HIS 203 Week 5 Final Paper *****New Syllabus*****

Defining what constitutes the American nation, historically, is more difficult than it might at first seem. Native Americans enjoy full U.S. citizenship today, for instance, but many Native American groups were originally seen as foreign enemies, not as members of the American nation. Similarly, one of the aims of some abolitionists was to convince white Americans that enslaved African-Americans were Americans, or as Child (1833) stated, a ―class of Americans called Africans,‖ not a foreign people held in domestic captivity. While white women were generally regarded as members of the nation, they were often denied the attributes—individualism, political participation, economic autonomy—that supposedly defined a member of the American nation. As the country grew more democratic, one of the central problems to be resolved was which groups constituted ―the people‖ that the government would represent. Should it include all persons, or only white men, or only property holders?

For this project, you will explore the complicated nature of the American nation from 1607 to 1865 by focusing on one of the following issues:

1. The changing place of Native Americans in the American nation.
2. The changing place of slaves and slavery in the American nation.
3. The changing roles of women in the American nation.
4. The expansion of democracy and changing views of who constituted ―the people‖ whose political voice had to be
   respected.
5. The establishment of an interconnected national economy from disparate local economies.

The paper must be eight to ten pages in length and formatted according to APA style. You must use at least five scholarly resources other than the textbook to support your claims, three of which must come from the Ashford University Library. In addition, you must also draw from two primary sources, for a total of at least seven resources. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course. 

HIS 203 Week 5 Final Paper

HIS 203 Week 5 DQ 2 Factors in the Confederate Defeat

HIS 203 Week 5 DQ 1 A Blundering Generation or an Irreconcilable Conflict- The Origins of the Civil War

HIS 203 Week 4 Quiz

HIS 203 Week 4 DQ 2 Economic and Territorial Expansion

HIS 203 Week 4 DQ 1 The Jackson Era

HIS 203 Week 3 Quiz

HIS 203 Week 3 Final Paper Preparation

HIS 203 Week 3 DQ 2 The U.S. Constitution in Context

HIS 203 Week 3 DQ 1 War of Independence

HIS 203 Week 2 The American Revolution

HIS 203 Week 2 Quiz

HIS 203 Week 2 DQ 2 The American Revolution from a Different Perspective

HIS 203 Week 2 DQ 1 A Distinct American Nation

HIS 203 Week 1 Quiz

HIS 203 Week 1 DQ 2 Origins of Early Colonies

HIS 203 Week 1 DQ 1 Transformation of the Americas

HIS 203 Entire Course

HIS 203 Week 1 DQ 1 Transformation of the Americas

HIS 203 Week 1 DQ 2 Origins of Early Colonies

HIS 203 Week 1 Quiz

HIS 203 Week 2 DQ 1 A Distinct American Nation

HIS 203 Week 2 DQ 2 The American Revolution from a Different Perspective

HIS 203 Week 2 Quiz

HIS 203 Week 2 The American Revolution

HIS 203 Week 3 DQ 1 War of Independence

HIS 203 Week 3 DQ 2 The U.S. Constitution in Context

HIS 203 Week 3 Final Paper Preparation

HIS 203 Week 3 Quiz

HIS 203 Week 4 DQ 1 The Jackson Era

HIS 203 Week 4 DQ 2 Economic and Territorial Expansion

HIS 203 Week 4 Quiz

HIS 203 Week 5 DQ 1 A Blundering Generation or an Irreconcilable Conflict- The Origins of the Civil War

HIS 203 Week 5 DQ 2 Factors in the Confederate Defeat

HIS 203 Week 5 Final Paper

HIS 104 Week 5 Final Paper

The Modern Age is characterized by a number of themes running throughout the course text and additional assignments. Select one of the following five themes, and address it by creating an original work which you will share with your classmates and instructor in the Final Project Exhibition discussion forum.

