Communication technologies in organizations - UWM [PDF]

(at the end of the syllabus). Please do not print hard copies of the articles--bring laptops/tablets to class for viewin

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Communication Technologies in Organizations 2015, Spring, COMMUN 815-001

Communication technologies in organizations C. ERIK TIMMERMAN1 University of Wisconsin-Milwaukee, Milwaukee, WI

This graduate seminar is designed to survey theory and research that focuses upon communication technology as it relates to organizational communication. The course draws from extant literature to examine factors that influence the use of communication technology, organizational members’ use of technologies, and outcomes of selection and use. This is a research-focused course, which means that the ultimate objective is to provide the student with knowledge of current research in the field and the ability to conduct original research to further our understanding of relevant topics.

Course Objectives

UWM Email Account: Students should have an active UWM email account and regularly check email. If another email address is preferred, set the UWM account to forward email to the alternate address. Email from the instructor will only be sent to students’ UWM email accounts.

Students who satisfactorily complete the requirements of this graduate seminar will be able to: •

Confidently discuss the key theories, processes, and constructs that are relevant to the study of communication technologies in organizations



Critically read, analyze, and interpret theoretical and empirical research in this domain of inquiry



Locate, summarize, analyze, and integrate research and theory to address a chosen topic that focuses upon communication, technology, and organizing

D2L Access: Materials for the course are available from the Desire2Learn course management system. As mentioned above, all reading and descriptions of class assignments will be available in that forum which is at: http://d2l.uwm.edu.

Assignments There are three categories of assignments, summarized below. Detailed guidelines for each assignment are available on the course website.

Required Materials

Research Project [450 pts]: All students must complete a research project that will be developed in three stages. First, early in the term, students will (in consultation with the instructor) write a research plan that summarizes the objectives and potential benefits of their research project, a timeline for the completion of tasks, and a brief list of initial sources used to form a basis for the research idea (3 pages; worth 50 points). Second, near the middle of the semester, students will submit the first half of their research project (worth 200 points), which is usually a summary of research literature in the selected topic area. Third, a completed project (200 points) will be due on the last class day of the semester and will include all completed portions of the proposed project and a presentation (delivered during finals week).

Reading packet: The course reading packet consists of a set of published book chapters and journal articles. The articles vary in their focus with some consisting of theoretical research, literature reviews, or empirical studies. All of the articles can be accessed on the course D2L website. The assigned articles and citation information are available in the weekly schedule (at the end of the syllabus). Please do not print hard copies of the articles--bring laptops/tablets to class for viewing the articles and taking notes. Organizational Communication Textbook: Students should acquire any undergraduate organizational communication textbook written by someone within the communication discipline (not “Business Communication” or “Business and Professional Speaking”). Pretty much anything published after 2010 will do. There will not be any required reading from this book, but it may be a useful reference to clarify central organizational communication concepts.

Framing Papers [2 x 50 pts = 100 pts]: The framing papers are brief, 3-page documents that are accompanied by a brief, in-class presentation. The objective for these papers is to 


1

Correspondence by email at [email protected]. Office hours (NWQ B 4574) on Monday afternoon from 3:00 - 6:00pm and by appointment.

© 2015 C. Erik Timmerman

1

COMMUNICATION TECHNOLOGIES IN ORGANIZATIONS

write a concise argument explaining how you would present and or integrate communication technologies and the theories that are used to describe, explain, predict, and control. More detail about the topics for the papers will be Provided in class. The first framing paper is due during the second week of the semester, so it will be explained on the first night of class. The second is due during the seventh week. Class Facilitation/ Participation/ Notes [2 x 100 pts = 200 pts]: During one of the first few class periods, students will be assigned to facilitate discussion of the articles from the reading packet. Facilitation duties consist of posting discussion questions 48 hours before the start of a class period, optionally writing a one-page handout (posted online or sent via email), delivering a brief oral summary of the article’s main ideas (about 3 minutes), and then leadership of a 30-minute class discussion. Table 1: Assignment Points

Class participation is evaluated in two ways: Assignment Points contributions to the inResearch Project 450 Proposal Paper [50] class discussion and Midterm Paper [200] preparation for each End-of-Semester Paper [200] class, as reflected in Framing Papers 100 Participation, [2 x 50] Facilitation [2 x 100] 200 preparation notes. Each TOTAL 750 week, facilitators will post discussion questions 48 hours before class. Non facilitators should download the questions, review them, and write basic notes (lists, bullet points, page numbers, etc.) to prepare for discussion. Notes are then uploaded to a D2L dropbox before the start of the class. Again, additional detail about this assignment is posted in the documents that are available on the course website.

