Wake Forest University Department of Counseling
CNS760: Issues in School Counseling
Summer-1 2024
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Late Work
- Grading Policies
- Grading Scale
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- Diversity, Equity, and Inclusion
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Erin Binkley
Email: binkleee@wfu.edu
Course Description
This course is designed to allow students to investigate current issues related to the practice of school counseling (5.H). The emphasis will be on identifying appropriate prevention responses to these issues.
Course Objectives
Upon completion of this course, students will be able to:
- Conceptualize a systems approach to understanding risk factors. (CACREP 5.F.8)
- Recognize the characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders. (CACREP 5.H.12)
- Critically examine the connections between social, familial, emotional, and behavior problems and academic achievement. (CACREP 5.H.11)
- Plan interventions to promote academic development. (CACREP 5.H.15)
- Select approaches to increase promotion and graduation rates. (CACREP 5.H.16)
- Identify legal and other considerations in supporting students involved with risky behaviors. (CACREP 5.H.6)
- Serve as leaders, advocates, and systems change agents in P-12 schools. (CACREP 3.E.6)
- Describe school counselor roles in school leadership and multidisciplinary teams. (CACREP 5.H.7)
- Describe school counselor roles in consultation with families, P-12 and post-secondary school personnel, and community agencies. (CACREP 5.H.10)
- Use techniques to foster collaboration and teamwork within schools. (CACREP 5.H.3)
Course Materials
Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)
Required Text(s)
McWhirter, J.J., McWhirter, B.T., McWhirter, E. H., & McWhirter, A.C. (2016). At risk youth (6th ed.). Cengage. ISBN 978-1305670389
Optional Readings
Additional articles and websites can be found within the modules.
Additional Materials
Webcam.
Live Sessions
Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Live Sessions are not mandatory, but student attendance is encouraged.
Methods of Instruction
Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.
Instructor Interactions
Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.
In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.
Assessments
This section provides an overview of the items due during this course. See the Course Schedule for additional details.
Assignments
Assignment 1.1: Case of Analiese
Review the Case of Analiese. Once students have answered the questions, they will save their PDF and submit to the dropbox.
Assignment 2.1: Awareness and Prevention of Dating Violence
Using the materials in this module (text, articles and video) students will prepare a short summary of no more than 500 words outlining a presentation for training teachers and staff, addressing specific topics in their presentation.
Assignment 2.2: Case of Cody
Review the Case of Cody. Once students have answered the questions, they will then save as PDF and submit the assignment.
Assignment 3.1: Educational Structures
Students may select a school to evaluate in terms of school climate from a film or a television series. Students may select any film or television series. In no more than 250 words, describe/analyze the school in terms of school climate. Using the table of four components of school climate in the educational leadership article as a guide, make an entry about the school in each of the four main sections of the table.
Assignment 4.1: Cody Revisited
Students will first review the description of Cody’s case from Week 2, as well as the Concept of Self described in detail on p. 320-326 of the textbook. In no more than 250 words, student will identify three specific ways they might approach supporting Cody through individual school counseling. They will choose at least one strategy based on the textbook section on Optimism, and at least one strategy based on the section on cognitive restructuring.
Assignment 6.2: Choosing a Prevention Strategy
In no more than 150 words, based upon reading Chapter 8 of the textbook and reviewing the CDC website on teen pregnancy, students will describe one prevention strategy that they would support in the school counseling practice. The strategy could be something that they would develop and deliver, or it could be a collaborative strategy with a health educator or other school staff.
Final Project, Parts 1-5
See the Final Project Outline (HTML) for more detail.
Discussions
Discussion 1.1: Case of Timothy
In this discussion, students will identify three risk factors and three protective factors in his life. For each factor, they should identify the associated level from the ecological model.
Discussion 3.1: Case Reviews
In shit discussion, students will first read each of Dr. Carolyn Stone's case reviews, including the hypothetical case and the legal discussion provided. They will then either outline or narrative/paragraph form.
Discussion 4.1: Bullying and Bibliography
Students will go to Storyline Online and choose and listen to a book around which they might create a bullying prevention/intervention lesson for a classroom. Select the CC setting for closed captions, then post a brief description of the book including the plot and the characters and a classroom-based bullying prevention/intervention lesson. Students will then upload the discussion post for other students to review.
Discussion 5.1: Alternatives for the Case of Cody
Students will consult Chapter 14 in the textbook (Alternatives and Adjuncts to Family Counseling) and think about the Case of Cody. Of the eight provided alternatives listed, students will choose one to suggest to Cody and his family, providing rationale for their choice. Initial posts should be no more than 200 words.
Discussion 7.1: What Have You Learned?
Based on the reading, students will respond to each of the considerations provided, posting one thing they have learned regarding school counselor ethical/legal considerations and obligations.
Student Learning Outcomes/Key Performance Indicators
There is one signature assignment for this course, the Special Population Intervention Assignment that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Special Population Intervention Assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Special Population Intervention Assignment is IX.a.: Students demonstrate knowledge and skills associated with designing, delivering, and evaluating school counseling programs that integrate and support the school’s overall mission.
Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.
Late Work
Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.
Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.
Grading Policies
This table details the grade points and/or percentages of each assignment.
| Assignment | Points Possible | Percentage |
|---|---|---|
| Assignments | 760 | 85% |
| Discussions | 140 | 15% |
| Total | 900 | 100% |
Grading Scale
This table lists the letter grade corresponding to ranges of points.
Final grading is at the discretion of the faculty.
| Letter Grade | Percentage |
|---|---|
| A | 93–100 |
| A− | 90–92 |
| B+ | 87–89 |
| B | 83–86 |
| B− | 80–82 |
| C+ | 77–79 |
| C | 70–76 |
| F | 0–69 |
Academic Policies
Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.
The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).
Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.
The list that follows includes examples, although not all-inclusive, of academic dishonesty:
- Purchase of term papers turned in as one’s own or writing the term paper(s) for another student.
- Submission of same term paper to another class without permission.
- Providing another student answers during an exam.
- Use of notes or books during exam when prohibited.
- Collaboration on homework or take-home exams when instruction called for independent work.
- Providing test question(s) to student(s) in another section of the class.
- Falsifying records or the fabrication of information and/or citation in an academic exercise.
- Violation of computer policies.
- Plagiarism is the appropriating or passing off as one’s work the writings, ideas, etc. of another. This includes (but not limited to) copying without giving credit due, forgery, literary theft, and expropriation of some other’s work. Plagiarism also includes electronic information of all types.
- Assisting someone in doing any of the above.
For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.
Synchronous Class Recording Notice
In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:
- Recording of Synchronous Class Sessions. All or some in-person and synchronous classes may be recorded. Student images and voices may be captured in these recordings. Recordings will be available for viewing only by students enrolled in the class via Canvas or an alternative platform. The recordings are not available for download. No other recording, including by students, is permitted.
- Recording Tails in Synchronous Class Sessions. Synchronous class recordings may include events that happen before class officially begins or after it officially ends. Students should take care not to discuss any confidential matters during these periods of time.
- Access to Recordings. Students may access the class recordings made available to them solely for the purpose of participating in the course. The recordings may not be used by any person other than a student enrolled in the course or for any purpose other than to participate in the course. Students are prohibited from downloading or distributing any portion of the recordings for any purpose. Students should understand that technical problems or human error may prevent successful recording.
- Copyright Notice. Students are advised that Wake Forest University faculty members hold the copyright in their course materials. The University and the faculty have legal rights in class recordings.
Academic Engagement and Monitoring
It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:
- Lead/practitioner instructors or Financial Aid Office staff alert Department Officials that the student has stopped responding or submitting.
- The student services team will attempt to make contact through email and telephone.
- While being contacted, faculty and student support staff will inform the student that, if they are not noted as participating by the end of the two week period, the Department will proceed with the withdrawal procedures.
- If the two-week mark is met with no activity and there has been no communication from the student, an email will be sent notifying them of administrative withdrawal from the Counseling Program, for lack of activity.
- If the student responds to the lead and/or practitioner instructors after the two-week mark, and expresses plans to continue in the course, the lead instructor will advise them and the PI about any deduction for late work and implications for any missing assignments. The student will again be considered active in the course.
- If the student responds and decides to withdraw, withdrawal procedures will be initiated. The student will be advised that their response to this email is time sensitive and must be received in the next 2 days.
- If the student does not reply within that time frame, the withdrawal procedure will begin.
- If the student becomes active in the course, an administrative withdrawal will not be initiated.
Technical Requirements
Identify the minimum device configuration requirements for this institution.
Help Desk Support
Assistance to resolve technical problems is available 24/7, 365 days a year.
Students can access the Help Desk at: Wake Forest Help Desk.
Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:
- Assisting students having difficulties accessing course email, the course itself, including discussion forums—such as the ability to view responses to comments posted in a forum—viewing multimedia files, submitting/posting assignments, and accessing quizzes.
- Support for basic hardware, software, ISP, and Internet browser issues.
Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.
Canvas Support
Call a Canvas Expert: 833.383.5792
For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:
- Call a Canvas Expert—phone support hotline
- Chat with Canvas Support—live chat for students and faculty
- Search Canvas Guides—answers to common questions
- Submit a ticket to Canvas Support
When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.
Note: Lead Faculty and PIs do not provide Canvas support.
AskDeac Help Desk
AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.
Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.
Access AskDeac at: AskDeac.
Diversity, Equity, and Inclusion
Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.
To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.
Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!
Accessibility and Special Accommodations
Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.
Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.
Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.
If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.
Contact Information:
118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu
Emergency Contingency Plan
Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.
Course Schedule
The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.
