...have not taken an online course

Due Wednesday, January 11, by midnight
Subject Line: 102q project 1
File name for attachment: lastname letter (ex: butcher letter)

1. Visit Online Learning.Net (opens in a new window)
   This link will take you to the Univ. of San Diego/UCLA distance learning site and a test to assess your compatibility with learning in an online environment. Take the test and make careful notes about the evaluation you get when you finish.
2. Find another site on the internet that offers a similar self-test. Make careful notes of the complete address where the test is found. Take that test and make careful notes about the evaluation you get when you finish.
3. Find three sites that discuss online or distance learning and read them, making note of the complete address for each site as well as what each site says about online or distance learning.
4. Finally, you will summarize and report the findings of these 3 steps in a letter to me of about 500 words. Though this is a letter, and therefore less formal than an essay, you should make it as correct as possible. Watch your spelling and grammar, etc. This is your first piece of writing and your first opportunity to show me what you can do with words and ideas.
   
   Your letter should address thoroughly each of the following, though how you organize the information is up to you:

• tell me how you scored on the self tests and explain what strengths or weaknesses were identified;
• give me the full addresses for all the internet sites you visit (You should have a total of four addresses in your letter);
• provide a brief summary of the information found on the sites that you visited; and
• discuss whether you think you are well suited to learning in an online environment or not. If you are well suited to it, why? If you aren't, why not? What personality traits do you possess that might hinder or help you as a student in an online class? How do you plan to deal with the potential problems that were identified for you?

Be sure to compare your letter to the grade sheet before submitting. See Turning in Your Assignments for instructions on file format and getting the letter to me.

... have taken an online course

Due Wednesday, January 11, by midnight
Subject Line: 102q project 1
File name for attachment: lastname letter (ex: butcher letter)

Write a letter of about 500 words to me in which you reflect on your experiences in an online course. You might consider these questions as a starting point:

• What did you learn about working online?
• What were your expectations about online courses? How have those changed?
• What were the surprises?
• Were there problems with technology, with scheduling, your ability to manage?
• What have you learned about being an online student that you can apply this semester to help you succeed or have fewer problems?

Note that this assignment does not ask you to critique or analyze your previous online course; rather, it asks you to analyze your performance as a student in an online course.

Be sure to compare your letter to the grade sheet before submitting. See Turning in Your Assignments for instructions on file format and getting the letter to me.

MP1: Grade Sheet

These 2 criteria must be met or the project fails:

_____ The letter was emailed by the deadline (Wednesday, 1/11)
_____ The letter is about 500 words

For students who have not taken an online course

The Letter explains

_____ How the student scored on each of the two self-tests
_____ The student’s strengths and weaknesses, based on the self-tests
_____ What was found on the sites the student visited, in summary form
_____ Whether the student believes he/she is well-suited or not to learning in an online environment

The Letter includes

_____ The full address for each of the 4 web sites that the student found for the letter

For students who have taken an online course

The Letter explains

_____ What the student learned about being an online student from taking an online course
_____ What the student will do differently in this course based on past experience

The Letter avoids

_____ Analysis or critique of the previous online course, focusing instead on the student's performance as a student

Essay 1

Essay 1: Don’t Make Me Go in Circles

Departmental websites can be very useful to a student trying to find out information about his or her classes. However, a departmental website that is not easy to access can frustrate a person. I am majoring in accounting, and I visited the Clifford College website, Wexel University’s website, and Eastern State’s website. I reached the following conclusions. A departmental website should be easy to navigate, while also capturing my attention and providing useful information so that I do not feel like I have wasted my time by going to this specific site.

There are many useful links that I feel a good departmental website should have. I like to know about the teachers that I am going to have and I don’t always know someone who has already taken a class that I might need. Therefore, links to faculty information would be very helpful. I would also like to know what each instructor expects in a classroom (attendance policies, grading criteria, etc.). In addition to faculty information, it would be useful to know something about some students majoring in the same field as me. I am also interested in what I can do with a degree in accounting and what kinds of jobs are available now that I can do. Links to job information would save me a great deal of time. Finally, if I have any trouble in a class--which most people do, at one point or another--I want to know where I can go to get help. Give me a link to tutoring services.

