Course Syllabus
OT 612 712 Syllabus 2021 .pdf
Instructor Information
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Instructor: Gordon Muir Giles, PhD, Dip COT, OTR/L, FAOTA Email: ggiles@samuelmerritt.edu Cell phone: 408-605-0864 Office location: Room 3710, Peralta Pavilion Third Floor Office/online hours: By appointment Best time to contact: Before 9:00 pm |
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Instructor: Ginny Gibson OTD, OTR/L, CHT Email: ggibson@samuelmerritt.edu Office phone: 510-879-9200 ex7391 Office location: Room 3704, Peralta Pavilion Third Floor Office/online hours: By appointment Best time to contact: By email |
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Instructor: Nandini Dasgupta MS Email: ndasgupta@samuelmerritt.edu Office phone: 510-907-2433 Office location: Suite 201, 3300 Webster Street Office/online hours: By appointment Best time to contact: By e-mail Gordon Giles is inviting you to a scheduled Zoom meeting. Topic: OT612/712 Join Zoom Meeting Meeting ID: 953 0966 8660 Dial by your location
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Course Description
Introduction to the philosophy and principles of the research process in the realm of occupational therapy. Includes scientific writing, literature reviews, methods of inquiry, research design, data collection, ethics, informed consent, and clinical reasoning used in field research.
Credits: 3.00
Prerequisites: None
Corequisites: None
Meeting times: 1:00 – 3:50
Location: Online
Begin and End Dates: September 8th, 2021 to December 15th, 2021]
Learning Outcomes
Course Learning Outcomes (CLOs) |
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1. |
Critique quantitative and qualitative research in order to analyze and evaluate scholarly activities, which contribute to the development of a body of knowledge. This includes the: Level of evidence, validity of research studies, strength of the methodology, relevance to the profession of occupational therapy. (B.6.1) |
A |
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2. |
Locate, select, analyze, and evaluate scholarly literature to make evidence- based decisions. (B.6.1) |
A |
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3. |
Recognize scientific methods for formulating theories about observed or experienced phenomena. |
A |
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4. |
Describe the research process and different ways of knowing (epistemology). |
A, B |
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5. |
Identify the components of non-experimental, quasi-experimental, and experimental research designs including qualitative designs. |
A |
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6. |
Effectively locate, understand, critique, and evaluate information, including the quality of evidence in occupational therapy and related literature (e.g., psychology, anthropology, sociology, medicine). |
B, C |
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7. |
Understand and critique the validity of research studies, including their design (both quantitative and qualitative) and methodology. |
A, B, C |
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8. |
Use scholarly literature to make evidence-based decisions. |
B, C |
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9. |
Write a synopsis of a selected research article that adheres to guidelines established in the Publication Manual of the American Psychological Association. |
E |
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10. |
Write a literature review presenting both sides of an evidence-based treatment controversy using APA style, and describe the implications of the critical analysis for practice. |
B, C |
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11. |
Apply the principles of the teaching/learning process using educational methods to design experiences to address the needs of the client, family, significant others, communities, colleagues, other health providers, and the public. |
C |
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12. |
Demonstrate an understanding and use of quantitative basic descriptive, correlational, and inferential quantitative statistics. (B.6.2.) |
A |
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13. |
Demonstrate an understanding of how to analyze and synthesis of qualitative data. (B.6.2.) |
A |
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Key: A = Written examination, B = Paper, C = Presentation, D = Project, E = Competency/lab test, F = Simulation experience |
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Program Learning Outcomes (PLOs) |
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PLO01 |
Synthesize knowledge and concepts from the sciences and liberal arts with occupational therapy theory to provide comprehensive service to persons with limitations in occupational performance. |
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PLO02 |
Demonstrate logical thinking, critical analysis, problem-solving, creativity, and independent clinical judgment in the provision of occupational therapy. |
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PLO03 |
Provide a broad range of functional performance skills to individuals and families from diverse and multicultural populations throughout the life span. |
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PLO04 |
Utilize oral, nonverbal, and written communication skills to develop and maintain therapeutic, goal-directed interactions with individuals, families, caregivers, staff, and community groups. |
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PLO05 |
Design, evaluate, and implement therapeutic strategies directed toward assisting individuals, team members, and community groups in preventing disease, promoting health, and maximizing occupational performance. |
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PLO06 |
Critically analyze scholarly papers and research findings for application of occupational therapy services. |
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PLO07 |
Participate in scientific inquiry designed to improve occupational therapy practice and to enhance the occupational therapy profession. |
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PLO08 |
Maintain responsibility and accountability for service provision to assure adherence to legal, ethical, and professional standards. |
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PLO09 |
Collaborate with other professionals as a leader, advocate, and team member. |
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PLO10 |
Demonstrate a commitment to the core values of the University. (learning, collegial, collaborative with community, innovative, results-oriented) |
Course Policies
Attendance
Regular classroom attendance is expected and essential to successful academic achievement in the Department of Occupational Therapy. Students are responsible to make up work missed due to class absence or illness; points will be deducted for late work.
