5/22/2019 AGSC 302-W: Teaching School-Based Agricultural ... · Teaching School-Based Agricultural Education & Clinical Professional Experience Fall 2019 Course Meeting Schedule Credits

5/22/2019 AGSC 302-W: Teaching School-Based Agricultural Education & Clinical Professional Experience

https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3

Core Curriculum Management

Contact(s)

Name E-mail Phone

Ashley Winterrowd [email protected] 979-458-0390

Course Prefix AGSC

CourseNumber

302

Academic Level UG

Complete CourseTitle

Teaching School-Based Agricultural Educaon & ClinicalProfessional Experience

AbbreviatedCourse Title

TEACHING SBAE & CLINICAL EXP

Crosslisted With

Semester CreditHour(s)

4

Proposal for:Wring Designaon

Number of creditsoffered for Wsecons of course.

4

Number of Secons perAcademic Year

2

Enrollment per Secon(Avg.)

35

Do any assistants(i.e., GATs or

Yes

In Workflow1. ALEC Department

Head2. AG College Dean

UG3. W & C Preparer4. W & C Advisory

Commiee Chair5. Faculty Senate

Preparer6. Faculty Senate7. Provost II8. President9. Curricular Services

Approval Path1. 04/04/19 12:30

pm Tracy Rutherford

(rutherford):Approved for ALECDepartment Head

2. 04/05/19 10:17am

Dawn Kersteer(dkersteer):Approved for AGCollege Dean UG

3. 05/10/19 5:01 pm Donna Pantel

(dpantel):Approved for W &C Preparer


(dpantel):Approved for W &C AdvisoryCommiee Chair

New Core Component ProposalDate Submied: 04/04/19 12:23 pm

Viewing: AGSC 302-W : Teaching School-Based AgriculturalEducaon & Clinical Professional ExperienceLast edit: 04/12/19 1:14 pmChanges proposed by: awinterrowd

Wring Designaon

If the course is a variable topics course (e.g., 289, 489, 291, or a course that regularly changes in topic such as “Studies in Rhetoric”),how will the department ensure that the course consistently meets the requirements for a W course?

NA

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undergraduates)help with thecourse?

How many? 1 per secon

Pick a syllabus statement: To pass this course, you must pass the wring components. [NOTE: In this

case the student will receive a failing grade.]

Add the total of the word count and % of the finalgrade here.

Total Word Count Total % of Final Grade

5000 50

Who will evaluate wring assignments?

Instructor of record

If you are working with assistants (graduate or undergraduate included), briefly explain how you will monitor and supervise theirwork and what roles they will play in the teaching of wring. If they help with grading, explain how you will ensure consistency andoversight of the grading (e.g., rubrics).

Instructor and GATs will meet frequently to ensure wring assignment evaluaons are completed according to establishedrubrics/policies/procedures for each assignment. Periodic calibraon checks will occur between Instructor and GATs scores.

List all graded wring assignments along with the approximate word count of each. (Note that for most 12-point fonts there areabout 250 words on a page if double-spaced and 500 if single-spaced.) In addion, list the percentage of the final grade eachassignment represents.

Wring assignment Word Count % of Final Grade Collaborave?

• Educator Bio, Design & Resume 250 1 No

• Philosophy of Educaon Statement 250 5 No

• Philosophy of Teaching & Learning Statement 250 5 No

• Philosophy of Management Statement 250 5 No

• Lesson Plan 750 3 No

• Self-Crique and Revised Plan 250 1 No

• Agriculture Department Student Handbook 1000 10 No

• Clinical Experiences Porolio 2000 20 No

Explain how collaboraon is monitored to ensure equal parcipaon.

Wring components are individual assignments.

Describe the formave feedback provided on student wring, especially on major assignments. Formave feedback is feedback givenbefore a grade is assigned. You can meet this requirement with comments on dras or with peer review, or you can give feedback ongraded wring if there are 5 or more assignments in the same genre.

Students will be provided feedback on rough dras of the three statements, the handbook and the porolio. Rough dras(outlines for the clinical experience porolio) will be reviewed by the GAT or the Instructor (may split reviews aer calibrang witheach other). Feedback on the Philosophy statements will be provided via the LMS used for the course. Students submit dras and getback wrien instructor feedback. Feedback for the porolio will be provided orally in one on one or small group meengs.



Key: 1013

AddionalComments

Aach CourseSyllabus

AGSC 302 Fall 2019 SYLLABUS 201911.DOCX

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:01 pm): REPORT ON CERTIFICATION OF W COURSE:AGSC 302 We recommend that AGSC 302 Teaching School-Based Agricultural Educaon &Clinical Professional Experience be cerfied as a wring (W) course for four academicyears (1/19 to 1/23). We have reviewed a representave syllabus and have determinedthat the course meets or exceeds the following criteria: (1) 50% of the final grade is basedon wring quality; (2) the total number of words is 5000; (3) the instructor to studentrao is 1:18; and (4) the assigned wring is appropriate to the major. AGSC 302 is a four-credit course that uses at least one graduate assistant. Students write a resume (relatedto the course content), 3 philosophy statements (educaon; teaching & learning; andmanagement); a lesson plan, a student handbook, and a clinical experiences porolio(narraves of and reflecons on observaons). Formave feedback is given on the threestatements and the handbook. Students submit dras and receive wrien instructorfeedback. Instrucon includes the review and discussion of samples.

Describe how you provide wring instrucon.

Wring instrucon will be provided in class with relevant examples of below average, average, and above average worksamples as available.

Please ensure that the aached course syllabus sufficiently and specifically details theappropriate core objecves.

https://nextcatalog.tamu.edu/coreadmin/1013/AGSC%20302%20Fall%202019%20SYLLABUS%20201911.DOCX

AGSC 302 – Fall 20XX (Name & Name) Page 1

Agricultural Science (AGSC) 302

Teaching School-Based Agricultural Education & Clinical Professional Experience

Fall 2019

Course Meeting Schedule Credits 4. 3 Lecture Hours. 3 Lab Hours. Lecture: Tuesdays and Thursdays, 9:35 am – 10:50 am in AGLS 113. Lab: Fridays, 1:00 pm – 5:00 pm at RELLIS 000. Undergraduate Catalog Course Description Foundations of school-based agricultural education (SBAE) teaching; an overview of preparing teachers for a changing world including knowledge of learners, subject matter, and teaching within the context of agricultural science; clinical field experience for students preparing to teach agricultural science in public schools of Texas. Prerequisite: Junior or senior classification. Instructor Interpretation The course is designed to assist students in developing a vision of professional growth and practice for the future. Clinical professional experience is designed for students preparing to teach agricultural science in the public schools of Texas; education code requires a “field-based experience” prior to clinical student teaching. Instructor Information Dr. OP McCubbins Office: 242 AGLS 979/458-3391 Email: [email protected] Office Hrs.: After Class or by Appointment Learning Outcomes Upon satisfactory completion of this course, students will be able to:

Describe the meaning and importance of teaching, including roles and responsibilities of agriculture teachers

Identify credentialing requirements and professional organizations for agricultural educators in Texas

Identify and explain appropriate philosophical foundations of SBAE

Discuss legislation and historical events that created and expanded secondary school agricultural education

Describe the relationship of agricultural education to local school boards, state and federal agencies.

Describe and evaluate the three components of SBAE: rigorous instruction (classroom and laboratory), relevant experiential learning (SAE) and relationship and leadership development (FFA)

Explain the function of citizen and community participation, including advisory and alumni groups

Explain the important of state standards, course pathways and sequencing

Describe the meaning and importance of student enrollment, including dues and affiliation-based options

Recall and evaluate the four major educational psychology learning theories

Discuss methods of group and individual instruction

Developing and adapting appropriate lesson plans in teaching, including educational objectives and evaluation

Describe the characteristics of student behavior in a learning environment

Explain the meaning of evaluation, including formative and summative evaluation

Identify approaches that are appropriate with populations that are diverse, gifted and/ or disabled

Describe how to develop supervised agricultural experience, including training plans and agreements

Explain leadership development activities in SBAE, including its history, events and programming



Required Textbooks, Materials and Equipment Required Text:

Talbert, B. A., Vaughn, R., Croom, B., & Lee, J. S. (2014). Foundations of agricultural education (3rd ed.). Boston, MA: Pearson Education, Inc.

Additional Course Information

eCampus Students are required to use the course website at: http://ecampus.tamu.edu/. Course notes, handouts, and additional material may be posted throughout the semester on this website. Writing Intensive Course: AGSC 302 is a writing intensive course. As a result, your ability to improve your writing skills within the discipline will be highlighted over the course of the semester. This includes the provision of additional instruction throughout the semester and the ability to revise certain assignments. Please understand if you need additional assistance, you will be referred to the University Writing Center. NOTE: To pass this course, you must pass the writing components. Because this is a W Course, even if you complete the course with a passing grade, but do not pass the W portion of the course, W credit cannot be given, and you will therefore fail the course. Student Responsibilities and Class Attendance Students are expected to attend class and participate in all class activities. You should bring a computer and device that can access the internet to class each day. Full participation in classes and activities is expected of all students. University policy is followed with regard to absences and makeup work. For university policies on attendance, (excused and unexcused) absences, and scheduling makeup work, please see: http://student-rules.tamu.edu/rule07 Syllabus Revision Policy Revisions to this syllabus will be made at the discretion of the instructor(s). Modifications (if any) will be announced in class and may not be communicated in writing. It is in students’ best interest to attend class and consult with others in the course when you miss class. Guest Instructors AGSC 302 will include guest instructors for specific lessons. Students will typically take courses with these faculty and instructors later in the major, therefore it is important to build relationships and begin collaborating as early as possible. Guest instructors will teach for 50 minutes of the period. Following the guest lecture there will be a 20-minute discussion between the 302-course instructor(s), the guest lecturer and students. Students in 302 are expected to be prepared and ready to engage in conversation, specifically on days when there is a guest instructor. To demonstrate preparedness students will read the chapter and conduct their own personal research. Then, each student will prepare two to three questions and submit them to a digital platform as designated by the instructor(s) prior to the start of class.

http://ecampus.tamu.edu/

http://student-rules.tamu.edu/rule07


Special Notes Academic Integrity Statement and Policy “An Aggie does not lie, cheat or steal, or tolerate those who do.” In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you have the permission of that person. In group work, if one person in the group plagiarizes, every person in the group is held accountable. For questions regarding academic dishonesty and plagiarism, consult the Texas A&M University Student Rules, section on “Scholastic Dishonesty.” If you have questions, please see your instructor(s). Academic Misconduct According to the Texas A&M University Definitions of Academic Misconduct, misconduct in research or scholarship includes fabrication, falsification, or plagiarism in proposing, performing, reviewing, or reporting research. You should familiarize yourself with the various types of academic misconduct and your responsibilities as a student (http://aggiehonor.tamu.edu/Descriptions/). If I should discover that you have committed academic misconduct, I will file a violation with the Aggie Honor System Office and recommend that you receive an F in this course. The Aggie Honor System Office processes for adjudication and appeals can be found at http://aggiehonor.tamu.edu/. Americans with Disabilities Act (ADA) Policy Statement The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu. Copyright Policy All handouts and supplemental materials used in this course are copyrighted. This includes all materials generated for this class, such as syllabi, exams, in-class materials, review sheets, and lecture outlines. Materials may be downloaded or photocopied for personal use only, and may not be given or sold to other individuals. To do so is a violation of the academic honor code. Non-Discrimination Policy Texas A&M is committed to the fundamental principles of academic freedom, equality of opportunity and human dignity. To fulfill its multiple missions as an institution of higher learning, Texas A&M encourages a climate that values and nurtures collegiality, diversity, pluralism and the uniqueness of the individual within our state, nation and world. All decisions and actions involving students and employees should be based on applicable law and individual merit. Texas A&M University, in accordance with applicable federal and state law, prohibits discrimination, including harassment, on the basis of race, color, national or ethnic origin, religion, sex, disability, age, sexual orientation, or veteran status. It is the policy of Texas A&M University not to discriminate based on gender, age, disability, race, color, religion, marital status, veteran's status, national or ethnic origin, or sexual orientation. Harassment of a student in class, i.e., a pattern of behavior directed against a particular student with the intent of humiliating or intimidating that student will not be tolerated. The mere expression of one’s ideas is not harassment and is fully protected by academic freedom, but personal harassment of individual students is not permitted.

http://aggiehonor.tamu.edu/Descriptions/

http://aggiehonor.tamu.edu/

http://disability.tamu.edu/

AGSC 302 – Fall 20XX (Name and Name) Page 4

GRADING (Out of Class Hours)

Course Assignments Due Date Points % Hours

Professionalism and Attendance Throughout the Semester 100 10%

Textbook Chapter Quizzes (Sixteen at 10 points each) Throughout the Semester 160 16%

Part 1 – Chapters 1, 2, 3, 4 and 5 8/29, 9/3, 9/5, 9/10, 9/12 10

Part 2 – Chapters 6, 7, 8 and 9 9/17, 9/24, 9/26, 10/1 8

Part 3 – Chapters 12, 13, 14, 19 and 20 10/8, 10/10, 10/22, 10/24, 11/5 10

Part 4 – Chapters 22 and 23 11/7, 11/14 4

A1 - Professional Online Teaching Portfolio, Resume Throughout the Semester 40 4%

Part 1 – Educator Bio, Design & Resume (10 points) 9/10 * 2

Part 2 – Materials Uploaded (30 points) 12/6 3

Midterm Exam (individual) 10/3 50 5%

A2 - Philosophy of Education Statement (Result) 10/8 50* 5% 6

A3 - Phil. of Teaching & Learning Statement (State) 10/29 50* 5% 6

A4 - Philosophy of Management Statement (Context) 11/5 50* 5% 4

A5 - Microteaching Lab: FFA or SAE Topic November or December 150 15%

Lesson Plan (30 points) 11/7 * 10

Microteaching (100 points) 11/7, 11/12, 11/14, 11/19, 11/26 or 11/28

4

Self-critique Reflection and Revised Plan (10 points) Class after Microteaching * 2

Peer Review (10 points) Class after Microteaching 1

Final Exam (team) 12/6 50 5%

A6 - Agriculture Department Student Handbook 12/6 100* 10% 10

Department Statement and Philosophy

Classroom Management Plan

Course Guide: Pathways, Sequence & Descriptions

Parent Expectations and Student Code of Conduct

SAE Information Section

FFA Information Section

A7 - Clinical Experience Portfolio 12/6 200* 20% 20

Extra Credit (Professional Development as approved) 12/6 up to 50 0%

TOTAL 1,000 100% 100

Out of Class Hours: 100 Hours *Writing Assignment (sub-total = 500 points). Students must earn 250 (50%) of the 500 writing assignment points, which constitutes the minimum required percentage (25%) of the final course grade, as well as a minimum of 600 total points overall in the course to receive W credit. Students must earn a minimum grade of a C or better (minimum of 700 points) to move forward in the teacher certification process.

Grades will be assigned based on the following scale:

A: 900-1000 points B: 800-899 points C: 700-799 points D: 600-699 points F: 0-599 points


TENTATIVE LECTURE SCHEDULE (In Class Hours)

Date Tuesday Topics Date Thursday Topics

Part One – Introduction to the School-Based Agricultural Education (SBAE) Professions

Wk. 1 Aug. 27 (1.5 hr)

Course Introduction

Syllabus and Introductions

Assignments and Grading

Expectations and Professionalism

School-Based Agricultural Education Mind Map (Indiv.)

Aug. 29 (1.5 hr)

Agricultural and Educational Context Ch. 1 – The Agricultural Education Professions What and why of Agriculture?

What and why of Education?

International Agriculture and Food Security/Scarcity

Wk. 2 Sept. 3 (1.5 hr)

Teacher Cert, & Prof. Resp. Ch. 2 – Entering the Profession and Advancing… Certification (Licensure/Credentialing) Requirements

Professional Organizations, Characteristics of Teachers

Professional Conduct and Code of Ethics

Sept. 5 (1.5 hr)

Educational Philosophy – Dr. Tim Murphy Ch. 3 – Philosophical Foundations of School-Based Ag Edu Idealism, Realism, Pragmatism and Existentialism

Emergence of Progressivism

Sixteen Theorems and SBAE

Wk. 3 Sept. 10 (1.5 hr)

History and Legal Background of SBAE Ch. 4 – History and Development of SBAE A1 Due Morrill Acts of 1862, 1890 and 1994: Land Grants

Hatch, 1887; Smith-Lever, 1914; Smith-Hughes, 1917

Perkins Acts of 1984, 2006

Sept. 12 (1.5 hr)

Texas Agricultural Education – Dr. Gary Briers Ch. 5 – Organization & Structure of SBAE School Districts; Demographics; Rural and Urban TX

Program Design (Multi/Single Teacher; Jr./Sr. High)

State Organization (TEA, VATAT, TX FFA)

Part Two – Program Development and Management (Preview to AGSC 373 and 384)

Wk. 4 Sept. 17 (1.5 hr)

Three-Component Model of SBAE Ch. 6 – Program Planning Classroom and Laboratory Instruction (Academic Skills)

Supervised Agricultural Experience (Technical Skills)

National FFA Organization (Leadership, Social-Soft Skills)

Sept. 19 (1.5 hr)

Purpose and Function of Career Education/Prep Ch. 6 – Program Planning Rigor (Classroom and Laboratory)

Relevancy (SAE)

Relationships (FFA)

Wk. 5 Sept. 24 (1.5 hr)

Advisory Committees and Alumni Ch. 7 – Advisory and Citizen Groups Community and Industry Influences

Advisory: Program & Curriculum Planning and Evaluation

Alumni: Support, Coaching and Boosters/Fundraising

Sept. 26 (1.5 hr)

Scope and Sequence; Pathways Ch. 8 – Curriculum Development Pathways: Scope and Sequence/Programs of Instruction

Courses and Standards

Objectives and TEKS

Wk. 6 Oct. 1 (1.5 hr)

Recruitment, FFA Affiliation; Clusters – Mr. Randy Lund Ch. 9 – Student Enrollment and Advisement Elective or Requirement

FFA Membership or Program Affiliation; Retention

Advising: Career Planning and Guidance

Oct. 3 (1.5 hr)

Review Ch. 10 – Classroom and Laboratory Facilities (Optional; E.C.)

Midterm Exam

Part Three – Instruction in Agricultural Education (Preview to AGSC 383 and 402)

Wk. 7 Oct. 8 (1.5 hr)

Educational Psychology and Learning Theory Ch. 12 – Psychology of Learning A2 Due Behaviorism, Cognitivism, Constructivism and Brain-Based

Learning Domains (V.A.R.K.)

