Course Requirements

The following are the elements that will create your final grade for the class:

Course Orientation and Quiz (2%)

To remain enrolled in this course you must successfully complete three (3) tasks before August 27 @ 11:59pm.:

You are required to successfully complete a quiz, with a perfect score, which covers the information provided in this course syllabus and the contents of your course Blackboard web page. The deadline for completing it is 11:59pm on August 27

• Students who do not attempt the quiz before the deadline will be withdrawn from the course.
• Students who do not attain a score of 100% on the quiz will be withdrawn from the course.

Prior to the deadline, you will have an unlimited number of attempts to take the quiz for the needed score.

A second component of the course orientation is introducing yourself to the class and getting acquainted with other classmates. You’ll be doing this through Flipgrid. The deadline for completing it is also 11:59pm on August 27.

• Students who do not fully complete all components of this task before the deadline will be withdrawn from the course.

The third orientation component is to enroll in one of six groups for completion of the: “Group Discussion Assignment”. The deadline for completing it is also 11:59pm on August 27.

• Students who do not complete this task before the deadline will be withdrawn from the course.

Instructions for completing each of these above items are published in the 1st announcement on our course Blackboard page.

Revel Chapter Quizzes- 28% of course grade)

In each textbook chapter you will complete a series of quizzes. There will be short quizzes at the conclusion of each unit in a chapter, and then a longer summary quiz at the end of each chapter. You will have three chances to answer each question on quizzes to get them correct (but please note that points earned diminish on 2nd and 3rd attempts). Your scores for these quizzes in each chapter will be automatically uploaded into Blackboard “My Grades” as you finish them. Most students find that these quizzes help to fully prepare for three Unit Exams.

Deadlines for completing Revel chapters will be published on Revel, in the planned Weekly Schedule, and in Blackboard announcements. Revel will not allow you to access quizzes once the due date has passed for a specific chapter. Your quiz scores will be based upon what you have completed in each chapter by the stated deadlines. “Extra time” and/or “make-up’s” for missed quizzes are not possible. Please do not email me with a request for an exception to this policy.

Since Revel is a publisher-based application, I do not have any control in its operation. Please do not contact me for “help” if there are glitches that occur with your Revel application.

• If you experience any technical problems with Revel during the semester, please use this dedicated Pearson Student Support Line for assistance:
  • (855) 875-1801

Blackboard Unit Exams - (24% of course grade)

You are assigned three (3) exams this semester. A detailed study guide is provided on Blackboard for each of them.

You will be taking each exam through Blackboard. Each exam will be made available to you on Blackboard for a full week of class. You can take an exam at any time that you choose during this window. Exams will consist of multiple choice and true/false items.

Exams will be timed events, meaning that once you begin, it must be finished within the designated time that is provided.  You will not be able to stop and start over, pause, or re-try after you have submitted answers. You can typically expect to be given a little over one minute per question. For example, if an exam contained 50 questions you would be given 60 minutes to complete it.

• Instructor Note: If you have a documented disability (registered with ACC’s SAS Office) which entitles you to “extended test time” please notify me as soon as possible with your documentation so that I can make needed adjustments on Blackboard accordingly.

Blackboard will be set to automatically submit your exam if the allotted time expires before you finish. Un-answered items will be factored-in to your score as incorrect responses.

There are no “do-overs”, make-ups, or extra minutes given for any exam. If you do not log-in to Blackboard to complete a scheduled exam during the window of availability to do so you will receive a zero (0) for that exam. There are no exceptions to this policy. Please do not send me an email requesting one.

Make sure that you have a stable and adequate internet connection before starting an exam. Interruptions to your internet connection while taking an exam will trigger Blackboard to submit your completed answers at that moment in time. You will not be able to login a second time to re-access an exam. I do not award 2nd chances to take exams due to internet connectivity issues.

And please DO NOT attempt to complete an exam using the “Blackboard App”. Login to Blackboard using a desktop or laptop.

Here is what each exam will cover:

• Blackboard Unit Exam #1- Chapters 1-6 (12% of course grade)
• Blackboard Unit Exam #2- Chapter 7-10 (6% of course grade)
• Blackboard Unit Exam #3- Chapters 11-13, and 15 (6% of course grade)

What’s Your Take? (8% of course grade)

This is a class discussion forum component of our course, through which, it is my hope that

you can become acquainted with your classmates as the semester moves along.

Forum topics will stem from videos that you will watch which relate to course topics. You will be prompted with several questions about each video and asked to weigh in with your opinion.

