Course SyllabusCourse SyllabusBlended Learning -ENGLISH 394 (BUSINESS WRITING) – Fall 2014 SYLLABUSBL01: TH 8:00-9:15 TWS 0234 and Asychronous TBABLO2 TH 9:30-10:45 PLS 1164 AND Asynchronous TBA BLO3 TH-11:00-12:15 PLS1164 AND Asynchronous TBAELMS Classroom and Google Docs engl394@gmail.comInstructor: Dr. Clare ParsonsEmail: cparsons@umd.edu (alternate: profparsons@yahoo.com)Office Address and Phone:  Tawes Hall (TWS) 1224.301-405-3850 ext.5-3850 (Please note, however, that this not an efficient way to contact me)Professor Office Hours: Online Tuesday 9-12 AM  I'll be available during this time for questions and conversation.  Please contact me first via Twitter. If you have a brief yet important question or concern please use twitter. My handle for this class is @ENGL394blendedFor longer discussions or communications we can arrange to meet in person or talk VIA SKYPE  OR Google HANGOUTS-Whatever is easier for you.  Pre-requisite: English 101 or equivalent and a minimum of 60 credits.   Course OverviewWelcome to the blended version of ENGL394, Business Writing. The course listing in Testudo states that this is class that merges both online and traditional learning.  In fact, this particular class is a work-in-progress where I am attempting to “gamify” the more traditional blended course. For those of you who aren’t familiar with the term, gamification is a process whereby a designer tries to apply the aspects of video gaming that make game playing an education in itself. I am not trying to make this

course into a video game (I certainly don’t have the money or abilities to do that). My goal is only to apply principles that will make your experience more rewarding.Since flexibility is crucial in both gaming and teaching, I will be designing and building this course throughout the semester, so I will be very grateful for input on what is working for you.  The course will have both a collaborative online component that will prepare you each week for more traditional academic assignments in business writing. For example, during the week, you will have online videos, discussions, and activities to perform with your group  (more about them coming up). Most of this work will be completed and posted on CANVAS. I will specify deadlines and other requirements for online team work in the syllabus, although changes may be made if circumstances warrant. On Thursdays, we will meet to practice our skills face-to-face. I may lecture briefly, but the main aim will be complete in-class exercises and discussions where I can give immediate feedback.  All course materials and resources are available on ELMS.Each week you will complete a number of tasks and assignments to familiarize you with many different documents and rhetorical strategies. However, since business needs are constantly changing, you will need to be an adaptable writer and a critical reader of all kinds of documents. Ideally, by the end of this course, you will approach each writing task as an exercise in information design and presentation.Learning ObjectivesThe Fundamental Studies Professional Writing requirement strengthens writing skills and prepares students for the range of writing expected of them after graduation. Upon successful completion of this course, you will be able to:• Understand the nature of each business document as the

product of a creative, multi-stage rhetorical strategy (as opposed to a formulaic template) to inform and persuade your reader.

• Construct texts and arguments appropriate to your intended audience while accommodating the needs of secondary readers.

• Design an original and individualized architecture of information that will effectively lead your audience through the

argument you are making• Plan, draft, revise, and edit both individual and team

deliverables.• Demonstrate competence in Standard Written English, including

grammar, sentence and paragraph structure, coherence, and textual or visual design

• Understand the ethics of copyright, authorship, and ownership of information in a digital world

• Conduct effective research of real-world information that effectively supports all claims and concepts and counter-arguments related to the project  

• Practice critical thinking skills to choose and leverage information relevant to your argument

• Function effectively as a valued collaborator in a team writing or presentation project.

 As you can see, this class is about skills that are becoming more and more crucial in the workplace. Please let me know if you have any questions or concerns about the goals listed above Required Materials1) Access to Canvas2) Access to technology and devices that enable effective electronic collaboration with your peers. In the modules and elsewhere I will suggest a number of digital tools that will enable you to express your ideas in a variety of ways (For example, Twitter) 3) Preferably use of WORD in either Mac or PC version Optional Textbook:Most resources will be available free or for low cost through links I will post on ELMS.  Often you will have a choice as to which ones you prefer and find more relevant to your projects and concerns. You are also encouraged to find your own resources and share them with the class.However, if you’d prefer a more traditional type of textbook to refer to for grammar and document construction questions, I highly recommend the following. Alred, Gerald J. The Business Writers Handbook.  10th ed. Boston: Bedford/St. Martins, 2009.  