Maslow’s Hierarchy of Needs

Oct. 10 (1.5 hr)

Domains of Learning and Objectives – Mr. JP Hancock Ch. 13 – The Teaching Process (p. 220) Bloom’s Taxonomy and Skill Acquisition

Cognitive (Thinking), Affective (Feeling), Psychomotor (Doing)

Writing Objectives (ABCD)

Wk. 8 Oct. 15 (1.5 hr)

Teacher-Centered Methods of Instruction (Group) Ch. 13 – The Teaching Process (p. 225) Lecture/Discussion

Demonstration

Field Trips

Oct. 17 (1.5 hr)

Student-Centered Methods (Individ.) – Dr. Lori Moore Ch. 13 – The Teaching Process (p. 230) Inquiry-Based Learning (Experiments and Problems)

Project-Based Learning

Independent and Online Instruction

Wk. 9 Oct. 22 (1.5 hr)

National FFA Convention, No Class Behavior and Discipline (eModule) Ch. 14 – Classroom Management Context and Classroom Expectations

Student Engagement

Discipline and Management

Oct. 24 (1.5 hr)

National FFA Convention, No Class Assessment (Rubrics) & Evaluation (Exams) (eModule) Ch. 19 – Evaluating Learning Formative and Summative Assessment

Exams: Multiple Choice, True-False, Short-Answer

Alternative Assessments and Rubrics: Projects, Portfolios


TENTATIVE LECTURE SCHEDULE, CONT. (In Class Hours)

Date Tuesday Topics Date Thursday Topics

Wk. 10 Oct. 29 (1.5 hr)

Behavior & Discipline; Assessment & Eval. A3 Due Ch. 14 – Classroom Mgmt. & Ch. 19 – Evaluating Learning

Discipline and Management Philosophy and Plans

Exams and Alternative Assessments

Developing a Lesson Plan

Oct. 31 (1.5 hr)

Planning for Instruction, Writing a Lesson Plan Ch. 13 – The Teaching Process (p. 234) Context: Interest Approach (R.E.D.), Objectives, Supplies

State: Content (T.F.D.) and Methods of Instruction

Result: Review (T.A.G.), Celebration, Evaluation

Wk. 11 Nov. 5 (1.5 hr)

Diversity and Accommodations Ch. 20 – Meeting the Needs of Diverse Students A4 Due Diversity and Inclusion; Prejudice and Discrimination

Special Needs: Disabilities & Gifted/Talented (IEPs, 504s)

Part Four – Experiential Learning (SAE) and Leadership Development (FFA) (Preview to AGSC 305 and 405)

Wk. 11 Nov. 7 (1.5 hr)

Microteaching - SAE Project Areas Ch. 22 – Supervised Agricultural Experience A5 Due Time: Research and Exploratory/Foundational SAEs

Money: Placement and Entrepreneurship SAEs

Wk. 12 Nov. 12 (1.5 hr)

Microteaching - SAE Planning and Records Ch. 22 – Supervised Agricultural Experience Supervision, Planning and Training Agreements

Record-Keeping, AET

Nov. 14 (1.5 hr)

Microteaching - FFA History and Basics Ch. 23 – National FFA Organization History of FFA: 1928, 1950, 1965, 1969 and 1988

Emblem, Motto, Colors, Dress, Creed and Degrees

Nov. 19 (1.5 hr)

Microteaching - FFA Strategic Planning (POA) Ch. 23 – National FFA Organization Program of Activities, AET (Goals, Steps, Review)

Growing Leaders (Student), Building Communities (Community), and Strengthening Agriculture (Chapter)

Nov. 21 Thanksgiving Break, No Class

Wk. 13 Nov. 26 (1.5 hr)

Microteaching - FFA Opportunities Ch. 23 – National FFA Organization Officers and Committees

Conferences, Conventions, Awards and Scholarships

Nov. 28 (1.5 hr)

Microteaching - FFA Opportunities, Continued. Ch. 23 – National FFA Organization Career Development Events, Agriscience Fair

Leadership and Speaking Development Events

Wk. 14 Dec. 3 (1.5 hr)

Redefined Day (Thursday) Review: SAE and FFA

Dec. 5 Reading Day, No Class

Dec. 6 Final Exam Final Online Portfolio Submitted 12:30 pm – 2:30 pm. A6 and A7 Due

Lecture In-Class Hours: 42 Hours This course has been assigned four credit hours based upon the work represented by verifiable student achievement of institutionally established learning outcomes, direct faculty instruction, and academically engaged time (Federal Rule 75 FR 66832; see https://www.gpo.gov/fdsys/pkg/FR-2010-10-29/pdf/2010-26531.pdf).

https://www.gpo.gov/fdsys/pkg/FR-2010-10-29/pdf/2010-26531.pdf


TENTATIVE LAB SCHEDULE (In Class Hours)

Date Friday Topics

Wk. 1 Aug. 30 (3.0 hr)

Clinical Experience Introduction

Placement Sites

TEA Requirements; TEAL Account

Wk. 2 Sept. 6 (3.0 hr)

Teacher Certification and Professional Responsibilities – Dr. Kirk Edney

Code of Ethics and Standard Practices for Texas Educators; FERPA; Campus Security; Professionalism

Clinical Experience Portfolio and Reflections; Writing Development

Facilities Standards

Wk. 3 Sept. 13 (3.0 hr)

Clinical Observations

Wk. 4 Sept. 20 (3.0 hr)


Wk. 5 Sept. 27 (3.0 hr)


Wk. 6 Oct. 4 (3.0 hr)


Wk. 7 Oct. 11 (3.0 hr)


Wk. 8 Oct. 18 (3.0 hr)

Mid-Semester Clinical Workshop

Program and Teacher Effectiveness

Writing a Philosophy of Learning, of Teaching and of Management; Management Plan

Portfolio Update; Writing Development and Feedback

Wk. 9 Oct. 25 (3.0 hr)

Clinical Observations National FFA Convention

Wk. 10 Nov. 1 (3.0 hr)


Wk. 11 Nov. 8 (3.0 hr)


Wk. 12 Nov. 15 (3.0 hr)


Nov. 22 Thanksgiving Break, No Class

Wk. 13 Nov. 29 (3.0 hr)


Wk. 14 Dec. 3 (3.0 hr)

Redefined Day (Friday) Student Teaching Placement Process – Ms. Courtney McCubbins (Preview to AGSC 425/481 and 436/484;) On-Campus Instruction/Conferences and Planning

Off-Campus Placement, Internship and Evaluation

Lab In-Class Hours: 42 Hours

182 Total Hours 42 lecture in-class hours, 42 lab in-class hours, 100 out-of-class hours.


COURSE INFORMATION AND ASSIGNMENTS

General guidelines for assignments:

Assignments must be submitted to eCampus. Assignments will not be accepted via email except in extenuating circumstances and with prior approval of the instructor(s).

All assignments are due by 9:35 am on the date of the deadline.

Submit all written papers, statements and reflections, typed, double-spaced with 1” margins and in 12 pt. Times Roman, Times New Roman or Calibri font.

Assignments will be graded on professionalism, spelling, grammar, completeness and how well the objectives of the assignment were addressed.

Any request for reevaluation/reconsideration of a graded assignment must be in writing and brought to the attention of the instructor(s) within one week of return of the assignment to the student. After that time, no correction, reconsideration, or reevaluation will be made.

Late assignments will be accepted within five calendar days of the due date, minus 10% per day late.

The following standards should be kept in mind as you complete each course assignment:

“A” Work Follows the assigned format and is extremely well-written, well-organized, and well-argued; demonstrates effective originality, challenging level of academic/intellectual difficulty and depth of thought /application of subject matter; contains no major inaccuracies or contradictions, few or no typos or errors in spelling, grammar, or mechanics.

“B” Work Follows the assigned format and is generally well-written, well-organized and well-argued; demonstrates ample originality, academic/intellectual difficulty and a general understanding of subject matter; lacks some originality or depth of thought found in “A” work; contains few typos or errors in spelling, grammar, or mechanics.

“C” Work Fulfills the basic requirements of college-level work; fair writing quality and effectiveness; demonstrates an adequate understanding of subject matter; contains a number of typos or errors in spelling, grammar, or mechanics.

“D” Work Contains significant weaknesses and is too broad, too narrow, to vague, or too simplistic for college-level work; contains frequent typos or errors in spelling, grammar, or mechanics.

“F” Work Fails to meet basic requirements of and is too simplistic for college-level work.


Professionalism – 10% of Grade: This is an upper level class. Many of you will be starting your careers by student teaching in the next year or two, and we will be treating you as the professionals you are becoming. This means we expect you to behave as professional educators. This means we expect you to adhere to standards of conduct of professional educators, such as those outlined in a typical ISD Employee Handbook, and the Texas Educator’s Code of Ethics: College Station ISD (https://1.cdn.edl.io/qkjiMzpnuQs6a3XPJFWlv8XVcLpRCGTrT05UhJn6i2gXeoww.pdf) Texas Admin Code §247.2 (http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247) Students who miss class for any reason assume complete responsibility for all information missed. Please note the following items specifically related to attendance:

Except in the case of microteachings, if an officially approved absence occurs on a date in which a course assignment is due, it is still the responsibility of the student to turn the assignment in on or before the assigned due date.

Please note, according to the Student Rules, in cases where advanced notification of an excused absence is not possible, students must provide notification by the end of the second working day after the absence. This notification should include an explanation of why notice could not be sent prior to the class. See Student Rule 7 (http://student-rules.tamu.edu/rule07) for details.

If absent due to an injury or illness, confirmation of the seriousness of the injury or illness will be required. The Texas A&M University Explanatory Statement for Absence from Class form will not be accepted as documentation of an injury or illness of less than three class days.

At the beginning of each class there will be a Daily Thought question posted, which will be how you earn attendance points. The Daily Thought question will typically be an easy, basic review question from previous content. Failing to submit the answer to the question will result in the loss of points. In addition to attendance being a firm expectation, you are expected to actively participate and engage in all class activities. Scored throughout the term. Textbook Chapter Quizzes and Readings – 16% of Grade: You are expected to read and comprehend the course textbook. This text is used and referenced in every other course in the AGSC major. There will be short, three question quizzes on assigned dates that will be taken at the beginning of class in eCampus. Questions are related to the review section at the end of each chapter. You should bring a device or computer to access the internet to class each day. Quizzes are limited to five minutes and are paired with the Daily Thought question for attendance. The providing or asking of answers to/from classmates during this time is considered cheating and is against Aggie Honor Code. Cheating on reading quizzes will result in a zero (0) on ALL quizzes. Assignment 1 (A1): Online Teaching Portfolio, Resume and Professional Profile – 4% of Grade: Your digital portfolio should be created using Weebly. The site should have a professional index page that includes a formal picture, a brief autobiography and contact information (email and phone). Create a separate page for 302 Teaching SBAE and Clinical Professional Experience, set up as a file cabinet where you will post all course assignments. You will be scored on professionalism, spelling and the design/attractiveness of your site. Follow the grading rubric criteria posted on eCampus. Set up and designed by September 11; materials uploaded by December 7. You will also create a resume and professional LinkedIn networking profile to kick start your teaching career. Your resume should be limited to one page. Your profile should include a professional photo, relevant industry and education experience and activities, skills, and supporting documents (philosophies). Submit the resume and link in eCampus. Midterm Exam – 5% of Grade. Individual. October 4.

https://1.cdn.edl.io/qkjiMzpnuQs6a3XPJFWlv8XVcLpRCGTrT05UhJn6i2gXeoww.pdf

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247



Assignment 2 (A2): Philosophy of Education Statement – 5% of Grade: You will develop your educational philosophy. This assignment is intended to help you clarify your view of education and its purpose. Why does education exist and what should be the result of it? Why do you believe what you believe? Casually cite the philosophers that most influence your viewpoint and how your philosophy informs your action or practice. This statement covers parts one and two of this course, including chapters one through nine. A Philosophy of Education Statement is a professional document that should be considered public and is intended to be shared with others. Your writing should be professional, but in first-person perspective. You may choose to share personal details in your statement. You will turn in a typed paper (exactly one page, double-spaced). Follow the grading rubric criteria posted on eCampus. Due October 9. Assignment 3 (A3): Philosophy of Teaching and Learning Statement – 5% of Grade: You will develop your teaching philosophy. This assignment is intended to help you clarify your view of instruction and teaching, and its purpose. What methods of instruction do you prefer and practice as a teacher? How do you create meaningful change in the lives of your students? Why you believe what you believe? Casually cite the psychologists and educational leaders and ideas that most influence your viewpoint. This statement covers part three of this course, including chapters twelve through twenty (excluding chapter fourteen). A Philosophy of Teaching Statement is a professional document that should be considered public and is intended to be shared with others. Your writing should be professional, but in first-person perspective. You may choose to share personal details in your statement. You will turn in a typed paper (exactly one page, double-spaced). Follow the grading rubric criteria posted on eCampus. Due October 30. Assignment 4 (A4): Philosophy of Management Statement – 5% of Grade: You will develop your management philosophy. This assignment is intended to help you clarify your view of the learning environment and context. What are your rules, expectations and policies? How do you create buy-in and relevancy for your students? How are your beliefs on classroom behavior and discipline? Why you believe what you believe? Casually cite the educational leaders and ideas that most influence your viewpoint. This statement covers part three of this course, specifically chapter fourteen. A Philosophy of Management Statement is a professional document that should be considered public and is intended to be shared with others. Your writing should be professional, but in first-person perspective. You may choose to share personal details in your statement. You will turn in a typed paper (exactly one page, double-spaced). Follow the grading rubric criteria posted on eCampus. Due November 6. Assignment 5 (A5): Microteaching Lab: FFA or SAE Lecture/Discussion – 15% of Grade: Microteaching is one of the most important parts of your professional preparation. Your microteaching grade will reflect your preparation for teaching, classroom presence, instructional methods employed and any audio/visual materials you utilize during the lesson. Professional attire is expected during your microteaching laboratory lesson. You will be required to submit planning materials. You will also be expected to submit any handouts, slide masters and/or presentation materials you plan to use is your presentation. After each microteaching session, strengths of each microteaching and areas for improvement will be discussed. Each student will complete a self-critique reflection of their microteaching and revise their materials based on their self-critique, “student” critique sheets and instructor evaluation, which is due the following class period after your lesson. Critiques should follow a “what, so what, now what” format and be at least one page in length, not counting the header. The purpose of the reflection is to stimulate deep thought and for the student to state measurable changes they will make to their teaching in the future. Feedback from your teaching partner and the class will determine your peer score.

Microteaching Lab: Lecture/Discussion – Working with a partner you will create and teach (not present) a lesson on an assigned topic on FFA or SAE that includes both a lecture and integrates at least three discussion activities. The lesson should include an interest approach, incorporate visual aids and conclude appropriately. You will have 50 minutes to present your microteaching. Due in November or December.


Assignment 6 (A6): Agricultural Education Student Handbook – 10% of Grade: You will complete an Agricultural Education Student Handbook (not solely an FFA handbook). You should imagine that your ideal city of employment is opening a new school with a new agriculture department. You have been hired as the department chair. You will design a student handbook for the school that includes:

A welcome statement, three-component model information, mission statement and department philosophy (combining ideas from your philosophy of education and teaching)

Parent expectations and a student code of conduct (combining ideas from your philosophy of management)

A course guide for the agriculture pathways, including course sequence and course descriptions (should reflect the number of teachers at the school and, ideally, the needs of the community)

An SAE information section including what is SAE, project areas and information on planning and recordkeeping

An FFA information section including what is FFA, membership information, a calendar or list of events (at least three growing leaders, three building communities and three strengthening agriculture), and FFA basics.

You can find sample documents online and in eCampus to inform and guide your work. As an introductory student, your portfolio will not be at a distinguished or mastery level, nor will it contain all of the components of a mastery level document. Capture the content covered in this course and complete it to the best of your ability (developing on the way toward proficient). Be careful not to plagiarize; doing so would violate Aggie Honor Code. This is an individual assignment; students cannot work in groups to create a multi-person department. Due December 7. Final Exam – 5% of Grade. Team based. December 7. Clinical Observation and Early Field-Based Experience

See Texas A&M University Field Experience Handbook for additional details and requirements of TEA.

Clinical field-based experience in a School-Based Agricultural Education program is required for those working toward

teacher certification in Texas. You are required to complete 40 hours of observation and participation at the approved

site(s) you have selected. If the field experience is not completed, the final grade will be F and you will need to retake

the course.

General Clinical Requirements:

A minimum of forty (40) hours is required; thirty (30) hours must be formal classroom experience.

Field experience should begin no later than September 9 and be completed no later than November 30.

Field experience sessions should be scheduled for two (2) hour blocks of time or more.

Field experience cannot be completed in your home high school or any school in which you have an established

connection.


Assignment 7 (A7): Clinical Observation Portfolio – 20% of Grade You are responsible for identifying an appropriate clinical experience site and contacting the appropriate person. The

school must be approved for field experiences with Texas A&M University. Due December 7.

Narratives should include reflections on what you have learned and observed each day of your clinical experience, not a

record of what you did.

Daily Narratives Reflection

Suggested Activities:

o Preparation of Instructional Materials

o Participation in Instruction

o Participation in Classroom Management

o Evaluating Learning Experiences

o Organization and Operation of School

o Understanding Professional Concerns

Required Observations and Reflection

o Physical Environment o Unobtrusive Observation o Observation of a Student o Bias Identification o Question Analysis

o Plotting an Interest Graph o Mainstreaming o Teacher Movement o Teacher's Role o Analysis of a Lesson

Additional Observations and Reflection (Two Minimum)

o Attend an Advisory Council Meeting o Interview the Principal or Administrator o Observe a Non-CTE Class

o Observe a Special Education Class o Attend a School Board Meeting o Participate in an SAE visit

Teaching Activity and Reflection

You are required to teach a lesson that you have previously selected or that the on-site supervising teacher

has suggested. Negotiate with your supervising teacher as to what lesson you teach if you have an interest

or knowledge in a particular discipline. The lesson must be taught to at least one class during the clinical

experience.

Extra Credit: Extra Credit may be submitted throughout the semester but must be turned in by December 7. Experiential Learning Module (ELM) Reflection: You may choose to complete up to two “experiential learning module” (ELM) assignments about agriculture, human development or education in another country. The modules can be found at www.globaleducationlab.org, then click on Educational Materials. You should complete the evaluation component and reflect at least one page in length, not counting the header, on what you learned. In your typed reflection, you should: Identify the module completed; Answer the questions from the presentation; Evaluate the quality of the module: what did you learn, did you enjoy it, what would you change; Extend the module: what more would you like to know; how can you use this information as a teacher? Extra Reading Quizzes: You may choose to read optional, unassigned chapters and complete the reading quiz. Professional Development Activities:

FAST meetings and activities as announced. Attendance will be confirmed by FAST. National FFA Convention, October TAMU Aggiefest LDEs, November FFA State LDEs, Huntsville, December

Other assignments as announced, approved or assigned.

http://www.globaleducationlab.org/

5/22/2019 BIOL 351-W: Fundamentals of Microbiology



Contact(s)

Name E-mail Phone

Rita Moyes [email protected] 979-268-1697

Course Prefix BIOL

CourseNumber

351

Academic Level UG


Fundamentals of Microbiology


FUND OF MICROBIOL

Crosslisted With


4



4


30


20

Do any assistants(i.e., GATs orundergraduates)

Yes

In Workflow1. BIOL Department

Head2. SC College Dean




Approval Path1. 04/08/19 5:22 pm

Thomas McKnight(tdmcknight):Approved for BIOLDepartment Head

2. 04/08/19 5:46 pm Lucas Macri

(lmacri): Approvedfor SC CollegeDean UG






Viewing: BIOL 351-W : Fundamentals of MicrobiologyLast edit: 05/03/19 11:39 amChanges proposed by: rita-b-moyes

Wring Designaon


NA












help with thecourse?

How many? one per secon

Pick a syllabus statement: To receive W credit for this course, you must pass the wring components.

[NOTE: In this case the secon number would be changed from a 900 to a500, so the student would pass the course but would not receive W credit.]


As the microbiology director, I go over the rubrics and grading expectaons with the GAT and lab instructors for everyassignment. I also have a discussion with the GAT & instructors once the papers are turned in and we have a calibrated grading session.Usually at least one of the lecture professors is also involved in this process. We have weekly laboratory meengs so the lab teachersare trained and evaluated each week. These meengs are also aended by the laboratory coordinator who goes over the experimentalprotocols and also gives input on expected results.

We do not use in undergraduates in our program to teach and/or grade in the labs.


Rubrics and handouts have been developed with the guidance of the wring center for the assignments. We have alsoadapted a number of the wring center powerpoints to more specifically apply to microbiology. For instance, the plagiarismpowerpoint includes paragraphs from microbiology papers for the exercises determining whether or not a statement involvesplagiarism.

I review the handouts with the lab instructors so that they then can train the students. The GATs/laboratory instructors do not produce any of the assignment materials. The materials are provided to the GATs/ instructors

and students for discussion of the assignment.



Introductory paper on importance of microbio 250 10 No

Lab Report Reference Cing 150 0.7 No

Lab Report on Plagairism in scienfic wring 200 3 No

Environmental Report Introducon + Materials andMethods

500 3 No

Enrironmental Report Results + Conclusions 750 3 No

Final Lab Report 1250 6 No

Data Discussion Streak Plate 150 0.4 No

Data Discussion TSIA 150 0.4 No

Data Discussion MacConkey 150 0.4 No

Data Discussion Transformaon 150 0.4 No

Data Discussion Epidemiology 150 0.4 No





2250 27.7

AddionalComments

• BIOL 351 is a 4 hour course consisng of a 3 hour lecture credit and one hour of lab credit. • The wring component of BIOL 351 has been exclusively in the laboratory poron of the course

unl fall 2019. • Five different instructors teach secons of the course and the laboratory is taught by graduate

teaching assistants and full me laboratory instructors with PhDs. Each laboratory secon has amaximum of 20 students. Dr. Siegele teaches in the fall and spring semesters so her course syllabus isalso included for your reference.

• At the beginning of the Spring 2019 semester, my lab coordinator and I worked with the wringcenter to develop a workshop for training the microbiology GATs/Laboratory instructors how to readand apply a rubric when grading student papers. Thad Bowerman from the wring center then cameover and led the workshop and answered quesons.

• Students are required to use turnin on the wring assignments and the can see their percentmatch and resubmit mulple mes before the due date.

• Lacy Basile the lab coordinator and I met with Dr. Balester this past summer to review and revisethe wring rubrics to make sure they were current on requirements and expectaons.

• BIOL 351 has been a W course since 2006 but the Biology department instuted an overhaul of thelab in the summer of 2018. It was felt that the number of wring assignments in the lab wasburdensome to the students and the graders so we have reduced the number of assignments withoutcompromising the wring poron. • Starng in the Fall of 2019 the Course Instructors will include a wring assignment within thelecture at the beginning of the semester worth 5.5% of the wring credit. The assignment will cover atopic of interest or importance in microbiology such as what aspect of microbiology most interestsyou, do you see microbes as only disease causing organisms, or do you think vaccines are importantin prevenng disease followed by peer discussion and grading using a rubric provided. A discussionqueson on the lecture or lab final will be a follow up on the original discussion queson. I’m hopingto analyze both the possible change in percepon of microbiology and to see if there is ameasureable change in wring skills compared to the first assignment. This queson on the final wasincluded in the wring percentage since it is part of the exam.

Thanks- Rita B. Moyes,PhD


No assignments involve collaboraon.