Your opinion responses must all be completed through Flip as video recordings. You are generally asked to make your comments in a 2–3-minute window of time. While you can certainly make brief notes to help you formulate responses, please do not write a manuscript, and then proceed to read it.

In addition to stating your opinion on each forum topic, you are also required to make video responses to at least two other classmates with a compliment, connection, and comment or question about viewpoints that were raised.

• You must post your opinion video about a discussion topic before making comments to other classmates. 
• “Text” responses to classmates will not be graded.

You will have a full week to complete these assignments. They will be graded on a completed/not completed basis. You must fulfill all assignment components and criteria to receive a score of “complete” on a forum topic. Late submissions of Flip discussion forum posts are not accepted for any reason. Please do not send me emails asking for an exception to this policy.

Demonstration of Active Listening Skills (10% of course grade)

Listening is one of the most important skills for effective communication, yet most of us have never had classes in school that teach us what effective listening is or how to do it. Consequentially, it is likely that you do not listen nearly as well as you could.

For this assignment you are to find a conversational partner who is willing to talk with you about a source of stress, and to have your conversation video recorded, ideally, in a face-to-face setting. Your goal is to try to achieve an accurate understanding about the source(s) of stress for your partner and feelings that it creates. You are to achieve this in part by asking your partner questions that will give you greater depth and details. You are then to communicate your understanding by making paraphrases of what your partner tells you and to seek validation from your partner that your understanding is accurate.

You will video record and submit this assignment though Flip.  Your conversation needs to be at least three (3) minutes in length. It cannot exceed five (5) minutes as that is the maximum length for any Flip video recording.

• “Audio recordings” of a conversation will not be accepted as fulfillment of this assignment. I must be able to both see and hear you and your conversational partner throughout the conversation.
• If you record your conversation using a virtual meeting room such as Zoom, please position your web cam to ensure that I will be able to see your facial expressions and body language as you listen and respond.

A written description of this assignment will be posted on Blackboard as well as the rubric that will be used to grade your work.

Group Discussion Assignment (12% of course grade)

You will work with up to six other members of class in a virtual group for this assignment. You join a virtual group by selecting one of the six groups made available through a sign-up application on Blackboard. This needs to be done during the 1st week of class, by 11:59pm on August 27.

You will complete this assignment during a 30 minute live, recorded, virtual webcam meeting using Zoom. Your group can complete this assignment during a day and time of your choosing between April 3-16. The final deadline for sending me the link to your Zoom Meeting recording is 11:59 pm on October 4.

Ahead of completing the assignment, you and the members of your group are required to meet one another on Zoom and record a brief getting acquainted interaction together. Becoming acquainted ahead of completing the graded assignment together is paramount to having a successful discussion.

• Thus, please note: Group members who fail to participate in this activity are subject to course withdrawal by instructor.

The Group Discussion Assignment tests your ability to work with others in a group using the Nominal Group Technique for generating creative solution ideas to a problem (see Revel Chapter 10.2). You will first choose a discussion topic from a list that will be provided to you. Each group member is then responsible for researching the topic on their own and developing possible solutions ideas.

When you meet as a group, your first goal is to create a list of all solution ideas developed between you. One of the rules that needs to be followed when this happens is to refrain from making any judgement or evaluation of those ideas. Once a master list of solution ideas has been established, you will then systematically discuss the pros and cons of each solution idea in accordance with specific criteria that your final solution will need to meet. You should work to combine elements of different ideas that members have. Your end goal is to leave the meeting with a final solution idea that you have determined best meets the stated criteria.

Part of your grade will be based upon how the group performs as a whole. For example, the rule of not evaluating solution ideas initially (called brainstorming) must be followed. The interaction in the group should be balanced. Your final solution should fit criteria that you are given, and the atmosphere in the group should remain positive.  In addition, you will receive an assessment of your individual contributions to the discussion. Such things as your level of participation, influence on the decision-making process, leadership functions, and social roles that you fulfill will be evaluated. A written description of, and grading rubrics for this assignment, will be posted on the course Blackboard page.

Informative Speaking Assignment (14% of course grade)

Informative presentations are designed to increase an audience’s knowledge or understanding about a topic. Your topic choice for this assignment must be a person. You are not allowed to choose a personal acquaintance or family member as the topic for the speech.

Speeches about people focus on real or fictional individuals who are living or dead. These speeches require in-depth biographical research; an encyclopedia entry is not sufficient. Introduce a new person to the audience or share little-known or surprising information about a person we already know. Although we may already be familiar with the accomplishments of historical figures and leaders, audiences often enjoy learning the “personal side” of their lives.

