Faculty Syllabus

ENGL-1302 English Composition II

Michael Granger


Credit Spring 2026

Section(s)

ENGL-1302-184 (16604)
LEC TuTh 3:00pm - 4:20pm RRC RRC8 8212.00

ENGL-1302-213 (33982)
LEC TuTh 10:30am - 11:50am RRC RRC1 1219.00

Course Requirements

Required Materials

(a) This is a ZTC (Zero Textbook Course), meaning you do not need to buy any literature for the course. All readings or art we will discuss are in the public domain. I will print out the readings for you, but if you miss a class in which a reading is handed out, it is your responsibility to print out the reading and annotate it for the next class.

 

(b) 3-ring binder. This will hold all of our readings and in-class notes that will eventually help develop your essays. Keep this organized chronologically throughout the semester. You will need to find things in it later.

 

Here’s an article covering the research on why laptops are not great for in-class note-taking: 

https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html

 

(c) Access to internet, for both emails that I will occasionally send, recapping discussions or providing supplemental materials, and our class Blackboard—the latter will contain pdfs of all the readings, in-class handouts, copies of notes we produce as a class, and your grades. You must have your ACC email account set up. 

 

* All College email communications will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify students of any College-related emergencies using this account. Students should expect to receive email communication from their professor exclusively through this account. Likewise, students should use their ACCmail account when communicating with professors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php.

 

For emailing professors—this advice goes for whatever class you’re in—please note the following:

 

1. View an email to a professor as a professional interaction: address your professor by their title and name, sign off with your name, be clear and concise, check for grammar and spelling, and use an informative subject line clearly summarizing the purpose of the email.

 

2. Professors are mostly very busy, with multiple classes and work outside of simple classroom duties and grading. Do not:

* Ask questions for which you can easily find the answers (e.g., in the syllabus, by an internet search, etc.).

* Make demands. If you require something, phrase as a polite request. If something extenuating and serious arises, come discuss it in office hours or schedule a time to meet.

* Ask for extra credit.

* Ask for notes or hand-outs when you miss a class.

* Ask what your grade is: you should be able to ascertain this from Blackboard and the below breakdown of your final grade. 

* Explain an absence. Again, if it’s something serious that is impacting your ability to complete the course, come in and talk.

 

3. Allow time for a response. Consider 24 hours (after which a polite reminder may be warranted) and possibly more on the weekends.

 

4. Do not substitute emails for in-person conversations. From experience, we are able to get a lot more resolved (and more quickly) in office hours than via email. 

 

Breakdown of Final Grade 

While grades will be posted on our Blackboard, at all times, given the below grade calculator, you should be able to calculate or at least closely guesstimate your overall grade. If you ever want to discuss progress in class, see me in office hours. If you ever cannot make office hours, come talk to me about scheduling a meeting at another time I will be available at ACC-RR.

 

Your final grade will be calculated based on the following:

 

  1. Three Essays will be worth a total of 60% of your final grade.

(a) Essay #1 (2 pages). 15% — Central Idea

(b) Essay #2 (2 pages). 15% — Comparative

(c) Essay #3 (3-4 pages). 30% — Close-reading using secondary sources

 

* For the first two essays, we will write the first draft by-hand in class, spend another day workshopping and revising, and spend a last day polishing and typing up the paper in the computer lab. The first draft will be graded, but it is a tentative grade, meaning the revised paper’s grade will take precedent. For the workshop days, I will be available to answer questions and offer revision advice—use this time wisely. For the third essay, we will have one more workshop day, in which we will cover problems noted in previous drafts, analyze essays, and peer-review. I will give the most sustained notes on the first draft, and in the workshop day I will make note of any consistent problems found in all of our work. 

 

* There must be a consistent development between the first to the last draft: if the last draft is significantly different (i.e., a totally different topic, language, development, or tone) than what I’ve commented on before, this will occasion a separate and required in-person essay. 

 

* Because the class is designed as a writing workshop—it is created to force a recursive process of revision, rethinking, and writing while editing—if you miss the first-draft day, it is your responsibility to schedule another time in office hours; if you cannot make one of our office hours, you will need to do the first draft in the workshop class. If you miss the computer workshop day, you may be asked to complete the task in a testing center or office hours by-hand. Do everything you can to make these important class periods. 