Comments by teaching assistant and by peer grading on data interpretaon, and worksheet discussions will provide lowstakes pracce exercises to guide the students to produce well-wrien, high stakes laboratory reports.

We’ve found that allowing students to take notes on their completed (typed) high stakes assignments as the instructor goes over therubric improves student wring skills. It is also easier to grade aer the students make notate their own wring mistakes.

Besides marking the paper, the graders aach an abbreviated rubric to that note where deficiencies occurred.


Students are trained using powerpoints and given rubrics and wring ps for the assignments. As the microbiologydirector, I go over the rubrics and grading expectaons with the instructors for every assignment at the weekly lab meengs. I alsohave a discussion with the instructors once the papers are turned in and we have a calibrated grading session. We use several papersthat have been turned in by current students in the course for the calibraon process. Calibraons occur at each meeng in which awring assignment has been turned in. These meengs are also aended by the laboratory coordinator and usually at least one courseinstructor who also gives input.



Key: 1022

Aach CourseSyllabus

Course Syllabus_BIOL351_Lecture and Lab_19C Siegele.pdf

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:31 pm): REPORT ON RECERTIFICATION OF WCOURSE: BIOL 351 We recommend that BIOL 351 Fundamentals of Microbiology (Lab) becerfied as a wring (W) course for four academic years (1/19 to 1/23). We havereviewed a representave syllabus and have determined that the course meets orexceeds the following criteria: (1) 27.7% of the final grade is based on wring quality; (2)the total number of words is 2250; (3) the instructor to student rao is 1:20; and (4) theassigned wring is appropriate to the major. BIOL 351 is a 4-credit course, where the labsecon is used to teach wring. Wring is extensive and is separated into an introductorypaper on the importance of microbiology, five assignments related to an environmentallab report and five related to a discussion paper to help students improve their skills atwring the discussion secon in a scienfic paper. Wrien formave feedback is given onthe low-stakes exercises that lead up to the final report and the discussion paper.Instrucon includes scaffolding these two major assignments and providing low-stakespracce, and brief lectures or ps on wring for each assignment are covered at each labmeeng.


https://nextcatalog.tamu.edu/coreadmin/1022/Course%20Syllabus_BIOL351_Lecture%20and%20Lab_19C%20Siegele.pdf

1

BIOL 351 Fundamentals of Microbiology – Fall 2019 Sections 902, 909-914

LECTURE

Lecture: MWF 11:30 am – 12:20 pm in Blocker 166

Instructor: Dr. Deborah A. Siegele Office: BSBW Rm. 233, Phone: 862-4022, e-mail: [email protected] Office hours: To be announced

Texas A&M is a leading research university, which means that TAMU faculty are active in both teaching and research and bring their research expertise to the classroom. During her career, Dr. Siegele has studied the biology of bacteria and bacteriophages (bacterial viruses). Currently, the Siegele group and collaborators are developing an Ontology of Microbiology Phenotypes (microbialphenotypes.org) and using it to annotate the primary literature.

Course Description: BIOL 351 Fundamentals of MicrobiologyCredits 4. 3 Lecture Hours. 4 Lab Hours.Introduction to modern microbiology with emphasis on prokaryotes;includes microbial cell structure, function, and physiology; genetics,evolution, and taxonomy; bacteriophage and viruses; pathogenesis andimmunity; and ecology and biotechnology; includes laboratory experiencewith microbial growth and identification. Prerequisites: Students enrolled in BIOL 351 are expected to have passed at least two semesters of college-level biology, with lab, AND at least one semester of organic chemistry (can be taken concurrently). Experience indicates that students who don't have the prerequisites may have difficulty doing well in the class.

Required textbooks: 1. Brock Biology of Microorganisms 15th ed. 2. Microbiology: Laboratory Theory & Application CUSTOM –TAMU Lab Manual 4th ed.

ISBN: 978-1-61731-8313 3. Mastering Microbiology must have on-line access

Course outcome: The course will provide a basic understanding of microbes, their biology, and their importance. For microbiology majors, this course will serve as the foundation for further study of the field. For non-majors this course will provide the basic information needed to understand how microbes affect our lives and livelihoods.

Learning objectives: You will acquire knowledge concerning structures, metabolic activities, genetic processes, and other features of microbes; the biology of viruses; interactions among microbes and other organisms; classification and identification of prokaryotic and eukaryotic microbes; the use of microbes in science, agriculture and industry; and their significance to human health and welfare.

You will gain practical experience in microbiological laboratory procedures and techniques, including the use of live cultures and the application of analytic and diagnostic microbiological techniques. You will become familiar with safety precautions and safe handling techniques when working with live microbes and with potentially hazardous chemicals. You will practice your skills in gathering and using data to solve problems, especially in several lab exercises where you will be asked to culture and identify unlabeled strains of living bacteria. You will use quantitative methods to estimate, describe and predict growth patterns and metabolic functions in bacteria. Lastly, you will master writing in a scientific manner.


BIOL 351 Spring 2019

2

This is a writing-intensive class that fulfills the requirements for a W-course. To pass this W course, you must pass the writing components. The writing component includes writing exercises designed to develop skill in writing for different audiences (scientific and general). Writing assignments include short writing exercises and the preparation of laboratory reports. Also, lecture exams will include short-answer questions.

Lecture web site: Class announcements, lab information, syllabus updates, any supplemental readings, study questions, and grades will be posted on eCampus (http://ecampus.tamu.edu).

E-mail requirement: All students must have an active TAMU e-mail account in order to receive class announcements and updates.

Attendance: Attendance at lectures is strongly recommended. You may tape-record the lectures for your own use after you obtain permission from the instructor. It is illegal to transcribe these lectures or make copies for distribution for a fee.

Lecture Exams & writing assignment: there will be four 50-min exams and a comprehensive Final Exam. Writing Assignment 60 points W Sept 4 Exam 1 100 points F, Sept 20 Exam 2 100 points F, Oct 11 Exam 3 100 points M, Nov. 1 Exam 4 100 points M, Nov. 25 Final Exam 150 points W, Dec 11 at 10:30 am

An introductory writing assignment will be assigned the first week in lecture to underscore that BIOL 351 is a writing intensive course. Exam questions will be drawn from lecture material, reading assignments in the textbook, assigned supplemental readings, and any assigned problems. The information covered at the beginning of the course forms the basis for understanding topics covered later. The 50-min exams will focus on material covered since the previous exam, but are likely to require knowledge of material covered on a previous exam. Do not expect to do well in this course by memorizing material for one exam and then forgetting it as soon as the exam is over. The 50-min exams will have multiple-choice questions, as well as short-answer and/or problem-solving questions. Many of the questions will be designed to test your understanding of concepts and your ability to use information to solve problems. The format of the comprehensive Final Exam will be all multiple-choice questions.

Missed lecture exams: If you miss an exam due to illness or another University Excused Absence (http://student-rules.tamu.edu/rule07), you are allowed to take a make-up exam. Please contact the instructor within 48 h of the missed exam in person, by email, or by phone to request a make-up. When possible, the make-up exam will be hold within one week of the regularly scheduled exam.

Challenges: Challenges to exam questions must be WRITTEN and explain why your answer is correct. Challenges should be made within 1 to 2 weeks after the answer key is posted or the graded short answer questions are returned.

Grading: The lecture grade will be based on 610 points. The scores on each lecture exam will be adjusted, if necessary, so that the mean score on each individual exam is 74%. No adjustment will be made if the mean score is greater than 74%.

The laboratory is a required part of the course. In order to receive credit for BIOL 351, you must attend and participate in the laboratory and turn in all laboratory assignments. Information on the assignments, grading, and required supplies are provided in the laboratory syllabus.

http://elearning.tamu.edu/


3

The final letter grade for the course will be based on both lecture (70%) and the laboratory grade (30%). Out of a possible total of 875 points, 610 points will come from the lecture grade, and 265 points (lab percentage x 265 points) will come from the laboratory grade. Letter grades for the course will be assigned as follows:

Total Points Letter Grade

787-875 A

700-786 B

612-699 C

525-611 D

<525 F


4

Aggie Honor Code: “An Aggie does not lie, cheat, or steal or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: www.tamu.edu/aggiehonor/

The Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu/.

Copyright Policy All materials used in this class are copyrighted. Therefore, you do not have the right to copy class materials unless permission is expressly granted in writing. These materials include but are not limited to syllabi, quizzes, exams, lab problems, in-class materials, review sheets, and problem sets.

About the reading assignments The textbook and lab manual were selected for their detailed and up-date-coverage of modern microbiology. There is not enough time in the semester to cover every page of the textbook in equal detail. The reading assignments listed below provide an outline of the topics to be covered. Lecture by lecture, the instructor will point out specific pages in the text and supplementary notes (available on eCampus), illustrations, topics, and details that are especially important or pertinent.

Note: The instructor reserves the right to change the syllabus at any time during the semester. Students will be notified of such changes in advance.

Date Topic Chapter (15th ed.)

1) M, Aug 26 Introduction to the course

2) W, Aug 28 Intro. to Microbiology & Microbial Phylogeny 1

Ch. 1, Ch. 13 pg 363- 372, 376-383; Ch. 9.3, Table 9.1, 9.3, 9.4

3) F, Aug 30 Intro. to Microbiology & Microbial Phylogeny 2

Ch. 1, Ch. 13 pg 363- 372, 376-383; Ch. 9.3, Table 9.1, 9.3, 9.4

M, Sept 2 Martin Luther King Day

4) W, Sept 4 Microbial cell structure 1 Ch. 2

5) F, Sept 6 Microbial cell structure 2 Ch. 2

6) M, Sept 9 Microbial cell structure 3 Ch. 2

7) W, Sept 11 Microbial cell structure 4 Ch. 2

8) F, Sept 13 Microbial cell structure 5 Ch. 2

9) M, Sept 16 Microbial metabolism 1 Ch. 3

10) W, Sept 18 Microbial metabolism 2 Ch. 3

11) F, Sept 20 EXAM 1 (lectures 1-9)

12) M, Sept 23 Microbial metabolism 3 Ch. 3

13) W, Sept 25 Microbial metabolism 4 (Lab Exam 1 W/R) Ch. 3

14) F, Sept 27 Microbial growth 1 Ch. 5; Ch. 7; Ch. 6 pg. 186-188; Ch. 20 pg. 620-622



5

15) M, Sept 30 Microbial growth 2 Ch. 5; Ch. 7; Ch. 6 pg. 186-188; Ch. 20 pg. 620-622

16) W, Oct 2 Microbial growth 3 Ch. 5; Ch. 7; Ch. 6 pg. 186-188; Ch. 20 pg. 620-622

17) F, Oct 4 Microbial growth 4 Ch. 5; Ch. 7; Ch. 6 pg. 186-188; Ch. 20 pg. 620-622

18) M, Oct 7 Microbial growth 5 Ch. 5; Ch. 7; Ch. 6 pg. 186-188; Ch. 20 pg. 620-622

19) W, Oct 9 Horizontal gene transfer 1 Ch. 11 pg. 313-329

20) F, Oct 11 EXAM 2 (lectures 10-18)

21) M, Oct 14 Horizontal gene transfer 2 Ch. 11 pg. 313-329

22) W, Oct 16 Horizontal gene transfer 3 (Lab Exam 2

W/R) Ch. 11 pg. 313-329

23) F, Oct 18 Horizontal gene transfer 4 Ch. 11 pg. 313-329

24) M, Oct 21 Intro. to eukaryotic microbes, Protists 1 Ch. 18 pg. 557-561; Ch. 18.4; Ch. 33.5

25) W, Oct 23 Protists 2 Ch. 18.4; Ch. 33.5

26) F, Oct 25 Protists 3 Ch. 18.4; Ch. 33.5

27) M, Oct 28 Fungi 1 Ch. 18.8-18.9; Ch. 23.4

28) W, Oct 30 Fungi 2 Ch. 18.8-18.9; Ch. 23.4

29) F, Nov 1 Viruses & Phage 1 Ch. 8; Ch. 10.1-10.2; Phage MS2 pg. 288

30) M, Nov 4 EXAM 3 (lectures 19-28)

31) W, Nov 6 Viruses & Phage 2 Ch. 8; Ch. 10.1-10.2; Phage MS2 pg. 288

32) F, Nov 8 Viruses & Phage 3 Influenza pg. 291; Ch. 30.8

33) M, Nov 11 Viruses & Phage 4 Influenza pg. 291; Ch. 30.8

34) W, Nov 13 Viruses & Phage 5 HIV pg. 293-294; Ch. 30.15

35) F, Nov 15 Microbial interactions with humans 1 Ch. 24

36) M, Nov 18 Microbial interactions with humans 2 Ch. 24

37) W, Nov 20 Microbial interactions with humans 3 Ch. 24

38) F, Nov 22 Microbial Infection and Pathogenesis 1

(Lab Exam 3-M/T) Ch. 25

39) M, Nov 25 EXAM 4 (lectures 29-37, Mar 29-Apr 17)

40) M, Dec 2 Microbial Infection and Pathogenesis 2 Ch. 25

41) W, Dec 4 Innate Immunity 1 Ch. 26

42) W, Dec 11 Innate Immunity 2 Redefined day Ch. 26

Cumulative Final Exam (lectures 1- 42) Tue, May 7, 2019 10:30 am – 12:30 pm


6

BIOL 351 – Microbiology Laboratory – Fall 2019

Lab meets Monday/Wednesday or Tuesday/Thursday in BSBE 308 or 312 according to your schedule

Lab Coordinator: Lacy Basile – [email protected] office 310 BSBE, phone 979-845-3671

Course Description and Prerequisites: Introduction to microbiology with emphasis on prokaryotes and techniques in microbial growth and

identification. Mandatory laboratory gives hands-on experience and reinforces basic principles. Prerequisites: BIOL 112; CHEM 227, and CHEM 237 or CHEM 231

Required Texts:

NEW CUSTOM –Microbiology: Laboratory Theory & Application 4e by Leboffe and Pierce with TAMU Supplement ISBN: 978-1-

61731-8313

Mastering Microbiology – Online Course Objectives: Upon completion of this course, the student should be able to:

Demonstrate competency in laboratory safety and aseptic techniques

Perform laboratory techniques, such as culture, isolation, staining, and quantification and identification of microorganisms

Interpret, analyze, and communicate scientific data clearly and accurately

Communicate scientific concepts, experimental results and analytical arguments clearly and concisely, both verbally and in writing as

required for a w course

We use live microorganisms in this laboratory. These microorganisms are safe to use for those with a normal, non-compromised immune

response (Biosafety Level 1 and 2). If you have any concerns about your health, please request an appointment with the Occupational Health

Care Provider contracted by the University by calling 979-845-6649.

Exercise/Page

Week Date Topic Number

MTWR August 26-29 NO LABS – FIRST WEEK OF SCHOOL

I.

MT Sept. 2, 3

Introduction to Laboratory Prezi

Safety Video

Writing workshop - Reference Citing (Due Sept. 9, 10)

Safety Quiz

Pgs.1-11

WR Sept. 4, 5

Ubiquity of Microorganisms

Blood Agar

Growth Morphology Microbiological Culture Media and Sterilization

Peer Grading

2-1

5-25

2-2, 2-3, 2-4 2-12, Pg. 121

II.

MT Sept. 9, 10

Common Aseptic Transfers and Inoculation Methods

Spread Plate Method of Isolation

Pipette PowerPoint

1-3, Pg. 27

1-5

WR Sept. 11, 12

Streak Plate Method of Isolation

Pour Plate Technique

TurnItIn PowerPoint

Writing workshop – Plagiarism / Scientific Writing (Due Sept. 25, 26)

Cell Phone Video

1-4

Supp. Pg. 5

III. MT Sept. 16, 17

Introduction to the Light Microscope

Micrometer Worksheet (Due Sept. 23, 24)

3-1 3-2

WR Sept. 18, 19 Smear Preparation and Gram Stain Negative Stain

Endospore, Acid Fast, and Flagella Stains

Streak Plate (1-4) Data Sheet 1 (Pgs. 47-48) Due

3-5, 3-7 3-6

3-8, 3-10, 3-12

IV.

MT Sept. 23, 24

Exam 1

WR Sept. 25, 26

Selective and Differential Media, Biochemical Tests Lecture

Triple Sugar Iron Agar Lysine Iron Agar

Oxidase Test

Catalase Test Phenol Red Broth - Carbohydrate Fermentation

Methyl Red and Voges-Proskauer Tests

Pgs. 235-237, 286-287

5-21 5-22

5-7

5-6 5-3

5-4

V. MT Sept. 30, Oct. 1 MIO

Nitrate Reduction Test

Citrate Utilization Test Malonate Utilization Test

Urea Hydrolysis

Mannitol Salt Agar Bile Esculin Agar

Supp. Pg. 6

5-8

5-9 5-10

5-18

4-4 4-3

WR Oct. 2, 3 Unknowns Day 1 - Streak TSA, MAC plates, Catalase, Oxidase 4-5, Supp. Pgs. 11-12



7

TSIA (5-21) Data Sheet 2 (Pgs. 405-406) Due

VI.

MT Oct. 7, 8 Unknowns Day 2 – Gram Stain, Determine Group Numbers

Supp. Pgs. 11-12

WR Oct. 9, 10

Unknowns Day 3 – Inoculate Media

MacConkey (4-5) Data Sheet 3 (Pgs. 263-265) Due

Supp. Pgs. 11-12

VII.

MT Oct. 14, 15

Exam 2- Lab Practical-Biochemical Tests

WR Oct. 16, 17

Bacterial Growth Curve (Worksheet Due Oct. 30, 31)

Finish Unknowns

Supp. Pgs. 25-27, 6-4

VIII.

MT Oct. 21, 22 Environmental Microbiology (report written over experiments 1 and 2)

1) Soil Microbial Count

2) Microbiology of Water Ammonification

Writing workshop - Environmental Microbiology Introduction + Materials and

Methods (Due Oct. 28, 29)

8-11

4-6, 4-7, Supp. Pgs. 52-54, Pg. 647 8-4

WR Oct. 23, 24

Bacterial Count of Spices

Unknown Worksheet Due (Supp. Pgs. 7-10)

6-1, Supp. Pgs. 42-43

IX MT Oct. 28, 29

The Effect of pH on Microbial Growth

Anaerobic Bacteria

The Effect of Temperature on Microbial Growth

2-10

2-7, 2-8

2-9, Supp. Pg. 51

WR Oct. 30, 31

Antibiotic-Producing Bacteria

Antimicrobial Susceptibility Test

Writing workshop - Environmental Microbiology Results + Conclusions

(Due Nov. 6, 7)

Supp. Pg. 38

7-3

X.

MT Nov. 4, 5

Bacterial Transformation

Antimicrobial Susceptibility Worksheet (Due In Class – Supp. Pg. 49)

10-3

WR Nov. 6, 7

Bacterial Mutation

The Lethal Effect of UV Radiation on Microbial Growth

10-6, Supp. Pg. 29

2-13, 10-5

XI.

MT Nov. 11, 12 Plaque Assay of Virus Titre

Bacteriophage sensitivity

Transformation (10-3) Data Sheet 4 (Pgs. 711-712) Due

6-5, Pg. 854

10-7, Supp. Pgs. 30-31

WR Nov. 13, 14

Carnivorous Fungi

Slime Mold Parasitology Lab – Earthworm

Epidemic Simulation

Supp. Pgs. 40-41

Supp. Pgs. 32-34 12-4, Supp. Pgs. 35-37

7-6

XII.

MT Nov. 18, 19

Bioremediation ABO-Rh Agglutination (Worksheet Due In Class – Supp. Pg. 47)

Environmental Microbiology Report

Supp. Pg. 39 11-5, Supp. Pg. 44-47

WR Nov. 20, 21

EXAM 3 & Clean Up

Epidemiology (7-6) Data Sheet 5 (Pgs. 555-556) Due

To obtain credit in this COURSE, you must attend and participate in the laboratory and complete all laboratory experiments and written

assignments. To pass this W course, you must pass the writing components. If you violate lab rules or break equipment points will be deducted from your overall grade.

Grade Challenges/Problems

All grade challenges must be submitted in writing to your lab TA. Complete the Grade Challenge Form (in the Lab folder on eCampus) and turn it in along with the graded assignment. A student must make no changes to the assignment before it is submitted for regrading. Challenges must be

submitted within 5 working days of receiving back the graded assignment/test. The TA must respond in writing within 5 working days of receiving

the student's challenge. If not satisfied with the TA's response, a student must submit the Grade Challenge form with the TA's response and the original assignment to Media Prep (BSBE 310) within 5 working days for review by the Lab Director.

Assignments

All assignments including, but not limited to lab reports, worksheets, and data sheets are an individual effort and are to be completed by each person

individually: copying or turning in collaborative work is not acceptable. Any person(s) found cheating or plagiarizing will receive no credit for the exercises and they will be reported to the Lab Director and honor council. All assignments are due at the beginning of lab and must be submitted to

TurnItIn and the generated report must be attached unless otherwise stated. If these criteria are not met, you will receive a zero on the assignment.

