331 Sample Syllabus (Egan Warren)

Course Name ENG331
Course Title Communication for Engineering and Technology
Office Location Tompkins G-129
Office Hours Virtual meetings by appointment
Office Phone (919) 515-4121

Required Reading Technical Communication: A Reader-Centered Approach, Paul V. Anderson, 2003, 6th edition (yes, you need the 6th edition).

Required Reading Articles on Electronic Reserve: Articles from various authors are available in pdf. , The Library uses Adobe Acrobat Reader 5. If you do not have version 5, you will need to download it. You can download it from the Electronic Reserves list.

A+ 295-300
A 276-294
A- 270-275

B+ 260-269
B 246-259
B- 240-245

C+ 230-239
C 216-229
C- 210-215

D+ 200-209
D 186-199
D- 180-185

Due Dates
Assignments are due by midnight on the day listed on the syllabus–Mondays for assignments and Wednesdays for exercises and Discussion Forum postings. (NOTE: Dr. Martin Luther King, Jr Day, Labor Day and Fall Break change these standing dates.)

Because we are relying so heavily on technology we must also plan accordingly to prepare for those inevitable technological failures. Don’t let the “cyberdog” eat your documents. Plan ahead.

If you are experiencing an emergency, please contact me immediately to let me know what is going on. The only way that I can take into account special situations is if you inform me immediately (either through WebCT email or by phone).

Any assignment submitted after midnight on the day it is due will lose 10%. The assignment will continue to lose 10% for each calendar that it is late (including weekends).

One exception is the final “exam” document. Final documents will not be accepted after the deadline.

Your Instructor will be…
• Dedicated to teaching and to providing a quality online academic experience
• Considerate of individual abilities and circumstances
• Committed to fostering a fun, safe, and challenging online educational environment.

Students will be…
• Interested in learning and developing your own writing skills
• Considerate of the members of the class by responding respectfully at all times.
• Open to the sometimes unexpected challenges presented to you in the online environment.

ACTIVE participation is required. Without personal contact in class, we must rely on the Discussion Forum to establish a presence in the class and discuss ideas. I expect you to actively participate and this means that you post the required number of responses and read each other’s responses.

The Discussion Forum is our opportunity to: discuss, debate, question, challenge, encourage, compliment, argue, consider, ponder, reflect and contemplate.

I keep a careful record of the number of postings you submit and the number of postings that you read. In order to receive full credit for participation, you must post all the required assignments and read every posting.

Some of you will find that this online environment works better for you than a traditional classroom. Maybe you are shy or an introvert. Maybe you like to think over what you want to say but you do not have a chance to share it with a traditional class before the discussion changes direction.

For others, this type of discussion and participation may be a difficult adjustment. For those of you who prefer to “think out loud” or process through your ideas by talking about them, you will have to adapt your style slightly to the online environment.

Discussion Forum Postings
Post at least two thoughtful responses for full credit. Submit one original posting and one response to a classmate for each assignment on the Discussion Forum.

You are required to post and read all responses to our readings and exercises. You will receive a check for posting the required responses or a zero if you fail to take part in the discussion by the due date.

I also keep track of the number of postings that you read. I will use the tally of your postings and the number of postings that you read to determine your Participation grade.

You will be asked to answer questions, provide a response to the reading, give an example that illustrates or disputes what we have read, share your own work-place experiences, and read other students’ postings and respond.

The following is a short excerpt from a response to another student’s posting: “I agree with Nancy’s point about the document design. But to me, it seems like the person who wrote the report cared a lot more about the design than the content. I know that a document needs to look inviting and easy to read but shouldn’t the content be more important?!!”

It is ok to disagree and argue your points on the Discussion Forum. Please just keep in mind that electronic communciation can easily be misinterpreted. Be mindful of your tone and your audience. Use what we are learning about communication and apply it to all your Discussion Forum postings.

We will use WebCT for the Discussion Forum in this class.

TRIO Groups
During the second week of class, you will sign up for a TRIO Group.
These groups are called TRIO groups: Team Review Improves Output.