• Imperialism/Colonialism
• Gender
• Race
• Cold War and decolonization
• Genocide
  The final work can be a six-page research paper, a work of fiction, a twelve-slide PowerPoint presentation, a work of art, or a performance. You are encouraged to think openly and choose a format in which you can express yourself; however it is your responsibility to submit your project either as an attachment along with your Final Project Reflection Worksheet (available for download in your online class), or provide a link to your project in the Final Project Reflection Worksheet as an assignment to be graded.
  You are encouraged (but not required) to share your Final Project with the class in the Final Project Exhibition discussion forum. If you have created a document (a paper, an image, a PowerPoint presentation, etc.), attach the file to your discussion post. If you Final Project exists online (a video, a Prezi, a blog, etc.), paste the link into the body of your discussion post. 

HIS 104 Week 3 Assigment Opium War

Open Forum. This discussion forum is an opportunity for you to explore topics that interested you in the week, share your struggles and triumphs, and raise questions to topics with which you had trouble understanding and would like more clarity. Your initial post should describe your experiences as you went through this week’s materials and prompt further discussion. You should address the following:

1. What struck you as you explored the week’s materials?
2. What did you struggle with this week?
3. After going over the week’s materials, are there questions that you are wrestling with?

You are welcome to reference any of the required or supplementary materials, instructor guidance, student posts, or outside materials that you may have found, as well as anything in the text that was not covered in the discussions. 

HIS 104 Week 2 Haitian Revolution

Haitian Revolution. Write a paper discussing the origins and impacts of Haitian Revolution, explaining all of the following points: 

1. How did the French Revolution and the ideas of the Enlightenment contributed to the Haitian Revolution.
2. What were different goals of the five main groups in Haiti: wealthy whites, poor whites, mulattos,
   maroons (escaped slaves encampments), and enslaved people?
3. What contributed to the success of the revolution?
4. How did the Haitian Revolution impact the rest of the America?
5. What are some of the legacies of the Haitian Revolution in Haiti today?

In order to gain a better understanding of the Haitian Revolution, watch the following film and review the following timeline:

1. Koval, M., & Asté, P. (Producers). (2009). Égalité for all: Toussaint Louverture and the Haitian revolution [Video]. Retrieved from the Films On Demand database.
2. Shen, K. (2008, December 9). History of Haiti 1492-1805 [Timeline]. Retrieved from http://library.brown.edu/haitihistory/index.html

To undertake the research for this assignment, review the following online exhibition, and read the following scholarly source:

1. (n.d.). The other revolution: Haiti, 1789 – 1804 [Online exhibition]. Retrieved from http://www.brown.edu/Facilities/John_Carter_Brown_Library/haitian/index.html#
2. Knight, F. W. (2005). The Haitian Revolution and the notion of human rights. Journal of the Historical Society, 5(3), 391-416. doi:10.1111/j.1540-5923.2005.00136.x. Retrieved from the Academic Search Complete (EBSCOhost) database.

The paper must:

1. Be two to three pages in length, not including title and reference page.
2. Be formatted according to APA style.
3. Contain at least one quote from “The Haitian Revolution and the Notion of Human Rights.” For
   information on how to do this, visit the Ashford Writing Center.
4. Contain one quote from a primary source from the online exhibition of the Haitian Revolution.
5. Cite sources in text and on the reference page. 

EDU 654 Week 5 Journal Reflective Practice

EDU 654 Week 5 DQ 2 Student as Self

Student as Self. For this discussion, draw on your own experiences as a graduate learner and reflect on the various support relationships that have been important to your own academic success. What are the roles you consider critical to your own progression within a graduate program, especially as related to student development, support, or student affairs?

EDU 654 Week 5 DQ 1 Student Affairs as Student Support

Student Affairs as Student Support. Evans et al. (2010) advocated that Transition 
Theory should be used for ongoing support and intervention, especially for graduate learners, but cautioned against “pigeon-holing” student support systems solely based on Schlossberg et al. (1989) or other single theories related to the adult learner. In your initial discussion post, present an argument for the use of Schlossberg’s adult learning theory in combination with other theories to support your project training objective. First, present the training objective that you will use to develop the training syllabus. Next, follow this with at least a 100-word justification as it relates to student development theory and adult learners X

EDU 654 Week 5 Academic Advisor Training Syllabus

Academic Advisor Training Syllabus. Project Scenario: Assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare one 50-minute training session for a new team of academic advisors, who will be hired and onsite by the next semester, and an advance reading list that they will have read prior to the training. Your goal is to train the team of academic advisors on one learning objective that you will develop with an individual identity focus or a social identity focus as justified by student development theory.