TurnItIn is a tool to assist you in determining if you have plagiarized and you are able to submit the report as many times as necessary before the due


8

date. Other factors may come into consideration when determining plagiarism even if plagiarism is not indicated by TurnItIn. Late work and

incorrect assignments will NOT be accepted – you will receive a zero for the assignment.

E-mail your assignment and TurnItIn report before class to receive credit, but you must turn in a hard copy of the assignment and TurnItIn report

within 24 hours or you will receive a zero.

All assignments must be typed or they will not be accepted unless otherwise specified.

All assignments and any other documents needed for the lab other than your lab manual can be found within the Lab folder on

http://ecampus.tamu.edu

Failure to include both references AND in-text citations when using information from any source is plagiarism and will result in a zero on the

assignment.

Each data sheet listed includes all tables and questions unless otherwise stated. The answers must be handwritten on the pages from the lab

manual for credit – no copies. Any changes to the data sheets will be described in the weekly e-mails.

A number of writing assignments are included not only to assess your understanding but to also allow you to organize scientific information

clearly and in a well-written manner. The reports, worksheets, and exams will all be evaluated on understanding of the material as well as

proper writing style.

For writing help contact the University Writing Center (UWC) located in Evans Library 1.214. You can schedule an appointment by phone

(458-1455) or online http://cleopatra.tamu.edu/default.aspx?ReturnUrl=%2f.

Exams

The 3 laboratory examinations will contain written questions as well as possible practical elements. Exam 2 is a laboratory practical covering media,

bacteria, and tests used for unknown identification. Information from Mastering Microbiology (see below) may be used on exams.

Quizzes

Each quiz will be worth 2.5 points and will be given at the beginning of every lab period (excluding exam days). Questions will be taken from the lab

manual, handouts, and/or mastering microbiology. Quiz answers must be an individual effort and written in complete sentences in the lab notebook

for credit. It is imperative to read the experimental protocols prior to attending lab.

Mastering Microbiology

Refer to the calendar in Mastering Microbiology for online assignment due dates – you are responsible for knowing when each assignment is due.

Assignments are always due before the experiment is done in lab – either on a Sunday for Monday/Tuesday experiments or Tuesday for Wednesday/Thursday experiments. Each assignment is open for approximately two weeks so check for new assignments regularly. Questions can be

answered using the information on Mastering Microbiology, your textbook, and your lab manual. The Mastering Microbiology access code can be

found in your textbook if you purchased it new from the bookstore. If not, an access code can be purchased through Mastering

Microbiology. The lab manual does not come with an access code.

You must call Technical Support at 855-875-1797 if you are having technical problems.

Percentage of total points received on Mastering Microbiology will be multiplied by 50 to get the point total.

Assignments will not be reopened if not completed by the due date and information may be used on exams.

Plagiarism

Any evidence of cheating or plagiarism will result in a ZERO on the assignment and the student will be reported to the honor council. This includes,

but is not limited to:

Directly copying, only slightly modifying, or only changing the order of words from someone else’s work

Using quoted material without quotation marks AND in-text citations

o In science we don’t quote passages because you should be able to restate facts and results in your own words.

Remember – whether you’re told to use references or not, you must properly cite and reference if you take information from the lab manual or any

other source. This is true for anything you write whether it’s in this course, another course, or in your future job.

Policy on Open Laboratory

All laboratories are only open to registered students during your scheduled lab time. You may only attend the laboratory session in which you are registered. The laboratory will be open designated Fridays during unknown identification only. These times will be sent in the weekly e-mails.

During this time, you may check results, work on your unknowns, etc.; however, there will not be a TA available for help. This open laboratory will

be maintained as long as the laboratory is kept clean and in order. No guests are allowed in lab and regular lab safety rules still apply.

Americans with Disabilities Act (ADA) Policy Statement

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons

with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for

reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek Complex on west campus or call 979-845-1637. For

additional information, visit http://disability.tamu.edu.

Testing Accommodations

To receive disability accommodations in this course, you are required to provide a letter from Disability Services to your lecture professor AND the Lab Coordinator (Lacy Basile) no later than 5 working days before the first exam. You must contact the Lab Coordinator for lab accommodations.

You are responsible for confirming arrangements for each exam with your TA no later than 5 working days before the exam or you will not receive

accommodations. The first and third exam must be taken at the testing center and it is your responsibility to make testing arrangements. Exam 2 is a

http://elearning.tamu.edu/

tel:855-875-1797



9

practical exam and must be taken in lab so arrangements must be made at least two weeks in advance with the Lab Coordinator and your TA in order to have supplies prepared. Accommodations for prelab quizzes can also be arranged at the testing center but you must notify the Lab Coordinator at

least 5 working days in advance. If you do not meet these deadlines, you will not receive accommodations.

Academic Integrity Statement

“An Aggie does not lie, cheat, or steal or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System.

Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not

exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit:

http://aggiehonor.tamu.edu

Safety

All students must follow the lab safety procedures including, but not limited to: i) When in the lab room, you must wear clear-lens safety glasses, closed-toe shoes, pants or skirts that cover the knees when sitting (no shorts), no hats, and hair must be pulled back. Any student NOT wearing proper

safety attire will not be allowed in the lab – this is a University requirement. ii) NO electronic devices, such as cell phones, iPods, tablets, computers,

etc. are allowed in the lab room. iii) The safety agreement from the TAMU lab supplement must be turned in by the 3rd lab period, or you will receive a safety violation. You will receive a safety violation if you do not comply with these rules while still in the lab room, even if the experiment is

complete. Each safety violation will result in a deduction of 20 lab points. If you endanger yourself or anyone else in any way you will receive a

safety violation. If the lab must be vacated do to your negligence you will receive an unexcused absence. Everyone is responsible for lab

safety – if you see unsafe conditions and do not report it, you can also be held responsible.

Policy on Absences

Attendance and participation in the lab is required for course credit: Students cannot leave the lab until all experiments are completed and the lab

benches are cleaned. Leaving early will result in an unexcused absence.

Participation in an activity that is required for a class and appears on the university authorized activity list at

https://studentactivities.tamu.edu/app/sponsauth/index 1)Death or major illness in a student's immediate family.

2)Illness of a dependent family member.

3)Participation in legal proceedings or administrative procedures that require a student's presence. 4)Religious holy day. NOTE: Prior notification is NOT required.

5)Injury or illness that is too severe or contagious for the student to attend class. a)Injury or illness of three or more class days: Student will provide a

medical confirmation note from his or her medical provider within one week of the last date of the absence (see Student Rules 7.1.6.1) b)Injury or illness of less than three class days: Student will provide one or both of these (at instructor’s discretion), within one week of the last date of the

absence: (i.)Texas A&M University Explanatory Statement for Absence from Class form available at http://attendance.tamu.edu(ii.) Confirmation of

visit to a health care professional affirming date and time of visit. c)An absence for a non-acute medical service does not constitute an excused absence.

6)Required participation in military duties.

7)Mandatory admission interviews for professional or graduate school that cannot be rescheduled. 8)Mandatory participation as a student-athlete in NCAA-sanctioned competition. 10)In accordance with Title IX of the Educational Amendments of

1972, Texas A&M University shall treat pregnancy (childbirth, false pregnancy, termination of pregnancy and recovery therefrom) and related

conditions as a justification for an excused absence for so long a period of time as is deemed medically necessary by the student’s physician. Requests for excused absence related to pregnancy should be directed to the instructor. Other absences may be excused at the discretion of the instructor with

prior notification and proper documentation. In cases where prior notification is not feasible (e.g., accident or emergency) the student must provide

notification by the end of the second

Being late for lab: Arriving after the lab starts, but within the first 10 min according to the lab clock, constitutes a tardy. Three tardies constitute one

unexcused absence. If you arrive between 10 and 20 min after the lab starts, you may attend the lab, but you will receive an unexcused absence. If you arrive later than 20 min after the lab starts, you will not be allowed to attend lab.

Unexcused Absences: There are no make-up labs for unexcused absences. Assignments that were due that lab period will be corrected, but you will receive 0 points for the assignment and for the lab quiz. Additional penalties for an unexcused absence are as follows:

First unexcused absence - deduction of 20 lab points.

Second unexcused absence - deduction of an additional 40 lab points.

Third unexcused absence – no points received for lab portion of the course = zero for your lab grade.

Excused Absences Authorized excuses for lab absences include: serious illness or accident, religious holidays, family emergencies, and university-

sponsored activities (see Student Rules 7, Attendance http://student-rules.tamu.edu/rule07). A non-acute medical excuse will NOT be accepted as a valid reason to miss lab (Rule 7.1.6.3). Absences due to vacation will NOT be excused.

In order to make-up missed material, quizzes, or exams, a student must notify the lab coordinator, Lacy Basile ([email protected]), of the absence within 2 working days and provide written documentation of an authorized excuse within one week of the absence. Any absence without

an authorized and documented excuse will be considered unexcused. The Texas A&M University Explanatory Statement of Absence Form will NOT

be accepted as an adequate verification for an excused absence. Falsification of documentation is a violation of the Honor Code.


https://studentactivities.tamu.edu/app/sponsauth/index




10

Excused absences can be made up by attending another laboratory section (if available) or by submitting a laboratory write up for the missed lab. If attendance in another section is necessary, written permission from the Lab Coordinator is required for the TA to admit you into their section. Any

assignment due during the missed lab period must be turned in when you attend another lab section or turn in the completed written make-up

assignment. Make-ups must be scheduled within 2 working days of the absence and completed within 5 days of the absence, or the absence will be considered unexcused. More than two excused absences where a make-up lab is not attended will result in an incomplete for the course.

Attending an alternate lab when a student has a university-sponsored activity or professional school interview: A student with advance

knowledge of an excused absence must attend an alternate lab section. Note that any assignments due must be turned in at the beginning of the

alternate lab (and submitted to TurnItIn, if applicable) even if this is earlier than the student's regular lab session. To obtain permission to attend an

alternate lab, the student must contact the Lab Coordinator, Lacy Basile ([email protected]), at least 72 hours in advance of the absence. Give

your name, class (351), and section number when corresponding. The fact that these are university-excused absences does not relieve the student of

responsibility for notification and documentation as outlined above for Excused Absences. Failure to notify and/or document properly will result in an

unexcused absence.

Written Discussion worksheet Due Date* Points my score

Safety Quiz September 2, 3 10

Micrometer Worksheet September 23, 24 10

Unknown Worksheet October 23, 24 30

Growth Curve October 30, 31 10

Antimicrobial Susceptibility (in lab) November 4, 5 10

Transfusion (in lab) November 18, 19 10

Report Components & Complete Report (395 points)+

Reference citing September 9, 10 20

Plagiarism / Scientific writing September 25, 26 75

Environmental Introduction + Materials and Methods October 28, 29 75

Environmental Results + Conclusions November 6, 7 75

Environmental Report 150

Data Discussion (50 points)+ peer graded

Streak Plate (1-4) September 18, 19 10

TSIA (5-21) October 2, 3 10

MacConkey (4-5) October 9, 10 10

Transformation (10-3) November 11, 12 10

Epidemiology (7-6) November 20, 21 10

Exams (150 points)

Exam 1 September 23, 24 50

Exam 2- lab practical October 14, 15 50

Exam 3 November 20, 21 50

Mastering Microbiology Online Calendar 50

Prelab Written discussion + (20 at 2.5pts each)-peer graded Every Class 50

Total Lab Points 775

A=698-775, B=620-697, C=543-619, D=465-542, F≤464

+Writing components are graded based on answering scientifically correct and on writing skills. However, if

your answer is scientifically incorrect no credit will be given on discussion homework or data discussion

worksheets for the questions missed.

*Dates, assignments, points, etc. subject to change due to unforeseen circumstances. Be sure to read emails!


5/22/2019 COMM 425-W: Rhetoric of the Civil Rights Movement



Contact(s)

Name E-mail Phone

Nancy Street [email protected] 979-862-6968

Course Prefix COMM

CourseNumber

425

Academic Level UG


Rhetoric of the Civil Rights Movement


RHETORIC CIVIL RIGHTS

Crosslisted With


3




1


24

In Workflow1. COMM

Department HeadUG

2. LA College DeanUG

3. W & C Preparer4. W & C Advisory



Approval Path1. 04/12/19 8:50 am

Nancy Street (n-street): Approvedfor COMMDepartment HeadUG

2. 04/13/19 12:03am

Steve Oberhelman(s-oberhelman):Approved for LACollege Dean UG





New Core Component ProposalDate Submied: 04/12/19 8:48 am

Viewing: COMM 425-W : Rhetoric of the Civil Rights MovementLast edit: 04/12/19 8:48 amChanges proposed by: n-street

Wring Designaon













Do any assistants(i.e., GATs orundergraduates)help with thecourse?

No




AddionalComments

This course is cross-listed with AFST 425. AFST 425 should be designated as a W-class, too.

Aach CourseSyllabus

COMM AFST 425 .docx

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:35 pm): REPORT ON CERTIFICATION OF W COURSE:COMM/AFST 425 We recommend that COMM/AFST 425 Rhetoric of the Civil Rights



Blog essay I 1000 25 No

Blog essay II 1000 25 No


N/A


Each blog is reviewed by the instructor and returned to the student with comments to guide revisions. Students then havetwo weeks to submit the revised version. The grade on the first dra and the grade on the second dra are averaged together todetermine the grade on each essay.


Wring instrucon is provided through a series of Wring Workshops Wring Workshop I: Library Instrucon in Cushing Library

Wring Workshop II: Invenon Wring Workshop III: Arrangement & Argument

Wring Workshop IV: Revision Strategies Wring Workshop V: Visuals & Style

Wring Workshop VI: Final Class Review of Blogs


https://nextcatalog.tamu.edu/coreadmin/1023/COMM%20AFST%20425%20.docx



Key: 1023

Movement be cerfied as a wring (W) course for four academic years (1/19 to 1/23). Wehave reviewed a representave syllabus and have determined that the course meets orexceeds the following criteria: (1) 50% of the final grade is based on wring quality; (2)the total number of words is 2000; (3) the instructor to student rao is 1:24; and (4) theassigned wring is appropriate to the major. Students write two blog essays. Formavefeedback occurs for both in the form of wrien instructor feedback on dras. There aresix wring workshops on topics such as using Cushing Library, coming up with andorganizing arguments, and creang visuals.

COMM/ AFST 425 Rhetoric of the Civil Rights Movement

Dr. Kristan Poirot Bolton 102C [email protected] Office Hours: Monday: 12:30-3:00; Wed, by appointment.

Course Description

“Rhetorical evaluation of theoretical literature and pragmatic episodes that shaped the U.S. Civil Rights Movement; examination of significant speeches, documents, and protest activities in their historical, political, and social contexts.” (TAMU Course Catalog)

This course examines rhetorics associated with the struggle of black freedom movements in the United States since the early nineteenth century. By focusing on the most recognized movement that emerged in the South between 1954 and 1965, this course aims to give students an understanding of that movement’s historical roots. This course is both reading and writing intensive, and I expect that students will use writing as one of the many tools to work through course concepts, ideas, and arguments. This class also requires active engagement with fellow learners and the larger TAMU learning community, including regular participation in class discussions and blog.

Learning Outcomes At the conclusion of this course, students should be able to:

discuss black freedom movements in the U.S. since the early nineteenth century, identifying important figures, surges of activity, precipitating events, and activists’ rhetorical strategies.

write well-argued, researched, and rhetorically effective blog posts on contemporary black freedom movements, their historical roots, and contemporary exigencies;

critically describe and evaluate speeches and print discourse.

Required Texts Philip A. Klinker & Roger M. Smith. (1999) The Unsteady March: The Rise and Decline of Racial Equality in America. Chicago: University of Chicago Press. (UM) Course readings available on the library’s course e-reserve system.

Course Requirements & Grading Scale

Reading Quizzes (15 @ 10 pts. Each) 150 pts. A: 450-500 pts. Blog Essays 250 pts. B: 400-449 pts. Exam 100 pts. C: 350-399 pts.

D: 300-349 TOTAL 500 pts F: <300 pts.

*****Students must receive passing grades on the blog essays in order to receive a passing grade for the course.*****

Daily Reading Quizzes: Each day that reading is required, you should expect to take a short-answer reading quiz. Each will be worth 10 points and I will record the highest 15 scores (dropping your lowest grades, usually 1-2). The quiz will begin promptly at 10:20 each day. You will have only 5 minutes to complete it, and it will be taken up at 10:25. If you arrive to class after 10:25, you miss the opportunity to take the quiz. If you have an unexcused absence, you may not make-up the quiz. If you have an excused absence, you will bring in a typed summary of the reading that was due the day of the absence as a substitute for the quiz grade. As per university policy, the summary is due within 30 days of the date of the absence (or last absence if there is number of consecutive absences). It would be helpful, however, to turn in any summary as soon as possible. WRITING INSTRUCTION: Blog Essays: This course meets a university writing requirement. As a writing intensive course, we will write as a way to engage course materials. Some of this writing will be evaluated and read only for content (reading quizzes), and other essays will be graded in terms of content as well as writing efficiency and rhetorical efficacy. Each student must write at least 2 blog posts for the course’s “public” blog, which will explore contemporary issues related to black freedom movements. These posts will critically engage course materials. These blog essays will be evaluated in terms of their ability to effectively engage their specified audience with thought-provoking ideas and commentary. You will turn in two blog portfolios (with a minimum of 1000 words each) at two points in the semester. Each portfolio is worth 125 points. FORMATIVE FEEDBACK: You must revise the blog portfolio based on the formative feedback you receive from me in the form of comments on your blog. All revisions are due two weeks after I hand back the graded material. I will average the grades after all revisions. *As per University requirements for W courses, if you do not pass the written requirement for this class, you will not pass the class – regardless of total number of points earned* Community Engagement: This course places a very strong emphasis on students’ thoughts, analyses, interpretations, commentaries, questions, and dialogue about the course materials. The onus is upon students to be active participants in the creation of a productive learning community, rather than passive observer-listeners. Put simply, while I am the primary facilitator/teacher of the course, its quality and effectiveness will be determined by our collective efforts – each one of us has the responsibility of facilitating each other’s learning. Students will have a number of opportunities to demonstrate their active engagement with course materials (including, talking in class discussions, commenting and composing posts on class blog, meeting with student study/writing groups, volunteering for a community group, and/or attending university sponsored lectures and events.), and each student will be responsible for tracking their efforts. As such, each week (beginning week 3) students will turn in an engagement report that describes their activities of the previous week. These reports will be used to calculate each student’s community engagement grade. (More details about this requirement will be provided by the second week of class). In short, continued enrollment in this course is an agreement to participate in it as an active member of a learning community. If a student does not wish to regularly participate in class discussions (on-line or during class time), attend campus lectures, volunteer with a community organization, OR meet with classmates in study/writing groups, then he/she should drop this course.

Course Policies

Attendance Policy: Regular class attendance is crucial. I will take roll every day. If a student has more than THREE unexcused absences, their final grade will be dropped by 25 points per absence beyond the three. It is the student’s responsibility to get notes and assignments from classmates when class is missed (excused or unexcused) It is also the student’s responsibility to provide proper documentation for an absence to count as excused. Go to http://student-rules.tamu.edu/rule07 for explanation of what qualifies as an excused absence. Late Policy: I do not accept late work without documentation of a University excused absence. Please see Student Rule 7. http://student-rules.tamu.edu/rule07 Unless otherwise noted, all assignments are due at the beginning of class on due date. If a student misses a day of a point generating activity, the student may NOT make it up if the absence is unexcused. If the absence is excused they must make arrangements with me for an alternative assignment within one of their return to class. The student must complete the alternative assignment as per Student Rules. http://student-rules.tamu.edu/rule07 Mobile Device Policy: Although I am grateful for the various ways one can stay connected to an ever-enlarging network of people and ideas, the active maintenance of these connections in the classroom is rarely beneficial to one’s own and others’ learning. As such, text/instant messaging, checking/updating/responding to/opening/etc. email, websites, blogs, facebook, etc., and/or running any app/program that is not essential to note-taking and reading during class discussion is prohibited. In short, students can use electronic devices as e-readers and as note-taking media, all other uses must be cleared by me ahead of time. There will be times in class that I will require all electronic devices to be shut-off to facilitate better discussions in class. If a student violates this policy, they will receive an unexcused absence for the day of the violation. If a student violates this policy more than once they will be asked to leave the class permanently. Academic Honesty & Integrity: “An Aggie does not lie, cheat, or steal, or tolerate those who do.” I take academic honesty seriously. A violation of academic honesty and integrity includes, cheating, fabricating documents and sources, plagiarism, and submitting substantial portions of the same work for multiple credit. Each student is required to sign a document that states that he/she understands TAMU’s academic misconduct policies and demonstrates one’s commitment to the Aggie Honor Code. For more information visit: http://aggiehonor.tamu.edu. American Disabilities Act Policy Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu.