 

* For the final drafts, printed drafts use the following format:

 

Name

ACC-RR | ENGL1302

Prof. Granger

Date (on which you are turning it in)

Title

 

      * Number and staple-together your pages. 

        • 12-pt. Times New Roman font.
        • 1-inch margins.
        • Double-space your entire paper and no unnecessary space between paragraphs.
        • Do not double space between sentences. 
        • You may print on both sides of the paper.
        • Include a Works Cited page.

 

* Unless granted necessary accommodations by ACC, any phone or electronic device used 

within the essay writing series will result in a 0 grade for that essay. This includes, in the 

computer drafting process, outside materials or technical help, which includes AI. I am interested in your thought and editing process, not just the final result. 

 

* When you hand in your final draft, please staple prior drafts and any notes to the back.

 

2. 5 Short Critical Responses. 15% (i.e., each are 3% of your final grade) These are 1-page in-class analyses of material we discuss in class. These will act as low-stake writings that practice incorporating evidence and sources and building arguments, leading up unto your essays. These will be unannounced and spread across the semester and will utilize the class discussions immediately preceding them. 

 

3. Reading Annotations. 10% The only homework you will have for this class is reading and annotating that reading. This can mean underlining, highlighting, and writing notes or questions in the margins of the texts we are reading. In the old days, this was called marginalia. 

 

Note: this does not mean just highlighting or underlining sections of text. This can mean highlighting a section where you’re confused and asking a question in the margins; noting a connection to another text we’ve read—write this out in the margin; and writing a few sentences in the margins as you react to the reading when you find something thematically similar to the concepts of landscape, nature, or world. Circle a word that seems significant—be it for exemplifying the theme or betraying its purpose—and write a note in the margin. I need to see that you are engaging with the text throughout its course. This will also require at least one question that you have of the work—you can write this at the very end of the piece. I will read and grade these in-class while you are performing the daily quizzes and incorporate them into class discussion. Put your name on the top of every reading.

 

4. Reading Quizzes. 10% These will be short, relatively easy—if you read the text—questions about details from the reading. The questions will be followed by open-ended questions allowing you to reflect upon the reading, connect it to your life, and demonstrate that you did the reading. Because all students take the same quiz in class, it is not fair to create make-up quizzes. There will be one or two instances of an extra credit assignment throughout the semester. If you miss any classes, be sure to take this advantage, but it will not make up for any sustained absence.

 

5. Participation will account for 5% of your grade. Show up to class (on-time), participate in note taking and class discussion, and attend any conferences with the instructor. Classroom discussion and group work are designed to instruct you toward the upcoming essays. Come prepared to discuss and question the texts. Simply sitting in class, doing nothing, and not attempting office hours will get you a 0.

 

    • Signing up for the class, means that you know, disregarding unforeseen emergencies, you will be able to make every class period for the entire class period for the entire semester. You are expected to be at every class. If you do miss class for whatever reason, it is your own responsibility to get the missed information we covered in class from your classmates and Blackboard. We will hold meetings if a student misses more than four (4) class periods. I reserve the right to remove a student from the class for (a) excessive unexcused absences (more than four becomes a problem) and/or (b) not completing a substantial amount of the above requirements. If something comes up, let me know; if you’re not turning in things regularly, I can’t make comments on the progress of your papers. 

 

    • Unless you have established a necessary accommodation with ACC, no cell phones are allowed in the classroom at any time. Any cellphone out in class decreases your participation grade to 0. If you are presenting to the class or talking to me at office hours, I believe you would not prefer me to be on my phone, rather than paying attention to you and your hard work; I except the same from you. Repeated offenses will occasion a discussion of you being dropped from the course. If for a particular class, essay workshops excluded, there’s some unforeseen, predicted emergency, or life-changing event about to happen, talk to me first about having a phone on emergency ready. 

Grading

 

A: 90-100% 

B: 80-89.99% 

C: 70-79.99% 

D: 60-69.99% 

F: <59.99% (no exceptions)

 

 

Missed Essays & Late Work

As noted before, we are conducting this course as a critical writing workshop. Missing notable dates (e.g., first draft composition and final draft hand-in) require a verifiable justification, as this creates a significant amount of extra work on my part: scheduling for a proctored writing process outside of class. No matter what, I need the reading annotations when class starts. To sum it up: missing classes and late work creates a lot more work for both you and me. 

