HSE 123 Interviewing Techniques

Instructor Contact Information

Instructor Name: Sheri Narin

Office Phone: (336) 599 – 1181 ext. 424, Office Location: L130 on the Person County Campus. Office Hours are posted by door.

Email Address: narins@piedmontcc.edu

Fax: (336) 598 - 0453

Secretary Phone: Nancy Watts, (336) 599-1181 ext. 437

Faculty Website Address: http://www2.piedmontcc.edu/faculty/narins

Course Information

Course Description: This course covers the purpose, structure, focus, and techniques employed in effective interviewing. Emphasis is placed on observing, attending, listening, responding, recording, and summarizing of personal histories with instructor supervision. Upon completion, students should be able to perform the basic interviewing skills needed to function in the helping relationship.

Course Objectives:

Student will demonstrate skills in focusing and following, effective inquiry, reflecting feelings and content, communicating feelings and immediacy, confronting, self-disclosing appropriately, interpreting, structuring the session for information and action and enlisting cooperation, through role playing, homework, and videotaped interviews.
Student will describe the theoretical basis for the skills of focusing and following, effective inquiry, reflecting feelings and content, communicating feelings and immediacy, confronting, self-disclosing appropriately, interpreting, structuring the session for information and action and enlisting cooperation through assignments and examinations.
Student will identify (list) areas of their life/ personal characteristics that may add challenges to learning interviewing skills, through journal questions, homework, and practicing interviewing skills.
Student will develop plans to facilitate changes that will help them overcome their personal barriers that interfere with learning interviewing skills, through journal entries and homework.
Student will demonstrate an understanding of cultural factors and how these factors impact the interviewing process through role paying both interviewer and client with varied ethnic and psychosocial backgrounds.
Student will integrate the various skills as demonstrated in a final 30 minute interview that includes all the skills learned.

Prerequisites and Co-requisites: None

Course Topics: The course will cover the following topics in the order below:

· Chapter One: From Problem-Solving to Solution Building

· Chapter Two: Solution Building: The Basics

· Chapter Three: Skills for Not Knowing

· Chapter Four: Getting Started: How to Pat Attention to What the Client Wants

· Chapter Five: How to Amplify What Clients Want: The Miracle Question

· Chapter Six: Exploring for Exceptions: Building on Client Strengths and Successes

· Chapter Seven: Formulating Feedback for Clients

· Chapter Eight: Later Sessions: Finding, Amplifying, and Measuring Clients Progress

· Chapter Nine: Interviewing the Involuntary: Children, Dyads, and Mandated Clients

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks: De Jong, P. & Berg, I.K., Interviewing for Solutions, second edition, 2002, Brooks/Cole, ISBN: 0-534-58473-X

De Jong, P. & Berg, I.K., Learner’s Workbook: Interviewing for Solutions, second edition, 2002, Brooks/Cole, ISBN: 0-534-58474-8

Other Materials: A three ring notebook, and a Blank VHS Videotape

Supplementary Materials: None

Course Website address:
http://courses.piedmontcc.edu, then login and click on HSE 123 Interviewing Techniques

Hardware Requirements: Please follow the hardware recommendations mentioned at : http://www2.piedmont.cc.nc.us/DL/hardware.htm, with the addition of access to Microsoft Word.

Software Requirements: You may need Acrobat Reader for some assignments. You can get information on downloading it through http://www2.piedmont.cc.nc.us/DL/plugins.htm. You will need JAVA to access the virtual classroom. There is no cost for the downloads.

Assessment and Grading

Testing Procedures:

All exams will be done in the classroom. There will be two in-class video-taped interview exams. There may also be short quizzes given in class.

Grading Procedure:

Grades are based on a point system. Points are earned through examinations, homework, lab assignments, participation, and projects. You will earn a certain number of points out of the total points for that assignment. For example, you complete a journal assignment and receive 15 points out of a possible 20 points. Your grade would be 15. You can translate this into a percentage or letter grade by dividing the top number (15) by the bottom number (20). This would give you a percentage of 75, or a “C.” Grades in this class will include assignments, examinations, in-class exercises, journals, and a midterm and final role-playing examination. These are explained in more detail below. The specific information given below is subject to change.

Portfolio

You will maintain a portfolio in a three ring binder with several sections. The portfolio assignments will be completed each week. Section one will involve a report on one hour of practice of interviewing skills, and will be done on a specific worksheet, one for each week. Section Two will include reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class. Section Three will answer questions that will be given to you in each class. Section Four will include weekly homework assignments, primarily from the textbook. These assignments will be due in the class period after the homework is assigned. The binder will have dividers to separate the four sections. Each section’s entry will be worth approximately 5 points per week for a total of 20 points per week. Some homework assignments will be worth 10 points or 15 points for a total of 25 or 30 points that week. This is worth a total of approximately 400 points (subject to change).