Your speech must be a minimum of four (4) minutes in length. Your speech cannot exceed five (5) minutes as that is the maximum length for any Flip video recording. Your speech must be video recorded in an unedited manner. If possible, please assemble a small audience to hear it. You must be standing when you deliver the speech. A failing score on the assignment will result if you deliver the speech while sitting. 

You must use 3x5 or 4x6 index cards for brief speaking notes in delivery. You are not allowed to read the speech as a script; either from your speaking notes, or another source placed off-camera. A failing score on the assignment will result if you do.

Please develop your speech so that it does NOT require visual aids to be understood or effective. Unless you have a very large flatscreen behind you as you speak, it is very difficult for visual aids to be seen in these videos.  And unless used correctly, visual aids create distractions for listeners.

A minimum of three (3) CREDIBLE research sources must be used to develop your speech. You are not allowed to draw from such websites as Wikipedia, Encyclopedia.com, Biography.com, or Infoplease (to name a few) for the information provided in the speech.

Your research must be documented by submitting a Works Cited page using MLA form.

Ten points of your grade for this assignment will be for this research effort. Highest scores will go to those who exceed the minimum source requirement, incorporating those sources into the actual speech content, and completing the MLA Works Cited Page with few if any errors.

You are to submit your speech video recording through Flip.

• Please note that there will be a maximum time limit set for the video. Proper practice ahead of making your recording will ensure that you can meet the time limit.
• Please also note that “audio recordings”, or “voice-over” recordings using Flip visual aids will not be accepted as completion of this assignment.

Your speech will be graded on how well you organize and support your main ideas, use effective delivery, and fulfill the research requirement. A complete description of the assignment will be posted on Blackboard as well as the rubric used to grade it.

Informative Speech Topic Proposal (2% of course grade)

Well in advance of the development of the Informative Speech Assignment, you are required to submit a “Speech Topic Proposal” for instructor approval.  Students who submit proposals that do not meet assignment guidelines will be asked to revise and/or resubmit until a topic is approved. Upon approval, if achieved by the stated deadlines, you will get 100% credit for this task.

You cannot proceed with the Informative Speech Assignment unless and until you have an approved Speech Topic Proposal.

Your Textbook and the Publisher’s Website

We are using the electronic Revel (E-book) version of:

• Beebe, Beebe, and Ivy (2022). Communication: Principles for a Lifetime (8th ed.). Boston: Pearson.

Instructions for purchasing the text are provided in a course Blackboard page announcement.

In addition to the written text, REVEL has many helpful study aids and illustrative videos that should help you do your best in the course. As indicated below, you will also be completing chapter quizzes through REVEL.

SPCH 1311

Introduction to Speech Communication

Planned Weekly Schedule

(Your instructor reserves the right to amend this schedule as needed during the course of the semester)

COURSE DESCRIPTION

Introduction to Speech Communication explores the theories and practice of speech communication behavior to promote communication competence in interpersonal, small group, and public speaking situations. Skills: E 

• Credit Hours: 3
• Classroom Contact Hours per week: 3

COURSE SKILL LEVELS

In accordance with H.B. 2183, students who enroll in Communication Studies courses at ACC are expected to demonstrate competent English speaking and listening skills:

• “Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion and audience.”
• “Listening at the college level means the ability to analyze and interpret various forms of spoken communication.”

As a student, they can expect to acquire these abilities only if they honor all course policies, attend class, participate in class exercises, and complete assignments in good faith and on time. Students may vary on their achieved competency levels regarding these abilities.

COURSE RATIONALE

Developing communication skills can give you a competitive edge in your professional and academic career. Not only are communication skills highly valued in the workplace, communication courses taken at ACC transfer to all colleges and universities in Texas. 

Communication skills are essential to personal and professional success. Yet, for many people, communication skills are often some of the hardest skills to develop. Introduction to Speech Communication provides an overview of communication as a discipline. By taking this course, you will develop skills to confidently and competently communicate with individuals, groups, or audiences.

Instructional Methodology

This course is completed entirely online. There are no live class meetings. Students are responsible for completing assigned work ahead of deadlines each week at days and times of their choosing.

.

GENERAL EDUCATION OUTCOMES

Upon completion of this course, you will demonstrate competence in:

• Civic and Cultural Awareness: Analyzing and critiquing competing perspectives in a democratic society; comparing, contrasting, and interpreting differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices.
• Critical Thinking: Gathering, analyzing, synthesizing, evaluating and applying information.
• Personal Responsibility: Identifying and applying ethical principles and practices; demonstrating effective learning, creative thinking, and personal responsibility.
• Interpersonal Skills: Interacting collaboratively to achieve common goals.
• Written, Oral, and Visual Communication: Communicating effectively, adapting to purpose, structure, audience, and medium.