 

RUBRIC FOR CLASS ESSAYS……………………………………….

The rubric used in the department’s holistic grading session for ENGL 1302 Departmental Exams, which we will follow (roughly) in our three (3) class essays, will assess the following:

Assessment Areas

Content

Organization 

Grammar/Mechanics

Insightful/original

 

Thorough understanding of literary elements

 

Adequate evidence and support (detail)

 

Proper documentation 

 

 

Thesis

 

Logically presented introduction, body and conclusion

 

Paragraph organization, unity and cohesion

Spelling

 

Punctuation

 

Agreement

 

Fragments, run-ons, and splices

 

Pronoun use

 

Word choice

 

Sentence pattern variety

 

 

Content

 

4/Superior 

  • Shows originality, insightfulness, and sophistication of thought.
  • Demonstrates thorough mastery and understanding of literary elements.
  • Presents ample and thoughtful evidence. Supporting details are relevant, purposeful, and logically connected to the main ideas
  • Sources are credible, quoted or paraphrased appropriately, and cited accurately using in-text citations and Works Cited page, which is virtually error-free. 

3/Good

  • Presents some new thought and/or insight on the subject.
  • Demonstrates clear understanding of literary elements.
  • Presents evidence for most points. Most supporting details are relevant, purposeful, and logically connected to the main ideas. 
  • Sources are credible, quoted or paraphrased appropriately, and cited using in-text citations and Works Cited page; minor errors in citation style or incorporation of quotations occur. 

2/Acceptable

  • May have some original insight, but generally falls back on standard development of ideas.
  • Shows comprehension of literary elements, but may make weak inferences and show weak insight.
  • Presents some evidence for most points. Supporting details are present, but may be marginally relevant or sparse. 
  • Sources relate to the topic, but may lack rigor. In-text citations and Works Cited page are both present; some errors in citation style or incorporation of quotations may occur. 

1/Poor

  • Lacks original insight.
  • Shows poor grasp of literary elements.
  • Poor or absent supporting evidence and details.
  • Sources are inappropriate and/or citations and citation style are poor or absent. 

 

Organization

 

4/Superior 

  • Well-defined thesis, strong topic sentences, and smooth transitions. Develops logically from a thesis statement.
  • Clearly defined introduction, body, and conclusion. Engages the reader through logical development of points; focus is clear and well represented throughout the paper.
  • Demonstrates excellence and sophistication in paragraphing. 

3/Good

  • Well-defined thesis. Develops logically from a thesis statement.
  • Shows beginning, middle, and end. Clear and logical argument with little irrelevant material. Development and flow of the paper may be interrupted at times and/or focus is hazy at times.
  • Demonstrates proper paragraphing. May have a minor lapse in paragraph organization, detail, unity, or cohesion.

2/Acceptable

  • Contains a thesis, but it may be unclear or inadequately developed. May have some difficulty supporting or developing the thesis.
  • Contains a basic sense of beginning, middle, and end. Argument is generally logical but has some instances of irrelevant material and/or some logical lapses. 
  • Some weak topic and transition sentences. Some paragraphs are not well-developed, coherent or unified.

1/Poor

  • Poorly-defined thesis.
  • Illogical, unorganized, and undeveloped argument.
  • Weak or absent topic and transition sentences. Paragraphs are not well-developed, coherent or unified.

 

Grammar/Mechanics

 

4/Superior 

  • Spelling is virtually free of error.
  • Correct and sophisticated use of punctuation, including commas, end-punctuation, semi-colons, colons, dashes, apostrophes, and quotation marks.
  • Subject-verb agreement is virtually error free.
  • All sentences are complete; the paper lacks fragments, run-ons, and splices.
  • Pronoun use and agreement are virtually error free.
  • Word choice is sophisticated and appropriate; language is inventive and engaging.
  • Sentence patterns are sophisticated and varied—neither choppy nor long-winded; sentence patterns reflect appropriate stylistic choices. 