The publisher updates this book almost annually. However, I see no reason why you can’t purchase a used version in an earlier edition. Each addition tries to catch up with the ongoing technology development race, but most of the information it presents include very basic business writing document samples and advice.  Group Work and Course StructureTo achieve intensive student interaction, you will work with a group of 4-5 students both online and during class periods. Groups will be formed during the first week of the semester and together you will create a scenario that includes a business and product of your choosing, based on common interests.  This is not a real business, but the simulated storyline will help you solve a number of writing and rhetorical problems that you will certainly encounter in the real world. A NOTE ON NAVIGATION: MANY COURSES USE THE ASSIGNMENT’S PAGE TO TRACK ASSIGNMENTS AND OTHER DELIVERABLES. HOWEVER, TO FIGURE OUT WHAT IS ASSIGNED FOR A PARTICULAR WEEK, YOU CAN CHECK 3 SOURCES: 1) THE SYLLABUS, 2) THE CLASS CALENDAR (SIGN UP FOR ALERTS IF YOU CAN) AND, PERHAPS MOST IMPORTANTLY THE 3) MODULE PAGE. EVERYTHING THAT IS DUE OR NEEDS TO BE READ WILL BE PLACED OR MENTIONED THERE Module “Challenge” Assignments (25 points): Most group AND individual graded assignments will be related to projects or issues that would be significant in a similar existing company.  All group assignments for a particular module will be labeled "Challenge XXXXX." Every group will have its own workspace in Google docs (engl394@gmail.com). You may complete all group work virtually, if you desire, but I would like to see the bulk of it worked on Tuesdays, during the general class time. When you have a finished product, please leave the work history in in Google docs (where I can supervise the level of engagement that each party put into it) and then upload a copy to me in ELMS. Often you will also need to copy it over to the peer review discussion section to a peer review discussion for

that module.  There is also a group PowerPoint presentation assigned for the last day of class. The topic will be based on the group scenario you invented on the first day. If you wonder whether an assignment is group or individual check the name convention of the assignment (group =challenge) and the number of points (25)Graded Reflections Assignments (Team) (20 points each): These are brief group Reflections on your individual and team expectations and progress in the course. I do not expect them to be long. I suggest that each member sum up his or her responses to the prompts. Then the team can add an introduction and conclusion summing up the consensus of the team.The Module Peer Review Discussion Board (always 10 points): As a follow up to the posting of group deliverables, I will ask everyone to respond with descriptive feedback (individually) highlighting the best document posted by one of the class groups and justifying your choice. Doing well on this small assignment is not difficult: I want to see you create a strong yet brief argument (200-300 words) about the merits of the best group Challenge and the ways that the strategies they used can be adapted to other documents and situations. “This one is great”-is not really sufficient. For each peer review I would like to see claims, supporting evidence (quotes or other) and supporting analysis. The goals for each peer review are to reward strong team writing AND to make you proficient in giving thorough and collegial feedback. This is a crucial skill in the workplace.To check whether this assignment is group or individual, look for the word “peer” and the number of points (10)Individual Assignments: These are documents assigned to be written ALONE. They are intended to gauge your ability to reproduce skills learned in the group challenges to work you write on your own. In short, these are the most traditional kinds of assignments. Please upload all to ELMS. This is a confidential exchange between student and teacher so you have no need to fear that the abilities of your team mates may have a negative influence on your grade. These are easy to be recognize by the number of points

(at least 100) and the fact that you will have already practiced the document with the group and in class “Real World” Assignments: Certain assignments not based on group work include the module peer review, the Topic Memo, and the Real World Proposal. The latter two are part of a final, capstone project where you will be asked to write a detailed proposal directed at an organization where you have standing and experience. This course requirement will provide you with the opportunity to apply principles you have learned in simulation-based group work to real-world problems. Simply stated, the aim of these assignments is to move you from action in a simulated world towards an application in the world you live in now. We will discuss possible topics and strategies at great length throughout the semester.  Partnering for the Proposal: If you choose to do so, pending my approval, you may work with another student on this final project. The required length will be the same, but I will require regular progress report emails to ensure that the project is advancing and that both parties are contributing equally to the finished proposal. Warning: This is NOT an easier option. Do so only if you are both equally interested and motivated. Students with DisabilitiesThe University of Maryland is committed to providing appropriate accommodations for students with disabilities. Students with a documented disability should inform the instructors within the add/drop period if academic accommodations are needed. To obtain an Accommodation Letter prepared by Disability Support Service (DSS), a division of the University Counseling Center, please call 301.314.7682, e-mail dissup@umd.edu, or visit the Shoemaker Building for more information. A word of encouragement: Blended Learning is an ideal strategy for including students with disabilities or language-level differences. I look forward to seeing participation from everyone.  