STUDENT LEARNING OUTCOMES

1. 1. 1. Foundations of Human Communication
   2. Apply the techniques of communication competency in a variety of settings.
   3. Develop skills in selecting and using a variety of communication strategies and responses based on situational contexts, goals, and human needs.
   4. Integrate self-monitoring strategies to increase personal communication competence.
   5. Analyze the role of perception in communication and employ various perception checking methods to enhance competency.
   6. Recognize the power of verbal and nonverbal messages and adapt messages effectively.
   7. Evaluate listening habits and practice effective listening skills. Identify the dimensions of cultural diversity and their influence on communication.
   8. Examine the influence of using communication technologies on human interaction.  

1. 1. 1. Interpersonal Communication
   2. Identify, analyze, and apply effective interpersonal communication skills.
   3. Recognize personal conflict style and demonstrate effective conflict management.

1. 1. 1. Small Group Communication
   2. Engage in and evaluate the dynamics of small group communication.

1. 1. 1. Public Speaking
   2. Develop, research, organize, and deliver an effective, formal public speech.

Online Learning Readiness

Distance learning is a unique, non-traditional method of taking a class. Students who are most successful in distance learning courses have these qualities and abilities:

• Strong writing skills
• Strong reading skills
• Proficiency navigating and using interactive online platforms
• Ability to self-start and complete work by established deadlines
• Ability to manage time and multitask

Before proceeding in the course, please consider completing a learning styles and technical skills survey to make sure that this class will be a good match for you this semester:

• The technical skills survey is located at

http://dl.austincc.edu/students/TechCheck.php

• The learning styles survey is located at

http://dl.austincc.edu/students/SelfAssess.php

Communicating with Your Instructor

ACC Gmail should be the primary way to contact me this semester. If you haven’t yet activated your email account here’s the link to do so: https://www.austincc.edu/help/accmail/activation-and-login-assistance.

ACC requires that you send messages through your ACC Gmail address only. If your email message is sent to me between Monday-Thursday, you can expect a reply from me within 24 hours. Messages sent between Friday-Sunday will be returned the following Monday.

Not always is email the best or most efficient channel to use for communication. You are always welcome to drop-in during my scheduled Office Hours (noted above). I may also request to talk with you through Zoom, or at my Hays Campus office location (if convenient for you) rather than reply to an email, should I be able to help you more successfully in that manner.

• Please do not “message” me through Blackboard. I will not be using this application for correspondence.

Course Schedule Notes

When you registered for this course, please be advised that the following information was indicated in the ACC course schedule. While we are not using proctored exams, kindly make sure that you can fulfill the other requirements which are indicated before continuing in the class:

70386 - Course instruction is online. Tests may also be taken online. Some tests may require proctoring. Students can access online proctoring on their own computers. Online courses eliminate geography as a factor.  Access to the internet, webcam, microphone, Blackboard, Pearson Revel, and ACC Gmail are required.  MANDATORY online orientation on the course Blackboard page must be completed between August 21-27, 2023. Students MUST successfully complete ALL orientation assignments by Sunday, August 27 at 11:59 PM to become eligible to continue in the course. Participation in one, thirty (30) minute live virtual group discussion meeting, is also required. Students are expected to coordinate schedules with group members and select a mutually agreeable day and time to complete the assignment together, between September 25-October 4. Web-Based Platforms Used in the Course.

Online Platforms Used in This Course

Blackboard- Is ACC’s learning management system. You will be using this course Blackboard page to:

• Receive regular class announcements/updates as the semester progresses.
• Access your course textbook
• Access assignment descriptions
• Access class assignments that will be submitted as video recordings.
• Access study guides for Unit Exams
• Take scheduled Unit Exams
• Submit written assignments
• Track your course grade
• Evaluate the course

Flip- Is a simple, free, and accessible video discussion platform. You will be using Flip during the semester to:

• Make a self-introduction video recording as part of the required Course Orientation
• Complete video recorded class discussion forum assignments.
• Make a video recording to complete the Demonstration of Active Listening Skills Assignment
• Make a video recording to complete the Informative Speech Assignment

(You must use your ACC Gmail address to access course Flip materials)

Zoom- Is considered one of, if not the premier, virtual meeting platform. You will be using Zoom in this class to:

• Meet with me for Online Office Hours when desired
• Complete the Group Discussion Assignment

(Please only use your ACC Gmail address to access Zoom)

Please Make Sure That Now is the Right Time to be Taking This Short-Session Class

My hope is that every student who begins this class will finish it successfully. Regretfully though, each semester that I teach it, there are students who attempt it who shouldn’t have because they tried to “squeeze” it into an already busy schedule. Before you go any further, please heed my advice below.