You can do peer review with your TRIO group and you will complete some group assignments. You can also use your TRIO group to bounce ideas off of and to remind each other of up coming projects. Contact your TRIO group members and “get to know them.” The idea of the TRIO group came from a former student. He believed that his experience with the online course was greatly improved by connecting with fellow students.

General Questions
Submit general questions to the Questions Forum.

Use the Questions Forum to post a question or a concern that the whole class may benefit from. Anyone can respond to the question including the instructor.

Look to this page if you are unsure about an assignment or a requirement.

Use the Questions Forum like you would ask a question in class to clarify an assignment or get a better grasp on the reading or topic. Remember, someone else may have the same question that you do!

Send personal or private questions (like questions about grades, extensions, extenuating circumstances) in an email to the instructor.

Writing Help
If you are having difficulties with your work, you have three methods of seeking help:

1. ask for feedback (on content, arrangement of materials, clarity) from your TRIO group or other classmates to create your final draft.

2. request a review of your drafts from the instructor by the Draft / Question / Feedback day listed on the calendar for each assignment.

3. use the on campus Writing Tutors.

Academic Integrity
You must abide by NCSU’s policy on academic integrity outlined in the Code of Student Conduct at http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
I expect all students to abide by NC State’s Honor Pledge: “I have either given nor received unauthorized aid on this assignment.”

Submitting any assignment indicates that you have abided by the Honor Pledge.

It is against the Code of Student Conduct to: submit as your own work an assignment – or any part of an assignment – someone else has written

use any portion of someone else’s work – either published or unpublished – without clear, adequate citation and documentation.

Sanctions for violations could include:
F on the assignment
F for the course
Judicial board for consideration of suspension

Special Needs
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653. http://www.ncsu.edu/provost/offices/affirm_action/dss/ For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation: http://www.ncsu.edu/policies/academic_affairs/ courses_undergrad/REG02.20.1.php
Please let me know immediately if you are having problems with the site or with Electronic Reserves available through the NC State Library.

Learning Outcomes
Course Goals
Each course in the writing and speaking category of the General Education Requirements will provide instruction and guidance that help students to:
1. communicate effectively in specific writing or speaking situations, which may include various academic, professional, or civic situations
2. understand and respond appropriately to the critical elements that shape communication situations, such as audience, purpose, and genre
3. critique their own writing or speaking and provide effective and useful feedback to enable other students to improve their writing or speaking
4. demonstrate critical and evaluative thinking skills in locating, analyzing, synthesizing, and using information in writing or speaking activities

The following are the ten learning outcomes for ENGLISH 331 as described by the Professional Writing Committee and the English Department:
1. Students will be able to write documents that address purposes, audiences, and conventions of professional contexts: industrial, governmental, and applied research environments.
2. Students will be able to recognize and construct effective arguments for a variety of audiences and to adapt these to the formats and conventions of professional documents and genres.
3. Students will be able to apply principles of document design and incorporate visual elements in order to meet the needs of different professional audiences.
4. Students will be able to construct presentations appropriate for professional audiences and to apply the principles of effective oral communication.
5. Students will be able to communicate effectively using electronic media appropriate to their professional fields.
6. Students will be able to participate effectively in the writing process by planning, drafting, reviewing, revising, and critiquing professional documents.
7. Students will be able to collaborate effectively in teams to create, review, and revise documents.
8. Students will be able to analyze and justify the persuasive strategies and professional conventions they use in their own writing.
9. Students will be able to describe ethical implications of communication situations in professional contexts.
10. Students will be able to locate, analyze, and use information appropriate for selected professional documents and communication tasks.

Obviously, we place a great deal of emphasis on audience and purpose as well as the relationship between written and visual communication. We share these learning outcomes with all ENG 331 classes. We will achieve the same goals as the traditional classroom style of delivery of ENG 331.
I want to add one additional outcome: Students will learn to participate effectively in online discussions.

Assignment Grades
Memo: 20
Resume & Letter: 60
Proposal: 30
Editing: 20
TRIO Instructions: 40
PowerPoint: 40
Formal Report: 50
Discussion Forum and Participation: 40

Course Evaluations 
Online class evaluations will be available for students to complete during the last two weeks of class. Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.

Evaluation website: https://classeval.ncsu.edu
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm