Kathy Pounders

KATHLEEN.POUNDERS@UCDENVER.EDU Office: Plaza 102B Office Hours: Wednesday by appointment

Course Welcome Welcome to your first semester at the University of Colorado Denver, and an especially warm welcome to our course, Gender Communication. What will we study? Men don't understand women. Women don't understand men. In reality, we are two different cultures. Considering the misunderstandings that sometimes occur between men and women, and the axiom that "communication is controlled by the receiver of information;" this course "Gender Communication" is designed to provide a forum for each of us to gain information about the research and perspectives of the different was women and men communicate. Our goal is not only to try to make sense of these perspectives, but to understand where those perspectives intersect and how they are shaped by communication. I have been an instructor in the Communication Department since 1995. I have 25 years business experience as a corporate trainer dealing with many of the issues we will be discussing here. My undergraduate fields were Speech Communication (emphasis on Organizational Communication) and Psychology (emphasis on Psychology of Learning). My Master's Degree is in Communication (emphasis on Interpersonal Communication), and I have course work towards a PhD in Human Communication (emphasis on Communication Education). I have taught online courses for 6 years, and am certified in online pedagogy and design. I am the Department Online Pedagogy Coordinator. I have received excellent reviews of online course facilitation from prior students, and I sincerely hope you will have the same positive experience. I'm very excited to share this course information with you, and I'm looking forward to getting to know you better through the discussions and assignments.

FYS Welcome I also want to welcome you to the First Year Seminar Program. This program is designed to assist you to successfully make the transition from high school to college. In addition to the academic course content on Gender Communication, we will also be covering some basic academic "survival skills." As this is a Hybrid Online course, the academic content will be delivered online, but you will have 8 campus meetings throughout the semester (refer to the Weekly Schedule). You will be participating in campus workshops sponsored by Student Affairs in order to become aware of the services available to you on campus. Research shows that college students that meet face to face with their Academic Advisor and their Instructors each semester report more satisfaction with the college experience, and receive better grades. Therefore, as part of this class you will be required to meet with your Academic Advisor, and you will schedule an in person meeting with me. I want to help guide you and act as a mentor as you negotiate your first semester in college. Always feel free to contact me anytime you have questions about the course, or about your college life in general. Early Alert: COMM 1111 H02 participates in the Early Alert program designed to identify undergraduate students in the 5th - 6th week who need assistance based on their academic performance, class participation, and/or class behavior. I will identify and notify students about their alert status, and alerted students will be contacted by their college advisor via e-mail to initiate the review process. It is important to respond quickly when contacted by your advisor about any faculty generated alert.

Contacting Kathy My email address is kathleen.pounders@ucdenver.edu

As this is a Hybrid Online course, your primary way of contacting me is through email. I will check my e-mail several times everyday, but I don't guarantee what time of day I will be checking it. This means I will return your e-mail message sometime within 24 hours of receiving it. I will be out of town a few weekends this semester, but I will give you advance notice if I will be unable to access e-mail during these times.

You need to use your UCD e-mail address (we are all required to do this). Please sign your e-mail with your full name. The fastest way for you to send me an e-mail is to use the e-mail function within our course (found at the top of the screen). Just click on the Email button at the top of the screen, highlight my name, click "add" and type your e-mail. If you use our course email function to send me an email, our course name and number will automatically be identified on the email. If you don't use our course email function, then I won't know which course you are in. Therefore, please use our course name and section as the subject/title of the e-mail. I am teaching 5 UCD courses this semester (4 of them online), so I won't automatically know which course you are in ( to which you are referring) just by looking at your name.

Virtual Office Hours Many times when you ask a question in class, that question applies to other students as well. Think of a time in the classroom and a student asked a question that you also wanted to ask but just hadn't done so yet. This exchange benefits the entire class. Under Course Home (found on the menu to the left) there is a section titled Virtual Office Hours This is where you can submit course questions. (This also prevents me from having to answer the same question several times via individual e-mail). Unless your question is entirely personal to your own individual situation, please submit your questions in the Virtual Office Hours. I will check that section every weekday, and at least once on the weekend and post my answers to your questions. Everyone should periodically check the "Virtual Office Hours" to view the dialogue.

Course Description/Objectives

University of Colorado Denver Communication Department (Campus Location--Plaza 102) Communication Department Home Fall Semester 2011 COMM 1111 HO2 FYS: Gender Communication Course Prerequisites: none General Course Description: This course examines historical and current research in the field of communication and gender. While theory based, emphasis will be placed on application of principles through various exercises and case studies allowing the student to formulate and test new interaction behaviors based on gender communication awareness.