This will feel like you are taking two classes, not one. We are accomplishing the same amount of reading, writing, test-taking, and assignment completion in our time together as would be done in a traditional 16-week semester class. Nothing is getting “left out” or “short-cuts” being made to adjust to the shorter semester length.

• If you are attempting this class amidst a busy work schedule, personal life, and/or already-full class load, you will likely struggle to be able to do your best work. Consider taking it during a semester when you have fewer classes and more free time, not now.

You will be moving twice as fast from start to finish. This means that you’ll have ½ the normal amount of time in a class to complete required reading, take quizzes and exams, and finish assignments. You are expected to begin reading and working on assignments when they “open” each week on Monday, and to continue doing so throughout the week. Students who take this class with the plan of “getting everything done over the weekend” seem to get overwhelmed, struggle, do less than their most capable work, and miss deadlines for assignments and chapter quizzes. When students fall behind, the hole that gets dug in their course grade average gets deep rather quickly.

• If you are attempting this class with the game plan of “I’ll get everything done over the weekends”, please consider taking it during a semester when you can also do course work throughout the week, not now.

Performance Expectations

To be successful in this class you are asked to follow four P’s: Plug-in, Plan, Prepare, and Perform.

Plug-In

Students who connect and stay connected to class are most successful.  Here are three habits to form to help ensure that you don’t fall behind and understand what is expected.

• Check your course Blackboard page and ACC Gmail every day. I will provide bi-weekly Blackboard Announcements with reminders/summaries of tasks for you along with their respective deadlines.  I will be sending email messages to you and members of your group during the semester. If I need to contact you about a course-related matter, I will do so through ACC Gmail. Please don’t miss receiving important information this semester.
• Do some course work for class, every day. If you treat this course as something that only happens once or twice a week in your schedule, you will not likely feel a sense of being connected with it. Over time, your motivation to complete tasks will start to decline, as will your scores on assignments. I see this pattern repeated time and time again, each semester that I teach the course. On the other hand, students who do a little something each day tend to stay motivated, have a feeling of connectedness, and perform at higher grade levels. If at all possible, please do a little course work each day.
• Check your syllabus ahead of emailing me with questions about course policies and procedures. The overwhelming majority of emails that I receive from students during a semester are questions that pertain to topics already addressed in this syllabus. Kindly check this syllabus for answers, always, ahead of sending me an email with a question about a course policy or procedure.

Plan

That you have total freedom and control over when you do coursework is the greatest benefit of online learning. But, if you don’t have the self-discipline to use that freedom wisely, it can also be the cause for falling behind and failing the course.  Here are three habits to form to help ensure you stay on top of deadlines.

• At the start of every week, review the Planned Weekly Schedule. Unless there is an unexpected event that creates the need to make adjustments, your semester is laid-out for you: week by week, unit by unit, and chapter by chapter in the Planned Weekly Schedule, located in the “Start Here” folder. In addition to a weekly review of the schedule, you are advised to add due dates and events into a calendar/planning app with appropriate pop-up reminders.
• Review the “placeholders” in Blackboard chapter folders. When you open a Chapter folder in Blackboard you will see “placeholders” that indicate where and when assignments and exams can be accessed. The placeholders disappear when the links to actual assignments become active. Please open every Blackboard Unit and chapter folder and take note where assignments and exams will be accessed.
• Be looking ahead. You are advised to know when major course assignments and Unit Exams are coming up, and to determine a schedule for completing them well in advance of deadlines. Major assignments will involve much more time to complete than the writing assignments and discussion forums. Please note that your Group Discussion Assignment involves planning a day/time with other class members for 30 minutes. You will be tasked early in the semester to begin working together to arrange a meeting date to complete this assignment.

Prepare

Before attempting to complete an assignment or take a Blackboard Unit Exam, take the time to make sure you will be completing the task correctly.

• Read course materials carefully. I provide very detailed, step-by-step directions, for completing every assignment that you will do. I provide detailed Study Guides that specify what will be assessed in Blackboard Unit Exams. Please spend the time that is needed to ensure that you fully understand what is involved before completing an assignment or taking an exam. Students who follow directions with precision do very well in this class. Students who “skim” through them do not.
• Email/Office Hours visit for questions about assignments and exams. Even with careful reading, you may have some questions about how to complete an assignment or exam. Please do not hesitate to ask for my help if that is the case. My preference is to assist you via a Zoom chat rather than attempt a lengthy email explanation. Nonetheless, please reach-out of you aren’t confident that you understand an assignment or a possible exam item. I will help you.
• Review grading rubrics before starting assignments. There will be a grading rubric attached to every assignment in your “My Grades” Blackboard tools menu. You must login to Blackboard using a laptop/desktop to access the rubrics. They are not visible if you use the “Blackboard app”. These rubrics detail the criteria that must be met to receive highest scores. Know the benchmarks for success ahead of completing course work.