Punctuality
Arrival on time (logging in) to class sessions is required. If a late arrival is necessary, the student is expected to give timely notice to the instructors, either prior to the class or shortly thereafter.
Professional Behaviors
Part of professional development is the ability to work collaboratively on group projects with peers. A range of professional behaviors contribute to working well with others including, but not limited to, negotiating equal division of responsibility; following through on tasks; being on time; working collaboratively (not insisting on getting your own way all of the time); and being respectful of others (not speaking out of turn, not trying to overwhelm others opinions, not monopolizing the conversation, not being sarcastic or derisive of others).
Professional relationships are fostered by respectful direct feedback that focuses on the problem behavior and is not condemning of the individual. It is each student’s responsibility to establish and maintain an adequate working relationship with his or her peers. No one else can do this for you, and it is no one’s responsibility but yours.
Periodically (as determined by the instructors) students may be asked to rate their own and their peer’s performance during group process. Student feedback regarding poor professional behaviors may lead to instructor intervention and may be used by instructors (following exploration of issues with the student) in the assignment of the student’s grade for the course.
In addition, the instructors reserve the right to grade group assignments individually (to assign students in the same group different grades) in the context of concern regarding professional behaviors.
Assignments
All written assignments must be typed, be double-spaced, and include a cover page unless otherwise stated. Use 12-point Times New Roman font. Points will be deducted for late submission of assignments (10% per day). Assignments late more than five days will not be accepted; no points will be assigned for assignments submitted after five days
REQUIRED TEXTS & READINGS
Texts
Portney, L. G. (2020). Foundations of clinical research: Applications to evidence based practice (4th ed.). Prentice Hall.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th. ed.). American Psychological Association.
Readings
Adams, J., Burridge, J., Mullee, M., Hammond, A., & Cooper, C. (2004). Correlation between upper limb functional ability and structural hand impairment in an early rheumatoid population. Clinical Rehabilitation, 18(4), 405-413. https://doi.org/10.1191/0269215504cr732o
Clark, F., Azen, S. P., Zemke, R., Jackson, J., Carlson, M., Mandel, D., Hay, J., Josephson, K., Cherry, B., Hessel, C., Palmer, J., & Lipson, L. (1997). Occupational therapy for independent-living older adults: A randomized controlled trial. JAMA, 278(16), 1321-1326. https://doi.org/10.1001/jama.1997.03550160041036
Gilbertson, L., Langhorne, P., Walker, A., Allen, A., & Murray, G. D. (2000). Domiciliary occupational therapy for patients with stroke discharged from hospital: Randomised controlled trial. British Medical Journal (Clinical Research Ed.), 320(7235), 603-606. https://doi.org/10.1136/bmj.320.7235.603
Green, B. N., & Johnson, C. (2006). How to write a case report for publication. Journal of Chiropractic Medicine, 5(2), 72-82. https://doi.org/10.1016/S0899-3467(07)60137-2
Huang, H. H., Ragonesi, C. B., Stoner, T., Peffley , T., & Galloway, J. C. (2014). Modified toy cars for mobility and socialization: Case report of a child with cerebral palsy. Pediatric Physical Therapy, 26(1), 76-84. https://doi.org/10.1097/PEP.0000000000000001
Madigan, R., Johnson, S., & Linton, P. (1995). The language of psychology: APA style as epistemology. American Psychologist, 50(6), 428-436. https://doi.org/10.1037/0003-066X.50.6.428
Sackett, D. L., Rosenberg, W. M., Gray, J. A., Haynes, R. B., & Richardson, W. S. (1996). Evidence based medicine: What it is and what it isn’t. BMJ (Clinical Research Ed.), 312(7023), 71–72. https://doi.org/10.1136/bmj.312.7023.71
Spencer, J., Young, M. E., Rintala, D., & Bates, S. (1994). Socialization to the culture of a rehabilitation hospital: An ethnographic study. American Journal of Occupational Therapy, 49, 53-62. https://doi.org/10.5014/ajot.49.1.53
Wang, J., Ding, D., Teodorski, E. E., Mahajan, H. P., & Cooper, R. A. (2016). Use of assistive technology for cognition among people with traumatic brain injury: A survey study. Military Medicine, 181(6), 560-566. https://doi.org/10.7205/MILMED-D-14-00704
TECHNOLOGY REQUIREMENTS
Students are required to have the following:
- Laptop computer (not an iPad, tablet, or notebook)
- Operating system: Windows 7 (PC) or OS X or higher (Mac)
- Soundcard & speakers
- Firefox, Chrome or Microsoft Internet Explorer; Safari (Mac)*
*Mac users are encouraged to have one of the other options to optimize compatibility.