As you have read in your Final Project instructions, one of the components of your project will include a one-page training syllabus that outlines the 50-minute training session on one, focused objective that is related either to student individual identity development or social identity development.

For your Week Five submission, you will begin with the training objective and reading list you completed in Week Three to develop the one-page training syllabus. The training should be focused on one key issue that the academic advisors will commonly encounter in their first term of service as related to the training objective. Be sure to keep in mind that your training session is limited to 50 minutes, and time at the beginning of a new term in a busy academic setting is valuable, so the focus of the session is essential. X

EDU 654 Week 4 Student Development Principles Checklist

Student Development Principles Checklist. In Week One, you explored the historical literature that led to various tenets and principles that founded the contemporary field of student development.

In this assignment, your goal is to prepare a one-page student development principles checklist for the group of new academic advisors that you will be training. Your checklist will consist of an itemized list of 12 to 15 tenets or principles that underscore the student development philosophy in the PowerPoint presentation you prepared in Week Two. Think of the checklist as a handout that you will share with the advisors to accompany the presentation. Ensure that your handout includes an adequate balance of principles from foundational student development theory to contemporary perspectives. These are the working principles that will serve as a foundation for new academic advisors’ understanding of the university’s student development philosophy. (Note: For purposes of this assignment, you will assume that no such list of principles currently exists for your institution, so you are creating one.)

No title page for the checklist is required, but any sources consulted should be included on a separate References page in your submission 

EDU 654 Week 4 DQ 2 Social Media and Student Social Identity

Social Media and Student Social Identity. Much has been studied and written in this decade on the influence of social media or networking on traditional-aged college students. Conduct an internet or library search and discuss one scholarly article that has addressed the relationship between social media ornetworking and a college student’s emerging social identity from a theoretical perspective. Share a summary of the article’s main points and your reactions to them. Make sure to include the link to your article. X

EDU 654 Week 4 DQ 1 Student Social Identity Development

Student Social Identity Development. Evans et al. (2010) noted that historically, college student development issues have mirrored the social constructs of the time. Select one of the key issues facing today’s college freshmen from the list below and use any social or socio-cultural identity theory (or combination of theories) to justify your discussion of how college student development issues may reflect current social or cultural constructs:

a.    Sense of belonging

b.    Diversity (gender, race/ethnicity, sexuality, religion, etc.)

c.    Oppression

d.    Privilege

Include an example, from your own experience or from history, that illustrates how a social issue could affect student development. Suggest interventions that may facilitate learning

EDU 654 Week 3 Training Objective & Advisor Reading List

Training Objective & Advisor Reading List. The Student Affairs department you presented in Week Two will serve as the setting for the academic advisor training session designed to focus on student individual identity development or student social identity development (see Final Project instructions).

In this assignment, you will first design the training objective for the training session. Your training objective will be based one of two choices:

a.    Student individual identity development

b.    Student social identity development

Keep in mind that your training session is limited to 50 minutes, so focus the objective on one concrete issue that the academic advisors will commonly encounter in their first term of service.

Secondly, you will develop an annotated bibliography to share with the advisors prior to the training that includes at least three to four sources that you feel are essential as background information for the training session focus. You will expect that the advisors have read these sources in advance of your training.X

EDU 654 Week 3 DQ 2 Emergent Student Identities

Emergent Student Identities. As Evans et al. (2010) described, in the real-world application of several of the identity development theories, great care is needed by higher education leadership in the development of programs or services that support a college student’s evolving individual identity. Choose one common, emergent identity that surfaces for traditional, undergraduate college students that need such support, and offer at least two recommendations for direct or indirect services that student affairs departments should be responsible for in upholding within both an online and traditional university setting. X