Written Exams

There may be written exams, which will involve applying the skills learned to specific situations and demonstrating theoretical knowledge of interviewing skills. Exams may be worth up to 100 points.

Role Play Exams

There will be a midterm and final role-playing exam. The midterm will be in October 2006. This will be worth approximately 80 points. The final exam will be in December 2006 and will be worth approximately 120 points.

In-class Activities

In-class activities will include frequent role-plays and small group activities. Some activities will be graded. These activities will be worth up to 50 points.

Homework

Homework assignments that are additional to the portfolio assignments will be assigned and will be worth up to a total of 100 points.

Academic Integrity Project

You will receive more information about this project through the semester. It will consist of every other week assignments related to academic integrity and will require keeping a portfolio (separate from the weekly portfolio). Assignments will be given and collected every other week and when returned, maintained in the portfolio for the semester. This will be worth approximately 150 points.

Approximate Points Total (Subject to change)

Portfolio: 400 points

Academic Integrity Project: 150 points

Written Exams: 100 points

Role Play exams: 200 points

Homework: 100 points

In-Class Activities: 50 points

Total: 1000 points

This is not a distance learning or hybrid course. However, there is a class Blackboard Site that will provide the opportunity for some online role playing and also will have a place where you can get more individualized feedback on your developing interviewing skills.

Grading Scale: 1000 to 900= A; 899 to 800= B;799 to 700= C; 699 to 600 = D

Below 600 = F

Grading Scale is subject to change

Academic Integrity

In addition to good academic performance, students should exhibit honesty and integrity. If there is any question that academic honesty and integrity are not honored, students may be required to redo assignments in the presence of an instructor-selected monitor. Proof of dishonesty, including plagiarism, will make students subject to disciplinary action. Please consult your college catalog for more information.

Piedmont Community College Plagiarism Policy

7.5.1

PLAGIARISM

Whether intentional or unintentional, plagiarism is “the wrongful act of taking the product of another person's mind and presenting it as one's own" (Alexander Lindey, Plagiarism and Originality, 1952).

The following acts are examples of intentional plagiarism:

Copying material from a published source to avoid having to devise one’s own ideas.

Failing to give clear and proper credit to an idea, phrase, or quotation taken from a source.

Purchasing a pre-written paper.

Having someone other than the stated author complete an assignment, or part of an assignment.

Unintentional Plagiarism occurs when a student provides sources for his or her work, but the sources are cited incorrectly or inadequately. Handbooks with documentation rules for Modern Language Association (MLA) and American Psychology Association (APA), two source documentation styles, are housed in the Caswell County Campus Resource Center and in the Person County Campus Learning Resource Center. Students are also encouraged to speak with their instructors when they are uncertain about documenting their sources in class assignments.

Plagiarism will result in disciplinary action, and repeated offenses will lead to increased penalties that may ultimately result in expulsion from the College, as set out below:

A student who unintentionally plagiarizes will receive a warning and instruction on proper citation, style, and usage for the first offense.

A student who unintentionally plagiarizes a second time in a single course will receive a course grade of F in the course in which the student plagiarized.

A student who intentionally plagiarizes will receive a course grade of F in the course in which the student plagiarized.

If a student receives a course grade of F due to plagiarism, the course instructor will notify the Dean of Student Development using the Plagiarism Incident Report Form.

If a student receives three course grades of F due to plagiarism, as determined by records kept in the office of the Dean of Student Development, he or she will be expelled from the College.

Legal Reference: G.S. 115 D-20

History Note: Effective January 20, 2004

Turnitin.com

In furtherance of its Plagiarism Policy, Piedmont Community College has a license agreement with Turnitin.com, a service that helps prevent plagiarism in student assignments. To encourage original and authentic written work, any written assignment created in this course may be submitted for review to Turnitin.com (http://www.turnitin.com) and will become a searchable document with the Turnitin-protected and restricted use database.

Assignments and Participation

Assignments and Projects (Subject to change):

1) Monday, August 21, 2006: Chapter One: From Problem-Solving to Solution Building

Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet
Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.
Question (Section Three): Think about a time someone has helped you. What characteristics did that person demonstrate that were the most helpful? What characteristics would you like to develop or enhance that you saw in this person?
Homework (Section Four): Practice Silence. This does not mean you don’t say anything but that you practice resisting talking a lot while encouraging the other person to talk with encouragers such as “mmhmm” or other encouraging noises. Find three situations in which you would normally be talking a lot and practice saying little. This may be when your child tells you about their day and you pepper them with questions, or may be with a coworker or friend. Write a paragraph about how each experience was different than it might normally have been.