5. Statistical Package for the Social Sciences.
- MOT Students will access SPSS via a 30-day free trial (details will be provided by the instructors in class). As students will need access to SPSS for three class sessions please do not attempt to access the free trial until asked to do so by the instructors.
- OTD students will be using SPSS in this class, and more extensively in the OTD only OT720 class. OTD students will need to purchase a 12 month license for $69.99 for SPSS
(Mac) http://www.journeyed.com/item/IBM+SPSS/IBM+SPSS+Statistics/1610289
(PC) http://www.journeyed.com/item/IBM+SPSS/IBM+SPSS+Statistics/1610290
Use of Library
Students will have assignments requiring use of the library and are encouraged to use library materials as needed to supplement the textbooks used in the course.
Teaching Methods and Learning Experiences
The methods utilized in this course include learning through lecture, discussion, required reading, quizzes, small group projects, writing assignments, online learning activities and mastery exams. Library staff will provide a class on using search engines to locate research articles.
Methods of Student Assessment
Grading Scale
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Percentage |
Letter Grade |
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100% - 90% |
A |
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< 90% - 80% |
B |
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< 80% - 70% |
C |
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< 70% - 60% |
D |
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< 60% - 0% |
F |
Evaluation Methods
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Post a Picture – Post an individual picture of yourself. The picture should be a close-up and vertically oriented so that you are easily recognizable.
Syllabus Acknowledgement – Acknowledge the course syllabus on Canvas. The syllabus will be briefly reviewed in class, but we ask that students read the syllabus and indicate having done so in the discussion forum.
How to Recognize Plagiarism – Complete a tutorial on How to Recognize Plagiarism and successfully complete a test on plagiarism via the Indiana University Bloomington School of Education website. Upon successful completion of the test (90% or better), a certificate will be awarded. As a requirement of this course, students must submit this certificate as a .pdf document via Canvas (no photographs). Failure to submit a certificate will result in a non-passing grade for this course.
Online APA quizzes – Complete five online quizzes intended to assist students to learn the writing style of the American Psychological Association 7th edition. These are open book quizzes you may have the APA Publication Manual with you when you complete these quizzes.
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APA Quiz |
Date |
Content |
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I |
09/22/21 |
Journal Articles in a Reference List |
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II |
09/29/21 |
Books in a Reference List |
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III |
10/06/21 |
In-Text Citations |
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IV |
10/13/21 |
In-text Citations and Entries in the Reference List |
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V |
10/20/21 |
Writing Clearly and Concisely |
PICO Question and Literature Search – Develop a PICO question (population, intervention, control, and outcomes and conduct an internet search using online article indexes and databases available through the SMU library website (e.g., Medline, OT seeker, Psychinfo, Eric, etc.) to locate a research articles relevant to the PICO question, published in a professional, academic, and peer-reviewed journal relevant to occupational therapy (not a systematic review or meta-analysis as these are too difficult at this time). Students are to submit the computer search that was conducted, and the first three articles from that search in APA style. Further instructions provided on Canvas.
Designing Visual Presentations – This assignment will be done in groups during a special class session on Monday, September 16, 2021 1:00 - 3:50. If a student is absent from class on the day this assignment is completed and due, he or she must submit the assignment individually. A "complete" grade must be achieved to pass this course.