Wexel University’s accounting website gives a lot of useful information. It is also fairly easy to navigate around the site. The Eastern State site for accounting is more difficult to get around. Last semester, I had a computer class and I couldn’t find the links for my class. That’s because there is no link to the pages I need from the main accounting page. There also isn’t a link to many other useful things such as course requirements, and suggested curriculum; although I found links to these on the main Eastern State site. Clifford College’s accounting website offers the least information. While they put all the information on one page and then used links that scroll down part of the page, using this technique would make a page with more information look cluttered. At Clifford College, they focused on the requirements for an accounting major, which is good, but they didn’t tell a prospective student anything else. It basically looked like a page I could find in the course catalog.

A website should offer good information, but also be easy to navigate. The best way to allow users to get around a site--especially one with an abundance of information--is to use frames. Frames allow users to see exactly what pages a site contains and make it simple to get back to a certain page, allowing the user to click one link instead of forcing him or her to click on the back icon several times. Colors and graphics should be used wisely in a departmental website. Remember, this is supposed to draw the user’s attention, but it’s also supposed to be professional. In addition, most students are pretty busy people. Give the student the information he or she needs and let him or her get back to whatever he or she need to do.

Good departmental websites are not hard to make. A web designer should simply take into consideration what the viewers want. A few basic things are a must in a departmental website. Links to faculty and student information, links to tutoring information, and easy navigation are very important to me. In addition, something easy to read that tells me what I need to know and gets me in and out quickly will be more desirable to me than a site that is hard to read and keeps me going around in circles.
(652 words)

Essay 2

Essay 2: Form and Function in a Department Website

I am an English major and have examined the English department websites of three State Universities: East State, West State, and North State. Based on my perusal of these sites and my needs as an English major, I have concluded that an effective website must load quickly by effectively using graphics, provide for easy navigation, and contain information that both graduate and undergraduate students will find useful and interesting. While none of the websites I explored was perfect, they all provided useful insights into what should and should not be done with a departmental website.

While increasingly faster connections are always available, few people can afford the high-end services that allow for quick viewing of graphically intense websites. This holds especially true for students. Irrelevant factors that significantly slows down a website will eventually drive off even the most dedicated student. While I can see an Art Department’s having snazzy graphics, I can see no reason for an English site to indulge in them. The programmers of the East and North websites understood this; their sites loaded quickly. North’s website was especially fast. It was a bit on the drab side, however, and would benefit from--if nothing else--a change of color scheme. Black and blue and purple reminded me of bruises and band aids. The East site was pleasantly balanced. There was enough color and imagery to please without wowing. West State’s website, though, could have easily pared down its imagery without sacrificing utility. The ideal solution to the problem of balancing function against form is to provide a bare-bones introductory page which provides one link to the image-heavy version of the department site and one to the more frugal version. This approach would benefit everyone. The programmer could construct the minimalist version first and maintain it while working on the jazzed up site. Students could access the information they need and provide feedback, and the high-end website, once functional, would reflect the department’s commitment to the online community.

Not all members of that community are techno-savvy, however. Even computer literate students will stop using a website if they find it difficult to navigate it. I knew, vaguely, that this was true before examining these English department sites, but little did I realize how drastic a difference it would make. After my explorations I concluded that three factors must be present in an easily navigated website: a search engine, pull down menus, and well maintained links. East State was the only university to provide a search engine, and I felt the lack of one at the other two sites. With a search engine one can accomplish with a few keystrokes and a single link what could easily take half a dozen clicks to accomplish.

Pull down menus also reduce the time it takes to find information, and they provide a spatial representation of the website’s structure, too. West State benefited greatly from its use of pull down menus, more than making up for the time spent on loading imagery. East and North did not have these menus, and the sensation of traversing a labyrinth (instead of looking down upon it from above) stayed with me while I examined those sites. With search engines and pull down menus one can quickly determine if a particular piece of information is present; not so with a website equipped with nothing more than links.

A good webmaster will maintain the links on a website. If a link must be deactivated it should not appear as a link. A dead link should not be placed next to active links, nor should it be underlined or highlighted. Its status as a link should not be visible. The constantly shifting structure of the web is unavoidable. “Under Construction” signs are an inescapable hazard of navigating online. I suspect, though, that they are not as necessary as it would appear. Surely the content can be entered before the link is activated. If so, why bother with the dead end? Simply rearrange things when ready, and not before. If the site is rearranged or so thoroughly updated as to effectively split into substantially different sites (as happened on West State’s site) then something has gone wrong. The data should be collected and reorganized and, after this is done, if there are still major differences, then a link to the new site should be listed with other links of interest. The West State site provided, on the main page, a link to the “Old English Department Site.” I was confused by this. I thought at first that this was a link to an entire sub-department devoted to the study of Old English. Upon finding it to be a link to the old departmental website I wondered why the extra click--and irritation--had been necessary.

