This document outlines the syllabus for an online writing course at Eastern Connecticut State University in Spring 2021. It provides information on the course description, objectives, required materials, policies, assignments and grading structure. The course will focus on writing for digital environments and developing skills in content design for different media. Students will work in teams to complete assignments such as videos, podcasts and website content on various topics. Grading will use a "proving ground" system where students submit drafts for feedback and ultimately grade their own work, with the instructor providing the final grade based on negotiations.
This document provides the tentative schedule for a forensic accounting course. It includes the following key details:
1. The course will cover topics like fraudulent financial reporting, money laundering, and cybercrime through lectures, case studies, and demonstrations involving computer forensics tools.
2. Students will learn to analyze real fraud cases and preserve electronic evidence by bringing their laptops to specified classes to complete in-class exercises.
3. The schedule lists the chapters, topics, assignments, and activities to be covered over each class meeting, including analyses of fraud schemes, cybersecurity threats, and privacy issues for both individuals and corporations.
Ryan Grassel University of Illinois Nondegree Transcript-Calculus IIRyan Grassel
This document is Ryan Grassel's official academic transcript from the University of Illinois at Urbana-Champaign. It shows that he completed 3 credit hours in 2013-2014, earning an A- in Calculus II. His overall GPA for the 3 credit hours is 3.67. The transcript provides information about authentication, privacy policies, and explains the grading system and accreditation of the university.
This official academic transcript from The University of Texas at Arlington documents Bhanu Sri Routhu's graduate education. It shows that Bhanu earned a Master of Construction Management degree in 2016. The transcript lists the courses taken in each semester from 2015 to 2016, the grades and credit hours earned. It indicates that Bhanu maintained a cumulative GPA of 3.333 and completed the degree requirements with a total of 30 credit hours. The transcript is certified as authentic by the university and provided electronically to Bhanu by Credentials Inc.
This document contains samples of marketing and branding materials for a business called For a Better Brookhaven including:
- Logos
- Ads for newspapers and magazines
- Brochures, catalogs, and literature
- T-shirt designs
- Booth graphics for events
- Stationery including thank you cards and invitations
The document showcases the variety of promotional items this business provides for its clients.
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
This document outlines the syllabus for an online writing course at Eastern Connecticut State University in Spring 2021. It provides information on the course description, objectives, required materials, policies, assignments and grading structure. The course will focus on writing for digital environments and developing skills in content design for different media. Students will work in teams to complete assignments such as videos, podcasts and website content on various topics. Grading will use a "proving ground" system where students submit drafts for feedback and ultimately grade their own work, with the instructor providing the final grade based on negotiations.
This document provides the tentative schedule for a forensic accounting course. It includes the following key details:
1. The course will cover topics like fraudulent financial reporting, money laundering, and cybercrime through lectures, case studies, and demonstrations involving computer forensics tools.
2. Students will learn to analyze real fraud cases and preserve electronic evidence by bringing their laptops to specified classes to complete in-class exercises.
3. The schedule lists the chapters, topics, assignments, and activities to be covered over each class meeting, including analyses of fraud schemes, cybersecurity threats, and privacy issues for both individuals and corporations.
Ryan Grassel University of Illinois Nondegree Transcript-Calculus IIRyan Grassel
This document is Ryan Grassel's official academic transcript from the University of Illinois at Urbana-Champaign. It shows that he completed 3 credit hours in 2013-2014, earning an A- in Calculus II. His overall GPA for the 3 credit hours is 3.67. The transcript provides information about authentication, privacy policies, and explains the grading system and accreditation of the university.
This official academic transcript from The University of Texas at Arlington documents Bhanu Sri Routhu's graduate education. It shows that Bhanu earned a Master of Construction Management degree in 2016. The transcript lists the courses taken in each semester from 2015 to 2016, the grades and credit hours earned. It indicates that Bhanu maintained a cumulative GPA of 3.333 and completed the degree requirements with a total of 30 credit hours. The transcript is certified as authentic by the university and provided electronically to Bhanu by Credentials Inc.