 

3/Good

  • Proper spelling is generally attained; some difficult words may be misspelled.
  • No major errors in punctuation; some minor errors may be present.
  • May contain a minor or rare lapse in subject-verb agreement (i.e. collective nouns).
  • May contain a minor lapse in correct sentence structure (i.e. use of “however” in place of a conjunction).
  • May contain a minor lapse in pronoun use and/or agreement.
  • Word choice is generally at the college-level, appropriate, and varied.
  • Contains varied sentence patterns.

 

2/Acceptable

  • Spelling is competent, but several spelling errors may be present.
  • Use of punctuation is adequate to communicate, but may contain several mistakes or some major errors. 
  • Subjects and verbs generally agree, but may contain several agreement errors. 
  • Sentences are generally complete, but may contain fragments, run-ons, or comma splices. Some consistent sentence construction errors may be present.
  • Pronoun use and agreement are generally accurate, but may contain several errors.
  • Word choice is appropriate to communicate, but may lack maturity and variety.
  • Repetitive use of a few sentence patterns.

 

1/Poor

  • Pervasive spelling errors may occur.
  • Major punctuation errors may be evident and consistent and/or impede the clarity of the sentence. 
  • Subject-verb agreement errors may be common or impede the clarity of the sentences.
  • Repeated use of fragments, run-ons, or comma splices. 
  • Pronoun errors may be common or impede the clarity of the sentences.
  • Word choice is inadequate and unclear. Words may be out of context or misused
  • Monotonous use of sentence patterns.

 

Use of Artificial Intelligence

DEFINITION

We can think about two types of AI:

* Instructive AI (Grammarly, Packback, etc.), which can help check existing writing.

* Generative AI (ChatGPT, Gemini, etc.), which can generate writing and images 

from scratch.

RATIONALE

* CLS expects students to put their own effort into each step of the writing process, including generating ideas, drafting, and revising. Even when AI is allowed, it should not substitute for a student's critical thinking. Instructors may check for individual effort and originality in various ways, including in-class writing, conferences, and peer review.

* CLS requires that all final assignments reflect a student's unique ideas stated in their original words and sentences. Any ideas or phrasing that are not directly from a student must be properly attributed to their sources. Even when AI is allowed, it should not be used to generate content that will be graded as if it were a student's own.

* CLS requires that any use of Generative or Instructional AI, even as part of prewriting, must be documented.

 

FOR THIS CLASS

Because we are operating this class as a critical writing workshop, with primarily in-class writing, there are few to no chances to use generative AI within the course. This technology is excellent for helping with growing extant research (e.g., a biologist already trained in the field using the tech to find needed protein strains, or a journalist combing through millions of social media posts for key words), however it directly impedes fundamental learning and composition, thwarting synthesizing ideas, finding words, organizing thought, and generally doing the work of composing original thought.

 

Any generative AI found within any finished work within this course will result in a 0, basically a grade deserved for plagiarism. I’d rather see an imperfect argument about how cats weird you out and are thirsty for blood, than an AI generated boilerplate argument about cats compiled from millions of cat studies, social media posts, and random internet pages. I really prefer not to read twenty of the same generic-sounding essays with the same language (the “moreover”s, “an excellent example”s) and paragraph structure. I want to get to know how you think and communicate your thoughts. This is what makes people interesting and worth knowing. If I ask you a question, I don’t really want an answer that is dependent on some tech billionaire’s hardware and capital funding. That company can die, along with your answer. Writing is about self-expression, of course, but also building community: communicating but also getting to know other points-of-view, grappling with difficult ideas that affect our lives, and advocating for your unique point-of-view.

 

Withdrawal Policy

It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decides to withdraw from the class. The instructor does, however, reserve the right to drop a student should he or she feel it is necessary. If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date. The student is also strongly encouraged to retain their copy of the withdrawal form for their records. State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities. With certain exceptions, all course withdrawals automatically count toward this limit. Details regarding this policy can be found in the ACC college catalog.

 

Last to withdraw with a “W”: April 27

 

Awarding of INCOMPLETE as a Final Grade

ACC policy is that incomplete (I) grades are rarely given and must involve a verifiable case of emergency after the last day to withdraw. All work to complete the course must be completed before the end of the following semester for the granting of an appropriate grade. Failure to complete the work will result in a failing grade for the course.

 

Scholastic Dishonesty

Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to: (a) cheating on an exam or quiz, (b) plagiarizing, and (c) unauthorized collaboration with another in preparing outside work. 