The ultimate source of irritation in a website is insufficient or useless information. If a department goes to the effort to erect and maintain a website it should ensure that it is a useful one. On a purely functional level the website should provide contact information for everyone in the department, including email, phone, fax, and physical address, as well as directions to the building. The East site gave detailed directions and a map with routes clearly marked, which pleasantly surprised me. A frequently asked questions section would seem to be in order as well, as this would guard the department secretary from at least a few unnecessary phone calls. This function as a buffer between the department and everyone else is, in fact, one of a department website’s primary reasons for existing. This buffer function allows the inquirer to gain information at their convenience and pace, while freeing up members of the department to concentrate on matters requiring judgment, such as figuring out what courses a student wants to take. A useful addition to the website, then, would be a ‘smart transcript’ program. This program would list projected course schedules, track major, minor, and overall requirements, and provide a current list of the student’s instructors. While none of the websites I visited had anything like this program, North appeared to have something remotely akin to it. All the department faculty were listed by topics and time periods, with links to pages for each one.

Aside from strictly useful information a department would be well advised to list as much interesting material as it can clearly organize. An events calendar is a must, as well as forums and bill boards. Work-study opportunities and scholarships should be advertised. Links to other interesting and related sites add flavor and quite possible utility. North surprised me with its links list. There were links to dictionaries, style manuals and thesauri, links to “How to Avoid Insensitive Language” and the “Offensiveness Quotient,” links to on-line texts, magazines, and libraries. I was amazed.

Each of the websites I visited had amazing aspects, but none of them managed to assemble all the important pieces into a great whole. A truly excellent website will not call attention to itself with slow loads or poor design. What it will call attention to is the information it contains, and it will do so with the aplomb of a seasoned tour guide. The capacity to inform and engage students and prospective students is an invaluable commodity for any department, and that capacity is what a good website delivers. (1225 words)

Mini-Project 2: Answers

Part 1: Learning about Continuity

According to Trimble, what are the important parts of an essay?

After you gain a sense of audience, Trimble says a well defined thesis, a clear strategy, strong evidence, a clean narrative line, and persuasive ending are the essentials to a good paper. (see pp. 34–35)

What are the strengths of the Model Essay on Julius Caesar?

The model essay demonstrates strengths that illustrate Trimble’s essay “checklist.” The well-defined thesis vividly explains the point Danny is trying to make. This essay is such a great example of a clear strategy because there is evidence of such great organization. He thoroughly explains and strengthens his first two points to ultimately persuade his readers through the use of very simple structure. He uses “signpost” structure to clearly state each point he attempts to make to his audience and links them together with appropriate words and phrases. Last, Danny displays the strong evidence to support his beliefs so that the readers are not confused by generalization.

What is continuity?

Continuity is the idea of clearly connecting sentences together so that the points flow freely together. Making connections within your sentences ensures your readers have proper understanding of the points you make in a paper.

Why is continuity important?

Continuity is important in a paper in order to achieve its purpose: explaining your points and persuading the reader that your points are true. Without continuity, a paper would be a bunch of mass-jumbled paragraphs thrown together to inevitably confuse your reader. When your sentences flow together, your paragraphs build from them and form your essay, saving you from stress and your reader from confusion.

What are specific strategies for achieving continuity in an essay?

One way to achieve continuity is to list out the main topics of your supporting paragraphs as Danny did for his paper. This helps you outline your ideas and avoid random thoughts and ideas from chopping up your thoughts. Another way is to use Trimble’s idea of “signposting” or parallel structure. This technique uses conjunctive adverbs and transitional words to signal a new thought is coming into the paper, which helps your thoughts flow smoothly together.

Part 2: Evaluating Two Essays for Continuity

Essay 1: Don’t Make Me Go in Circles

Type the thesis of the essay:

“A departmental website should be easy to navigate, while also capturing my attention and providing useful information so that I do not feel like I have wasted my time by going to this specific site.”