This document contains samples of marketing and branding materials for a business called For a Better Brookhaven including:
- Logos
- Ads for newspapers and magazines
- Brochures, catalogs, and literature
- T-shirt designs
- Booth graphics for events
- Stationery including thank you cards and invitations
The document showcases the variety of promotional items this business provides for its clients.
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
This document is a syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for culturally diverse audiences. The syllabus details 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID-19 safety and technology requirements, and contact information for the instructor.
This orientation guide provides Full Sail University students with information to help them succeed in their online programs. It covers connecting to the online learning platform and checking email regularly. It emphasizes reading instructions carefully, communicating with instructors, and using time management tools like calendars. The guide also discusses academic integrity, where to get help, and how to prepare for future careers through portfolio development and career planning modules.
This document provides information about a course titled "Social Media Tools & Strategies" being offered at Rose State College. The course will introduce students to using popular social media tools and strategies for leveraging those tools to reach a global audience. It outlines the instructor's contact information, required textbook, course objectives, policies on attendance, assignments, grading scale and key due dates. Students are expected to spend 4-8 hours per week to complete assignments and study course content online.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
Thompson Syllabus 8
CRS 325.8 : Presentational Speaking SYRACUSE UNIVERSITYFall 2017 SYLLABUS DEP. OF COMMUNICATION & RHETORICAL STUDIES
Teaching Assistant: Hunter C. Thompson Office Hours: Tuesdays 1-3 P.M
Email:[email protected]Or by Appointment
Office Location: Sims Hall, Room 137
Course Description
Public speaking is considered the most common fear; however, this fear can be conquered through proper instruction, preparation, and support. This course is designed to explore the conceptual and practical dimensions of public speaking and presenting. Emphasis will be placed upon audience analysis, adaptation, strategic organization and development of ideas, and verbal and nonverbal presentational skills. Speech is an extremely important professional and life skill, it’s how arguments are presented, problems are solved, bodies are motivated/moved, social change occurs, and so on. I believe this course can give you skills to be utilized for numerous exigencies that occur outside the classroom. It is my hope that through this course, you will be given a foundation for you to begin to create your own voice, thus enhancing your engagement and ability to participate in the social, political, and professional endeavors of life.
Course Mission & Objectives
By the end of the semester, we will build presentational competence grounded in theoretical understanding, which will allow you to:
· Conceptualize the dynamics of speaking situations and practices
· Organize a message
· Structure a Speech
· Adapt messages to audience
· Speak extemporaneously
· Critically analyze and create a cohesive argument
· Understand the importance of rhetoric and public speaking in our society
Course Policies
Attendance
Documentation is required in the instance of a university-sanctioned absence (athletic teams, extra circulars ,etc.) or for illness. Attendance means showing up on time and participating in class. Since this class is presentation based its imperative that you show up on time and respect your classmates while presenting. Unexcused absences will negatively impact your grade. Two or more (as this class meets once a week) absences may result in a failing grade. In instances of emergency, contact me as soon as possible to ensure that we can work out the situation.
Speech Days
On speech days, you need to be a good audience member.Audience members are attentive, considerate, and listen. They DO NOT fall asleep, use their phone, be disruptive, or work on assignments during a speech. If these things occur it will result in a 10% deduction from your own speech grade. The purpose of this course is to not only help build a foundation to make you a better speaker, but also better at listening. Being an excellent communicator is not only being able to speak eloquently, it also entails active listening. If you are late on a speech day, please remain outside the door and wait until you hear applause. I do not tolerate late students disrupting speeches.
If yo ...
This document outlines the syllabus for a Fundamentals of Speech Communication course. It provides information about the instructor, required textbook, course objectives, assignments including three speeches, attendance and grading policies. Students will give an introductory speech, informative speech, and persuasive speech. Other assignments include quizzes, a group activity, and reflections. The course aims to improve students' verbal and nonverbal communication skills.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
This document provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
- The class is online with assignments due on Thursdays by 11:59 pm.
- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and information about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American dream theme through diverse writers and understand the trajectory of the dream through the 20th century.
3. Requirements including attendance, keeping up with readings and assignments, papers, exams, website posts, and other assessments.
4. Information about texts, grading breakdown, class policies on submissions, attendance, conduct, participation, exams and quizzes, late work, appointments, adding/dropping the class, and educational use of
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American Dream theme through diverse writers and understand its evolution.
