Syllabus
Course Prefix/Number: LAE 3314
Course Title: Language Skills Arts and Literature in the Elementary School (Literacy
Instruction for the Emergent Reader)
Course Credit Hours: 3
Instructor Name and Contact Information:
Dr. William Barnes
Office: Bldg. 85, Room 1186
Phone: (850) 474-2059
E-mail: wbarnes@uwf.edu
Office Hours: Tuesday 4:00 to 5:15 PM
Wednesday 10:00 to 12:00; 3:45 to 5:00 PM
Thursday 10 am to 4:00 PM
Location Online:
http://homepage.mac.com/wmbarnes1/UWF/SyllabusSpring2010.ntweb/?3
Prerequisites/Corequisites: None
Course Description: Development of pre-service teachers’ skills and understandings needed for
conducting a language arts program at the elementary school level. (This course or its equivalent
is a prerequisite for RED 3310).
Purpose of the Course:
The “Empowered Person and Professional Making a difference” (EPP) is the theme of the
Professional Education Unit conceptual framework. This theme focuses learning experiences on
activities that permit the teacher to examine what he/she does and to take an active role in the
instructional process. The subject matter, class activities, and skill development of this course
were selected to assist your personal growth in the following Empowered Person and
Professional Making a Difference characteristics: a) critical thinker, b) lifelong learner, c)
counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional. To
monitor your progress in this teacher preparation program, a Key Assignments is required. Key
Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on this assignment in order to
receive a grade for the course and advance in the teacher education program. (Specific details are
provided in your Teacher Education Handbook.)
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida's
Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require to
be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Program Student Learning Outcomes:
1.5 Content: Demonstrate knowledge in relevant subject fields through integration
of real world learning activities
3.1 Communication: Communicate accurately and effectively through oral
presentation skills and the written word to deliver high quality education for
elementary/special education students
1.4 Content: Implement a variety of strategies to motivate and help elementary
students acquire knowledge and skills needed to succeed in life
6.2 Diversity: Create educational climates that foster openness, inquiry and
concern for others
5.2 Project Management: Seek the involvement of elementary students to design
effective learning experiences to meet students’ needs and interests
6.4 Diversity: Use appropriate ESOL strategies and instructional methods to
develop experiential and literary activities to effectively deliver instruction to
elementary/special education ESOL students
2.2 Critical Thinker: Develop a repertoire of realistic projects and problem solving
activities that will enable elementary/special students to improve their life skills
and creative thinking abilities
Course Student Learning Outcomes:
Upon completion of this course, students will have the
1. Knowledge of a range of children’s literature and of ways to share this literature and
respond to it with children;
2. Ability to use children’s literature and verse to develop a range of language skills, to
expand vocabulary, to recognize dialogue, to foster appreciation of literature, and to tie in
students’ background experiences;
3. Ability to apply the stages of the writing process to compose a variety of genres including
personal journals, interactive journals, and reader response;
4. Ability to stimulate language growth in children and the acquisition of academic
language using principal listening skills;
5. Ability to use technology to locate professional resources, to generate polished written
projects, and to prepare web-based instructional activities;
6. Ability to use a variety of classroom assessment techniques, including assignment
checklists, rubrics, reading workshop conferences, and portfolio assessment;
7. Knowledge of procedures for teaching with charts of songs, poetry, rhymes and chants, as
well as Big Books, and dictations from Wordless Picture Books to foster print concepts,
phonological awareness, initial consonant sounds, and concept of word to cement word
identification and beginning reading fluency;
8. Demonstration of echo reading, choral reading, and other support reading techniques,
including reader’s theater, chanting, taped readings, and timed readings to foster fluency
marked by appropriate rate and prosody;
9. Knowledge of procedures for adjusting spelling instruction to accommodate differences
in developmental spelling stages, acquisition of 9 letter name features and morphemic
changes, including deviations caused by within word patterns, silent letters, and irregular
phonetic patterns;
10. Demonstration of vocabulary development methods including specific semantic and
syntactic groupings in word walls, discussion of vocabulary in context, word sorting with
polysyllabic words to mark syllabication rules, affixes, morphemic elements, roots, vowel
alternation and vowel reduction;
11. Knowledge of procedures to support children’s development of the traits of effective
writing;
12. Knowledge of techniques for teacher-led and student-led discussions of literature
including the DLTA, DRTA, and Literature Circles; focus is on high level questions
invoking prediction or inference.