Tentative Schedule (Community Engagement Reports are due every Monday, beginning Week 3)

Week 1: Course Introduction W: Syllabus and introductions F: Klinker & Smith, p. 1-9

Holder, “We Should Have an Open Dialogue” Week 2: Predecessors & Precipitating Events: Early America & Slavery M: Rhetoric & Engaging Publics through Writing W: Writing Workshop: Library Instruction (Meet in lobby of Cushing Library) F: Klinker & Smith, p. 9-46 Week 3: Predecessors & Precipitating Events: Abolition M-W: Campbell & Burkholder, Descriptive Analysis

Grimke, “Pennsylvania Hall Address” F: Douglass, “What to the Slave is the Fourth of July” Garrison, “No Compromise on the Evils of Slavery” Week 4: Predecessors & Precipitating Events: Post-Reconstruction Racial Uplift & Anti-Lynching M: Klinker & Smith, p. 72-105 Washington, “Atlanta Compromise” W: Writing Workshop: Invention F: Wells, “Southern Horrors” Terrell, “What it Means to be Colored” Week 5: Predecessors & Precipitating Events: Convict Labor & War M-W: Watch: Slavery by Another Name Klinker & Smith, p. 106-135 F: Writing Workshop: Arrangement & Argument Week 6: From Brown vs. Board to Little Rock M: Klinker & Smith, p. 202-241 W: Dickens & Schwartz, “Oral Arguments Before the Supreme Court”

F: Hampton & Fayer, “Little Rock Crisis, 1957-1958” Eisenhower, “Federal Court Orders” Week 7: Brown vs. Board & Emmett Till M-W: Hendrickson, “Mississippi Haunting”

Till Bradley, “1955 Address to Bethel AME” F: Writing Workshop: Revision Strategies Week 8: Montgomery M: Klinker & Smith, p. 242-253 W: McGuire, Ch. 2 F: King, “Holt Street Address” Spring Break 3.16-3.20 Week 9: Student Movements M: Klinker & Smith, p. 253-260 Cohen, “Prophetic Minority vs. Recalcitrant Majority” W-F: Watch: Freedom Rides Baker, “Bigger than a Hamburger” Week 10: Birmingham/Project C M: Klinker & Smith, p. 261-271 W: Statement of Alabama Clergy to King King, “Letter from a Birmingham Jail” (1963) F: Reading Day (no class) Week 11: March on Washington M: Klinker & Smith, p. 267-271 W: Johnson, “Gettysburg Address” (1963)

Kennedy, “Civil Rights Address” (1963) F: King, “I Have a Dream” Lewis, “Speech to the March on Washington” Week 12: Malcolm X

M-W: Hampton & Frye, “Malcolm X” Malcolm X, “Ballet or Bullet” F: Writing Workshop: Visuals & Style Week 13 : Voter Registration to Selma M: Estes, “Freedom Summer and the Mississippi Movement” W: Hamer, “Testimony to the DNC”

Hamer, “I’m Sick and Tired of Being Sick and Tired” F: Klinker & Smith, p. 272-287 Johnson, “We Shall Overcome” Week 14: Where are we now? M: Klinker & Smith, p. 288-316 W: Obama, “A More Perfect Union” F: Writing Workshop: Final Call Review of Blogs T: (Re-defined day) Course-Wrap-up Final Exam: Group Presentations

5/22/2019 CSCE 315-W: Programming Studio



Contact(s)

Name E-mail Phone

Sco Schaefer [email protected] 979-862-4673

Course Prefix CSCE

CourseNumber

315

Academic Level UG


Programming Studio


PROGRAMMING STUDIO

Crosslisted With


3




5


90


Yes

In Workflow1. CSCE Department

Head2. EN College Dean




Approval Path1. 04/02/19 8:20 am

Sco Schaefer(schaefer):Approved for CSCEDepartment Head

2. 04/04/19 9:41 am Prasad Enje

(enje): Approvedfor EN CollegeDean UG





New Core Component ProposalDate Submied: 04/02/19 8:20 am

Viewing: CSCE 315-W : Programming StudioLast edit: 04/02/19 8:20 amChanges proposed by: schaefer

Wring Designaon














How many?





There are two graduate student TAs per secon that will help the instructor evaluate the assignments. This level of supportgives the class a maximum student to instructor rao of 30:1.


The instructors are responsible for monitoring and supervising the work of their TAs.



Project Assessments (3 total, 200 words each) 600 3.3 No

API Descripon (500 words) OR group report (500 words)OR evaluaon report (500 words) for Project 1

500 9.24 No

Retrospecon report 1 (500 words) OR Retrospeconreport 2 OR final report (500 words) for Project 2

500 11.2 No

Project proposal (500 words) OR user study (500 words) ORproject report (500 words) for Project 3

500 9.8 No


There is no collaboraon on wring assignments. All work will be individual. While the class is a team-based project class,each team member will be responsible for one of the 3 wring assignments for each project. Teams consist of 3 group members.Project assessments are performed by each student. These are NOT peer assessments of the wring of other students.


Students will create dras of their wring assignments. Their peers in their group will provide wrien feedback on thewring to the group member that wrote the report. The student wring the report will turn in that revised report.


The course provides wring instrucon through a wring-focused lecture, providing sample write ups, and feedback onwrien submissions. The lecture focuses on technical wring in Computer Science. The content talks about expectaons of howwring is performed, expected grammar, and the precision required in technical wring. In addion, the lecture focuses on the typesof wring that will need to be performed for the class as well as the structure and expectaons of those documents.



Key: 978

AddionalComments

Aach CourseSyllabus

syllabus.doc

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:39 pm): REPORT ON CERTIFICATION OF W COURSE:CSCE 315 We recommend that CSCE 315 Programming Studio be cerfied as a wring (W)course for four academic years (1/19 to 1/23). We have reviewed a representavesyllabus and have determined that the course meets or exceeds the following criteria: (1)33.5% of the final grade is based on wring quality; (2) the total number of words is 2100;(3) the instructor to student rao is 1:30; and (4) the assigned wring is appropriate tothe major. Each secon is staffed by 2 graduate students and an instructor. However, thecommiee suggests that the student-to-instructor rao of 1:30 should be monitored toensure that students get adequate feedback. Students work in teams of 3 and write oneof three equal documents for each assignment: they all write three project assessments,then they write either an API descripon, group report, or evaluaon report related toProject 1. They also write a retrospecon report on either Project 1, on Project 2, or onthe final report. For Project 3, they write either a project proposal, a user study, or aproject report. Formave feedback happens within the teams, so that each student getsfeedback from 2 team members or dras. Instrucon includes lecture on technical wringin computer science and samples.


https://nextcatalog.tamu.edu/coreadmin/978/syllabus.doc

SYLLABUS

Course title and number 315W

Term (e.g., Fall 200X) Fall 2019

Meeting times and location TBD

Course Description and Prerequisites

This course is intended to be an intensive programming experience that integrates core concepts in Computer Science and familiarizes students with a variety of programming/development tools and techniques. Students will primarily work in small teams on month-long projects emphasizing different specializations within computer science. The course focuses on honing good programming techniques to ease code integration, reuse, and clarity. The primary goal for this class is to have students emerge with strong programming skills, able to address both individual and team programming challenges competently. The class is meant to allow students to improve their programming skills through significant practice. Among the topics to be covered in lecture periods are:

Style considerations in writing code.

Design of software systems and APIs.

Coding beyond the single component.

Design for portability, performance, testability.

Specification and documentation.

Basic software tools and their use.

Subject-specific topics related to the team projects (e.g., Databases, Artificial Intelligence, Human-Computer Interaction)

Though many topics will overlap, this course is not intended to be as in-depth or comprehensive as a standard software engineering course, which focuses more on project management - students may take the software engineering class after taking this class. In addition to the above, this course has a writing component in the form of documents, project description and user study reports submitted under each project. They comprise more than 33% of the student grade. This 33% for the writing portion must be passed for a student to pass this class. Failing the writing portion would result in failing the entire course. We will provide a latex template that students must use for writing different reports and study documents. In addition, a few sample reports accompanied by grading rubrics for evaluation will be made available. Finally, for the last 2 projects, students will get the opportunity to resubmit reports based on formative feedback from their peers. Prerequisite: CSCE 314 Programming Languages Corequisite: CSCE 313 Introduction to Computer Systems

Learning Outcomes or Course Objectives

By the end of the course, the students would have mastery on the entire Software Development Lifecycle by participating in large development projects that leverage several core Computer Science concepts and theories. The activity in this course would teach the students (and evaluate them on) the principles of software design, code construction, style, naming, maintaining, refactoring and many other useful development techniques that are quintessential for their success in real job environment. Furthermore, the students will learn and practice systematic software testing, test-driven development and automated testing tools and processes in the projects. Human-Computer Interaction is another part of this course, where the students would learn usability aspects of software, perform user study to measure usability score and use that to improve their software. Finally, students would receive instructions on technical writing and demonstrate their learning through reports submitted with each project.

Instructor Information

Name Sarker Tanzir Ahmed

Telephone number 979-845-4908

Email address [email protected]

Office hours TBD

Office location TBD

Textbook and/or Resource Material

Text: Code Complete, 2nd edition, by Steve McConnell, Microsoft Press, 2004. Other Materials: Provided in class

Grading Policies

Grading consists of 3 major components. Team Projects (84%): Three major team projects, 28% of grade each, are for 84% total. Specific grading practices for each project will be announced when that project is given out, but the grade may include factors such as evaluation of code clarity, teamwork, etc., in addition to actual performance of the code. Peer evaluation (mainly with-in teams and in some cases from outside) will be used as a significant contributing factor to these grades. In addition, team projects will include instructed and evaluated writing components that would contribute over 33% of each project, where there are 3 or more written reports. Each team member would be in charge of at least one of these reports, where she will produce the initial draft, collect formative feedback from the team members, and then revise to produce the final version. The process would than repeats for the subsequent writing pieces, each time authored by a different team member. As a result, through the life of each project, every team member gets the opportunity to author a report of her own and revise it based on peer-feedback. Adequate instruction logistics would be in place to track and support the whole process. Individual Project (10%): An individual project would consist of 10% of the final score. The project will involve significant coding and will be graded both on correctness and on style of code. Peer evaluation in the form of written reports will be used to judge coding style, naming and quality. Others (6%): The rest 5% will be based on attendance in both lectures and labs, participation in in-class discussions and in-piazza discussions as well.

Grading Scale

A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = <60

Separate passing in the writing component is required. Failing in the writing part would automatically result in failing the course.

Course Topics, Calendar of Activities, Major Assignment Dates

The following is the


Week Topic Required Reading

1 Introduction, Code as Communication Naming. Programming Style, Individual Assignment

Knuth’s Lecture: “Computer Programming as an Art”, Textbook chapters 10, 11, 31

2 Commenting, Testing, Debugging Chapters 22, 23, 31, 32

3 Technical Writing in Latex, Database Introduction. ER Model

Garcia-Molina, Ullman, Wisdom: Database Systems Ch1 and 2

4 SQL + DB Implementation

5 Software and API Design Ch 5, 6, 7

6 Software Development Process, Agile Development, Writing in Agile

Ch 21, 28

7 Artificial Intelligence: Minimax Tree

8 AI: Alpha-beta pruning, chance and deadline

9 Performance and Tuning, Team Dynamics Ch 25, 26

10 Software Design Patterns

11 Human Computer Interaction

12 Human Computer Interaction

13 Project Presentation and Others

Other Pertinent Course Information

We will use Latex for typesetting which is the preferred choice for most Computer Science journals and other technical writing venues. More instructions will be provided during class.

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu.

Academic Integrity For additional information please visit: http://aggiehonor.tamu.edu

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”



5/22/2019 INST 362-W: English as a Second Language Methods I



Contact(s)

Name E-mail Phone

Sharon Mahews [email protected]

Course Prefix INST

CourseNumber

362

Academic Level UG


English as a Second Language Methods I


ESL METHODS I

Crosslisted With


3



3


18


25


Yes

In Workflow1. TLAC Department

Head2. ED College Dean





MichaelDeMiranda(demiranda):Approved for TLACDepartment Head

2. 04/15/19 9:37 am Chris Cherry

(chrischerry):Approved for EDCollege Dean UG






Viewing: INST 362-W : English as a Second Language Methods ILast edit: 04/14/19 8:23 pmChanges proposed by: sharon.mahews

Wring Designaon


Recerficaon of INST 362 as a W Course.













How many? 1 Undergraduate Peer Mentor per secon





4000 33


Undergraduate peer mentors (UPMs) provide formave feedback only on wring intensive assignments. The instructorprovides addional feedback and assigns the grade for each assignment.


Undergraduate peer mentors (UPMs) provide formave feedback only on wring intensive assignments in regards to wordchoice, organizaon, grammar, etc. UPMs also hold one required wring conference with each student to support the wring process.INST 362 instructors meet with UPMs on a regular basis to ensure clarity of feedback expectaons. UPMs are part of a program that iscoordinated by a TLAC faculty member, Sharon Mahews.



Proposal for literature review 500 5 No

Literature Review - Final dra 2000 10 No

Manuscript Cover Leer 500 4 No

Two Arcle Response Papers 1000 14 No


All wring intensive assignments in this course are completed individually.


The Literature Review – Research and Wring Project offers a student mulple points of formave feedback. Students writea Proposal for the Literature Review, construct a research queson and proposed list of resources, introductory paragraph, and outline.Wrien feedback is provided at each point before the student submits a full dra for oral and wrien peer and UPM feedback.Students are required to aend a mandatory conference with a UPM either prior to or shortly aer submission of a full dra. Studentsalso receive wrien UPM feedback on an early dra of each arcle response paper at least one week prior to the due date.



Key: 1024

AddionalComments

Aach CourseSyllabus

INST362 Syllabus - Cassell Fall 2019.pdf

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:42 pm): REPORT ON RECERTIFICATION OF WCOURSE: INST 362 We recommend that INST 362 English as a Second Language Methods Ibe cerfied as a wring (W) course for four academic years (9/19 to 9/23). We havereviewed a representave syllabus and have determined that the course meets orexceeds the following criteria: (1) 33% of the final grade is based on wring quality; (2)the total number of words is 4000; (3) the instructor to student rao is 1:12; and (4) theassigned wring is appropriate to the major. This course uses Undergraduate PeerMentors who are trained by the college to help with wring. Each secon gets one peermentor to provide formave feedback both in wring and in one-to-one conferences.Formave feedback is provided on the literature review. Students write a proposal for theliterature review (on which they also get feedback), a literature review, a manuscriptcover leer, and two papers responding to an arcle about teaching English as a secondlanguage. Instrucon is delivered through in-class instrucon, conferencing with peermentors, and use of informaon provided by the University Wring Center and UniversityLibraries.


Wring instrucon will be delivered in three ways: in-class instrucon by the W instructor, conferencing and mentoringacvies between students and the UPM and/or instructor, and informaon provided about the University Library and Wring Center.Direct instrucon on scholarly wring from the instructor will include idenfying library resources and searching online databases forconducng and documenng research. Students will work together to address wring during the semester at different stages of thewring process. Students will (1) meet to discuss ideas for developing their wring based on archival research they have conductedand (2) provide each other with feedback using wrien guides provided by the W instructor. Both tasks will be completed with peersunder the supervision of the W instructor.


https://nextcatalog.tamu.edu/coreadmin/1024/INST362%20Syllabus%20-%20Cassell%20Fall%202019.pdf

Texas A&M University – Fall 2019 College of Education and Human Development - Department of Teaching, Learning and Culture

INST 362 – English as a Second (ESL) Language Methods I

Meeting Time/Location: All classes – Tuesday and Thursday INST 362-908 9:35-10:50 am EDCT 216

Instructor Name: Dr. Edie Cassell Email: [email protected]

You can expect me to respond to emails within 48hrs.

You can expect assignment grades within 7-10 days of due date.

Office Hours & Location: EDCT 318 Tues & Thurs 11:30am-13:30pm

Course Description

Credits 3. Basic principles of language acquisition, multiple approaches to second language acquisition; individual differences and second language acquisition; stages of second language development; multiple approaches to assessment. (Writing Intensive Course)

Prerequisites None Participating Teacher Certification Programs

Early Childhood through 6th Grade Generalist with ESL Certification (EC-6 / ESL) English Language Arts and Social Studies for Middle Grades with ESL Certification (ELASS 4-8 / ESL) Mathematics and Science for the Middle Grades with ESL Certification (MASC 4-8)

Course Learning Outcomes

1) Differentiate classroom procedures, rules and routines to support all learners. (P&R2) 2) Connect concepts and ideas within and between courses and disciplines. (CK2) 3) Explain how contextual factors influence individuals’ and groups’ learning experiences. (DL2) 4) Participate in diverse cultural and linguistic field experiences and reflect on the impact of those

experiences on personal perspectives. (CDSI3) 5) Adapt the basic conventions and practices associated with writing, speaking and nonverbal skills to

enhance content and delivery. (ES3) 6) Pursue goals based on personal strengths & limitations; participate in opportunities for professional

growth. (PG3)

TExES expectations for teachers of ESL (certification exam preparation manual): www.tx.nesinc.com/content/docs/154PrepManual.pdf Note about Writing Intensive Classes: To pass this course, you MUST PASS the writing (W) component.

Textbook and Resource Materials

Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and

Practice, 2nd Edition. Philadelphia, PA: Caslon Publishing. ISBN: 978-1-934000-15-1

Relevant Program Learning Outcomes Specific Learning Dimension Rubrics

Classroom Management Procedures & Routines (P&R) Rubric

Integrative Learning Content Knowledge (CK) Rubric

Information Literacy and Technology Media Literacy (ML) Rubric

Multiculturalism and Diversity Diverse Learners (DL) Rubric Cultural Diversity and Societal Impact (CDSI) Rubric

Communication Expressive Skills (ES) Rubric

Lifelong Learning Professional Growth (PG) Rubric

http://www.tx.nesinc.com/content/docs/154PrepManual.pdf

INST 362: English as a Second Language Methods I page 2

Additional journal articles, videos and films (available on eCampus, Youtube, or MediaMatrix) will be assigned for class participation, assignments, and group discussions. Course Instructional Materials Read or view all course materials prior to the week indicated on the Course Calendar (see page 12).

Textbook assigned for this course provides you with in-depth information to meet course learning outcome objectives. You are expected to preview, read actively (5 minutes per page), and review course texts.

Videos assigned for this course expose you to various instructional situations and depict socio-cultural experiences on a variety of subjects, and include a non-fiction documentary film.

Powerpoint presentations, located in each “Week” folder on eCampus, provide you with an outline to guide you through and supplement the topics assigned each week.

KNOWLEDGE OF TECHNOLOGY: Your responsibility! For this course, you will be required to make an in-class presentation using either Powerpoint, Prezi, Voicethread, or another similar software tool. You will also need to view Word and PDF files, Powerpoint presentations, and videos/films on YouTube or streamed on Media Matrix. If you need help with eCampus, please use the online help materials http://its.tamu.edu Contact ITS Helpdesk: Email: [email protected] Phone: (979) 458-3417 Mon-Fri 8:00-5:00

1) Technological problems are not an excuse for incomplete or late online assignments. Always

double-check eCampus to make sure your work was submitted successfully.

2) Keep a COPY of ALL your work on a portable drive, or online drive (like Google Drive), not only on your own computer’s hard drive.

Course Delivery The design of this course is face-to-face with online components to supplement the classroom instruction. Classes will meet in the classroom every Tuesday and Thursday. There will also be online assignments that you will need to complete according to due dates indicated on the Course Calendar on pages 12-13 of this syllabus.

You will be expected to put away your smart phone for the entire duration of each class.

Materials and requirements for online assignments will be posted on eCampus. You are required

to check eCampus frequently for updates and announcements: http://ecampus.tamu.edu

Course Grading Policy (Points) - continued on next page

A = 90–100 Demonstration of outstanding/excellent understanding and performance of consistent and thorough work beyond expectations

B = 80 – 89 Demonstration of very good understanding and performance of work somewhat above

expectations C = 70 – 79 Demonstration of good/adequate understanding and performance of work that meets

expectations D = 60 – 69 Demonstration of unsatisfactory/inadequate work, poor performance, does not meet F = below 60 minimum expectations

Late assignments are not accepted unless university-approved documentation is provided within 48 hours of due date.

http://its.tamu.edu/


http://ecampus.tamu.edu/


Course Components

Grades will be based on the following components:

Course Assignments: Value

1. Literature Review - Research & Writing Project (7 parts) 22 points

2. Proposal for Literature Review (500 words) 5 points

3. Literature Review - Final Draft (2000 words) 10 points

4. Manuscript Cover Letter (500 words) 4 points

5. Article Response Papers (2 x 500 = 1000 words) 14 points

6. Discussions – Small Group Forums (5 x 4 points)

s (5 x 3 points)

20 points

7. Quizzes (5 x 4 points) 20 points

8. Biweekly Self-Assessments (5 x 1 point) 5 points

9. MyWritingLab 0 points

Total 100 points Course Requirements #1: Literature Review - Research & Writing Project (22 points total)

INST 362 is a writing intensive course that requires the completion of a researched review of the current literature on a course-related topic using the process-writing approach (prewriting, drafting, peer reviewing, revising, and publishing). You will write a researched paper that answers a question about a very specific course-related topic, chosen by you and approved by your instructor. You will be given a range of topics related to English language learner instruction. After reading through six scholarly journal articles that constitute a coherent theme over a specific issue, you will produce a Literature Review paper over the course of the semester, following specific steps and guidelines, and the academic conventions of the APA Manual, 6th Edition. You will work with your peers and receive feedback at each stage of the writing process.

a. Identify Area of Research - Week 2: After watching the library research videos, use the link on eCampus to sign-up for a general area of research. Several other students in the class will sign up for the same general area, creating a small group of researchers able to support each other’s work. Each student will develop a narrow focus within that area.

b. Group Research Meetings: (8 points) You will meet four times face-to-face (or online)

with several class members who have related research topics. Research is a collaborative activity also in the sense that findings are shared with the wider community. As developing researchers, you will form research groups (around the topics you selected). Each group will have 4-5 members. During the semester the group as a whole will develop expertise in an area of inquiry and the individual members will become experts in one specific topic in that research area. You will be helping each other during in-class or online Group Research Meetings. You will discuss your work in progress, provide feedback to each other, and finally prepare a short presentation at the end of the semester. You are required to record each meeting via Blackboard Collaborate. Instructions will be provided and help is available via the technology link on the course site.

c. Revised Research Question & Articles List (+ Article Matrix) - Week 6: (1 point) Submit a

revised research question with a list of resources you plan to use for your research. For 2 points extra credit, use an Excel spreadsheet template to develop an “article matrix.”