Perform

Your grades in this class are a measure of how well you meet the established grading rubric criteria for each assignment. I want you to challenge yourself to do the best work possible.

• Begin work promptly. You are urged to start assignments as soon as they become available. Doing so will allow you time to make working drafts for writing assignments that can be fine-tuned for the final submission. Doing so gives you a chance to use ACC’s online academic tutoring (Brainfuse) for any help you might want with writing. Doing so will allow you time to practice the oral communication skills being graded in major assignments before making the video recordings. Doing so will also help reduce the stress that accompanies meeting a deadline.
• Target for completion well in advance of deadlines. If you set goals to finish assignments ahead of final deadlines, you will likely find that you will be more motivated to complete them. The extra cushion of time also provides chances to correct possible submission errors. For example, it is not uncommon to receive notification from a student of an incorrect file being accidentally uploaded for an assignment. If this happens ahead of a deadline, I can clear the submission and re-set Blackboard for another upload from the student. Receiving such notification after a deadline has passed does not enable this to happen.
• Critique your work against rubrics before submitting. As you are asked to use the rubrics to develop your work, please also form the habit of self-grading your work using the rubrics before you submit it. Here again is where ACC’s Brainfuse online tutoring can be a source of feedback to help ensure that you will be submitting proficient work.

Expectations Regarding Email Communication with Your Instructor

• All email correspondence must be done so through your ACC Gmail account
• I will NOT REPLY to messages sent via another email account
• And as noted previously, do not “message” me through Blackboard. I will not be using this application for correspondence.

When sending an email to me, please observe these guidelines:

1. Create a subject line with our course number and section and create title for the content of your forthcoming message. (e.g. SPCH 1311 (Section 054) Question About Unit 1 Blackboard Exam)
2. Begin the message with a proper salutation and some sort of greeting: (e.g. Dear Professor Wittrup, I hope this finds you doing well…)
3. Make a statement of purpose (e.g. I am writing to….) and then make a new paragraph before starting your message.
4. As you write your message please ensure that
   1. Words are spelled correctly
   2. “Text” language is not being used. (e.g., lower case “i”, “cu later”)
   3. Punctuation and grammar are precise.
   4. The tone of your message expresses friendliness and formality.
   5. Your meanings are expressed clearly and with adequate depth and support.
5. At the end of your message initiate a complimentary closing sentiment and signature (e.g. Thank you for taking a few minutes to answer my questions. Sincerely,  _________________)

I, in turn, pledge to respond to you in the same manner.

Expectations Regarding Posts on Class Discussion Forums

When you express opinions in our “What’s Your Take?” discussion forums, and respond to viewpoints made by classmates, the ACC College policy of Rights and Responsibilities needs to be carefully followed. We are all asked to, “enable a climate of mutual respect and civility while fostering the freedom to debate and discuss the merits of competing ideas.”

To facilitate such a climate, please take care to

• Avoid making broad generalizations about topics.
• Avoid labeling individuals or groups of people.
• Agree and disagree with others using “I” language, not “you” language
  • For example, you would say, “I disagree with the idea that facial expressions are universal”, rather than, “You’re wrong about facial expressions being universal”.

Your instructor reserves the right to remove any posts that are made which express hostility, aggression, or threat to another member in class. In accordance with the ACC policy on Student Conduct, your instructor can also initiate an Instructor Withdrawal for behavior that creates a hostile or uncomfortable learning environment for others.

Expectations Regarding Competence in Technology

Your ability to use the technology that is indicated to complete assignments is critical to success. As much as possible, I will provide you with written directions and video tutorials for using it. But I am not Technical Support. Should you experience problems with Blackboard or the applications we use on it, please contact ACC Blackboard Student Support:

• irt.austincc.edu/blackboard/studentsupport.php

Plan and prioritize your schedule so that if computer, internet, or Blackboard problems do occur, you will have time to get them resolved before the deadlines are upon you.