13. Knowledge of high stakes testing program in reading and language arts;
14. Knowledge of dialect variations in American English and of procedures for responding
appropriately to dialect variations and languages other English;
15. Knowledge of research results pertaining to instruction in phonemic awareness, phonics,
fluency, vocabulary, and comprehension, print concepts, and concept of word;
16. Ability to activate prior knowledge and to pose questions that tap higher order
comprehension skills including analysis, synthesis, inference, comparison and contrast,
and prediction;
17. Knowledge of how text is structured according to metaphor, syntactical function, and
concepts and details for constructing meaning in fiction and informational texts.
18. Knowledge of how silent reading is the amalgam of fluency and comprehension, as well
as the other major reading elements that shape swift and efficient word identification,
rate, and identification of an author’s purpose.
Course Alignments by Assessments, Outcomes, and Standards:
Project
Name and
Assessment
Tool
(SLOs 1-13)
Conceptual
Framework
Outcomes
(Characteristics)
Course NCATE FEAPs
SLOs Standards
Subject Area
ESOL
Reading
Competencies Performance Endorsement
and Skills
Standards Competencies
For Section 60
& Indicators
Discussions,
Reflections,
Participation,
Demonstrations,
Observation,
Lectures
Critical Thinker
Decision Maker
Counselor/Mentor
Lifelong Learner
Problem Solver
1, 2, 4,
5, 6, 7,
8, 9, 10,
12
1.4, 1.6,
1.7, 2.4,
2.6, 3.8,
3.9,
3.10,
3.13,
4.2, 4.3,
4.7,
4.10,
5.9, 7.1,
7.2, 7.3,
7.5, 7.6,
7.7, 8.2,
8.3, 9.1,
9.3, 9.4,
9.13,
10.6,
10.11,
10.14,
12.2,
12.3,
12.4,
12.5,
12.11,
(60) 1.1, 1.2, 1.3,
1.4, 1.5, 1.6, 1.7,
1.8, 1.9, 1.10,
1.11, 2.1, 3.1, 3.2,
3.3, 3.5, 3.6, 4.2,
4.5, 4.7, 4.8, 5.1,
5.3, 6.1, 6.2, 6.3
1.6, 1.7,
1.8,1.9,
1.9,
1.10.
1.11,
2.3, 2.6,
3.9, 8.1,
9.4, 10.2
(60) 1.2, 1.5, 1.11,
3.6, 4.5
1.5,
1.10,
2.6, 2.8,
6.4, 7.2,
7.7, 8.1,
8.2 12.5
(60) 1.7, 1.9, 2.4,
4.7, 6.1, 6.3,
Word Sort Box
& Word Walls,
and Word Sort
Practice
Critical Task:
Literature
Circle/Thematic
Unit
Professional
Article Review
Decision Maker
Critical Thinker
1245
7 8 9 10
12
Critical Thinker
Counselor/Mentor
Lifelong Learner
Ethical/Moral
Professional
Problem Solver
1, 2, 12
Critical Thinker
1, 2, 4,
5, 7, 8,
9, 10, 12
1b
1b
1b
1b
3.8, 3.9,
4.1, 5.3,
5.4, 7.2,
7.6, 8.2
10.2-9, 8.1,
11.3, 11.4
(61) 3.1, 3.8, 3.9,
5.1, 5.5, 5.6, 5.7,
5.10-5.16
1.A.1, 1.A.2,
1.B.1, 1.B.2,
1.C.1, 1.C.2,
1.D.1, 1.D.2,
1.E.1, 1.E.2,
1.E.3, 1.E.4,
1.F.1, 1.F.2,
1.F.3, 1.F.4,
1.F.5
Competency 2
2.A, 2.B, 2.C,
2.D, 2.E, 2.F.1,
2.F.2, 2.F.3,