Make a list of the topics you expect to be covered in the essay, based on the introductory paragraph:

• Details about each of the three websites he visited
• How a website is easy to navigate
• How to capture attention
• How a website can show useful information

Make a list of the topics actually covered in the essay (in other words, make a simple outline of the body paragraphs:

• Useful Links
  • faculty information
  • job information
  • tutoring services
• Website that has good information but easy to navigate
  • links
  • cluttered information
• Navigation
  • Using frames to organize
  • Colors and graphics to get attention

Does the content of the essay match the thesis? If not, how should the thesis be changed?

No, content does not match the thesis. The thesis should definitely be rewritten because it is very choppy and confusing. An example thesis: In order for a departmental website to be beneficial to students, the site should provide for easy navigation, be attractive to draw attention, and provide useful information for all students.

Essay 2: Form and Function in a Department Website

Type the thesis of the essay:

“Based on my perusal of these sites and my needs as an English major, I have concluded that an effective website must load quickly by effectively using graphics, provide for easy navigation, and contain information that both graduate and undergraduate students will find useful and interesting.”

Make a list of the topics you expect to be covered in the essay, based on the introductory paragraph:

• Pages that load quickly with use of graphics
• Easy navigation
• Graduate and undergraduate student information

Make a list of the topics actually covered in the essay (in other words, make a simple outline of the body paragraphs:

• Graphically intense sites provide slows down speed
  • fast sites that need graphic and color improvement
  • intensely graphically enhanced pages with slow connection
  • two links to website: graphic and simple for slow connections
• Easy Navigation
  • pull down menus
  • search engine
  • well-maintained links
• Useful and Interesting Material
  • contact information and frequently asked questions
  • faculty information
  • Interesting Information
  • Events calendar, links, work opportunities, etc.

Does the content of the essay match the thesis? If not, how should the thesis be changed?

Yes, the content of this paper reflected the topics mentioned in the introductory paragraph, while the conclusion sums it up. This paper was very easy to read and follow due to good organization of the topics.

Part 3: Thinking About the Unsuccessful Essay

Which essay is not successful? Why is it not successful?

The first essay, "Don’t Make Me Go in Circles," was so hard to follow. The writer’s thoughts did not flow together and the points were not made. It was apparent the writer did not list out the points to be discussed before the paper was written. Then, the topics mentioned in the introductory paragraph did not follow the points made in the supporting body of the paper. Last, the conclusion did not sum up the overall idea of the paper and even brought in new information that was unnecessary. This paper needs to be rewritten by following Trimble’s checklist in order to become a successful paper.

List 4 specific changes you would make in the unsuccessful essay using Trimble’s ideas about coherence.

1. I would suggest rewriting the paper using Trimble’s checklist and making an outline of the paper’s main idea and points.
2. Either the thesis or the supportive points need to be changed so that they match up with one another.
3. Have more detailed information on each website to give further evidence to support the thesis.
4. Use more appropriate words like “signposts” to help the points flow in order and have a more persuasive effect on the reader.

Essay 1 Grade Sheet

A Excellent

an A essay includes all the characteristics of B and C work as well as the following:

1. the essay is easy to read because it flows smoothly from idea to idea; continuity is handled expertly
2. the writer has made good use of language
3. the writer consistently offers clear and detailed explanations in support of the thesis; the reader has little need to look at the “sample sites” to understand the writer’s points
4. the writer has clearly supported the thesis presented and the reader has no doubt how the writer arrived at the conclusions offered
5. there are few or no errors in grammar, mechanics, etc.

B Good

a B essay includes all the characteristics of C work as well as the following:

1. includes a more focused and specific thesis about the characteristics of a useful department site
2. identifies specific issues (positive and negative) with the characteristics of a useful site and provides details to show why these issues are significant
   
3. makes better use of the “sample sites” by discussing specific features
   
4. provides enough details that looking at the “sample sites” is not necessary to get the writer’s main ideas
   
5. moves beyond the specifics of a particular site to generalize about department sites in general
   
6. shows greater awareness of continuity and skillfully makes use of transitions and other strategies

C Adequate or Competent

a C essay demonstrates the writer’s ability to communicate ideas and has these characteristics:

1. includes necessary introductory information about the purpose of the essay and the sites considered for the essay
   
2. includes a thesis that identifies the characteristics of a useful department web site, though the thesis may not be very specific
   
3. keeps the focus on the site characteristics, not on analyzing the "sample sites" (that is, those studied for the essay)
   