2. Wednesday, August 23, 2006:

Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

3. Monday, August 28, 2006: Chapter Two: Solution Building

Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet
Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.
Question (Section Three): Which stage in the solution building process seems most difficult to you? What makes that stage the most difficult? How will you work to overcome that?
Homework (Section Four): Complete workbook page 13, exercise 3.

4. Wednesday, August 30, 2006:

Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

5. Wednesday, September 6, 2006: Chapter two, continued

Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet
Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.
Question (Section Three): How did your impressions of Rosie change from chapter one to chapter two? What brought about those changes?
Homework (Section Four): Compare and Contrast the stages of problem solving and solution building.

6. Monday, September 11, 2006: Chapter Three: Skills For Not Knowing

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

· Question (Section Three): Think about a time when someone has questioned you. What kind of questions did that person ask? What was the type of question that was the most uncomfortable for you? What type of question was the easiest to answer? Write about this experience.

· Homework (Section Four): Complete workbook pages 17 to 20, exercise 20.

7. Wednesday, September 13, 2006:

8. Monday, September 18, 2006: Chapter Four: Getting Started: How to Pay Attention to What the Client Wants Portfolio Due

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): After reading the case of “Beth”, but before looking at what happened in the interviews, what are your personal reactions to Beth? What assumptions do you make from the information you have (before meeting her). Honestly assess your feelings and reactions that you might bring into your first encounter with Beth.

· Homework (Section Four): Complete exercise # 11, pages 26 to 27. (It says in the workbook that this will be done in class, but it is actually a homework assignment)

9. Wednesday, September 20, 2006:

10. Monday, September 25, 2006: Chapter Four, continued

· Practice Report (Section One): This is a report on one hour of practice of Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

· Question (Section Three): From the list of types of relationships in chapter four, which relationship type do you think will be easiest for you? Which will be most difficult? Clearly explain why for each answer.

· Homework (Section Four): Describe the difference between visitor-type and customer-type relationships. Discuss and illustrate what a practitioner can do in an interview to invite the client to move from the former to the latter.

11. Wednesday, September 27, 2006:

12. Monday, October 2, 2006: Chapter Five: How to Amplify What Clients Want – The Miracle Question

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): Ask yourself the miracle question. Then, interview yourself, and break it down several times until you get to three small changes you would like to have in your life. Develop a plan for implementing those changes.

· Homework (Section Four): Write a hypothetical dialogue beginning with a client stating what his or her problem is. In the dialogue, have the practitioner move the conversation from problem talk to goal formulation talk. Include the miracle question and ten or more follow-up questions by the practitioner that illustrate ways to invite the client to expand their vision of the miracle. Include hypothetical answers by the client to the questions.

13. Wednesday, October 4, 2006:

14. Wednesday, October 11, 2006: Chapter Five, Continued and Chapter Six (Exploring for Exceptions: Building on Client Strengths and Successes) Portfolio’s Due

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): Think about a time that you were having some struggles. What went right during those times? What strengths did you use to help the resolution of that situation?

· Homework (Section Four): Interview someone you know well and someone you don’t know as well (This is separate from the weekly practice report). Talk with each person about what is going on in their life, and identify at least five strengths for each person. Write about the process of identifying strengths and what was surprising to you in that process.

15. Monday, October 16, 2006 Midterms exam

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): How do you think you did on the midterm exam? What were your strengths? What areas need the most work? How will you continue to improve your skills?

· Homework (Section Four): No Homework as you recover from the midterm exam.

16. Wednesday, October 18, 2006

17. Monday, October 23, 2006: Chapter Six , Continued

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): Steve de Shazer of BFTC (see your textbook) has stated that exception dialogues between a practitioner and client amount to working toward “a difference that makes a difference.” Define the concept of exception, identify types of exceptions, and explain their relationship to the idea of working toward a difference that makes a difference.

· Homework (Section Four): Using the following example, write down compliments that you might realistically make in the relationship, including 1) Direct compliment, 2) an indirect compliment, 3) Self-compliments (what kind you might hear from the client and how you might respond), 4) Using Client Reactions, and 5) Downplay/rejection (complimenting a client who is likely not to believe you, thus, the way you would compliment the client). The example: You are working with a 15 year old girl, Donna, who has been kicked out of her house because she fights with her mother all the time. She is living in foster care but would like to live with her grandmother in another state. She has been doing okay in school with B/C grades and staying out of trouble, but she gets in trouble in the foster home because of her quick temper and talking back to the foster mother. The grandmother is interested in custody but not sure she can provide the supervision Donna needs.