2.F.4
(53) 4.2, 4.4, 6.1,
6.3, 8.1, 8.3, 8.4,
10.1-10.14
(47) 1.4, 1.6, 1.9,
1.10, 8.9, 8.10
1.A.1, 1.A.2,
1.B.1, 1.B.2,
1.D.1, 1.D.2,
1.F.1, 1.F.2
Competency 2
2A, 2B
(61) 5.5, 5.6, 5.10,
5.16
(53) 4.8, 8.2, 8.3,
10.1, 10.3, 10.5,
10.8, 10.9
(61) 5.15
(53) 10.4, 10.9,
10.10, 10.11
(53) 4.2, 4.4, 4.9,
4.8, 6.1, 6.4, 8.4,
10.1-10.14
(60) 1.3, 2.1, 2.4,
(61) 5.6, 5.13,
6.4, 6.5
1.E.2, 1.E.3,
1.E.4, 1.F.3,
1.F.4, 1.F.5
Competency 2
2.D, 2.E, 2.F.1,
2.F.2, 2.F.3,
2.F.4
1.C.1, 1.C.2,
1.E.2, 1.E.3
1.F.1, 1.F.3,
1.F.5,
Competency 2
2.A, 2.B, 2.C,
2.D, 2.E
Reflections of
Children’s
Literature
Books
Decision Maker
Critical Thinker
Problem Solver
1, 2,4, 5,
7, 8, 9,
12
1b
1.4, 5.6,
7.3 7.5,
8.3
(53) 4.9, 6.1, 6.4,
9.5, 10.1, 10.3,
10.4
(60) 1.7, 1.9, 2.1,
2.4, 3.3, 5.2
61) 5.5, 5.13
Big Book,
Wordless
Picture
Book & Chart
Reading Set
Critical Thinker
Decision Maker
1, 2, 4,
5, 7, 8,
9, 10, 12
1b
1.4,
1.10,
2.2, 2.4,
3.8, 5.3,
7.1, 7.3,
7.5 8.3
(60) 1.2, 1.4, 2.1,
2.4, 5.1,
4.8, 5.1
(53) 4.2, 4.4, 4.8,
6.1, 8.3, 8.4, 10.110.7
1.E.1, 1.E.2,
1.E.3, 1.E.4,
1.F.4, 1.F.5
Competency 2
2.C, 2.E, 2.F.3,
2.F.4
11.1, 11.2
(61) 5.5, 5.6, 5.7,
5.13
Oral & Silent
Reading with
Question
Strategy-DLTA
DRTA
Critical Thinker
Decision Maker
Lifelong Learner
1, 2, 4,
7, 8, 12,
16
1b
Tests/Quizzes;
Exam
Decision Maker
Critical Thinker
1, 2, 3,
4, 5, 6,
7, 8, 9,
10, 11,
12, 13
14, 15,
16, 17,
18
1b
1.2, 1.4,
2.2, 2.4,
2.7, 3.8,
4.1, 4.2,
4.3, 4.4,
4.7, 4.8,
5.2, 5.6,
5.8, 5.9,
5.12,
7.4, 7.5
1.1, 1.2,
1.4,
1.11,
2.7, 2.9,
3.8,
3.12,
4.2, 4.4,
5.3, 7.1,
7.2, 7.6,
7.7, 8.2,
8.3, 9.13
(53) 10.4, 10.10,
10.11
(60) 1.7, 1.9, 2.4,
4.7,
(61) 5.15
(60) 1.1, 1.3, 1.4,
1.5, 1.6, 1.8, 1.9,
1.10, 2.2, 2.4, 3.1,
3.2, 3.3, 3.4, 3.5,
3.6, 3.7, 4.2, 4.3,
4.5, 5.3, 6.1, 6.2
(61)5.1, 5.5, 5.6,
5.10, 5.11, 5.12,
5.13, 5.14, 5.15,
5.16
(53) 4.2, 4.4,
6.1,10.1-10.14
1.A.1, 1.A.2,
1.B.1, 1.B.2,
1.C.1, 1.C.2,
1.D.1, 1.D.2,
1.E.1, 1.E.2
Competency 2
2.A, 2.B, 2.C,
2.D, 2.E, 2.F.1,
2.F.3, 2.F.4
1.E.3, 1.E.4,
1.F.4
Competency 2
2.E, 2.F.3, 2.F.4
10.1, 10.11,
10.12
1.A.1, 1.A.2,
1.B.1, 1.B.2,
1.C.1, 1.C.2,
1.D.1, 1.D.2,
1.E.1, 1.E.2,
1.E.3, 1.E.4,
1.F.1, 1.F.2,
1.F.3, 1.F.4,
1.F.5
Competency 2
2.A, 2.B, 2.C,
2.D, 2.E, 2.F.1,
2.F.2, 2.F.3,
2.F.4
Topics & Tentative Schedule:
Date
1st Week
2nd Week
3rd Week
4th Week
5th Week
6th Week
Topic
Introduction. Literacy Issues. Lang. Learning
Emergent Readers; concept of word, alphabetical
principle; print awareness
Phoneme Awareness differs from phonological awareness;
environmental print; print concepts; story structures
Read-alouds, DLTA, responding to Lit. Expressive