GradesYou may not "recycle" papers written for other courses. To pass the course you must turn in all graded assignments. Please proofread your work carefully and use spellchecks whenever possible: I will deduct up to 10% of the final assignment grade for papers that contain too many grammar or mechanics errors. I will not copyedit your work. Please don’t ask me to look over a draft and to suggest ways to make it an A. However, I am more than open to constructive questions about strategy that can be applied to your writing in the future. These kinds of inquiries generally include a question and a sample of the work you are puzzled by. Students who receive a “C” or below will have the opportunity to rewrite their work to raise their assessment by one letter grade (to a “B”---80-89 points), if substantive changes are made according to my recommendations. You will have one week to hand in the revision. I will reread the second version, assign a new grade and then average the two numbers to grant a final grade for the assignment. For example, if you receive a “75” on the first version of you assignment, I may assign an 89 to the revision.  I will enter the average of these two grades (an 82) into my Gradebook.  I must be notified in advance about a possible late assignment. Decisions about whether to accept will be made on a case-by-case basis. I require written documentation of all medical treatments, court dates, and funerals.  The grade for assignments submitted late, without prior notification, will be deducted 1 letter grade per day. No assignment will be accepted after 4 days.One more caveat: in the waning days of class I generally do not welcome challenges to the grades. Ask your questions during the semester. By the end of the semester, all “back” peer reviews and other exercises must be submitted so I can spend my limited time with proposal grading. Grading StandardsPlease do not ask me to predict a grade or to change one unless you note an error I have made with the grading. Four broad evaluative criteria determine the grade students receive on their papers:

1.Purpose and Audience—the degree to which the writer conveys the paper’s purpose; the degree to which the writer uses appropriate tone, style, and content for a clearly intended audience. 2.Content—the use of effective evidence to support the main points of the paper.1. Format—the overall structure of the paper, including the

appropriate format for the specific assignment.4.Mechanics/Readability—skills such as style, mechanics, sentence and paragraph coherence; the degree of ease with which the reader can understand the document. Please note that I do feel that grammar is important. Errors are distracting and they reduce your credibility as a professional. However, this is not a grammar course.  If you have special difficulties with grammar and mechanics I highly recommend vetting your work at the Writing Center. This may require a little advanced planning, but I think you will find it worthwhile. Graded Document Assignments--750 pointsI will be handing out detailed assignment sheets describing the expectations and suggested procedures for each assignment.  Please submit all files to the ELMS Speedgrader function labelled: LAST NAME—ASSIGNMENT NAME___SECTION. I will not accept emailed or paper assignments. I will specify further details about formatting and fonts before each assignment is due.I reserve the right not to accept late assignments or to lower the final grade at my discretion.Your grade is based on a total of 1,000 points as follows:Press Release—a 1-2 page announcement of the launch of your company   (100 points)Cover Letter and Resume— You will apply for a position advertised by another group’s “company” (100 points)Hiring Memo- A 3-5 page memorandum analyzing the applications submitted for the opening your company has advertised. You will make a recommendation to hire one of the candidates.  (100 points)