Course Policies

Table 2: Grading Scale

Grading: The point breakdown for each of the assignments is found in Table 1. There are 750 points possible in this course. At the end of the semester, total points will be divided by points possible. This value will be used to determine the final percentage grade. Letter grades will be assigned to percentages according to values in Table 2.

Letter Grade A AB+ B BC+ C CD+ D DF

Percentage 94 - 100 90 - 93 87 - 89 84 - 86 80 - 83 77 - 79 74 - 76 70 - 73 67 - 69 64 - 66 60 - 63 00 - 59

Approximate Hour Requirements: Table 3 provides estimated hour allocations for completing the course. Please be aware that actual hour allotments may vary from student to student. Table 3: Approximate Hour Requirements Activity

Minimum Hours

In classroom (teaching and discussion)

94 - 100

Class preparation (reading, studying)

90 - 93

Research Collaboration and Writing

87 - 89

TOTAL

144

2

Attendance Policy: Students should be present for the entirety of each class period. If it is necessary to miss class, please contact the instructor prior to missing class. This is necessary because there are a variety of in-class exercises and I need to know who will/will not be present each class. If two or more classes are missed, 20 points will be deducted from the participation grade for each missed class over two. If more than three classes are missed, I will recommend dropping the class and retaking it during a future semester. Written Work: Any assignment completed to meet the requirements of this course must comply with the format of the American Psychological Association (APA, 6th edition). Please be aware that all written work will be evaluated for clarity, conciseness, and appropriate grammar. All written assignments should be submitted in an electronic format using the D2L dropbox. Assignments must be uploaded to the dropbox before the start of class on the day that they are due. On the day that an assignment is due, the dropbox will close at 6:30pm. After that, the work will not be accepted (see “Late work,” below). All uploaded documents should be in either a .doc, .docx, .rtf, or .pages format. Late Work: Late work will not be accepted. All assignments must be completed and uploaded to the D2L dropbox by 6:30pm on the date at which they are due. Classroom Technology Use: This course will comply with the Department of Communication’s policy addressing the “Appropriate Use of Personal Technology Devices in the Classroom.” Substantial or repeatedly disregard for the items described in the policy will result in deductions from the participation grade. A document describing the policy is available at: http://goo.gl/48TN5R I encourage you to bring your laptops and tablet computers to class for reviewing assigned reading, taking notes, and so forth. I also understand that, on occasion, you might glance at your email and/or a Twitter feed, and so forth. Please keep this to a minimum, though. As an instructor, it can be frustrating to see 12 students who are looking at their inbox and (either intentionally or accidentally) avoiding eye contact with one another. Religious Observances: Students will be allowed to complete examinations or other requirements that are missed because of a religious observance. Please contact the instructor prior to the observance to make arrangements. See: http:// www4.uwm.edu/secu/docs/other/S1.5.htm Military Duty: The course will comply with university policies regarding military duty. See:http://www4.uwm.edu/ current_students/military_call_up.cfm Academic Misconduct: Cheating on exams and plagiarism are violations of the academic honor code and carry severe sanctions, including failing a course or even suspension or dismissal from the University. See: http://www4.uwm.edu/ acad_aff/policy/academicmisconduct.cfm Participation by Students with Disabilities: If you need accommodations in order to meet any of the requirements of 