This course is designed to increase awareness of gender communication patterns and behaviors. You will analyze and relate these patterns and behaviors to personal, professional, and academic outcomes. I hope to engage you in discussion of these patterns and behaviors and to create an open atmosphere that will encourage you to share your own examples of how gender communication theories impact our lives and relationships. The assignments in this course are all geared toward helping you achieve the learning objectives for this course. Remember that as this is a First Year Seminar Course, we have two

sets of outcomes: Academic Content (Gender Communication) and Academic Student Skills. Academic Content Learning Objectives: At the end of the semester, the average student in this course should be able to demonstrate critical thinking to:

outline the basic communication model, explaining the complexities of communication

recognize and critically analyze the biological, psychological, and cultural influences on Gender Communication

list the movements in America that contributed to the Rhetorical Shaping of Gender and critically analyze their impact

recognize and define gender Communication theoretical terminology

apply theoretical concepts of Gender Communication to her/his own life in order to make more informed and more effective future communication decisions in his/her personal, professional, and academic life

discuss and critically evaluate topics from the readings

write Journals, Reflection Papers, and a Critical Analysis Paper that are well organized, use proper English, demonstrate critical analysis on the subject, and defend a position on the topic

Academic Student Skills Learning Objectives: At the end of the semester, the average student in this course should be able to:

develop an awareness and utilization of campus resources, including the library, learning resource center, writing center, career center, advising office(s), etc.

improve student skills, including note-taking, test taking, study skills, time management, career counseling, academic ethics, student conduct, and academic advising

gain self-confidence for a successful first year in college

Textbook

Gendered Lives: Communication, Gender, and Culture, 9th edition by Julia Wood ISBN: 9780495794165 Make sure you have the 9th edition--there were significant changes from prior additions.

Communication as a Field

One of the aspects of this course that I love is that every semester several students become fascinated enough with Communication as a field that they decide to major or minor in Communication. Communication is a very highly marketable degree. All of the current business literature shows that the business world is seeking Communication graduates. Please feel free to talk with me about career possibilities afforded a Communication graduate. I have a poster in my office covered with career possibilities for the Communication graduate. Whether you are interested in majoring or minoring in Communication, the chances are high that you will decide to take another Communication course. I encourage you to visit the Communication Department's Home Page to see all that the Communication Department can offer you.

Portfolio: Some of you may have the opportunity to take the Department's Capstone Course before you complete a degree. In the Capstone Course you will be asked to put together a communication portfolio--a compilation of the major projects completed in your communication courses. Major projects are things such as literature reviews, position papers, communication journals, major speeches, etc. The possibility that you may one day take our Capstone Course means that you should keep the major projects completed in your communication courses. Even if you have no intention of taking the Capstone Course, a communication portfolio is a valuable asset to have once you graduate and begin looking for a career. (The Journal and Reflection Papers you will write in this course come under the heading of "Communication Journal").

Course Policies and Procedures

Participation: Even in the classroom this is a discussion-oriented course, so your participation in the Threaded Discussions will be key to understanding and applying the concepts covered (as well as to your final grade). Your participation in the Threaded Discussions constitute attendance in the course. You are taking a communication course. It is essential to communicate to evidence learning of concepts. This means regular participation throughout the week. If that is not possible for you, you might reconsider this course at this time. A student taking this class on campus would be spending 2 1/2 hours in the classroom in addition to the outside hours necessary to read the text and to complete assignments. That means an average student in this course would spend about 5 hours per week for each course. Plan to spend approximately that amount of time reading the lecture and participating in the discussions (which constitute your classroom). The biggest danger for online students is to wait until the last minute to log in and try to complete the participation, readings, and assignments for the week. The best way to succeed in any online course is to stay on top of the course load, and don't fall behind. Students who do fall behind may find it difficult to catch up. The best approach is to schedule your time throughout the week and keep up with the work.