Topic Memo- A 3-5 page proposal of your final “Proposal Report.” (100 points)Proposal Report- A 15-page proposal presenting a solution or enhancement relevant to a real-world organization you are familiar with.  (250 points)Group PowerPoint Slide Presentation: Topic may “pitch” a new product or service, solicit investors or capital, or educate users or employees. The assignment also requires a 1-page audience handout plus a 3-page individual Project Evaluation. (100 points)  In group projects I reserve the right to assign a lower individual grade to students to do not participate fully in team assignments. If necessary, I will ask for confidential peer reviews from each group member rating student engagement.  However, I DO NOT WANT TO HAVE TO DO THIS. Please let me know if your group is experiencing any difficulties in collaborating effectively Graded Reflections Assignments –This are TEAM assignments  (20 points each for 60 points):1) Establishing Expectations (due Week 1):Examine the syllabus and online materials for the course and consider the information you received at our first class meeting or through conversation with friends. Pay close attention to policies, procedures, assignments, and expectations for the course.Take an inventory of the writing experiences, the strengths, and the weaknesses of each group member. Then consider how your common needs and expectations can be met by teamwork and peer review? What mechanisms and “rules” can you can you create to make sure that each member understands the material, contributes his or her best, and makes significant progress throughout the semester.Write one or two single-spaced page(s) explaining your findings. Be specific and elaborate on your reasons for these beliefs.  Address the following topics:• Briefly summarize the inventory you have taken of members’

strengths and weaknesses.

• How might some parts of your experience (in school, at work, or related to hobbies and volunteer work) help or hinder the progress of individual members and the team as a whole? Explain.  

• How will you leverage the team workspaces and other tools in order to create the highest quality writing possible?  And how will you create an environment and team culture that promotes as much learning as possible?

 2) Mid-Term Self-AssessmentTake stock of how the group, collectively and individually, is doing in the course so far. What writing skills or have you acquired so far and what do you need to work on more? What strategies work or aren’t working? To begin, take an inventory of the writing you have done in the assignments and elsewhere. Reflect on what you’re learning about the writing process and the similarities and differences between writing as a team and writing on your own. Provide details and descriptions in this brief, 1-page reflective essay. 3) Revisiting your expectationsThink about the various documents, tasks, and assignments you have completed in the course.  Then review the learning outcomes on the syllabus.  Taking your earlier Reflections Essays into account, describe your progress in writing clear, concise documents for a business audience.  Were your earlier predictions and assessments accurate?  What writing strategies do you feel you have mastered and which are a work-in-progress?  In a one-page essay, describe 3 or 4 of the skills that you feel will be most transferable to your professional life. Compare and contrast how the group and individual assignments have improved your writing (or not)   Online Participation  There are 10 online modules where you will be expected to log in and participate with your groups and also individually. Tasks will vary: readings, videos, discussions, and collaborative or

individual exercises will dominate. Although the asynchronous format makes it possible to make your own schedule, please expect to devote at least the equivalent of one class meeting in time spent online.There will be two types of assessments for the online work in this class. Group participation in “Challenge” exercises in each module will be worth up to 25 points each for a total of 250 points. Engagement and effort are the qualities most important for attaining the maximum number of points. There will be no right or wrong answers in the discussions and exercises in the online shell. Instead, you will be asked to spend the equivalent of one class period in reading and participating in the discussions or exercises.A breakdown of possible points earned:25 points-the group has completed the task with creativity and enthusiasm. The deliverable is a substantive response to the challenge and presenting it contributes to the understanding of the entire class, even other sections. Postings are all interesting, grammatical, and grounded in strong evidence. 15-points-the group has completed all work assigned. The deliverable does what it needs to do but is relatively brief and lacking in detail.10 points-the group has completed some, but not all of the weekly requirements for online participation. The deliverable is late and betrays signs of insufficient collaboration0-points-the group has not entered the online class space and has not contributed any work or postings for that week Module Peer Reviews  (10 modules x 10 points possible -100 points)Here is a breakdown of the possible points earned:10 points- The “vote” is a persuasive argument for the merits of the team assignment chosen. Specific examples are cited and analyzed perceptively. The chosen team and the class as a whole

can learn from your observations. The tone is constructive and collegial.I see no reason why you should not get full credit for this peer review. As long as you read closely and support your claims in a professional manner, you will be fine. 5 points-The vote is persuasive but could use a bit more justification and/or detail. The merits of the chosen assignment are named but there is little support for the observations.  The class may agree or disagree with your assessment, but members will not learn as much as they could if more detail were given.5 points-The observations made are accurate but the tone lacks the constructive and/or collegial elements that would be essential in any modern workplace.  The writing is abrupt or dismissive. The negative approach to the posting would likely alienate its intended audience0 points-the posting was unduly late or non-existent.Participation in face-to-face class sessionsAttendance and engagement in class discussion: 40 pointsParticipation is calculated based on your attendance of the course (unexcused absences will have a negative effect on this grade). Other factors include the degree to which you participate in class and group discussions, as well as the effort you take in completing un-graded in-class exercises.Throughout the semester, I hope to add more materials to deepen your understanding of the assignments and to help your team become more confident and independent. If I succeed in this aim, then we will more effectively be able to “flip” the class so that our Thursday meetings are more like workshops than lectures. The absence of appropriate professional behavior will result in a decline in this part of your grade. If your graded material falls between grades, your degree of professionalism in class may determine the final outcome.Attendance and Lateness To succeed in this course, regular attendance is required. Online

