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential access and accommodations that might be reasonable.

Fully online course sections (W, V) 

Though most emergency situations are primarily relevant to courses that meet in person, such incidents can also impact online students, either when they are on or near campus to participate in other courses or activities or when their course work is affected by off-campus emergencies. The following policies apply to courses in online modalities.

  • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.eduLinks to an external site.> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
  • Students with special needs related to emergency situations should speak with their instructors outside of class.

Sections with face-to-face components (M, RA, RV) 

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

  • In case of an emergency, dial 911 for assistance.
  • Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at <http://emergency.ucf.edu/emergency_guide.htmlLinks to an external site.>.
  • Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
  • If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see <http://www.ehs.ucf.edu/AEDlocations-UCFLinks to an external site.> (click on link from menu on left).
  • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.eduLinks to an external site.> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
  • Students with special needs related to emergency situations should speak with their instructors outside of class.
  • To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing this videoYou CAN Survive an Active Shooter (Links to an external site.)You CAN Survive an Active Shooter

Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

 

Course Summary:

Course Summary
Date Details Due