3. Requirements including attendance, keeping up with readings, papers, exams, website posts, and other assignments.
4. Details about texts, grading scale, class policies on submissions, attendance, conduct, participation, exams and late work.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document provides information about an English 1A course including contact information for the instructor, goals of the course, requirements, grading policies, and other policies. The main goals of the course are to prepare students to analyze college texts, write college papers, and develop writing skills. Requirements include 5 formal papers, blog posts, tests, and participation. The grading is based on 1000 points from assignments like essays, tests, and activities. Policies cover submission of essays, academic dishonesty, attendance, conduct, workshops, quizzes, tests, late work, and adding/dropping the course.
This document provides information about an introductory management information systems course taught in the fall of 2016. It includes the course description, objectives, instructor information, required materials, important dates, policies, and a weekly course outline. The course introduces students to management issues related to contemporary technology-mediated business environments and assists in developing management skills. It covers topics such as IT in business, management, leadership, ethics, and global issues.
This document outlines the syllabus for a technical writing course offered in the spring of 2011. The course focuses on practical types of writing used in business and industry. Students will be divided into four mock organizations and complete writing assignments from the perspective of their assigned organization. Assignments include application materials, writing assignments, exams, and a final portfolio. Students will be evaluated based on their application assignments, writing assignments, in-class exercises, exams, portfolio, participation, and attendance. The course aims to enhance students' writing skills and develop their understanding of technical writing's ethical and cultural implications.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This three credit course taught over nine weeks is designed to teach teachers about digital citizenship and how to apply its nine elements in middle school classrooms. Students will study the specifics of digital citizenship, present them to colleagues, evaluate technology policies, and develop a plan for teaching digital citizenship in their schools. Assessments include discussions, a professional blog, presentation, policy evaluation, and a training plan. The course will cover topics such as digital access, commerce, communication, literacy, law, rights, responsibilities, health, wellness, and security.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This document is a syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for culturally diverse audiences. The syllabus details 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID-19 safety and technology requirements, and contact information for the instructor.
This orientation guide provides Full Sail University students with information to help them succeed in their online programs. It covers connecting to the online learning platform and checking email regularly. It emphasizes reading instructions carefully, communicating with instructors, and using time management tools like calendars. The guide also discusses academic integrity, where to get help, and how to prepare for future careers through portfolio development and career planning modules.
This document provides information about a course titled "Social Media Tools & Strategies" being offered at Rose State College. The course will introduce students to using popular social media tools and strategies for leveraging those tools to reach a global audience. It outlines the instructor's contact information, required textbook, course objectives, policies on attendance, assignments, grading scale and key due dates. Students are expected to spend 4-8 hours per week to complete assignments and study course content online.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
Thompson Syllabus 8
CRS 325.8 : Presentational Speaking SYRACUSE UNIVERSITYFall 2017 SYLLABUS DEP. OF COMMUNICATION & RHETORICAL STUDIES
Teaching Assistant: Hunter C. Thompson Office Hours: Tuesdays 1-3 P.M
Email:[email protected]Or by Appointment
Office Location: Sims Hall, Room 137
Course Description
Public speaking is considered the most common fear; however, this fear can be conquered through proper instruction, preparation, and support. This course is designed to explore the conceptual and practical dimensions of public speaking and presenting. Emphasis will be placed upon audience analysis, adaptation, strategic organization and development of ideas, and verbal and nonverbal presentational skills. Speech is an extremely important professional and life skill, it’s how arguments are presented, problems are solved, bodies are motivated/moved, social change occurs, and so on. I believe this course can give you skills to be utilized for numerous exigencies that occur outside the classroom. It is my hope that through this course, you will be given a foundation for you to begin to create your own voice, thus enhancing your engagement and ability to participate in the social, political, and professional endeavors of life.