3

TIMMERMAN

this course, please contact me. Students with VISAs from the Accessibility Resource Center should provide the VISA at the start of the semester. See: http://uwm.edu/arc/ Incomplete Policy: An incomplete is seldom given in this course. If a problem arises that will prevent you from completing class requirements, contact the instructor immediately. To be considered eligible for an incomplete, you must provide written, verifiable, and acceptable proof that an incomplete is justified. Again, it is highly unlikely that an incomplete will be given in this course. See: http:// www4.uwm.edu/secu/docs/other/S31.pdf Complaint Procedures: Students may direct complaints to the head of the academic unit or department in which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed to the head of the department or academic unit in which the complaint occurred or to the appropriate university office responsible for enforcing the policy. See: http://www4.uwm.edu/secu/docs/ other/S49.7.htm Grade Appeal Procedures: A student may appeal a grade on the grounds that it is based on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by the department, college, or school in which the course resides or in the case of graduate students, the Graduate School. These procedures are available in writing from the respective department chairperson or the Academic Dean of the College/School. See: http://uwm.edu/communication/wp-content/uploads/ sites/150/2014/11/grievance_policy.pdf and http:// www4.uwm.edu/secu/docs/other/S28.htm Discriminatory Conduct: Discriminatory conduct, such as sexual harassment, is reprehensible and will not be tolerated by the University. It subverts the mission of the university and threatens the careers, educational experience, and well being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community that creates an unacceptable working environment. See: http://www4.uwm.edu/secu/docs/other/ S47.pdf Syllabus Changes: In the event of changes to this syllabus, you will be informed in advance. Please regularly check the course web page and attend class to be aware of any modifications that are made. Other Issues and Policies: This course will comply with policies and procedures designated by the Department of Communication, http://www4.uwm.edu/letsci/ communication/; The College of Letters and Science, http:// www4.uwm.edu/letsci/; The Graduate School, http:// www.graduateschool.uwm.edu; and the University of Wisconsin-Milwaukee, http://www4.uwm.edu/secu/ SyllabusLinks.pdf

Table 4: Weekly Class Schedule Week, Date, and Topic

Reading Unit 1: OCTs, Introduction and Fundamental Concepts

1

2

1/27

Intro and Overview

• Syllabus

2/3

History and General Usage Patterns [Framing Paper 1 Due]

• • • •

Corman (2006) Zammuto, Griffith, Majchrzak, Dougherty, & Faraj, (2007) D’Urso & Pierce (2009) Flanagin, Pearce, & Bondad-Brown (2009)

Unit 2: Selected Theories for the Study of OCTs

3

2/10

Theories 1

• • • •

Daft & Lengel (1986) Fulk, Steinfield, Schmitz, Power (1987) Postmes, Spears, & Lea (1998) Carlson & Zmud, (1999)

4

2/17

Theories 2 [Research Plan Due]

• • • •

Dobos (1992) Venkatash & Davis (2000) Dennis, Fuller, & Valiacich (2008) Kock (2004)

5

2/24

Theories 3

• • • •

Rice (2009) DeSanctis Poole (1994) Leonardi & Barley (2008) Zigurs & Buckland (1998)

6

3/3

Theories 4

• • • •

Biocca, Harms, & Burgoon (2003) Howcroft & Trauth (2004) Butler & Gray (2006) Metzger (2007)

Unit 3: Organizational Processes and OCTs Process: sequence, simultaneity, development, delay [Framing Paper 2 Due]

• • • •

Cameron & Webster (2013) Su, Brdiczka, & Begole (2012) Stephens & Davis (2009) Kalman & Rafaeli (2011)

Organizational and Group Socialization [Midterm Project Due]

• • • •

Berkelaar & Buzzanell, (2015) Waldeck, Seibold, & Flanagin (2004) Gonzalez, Leidner, & Koch (2015) Burke, Kraut, & Joyce (2010) Han, Hiltz, Fjermestad, & Wang (2011) Bazarova, Walther, & McLeod (2012) Haines (2014) Fuller, Marett, & Twitchell (2012) [optional] Scott & Timmerman (2014)

7

3/10

8

3/17

Spring Break

9

3/24

10

3/31

Groups and Decision Making

• • • • •

11

4/7

Conflict and Negotiation

• • • •

Agarwal, Viswanathan, & Animesh (2012) Swaab, Galinsky, Medvec, & Diermeier (2012) Geiger & Parlamis (2014) Rosette, Brett, Barsness, & Lytle (2012)