Unless ALL OF US are experiencing continual and significant upload and download issues on Blackboard, related to problems happening on ACC’s server, the following policy is in place with regards to assignment deadlines and technology-related issues:

You are given ample time to get the required work done in this class.  Be it known that such things as, “My computer won’t…”, “My internet went down…”, or “Blackboard wouldn’t let me….”, will not be acceptable reasons for not being able to complete or submit required coursework by a stated deadline. Please do not send me emails at 12:04 am after the passing of deadline, asking for additional time, a chance to submit something late, or to make-up a graded class requirement because of a problem related to technology that didn’t let you meet the deadline. Kindly remember: You had a full week to get it completed.

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.

Using the “Blackboard App”

While this app serves as convenient way from your phone to access folders and read materials that are published on our course Blackboard page:

·         Please do not use this application to access My Grades

• You cannot see the associated grading rubrics that are attached to assignments detailing the scores and feedback that you receive.

·         Please do not use this application to complete course work.

• Students have attempted to take Blackboard exams using this app and lost the connection to Blackboard because an incoming phone call was received. They were not again able to login to finish the exam
• Blackboard does not track “app” logins. You therefore have no way to document that you are accessing Blackboard if you needed to do so.  For example, I had a student tell me that they submitted an assignment on a specific day, which I did not receive. To verify the claim, I accessed a report of their Blackboard User Activity for the given day. The report indicated “No User Activity” because they had used the Blackboard app. Had the student not used the “app”, I would have had a detailed record and been able to see the assignment upload attempt.

Course Policy for the Blackboard App:

There are no make-up or late submission opportunities awarded for students who are using this application to complete course work, and who experience technical issues that lead to missing published deadlines for assignments and or/Blackboard Unit exams, and/or who are unable to document attempts at completing course work due to Blackboard logins with this application.

Attendance

Course-Specific Attendance Policy for This Section of SPCH 1311

While you are not attending this class physically, you are doing so virtually, and the expectations described below serve as the attendance policy for this section of SPCH 1311.

Your attendance in class will be determined by the degree to which:

• You successfully complete the required elements of the “Course Orientation” by the established deadline.
• You access the course Blackboard page on a regular basis.
• You reply in a timely manner to any communication sent by your instructor that asks for a response.
• You fully participate with the members of your group to complete any tasks that are assigned by your instructor over the semester to become acquainted and to prepare for the Group Discussion Assignment.
• You complete all assigned Revel Chapter Quizzes by their respective deadlines.
• You complete all Blackboard Unit Exams by their respective deadlines.
• You participate in every course discussion board forum (What’s Your Take?)
• You complete the “Demonstration of Active Listening Skills” assignment by the established deadline.
• You complete the Group Discussion Assignment with members of your group by the established deadline.
• You complete the Speech Topic Proposal Assignment by the stated deadline.
• You complete the Informative Speaking Assignment by the established deadline.

Any student who does not successfully complete the three required elements of the course orientation by the established deadline will be considered “not attending” and will be withdrawn from the course.

Students who develop a pattern of missing scheduled graded events, not accessing Blackboard regularly, and/or not responding to communication by your instructor in a timely manner, or who show evidence of not participating in assigned activities with group members to become acquainted and/or prepare for the group assignment, will be considered having, “excessive absences”, and will be notified with a written request to not do so again. If, after the written notification, the behavior pattern continues, your instructor will initiate a course “Withdrawal by Instructor”.

Delivering the Informative Speech

Delivering at least one public speech is a minimum requirement for completion of SPCH 1311 at ACC.  Occasionally a student will decide to not complete this assignment, take a percentage loss on his/her final grade average, and then rely on strong grades from other assignments and exams to hopefully earn a passing final grade.

• Please Carefully Note: Regardless of your mathematical course average in this class, you will not receive a passing final grade if you fail to deliver, video record, and submit the Informative Speech Assignment by the established final deadline.

Missed Oral Assignments

Each oral assignment will have an established final deadline that will be indicated in the written assignment description and published through Blackboard announcements, email correspondence, and a weekly planned class schedule. Unless amended in advance by your instructor, these deadlines are final.

• If you are unable to complete and submit the Listening Skills Assignment before the established deadline a score of zero (0) will be recorded for your grade. There are no exceptions to this policy for any reason.

• Any member of a group who is not virtually present and participating in the Zoom meeting video recording of the Group Discussion Assignment will receive a score of zero (0) for that assignment. There are no exceptions to this policy for any reason.
• If you are unable to video record and submit your Informative Speech by the established deadline a score of zero (0) will be recorded for your grade. There are no exceptions to this policy for any reason.

Informative Speech Written Work

The following items must be submitted in advance of the recording of your Informative Speech:

• Speech Topic Proposal
  • • • • • You will not be allowed to advance on the speaking assignment until you have submitted and received approval for your topic choice through the Informative Speech Topic Proposal assignment.
        • MLA Works Cited page
          • This needs to document that at least three (3) sources are referenced to develop the content of your speech.