participation must be completed by the module deadline. Classroom discussions and in-class work account for a significant part of your grade, and class participation, once missed, cannot be restored. Below are the policies on unexcused and excused absences, as well as tardiness. Please note that missing more than two weeks’ worth of class for any reason may result in a zero for the participation/professionalism portion of your grade and may jeopardize your overall course grade. If you are absent, it is your responsibility to find out what you’ve missed. Missing more than two weeks of class will make catching up difficult, if not impossible.You are always responsible for whatever material was covered in class. If a major scheduled grading event (assignment due, in-class workshop/peer review, presentation) is scheduled for that class period, you are responsible for furnishing a university-sanctioned excuse. Without this explanation, you will forfeit any points that would have been earned for this assignment. 

Excused Absences. The University excuses absences for your own illness or the illness of an immediate family member, for your participation in university activities at the request of University authorities, for religious observance, and for compelling circumstance beyond your control. Documentation is required for all excused absences. If you have an anticipated excused absence, you must let me know in writing by the end of the schedule adjustment period or at least two weeks in advanceAbsence for one class due to your own illness: The university requires that you provide me a self-signed note attesting to the date of your illness, with an acknowledgment that the information provided is true. Providing false information to University officials is prohibited and may result in disciplinary action. The Health Center has an online form  (http://www.health.umd.edu/sites/default/files/Class%20Excuse110.pdf).Absence from more than one class because of the same illness: You must provide written documentation of the illness from the

health care provider who made the diagnosis. No diagnostic information shall be given. The provider must verify dates of treatment and indicate the time frame during which you were unable to meet academic responsibilities.Absence due to religious observance will not be penalized, however, it is the student’s responsibility to notify the instructors within the first three weeks of class regarding any religious observance absence(s) for the entire semester. The calendar of  sanctioned religious holidays can be found at: http://faculty.umd.edu/teach/attend_student.html#religiousTardiness. In the professional world tardiness is not tolerated. However, this campus is large, and another instructor may keep you late. So if you do arrive late on occasion, do not disrupt class, and let me know by the end of the schedule adjustment period if you anticipate ongoing conflicts. Remember that it is your responsibility to catch up on your own time, not the class’s.Emergency protocolIn the case that the university is closed for an extended period, we will conduct all classroom work online through ELMS. Electronic Devices in ClassPlease set all phones to vibrate. Please do not openly text in front of me. I find this practice rude. Please bring your laptop if you can. They can be invaluable for in-class work. HOWEVER, laptops are permitted on a provisional basis if used for note-taking and in-class activities. I reserve the right to request shut down of any device used for activities  (Facebook, non-class-related web-surfing, email) that distract me or your fellow students. Realize that surfing during a meeting may, at the very least, have a negative impact on your future career. Kick the habit now. Incomplete PolicyIncomplete grades are given only by contract and only to students who have regularly attended and participated in the course and completed all work of the course except for the last assignment(s).  To grant an incomplete we must create an official

Incomplete Contract to the PWP office.  This document will specify the work that remains to be done and the deadline by which it must be submitted. That deadline may be no later than the end of the following semester. The contract will also include the grade that will be given if the contract is broken. If the contract is not completed, you will be given a grade of “F.” Incomplete grades given without a  contract on record will be automatically changed to “F” by the PWP office.EvaluationsPWP uses its own evaluation that will be distributed during the last two weeks of the semester. I also strong encourage you to fill out the university-wide online evaluations provided by CourseEvalUM. Your feedback is confidential and important to the improvement of teaching and learning at the University as well as to the tenure and promotion process.  CourseEvalUM will be open for you to complete your evaluations for fall semester courses between Tuesday, December 1 and Sunday, December 13.  Please go directly to the website (www.courseevalum.umd.edu) to complete your evaluations starting December 1.  By completing all of your evaluations each semester, you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations.Academic IntegrityAcademic honesty is not just a principle on campus; in the “real world, “ using someone else’s words or ideas can constitute copyright infringement, which is a serious crime. You must always submit work that represents your own original ideas. Since you are learning to gather and choose information, you will be encouraged to use outside sources in class, or in your writing. However, you must cite all relevant sources in all written and oral communications. Your readers or listeners should also be aware of the extent to which you are using outside information.Using ideas or language without verifiable references constitutes plagiarism. The student-administered Honor Code and Honor Pledge prohibit students from cheating on exams, plagiarizing papers, submitting the same paper for credit in two courses without authorization, buying papers, submitting fraudulent documents and forging signatures. On every paper or other