12

4/14

Anonymity, Surveillance, Privacy

• • • •

D’Urso (2006) Rains (2007) Monzani, Ripoli, Peiro, van Dick (2014) Humphreys & Wilken (2015)

Unit 4: OCT Research in Context and Special Topics

13

4/21

Customer Service

• • • •

Collier, Moore, Horky, & Moore (2015) Walther, Liang, Ganster, Wohn, & Emington (2012) Verhagen, van Nes, Feldberg, & van Dolen (2014) Gelbrich (2009)

14

4/28

Education

• • • •

Wright (2013) Campbell (2007) Stephens, Houser, & Cowan (2009) Sana, Weston, & Cepeda, 2013

15

5/5

Class Selected Reading [Final Project Due]

• Students will select an article for the class to read and discuss

16

5/12

Research Presentations

• Brief presentations by all class members to summarize and discuss semester research projects.

COMMUNICATION TECHNOLOGIES IN ORGANIZATIONS

4

References Week 2: History and General Usage Patterns Corman, S. R. (2006). On being less theoretical and more technological in organizational communication. Journal of Business and Technical Communication, 20, 325-338. doi: 10.1177/1050651906287256 Zammuto, R. F., Griffith, T. L., Majchrzak, A., Dougherty, D. J., & Faraj, S. (2007). Information technology and the changing fabric of organization. Organization Science, 18, 749-762. http:// dx.doi.org/10.1287/orsc.1070.0307 D'Urso, S. C., & Pierce, K. M. (2009). Connected to the organization: A survey of communication technologies in the modern organizational landscape. Communication Research Reports, 26, 75-81. doi:10.1080/08824090802637098 Flanagin, A. J., Pearce, K., & Bondad-Brown, B. (2009). The destructive potential of electronic communication technologies in organizations. In P. Lutgen-Sandvik & B. Davenport-Sypher (Eds.), The destructive side of organizational communication: Processes, consequences, and constructive ways of organizing (pp. 229-251). Mahwah, NJ: Routledge.

Week 3: Theories 1 Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management science, 32, 554-571. Fulk, J., Steinfield, C. W., Schmitz, J., & Power, J. G. (1987). A social information processing model of media use in organizations. Communication Research, 14, 529-552. Postmes, T., Spears, R., & Lea, M. (1998). Breaching or building social boundaries? SIDE-effects of computer-mediated communication. Communication Research, 25, 689-715. doi: 10.1177/009365098025006006 Carlson, J. R., & Zmud, R. W. (1999). Channel expansion theory and the experiential nature of media richness. Academy of Management Journal, 42, 171-195. doi:10.2307/257090

Week 4: Theories 2 Dobos, J. (1992). Gratification models of satisfaction and choice of communication channels in organizations. Communication Research, 19, 29-51. doi:10.1177/009365092019001002 Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46, 186-204. http://dx.doi.org/10.1287/ mnsc.46.2.186.11926 Dennis, A. R., Fuller, R. M., & Valacich, J. S. (2008). Media, tasks, and communication processes: A theory of media synchronicity. MIS Quarterly, 32, 575-600. Kock, N. (2004). The psychobiological model: Towards a new theory of computer-mediated communication based on Darwinian evolution. Organization Science, 15, 327-348. http://dx.doi.org/ 10.1287/orsc.1040.0071

Week 5: Theories 3 Rice, R. E. (2009). Diffusion of innovations: Theoretical extensions. In R. Nabi & M. B. Oliver (Eds.), Handbook of media effects (pp. 489-503). Thousand Oaks, CA: Sage. DeSanctis, G., & Poole, M. S. (1994). Capturing the complexity in advanced technology use: Adaptive structuration theory. Organization Science, 5, 121-147. http://dx.doi.org/10.1287/orsc. 5.2.121

Leonardi, P. M., & Barley, S. R. (2008). Materiality and change: Challenges to building better theory about technology and organizing. Information and Organization, 18, 159-176. doi: 10.1016/j.infoandorg.2008.03.001 Zigurs, I., & Buckland, B. K. (1998). A theory of task/technology fit and group support systems effectiveness. MIS Quarterly, 22, 313-334.