Course Mission & Objectives
By the end of the semester, we will build presentational competence grounded in theoretical understanding, which will allow you to:
· Conceptualize the dynamics of speaking situations and practices
· Organize a message
· Structure a Speech
· Adapt messages to audience
· Speak extemporaneously
· Critically analyze and create a cohesive argument
· Understand the importance of rhetoric and public speaking in our society
Course Policies
Attendance
Documentation is required in the instance of a university-sanctioned absence (athletic teams, extra circulars ,etc.) or for illness. Attendance means showing up on time and participating in class. Since this class is presentation based its imperative that you show up on time and respect your classmates while presenting. Unexcused absences will negatively impact your grade. Two or more (as this class meets once a week) absences may result in a failing grade. In instances of emergency, contact me as soon as possible to ensure that we can work out the situation.
Speech Days
On speech days, you need to be a good audience member.Audience members are attentive, considerate, and listen. They DO NOT fall asleep, use their phone, be disruptive, or work on assignments during a speech. If these things occur it will result in a 10% deduction from your own speech grade. The purpose of this course is to not only help build a foundation to make you a better speaker, but also better at listening. Being an excellent communicator is not only being able to speak eloquently, it also entails active listening. If you are late on a speech day, please remain outside the door and wait until you hear applause. I do not tolerate late students disrupting speeches.
If yo ...
This document outlines the syllabus for a Fundamentals of Speech Communication course. It provides information about the instructor, required textbook, course objectives, assignments including three speeches, attendance and grading policies. Students will give an introductory speech, informative speech, and persuasive speech. Other assignments include quizzes, a group activity, and reflections. The course aims to improve students' verbal and nonverbal communication skills.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
This document provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
- The class is online with assignments due on Thursdays by 11:59 pm.
- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and information about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American dream theme through diverse writers and understand the trajectory of the dream through the 20th century.
3. Requirements including attendance, keeping up with readings and assignments, papers, exams, website posts, and other assessments.
4. Information about texts, grading breakdown, class policies on submissions, attendance, conduct, participation, exams and quizzes, late work, appointments, adding/dropping the class, and educational use of
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American Dream theme through diverse writers and understand its evolution.
3. Requirements including attendance, keeping up with readings, papers, exams, website posts, and other assignments.
4. Details about texts, grading scale, class policies on submissions, attendance, conduct, participation, exams and late work.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document provides information about an English 1A course including contact information for the instructor, goals of the course, requirements, grading policies, and other policies. The main goals of the course are to prepare students to analyze college texts, write college papers, and develop writing skills. Requirements include 5 formal papers, blog posts, tests, and participation. The grading is based on 1000 points from assignments like essays, tests, and activities. Policies cover submission of essays, academic dishonesty, attendance, conduct, workshops, quizzes, tests, late work, and adding/dropping the course.
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This document outlines the syllabus for a technical writing course offered in the spring of 2011. The course focuses on practical types of writing used in business and industry. Students will be divided into four mock organizations and complete writing assignments from the perspective of their assigned organization. Assignments include application materials, writing assignments, exams, and a final portfolio. Students will be evaluated based on their application assignments, writing assignments, in-class exercises, exams, portfolio, participation, and attendance. The course aims to enhance students' writing skills and develop their understanding of technical writing's ethical and cultural implications.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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1. E N G 3 6 2
W R I T I N G F O R D I G I T A L
E N V I R O N M E N T S
EASTERN CONNECTICUT STATE UNIVERSITY
S P R I N G
2 0 2 1
Instructor: Lisa M. Smith, MFA
Phone: (860) 205-9194 (call or text 1:00 - 8:00pm)
Location: Online via Zoom (Tuesdays), 4:00 - 6:45pm
Virtual office hours: By appointment only (online conference)
2. C O U R S E D E S C R I P T I O N
0 3
0 4
0 5
0 6
1 1
C O U R S E O B J E C T I V E S A N D R E Q U I R E D M A T E R I A L S
C O U R S E G O A L S
A C A D E M I C / I N S T R U C T O R P O L I C I E S
C O U R S E S C E N A R I O , C O U R S E A S S I G N M E N T S , A N D
G R A D I N G
C O N T E N T S
EASTERN CONNECTICUT STATE UNIVERSITY
3. C O U R S E D E S C R I P T I O N
This course concentrates on the theory and practice
of interactive writing for new media channels,
especially in professional or organizationally-
situated contexts. The course allows students to
critically examine and respond to a variety of
rhetorical situations while also cultivating skills in
content design and development for different
digital environments. Much of the work of the course
will be done in teams, emulating the environment in
which many writing professionals work and giving
students the opportunity to develop their skills as
effective collaborators.