Our course weeks start at 12:01AM on Monday and end at midnight on Sunday evening. Assignments (including participation in the threaded discussions) are due by midnight (Mountain Standard Time) on Sunday of the week they are assigned. Late papers are penalized by 25% off the top of the grade for 1-4 days past the due date, and 50% for 5-7 days past the due date. After 7 days, late papers are not accepted--plan you time wisely. Assignments are not accepted via e-mail. Assignments must be submitted via the drop-box system within this course. Quizzes and Threaded Discussions are locked at midnight on Sunday of the week they are assigned, so they are never accepted late. I can't emphasize enough the need for time-management within this course. Tip: If you encounter problems submitting a paper, you must contact the Help Desk immediately (CU Online Help Desk 303-315-3700 or e-mail them at helpdesk@cuonline.edu The CU Online Help Desk is available 7AM - 7PM Mon-Fri. They also have a toll free 24/7 number (1-877-823-3644). ECollege Help Desk is 720-920-6682) The ECollege Help Desk is available 24 hours a day, 7

days a week . Do not wait one or two days and then tell me you had trouble submitting your paper--this is not an acceptable excuse. Do not wait until 11:55 to submit a paper and then find out you have some technical problem (or that the clock on your computer is different than the clock in the course)--give yourself time to adjust.

Tip: If you encounter problems submitting a paper, you must contact the Help Desk immediately (CU Online Help Desk 303315-3700 or toll free 1-877-823-3644 or e-mail them at conlinehelp@ucdenver.edu ). The CU Online Help Desk is available 7AM - 7PM Mon-Fri. (ECollege Help Desk is 1-877-740-2214) The ECollege Help Desk is available 24 hours a day, 7 days a week . Do not wait one or two days and then tell me you had trouble submitting your paper--this is not an acceptable excuse. Do not wait until 11:55 to submit a paper and then find out you have some technical problem (or that the clock on your computer is different than the clock in the course)--give yourself time to adjust.

CLAS Incomplete Policy: The faculty in the College of Liberal Arts and Sciences passed effective as of January 1, 2009 a CU Uniform Grading Policy relating to the awarding of Incomplete grades. No longer will the IW or IF be used. This CLAS policy is consistent with the UC Denver campus policy. Incomplete grades are not granted for low academic performance. To be eligible for an Incomplete grade, students must:

1. successfully complete a minimum of 75% of the course 2. have special circumstances beyond their control that preclude them from

attending class and completing graded assignments 1. verification of special circumstances is required

3. make arrangements to complete the missing assignments with the original Instructor

Completion of a CLAS Course Completion Agreement is strongly suggested. The CLAS Course Completion Agreement is available from the CLAS Advising Office, NC 2024. Incompletes cannot be awarded that stipulate:

1. a student may repeat the entire course 2. repeat or replace existing grades 3. allow the student an indeterminate period of time to complete the course 4. allow the student to repeat the course with a different Instructor

If the student does not complete the work for the course within 12 months, the grade reverts to an F.

CLAS Academic Dates & Deadlines: Students are responsible for keeping track of all academic frop/add dates and deadlines. Please refer to the fall Academic Calendar (listed under "Course Home" on the menu to the left).

Academic Honesty: Plagiarism and cheating will not be tolerated and will lead to failure on that assignment/exam, possible failure in the class, and possible dismissal from the University. Plagiarism is the use of another's words or ideas without crediting that person. You are responsible for being attentive to or observant of campus policies about academic honesty as stated in the University's Student Conduct Code

Special Accomodations Disability Accommodations:

The faculty at the University of Colorado system has both a legal and moral obligation to provide reasonable accommodations to students with disabilities. To be eligible for accommodations, students must be registered with the UCD Office of Disability Resources and Services (DRS), located in the North Classroom 2514, Phone: 303 556-3450 TTY/TDD number 303 556-4766. The DRS staff has experience to assist faculty in determining reasonable accommodations and to coordinate these accommodations. If a student is given accommodations, they must be followed. If a student chooses not to accept the accommodations set forth by the DRS they must complete all assignments and do all course work in the same manner as all other students. No exceptions or alternate forms of evaluation can be used except those mandated by the DRS. Faculty cannot arbitrarily decide to give a student extra time, extra assistance or other forms of aid unless it is formally mandated by the DRS. If you need such accommodations, it is imperative that you contact the DRS by the end of the 2nd week of the semester.

Religious Holiday Accommodations: Faculty in the University of Colorado Denver system have both a legal and moral obligation to provide reasonable accommodations to students who must be absent from classes because of religious holidays. Faculty are expected to develop course-consistent accomodations for students who miss class or graded assignments in order to observe religious holidays. Faculty are encouraged to (1) avoid examinations during major religious holidays and (2) ask students to privately identify all course conflicts at the beginning of the semester. Notice needs to be given by the end of the second week of the semester.