Survey Data Analysis - On the week on 09.29.2021 students will complete a survey and on the week of 10.06.2021 students will use SPSS top analyze the data in class.
Synopsis – Select one of six possible research articles to review. After completing a research Article Review Form (ARF), each student is to write a synopsis of the chosen research article and include a reference citation in accordance with the Publication Manual of the American Psychological Association 7th Edition. The synopsis is to be no more than two double-spaced pages in length, plus a title page and reference page. The synopsis is to be written so that the reader can make an assessment of the scientific merit of the article without looking at the original article (the reader must be able to understand it) and it must include enough detail to adequately represent the content. Do not editorialize: it is not intended that you comment on the content; summarize the article as accurately as possible. A grading rubric is provided on Canvas. The assignment deliverables include: 1) synopsis, and 2) research Article Review Form (ARF). Further detailed instructions are provided on Canvas.
Literature Review Paper/Presentation – Groups of four/five students will together compose a literature review [minimum 8 research articles (or 2 per person)] regarding an evidence-based controversy in occupational therapy or rehabilitation. This assignment is intended to further students’ computer literature search skills and to assist students in the process of critically analyzing the evidence regarding unsettled areas of occupational therapy practice. Each group of students will conduct an internet search using online article indexes and databases available through the SMU Library website (e.g., Medline, OT seeker, Psychinfo, Eric, etc.) to locate research articles published in professional, peer-reviewed academic journals relevant to occupational therapy. The literature review must include a minimum of two research papers (reporting an interventional research study) per person relevant to the evidence-based controversy and draw conclusions from them. The review (including reference citations) is to be formatted per the Publication Manual of the American Psychological Association (7th edition). Each article will be reviewed; however, concluding paragraphs should synthesize all of the studies reviewed and provide a “clinical bottom line”. Presentations will include use of PowerPoint. The paper and presentation should be submitted to Canvas.
The goal of these activities is to give students practice in critically examining research articles; therefore, the reuse of articles from one assignment to another or between classes defeats the purpose of this class and is not permitted. Further detailed instructions are provided on Canvas.
On-line Article Quizzes – Eight online article quizzes are to be completed online and will be available one week prior to the due date. Content for each quiz will be as follows (see Required Readings for a full reference). This is an open book quiz you may have the article with you when you complete this test.
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Article Quiz |
Date |
Content |
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I |
09/15/21 |
The language of psychology: APA style as epistemology. |
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II |
09/22/21 |
Use of assistive technology for cognition among people with traumatic Brain injury: A survey study. |
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III |
10/06/21 |
Occupational therapy for independent-living older adults: A randomized controlled trial. |
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IV |
10/13/21 |
Domiciliary occupational therapy for patients with stroke discharged from hospital: Randomised controlled trial. |
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V |
10/20/21 |
Correlation between upper limb functional ability and structural hand impairment in an early rheumatoid population. |
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VI |
11/10/21 |
The Institutional Review Board (PowerPoint presentation and associated readings) |
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VII |
11/17/21 |
Modified toy cars for mobility and socialization: Case report of a child with cerebral palsy. |
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VIII |
12/08/21 |
Socialization to the culture of a rehabilitation hospital: An ethnographic study. |
SMILE Literacy Module – The SMILE program is available through Canvas. All modules and quizzes must be completed successfully to pass the class. Points for completion are awarded on a pass-fail basis.
Mastery of APA Style Test – APA style 7th edition mastery tests are scheduled on the day and immediately following the midterm and the final (i.e., two opportunities will be given to complete the Mastery test). The higher score of the two attempts will be entered into the students’ grade book and count towards the student’s grade.
Midterm Exam - The midterm exam will consist of multiple choice questions and include content from readings and lectures.
Final Exam - The final exam will consist of multiple choice questions and include content ffrom readings and lectures. The final exam will be cumulative (i.e., it will cover allmaterial covered in the class).