4. discusses each characteristic, though it may do so only in general terms
   
5. makes some use of the “sample sites,” though it may do so only in general terms
   
6. the essay's organization shows an understanding of continuity and makes appropriate use of transitions, signal phrases, and other strategies that promote continuity
7. no consistent problems with grammar, mechanics, spelling, or sentence structure

D Inadequate or Incompetent

D work falls short of 3 or more of the requirements for C work, and/or it may reflect the following:

1. failure to meet the requirements of the assignment
   
2. the essay is focused more on analysis of the sample sites than on making an argument for the characteristics of a useful site
   
3. consistent problems with grammar, mechanics, spelling, or sentence structure that hinder the reader’s progress through the essays
   
4. continuity is an issue in the essay, either because the organization of individual paragraphs is problematic orthe organization of the essay as a whole is problematic

F Completely Unacceptable or Failing

The problems are with content, structure, and mechanics. This writing is characterized by any of the following: unclear purpose; incoherent organization; inadequate, irrelevant, or illogical development; little originality of thought; reliance on clichés; inappropriate word choice; ineffective or incorrect sentence structure; numerous or significant problems with mechanics and grammar. Plagiarism is also grounds for failure.

Essay 2: Memo

Dynamic Learning Concepts, Inc.
setting minds in motion

Memorandum

To: Freelance writers and researchers

From: Dan Butcher, Director of Research

Date: February 13, 2005

Re: Character Counts! Project for the Lincoln County School Board

Welcome to our family! We are happy to have you working for Dynamic Educational Concepts, and we’re eager to put you to work on your first assignment as a writer and researcher.

The Lincoln County School Board has decided to use Stephen Covey’s Seven Habits of Highly Effective People as a basis for their high school character-building curriculum, the Character Counts! Project. The School Board has asked us to work with their Curriculum Development Team to develop a curriculum for the first chapter of Covey’s book. In talking with them about how best to use Covey’s materials, three premises have become clear:

1. many of their students will find it difficult to grasp Covey’s concepts using just his written materials;
2. the students’ understanding will be enhanced by the addition of a visual explanation; and
3. the students will respond more favorably and learn the concepts more easily if they find the presentation enjoyable.

After further discussion with Board members, it was determined that the most effective method of teaching Covey’s materials would be to supplement the text with a film that illustrates Covey’s concepts. Our initial research has identified six films—October Sky, Remember the Titans, Ella Enchanted, Batman Begins, Cinderella Man, and Secondhand Lions—that could work well to illustrate the concepts found in Covey’s first chapter, "Inside Out." You should choose one of the six films to focus on for your report.

My contact at the Lincoln County School Board Office also told me some useful information about the Curriculum Development Team. Three of the seven team members are not convinced that a film will be an effective use of class time, and they are likely to be troubled by the decision to use a popular "movie" as a teaching tool for high school students. You should give serious thought to how you will address these concerns.

You are responsible for writing a report for members of the Lincoln County Curriculum Development Team demonstrating that one of these six films (either October Sky or Remember the Titans or Ella Enchanted or Secondhand Lions or Cinderella Man or Batman Begins) can be used to effectively teach the key concepts of Covey’s first chapter.

Please feel free to contact me if you have any questions.

Due Dates

#1: Wednesday, 2/15

By the deadline, complete the following:

1. Read the overview and memo.
2. Read Chapter 1 in Trimble.
3. Post in your blog the answers to these questions:
• Who is the audience for the report you will write?
• What facts do you know about the audience?
• How can apply what Trimble tells us about "veteran writers" to addressing the needs of this audience and accommodating the facts you know about them?

#2: Sunday, 2/19

By the deadline, complete the following:

1. Read Covey (get it online or download it as a PDF)
2. Post in your blog the answers to the questions below. Your answers should include brief examples of each concept. Do not use Covey’s examples, and do not use quotations from the text. Your post should address these five questions in your own words.
   • What is Covey's main idea?
   • What is paradigm?
   • What is a paradigm shift in general and specifically in relation to Covey’s main idea?
   • What is Character Ethic? How does it relate to Covey’s main idea?
   • What is Personality Ethic? How does it relate to Covey’s main idea?