 

Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as, but not limited to, tests and quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework. 

 

Proven instances of plagiarism will result in a ‘0’ for whatever assignment the charge applies to. Students must prove, with reference to their own work and the texts, otherwise. Repeated instances of plagiarism will incur an F in the class. Do not copy information or criticism of the literature from online for your essays. Focus on how we treat the literature in class and in any supplementary readings. The essay prompts will reflect issues we bring up in class. There will be systemic checks of students’ work for plagiarism. It is better to ask questions and get help with a problem than to get a 0.

 

A detailed breakdown of ACC’s policy is here: http://www.austincc.edu/academic-integrity-and-disciplinary-process

Readings

Calendar (The Calendar may be subject to minor changes as the semester progresses depending on class needs.)

 

       CENTRAL THEME

 

T 1.20 Introduction & Syllabus

 

Th 1.22 Ernest Hemingway, Hills like White Elephants

 

T 1.27   Kafka (Wyllie translation), Metamorphosis 

 

Th 1.29 Kafka, Metamorphosis 

 

       CHARACTER

 

T 2.03  Herman Melville, Bartleby

 

Th 2.05 Herman Melville, Bartleby

 

T 2.10 Herman Melville, Bartleby

 

Th 2.12 Essay #1: In-class First Draft

 

T 2.17 Essay #1: Writing Workshop

 

Th 2.19 Essay #1: Computer Workshop

 

T 2.24 Review of Essay#1

 

        SETTING

       

Th 2.26 Crane, The Open Boat

 

T 3.03 Mansfield, Bliss

 

        CONFLICT

 

Th 3.05 Hawthorne, Young Goodman Brown

 

T 3.10 Hawthorne, Young Goodman Brown

 

       TONE & POV

 

Th 3.12 De Bois, A Comet

 

+ No classes on T 3.17 & Th 3.19: Spring Break

 

T 3.24 Gilman, Yellow Wallpaper

 

Th 3.26 Mena, Education of Popo

 

T 3.31 Swift, Modest Proposal

 

Th 4.02 Essay #2: In-Class First Draft

 

T 4.07 Essay#2: Writing Workshop

 

Th 4.09 Essay #2: Computer Workshop

 

       LANGUAGE

 

T 4.14 Analogy Workshop

 

Th 4.16 Poe, Fall of the House of Usher

 

T 4.21 Poe, Fall of the House of Usher

 

       REVIEW

 

Th 4.23 Coleridge, Rhyme of the Ancient Mariner

 

T 4.28 Coleridge, Rhyme of the Ancient Mariner

 

Th 4.30 Essay #3: In-Class First Draft

 

T 5.05 Essay #3: Writing Workshop

 

Th 5.07 Essay #3: Writing Workshop

 

T 5.12 Essay #3: Computer Workshop

 

Th 5.14 Essay #3: Computer Workshop

Course Subjects

Course Description & Rationale 

ENGLISH 1302 is a continuation of English 1301 with intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. The course will emphasize effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions.

Prerequisites: Enrollment in ENGL 1302 requires credit for ENGL 1301, or its equivalent, with at least a grade of C.  Professor will verify.

 

Instructional Methodology

This class will operate as a writing workshop: your time in class prior to writing any essay will be spent close-reading, collecting evidence, fielding and developing research questions, and beginning to develop structured arguments on our collection of stories. 

 

  • Most writing will be done in class by hand, notwithstanding the time in the computer lab drafting the final versions of your essays. Hand-writing will focus our attention on the act of communication: how do we analyze, synthesize, imagine, persuade, argue, convey, and reflect. Grammar and mechanics, as well as seamlessly incorporating evidence (i.e., paraphrasing and quotations)—these are not archaic rules meant to bring rigidity and stress to the act of composing, but tools to prevent miscommunication and misunderstanding and tools to relate to the hard work of those that came before us and that influence they way we see the world. Fluently knowing how to build sentences and paragraphs helps in the building and relating of ideas: writing is its own means of thinking about the world in a sustained and critical manner. The means are different than the results.

 

  • The upside to this pedagogical method is that you will have little to no work outside of class besides reading and annotating the assigned texts and media. However, this means that if you miss any class, it is your responsibility to gather notes from classmates or attend office hours (if you miss a discussion class) and schedule times to draft or revise essays (if you miss a composition class): no essay will be written outside of the classroom, and in-class time will be spent planning, creating, editing, and revising our writing. 