Class Participation and Attendance
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Reduction in Course Grade |
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1st |
2nd |
3rd or more |
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Absence with Notification |
0% |
0% |
10% |
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Absence without Notification |
2% |
5% |
5%, in addition to above |
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Lateness (> 10 min) |
0% |
0% |
2%, increases by 1% per episode |
Samuel Merritt University Policies
Withdrawal Policy
After the end of the drop/add period, a student may withdraw from a course without academic penalty until the midpoint of the course, or when no more than 50 percent of the course has been completed, whichever occurs last. A student may withdraw from a single course only once. The course remains on the student transcript with a grade of “W”. Petitions to withdraw from a course beyond this period would be approved only for serious and compelling reasons such as serious accident or illness. The approval of the instructor and the department chair are required on the petition form, which the student files in the Registrar’s Office. If the petition is granted, the course remains on the student record with a “W” grade. If the petition is denied or the student fails to complete course requirements without formally withdrawing, the grade will be determined by the instructor based on the grading policy and requirements as noted in the course syllabus (See Withdrawal from the University and Refund Policies).
Academic Integrity
Samuel Merritt University affirms the belief that integrity, truth, respect, and honesty are the foundations for our interactions as an academic institution. All students are expected to abide by the policies of academic honesty and integrity as outlined in the catalogue/student handbook. Please note that the Code of Ethics is published in the Samuel Merritt University Catalog:https://www.samuelmerritt.edu/student-catalog-and-handbook. Since dishonesty in any form harms the individual, other people, the community, and the University, policies on academic integrity will be strictly enforced. We expect you to be familiar with the guidelines for behavior, to follow them, and to know the consequences of violating these standards of ethical behavior.
As noted in the Student Handbook/University Catalog, faculty reserve the right to deal with individual instances of academic dishonesty by imposing sanctions such as failure on a paper or project or even failure of the course.
Disability Resource Center
Samuel Merritt University recognizes disability as an aspect of diversity that is integral to society and to the campus community. It is the policy and practice of Samuel Merritt University to create inclusive learning environments. The Disability Resource Center (DRC) works with students and faculty to create accommodations when necessary to provide equal access to University services and facilities. If you would like to discuss disability-related needs, please contact the DRC for a confidential appointment at drc@samuelmerritt.edu. Accommodations cannot be applied retroactively, so please reach out early.
Title IX Statement
Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources here: https://www.samuelmerritt.edu/discover/student-experience/safety-and-security/sexual-assault-and-violence-prevention-resources.
Recording of Learning Activities
Audio recordings of class lectures are permitted in this course, with advance notice to the instructor. Recordings should not be posted online or otherwise disseminated outside the class. Recording small group or one-on-one conversations should not take place without the agreement of all parties being recorded. Recordings should be destroyed after the course is completed.
Course Evaluation
Students have the opportunity to provide feedback to the instructor during the course. All students are expected to fill out an anonymous course evaluation at the end of each course term.
Topics and Assignments
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Date |
Topic |
Instructors |
Activity |
Reading/Assignments |
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09/08/21 Week 1
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L1: Research and Evidence Based Practice: What is research? Research in OT Evidence-based Practice. Levels of Evidence |
Giles Gibson
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Review Syllabus LAB: Article Triage
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Read: Sacket (1996) and Portney pp. 2-15 Due: 09.10.21 Post a Picture, Syllabus Acknowledgement @ 11:59 PM |
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09/16/21 1:00pm-3:50pm |
Designing Visual Presentations |
Gibson |
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Due: 09.16.2021 Designing visual presentations @4:00pm |
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09/15/21 Week 2
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L2 (APA1): Introduction to APA.7th Citations:
Writing a Synopsis
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Giles Gibson
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Read: Article for OL Article Quiz I and Madigan, Johnson, & Linton (1995) APA Publication Manual pp. 3-48 (paper elements and format) APA Publication Manual skim pp. 253-352 (Citations and references) Portney, Descriptive statistics, pp. 318-332 Due: 09.15.21 OL Article Quiz I @ 12:59 PM Due: 09.15.21 PICO Question (1st submission @ 12:59 PM, edited submission @11:59 PM) Due: 09.17.21 How to Recognize Plagiarism certificate @ 11:59 PM |