Reading. Inference and literal comprehension; Chart
reading
Personal and critical comprehension; Expository vs.
Narrative text. Picture Sorts; Songs; Init. Consonant
phonics; Dictation; Big Books; Support reading techniques
Shared Reading; Charts; Wordless Picture Books; picture
sorts; choral reading and fluency issues; avoiding word by
word reading; fluency and rate
Assignment Due
Constructivism essay
Word Sort Box; Quiz
Prof. Article Review
Quiz
Big Book Assignment
Newbery Reflection
7th Week
8th Week
9th Week
10th Week
11th Week
12th Week
13th Week
14th Week
15th Week
16th Week
Whole class and small group shared reading; Context
clues; picture sorts;
Phonics; Letter name spelling; word sorts; morphemes
Guided Reading & Comprehension
Shared and Interactive Writing; Word Study
Guided and Independent Writing; Word Sorts
Literature Circles TK20; Within Word Stage of Spelling
Thematic Units; Word Sorts
Portfolios assessment; grammar; Basal Lessons; DRTA
Spelling patterns and review of stages; grouping
Review and exam
Texts:
Required texts:
Wordless Pict. Book
Caldecott Reflection
Word Wall Cards
10 Charts 2 Cursive
Inform. Text Reflection
Questions for Lit. Circles
Sorting Patterns
Newbery Reflection
Word Sort Box & Picts.
Exam
1. Combs, Martha (2010). Readers and Writers in Primary Grades: A Balanced and
Integrated Approach, K-3, 4th Ed. ISBN-13: 9780137019496 Boston: Pearson
2. McCracken, Robert and Marlene (1995). Reading, Writing, & Language. 2nd. Ed. by
The McCrackens, Winnipeg, Manitoba, Canada: Peguis ISBN-10: 189541170X
3. Gregory, Kristiana (1997) Across the Wide and Lonesome Prairie: The Oregon Trail
Diary of Hattie Campbell, 1847, ISBN: 0-590-22651-7 NY: Scholastic Press
4. Donald R. Bear, Marcia Invernizzi et al. (2009) Words Their Way: Letter and Picture Sorts
for Emergent Spellers 2nd ed. (Paperback) NY: Prentice Hall
ISBN 0135145791
5. Donald R. Bear, Marcia Invernizzi et al. (2008) Words Their Way: Word Sorts
for Letter Name - Alphabetic Spellers. (Paperback) NY: Prentice Hall
ISBN 0135145805
6. Donald R. Bear, Marcia Invernizzi et al. (2008) Words Their Way: Word Sorts
for Within Word Pattern Spellers (Paperback) NY: Prentice Hall
ISBN 013514843X
7. TK20 - Subscription available directly at http://uwf.tk20.com or through the UWF campus
bookstore - Student Access Kits (ISBN 0-9774408-1-8)
OTHER REQUIRED MATERIALS:
• Textbooks
• Internet Access with up-to-date operating system and browser
• Fast Access (I cannot excuse work due to any excuse that the internet was slow or would not
play a online video. You must seek out a library if you have problems).