-continued on next page

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html


d. Introduction, Outline, and References for Literature Review - Week 8: (6 points) Submit a detailed outline of your plan for the paper following APA guidelines. This paper will include an introduction, the revised research question, multiple content-paragraphs with specific details from your 6 articles, and your list of references.

e. One-on-One Conference with UPM - Week 9: (2 points) Schedule your mandatory one-on-

one 20-minute conference with the Undergraduate Peer Mentor (UPM) during week 9 and attend during week 10, 11, or 12.

f. Literature Review (Full Draft) for Peer Review - Week 11: (2 points) Submit the complete

draft of your paper to be reviewed by two peers. You will also review two others’ papers. g. Research Presentation - Week 14 or 15: (3 points) Each member of a research group will

prepare their own professional conference-style presentation of their individual research. Each member will provide a 5-minute oral summary of her/his work using a one-slide visual (such as a Powerpoint). The purpose of this activity is to engage in an academic, professional discussion of the work by sharing the findings with the rest of the class.

In addition to the research activities and assignments listed above, you will produce the following three writing assignments connected to the Literature Review - Research & Writing Project: #2: Proposal for Literature Review - Week 2: (5 points)

Following specific guidelines, submit a one-page (500-550 words) proposal for pursuing research about a very specific course-related topic, from a range of topics related to English language learner instruction. #3: Literature Review (Final Draft) - Week 15 (10 points)

Your final paper must be between 2,000 – 2,200 words (excluding the title page and “References” page). Submit your corrected and revised, ready-to-publish paper to the course instructor via Turnitin for a final grade. You are expected to demonstrate a 100% originality report on Turnitin (0% plagiarism). #4: Manuscript Cover Letter - Week 15 (4 points)

You will submit a one-page (500-550 words) professional, formatted essay request for a formal review that explains in detail all the revisions you have made to the final draft of your literature review. This essay will serve as a cover letter for the submission of the final draft.

The University Writing Center is available for writing help (select active link at left). Undergraduate Peer Mentors (UPM’s): A team of UPM’s will be assigned to assist all the writing-intensive courses. Your class will have one designated UPM providing you with written feedback at each step of the writing process, available to meet with you one-on-one throughout the semester. QUESTIONS FOR THE UPM? All Undergraduate Peer Mentors have weekly office hours, so you can make an appointment or just walk in: UPM Office – Harrington Tower 210. #5: Current Research in the Field of Second Language Learning – Response Papers (2 papers

x 7 points each = 14 points)

In this course, you will be learning theories of language, language acquisition, and best practices for teaching second language learners. To explore the latest research in the field while practicing the academic writing skill of written analysis and review of academic texts, you will be asked to read two full-length articles and write a 500-550 word analytical response/reaction paper to each, following a prescribed format. In each response paper, you will identify the main issue the author is addressing,

http://writingcenter.tamu.edu/


the assumptions made, and the evidence presented, as well as the strengths and weaknesses of the text. You will also propose any possible counter-arguments to the text’s claims and discuss the relative importance of the problems addressed. #6: Discussion Group Forums - In-class and Online (5 discussions x 4 points each = 20 points)

You will be provided a set of questions or an activity for small group discussion forums and will be asked to participate in either an in-class or online discussion on eCampus. Be prepared to discuss critical issues/concepts in the field, informed by course texts, videos, and your experiences. Topics and discussion points will be provided in the weekly folders. You are required to submit your notes for each discussion on eCampus prior to the scheduled start of the discussion.

#7: Quizzes (5 quizzes x 4 points each = 20 points)

Online quizzes will assess your mastery of course content. Quizzes cover the assigned readings and other course materials and concepts. Quizzes typically include both multiple choice and true/false items. Quizzes will occur at intervals indicated on the Course Calendar. All quizzes are timed and will be available for only 72 hours before the due date. #8: Bi-weekly Self-Assessments (5 self-assessments x 1 point each = 5 points)

At the end of each two-week period, you will be asked to submit an assessment of your own participation and performance in meeting the course objectives. You will write short responses to several evaluative questions and provide an overall rating of your performance on a 0-5 scale. #9: MyWritingLab (MWL) – Online Grammar Modules (See page 9 for more details.)

This is a Department of Teaching, Learning, and Culture (TLAC) requirement for students seeking teacher certification. The module must be completed prior to enrolling in Senior Methods classes.

MWL is a pass/fail component of every TLAC writing intensive course for students enrolled in any program that leads to teacher certification. The module must be completed in conjunction with your first W course, as it will strengthen your writing and ability to review peers’ writing. Students who fail to complete MWL will not pass the course. You must register for MyWritingLab by September 13. All MWL assignments/requirements must be completed by November 22. # 10: PICA: Online course evaluation

An online, anonymous course evaluation will be made available at mid-term and at the end of the course through PICA. Through the PICA survey, I learn what should remain and what should be changed in the course, so I value your participation. If 90%+ of students participate in the final PICA survey, all students will receive 1 point. This survey takes only a few minutes to complete. https://pica.tamu.edu - END OF COURSE ASSIGNMENTS -

Syllabus Revisions The instructor of this course reserves the right to revise and update the syllabus as needed. Students will be informed in writing when updates are made. Academic Integrity Statement and Policy – Honor Code “An Aggie does not lie, cheat or steal, or tolerate those who do.” Academic integrity is an essential force in the academic life of a university. It enhances the quality of education and celebrates the genuine achievements of others. It is, without reservation, a responsibility of all members of the Texas A&M University community to actively promote academic integrity. Apathy or acquiescence in the presence

https://pica.tamu.edu/


of academic dishonesty is not a neutral act -- failure to confront and deter it will reinforce, perpetuate, and enlarge the scope of such misconduct. Failure to comply with the honor code in any way can lead to dismissal from program. The decision to be removed from the program is made at the departmental level. For further information: https://student-rules.tamu.edu/aggiecode/ Academic Honesty Academic honesty is paramount to the success of all students within the department to ensure the integrity of our programs and degrees offered. All students within the Department of Teaching, Learning, and Culture must comply with the Honor System Rules with regard to all aspects of community responsibility and academic misconduct. Students identified as violating academic honesty will be reported to the Aggie Honor Code office. Any academic misconduct confirmed by the Honor Council will result in dismissal from the TLAC program. Plagiarism Statement Students are expected to be the sole source for any work submitted in their name. The utilization or submission of work of others is a violation of Texas A&M University scholastic dishonesty policies and disciplinary steps will be taken. Only authorized electronic or printed materials or equipment may be used in or near the classroom. As commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research and knowledge cannot be safely communicated. If you have questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules, under the section “Scholastic Dishonesty.” Social Media Policy When students in the College of Education and Human Development at Texas A&M University choose to join or engage with social networking groups, they do so as future educators and as such assume the responsibility for monitoring content and addressing inappropriate behavior or activity on these networks. This includes acting to protect the safety of minors online, peers, and district personnel. Any concerns should be immediately brought to the attention of any faculty member at Texas A&M. Attendance Policy and Participation

Attendance, punctuality, preparedness, active participation, and professionalism are expected for all classes. Students are expected to be in attendance at least 80% of the class meetings and 80% of the field experiences. Twenty per cent (20%) absenteeism will result in the recommendation of withdrawal (W) being issued for the semester. The goal is for students to move forward to a successful clinical teaching experience and ultimately a teaching career. Class attendance is required to be successful. Class discussions and participation are vital as you are applying the research and theories you have learned to a classroom setting. Make-Up Policy: If an absence is excused, the instructor will either provide the student an opportunity to make up any quiz or other work that contributes to the final grade or provide a satisfactory alternative by a date agreed upon by the student and instructor. The make-up work must be completed in a timeframe not to exceed 30 calendar days from the last day of the initial absence. The student is responsible for providing satisfactory evidence to the instructor to substantiate the reason for the absence. Among the reasons absences are considered excused by the university are the following (see Student Rule 7 for details http://student-rules.tamu.edu/rule07).

The fact that these are university-excused absences does not relieve the student of responsibility for prior notification and documentation. Failure to notify and/or document properly may result in an unexcused

https://student-rules.tamu.edu/aggiecode/



absence. Falsification of documentation is a violation of the Honor Code.

1) Participation in an activity that is required for a class and appears on the university authorized activity list at https://stuactonline.tamu.edu/app/sponsauth/index

2) Death or major illness in a student's immediate family.

3) Illness of a dependent family member.

4) Participation in legal proceedings or administrative procedures that require a student's presence.

5) Religious holy day. NOTE: Prior notification is NOT required but accommodations must be sought not later than two working days after the absence.

6) Injury or illness that is too severe or contagious for the student to attend class.

a) Injury or illness of three or more class days: Student will provide a medical confirmation note from a medical provider within one week of the last date of the absence (Student Rule 7.1.6.1)

b) Injury or illness of less than three class days: Student will provide one or both of these (at instructor’s discretion), within one week of the last date of the absence:

(i.) TAMU Explanatory Statement for Absence from Class form available at http://attendance.tamu.edu

(ii.) Confirmation of visit to a health care professional affirming date and time of visit.

c) An absence for a non-acute medical service does not constitute an excused absence.

7) Required participation in military duties.

8) Mandatory admission interviews for professional or graduate school that cannot be rescheduled.

9) Mandatory participation as a student-athlete in NCAA-sanctioned competition.

10) In accordance with Title IX of the Educational Amendments of 1972, TAMU shall treat pregnancy (childbirth, false pregnancy, termination of pregnancy and recovery therefrom) and related conditions as a justification for an excused absence for so long a period of time as is deemed medically necessary by student’s physician. Direct requests for excused absence related to pregnancy to the instructor.

Other absences may be excused at the discretion of the instructor with prior notification and proper documentation. In cases where prior notification is not feasible (e.g., accident or emergency) the student must provide notification by the end of the second working day after the absence, including an explanation of why notice could not be sent prior to the class.

Americans with Disabilities Act (ADA) Policy Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information visit http://disability.tamu.edu/ TLAC Diversity Statement

The Department of Teaching, Learning and Culture (TLAC) does not tolerate discrimination, violence or vandalism. TLAC is an open and affirming department for all people, including those who are subjected to racial profiling, hate crimes, heterosexism and violence. We insist that appropriate action be taken against those who perpetrate discrimination, violence or vandalism. Texas A&M University is an Affirmative Action and Equal Opportunity institution and affirms its dedication to non-discrimination on the basis of race, color, religion, gender, age, sexual orientation, domestic partner status, national origin or disability in employment, programs and services. Our commitment to non-discrimination and affirmative action embraces the entire university community including faculty, staff and students. Texas A&M Policies & Procedures www.tamu.edu/statements Instructional Technology Services [004C Heldenfels Hall] (979) 458---3417 [email protected]

https://stuactonline.tamu.edu/app/sponsauth/index

http://attendance.tamu.edu


http://www.tamu.edu/statements



Teacher Disposition

The National Council for Accreditation of Teacher Education (NCATE) Standard 1 requires that teacher

candidates exhibit professional dispositions. Students admitted to the Teacher Education Program

must exhibit professionalism in their interactions with their peers, their instructors, and with teachers

and students during coursework and field placements.

Technology Integration Learning Management Systems: Instructors and students make extensive use of eCampus as the

medium for delivery and management of all course materials, online discussions, assignments, and

assessments (this includes use of Blackboard Collaborate and Turn-it-in).

Google Applications: Instructors and students participate in using Google docs, Google forms, and

Google spreadsheets to facilitate group project management and online feedback.

Videos: Instructors and students make extensive use of YouTube, Vimeo, and Videothread by

embedding hyperlinks into Powerpoints and Prezi’s. Students access these technologies, as well as

MediaMatrix to preview materials in preparation for attending class, in a flipped-course format.

Mobile devices: Instructors and students periodically use laptops, tablets, and smartphones for in-

class applications used for some in-class activities. Web 2.0 Tools: Instructors use narrated Powerpoint technology for in-class and online course delivery.

Social Networking: Instructors use multiple websites (including Facebook) to supplement course

materials and for small group project management within the course.

High Impact Practices in this course a. Writing-intensive course b. Collaborative assignment/project c. Undergraduate research d. Diversity and global learning that examines "difficult differences" e. Service- or community-based learning

Assessment - There are no program-level artifacts for this course.

Six common elements across the practices that—when employed—make the practices high-impact:

They are effortful: they “demand that students devote considerable time and effort to purposeful

tasks [and] require daily decisions that deepen students’ investment in the activity as well as their

commitment to their academic program and the college.”

They help students build substantive relationships and "interact . . .with faculty and peers about

substantive matters over extended periods of time” during which relationships develop that “put

students in the company of mentors and advisers as well as peers who share intellectual interests

and are committed to seeing students succeed.”

They provide students with rich feedback and frequent feedback, not limited to the assessment of

classroom work but also including feedback from supervisors and colleagues.

They help students apply/test what they are learning in new situations and provide “opportunities

for students to see how what they are learning works in different settings, on & off campus.

Opportunities to integrate, symmetrize, and apply knowledge are essential to deep, meaningful

learning experiences.”

They provide opportunities for students to reflect on the person they are becoming. Reflection

“deepen[s] learning and bring one’s values and beliefs into awareness; [it] help[s] students

develop the ability to take the measure of events and actions and put them in perspective. As a

result, students better understand themselves in relation to others and the larger world, and they

acquire the intellectual tools and ethical grounding to act with confidence for the betterment of

the human condition.”

More information about High Impact Practices can be found online at the Undergraduate Studies

webpage (http://us.tamu.edu/Students/High-Impact-Practices/High-Impact-Practices-Defined).

http://us.tamu.edu/Students/High-Impact-Practices/High-Impact-Practices-Defined)


MyWritingLab (Grammar Module/MWL) is a Department of Teaching, Learning, and Culture (TLAC) requirement for students seeking teacher certification. MWL is a pass/fail component of every TLAC writing intensive course for students enrolled in any program that leads to teacher certification. Students who fail to complete MWL will not pass the course. All MWL assignments/requirements must be met by the end of the 13th week of the semester (Friday, November 22). Future educators must possess a thorough understanding of grammar to effectively teach these rules to students. Correct grammar use when speaking and writing in professional settings is an important indicator of preparedness. Thus, TLAC requires each student to complete MyWritingLab. MyWritingLab is an online resource that provides practice to further develop grammar understanding and application. The modules are part of an online/individualized study program, and therefore the time commitment will vary based on current grammar knowledge. If you have previously completed MyWritingLab following TLAC requirements, and received your certificate (or have verified completion from a UPM), you do not need to complete it again. A short summary of the MyWritingLab process: 1. Access the system at the Pearson website http://pearsonmylabandmastering.com/ and set up an account using your TAMU email.

2. Students may complete MyWritingLab using the free two-week trial Pearson offers on their website. This option is more cost-effective, but the two-week time frame is critical to keep in mind. If the program is not completed during the trial, all effort will be erased.

3. Students who do not choose to complete MWL in a free-trial period, or who do not complete the module during the free trial, must purchase access.

4. Begin each module by completing a pretest. Take your time on the pretest, as this determines how much material you are assigned for each module.

5. There will be three modules to complete: C8. Understanding Basic Grammar, C9. Composing Clear and Effective Sentences, and C10. Using Punctuation, Mechanics, and Spelling.

6. Based on your results from each Skills Check, you will be assigned a study plan with individual “homework” modules to complete.

7. Once your homework modules have been assigned, you must complete each one with a passing rate of 95% or higher. You have fulfilled the MyWritingLab requirement when you master ALL assignments within each module with at least 95% accuracy.

The system will NOT provide a certificate. Stop by the UPM office (EDCT 210) and UPMs will review your MWL records to confirm completion before providing a certificate. You may get a replacement certificate at any time.

Questions about the Grammar Module? Check http://MyWritingLab.com or email your UPM.

All MyWritingLab requirements must be completed by Friday, November 22 to meet the pass/fail component.

Course ID (to sign up for the course on the Pearson website):

Spring 2019 Course ID (to register on the Pearson website): matthews18484 Students must register by September 13. Finally, please note that technical problems with MyWritingLab (e.g., not being able to access modules, results not showing up, etc.) require that you contact Pearson directly at 1-855-875-1797. Instructors and UPMs are NOT able to troubleshoot technical issues.

http://pearsonmylabandmastering.com/

http://mywritinglab.com/

INST 362: English as a Second Language Methods I

page 10

TEACHING, LEARNING & CULTURE ~ STUDENT EXPECTATIONS AND COMPETENCIES ~ (GROWTH / PROBATION PLAN)

Student:

Instructor/Course:

Rating scale: 3= Meets Expectations 2= Needs Improvement 1= Unacceptable NA=Not Applicable (Circle applicable rating)

Expectations and Competencies Rating

1. Is dependable/reliable/punctual/abides by school operation schedule 3 2 1 NA

2. Takes initiative in performing tasks 3 2 1 NA

3. Adapts in a flexible manner 3 2 1 NA

4. Demonstrates organizational skills 3 2 1 NA

5. Is receptive to suggestions 3 2 1 NA

6. Uses reflective thinking to analyze instruction 3 2 1 NA

7. Recognizes need for improvement and implements change 3 2 1 NA

8. Maintains professional dress and behavior 3 2 1 NA

9. Works cooperatively with teachers, staff and supervisor 3 2 1 NA

10. Engages in professional development activities/seminars/ campus meetings 3 2 1 NA

11. Is discreet with confidential information 3 2 1 NA

12. Respects learning and cultural diversities 3 2 1 NA

13. Exemplifies attributes for morals, ethics and values of teaching 3 2 1 NA

14. Exhibits dispositions conducive to professionalism (including technology) 3 2 1 NA

15. Other: 3 2 1 NA

Instructor/Supervisor Comments and Suggested Intervention Strategies

Student Signature/Date

Student signature acknowledges and understands expectations.

TLAC Representative

Signature

TLAC Representative Position

Date of conference

Date to return reflection/form

Date to reconvene

Student: Reflecting on your conference, explain your plan of action to address areas needing improvement. (May use back for additional

comments)

Revised 5/16

11

12

Fall 2019 – INST362 – COURSE CALENDAR Your instructor may need to make adjustments to this course calendar during the semester – you will be informed by announcement on eCampus.

All assignments are due by 11:59pm on the due dates indicated below.

Classes Weekly Topics Assignments & Activities Due Dates

Week 1:

Aug 26-Sep 1

Course orientation, literature review paper, field experience

information

Chapter 1: Who are English language learners? (24 pages)

Review syllabus and START HERE on eCampus website.

- Discussion Forum 1: Introductions- initial post/responses

- Quiz 1 on syllabus

Sep 1 & 3

Sep 1

Week 2:

Sep 2-8

- Culture and its influence

Video: Characteristics of culture

Article: Culturally Responsive Teaching (CRT)

Research topics in ESL methods

- Research Area & Research Group – sign up

- Proposal for Research

MyWritingLab: Register & complete online module - ASAP

*MyWritingLab is free if completed in the 2-week trial period.

Sep 8

Sep 8

Week 3:

Sep 9-15

Chapter 2: What is language? (18 pages)

- What teachers need to know about language

- Communicative Competence

- Social versus Academic Language

Video: American Tongues (Language Variation)

MWL registration deadline: September 13!

- Group Research: Meeting 1 to discuss research proposal

- Discussion Forum 2: American Tongues worksheet

- QUIZ 2 (over Weeks 1-3)

Sep 10

Sep 12

Sep 15

Week 4:

Sep 16-22

Chapter 3: Language learning and teaching (17 pages)

- First language acquisition

- Second language acquisition

Research article analysis – Practicum

*Note: Class will meet in Library Annex Room 405A - Sep 17!

- Library Research Videos: View library modules – Intro, 1, 2

- Self-assessment 1

Sep 22

Sep 22

Week 5:

Sep 23-29

- BICS & CALP: A rubric for learning academic English?