18. Wednesday, October 25, 2006:

19. Monday, October 30, 2006: Chapter Seven: Formulating Feedback for Clients

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): Explain how you would go about making a decision about whether and which type of task to assign in end-of-session feedback in solution-focused interviewing.

· Homework (Section Four): Identify the three components of end-of session feedback. Explain each and write an example of a message which incorporates each of the components, identifying each as it occurs.

20. Wednesday, November 1, 2006:

21. Monday, November 6, 2006: Chapter Seven, continued

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): On a scale of ) to 10, where 0 means “no chance” and 10 means “every chance,” what do you think the chances are that you will master the following skills in this semester: 1) SOLER, 2) Greeting the client, 3) Explaining Confidentiality, 4) Open-ended questions, 5) Reflecting and Paraphrasing, 6) Use of Silence, 7) Use of Direct Compliments, 8) Use of indirect compliments, and 9) Staying focused.

· Homework (Section Four): Examine the ratings and consider what areas you feel that you need to put the most effort. Pick out the three skills in which you gave yourself the lowest ratings. Formulate a specific goal for each skill and then break down the goal into specific objectives that address how to build this skills.

22. Wednesday November 8, 2006:

23. Monday, November 13, 2006: Chapter Seven, continued, Chapter Eight: Later Sessions: Finding, Amplifying and Measuring Client Progress; Portfolio’s Due

· Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

· Question (Section Three): Give an example of and explain in what circumstances a practitioner would assign the formula first session task and the overcoming the urge task.

· Homework (Section Four): Note: This is slightly different from what is suggested by the textbook. When ending a meeting, it may be helpful for the client to return. It is important for you to invite the client to return rather than assuming they will return. Write a dialogue for the following three scenarios talking about the end of session tasks on which you have both agreed and invite these clients to return. For each scenario, you have discussed the concern that brought the client in, asked the miracle question, discussed exceptions, and come up with a task. You are now inviting the client to return for another session. 1) Jimmy Smith is an unemployed mill worker who is concerned about finding employment. He has been unemployed for over a year. 2) Alisa Maplewood is a 25 year old married woman who finds herself attracted to the wife of her next door neighbor. 3) Theresa Edwards is a seventeen year old runaway, living with her boyfriend, and considering trying to get pregnant.

24. Wednesday, November 15, 2006:

25. Monday, November 20, 2006: Chapter Eight, continued

Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet
Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.
Question (Section Three): This chapter emphasizes that suggestions in the session are just that, suggestions and that the client is the expert and knows if a task would be helpful. How do you believe you might react to a client that repeatedly ignores the tasks you have suggested? Honestly evaluate your reactions and discuss how you can put the above philosophy into practice when tasks are not accomplished.
Homework (Section Four): Explain each element in the acronym EARS. Give examples of the solution-focused questions and statements than an interviewer can use to accomplish the interviewing task represented by each element.

26. Wednesday, November 22, 2006:

Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

27. Monday, November 27, 2006 Chapter Nine: Interviewing the Involuntary: Children, Dyads, and Mandated Clients

Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet
Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.
Question (Section Three): When you feel pressured or forced in to something that you do not want to do, how do you react? What behaviors are most evident in this situation? How can you relate this to possible behaviors on the part of the “resistant” clients?
Homework (Section Four): Complete workbook exercise # 28(pages 53 to 54). The exercise states that your instructor will interview you and other class members,, however, for this exercise, you will do it as though you were interviewing yourself.

28. Wednesday, November 29, 2006

Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

29. Monday, December 4, 2006 Portfolio’s Due Questions and Practice

30. Wednesday, December 6, 2006 Final Exams

31. Monday, December 11, 2006 Final Exams

32. Wednesday, December 13, 2006 Final Exams

Class Participation or Attendance:
From the Piedmont Community College Catalog:

Regular attendance at all class meetings is necessary for students to learn important concepts. In this regard, the following class attendance policy is established:

1. A student is expected to be regular and punctual in meeting all classes. To receive credit for a course, the student must attend prior to the census point and a minimum of 80 percent of classes, labs and shop hours. Failure to attend class is an absence, regardless of the reason. Absences are counted from the first scheduled meeting of the class, not the first day the student attends. All work missed during absences must be made up to the satisfaction of the instructor. Failure to complete required assignments will negatively affect the student's final grade.