EDU 654 Week 3 DQ 1 Student Individual Identity Development

Student Individual Identity Development. As Evans et al. (2010) noted, Chickering argued that the college environment has a tremendous influence over a college student’s development (Chickering, 1969; Chickering & Reiser, 1993). Select one of the key issues facing today’s college freshmen from the list below and use any individual identity theory (or combination of theories) to justify your discussion as to how the issue may influence a student’s college persistence and/or academic success:

a.Academic preparedness

b.Family-related issues

c.Job-related issues 

EDU 654 Week 2 Student Development Philosophy

Student Development Philosophy. Be sure to read the instructions for the Final Project prior to starting the Week Two written assignment, and assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare a training session for a new team of academic advisors that that will be hired and onsite by the next semester.

You will prepare a five- to seven-slide Microsoft PowerPoint presentation that will be used to introduce the new advisors to the Student Affairs department’smission and goals and student development philosophy at your university. In addition to the five to seven content slides, the last slide should be a References slide that is formatted according to APA style. 

EDU 654 Week 2 DQ 2 Life Stress and Student Development

Life Stress and Student Development. Review the table of significant life events found under “Life Events” in Smith (2001) and offer your reflections as to how one of the life events listed in the table can cause a significant readjustment period within student development. Provide an example from your own experience that demonstrates a time when a life event caused a readjustment period for you. How could you use your experience to provide support for others? Support your discussion with the relevant references to Evans et al. (2010). X

EDU 654 Week 2 DQ 1 Student Development Challenges to Persistence

Student Development Challenges to Persistence. Identify specific barriers to student 
persistence that could be the area of focus for your Final Project training assignment. Explain your choice and provide real-life examples. Discuss the related student development theory (or theories) that could be used to best address this challenge and what strategies you would use to implement them. Be sure to support your discussion with references from the readings. X

EDU 654 Week 1 DQ 2 Critical Paradigms

Critical Paradigms. Evans et al (2010) noted that foundational student development theories have continued to shift over time. In spite of these paradigmatic shifts, student affairs principles have remained grounded in common tenets for more than 70 years. A tenet is a belief or supposition that maintains relevance over time. In your initial post, present a personal student affairs philosophy statement that is justified by the readings, and addresses these four tenets:

EDU 654 Week 1 DQ 1 Historical Perspective

Historical Perspective. Based on the historical perspectives on student development, offer a justified definition for student development and a description of how the definition is grounded in the historical evolution of the student development movement. Does your own understanding of student development align with your definition? How did the changes in student development affect your educational experience? Support your response with references to the readings. X

EDU 654 Entire Course

EDU 654 Week 1 DQ 1 Historical Perspective

EDU 654 Week 1 DQ 2 Critical Paradigms 

EDU 654 Week 2 DQ 1 Student Development Challenges to Persistence

EDU 654 Week 2 DQ 2 Life Stress and Student Development

EDU 654 Week 2 Student Development Philosophy

EDU 654 Week 3 DQ 1 Student Individual Identity Development

EDU 654 Week 3 DQ 2 Emergent Student Identities

EDU 654 Week 3 Training Objective & Advisor Reading List

EDU 654 Week 4 DQ 1 Student Social Identity Development

EDU 654 Week 4 DQ 2 Social Media and Student Social Identity

EDU 654 Week 4 Student Development Principles Checklist

EDU 654 Week 5 Academic Advisor Training Syllabus

EDU 654 Week 5 DQ 1 Student Affairs as Student Support

EDU 654 Week 5 DQ 2 Student as Self

EDU 654 Week 5 Journal Reflective Practice

EDU 654 Week 6 DQ 1 The Student Affairs Professional

EDU 654 Week 6 DQ 2 Student Affairs Professional Practice

EDU 654 Week 6 Final Project

EDU 653 Week 6 Assignment Final Project College Teaching Survival Guide

College Teaching Survival Guide. Due by Day 7. As we've learned throughout the course, an educator's job is not simply to train students to recall facts and/or parrot ideas. An educator must create an environment conducive to critical thinking, so that the classroom facilitates learning, not merely memorization and recitation. The Final Project is your opportunity to show that you have a deep and meaningful understanding of the concepts covered in this course in a way that is well suited to your intelligences and talents. You can produce a document, video, wiki, blog, PowerPoint presentation, or you can come up with your own way to demonstrate your understanding of the demands and implications of teaching and learning in higher education.