- Scaffolding: Zone of proximal development

- Short history of SLA teaching methods

Video: What is academic language and how to teach it

- Group Research: Submit 6 scholarly articles

- Library Research Videos: View library modules – 3, 4, 5, 6

- Draft of Article Response Paper 1


Sep 29

Sep 29

Sep 29

Sep 29

Week 6:

Sep 30-Oct 6

Chapter 4: Language and education policy for ELLs (19 pgs.)

- Texas policies for ELLs: ELPS & TELPAS

Research article matrix - Practicum

- Group Research: Meeting 2 to discuss 6 scholarly articles

- Revised Research Question & Articles List

- Self-assessment 2

Oct 1

Oct 6

Oct 6

Week 7:

Oct 7-13

Chapter 5: Program models for ELLs (27 pages)

- Types of ESL and Bilingual Education programs

- Sheltering Instruction (SDAIE and SIOP models)

Video: A Visit to a Classroom of ELLs

- Discussion Forum 3: Academic Language worksheet

- Article Response Paper 1

Oct 9

Oct 13

13

Classes Weekly Topics Assignments & Activities Due Dates

Week 8:

Oct 14-20

Chapter 7: Listening and speaking (30 pages)

- Oracy foundations: Language domains- listening/speaking

- ELPS: Developing oral language proficiency

- Group Research: Meeting 3 to discuss outlining

- Research Introduction, Outline, References


- Self-assessment 3

Oct 15

Oct 20

Oct 20

Oct 20

Week 9:

Oct 21-27

- Functional categories for communication (Halliday)

- Listening, speaking, and pronunciation

- Research: Sign up to attend required conference with UPM

- Discussion Forum 4: Developing oral language worksheet

Oct 27

Oct 23

Week 10:

Oct 28-Nov 3

Chapter 8: Reading (36 pages)

- ELPS: Developing literacy and learning vocabulary

- Attend one-on-one conference with UPM (if scheduled)

- Self-assessment 4

Nov 3

Week 11:

Nov 4-10

- Promoting reading development in the classroom

Drafting a literature review – Practicum

- Research paper – Full draft for peer review

- Library Research Videos: View library module – 7



Nov 10

Nov 10

Nov 10

Week 12:

Nov 11-17

Chapter 9: Writing (38 pages)

- Developing written proficiency and the ELPS

Providing good written feedback – Practicum


- Group Research: Meeting 4 to discuss paper peer review

- Draft of Article Response Paper 2

Nov 12

Nov 17

Nov 17

Week 13:

Nov 18-24

Presenting on a conference research panel – Practicum

- Promoting writing development in the classroom

- Discussion Forum 5: ELPS-Literacy worksheet

- Self-assessment 5

MWL completion deadline: November 22!

Nov 19

Nov 19

Week 14:

Nov 25-Dec 1

Thanksgiving week - meet for class only on Tuesday - Research presentations – 3 groups present

- Article Response Paper 2

Nov 26

Dec 1

Week 15:

Dec 2-8

Chapter 11: Primary language support, effective instruction,

and advocacy for ELLs (21 pages)

- meet for class only on Tuesday

- Research presentations – 3 groups present

- Literature Review – Final Draft

- Manuscript Cover Letter

Dec 3

Dec 8

Dec 8

5/22/2019 MATH 489-W: Special Topics in...



Contact(s)

Name E-mail Phone

Donna Hoffman [email protected] 979-862-4306

Course Prefix MATH

CourseNumber

489

Academic Level UG


Special Topics in...


SPECIAL TOPICS IN

Crosslisted With


1-4




1


10


No

In Workflow1. MATH Department

Head2. SC College Dean




Approval Path1. 04/02/19 10:10

am Emil Straube (e-

straube): Approvedfor MATHDepartment Head

2. 04/02/19 10:12am

Lucas Macri(lmacri): Approvedfor SC CollegeDean UG






Viewing: MATH 489-W : Special Topics in...Last edit: 04/01/19 5:08 pmChanges proposed by: donnalh

Wring Designaon

















AddionalComments

Aach CourseSyllabus

Course Syllabus for Math489.pdf

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:48 pm): REPORT ON RECERTIFICATION OF WCOURSE: MATH 489 We recommend that MATH 489 Special Topics in Geometry andTopology be cerfied as a wring (W) course for four academic years (9/19 to 9/23). Wehave reviewed a representave syllabus and have determined that the course meets orexceeds the following criteria: (1) 80% of the final grade is based on wring quality; (2)the total number of words is 3750; (3) the instructor to student rao is 1:10; and (4) theassigned wring is appropriate to the major. MATH 489 is a special topics course; thedepartment will ensure connuity by offering it as W for this tle only (Geology andTopology) for three credit hours equivalent in the wring component. Students write 5journal entries and a term paper. The term paper is peer reviewed. Class me is used to



5 journal entries at 500 words each 2500 40 No

1 term paper ranging from 1250-2500 words 1250 40 No


Students are permied to discuss all assignments, but must each turn in an individual write-up.


Peer Review. Grammar, spelling, structure, citaon, technical wring are graded on each assignment, with emphasis on therough dra and final dra. Journal entries are typically hand wrien, but must be complete sentences and fully supported.


Class me is used to explain how to write a compelling paper and convey technical informaon. Citaons formang,avoiding plagiarism, complete sentences vs. run-ons/fragments are all emphasized. A sample paper is passed out and discussed.Addional instrucon in office hours for those needing it, as well as campus resources.


https://nextcatalog.tamu.edu/coreadmin/1019/Course%20Syllabus%20for%20Math489.pdf



Key: 1019

explain how to write a compelling paper that conveys technical informaon, and thetopics of citaon, grammar, and punctuaon are also covered. A sample paper isdiscussed.

MATH 489 – Section 900Topics in Geometry and Topology

Instructor: Dr. Eric Rowell. email: [email protected], webpage: www.math.tamu.edu/~rowell. OfficeBlocker 510B

Place and Time: BLOC 605AX MWF 10:20-11:10am.

Office hours: Wednesdays 1-2pm or by appointment or drop in (if I am not too busy...) Course Objectives: In this course you will develop geometric and topological intuition through a hands-onapproach to major elementary results in geometry and topology. Although proofs of many theorems will bepresented, the emphasis will be on understanding the concepts intuitively. You will learn to think geometricallyand understand topological arguments. The format of the class will be approximately 50% lecture and 50%group activities.

The following areas will be covered, with demonstrations and applications included.

1. Euler characteristic, curvature, genus, Gauss-Bonnet Theorem 2. 6-color theorem

3. Classification of Archimedean solids, platonic solids in higher dimensions. 4. Wallpaper groups and symmetries.

5. Knots and braids, basic invariants, Reidemeister’s, Alexander’s and Markov’s theorems 6. Conway’s rational tangles

7. Fold and One Cut Theorem 8. Other topics as interest and time permits.

Text: Jeffrey Weeks: The Shape of Space (2nd edition): ISBN-13: 978-0824707095.

Grading: The grading will be based on journals (40%) that the students will turn in periodically (approximatelyevery 3 weeks), class participation (10%), a final project that will be written (40%) and presented (10%). Thejournals will be on specific prompts, much like ordinary homework problems, and are graded equally on effortand correctness. For example a correct, 1 word answer will get at most 1/2 credit, whereas a well-thought-outbut inconclusive explanation of an attempted solution will not be given a 0. The writing project will be turned intwice: once as a rough draft (25%) and again as a final draft (15%). You must pass the writing component of thecourse to pass the course.

Exams: There are no exams. There is NO in-class final exam.

Research Project: The writing project will be a research paper of 5-10 pages on a topic in geometry ortopology: you should choose.

You may include images, figures and indented/block quotes, but these do not count towards the page constrants(so an 11 page paper with lots of images. might be ok, but a 5 page paper with images might not be). Moreover,the works cited/bibliography does not count towards the page constraints.

Homework/Journal Entries: Prompts for journal entries will be given in class, which will be collected andgraded as described above.

Course Policies: Late homework and make-ups for missed exams will only be guaranteed for a universityapproved excuse in writing, other situtations (interviews etc.) will be considered on a case-by-case basis, butmust always be supported with documentation. Wherever possible, students should inform the instructor before

an exam or major assignment is missed. Consistent with University Student Rules, students are required tonotify an instructor by the end of the next working day after missing an exam. Otherwise, they forfeit the right toa make-up.

An Aggie does not lie, cheat, or steal or tolerate those who do. Copying work that was done by others is an actof scholastic dishonesty and any instance of it will be prosecuted according to University Student Rules.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensivecivil rights protection for persons with disabilities. Among other things, this legislation requires that all studentswith disabilities be guaranteed a learning environment that provides for reasonable accommodation of theirdisabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services,currently located in the Disability Services building at the Student Services at White Creek complex on westcampus or call 979-845-1637. For additional information visit http://disability.tamu.edu.

Writing Project/Plagiarism: Your Writing Project should be the product of your own research. This means youshould cite references properly (use any standard format you choose). See this page by Prof. Gregory ofWashington and Lee University for a description of plagiarism (which should be avoided, as it is heavilypenalized). Long quotes (4+ standard lines) should usually be indented/blocked, but remember these do notcount towards your page constraints. I reserve 5% of the writing project grades to reward good and interestingwriting. At least 3 sources must be cited, and at least 2 must be static (i.e. unchanging, unlike Wikepedia). Helpis available for general writing questions at The University Writing Center.

Copyright Policy: All printed materials disseminated in class or on the web are protected by Copyright laws.One photocopy (or printout from the web) is allowed for personal use. Multiple copies or sale of any of thesematerials is strictly prohibited.

Important Announcements:

Key Dates (tentative):

Public Lecture by Steve Simon: September 21, 5:30pm Blocker 150 Research project topic approved by September 24

Rough Draft of Research Project Due: November 16Q-drop Deadline: November 16Class presentations: December 3 and 5

Research Project due: December 11, by 5pm Central Time (via email, class does not meet).

Journal Entry Assignments:

1. Due Sept. 14. Classify the capital letters A-Z (in the font provided in class) by a) symmetry (reflections,rotations, order) b) up to homeomorphism and c) up to homotopy.

2. Due Sept. 14. Consider the following frequently encountered topological spaces: an interval I=[0,1], acircle S1=(x,y): x2+y2=1 and a disk D=B2=(x,y):x2+y2≤1. a) Describe and name the followingproduct spaces: IxI, IxS1, S1xS1. DxS1, DxI. b) Notice that S1 is 1 dimensional (a curve) while D=B2 is 2dimensional. What should S0 and S2 denote (describe them)? What about B1 and B3? c) Visual thefollowing, and give a common name for the result (up to homeomorphism): i) glue the endpoints of Itogether ii) remove a point from a sphere iii) remove any point on D that is not on the boundary. (feel freeto draw pictures!)

http://www.tamu.edu/aggiehonor

http://student-rules.tamu.edu/


http://philosophy.wlu.edu/gregoryp/class/QCP.html


3. Due Sept. 14. Determine how many Frieze patterns there are, and draw a sample of each one. Rememberyou must have translations, but you could also have vertical/horizontal reflections, 180 rotations and glidereflections. (to guide your eye, you should box in a fundamental domain: a smallest piece that generatesthe whole pattern).

4. Due Sept. 28 Notice that the vertex figure (5,4,3) is impossible for an Archimedean solid. Explain why,and see if you can see this as part of a more general phenomenon.

5. Due Sept. 28 Work out at least one example of a NS+1=EW Frieze pattern. What kinds of patterns arepossible?

6. Due Sept. 28 Write a 1 page outline of your paper.7. Due Sept. 28 Try to use the constraints from class to show that there cannot by infinitely many

Archimedean solids. For example, if (n1,n2,...,nk) is a vertex figure, what is the largest value of k? Whatabout ni? You may use the fact that the total angle defect times the number of vertices must be 4*Pi, aswell as the symmetry constraint from 4.

8. Due Sept. 28 Write your thoughts on the lecture by Steve Simon on Friday Sept. 21.9. Due Oct. 19 Compute the Euler characteristic of: a disk, a torus with 2 holes, a sphere with 6

punctures/holes, a mobius strip, a cylinder, a Klein bottle, a torus with 3 punctures/holes.10. Due Oct. 19 Imagine the following 3-dimensional manifolds: a solid torus, a solid ball, the 3-sphere or the

product of 3 circles (a 3-torus!): If you cut it up into cells (things that are homeomorhic to a 2-sphere) andcompute V-E+F-C you get an invariant that generalizes the Euler characteristic. Compute this for each ofthe above 3-manifolds.

11. Due Oct. 19 Draw a picture (or make a model and photograph it! Mashed potatoes work well, ormodeling clay) of an island with a single shoreline and 4 peaks, 2 pits and 5 passes.

12. Due Oct. 19 Suppose a surface S has an irregular polygonalization with 15 pentagons, 9 squares, 12triangles and 4 decagons. How many edges does it have? Is the surface closed?

13. Due Oct. 19 Draw a graph on a torus that is not 6-colorable (but will be 7-colorable).14. Due Oct. 19 From the knot diagram given in class on 10/8, give a sequence of drawings that reduces the

number of crossings to as few as possible. Draw a braid whose closure is the knot 5-2 from class. 15. Due Nov. 9 From the unicursal curve coming from the 5-crossing knot 5-2, consider all (32) of the

possible knot projections. Identify which knots can be obtained in this way. Can both of the trefoil knotsappear? How often does the unknot appear?

16. Due Nov. 9 We played some tic-tac-toe on the torus in class, and saw that the first player could alwayswin. Is the same true for tic-tac-toe on a Klein bottle (see the text: Shape of Space)?

17. Due Nov. 9 What surface do you get if you glue two hemispheres (disks) together using 3 mobius bands? How many boundary components does it have? What is its euler characteristic? Is it orientable? ReadingChapters 8,11,12 of the text could be useful.

18. Due Nov. 9 Determine which rational knot has value 7/3. You should try both the "square dance" way andthe rational tangle way to make sure you understand both, and how to translate between them.

19. Due Nov. 9 Do exercise 8.1 in the text (Shape of Space, 2nd edition), carefully explaining your answer.20. Due Nov. 30 Show that mirror symmetry in any wallpaper pattern can only have 1,2,3,4 or 6 mirrors at a

point.21. Due Nov. 30 Take a photo of something with symmetry, and analyze the kinds of symmetry.22. Due Nov. 30 Draw a sample of each of the 17 kinds of wallpaper patterns.23. Due Nov. 30 Make a fold-and-one-cut pattern for some letter of the alphabet.

5/22/2019 MSEN 380-W: Communicating Materials Science and Engineering



Contact(s)

Name E-mail Phone

Jules Henry [email protected] 979-862-1089

Course Prefix MSEN

CourseNumber

380

Academic Level UG


Communicang Materials Science and Engineering


COMMUNICATING MATLS SCI ENG

Crosslisted With


1



1


1


48


Yes

In Workflow1. MSEN Department

Head2. EN College Dean





Ibrahim Karaman(karaman):Approved forMSEN DepartmentHead

2. 04/26/19 12:30pm

Prasad Enje(enje): Approvedfor EN CollegeDean UG






Viewing: MSEN 380-W : Communicang Materials Science andEngineeringLast edit: 04/23/19 6:50 pmChanges proposed by: jules.henry

Wring Designaon


N/A













How many? 1 Graduate Assistant





2,750 85


All wring assignments will be reviewed for wring ability (grammar, readability, clarity of wring, structure, etc.) andmarked up by a graduate teaching assistant with experse in wring. The assistant will NOT grade the assignments, rather theassistant's comments will be used by the instructor as a factor in determining the grade on the assignment.


The assistant will provide comments on wring ability and areas for wring improvement in the dialog box in the turn-it-ingrading interface. The instructor will review each comment before releasing to the students, and the final feedback and grade will beassigned by the instructor. Students will be encouraged to meet with the assistant to discuss the comments and improve for the nextassignment.



Wring for Non-Technical Audience 500 15 No

Seminar Abstract 250 10 No

Memo Assignment 500 15 No

Report #1 750 20 No

Report #2 750 25 No


Each assignment is an individual wring assignment.


Students are provided with consistent feedback from the instructor regarding quality of wring and are required to re-writereports based upon that feedback to ensure incorporaon into future assignments. Instructors and GATs are available for addionalconsultaon. If an individual is not connually improving with each assignment, the instructor will arrange addional instrucon.



Key: 1026

AddionalComments

Aach CourseSyllabus

MSEN 380 - Grading Rubric-Abstract.docx MSEN 380 - Grading Rubric-Reports 1 and 2.docx

MSEN 380 - Grading Rubric-Non-tech wring.docx MSEN 380 - Grading Rubric-Memo.docx

MSEN 380 - Grading Rubric-Figure.docx MSEN 380_19-20 Syllabus.docx

ReviewerComments

Donna Pantel (dpantel) (05/10/19 6:03 pm): REPORT ON CERTIFICATION OF W COURSE:MSEN 380 We recommend that MSEN 380 Communicang Materials Science andEngineering be cerfied as a wring (W) course for four academic years (1/19 to 1/23).We have reviewed a representave syllabus and have determined that the course meetsor exceeds the following criteria: (1) 85% of the final grade is based on wring quality; (2)the total number of words is 2750; (3) the instructor to student rao is 1:24; and (4) theassigned wring is appropriate to the major. MSEN 380 is a one-credit course in which agraduate student assists. Students write an assignment for a lay audience, a seminarabstract, a memo and two reports. Peer review and professor review are given on thereports, and students are welcome to get addional consultaon as needed. Studentslearn from samples and are given instrucon from personal experiences of the instructor,readings, and web sites.


The instructor provides movaon for taking the necessary me to write and rewrite reports to succeed in the engineeringprofession. He also hosts a group paper review session at the beginning of the semester that evaluates and discusses good and badpaper examples and what improvements he would expect from those samples.

Addionally, personal strategies for wring excellent reports are shared, and books and websites with further informaon areprovided. Students are encouraged to ulize the University Wring Center for assistance as well. Further, any and all students areencouraged to make edits to graded papers using the comments and evaluaon from the grader and instructor aer a grade isassigned and re-submit them within one week for addional feedback from the grader and instructor. Updated grades will not beprovided, but feedback can be used to improve wring on future assignments.


https://nextcatalog.tamu.edu/coreadmin/1026/MSEN%20380%20-%20Grading%20Rubric-Abstract.docx

https://nextcatalog.tamu.edu/coreadmin/1026/MSEN%20380%20-%20Grading%20Rubric-Reports%201%20and%202.docx

https://nextcatalog.tamu.edu/coreadmin/1026/MSEN%20380%20-%20Grading%20Rubric-Non-tech%20writing.docx

https://nextcatalog.tamu.edu/coreadmin/1026/MSEN%20380%20-%20Grading%20Rubric-Memo.docx

https://nextcatalog.tamu.edu/coreadmin/1026/MSEN%20380%20-%20Grading%20Rubric-Figure.docx

https://nextcatalog.tamu.edu/coreadmin/1026/MSEN%20380_19-20%20Syllabus.docx

ABSTRACT GRADING RUBRIC MSEN 380

Date of Report:

Title:

Student(s):

Note: Writing assignments less than the required word length, or exceeding the required length by more than 10%

(excluding figure and table captions, references, cover page and table of content) will be returned without grading.

Section Pts Assigned Poor (0-15) Accept. (15-20) Good (20-25)

General Topic/Subject: • Seminar subject clearly conveyed

• Subject described appropriately for a given

audience

(25)

• Subject not

identified.

• Subject

description not

appropriate.

• Subject not

adequately.

• Description

written at too high or

too low level.

• Subject clearly

identified in a

compelling manner.

Motivation: • Impact is clearly stated

• Seminar subject is put in a broader context

(25)

• No relation of

subject matter to

broader impact.

• Motivation

unrelated to seminar.

• Limited relation of

subject matter to

broader impact.

• Subject matter

related to broad

impacts (which take

audience into

account).

Techniques/Methods: • Approaches used in the study are clearly

identified and described

(25)

• Approaches/

techniques not

discussed in

sufficient detail.

• Excess or

insufficient detail on

the methods used in

a study.

• Approaches/

techniques defined

in appropriate

detail.

Impact/Conclusion: • Overall result adequately described.

• Significance of result described.

(25)

• Main result

missing.

• Significance of

study not clearly

defined.

• Main result

unclear.

• Significance of

study ambiguous.

• Clear and

impactful result

expressed.

• Significance

clearly identified.

Total Score

(100)

FIGURE GRADING RUBRIC MSEN 380

Date of Report:

Title:

Student(s):




Clarity: • Legible font sizes

• Figure legible in grey-scale

(25)

• Fonts illegible

when printed

• Unable to

differentiate data in

grey-scale

• Fonts difficult to

read when printed

• Difficult to

differentiate data in

grey-scale

• Fonts legible and

not excessive

• Figure

interpretable in

grey-scale

Presentation: • Appropriate color schemes

• Appropriate symbol sizes

• No superfluous information/unnecessary visual

features included

(25)

• Non-standard

visualization type

• Unnacceptable

visual effects

• Color schemes

difficult to interpret

for some populations

• Unnecessary

visual effects

• Appropriate

figure type

• Clean, appealing

figure

Accuracy: • Uncertainty adequately displayed

• Model fit conveyed appropriately

(25)

• No uncertainty

bars.