Speaking Language Language that demeans or slurs any racial, cultural, religious, gender, or age group in any way will not be tolerated. Communication Department Mission Statement: “The mission of the Department of Communication is threefold. First, the Department aims to create a learning environment in which students develop the skills, knowledge, and abilities necessary to use communication to create a more civil and humane world. Second, the Department strives to create scholarship of the highest intellectual merit and to contribute scholarly and creative works that further the study, teaching, and practice of communication. Third, the Department aspires to provide excellent service to our college, university, profession, and community

Threaded Discussions You are expected to regularly participate in the threaded discussions. The threaded discussions take the place of in-class discussions. The threaded discussions account for your attendance in our virtual classroom, just as your physical presence on campus accounts for your attendance in an on-campus class. There are 12 scheduled graded discussions (the Introductions in Week One are not graded). You may participate in all twelve, but you are required to participate in at least 10 of the discussions. There are no scheduled discussions on Quiz weeks. The Discussion will give you a chance to critically analyze and offer your opinions on topics derived from the readings.

You can earn up to 15 points for participation in ten of the discussions (this means the total discussion points for the semester is 150 points). Most students find the discussions so interesting they participate in all 12 of them, but at least you have some leeway. If you participate in all 12 discussions, the grades for the 11th and 12th discussion will be used to replace any earlier/lower discussion grades.

Remember to be polite and civilized in your postings. You might want to remind yourself of some online discussion rules on the netiquette web site. Please be sure to use a unique Subject line. If more than one student uses the same subject line it is very hard when I am in the grading screen for the discussions. So please be sure to look at the Subject Lines already chosen and make yours unique.

The following rubric explains how the points for participation in the threaded discussion will be given. I will only provide feedback on your discussion grades for the first graded discussion (Week Two)--after that you must check the rubric yourself, and provide specific examples as to how your discussion participation earned a higher grade.

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Minimal 0 - 9 Points

Does not post thoughtful initial comments that week

Does not respond to participant's initial comments, or responds to participant's comments in ways that:

o Do not advance the online discussion in a focused way

o Do not reflect the participant's thoughts in a specific way

Posts mainly on Sunday

Does not refer to text or lecture

Does not use "spell check"

Competent 10 - 12 Points

Posts at least 1 initial comment that week

Responds to at least 1 participant's initial posting that week in ways that:

o Partially advance the online discussion in a focused way

o Partially reflect the participant's thoughts in a specific way

Posts toward the end of the week

Refers to text or lecture in some way

Does not use a unique Subject Line

Sometimes uses "spell check"

Above Average 13 - 15 Points

Posts at least 1 thoughtful, discussion-provoking initial comment that week

Responds to at least 2 fellow student's initial postings in ways that

o advance the discussion in a focused way o reflects the participant's thoughts in a specific way

Provides thoughtful reflective specific references to lecture or text

Posts early enough in the week that others have time to respond

Always uses "spell check"

Extra Credit 2 Points

In addition to all of the criteria in the "Above Average" category; provides additional web-sites to enhance the discussion and take it to a new level (remember that we need to be able to just click on the website to open it in order to receive credit for the website). Do not duplicate references. For example--the first person to use a particular Wikipedia website is the person that receives credit for that reference. All others who refer to the Wikipedia article will not receive credit for the referral.

In order for the website to count we need to be able to just click on it to open it (it will turn blue when correctly added). To add a website in this manner, click on the icon of the earth with a link of chain underneath it (located on the menu bar above the post text box). Then follow the directions given.

Tip: Reading the chapter and lecture at the beginning of the week generates thought starters for the discussions.

Tip: Saying things like "yea, I agree" or "great post" are minimal responses and do not constitute advancing the discussion in a focused or specific way.

Tip: An initial post is the student's initial response to the discussion question(s) I have posed that week. Answering another participant's reply to your own posting does not constitute "responding to a participant's initial posting."

Notice that postings made mainly on Sunday receive a lower grade, as fellow students don't have much time to respond. Postings made mostly on Sunday generally don't move the discussion along. Plan on logging into the discussion thread at least once earlier in the week. Don't forget that the discussion thread is locked at midnight on Sunday of each week.

IMPORTANT: The discussions are geared to begin at 12:01AM on Monday of the corresponding week and end at midnight on Sunday evening of that week. Please do not enter the discussions before or after that time frame. Do not post in the discussions early, do not post in the discussions after they have ended. It is too confusing to have more than one discussion running at the same time.