• E-mail Account (Have you sent an email to yourself using the UWF address? Have you gotten
an email from me?). FLASH, QuickTime, PDF and other advanced utilities must be installed
• Spiral bound chart paper for creating charts and practicing handwriting (Do not tear out a chart
from the spiral ring).
• White 3 Ring Notebook to hold writing journals
Grading/Evaluation System:
COURSE REQUIREMENTS , COURSE GRADE DETERMINATION , AND
DESCRIPTION OF STUDENT EVALUATION AND ASSIGNMENTS (Subject to Change)
1. Attendance; Participation; Demonstrations; Discussions 10 %
It is expected that you will attend all class sessions, arrive on time, and demonstrate
informed participation. It should be evident that you have completed all required readings
in preparation for class. You will participate in discussions on readings that are assigned.
The Word Walls, Literature Circles and Poetry Reading and other Activities, will be
conducted in class. 3 absences will cause you
to forfeit all 10% of this grade.
2. A Review of a Professional Article. 5 %
You will be expected to summarize the article and relate how it is congruent with reading
theory and reading practices that. Submitted to dropbox.
3. Word Sort Box and One Word Sorting Game 10 %
Following the five spelling stages in Bear and Invernizzi's, Words their Way, you will
create word sorts for the Word Sort Box. You will develop and practice sorting routines
for picture sorts, phonetic sorts, concept sorts, and morphemic and affix sorts. You will
demonstrate your growing competency in practice with word sorting. Word study
activities, and word study games are conducted using the classroom projection system.
You will submit your word sort box (storage for cards) for evaluation.
The Word Sort box will count 8% of your grade.
You will submit the Word Sorting Game separately. This will count 2% of your final
grade.
4. Literature Circle/ Thematic Unit Project. 15 %
You will discuss the text, asking four (4) high level questions and sharing primary
resources and activities for teaching a unit on Westward Expansion to parallel our reading
of The Wide and Lonesome Prairie.
5. Four Reflections of Children's Literature 10 %
You will write a summary of two Newbery books, one informational text and one
Caldecott book, accompanying each with a summary, reflection, and an activity.
Submitted to dropbox.
6. Chart Paper Collection of 8 printed charts and 2 cursive charts. 5 %
The charts will be drawn from songs, verse, jump rope chants as well as predictable texts
from McCracken and McCracken.
7. Classroom Response Journal. 5 % You will carry out in-class writing assignments in
the notebook related to poetry, personal writing; these are reflections done in class. You
will submit the journal as a TYPED entry in TK20 at the end of the semester.
8. Wordless Picture Book. 5 % You will create a Wordless Picture book as a Powerpoint
presentation and place it in a dropbox.
or
9. Big Book. 5 % You will create a big book, and submit pictures of it to a dropbox.
Selected Big Books will be presented to the class.
10. Quizzes
20%
11. Final Exam 10%
Grading Criteria A. On time submission: in class on due date (10% per day deducted for late
work)
B. Mechanics and style: typewritten, double-spaced (please do not use page savers), APA
format when appropriate (please use headings and number pages top right); correct grammar
and word usage, linguistic integrity, organization.
C. Comprehensive analysis and discussion: content supported with appropriate research and
references, creativity in presentation.
Note: To monitor progress, selected courses in the teacher preparation program include
Key Assignments linked to program learning outcomes and state standards. Key
Assignments must be submitted in TK20. A passing grade (70% or higher) is required on
the identified student learning outcomes associated with Key Assignments to pass Key
Assignment courses and continue in this Teacher Education program. If applicable to this
course, the Key Assignment will be described below.