#3: Wednesday, 2/22

By the deadline, complete the following:

1. Working with your peer group members, identify the best explanation of each of the four terms and the best example. Someone in the group needs to write a single blog post for your group that offers the best of your group's answers for the rest of the class to see.
2. Post a plot summary of your film in your blog; use the title of the film as the title of your post. The summary should be one paragraph in length. For two examples of a plot summary, read these at IMDb.com. You should note that while these summaries are not bad, they aren't perfect either, and so they are offered as examples to check out, not models to copy. One of the goals here is to help you find others in the class who are working with the same film so that you can share ideas for the essay.

#4: Sunday, 2/26

By the deadline, complete the following:

1. Draft the introductory section of the essay and body paragraph(s) on one of Covey's four concepts; the goal here is for you to write on one of the four concepts and get feedback before you draft the entire body (which will cover all four concepts) of the essay.
2. Post your draft on your blog.

Peer Response Instructions for Essay 2

These questions should guide you in responding to the essays of your classmates. You need to consider all these issues as you read and respond, but your comments on any given essay don't have to address all these questions, if something is not an issue.

Don't forget to say positive things as well as pointing out potential problems. If someone uses a good example, say so.

 Grammar, punctuation, spelling, etc., are not considerations. You are to focus on the content and the expression of ideas.

Part 1: Introductory Section

• Write a comment in the first sentence stating whether you have seen the film being used.
• Does the writer provide background information including the purpose of the report, an overview of Covey, and a brief plot summary?
• Is there anything that should be cut or added?
• Can you identify the author's thesis?

Part 2: Body Section

Apply these questions to each of the four concepts from Covey.

• Does the writer explain the concept clearly, including either quotation or paraphrase from Covey?
• Does the writer provide clear examples from the film that match the concept?
• Does the writer give enough details from the film, including dialogue where appropriate, to make the example clear to someone who hasn’t seen the film?
• Does the writer connect the example(s) back to Covey, so that the reader is certain how the example illustrates that concept?
• Could the writer have provided better examples? More examples?
• After reading the entire body section, is there a logical flow from concept to concept, or does it seem as if the writer just organized it randomly?

Part 3: Concluding Section

• Does the writer use strong, clear language to support her conclusions?
• Does the writer indicate that the recommendation of the chosen film is based on research and analysis? 
• Does the writer introduce any new information? (He should NOT do this.)

Part 4: Audience

As we've said from the beginning, audience is an important part of this report. Awareness of audience means the writer has:

• paid attention to tone and word choices
• provided the appropriate level of detail
• provided the appropriate amount and kind of explanation of those details
• paid attention to and addressed the special issues and concerns the audience has.
• Rate the tone of the essay. Tone comes from word choices and the way ideas are expressed. The report should sound professional, but that doesn't mean it has to be formal or stuffy. And, it's okay for the writer to use the word "I."
•  Rate the level of detail given for the readers:
  • Are you confused, and you know what's going on?
  • Does it makes sense, but only because you've seen the film?
  • it works for the audience some of the time.
  • the audience should understand. 
• Our audience has two concerns. The first is that we understand their needs in this project. How well does the writer communicates her understanding of what this project is about?
• Their second concern is that a film may not be an appropriate tool for teaching Covey. How well does the writer addresses this concern in offering her chosen film as a solution for this project?

Current Groups

Group 1

Ahn, Bena

Anderson, Brittany

Ayres, Andrew

Belew, Anna

Group 2

Booher, Whitney

Brewster, Robert

Cleckler, Brandon

Crouch, Kimberly

Group 3

Davis, Ebony

Deweese, Jonathan

Dowe, Meagan

Frasier, Christina

Group 4

Green, Jennifer

Jain, Karan

Jeffcoat, Michael

Johnson, Carldell

Group 5

Jones, Richard

Jung, Kwan Ho

Lee, Kwang Suk

Monteiro, Jerson

Group 6

Mukubu, Wen

Nunley, Nikki

Parrish, Kelsey

Phillips, Marilyn

Group 7

Ray, Andrew

Reaves, Mason

Rucker, Michele

Smith, Jacqueline

Group 8

Robertson, Jared

Taber, Jeff

Wastrack, Kristina

Weatherly, Kernesha

Willenbrock, Nancy

Group 9

Hopkins, Calvin

Kennedy, Zachary

Stringfellow, Courtney

Williams, Nicole

Group 10

Broeker, Candace

Foster, Besstina

Garrison, Anna

Jemison, Vaunzcea

Resources