This is an advanced writing course; therefore a key
goal is developing your ability to write clearly and
effectively in a variety of prose genres, especially
those you might encounter as a writer working in
professional contexts.
Given that nowadays so much professional writing
is published and encountered on the web,
contemporary writing professionals must be
prepared to critically and productively engage
with their audiences online. That means that in
addition to being concerned with matters of
content, audience, persuasion, document design,
language, correctness, and style, we will also
explore new graphic, rhetorical, and narrative
structures for writing and thinking which are suited
to digital, multimodal, and interactive
environments.
EASTERN CONNECTICUT STATE UNIVERSITY 03
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4. Understand how composing in digital media operates in a variety of
professional contexts.
Structure content to attract and sustain an interactive audience.
Identify and use the elements of effective multimedia storytelling and
persuasion.
Select the most appropriate media and venues for a given purpose.
Understand how to analyze the three tenets of writing (reader,
purpose, and situation) and how to develop a multimedia presentation
appropriate to these three elements.
Upon completion of the course, you should be able to:
EASTERN CONNECTICUT STATE UNIVERSITY 04
C O U R S E O B J E C T I V E S
Subscription to Adobe Creative Suite – student
discount (60%). To subscribe, click here: Adobe
Creative Suite for Teachers and Students
R E Q U I R E D M A T E R I A L S
A cell phone or laptop capable of filming at 720p
or 1080p
A mini tripod (optional)
Download of Teleprompter app
For Apple phones (requires in-app, one-time
purchase for full features)
For Android phones (may require in-app, one-
time purchase for full features)
Lighting for laptops or phones (optional)
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5. C O U R S E G O A L S
Submission of assignments
Work is due on the date assigned, and all
assignments are TO BE SUBMITTED VIA
BLACKBOARD LEARN ONLY by 11:59
pm on the due date. No assignments
will be accepted via email, no
exceptions. You are allowed a ONE-DAY
EXTENTION for late submissions; for
example, if the last day to submit your
work ends on a Saturday, the latest I will
accept the submission is Sunday by 11:59
pm, but you will incur a 25 point penalty
for lateness.
What’s the lesson? Don’t submit an
assignment late, DO NOT WAIT UNTIL
THE LAST MINUTE TO SUBMIT VIA
EASTERN CONNECTICUT STATE UNIVERSITY 05
BLACKBOARD, and ask questions
BEFORE THE ASSIGNMENT IS DUE.
If assignment instructions or
expectations are unclear, seek assistance
from me or Eastern's Writing Center, but I
strongly encourage you to seek the
instructor for assistance first. Also, I am
very receptive to receiving a pint of
Häagen Dazs Irish Cream and Brownie
Spirits ice cream, which can be found at
any supermarket, before providing any
assistance.
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6. A C A D E M I C / I N S T R U C T O R P O L I C I E S
Repeated absences can have a negative
impact, especially now given the effects of
the pandemic. In order to make the online
model of teaching this course successful,
your in-class attendance can provide the
necessary clarification that will allow you to
successfully complete your assignments for
the semester.
You are allowed a maximum of two
unexcused absences. Three (3)
absences will result in a loss of 50 pts
(classroom participation) from the
final grade.
In order for your attendance to count
during the Zoom meetings, your face
must be shown at all times. If only your
name is shown, you will be marked as
absent, which will count towards your
unexcused absences allotted for the
semester.
Emergencies do occur, so contact me as soon
as possible of such instances (via e-mail or text)
and refer to the syllabus for assignments due
for the next class so you will be able to
participate. Unexcused absences will be
excused with a doctor’s note.
EASTERN CONNECTICUT STATE UNIVERSITY 06
All classes will be held on Zoom. An
invitation link to the course meetings for
the entire semester will be posted on
Blackboard Learn for privacy and security
reasons.
Please ensure you add the invitation to
your calendar (link to do this is provided
within the invitation). By adding the
invitation to your calendar, you will save
yourself the trouble of accessing
Blackboard to get the meeting link.