 

We will focus our readings, analysis, and discussions around the concepts Landscape, Nature, and World to give a coherent theme to our work and enable you to make connections between the different short stories. This will expose us to multiple genres of “nature” writing: romantic poetry, gothic horror, modernist realism, surrealism, afro-futurism, and satire.

 

  • When studying fiction, we will learn the use of analyzing literary devices—theme and motif, characterization, setting, plot, point of view, tone, and language use—and note how this understanding of communication can be applied outside the walls of literary fiction.

 

  • For whatever we are discussing throughout the semester, we will differentiate and study the surface (i.e., what is included in a work—its parts and machinery), the underbelly (i.e., what is not explicitly said but conveyed by the work—its central ideas or arguments), and the outside (i.e., how the work is informed by or relates to its context—the culture and history within which it is created). 

 

Addendum:

 * In everything that we do in this course, we are analyzing the internal logic of each text and how it relates to its documented historical and cultural context. There is no advocacy of any contemporary political ideology. We are looking at what these writers are building, the tools they are using, and the environment in which they write—much like a mechanic interrogates and rebuilds cars.

 

* Some of the texts, as does most literature written by professional creative writers engaging creatively and philosophically with their world and imagined worlds, engage sometimes with uncomfortable or challenging themes and/or language. These texts were chosen because they are landmarks of their genre, influencing landmark creative thought to come, and they specifically exemplify the learning objectives of the course, that is the technical tools used to compose literary writing, critically talk about it, and apply these skills in your life.  

 

Course Rationale 

Composition II deepens the work of Composition I to promote critical thinking, reading, and writing in

the service of clear and effective communication in academic and other public writing contexts.

Students will continue to develop their voice as they analyze texts, which may be literary or drawn from

other fields, conduct independent research, and engage in collaborative learning. All of these skills are

applicable to future collegiate study, professional work, and civic life.

Student Learning Outcomes/Learning Objectives

Course Learning Outcomes 

Upon completion of English 1302, students will be able to:

    • Analyze and interpret a variety of texts through literary, critical, and/or contextual approaches.
    • Write objectively, concisely, and analytically in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
    • Demonstrate knowledge of individual and collaborative research processes.
    • Develop ideas and synthesize primary and secondary sources within focused academic arguments, including two or more research-based essays.
    • Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
    • Apply the conventions of style manual appropriate to the English discipline (MLA).

 

Program Student Learning Outcomes

The following outcomes are developed in all English Composition students:

* expanded critical reading ability;

* strengthened written communication skills, characterized by

* ability to write to the specifications of an assignment;

* ability to develop a thesis, locate and select credible sources applicable to the thesis, and 

write an essay of the specified length that responds to the thesis;

* ability to use standard American English writing conventions (grammar, spelling, usage, 

punctuation, and formatting) and the ability to communicate to readers with clarity and 

fluency.

* improved critical thinking, characterized by

* examination of multiple components of a larger issue,

* synthesis and evaluation of multiple perspectives,

* consideration of moral/ethical questions.

 

General Education Learning Outcomes

Upon completion of the general education component of an associate’s degree, students will demonstrate competence in:

* Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and 

synthesis of information

* Communication Skills (COM) - effective development, interpretation and expression of idea 

through written, oral and visual communication

* Teamwork (TW) - ability to consider different points of view and to work effectively with others to 

support a shared purpose or goal

* Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the 

ability to engage effectively in regional, national, and global communities

* Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical 

decision-making

Office Hours

T Th 1:45 PM - 2:45 PM RRC

NOTE Note: I'm providing additional office hours per week. The following sections have different office hours and locations. 1302-184: TTh 1:45-2:45 PM | ACC-RR-8323.09 1302-213: TTh 12:00-1:00PM | ACC-RR-1205

Office Hours

T Th 1:45 PM - 2:45 PM RRC

NOTE Note: I'm providing additional office hours per week. The following sections have different office hours and locations. 1302-184: TTh 1:45-2:45 PM | ACC-RR-8323.09 1302-213: TTh 12:00-1:00PM | ACC-RR-1205

Published: 01/18/2026 21:49:55