Instructions

In this course we have considered different learning styles and diverse student populations; explored effective pedagogical methods as well as protocol; assessment; and the scholarship of teaching. After watching the video “8 Things I Wish I Knew Before College,” reflect on the Course Learning Outcomes:

1. Analyze adult learning styles in developing effective instructional strategies.
2. Identify effective pedagogical techniques in higher education teaching.
3. Apply knowledge of protocol, assessment, and the scholarship of teaching to a diverse student population.

Apply your learning from the course to create “A Survival Guide” that addresses the letter (i.e., procedure and practice) and the spirit (i.e., theory and ethics) of teaching in a higher education setting. Feel free to creatively answer each question in a Word document, slide presentation or another format of your choosing. However you choose respond, be sure to provide access to your instructor by uploading all the necessary files, and providing all necessary links and/or text in a document. Although there is no page or length requirement for this assignment to allow creative freedom, make sure that you have fully addressed the Week Six Grading Rubric requirements. Be sure to cite your sources appropriately both in-text and separate reference page in APA format as outlined in the Ashford Writing Center.

Content Expectations:

• Explain, with supporting research, the multiple learning styles for adults.
• Describe at least five ways to implement effective pedagogical techniques in higher education teaching.
• Summarize at least five tips for following protocol and giving assessments in higher education settings.
• Discuss at least three methods for teaching to a diverse student population. 

EDU 653 Week 5 Assignment Problem Based Learning

Problem-Based Learning. Due by Day 7. After reading Chapter 15 of the course text, conduct independent research, and explore examples and scholarly critiques of problem-based learning. Then, answer the following questions based on your finding::

Content:

• Define, in your own words, problem-based learning.
• Justify the use of problem-based learning that includes three supporting examples.
• Explain the design of problem-based learning that is supported with research. • Describe how to implement problem-based learning in your current or future educational setting based.
  Written Communication:

  • Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout
    your submission.
  • Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order
    to provide compelling evidence to support your ideas.
  • Page Requirement: Your submission must be three to five pages in length excluding a title and reference
    page.
  • APA format: All in text citations, page format and references must be written in APA 6th edition format. 

EDU 653 Week 4 Problem Students

Feedback. Due by Day 7. In our course text, David Nicol (as cited in Svinicki & McHeachie, 2014, p.109) explains, “There is no such thing as good teaching without good feedback”. As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, you will create a tip sheet or checklist of your own in a word document that:

Content:

• Describe at least five features of good written feedback with short explanation that includes at least one
  in-text cited reference.
• Explain, using at least five examples, how to modify feedback to meet the needs of diverse learners that
  includes at least one in-text cited reference of support.
• Outline, with examples, the seven types of feedback with examples of each.
  Written Communication:

• Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout
  your submission.
• Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order
  to provide compelling evidence to support your ideas.
• Page Requirement: Your submission must be one to two pages in length excluding a title and reference
  page.
• APA format: All in text citations, page format and references must be written in APA 6th edition format. 

EDU 653 Week 3 Assignment Feedback

Feedback. Due by Day 7. In our course text, David Nicol (as cited in Svinicki & McHeachie, 2014, p.109) explains, “There is no such thing as good teaching without good feedback”. As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, you will create a tip sheet or checklist of your own in a word document that:

Content:

• Describe at least five features of good written feedback with short explanation that includes at least one
  in-text cited reference.
• Explain, using at least five examples, how to modify feedback to meet the needs of diverse learners that
  includes at least one in-text cited reference of support.
• Outline, with examples, the seven types of feedback with examples of each.
  Written Communication:

• Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout
  your submission.
• Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order
  to provide compelling evidence to support your ideas.
• Page Requirement: Your submission must be one to two pages in length excluding a title and reference
  page.
• APA format: All in text citations, page format and references must be written in APA 6th edition format. 