Class protocol
Attendance
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7. Blackboard Learn will be used consistently for
this course, which will not only help the
instructor manage assignment submissions
and disseminate information, it will also ease
the students’ burden of worrying if the
instructor received assignments on time.
Therefore, it is essential that you learn how to
use this technology and to be able to log-in
with no glitches.
Students are encouraged to use the support offered by the
Academic Success Center (ASC) located on the ground floor of the
Library. Advising Services and tutoring in math, writing, and other
subjects. The ASC also offers assistance in study techniques, time
management and understanding learning styles. For further
information call 465-4310 or check the ASC website.
Be prepared for special accommodations to adhere to social
distancing.
EASTERN CONNECTICUT STATE UNIVERSITY 07
Additionally, you are strongly urged to
actively store your writing assignment work
on the University provided Microsoft
OneDrive cloud system or other free Cloud
storage website such as Google Drive. You
are further encouraged to download the
iPhone or Android app for Blackboard
Learn and whatever Cloud storage service
you choose.
Use of technology
Academic support
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8. Have a good idea of what you want help with when
you arrive at the WC.·
Bring a copy of the assignment guidelines, the rough
draft of your paper, and the outline.
The Writing Center (WC) is located on the first floor of
the library across from the Library Café in room 134.
Hours and days: Sunday 2-9, Mon -Thurs 9-9, Fri 9-5.
You can get more information about the Writing Center
and register for an appointment with a tutor online or
you can register in person. You can also contact the
Writing Center by phone at (860) 465-0382.
So that the WC can better assist you, you should:
Be prepared for special accommodations to adhere
to social distancing.
Eastern’s Veterans Center is located in Wood
Support Services Center 2nd floor, Room 201.
Veteran students are invited to drop into the
center Mondays through Fridays from 8-5. The
Veterans Center has a lounge area and
computers. Writing Center tutors will also hold
limited hours in the Veterans Center.
Students are welcome to speak with the director, Rebekah Avery, and to get more
information off the Veterans center webpage.
Be prepared for special accommodations to adhere to social distancing.
EASTERN CONNECTICUT STATE UNIVERSITY 08
The ECSU Writing Center
Veterans Center
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9. Academic honesty means doing one’s own work and giving proper credit to others
whose work and thought are drawn upon. It is the responsibility of each student to
become familiar with what constitutes academic dishonesty and plagiarism, and to
avoid all forms of cheating and plagiarism. Students may not engage in any form of
academic misconduct, and are responsible for learning how to present the ideas of
others in their own work, and avoid all other forms of academic misconduct. For
current documentation practices, consult the instructor or a style manual (e.g., APA,
MLA). All violations will be handled under the procedures established in the
Academic Misconduct Policy.
Students should read and understand Eastern’s Academic Misconduct Policy, which
can be found in the Eastern Student Handbook website. Students are expected to
take personal responsibility for their intellectual work and to respect and
acknowledge the ideas of others.
Academic integrity
EASTERN CONNECTICUT STATE UNIVERSITY 09Back to Contents
10. Same day urgent appointments are offered Mon - Fri, 1-3 on a first come, first serve
basis. Be prepared for special accommodations to adhere to social distancing. If you are
experiencing a mental health emergency outside of CAPS office hours, please contact
Public Safety at (860) 465-5310 or 911.
Office of Counseling and Psychological
Services (CAPS)
The Office of Counseling and Psychological Services
(CAPS) is open Mon - Fri, 8am – 5pm. Any enrolled
Eastern student may request confidential counseling
services from CAPS by calling (860) 465-0181 or coming
to 182 High Street to make an appointment.
Disability statement
Eastern Connecticut State University is committed to following the
requirements of the Americans with Disabilities Act (ADA) of 1990,
the ADA Amendment Act of 2008, and Section 504 of the
Rehabilitation Act of 1973, as amended in 1998.
If you are a student with a disability (or think you might have a disability) and require
accommodations or assistance evacuating a building in the case of an emergency,
please contact the Office of AccessAbility Services (OAS) at 860-465-0189 to discuss your
request further. Please note that accommodations are not retroactive and must be
communicated through a Letter of Accommodation, which is drafted by the OAS. In
light of the COVID-19 virus, you are strongly encouraged to visit OAS if you
require special accommodations that may interfere with your ability to wear a
mask during on-ground class time.