2. A student who exceeds the 20 percent limit of absences may be dropped by the instructor through the eighth week of the semester. If a student exceeds the 20 percent limit after the eighth week, the instructor is authorized to award the student the "I" or "F" grade as warranted by the student's performance.

3. Any exceptions to this policy must be authorized by the instructor.

Attendance policy specific to this class:

Attendance and participation are important components of learning. In addition to the Piedmont Community College attendance policy, the following policies will apply: Perfect attendance in class at the end of the semester will raise your overall grade by 1.5% points. Thus, if your average at the end of the class is an 88.5 % and you have perfect attendance, your grade will be increased to a 90%, or an A. Being on time for every class will result in another .5% grade increase. After six absences, every subsequent absence will result in an overall grade reduction of 3%. Every fifteen minutes missed of class counts as 1/3 absence; thus, three incidences of being late or leaving early or not coming back from a break within the specified time will count as an absence. For example, if you have 5 absences, were late three times and left early three times, this would count as 6 absences and your final grade would be reduced by 3% points, such as an 82% being reduced to a 79%.

Punctuality:
Assignments are due at specific dates and times. Projects, including portfolios, that are late will have 10 points deducted for each day that they are late. See attendance policy above for more information on late arrival to class.

Course Ground Rules

1) Please contact your instructor with any problems or concerns!

2) 1. You are expected to be on time and prepared for class. If you are unable to e in class, you are expected to let the instructor know by leaving a message by phone or email previous to the class period.

3) Assignments are to be turned in on the date due and at the beginning of the class period due. You are responsible for making up any missed in-class assignments; however, some assignments cannot be made up.

4) As noted in the attendance policy, excessive absences will reflect negatively on your grade.

5) The ability to write well is an important skill for your professional development. Assignments that are difficult to read due to handwriting will be returned with one opportunity to redo the assignment, within 2 days. Typing is strongly recommended. Some assignments require typing and will not be accepted if not typed. Assignments with excessive grammatical or spelling errors (excessive as subjectively defined by the instructor) will be returned with one opportunity to make corrections.
Guidelines for Communications

Guidelines for Communications

Email:

· Always include a subject line, with your name, the course number and the topic of the email.

· Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.

· Use standard fonts.

· Do not send large attachments without permission.

· Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.

· Respect the privacy of other class members.

Web Resources for distance learning (but may be useful for other classes as well):
Information on References for Electronic Sources

American Psychological Association, Electronic References, 5^th edition of the APA Publication Manual, 2001, Retrieved 21 July 2006 from http://www.apastyle.org/elecgeneral.html

Online Services for Distance Learners

Learning Resources Center, Online Services For Distance Learners, Piedmont Community College, Retrieved July 21, 2006 from

http://www2.piedmont.cc.nc.us/DL/online_services.htm

Blackboard Student Support

The North Carolina Conference of English Instructors offers this site with support information for online learners.

North Carolina Conference of English Instructors, CEI Blackboard Support, North Carolina Conference of English Instructors web site, Retrieved 21 July 2006 from

http://www.nccei.org/blackboard/students.html

Netiquette, Or How to Mind Your Manners When Using E-Mail, Virginia Shea, Netiquette , May 1994, http://www.albion.com/netiquette/corerules.html, Netiquette Home Page, Retrieved 21 July 2006 from http://www.albion.com/netiquette/index.html

Library

The Piedmont Community College Library Website includes links and services for: an online catalog, basic library information, Help, electronic resources, distance education library services, interlibrary loan, instructional services, citation help, reserves, searching the web, and periodicals.
http://www2.piedmontcc.edu/lrc/

Students With Disabilities

If you have a learning or other disability, and you want to request special accommodations to ensure equal access to education at PCC, please see Shelly Stone in the Office of Student Development, 599-1181, ext. 210. The information that you provide Ms. Stone will be kept confidential.

Student Success Center

Piedmont Community College now offers a comprehensive package of services to assist students with their academic success. The Student Success Center, located in G-204, provides a variety of free learning support services, including computer access, tutoring, supplemental instruction, study groups, and other academic services. Visit or call Gloria Bennett, Coordinator of the Student Success Center, at 599-1181, ext. 276 to access this valuable student resource.

Syllabus Changes

A statement that any necessary changes to the course syllabus will be sent to the student by e-mail and posted on the bulletin board.

Technical Support for Distance Learning

Libbie McPhaul-Moore, 336-599-1181, ext. 445, mcphaul@piedmontcc.edu
Earl Stenlund, 336-599-1181, ext. 225, stenlue@piedmontcc.edu may be able to assist you with troubleshooting access to Blackboard and navigation of Blackboard. The College does not provide technical support for any problems with your ISP accounts or software, to include AOL.