EDU 653 Week 2 Journal

Reflective Journal. Due by Day 7. Carnegie Mellon Professor Randy Pausch delivers his last lecture, presented in the TED TalkRandy Pausch: Really Achieving Your Childhood Dreams. Watch the video and reflect for a moment on your level of engagement. Were you engaged? Was the general audience engaged? Why? Were you inspired? Why? Were the audience members inspired? How could you tell? Also, what did you learn about achieving your childhood dreams? 

EDU 653 Week 1 Journal Reflective Start

Reflective Journal. Due by Day 7. Consider this week’s learning outcomes, readings, and assignments. When enrolling in this course, what were your initial thoughts? What did you hope to gain from the course? What, if any, anxieties did you have? Have any of your fears or initial thoughts been alleviated and/or enhanced? Please explain. 

EDU 653 Week 1 Assignment Effective Pedagogy

Effective Pedagogy. Due by Day 7. After reading “Chapter 2: Overview of a Pedagogy of College Instruction” in The Continuum Guide to Successful Teaching in Higher Education, respond to the following statements for the three phases of instruction introduced.

1. Describe how each phase is best conceptualized at the college level.
2. Explain how relevant each phase is to the success of the college teaching-learning effort.
3. Discuss the areas of each phase in need of theoretical elaboration or further research.
4. Explain what the fields of adult education and educational psychology say about the activities that take
   place in each of the three phases of college instruction.

Feel free to creatively respond to the guiding statements with a document, video response, slide presentation, mind map or another format of your choosing. However you choose to respond, be sure to provide access to your instructor by uploading all the necessary files, and providing all necessary links and/or text in a document. Although there is no page or length requirement for this assignment to allow creative freedom, make sure that you have fully addressed all the required topics listed above, using the textbook and at least one additional source to support your answers. Be sure to cite your sources appropriately both in-text and separate reference page in APA format as outlined in the Ashford Writing Center. 

EDU 650 Week 6 Journal

EDU 650 Week 6 Final The Big Interview

The Big Interview. Due by Day 7. The Final Project requires you to integrate the work you undertook throughout the course into a multimedia presentation. You can use any of the following multimedia tools; Present.me, Jing, Screenr, or VoiceThread

Scenario: The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:

1. Create a PowerPoint presentation of eight to ten slides that includes:
   • A slide that includes a brief self-introduction and summary of the position for which you are
     applying
   • A slide on your Philosophy of Education (from Week 1)
   • A slide on a Classroom management plan (from Week 2)
   • A slide on Different school models (from Week 3)
   • A slide on Effective lesson planning and design to include the Student’s Role in the learning
     process (from Week 4)
   • A slide on Assessment Matters (from Week 5)
   • A slide on Professional Learning Communities (PLC) (from Newman (2012) Chapter 14 and in
     Week Six-Discussion One)
   • A slide that lists the references in APA style (minimum of three) used in your presentation.
     Consider using the references from the previous weeks’ assignments.
2. Create a multimedia interview of no more than eight to ten minutes. You can use any of the following
   multimedia tools; Present.me, Jing, Screenr, or VoiceThread . Present your PowerPoint from Step 1 as if you were interviewing for the position remotely. As you present your slides in the multimedia interview, use the audio or video feature to record yourself discussing the following:
   • Introduce yourself and the position for which you are applying
   • Describe your philosophy of education 
   • 
     
     • Share a personal idea of a successful classroom management plan
     • Explain and support your chosen school model that you recommend that the school should
       implement
     • Identify lesson planning and design, and the role that students play in the learning process
     • Discuss how assessment matters in relation to the role for which you are interviewing
     • Share your thoughts on the meaning of building a Professional Learning Community (PLC), and
       what you would expect to see if you entered a PLC-focused classroom
       What to submit to Waypoint: In a Microsoft Word document, paste the link to your multimedia presentation. Before you submit your link as your Final Project, send it to yourself in an email, and access the link that you sent yourself to ensure that it opens. If your professor cannot click on the link to view your presentation then it cannot be properly graded.
       Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.