EASTERN CONNECTICUT STATE UNIVERSITY 10
211 (United Way) in CT for a variety of resources including mental health services
Substance Abuse and Mental Health Services Administration (SAMHSA) National
Helpline: 800-662-HELP (4357)·
National Alliance on Mental Illness (NAMI) Helpline: 800-950-NAMI (6264)
If you are experiencing suicidal thoughts, please call the Suicide Prevention Lifeline at
800-273-TALK (8255) or text HOME to the Crisis Text Line at 741 741 for free 24/7
crisis support in the US. Other Mental Health Hotlines you may contact:
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11. C O U R S E S C E N A R I O , C O U R S E
A S S I G N M E N T S , A N D G R A D I N G
EASTERN CONNECTICUT STATE UNIVERSITY 11
Course scenario
You are a member of a team that runs/owns a marketing and advertising boutique
agency.
A Request for Proposal (RFP) was issued to bid on an exclusive, five-year contract to
create all digital marketing/advertising material. The RFP requires all bidders to
submit examples of the following:
Sales video
Public
Service
Announcement
Podcast
or
Vodcast
Tutorial or
Educational
video
Website
mockup
Your two-person boutique agency can choose the industry you will create
your content for from the following list:
Information Technology
Security
Communication
Travel and Tourism
Health care
Financial
Military Defense
Education
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12. EASTERN CONNECTICUT STATE UNIVERSITY 12
Instructor reserves the right to change this syllabus at any time.
(Access course schedule here)
Course assignments
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13. —From the Broadway show “Hamilton”
During those three weeks you will
submit: two (2) status reports with
rough draft(s) of script for feedback
from instructor.
Grading - Proving ground grading system
EASTERN CONNECTICUT STATE UNIVERSITY 13
What does proving ground
grading mean? It means the
stick-and-carrot type of grading
will not be used for this course
(work submitted = grade that
reflects quality of work).
Instead, you will learn to master
the art and skill of writing
through repeated submission of
drafts for feedback from me
until you arrive at the final
product.
1. You will be given three weeks to complete each assignment with the exception of
the website project, which will be worked on throughout the semester.
The final grade for the assignment will
depend on your level of effort. With each
draft you will improve upon the last one
and take it one step further. No grade will
be given for these drafts, only feedback for
improvement.
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When you got skin in the game, you stay in the game
But you don’t get a win unless you play in the game
Oh, you get love for it; you get hate for it
You get nothing if you wait for it, wait for it, wait…
How it all works
14. EASTERN CONNECTICUT STATE UNIVERSITY 14
Proving ground grading system (con't)
2. When you submit the final product on the end date (see page 12 for
end dates), you will also submit a self-evaluation that answers a series of
questions in essay format provided in the assignment guidelines.
a. Along with this self-evaluation you will submit the point
value (grade) you believe reflects the effort taken to complete
the assignment. In other words, YOU are grading YOUR OWN
work based on your efforts and mastery of the task.
Example
You will see on page 12 that the public service announcement assignment is
worth 150 points. When you submit the final product along with your self-
evaluation of your work, you will also present the points you think reflect the
quality of your work. You will break down YOUR grading point scale for the
assignment.
So if you feel that your assignment is worth receiving the full 150 points ("A"
grade), then that is the “grade” you will submit. I caution you to be very honest
about your writing and work ethic.
3. I will either accept the grade or reject the grade. You will receive feedback VIA
BLACKBOARD LEARN whether the grade you submitted was accepted or rejected. If
your grade is rejected, from there, and I’ll quote from the movie Clueless, “[the]
grade is just a jumping off point to start negotiations.” You read correctly; you will
negotiate with me as to why you feel the grade that you submitted is justified.
The negotiation must take place
within seven days of the
rejection via Zoom/Web
Ex/Skype at a mutually agreed
upon date and time.
Be sure to bring all your evidence to
the negotiation table to support your
position. Whatever is finally negotiated
is the official grade for that assignment,
and it is irrevocable. You will sign a
statement signifying you agree with the
final offer.
If no negotiation occurs, I will grade the work appropriately.
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