Week 6: Theories 4 Biocca, F., Harms, C., & Burgoon, J. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence, 12, 456-480. doi10.1162/105474603322761270 Howcroft, D., & Trauth, E. (2004) The choice of critical information systems research. In B. Kaplan, D. Truex, D. Wastell, A. T. WoodHarper, & J. I. DeGross (Eds). Information systems research: Relevant theory and informed practice (pp. 195–211). Kluwer Academic Publishers, Norwell, MA. Butler, B. S., & Gray, P. H. (2006). Reliability, mindfulness, and information systems. MIS Quarterly, 30, 211-224. Metzger, M. J. (2007). Communication privacy management in electronic commerce. Journal of Computer‐Mediated Communication, 12, 335-361. doi:10.1111/j. 1083-6101.2007.00328.x

Week 7: Process, Sequence, Simultaneity, Development, Delay Cameron, A. F., & Webster, J. (2013). Multicommunicating: Juggling multiple conversations in the workplace. Information Systems Research, 24, 352-371 http://dx.doi.org/10.1287/isre.1120.0446 Su, N. M., Brdiczka, O., & Begole, B. (2013) The routineness of routines: Measuring rhythms of media interaction, Human– Computer Interaction, 28, 287-334, doi: 10.1080/07370024.2012.697026 Stephens, K. K., & Davis, J. D. (2009). The social influences on electronic multitasking in organizational meetings. Management Communication Quarterly, 23, 63-83. doi: 10.1177/0893318909335417 Kalman, Y. M., & Rafaeli, S. (2010). Online pauses and silence: Chronemic expectancy violations in written computer-mediated communication. Communication Research, 38, 54-69. doi: 10.1177/0093650210378229

Week 8: Spring Break Week 9: Organizational and Group Socialization Berkelaar, B. L., & Buzzanell, P. M. (2015). Online employment screening and digital career capital: Exploring employers’ use of online information for personnel selection. Management Communication Quarterly, 29, 84-113. doi: 10.1177/0893318914554657 Waldeck, J. H., Seibold, D. R., & Flanagin, A. J. (2004). Organizational assimilation and communication technology use. Communication Monographs, 71, 161-183. doi: 10.1080/0363775042331302497 Gonzalez, E. S., Leidner, D., & Koch, H. (2015) The influence of social media on organizational socialization. Proceedings of the 48th Hawaii International Conference on System Sciences (pp. 1899-1908). IEEE Computer Society Press: Washington, DC. doi:10.1109/HICSS.2015.228


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TIMMERMAN

Burke, M., Kraut, R., & Joyce, E. (2010). Membership claims and requests: Conversation-level newcomer socialization strategies in online groups. Small Group Research, 41, 4-40. doi: 10.1177/1046496409351936

Week 10: Groups and Decision Making Han, H. J., Hiltz, S. R., Fjermestad, J., & Wang, Y. (2011). Does medium matter? A comparison of initial meeting modes for virtual teams. IEEE Transactions on Professional Communication, 54, 376-391. doi: 10.1109/TPC.2011.2175759 Bazarova, N. N., Walther, J. B., & McLeod, P. L. (2012). Minority influence in virtual groups: A comparison of four theories of minority influence. Communication Research, 39, 295-316. doi: 10.1177/0093650211399752

communication: A test of two competing hypotheses. Communication Research, 34, 100-125. doi: 10.1177/0093650206296084 Monzani, L., Ripoll, P., Peiró, J. M., & Van Dick, R. (2014). Loafing in the digital age: The role of computer mediated communication in the relation between perceived loafing and group affective outcomes. Computers in Human Behavior, 33, 279-285. doi: 10.1016/j.chb.2014.01.013 Humphreys, L., & Wilken, R. (2015) Social media, small businesses, and the control of information. Information, Communication & Society, 18, 295-309. doi: 10.1080/1369118X.2014.989249

Week 13: Customer Service

Haines, R. (2014). Group development in virtual teams: An experimental reexamination. Computers in Human Behavior, 39, 213-222. doi:10.1016/j.chb.2014.07.019

Collier, J. E., Moore, R. S., Horky, A., & Moore, M. L. (2015). Why the little things matter: Exploring situational influences on customers' self-service technology decisions. Journal of Business Research, 68, 703-710. doi:10.1016/j.jbusres.2014.08.001