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9/22/21 Week 3
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L3: Developing a Research Question: Identifying a Researchable Topic Choosing a Research Method Qualitative vs. Quantitative Research The Nature of Data Descriptive Statistics Developing and Testing a Hypothesis
Using Search Engines
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Giles Gibson
Library Staff |
Learning to search using SMU Library data bases. |
Read: Article for OL Article Quiz II and Portney, Role of Theory, pp. 42-49 Evidence Based Practice, pp. 53-65 Portney, Searching the Literature, pp. 70-85 Concepts of Measurement, pp.106-140 Due: 09.22.21 OL APA Quiz 1 @12:59 PM Due: 09.22.21 OL Article Quiz II @12:59 PM Due: 09.24.21 SMILE @ 11:59 PM (Scores do not populate in Canvas directly so do not worry if you do not see your score!) |
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09/29/21 Week 4
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L4: Questionnaires, Surveys, and Sampling Overview of SPSS APA 2 Mechanisms of Style
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Giles Gibson Dasgupta
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Present literature review topics and sign-up sheet Survey Completion |
Read: Portney, pp. Surveys and Questionnaires, pp. 141-158 APA Publication Manual pp. 153-191 (Mechanisms of style) Due: 09.29.21 OL APA Quiz 2 @12:59 PM Due: Literature Search 10.01.21 @11:59 PM Bring Computer with SPSS to class. |
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10/06/21 \Week 5
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L5: Appraising Interventional Studies
APA3 Grammar |
Giles Dasgupta
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LAB: Data Collection data entry and generating descriptive statistics. LAB: Descriptive statistics |
Read: Article for OL Article Quiz III and Portney, Designing Clinical Research, pp.180-209 APA Publication Manual pp. 110-127 (Writing style and grammar) Due: 10.06.21 Data Analysis Lab @11:59PM Due: 10.06.21 OL APA Quiz 3 @12:59 Due: 10.06.21 OL Article Quiz III @12:59 Bring Computer with SPSS to class” |
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10/13/21 Week 6
|
L6: Experimental Design
APA 4: Bias Free Language |
Giles Gibson Dasgupta
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LAB: Generating inferential statistics |
Read: Article for OL Article Quiz IV and Portney, Design Validity, pp. 210-239 APA Publication Manual pp. 131-149 (Bias free language) Due: 10.13.21 OL APA Quiz 4 @12:59 Due: 10.13.21 OL Article Quiz IV @12:59 |
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10/20/21 Week 7 |
L7: Correlation Select topic for literature review |
Giles Gibson Dasgupta |
LAB: Examining relationships |
Read: Article for OL Article Quiz V and APA Publication Manual p. 61-124, 143-158, 325-352 Due: 10.20.21 OL APA Quiz 5 @12:59 Due: 10.20.21 OL Article Quiz V @ 12:59 PM Due: 10.22.21 Synopsis @ 11:59 PM Bring Computer with SPSS to class. |
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10/27/21 Week 8 |
Midterm and APA Mastery Test |
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11/03/21 Week 9
|
L9: Measurement Tools |
Giles Gibson
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LAB: Evaluating Measurement Tools
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Read: Portney, Correlation, pp. 428-439 Bring Computer with SPSS to class. |
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11/10/21 Week 10
|
L12: Descriptive Research Qualitative Studies |
Giles
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Complete L8: The History of the IRB and Protection of Human Participants (online lecture) Read: L8 PowerPoint for OL Quiz VI and Portney Ethics, pp. 88-98 Due: 11.10.21 OL Quiz VI @ 12:59 PM |
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11/17/21 Week 11 |
L10: Appraising Case Reports and Case Studies
|
Giles Gibson
|
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Read: Article for OL Article Quiz VII, Green (2006), and Portney, Single Subject designs, pp. 249-269 Due: 11.17.21 OL Article Quiz VII @ 12:59 PM Due: PowerPoint for Oral Presentation of Literature Review 11.19.21 @ 12:59 PM |
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11/24/21 Week 12 |
Thanksgiving Holiday |
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12/01/21 Week 13
|
L11: Systematic Reviews and Meta-analyses |
Giles Gibson
|
Watch assigned Presentation of Literature Reviews |
Read: Portney, Systematic Reviews and Meta-analyses pp. 574-594 Read: Portney, Qualitative Research, pp. 297-316 |
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12/08/21 Week 14 |
L12: Qualitative Research |
Giles Gibson
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Watch assigned Presentation of Literature Reviews
Course evaluations |
Read: Article for OL Article Quiz VIII Due: 12.08.21 OL Article Quiz VIII @12:59 Due: 12.12.21 Literature Review (paper) @ 11:59 PM |
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12/15/21 \Week 15 |
APA Mastery Test & Final Exam |
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Course Summary:
| Date | Details | Due |
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