There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)
Week 1: At Risk–Meaning and Context (May 6 – May 12)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Conceptualizing Risk Course Objectives: 1, 2, 3, 4, & 7 CACREP Standard(s): 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.6 |
McWhirter text:
|
Discussion 1.1: Case of Timothy (Initial Post Due Day 4, Reply Posts Due Day 7) | Assignment 1.1: Case of Analiese (Due Day 7) | None |
| Lesson 2: Poverty and Racism as Risk Factors Course Objectives: 1, 2, 3, 4, 7, 9, & 10 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.6, 5.H.7, 5.H.10, 5.H.3 |
McWhirter text:
|
None | None | None |
Week 2: Factors that Contribute to Risk (May 13 – May 19)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Family Risk Factors Course Objectives: 1, 2, 3, 5, 7, 9, & 10 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.16, 5.H.6, 5.H.10, 5.H.3 |
McWhirter text:
Read the following articles:
|
None | Assignment 2.1: Awareness and Prevention of Dating Violence (Due Day 7) | None |
| Lesson 2: Mitigating Risk by Supporting Resilience Course Objectives: 1, 2, 3, 4, 5, 6, 7, & 8 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.16, 3.E.6, 5.H.6, 5.H.7 |
McWhirter text:
|
None | Assignment 2.2: Case of Cody (Due Day 7) | None |
Week 3: Legal and Ethical Considerations (May 20 – May 26)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Legal and Ethical Considerations- Supporting Students Involved with Risky Behaviors Course Objectives: 1, 2, 3, & 6 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 3.E.6 |
Read the following articles:
|
Discussion 3.1: Case Reviews (Initial Post Due Day 4, Reply Posts Due Day 7) | None | None |
| Lesson 2: The School Environment Course Objectives: 1, 3, 4, 5, 7, & 10 CACREP Standards: 5.F.8, 5.H.11, 5.H.15, 5.H.16, 5.H.6, 5.H.3 |
McWhirter text:
Read the following article:
|
None | Assignment 3.1: Educational Structures (Due Day 7) Assignment 3.2: Final Project - Part 1 (Due Day 7) |
None |
Week 4: Prevention and Intervention: Schools and Communities (May 27 – June 2)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Prevention, Intervention and Treatment: A Framework for Practice Course Objectives: 1, 2, 3, 6, & 7 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 3.E.6, 5.H.6 |
McWhirter text:
|
Discussion 4.1: Bullying and Bibliography (Initial Post Due Day 4, Reply Posts Due Day 7) | None | None |
| Lesson 2: Components of Prevention and Early Intervention - The 5 C’s Course Objectives: 1, 2, 3, 4, & 5 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.16 |
McWhirter text:
|
None | Assignment 4.1: Cody Revisited (Due Day 7) Assignment 4.2: Final Project - Part 2 (Due Day 7) |
None |
Week 5: Peer and Family-Based Interventions (June 3 – June 9)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Peer Interventions - Cooperative Learning Course Objectives: 1, 2, 3, 4, 5, 7, & 10 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.16 |
McWhirter text:
|
None | None | None |
| Lesson 2: Working with Families Course Objectives: 1, 2, 3, 4, 6, 7, 8, & 9 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 3.E.6, 5.H.6, 5.H.7, 5.H.10 |
McWhirter text:
|
Discussion 5.1: Alternatives for the Case of Cody (Initial Post Due Day 4, Reply Posts Due Day 7) | Assignment 5.1: Final Project - Part 3 (Due Day 7) | None |
Week 6: School Dropout, Substance Abuse, and Risky Sexual Behaviors (June 10 – June 16)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Dropout Prevention Course Objectives: 1, 2, 3, 4, & 5 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.16 |
McWhirter text:
|
None | None | None |
| Lesson 2: Substance Use Course Objectives: 1, 2, 3, 6, 7, & 9 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 5.H.15, 5.H.16 |
McWhirter text:
|
None | Assignment 6.1: Final Project - Part 4 (Due Day 7) | None |
| Lesson 3: Risky Sexual Behaviors Course Objectives: 1, 2, 3, 6, 7, 8, & 9 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 3.E.6, 5.H.6, 5.H.7, 5.H.10 |
McWhirter text:
|
None | Assignment 6.2: Choosing a Prevention Strategy (Due Day 7) | None |
Week 7: Delinquency, Youth Violence, and Suicide (June 17 – June 23)
| Lesson | Readings | Discussions | Assignments | Quizzes/Exams |
|---|---|---|---|---|
| Lesson 1: Delinquency and Youth Violence Course Objectives: 1, 2, 3, 6, 7, & 9 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 3.E.6, 5.H.6, 5.H.10 |
McWhirter text:
Read the following article:
|
None | Assignment 7.1: Final Project - Part 5 (Due Day 7) | None |
| Lesson 2: Youth Suicide Course Objectives: 1, 2, 3, 6, 7, & 9 CACREP Standards: 5.F.8, 5.H.12, 5.H.11, 3.E.6, 5.H.6, 5.H.10 |
McWhirter text:
|
Discussion 7.1: What Have You Learned? (Initial Post Due Day 4, Reply Posts Due Day 7) | None | None |
For a list of image credits for this course, visit the CNS760 Credits Page.