Journals You will write 4 Journal papers. In three of the Journal papers you will record and critically analyze aspects of gender communication as it applies in your life. In one of the Journal Papers you will identify your goals and concerns about attending college. These are personal reflection Journals on the subjects discussed in text, lecture, and threaded discussion. Students routinely report that these Journals were their favorite college papers. These are directed Journals. I will ask specific questions/areas for you to write about in your Journal. They are not meant to be free-form journals. The key to receiving a good grade on these papers is to use specific examples, and to bold the related words from text or lecture. The specific requirements for each Journal Paper can be found under the corresponding Week on the Course Home. Refer to the Weekly Schedule (also on the Course Home) for the due dates.

These are personal papers, and will only be read by me. The Journal Papers need to be word documents, double-spaced, size 12 font, and they need to be deposited in the corresponding drop-box for that assignment by midnight (Mountain Standard Time) on Sunday of the corresponding week. Late papers

are not accepted. (Look at the tip below on submission of papers. It is your responsibility to ensure that your paper was submitted properly). Papers are not accepted via e-mail. I usually grade and return the papers within a two week period after the due date.

All papers must be saved as a word document. I cannot open wps, odt, zip files, etc. If in doubt, an rtf (Rich Text Format) is a universal way to save a file and is compatible with most systems. If I cannot open your paper, I cannot grade it; therefore, your paper will receive a zero.

Grading Rubric for Journal Papers:

Excellent 36-40 points

Follows all formatting requirements (bolding, spacing, sections, etc.)

Meets or exceeds page requirements

Does not contain spelling or grammar errors

Completely answers what is asked for that paper's content

Utilizes analytical, critical thinking to make conclusions

Provides specific examples to back up statements

Above Average 32-35 points

Missing some of the above elements

Average 28-31

Missing several of above elements

Does not completely answer what is asked for that paper's content

Below Average 24-27 points

Missing quite a few of the above elements

Mostly misses what is asked for that paper's content

Failing 0-23 points

Misses completely what is asked for that paper's content

Only completes 1/2 of the assignment

Does not submit paper correctly

To submit a paper to the Dropbox:

1. Click the Dropbox tab in the course toolbar. 2. Click the corresponding week and number of the Reaction Paper.

3. In the Comments field (optional) write any brief comments you'd like to share about the experience of writing the paper.

4. Click the button that says Add Attachments. 5. Follow the steps listed to complete attaching your created Word

document. 6. I will post an announcement when all of the papers are graded.

Once your paper is graded, go to the Gradebook and click on the grade to see your grade and my comments.

Tip: The requirements for the reaction papers are available for view right now, so you might look ahead to see what the papers will entail.

Tip: I do not want general definitional/historical set-up of the communication concepts in these papers. You and I both know the definition of the requested communication concepts. You should just get right to the specific analysis and examples of how these concepts have or do relate to your specific life.

Tip: After you submit your paper to the dropbox, check to see that the icon of a

paper appears next to "attachments" If the icon is not there--your paper was not submitted correctly and you need to do it again. It is your responsibility to make sure the icon is there.

Tip: When you receive your graded paper back, click on your grade in the Gradebook to see my feedback. In order to see all of my comments, click on the plus (+) sign next to "comments" to read all of the feedback on your paper.

Tip: Be a specific as you can in giving examples to back up your statements in order to receive the best grade for your paper.

Reflection Papers You will write a one page Reflection Paper on all three of the Student Workshops that you will be attending. You will write a one page (minimum) Reflection Paper on one of the two Student Engagement Activities that you will be attending. In the first paragraph describe the content of the workshop/activity. In the rest of the paper analyze what you learned and how you will use the information provided. Be specific and give specific examples as to how you will integrate what you learned. Refer to the Weekly Schedule (on the Course Home) for the due dates. These papers are to be submitted to the dropbox. Please read all of the instructions and tips as to how to submit papers (found under "Journals" on the Syllabus).