assignment not specifically exempted by me, students must write the following pledge:I pledge on my honor that I have not given or received any unauthorized assistance on this examination (or assignment).

Full legal name: XXXXXXXXXXXXX (although this isn’t a traditional signature, I will consider the typed name a legally-binding promise)

I will give automatic zeros to all work that is plagiarized. Allegations of academic dishonesty will be reported directly to the Student Honor Council:  http://www.shc.umd.eduFurther information about university policies on plagiarism may be found at the following URL:http://www.inform.umd.edu/ugradcat/registration/integrity.htmlCopyright notice: Class lectures and other materials are copyrighted and may not be reproduced for anything other than personal, educational use without express written permission from me. Schedule:Very much liable to change!!

Week

Day Date Location Topic Due

Week 1

Thursday September 3

Classroom Class Introduction

Week 2

September 4th-September 9th

Online Collaboration:Challenge:  Forming a cohesive team, making decisions, creating a consensus on group product

2 Thursday September 10th

Classroom

 Audience/ Reader Benefits/ Writing Mission

Present product in class/ Make

Statements sure team assignment is posted in the peer review discussionDue—Establishing Expectations Reflections Homework (Group)

Week 3

September 11th to 16th

Online Audience/Reader BenefitsChallenge: Evaluating the needs of different audiences. Creating documents to fulfill those needs .

Post group work by Wed. 9/16

3 Thursday September 17th

Classroom Press Releases Brief “focus group” of mission statements. Discussion of press release audiences

Week 4

September 18th –September 23rd

Online Press Release Module Create a document or multimedia presentation to compare and contrast 3 possible audiences for

Post by Thursday Class (this is the case for every group Challenge)

the press release4 Thursday September

24thClassroom Topic

Selection/Library searches

Deliverables TBA

Week 5

September 25th-September 30th

Online Cover Letters and Resumes moduleChallenge: Assess the conventions of application writing/  understanding the nature of argument

 Press Releases Due10/1

5 Thursday October 1 Classroom

 Cover Letters and Resumes

Week 6

October 2nd-October 7th

Online Memos and short correspondence  moduleChallenge: Merging argument with information

6 Thursday October 8th

Classroom

Memos and Short Correspondence

Week 7

October 9th-October 15th

Office Conferences DueOctober 16th

Cover Letters and Resumes-Midterm self assessment (Group)

7 Thursday October 14th

Office Conferences

Wee October Online Proposal

k 8 16th-October 21

Planning : Challenge evaluating projects

8 Thursday October 22 Classroom

Proposal Planning

Week 9

October 23rd to October 28th

Topic Memo module: Finalizing document plan

9 Thursday October 29 Topic memoWeek 10

October 30th-November 4

Online Summary module  Challenge:Synthesizing information.

 October 31st Hiring Memo Due

10 Thursday November 5

Classroom

Summaries Executive Summaries, summarizing sources and materials

11 November 6th-November 11th

Online Persuasion in a business context module: Motivational strategies, getting to yes

November 14th Topic Memo Due

11 Thursday November 12th

Classroom

Persuasion in a business context: Purpose of Project Section

Week 12

November 13th-November 18

Online Breaking down information into categories

12 Thursday November 19

Classroom

Presenting Data and Complex

Information : Discussion of Findings section

Week 13

November 20th-28th

THANKSGIVING BREAK

Online Possible Conferences on Tuesdsay?

13 Thursday December 3rd

Office Conferences

Week 14

December 4th-December 10

Online Visual Design module

Week 15

Thursday December 11th

Classroom

PresentationsLast Day of Class

December 13th Proposal Due

December 14th

Online submission

Last Reflections Assignment due