Fuller, C. M., Marett, K., & Twitchell, D. P. (2012). An examination of deception in virtual teams: Effects of deception on task performance, mutuality, and trust. IEEE Transactions on Professional Communication, 55, 20-35. doi:10.1109/TPC. 2011.2172731

Walther, J. B., Liang, Y. J., Ganster, T., Wohn, D. Y., & Emington, J. (2012). Online reviews, helpfulness ratings, and consumer attitudes: An extension of congruity theory to multiple sources in Web 2.0. Journal of Computer‐Mediated Communication, 18, 97-112. doi:10.1111/j.1083-6101.2012.01595.x

[Optional] Scott, C. R. , & Timmerman, C.E. (2013). Communicative changes associated with repeated use of electronic meeting systems for decision-making tasks. Nikoi, E., & Boateng, K. (Eds.). Collaborative processes and decision making in organizations (pp. 1-24). IGI Global: Hershey, PA. doi: 10.4018/978-1-4666-4478-6.ch001

Verhagen, T., van Nes, J., Feldberg, F., & van Dolen, W. (2014). Virtual customer service agents: Using social presence and personalization to shape online service encounters. Journal of Computer‐Mediated Communication, 19, 529-545. doi:10.1111/ jcc4.12066

Week 11: Conflict and Negotiation Agarwal, R., Viswanathan, S., & Animesh, A. (2012) The ‘new’ world of negotiating: Interactions mediated by information technology. In B. M. Goldman & D.L. Shapiro (Eds.), The psychology of negotiations in the 21st century workplace: New challenges and new solutions (pp. 399-434). Routledge: NY Swaab, R. I., Galinsky, A. D., Medvec, V., & Diermeier, D. A. (2012). The communication orientation model explaining the diverse effects of sight, sound, and synchronicity on negotiation and group decision-making outcomes. Personality and Social Psychology Review, 16, 25-53. doi:10.1177/1088868311417186

Gelbrich, K. (2009). Beyond just being dissatisfied: How angry and helpless customers react to failures when using self-service technologies. Schmalenbach Business Review, 61, 40-59. http:// ssrn.com/abstract=1334038

Week 14: Education Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC horizon report: 2014 Higher education edition. Austin, Texas: The New Media Consortium. Sappey, J., & Relf, S. (2010). Digital technology education and its impact on traditional academic roles and practice. Journal of University Teaching & Learning Practice, 7(1). Retrieved from: http://ro.uow.edu.au/jutlp/vol7/iss1/3

Geiger, I., & Parlamis, J. (2014). Is there more to email negotiation than email? The role of email affinity. Computers in Human Behavior, 32, 67-78. doi:10.1016/j.chb.2013.11.016

Reid, P. (2014). Categories for barriers to adoption of instructional technologies. Education and Information Technologies, 19, 383-407. doi: DOI 10.1007/s10639-012-9222-z

Rosette, A. S., Brett, J. M., Barsness, Z.  & Lytle, A. (2012). When cultures clash electronically: The impact of e-mail and social norms on negotiation behavior and outcomes. Journal of Crosscultural Psychology, 5, 210-234. doi:10.1177/0022022111407190

Stephens, K. K., Houser, M. L., & Cowan, R. L. (2009). “RU able to meat me:” The impact of students’ overly casual email messages to instructors. Communication Education, 58, 303-326. doi: 10.1080/03634520600748573

Week 12: Anonymity, Surveillance, and Privacy

[Optional] Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. http://dx.doi.org/ 10.1016/j.compedu.2012.10.003

D’Urso, S. C. (2006). Who’s watching us at work? Toward a structural-perceptual model of electronic monitoring and surveillance in organizations. Communication Theory, 16, 281-303. doi:10.1111/j.1468-2885.2006.00271.x Rains, S. A. (2007). The impact of anonymity on perceptions of source credibility and influence in computer-mediated group

Class members will select an article that has not been included in the assigned reading but should have been. What are the topics that we haven’t covered and that you see as important? Identify an article, submit it to the D2L dropbox by 4/28, present the article in class, and facilitate a brief discussion. 2

Week 15: Class-Selected Articles (TBA)2

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