Critical Analysis Paper In this paper you will be asked to critically analyze one of the discussion topics from your point of view. How do you see this topic? How is it relevant to you? What are your communication strengths and barriers in regard to this topic? How does this topic impact society? How does society impact this topic? Although this is an opinion paper, you will be expected to provide outside sources to back up your claims. Specific Requirements:

5-6 typed pages

double spaced

3 outside sources, 2 of which must come from professional research journals

2 citations from the textbook Gendered Lives

citation style from a specific style manual (APA, MLA, etc)

has an assertive Thesis Sentence

Three basic criteria for excellent writing: Criteria 1: Prose form

language style o is clear o is free of jargon or specialized vocabulary terms o uses powerful verbs o has complex sentence structure

grammar and mechanics o uses "spell check" for spelling o has transitions (linking phrases) between main ideas o utilizes complete paragraph structure

proper citation methods

Criteria 2: Intellectual content

makes detailed, specific, analytic claims

eliminates hasty generalizations, sloppy summaries and obvious commentary

has clarification, detail and tightly-focused analysis

provides enough specific examples to demonstrate the above

Criteria 3: Argumentative structure

paper includes a solid thesis statement

each paragraph supports this thesis statement

content does not just "review" or restate course material, but constructs an assertion about how this content impacts your life, society, etc.

Thesis Statement

a single, declarative sentence that sums up the "central idea" of your pper

the thesis statement is the last sentence of the introduction paragraph of your paper

Grading Rubric for Analysis Paper Minimal, 0 - 69 points

Prose form: language is not clear, uses simple verbs, does not use "spell check", does not have solid transitions or paragraph structure, and does not meet the citation requirement, has quite a few grammar or sentence structure errors

Intellectual content: does not provide specific, detailed examples, is missing clarification statements

Argumentative structure: does not have a solid thesis statement or paragraphs that truly support the thesis statement, and / or content only "reviews" course material, instead of asserting how content impacts

author and society

Paper does not meet page requirements

May or may not be posted on the due date to the Dropbox

Average, 70 - 79 points

Prose form: language is mostly clear, author occasionally uses "spell check", content may or may not have transitions, has a few grammar or sentence structure errors, citations may not be clear or cited correctly

Intellectual content: provides some examples, but examples are not detailed or specific

Argumentative structure: author has a thesis statement and most paragraphs support the thesis, is missing some assertions about how content impacts both author and society

Paper meets page requirements or is short of page requirements

May or may not not be submitted on time to the Dropbox

Above Average 80 - 89 points

Prose form: language is clear, uses strong verbs and clear sentence structure, always uses "spell check", has solid transitions linking main ideas, has paragraphs broken down by topic, includes clear citations , might have some grammar or sentence structure errors

Intellectual content: provides some detailed examples, examples are mostly specific, has a focused analysis, might be missing some clarification statements

Argumentative structure: has strong thesis statement, each paragraph clearly supports thesis, might be missing some assertions about how content impacts both author and society

Paper meets page requirements or is slightly short of page requirements

Is submitted on time to the Dropbox

Excellent 90 - 100 points

Prose form: language style is clear with complex verbs and sentence structure, always uses "spell check", has solid transitions and paragraph structure, with citations from resources that go beyond the course content, is free of run-on sentences and paragraphs

Intellectual content: provides several detailed, specific examples and has a focused analysis with clarification statements

Argumentative structure: has solid thesis statement, all paragraphs support thesis, content constructs an assertion about how this content impacts author’s, society, etc

Paper meets page requirements

Is submitted on time to the Dropbox

Quizzes Rather than a big mid-term and final, you will take 6 quizzes. Each quiz will consist of 5 short answer or short essay questions, worth 5 points each. Four of the quizzes will be based on Gender Communication. The quizzes will be based on both text (Gender Communication) and Lectures. Two of the quizzes will be based on the textbook (academic skills text chosen)

Grading Policies There is a total of 625 points for this class. The points are broken down as follows:

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Assignment Points

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Total Points

Scavenger Hunt 15

10 Discussions (15 points each) 150

4 Journal Papers (40 points each) 160

4 Activity Reflection Papers (worth 10 points each)

160

Academic Advisor Visit 5

Instructor Visit 5

Analysis Paper 100

6 Quizzes (25 points each) 150

Total 625

The graded assignments reflect 75% for academic content on Gender Communication:

10 Discussions

3 Journal Papers

Analysis Paper

4 Quizzes

The graded assignments reflect 25% for academic college skills:

Scavenger Hunt

1 Journal Paper

4 Reflection Papers

Academic Advisor Visit

Instructor Visit

2 Quizzes

You may check your current grade at any point in the semester. Click on the Gradebook (found on the top menu) and you will see your total cumulative percent.

90 - 100% = A

80 - 89% = B

70 - 79% = C

60 - 69% = D

0 - 59% = F