Withdrawing from The Course

The final date to withdraw from this class for this sixteen-week fall semester session is Monday, October 9.

• Withdrawal by student: It is your responsibility to complete a withdrawal online before the October 9 deadline if you intend to withdraw from the class. Prior to withdrawing from class please notify your instructor of your intent through email communication. If your name appears on the final grade roster and you have not officially withdrawn from the course you will be issued a letter grade based upon your overall course performance. A grade of “W” (Withdraw) will not (and cannot with on-line grading) be retroactively initiated on the final grade roster.

• Withdrawal by instructor: As indicated above, your instructor reserves the right to withdraw you from this class if it is determined that you are not actively attending (see attendance policy) and/or missing assignments, engaging in academic dishonesty, creating a hostile or disruptive environment in the virtual classroom (see  “Expectations Regarding Posts on Class Forums), impeding with the ability for other students to do their best work on the group discussion assignment, or in his judgment, the instructor believes it unlikely that you will complete the course with a passing grade. Your instructor will notify you through email communication if he initiates this action.

Course Grades

Rubrics

For each assignment that you complete I use rubrics to grade them. The rubrics are built into Blackboard and will be attached with each assignment in “My Grades”.

Written feedback is built-in to each rubric, operationalizing the specific criteria that determine each possible score. When I have time available, I also try to add brief individual comments to help you better understand a score. I ask for your understanding, however, that I have many online learners this semester, all submitting assignments more or less at the same time. So, in some cases, the written feedback that you receive will be limited to the global statements that is built into the rubric.

Contacting Your Instructor About Questions You Have Regarding Course Grades

Should you wish to ask your instructor questions about a grade that you receive during the semester, this is the procedure that you are asked you to follow:

• First, carefully review the grading rubric that you will be provided and read the feedback that describes the basis for the given grade.
• Do your best to process the feedback and understand any other comments that might be given.
• After twenty-four (24) hours, but within one (1) week after receiving the grade, contact your instructor with your question.
  • You are encouraged to initially drop-in during scheduled Office Hours and chat with me, rather to send a lengthy email
  • If you do initially contact me through email, I will attempt to answer it with a reply, if it is something that I can do with clarity.
  • If I do not feel that I can address your question effectively through email I will request that we find a time to visit during Office Hours.

Please DO NOT:

• Contact me to talk about a grade without having first read and processed the feedback given on the grading rubric.
• Contact me to talk about a grade less than twenty-four (24) hours after receiving it, or if more than one week has passed since you received it.  I will not discuss grades after the one-week period has passed. Please do not ask for exceptions to this policy.

“Weighted Total” column on Blackboard.

Your grade average will be calculated as the “Weighted Total” column in Blackboard. As new grades are entered over the course of the semester your Weighted Total will always reflect what your current final grade average is in the course.

• Please do not refer to the “Total Points” column as “points” are not being used in your final grade average.

Here is the scale that will be used to convert your final Weighted Total course average score into the letter grade.

• A= 89.5-100% 
• B= 79.5-89.4% 
• C= 69.5-79.4% 
• D= 59.5- 69.4% 
• F= Below 59.5% 

Here again is a summary of the items that will make your final grade in class:

• Course Orientation Quiz (2%)
• Revel Chapter Quizzes (28%)
• Blackboard Unit Exam 1 (12%)
• Blackboard Unit Exam 2 (6%)
• Blackboard Unit Exam 3 (6%)
• What’s Your Take?- Discussion Forums (8%)

• Listening Skills Assessment- 10%
• Group Discussion Assignment -12%
• Informative Speech Assignment 14%

Extra Credit

Extra credit is not offered in this class. Please do not email me with a request for some sort of extra credit or accommodation to re-do work, make-up for a missed exam, or assignment, or to add points to the score on one completed. I do not award extra credit to a student unless I can do the same for every student in class. If an extra credit opportunity were to be given this semester, it would be something that all students would have a chance to complete if so desired.

Grades of “Incomplete”

ACC’s general policy states, “An instructor may award a grade of “I” (Incomplete) if a student was unable to complete all of the objectives for the passing grade in a course.  An incomplete grade cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester.”

Your instructor only gives this grade when a student, in good academic standing (having a “C” Weighted Total average or higher) has completed the majority of a class (75% or more), but experiences an incapacitating or life-changing event, leaving no way of completing the final elements of the course before it finishes. In most all cases the event occurs after the last day to withdraw from a class has passed.

Please read your student handbook carefully about the requirements for finishing classes when a grade of incomplete is given.