References/Bibliography:
INTERNET RESOURCES
Web Sites:
Newbery and Caldecott Awards http://www.ala.org/alsc/newbery.html
Six Trait Writing http://www.nwrel.org/comm/topics/writing.html
Readers Theatre http://www.aaronshep.com/rt/
Sunshine State Standards http://www.firn.edu/doe/curric/prek12/frame2.htm
Language Arts Teaching Resources http://www.sasked.gov.sk.ca/~radville/laelem.html
http://www.readwritethink.org
Rubrics and Checklists http://rubistar.4teachers.org/
Word Games and Puzzles http://puzzlemaker.school.discovery.com/
Special Technology Utilized by Students:
Each UWF Student is expected to:

Activate a UWF ArgoNet email account



Access email two to three times weekly
Have basic word processing knowledge; PowerPoint Skills
Purchase and activate a TK20 Account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct himself/herself accordingly. You may access the current Student Code
of Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Notes:
1. You may NOT submit any work in whole or part for this class that you have submitted in any
other form to another instructor. If you do so, that assignment will be marked as "0" (zero).
2. You may NOT COPY any portion of a published work FROM THE INTERNET OR ANY
WEBSITE or from any other published material from a text or article without citing the author
and source. If you do so, that assignment will be marked as "0" (zero) and the academic conduct
violation provisions below will be initiated.
3. Expectations for Academic Conduct/Plagiarism Policy:
As members of the University of West Florida, we commit ourselves to honesty. As we strive for
excellence in performance, integrity—personal and institutional—is our most precious asset.
Honesty in our academic work is vital, and we will not knowingly act in ways which erode that
integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work
of others. We pledge to share community resources in ways that are responsible and that comply
with established policies of fairness. Cooperation and competition are means to high
achievement and are encouraged. Indeed, cooperation is expected unless our directive is to
individual performance. We will compete constructively and professionally for the purpose of
stimulating high performance standards. Finally, we accept adherence to this set of expectations
for academic conduct as a condition of membership in the UWF academic community.
Academic Conduct Policy:
http://uwf.edu/cas/aasr/ACADEMIC_CONDUCT.htm" (Web Format) |
http://uwf.edu/cas/aasr/academic_conduct.pdf" (PDF Format) |
http://uwf.edu/cas/aasr/academic_conduct.rtf" (RTF Format)
Plagiarism Policy: http://uwf.edu/cas/aasr/Plagiarism.doc" (Word Format) |
http://uwf.edu/cas/aasr/Plagiarism.pdf" (PDF Format) |
http://uwf.edu/cas/aasr/Plagiarism.rtf" (RTF Format)
Student Handbook: http://www.uwf.edu/uwfmain/stuHandbk/" (PDF Format)
Assistance: The Student Disability Resource Center SDRC at the University of West Florida
supports an inclusive learning environment for all students. If there are aspects of the instruction
or design of this course that hinder your full participation, such as time limited exams,
inaccessible web content, or the use of non-captioned videos and podcasts, please notify the
instructor or the SDRC as soon as possible. You may contact the SDRC office by e-mail at
sdrc@uwf.edu or by phone at (850) 474-2387. Appropriate academic accommodations will be
determined based on the documented needs of the individual.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.
Other:
Late submissions will not be accepted in this course. Due to the size of
enrollment, I cannot grade projects a second time to raise grades. However you are free to
contact me during office hours to discuss problems you are having with your work.
Illness or Death in a Family
• If you claim illness or bereavement as an excuse for absence or not submitting work on time,
you must supply a doctor's note or an obituary. You must upload a scanned copy of the note
or obituary to the DROPBOX for this course named Excuses.
Help Desk
If you have a problem accessing any part of the course or receiving email. PLEASE do not
contact me. Ask yourself, "Am I having trouble accessing the course, a quiz, or any other
feature due to technology."
Instead please contact the helpdesk at helpdesk@uwf.edu and their phone is: (850)474-2075
I have already sent email to you via Groupmail. If you have not received it, please contact
ITS to learn your email address or to initiate it. Anytime you cannot access or use technology
here in the eLearning, please call ITS at 474-2075. Here is the link to their webpage:
http://www.uwf.edu/helpdesk/