• Meaningless data

fit, or function not

defined.

• Missing

information

describing the

uncertainty of the

data.

• Uncertainty bars.

• Data model (with

uncertainty)

defined.

Labels: • Proper units included

• Symbols/curves described adequately in

caption

(25)

• Units not included

or incorrect.

• Symbols not

defined.

• Units ambiguously

described.

• Symbols not

completely defined.

• Units correctly

stated.

• Symbols all

defined.

Total Score

(100)

500 WORD MEMO GRADING RUBRIC MSEN 380

Date of Report:

Title:

Student(s):



Submit assignment in an editable DOC or DOCX file.


Main point: • Point clearly conveyed

• Point described appropriately for a given

audience

(25)

• Point not

identified.

• Point description

not appropriate.

• Point not

adequately.

• Description


too low level.

• Point clearly

identified in a

compelling manner.

Style: • Be professional

(25)

• Informal. • Mix of informal

and professional

styles

• Professional

Subject Line: • Brief and compelling

(25)

• Long and/or

misses the point

• Point addressed

but long

• Appropriate

length and

statement

Format: • Standard headings: data, to, cc, from, subject

(25)

• Headings not

appropriate/missing

• Some headings

inappropriate/missin

g.

• Headings

appropriate &

present

Total Score

(100)

NON-TECHNICAL WRITING ASSIGNMENT GRADING RUBRIC MSEN 380

Date of Report:

Title:

Student(s):




General Topic/Subject: • Main idea of subject clearly conveyed

• Subject described appropriately for a given

audience

(20)

• Subject not

identified.

• Subject

description not

appropriate.

• Subject not

adequately.

• Description


too low level.

• Subject clearly

identified in a

compelling manner.

Motivation: • Impact is clearly stated

• Seminar subject is put in a broader context

(20)

• No relation of

subject matter to

broader impact.

• Motivation

unrelated to seminar.

• Limited relation of

subject matter to

broader impact.

• Subject matter

related to broad

impacts (which take

audience into

account).

Techniques/Methods: • Approaches used in the study are clearly

identified and described

(20)

• Approaches/

techniques not

discussed in

sufficient detail.

• Excess or

insufficient detail on

the methods used in

a study.

• Approaches/

techniques defined

in appropriate

detail.

Impact/Conclusion: • Overall result adequately described.

• Significance of result described.

(20)

• Main result

missing.

• Significance of

study not clearly

defined.

• Main result

unclear.

• Significance of

study ambiguous.

• Clear and

impactful result

expressed.

• Significance

clearly identified.

Comprehensibility: • All technical details described at the

appropriate level

(20)

• Content is

unintelligible to the

target audience.

• Concepts are

conveyed

inaccurately.

• Unnecessary

jargon used.

• Technical terms

not clearly defined.

• Concepts

conveyed

accurately and

clearly using

comprehensible

language.

Total Score

(100)

750 WORD REPORT GRADING RUBRIC MSEN 380

Date of Report:

Title:

Student(s):



Submit assignment in an editable DOC or DOCX file.

Section Pts

Assigned Poor (3, 4, 8, 15) Accept. (5, 6, 10, 12) Good (7, 8, 15, 20)

Abstract 7 Missing or incomplete Substantial content States all required

content

Introduction 8 Missing or incomplete Substantial content States all required

content

Methods 8 Missing or incomplete Substantial content States all required

content

Results 8 Missing or incomplete Substantial content States all required

content

Analysis 8 Missing or incomplete Substantial content States all required

content

Discussion 8 Missing or incomplete Substantial content States all required

content

Conclusions or Findings 8 Missing or incomplete Substantial content States all required

content

Exhibits 15 Missing, not

professional quality

Substandard images,

tables, graphs Publication quality

Style 30 Ponderous, lacks

appropriate voice,

Moderate voice mistakes

and wordy constructions

Correct voice, concise

sentences

Total 100

SYLLABUS

Course title and number MSEN 380, Communicating Materials Science and Engineering

Term (e.g., Fall 200X) Fall 2019

Meeting times and location M 10:20 am – 11:10 am, ZACH 361

Course Description and Prerequisites

Effective communication of technical topics in materials science and engineering to technical and non-

technical audiences; emphasis on oral and visual presentations.

Course Prerequisites: ENGL 210 or COMM 205.

Learning Outcomes or Course Objectives

At the end of this course, students should be able to:

1. Prepare a technical abstract describing a short seminar.

2. Clearly communicate technical results in report or memo form.

3. Develop a clear and informative figure visually displaying quantitative information.

4. Effectively communicate an important concept in the field of materials science to a non-

technical audience

Instructor Information

Name Dr. Terry Creasy

Telephone number 979-458-0118

Email address [email protected]

Office hours TBD

Office location RDMC 214

Textbook and/or Resource Material

Textbooks:

Little, Brown Essential Handbook (8th Edition), Jane Aaron, Spiral Bound is $9; ISBN-

10: 0321920325

Writing Science in Plain English (Chicago Guides to Writing, Editing, and Publishing), Anne E.

Greene, ISBN-10: 022602637X

https://www.plainlanguage.gov/

Additional Material: Lecture notes, assignments, solutions, grades, project instructions, and additional

https://www.plainlanguage.gov/

Grading Policies

Changes in schedule: The instructor reserves the right to change the order and content of lectures as necessary (and to

make up for holidays and unscheduled class cancellations). Exam dates may be changed by the

instructor, but in each case, at least 1 week notice will be given.

Assessment and Evaluation: Effective writing techniques will be evaluated through oral, written, and visual presentations.

Peer evaluation, and continued revision and improvement of first draft materials will play

important roles in gaining a mastery of the course material. This course is a formal w (writing)

course. Thus, 1 credit hour (85 % of grade) will be based on form, content, style and grammar

of written assignments. To pass this course, you must pass the “W” component.

Standard Letter Grading Scale:

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = <60

Grading Policies: Initial Due Date Resubmission Date (15%) Writing for non-technical audience (500 words) Week 3 Week 5 (10%) Seminar Abstract (250 words) Week 4 Week 6 (15%) Figure Assignment Week 6 Week 7 (15%) Memo Assignment (500 words) Week 9 Week 11 (20%) Report #1 (750 words) Week 11 Week 13 (25%) Report #2 (750 words) Week 14

Course Topics, Calendar of Activities, Major Assignment Dates

Week Topic

1 Technical Writing, An Introduction

2 Planning: Purpose and Audience

3 MS Word Basics for Technical Writing

4 MS Excel Makes Poor Illustrations, Make Them Better

5 Exhibits: Figures, Tables, Graphs that Communicate

6 Self and Peer Reviews

7 Correspondence

8 Peer Review: Email, Letters, and Memos

9 Presentations: A Good Start for Technical Writing

10 Reports: Outlines

11 Drafts and Style

12 Peer Review Report #1

13 One Million Style Guides & Counting: Become Versatile

14 Preparing Report #2

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides

comprehensive civil rights protection for persons with disabilities. Among other things, this legislation

requires that all students with disabilities be guaranteed a learning environment that provides for

reasonable accommodation of their disabilities. If you believe you have a disability requiring an

accommodation, please contact Disability Services, currently located in the Disability Services building

at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional

information, visit http://disability.tamu.edu.

Academic Integrity

For additional information please visit: http://aggiehonor.tamu.edu




5/22/2019 SCEN 489-W: Special Topics in…



Contact(s)

Name E-mail Phone

Jennifer Whiield [email protected] 979-845-3623

Lucas Macri [email protected] 979-458-0549

Course Prefix SCEN

CourseNumber

489

Academic Level UG


Special Topics in…


SPECIAL TOPICS IN

Crosslisted With


1-4




1


5


No

In Workflow1. CLSC Department

Head UG2. SC College Dean





Lucas Macri(lmacri): Approvedfor CLSCDepartment HeadUG

2. 04/04/19 3:27 pm Lucas Macri

(lmacri): Approvedfor SC CollegeDean UG






Viewing: SCEN 489-W : Special Topics in…Last edit: 04/04/19 3:23 pmChanges proposed by: lmacri

Wring Designaon

















AddionalComments

We would like the course to be tled "Special Topics in Secondary STEM Teaching"



Brief Summary Mini-Review #1 500 5 No

Topic Proposal for Final Paper 750 15 No



Summary of Review Arcle 750 10 No

Jusficaon-Resources-Final Paper 750 10 No



Final Paper 1500 30 No


Students will electronically submit assignments and formave feedback will be given from classmates. Course instructorwill monitor the electronic plaorm for equal parcipaon and quality of feedback.


Prior to the first wring assignment, the instructor will provide examples and instrucon to all students about how toconduct peer review on assignments in order to provide quality formave feedback. Students will be given the opportunity to editeach assignment prior to subming to the instructor for grading. The instructor will provide formave feedback on each assignmentprior to the next assignment due date.


Wring instrucon will be provided through a variety of acvies: lecture on rhetoric forms or principles, assigned readingsin the textbook, classroom discussion in response to the readings, formave feedback on wring, peer reviews, online tutorials, andother resources as they become available.




Key: 1020

Aach CourseSyllabus

SCEN 489-Syllabus-FINAL.docx

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:55 pm): REPORT ON CERTIFICATION OF W COURSE:SCEN 489 We recommend that SCEN 489 Special Topics in Secondary STEM Teaching becerfied as a wring (W) course for four academic years (1/19 to 1/23). We havereviewed a representave syllabus and have determined that the course meets orexceeds the following criteria: (1) 90% of the final grade is based on wring quality; (2)the total number of words is 6,250; (3) the instructor to student rao is 1:5; and (4) theassigned wring is appropriate to the major. SCEN 489 is a special topics course; thedepartment will ensure connuity by offering it as W for this tle only (Secondary STEMTeaching) for three credit hours equivalent in the wring component. Students write 5brief summary mini-reviews, a topic proposal and a jusficaon/resources paper thatprepare them for wring a final paper, and the final paper itself. Besides the feedback onthese two preliminary papers for the final paper, students get mely feedback on eachsummary mini-review that can be used before they write their next one—both from theinstructor and from peer review. Instrucon includes examples, lecture readings relatedto wring and online tutorials as needed.

https://nextcatalog.tamu.edu/coreadmin/1020/SCEN%20489-Syllabus-FINAL.docx

SCEN 489-W Syllabus Updated 4/3/2019

SCEN 489-W SYLLABUS

Section Class Time

500 TBD

Course Title and Description: Special Topics in Secondary STEM Teaching. (1-3). Credit 1. Exploration of emerging

topics related to secondary STEM disciplines in Texas schools. This is a writing intensive course (fulfills the “W”

course requirement for science or mathematics content) designed to expand the student’s knowledge of social and political

issues facing secondary STEM teachers. Prerequisite: Major in University Studies – Science for Secondary Teaching,

University Studies – Mathematics for Teaching, or approval from instructor.

Textbook: The Elements of Style, 4th ed. by William Strunk & E.B. White ISBN-13: 9780205313426

Grading Policy: Up to 100 points may be earned in this course by completing assignments outlined below. Final grades

will be based upon the following scale:

A = 90-100 points

B = 80-89 points

C = 70-79 points

D = 60-69 points

F = < 60 points

Up to 90 points in this course will be available through 5 written assignments:

Brief Summary Mini-Review #1 (500 words, 5 pts)

Topic Proposal for Final Paper (500-750 words, 15 points)



Summary of Review Article (500-750 words, 10 pts)

Justification of Resources for Final Paper (500-750 words, 10 points)



Final Paper (6-8 pages, double spaced, 30 pts)

To pass the course students must pass the W component. Students will have the opportunity to revise each assignment

based on feedback from the instructor. The remaining 10 points will be available for a brief oral presentation presented to

the rest of the class during the final few weeks of class. Detailed instructions for each assignment will be presented in

class.

Class Attendance/Professionalism: Students are expected to be present at every class meeting, and behave in a

professional manner while in class. Because detailed instructions for graded assignments will be provided in class, it is

critical to attend every class session.

Instructor:

Jennifer Whitfield

979.845.3623

[email protected]

Blocker 227D

Course Website: ecampus.tamu.edu

Office Hours: By Appointment



Learning Outcomes: Upon completion of this course, students will demonstrate their ability to write logically and

professionally on scientific topics through a variety of measures:

Students will be able to use databases to identify and retrieve the most recent literature on STEM education

Students will be able to identify characteristics of credible, scientific information.

Students will be able to summarize primary scientific or education articles in a clear and concise manner using

elements of reasoning and critical thinking.

Students will be able to synthesize data and conclusions from multiple sources and present a concise analysis of

the current state of a specific topic.

TENTATIVE CLASS SCHEDULE

Week # Date: Topic Covered in Class Assignment(s) Due

1 Introduction to Course

2 Writing Instruction/Credible Information

3 Choice of Topic for Mini-Review #1 Brief Summary Mini-Review #1 (5 points)

4 Databases/Library Use Topic Proposal for Final Paper (15 points)

5 How to Read a Scientific Paper Brief Summary Mini-Review #2 (5 points)

6 Discussion of Proposed Topics Brief Summary Mini-Review #3 (5 points)

7 Science vs. Pseudoscience and Real News vs. Fake News

Summary of Review Article (10 points)

8 Social and Political issues in STEM teaching

9 School Break (Thanksgiving or Spring Break)

10 Discussion of Writing Problems, I Justification of Resources for Final Paper (10 points)

11 Discussion of Writing Problems, II Brief Summary Mini-Review #4 (5 points)

12 Presentation of Topics (10 points) Brief Summary Mini-Review #5 (5 points)

13 Presentation of Topics Final Paper (30 points)

14 Presentation of Topics Paper Presentation (10 points)

15 Presentation of Topics

Attendance Policy: The University views class attendance as the responsibility of an individual student. Attendance is

essential to complete the course successfully. University rules related to excused and unexcused absences are located on-

line at http://student-rules.tamu.edu/rule07.

Late Work Policy: No late work is accepted for unexcused absences per Section 7.4 of the University Student Rules

Policy.

Make-up Policy: Students may be excused from attending class on the day of a graded activity or when attendance

contributes to a student's grade, for the reasons stated in Section 7.1 (http://student-rules.tamu.edu/rule7.htm ), or other

reason deemed appropriate by the student's instructor. To be excused the student must notify his or her instructor in

writing (acknowledged e-mail message is acceptable) prior to the date of absence if such notification is feasible. In cases

where advance notification is not feasible (e.g. accident, or emergency) the student must provide notification by the end of

the second working day after the absence. This notification should include an explanation of why notice could not be sent

prior to the class.


http://student-rules.tamu.edu/rule7.htm


Make-Up Assignments: Make-up work for excused absences can be made up by a date agreed upon by the student and

instructor according to Section 7.3 of the University Student Rules.

Written work: Your best effort is expected on all formal written assignments. All papers must be double-spaced, with12

point font, and have one-inch margins on all sides. Use the services of the University Writing Center (UWC), located in

Evans Library, if you have questions about grammar or writing style. More information about UWC may be found by

clicking on the following link: http://writingcenter.tamu.edu/

Plagiarism: “As commonly defined, plagiarism consists of passing off as one’s own the ideas, words, writings, etc.,

which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of

another person and turn it in as your own, even if you should have the permission of that person.”. If you have any

questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules, http://student-

rules.tamu.edu , and http://aggiehonor.tamu.edu/Rules-and-Procedures/Rules/Honor-System-Rules#Definitions

Classroom climate: I value a classroom that allows intellectual discourse and the opportunity to express one’s opinions

without fear of retaliation or ridicule. There may be moments where we will need to discuss sensitive topics. In doing so,

I ask that you respect the comments of your classmates and remember that everyone does not share a similar sense of

humor. Temper your comments and actions with sincerity and genuine concern for your fellow classmates. Further, if you

have any personal concerns that you would like to discuss, please feel free to speak with me before or after class.

E-Mail: We will contact you through your TAMU e-mail account. Please have your TAMU account set up by the end of

the first week of classes and check the account regularly.

Americans with Disabilities Act (ADA) Policy Statement: The Americans with Disabilities Act (ADA) is a federal

anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other

things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for

reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please

contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek

complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu.

Academic Integrity Statement: AGGIE HONOR CODE “An Aggie does not lie, cheat, or steal or tolerate those who

do”. Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the

Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students

will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the

rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor

System. For additional information please visit: http://aggiehonor.tamu.edu/.

Scholastic Dishonesty: Copying work done by others, either in class or out of class, looking on other students papers

during exams or quizzes, having possession of unapproved information in your calculator, and/or having someone else do

your work for you are all acts of scholastic dishonesty. These acts, and other acts that can be classified as scholastic

dishonesty, will be prosecuted to the full extent allowed by University policy. Punishment can range from a zero on the

assignment/quiz/exam to expulsion from the university. In any case of scholastic dishonesty, the student forfeits their right

to Q-drop the class. In this class, collaboration on assignments, either in class or out of class, is forbidden unless

permission to do so is granted by the instructor.

Copyright Policy: All printed materials disseminated in class or on the web are protected by Copyright laws. One copy

(or download from the web) is allowed for personal use. Multiple copies or sale of any of these materials is strictly

prohibited.




http://aggiehonor.tamu.edu/Rules-and-Procedures/Rules/Honor-System-Rules#Definitions



5/22/2019 WFSC 484-W: Internship



Contact(s)

Name E-mail Phone

Lindsay Hutchins [email protected] 979-845-5704

Course Prefix WFSC

CourseNumber

484

Academic Level UG


Internship


INTERNSHIP

Crosslisted With


0-9




24


2


No

In Workflow1. WFSC Department

Head2. AG College Dean





David Caldwell(caldwell):Approved forWFSC DepartmentHead

2. 02/21/19 5:27 pm Kim Dooley (k-

dooley): Approvedfor AG CollegeDean UG






Viewing: WFSC 484-W : InternshipLast edit: 02/15/19 2:30 pmChanges proposed by: lhutchins

Wring Designaon

















AddionalComments

This course is a professional internship research experience that stresses one-on-one mentoring andinstrucon.

Aach CourseSyllabus

WFSC 484W_Syllabus.pdf

ReviewerComments

Donna Pantel (dpantel) (05/10/19 5:58 pm): REPORT ON RECERTIFICATION OF WCOURSE: WFSC 484 We recommend that WFSC 484 Internship be cerfied as a wring(W) course for four academic years (1/20 to 1/24). We have reviewed a representavesyllabus and have determined that the course meets or exceeds the following criteria: (1)70% of the final grade is based on wring quality; (2) the total number of words is 2250;(3) the instructor to student rao is 1:24; and (4) the assigned wring is appropriate to



Resume 500 10 No

Progress report 500 10 No

Preliminary outline of final report 750 10 No

Preliminary final report 1000 20 No

Final report 1250 30 No


None are collaborave.


The instructor will provide wrien comment on both content, proper wring, and style of each wring assignment.Correcons and guidance provided on dra documents (plan of research, dra resume, project outline) will be useful for the studentsfor preparaon of final versions of these documents.


Wring instrucon will be provided in the form verbal and online instrucons. Documents will be provided as models forwring assignments. Students will be informed how to obtain wring assistance from the University Wring Center and onlineresources.


https://nextcatalog.tamu.edu/coreadmin/984/WFSC%20484W_Syllabus.pdf



Key: 984

the major. WFSC 484 will be a 3-credit course when it is offered as W. The wringassignments include a resume, progress report, and a final report. Students are graded onan outline and preliminary version of the final report, and wrien instructor commentsguide their revision. Wring instrucon is given with specific instrucons, models, andonline resources.

WFSC 485W SYLLABUS

COLLEGE OF AGRICULTURE AND LIFE SCIENCES DEPARTMENT OF WILDLIFE AND FISHERIES SCIENCES

A. COURSE INFORMATION AND PREREQUISITES Title and Number: WFSC 484W – Internship Term: TBD Meeting Times and Locations: TBD Mode of Instruction: Independent Study Credit Hour: 3 hr. (3) Prerequisites: WFSC Advisor Approval B. COURSE DESCRIPTION

A supervised professional internship experience conducted in an area directly relevant to the student’s field of specialization. Formal writing of > 2000 words is required.

C. COURSE PURPOSE • Analyze and produce a quality scientific writing about a professional internship related to the area of

wildlife or fisheries sciences. • This course qualifies as writing intensive; therefore drafting, receiving feedback, and revising are

integral.

D. CONCEPTS TO KNOW BEFORE TAKING THE COURSE • Writing and Communications Skills: writingcenter.tamu.edu

E. INSTRUCTOR INFORMATION Instructor Name: TBA Phone Number: TBA E-mail Address: TBA Office Hours: by appointment Office Location: TBA F. ATTENDANCE AND PARTICIPATION

All students are expected to attend all classes and turn in writing assignments on time in order to receive feedback during class.

G. MATERIALS No textbook is required for this course. However, students are expected to research and read articles relevant to each assignment.

H. LEARNING OUTCOMES • Communicate clearly and effectively in writing


• Demonstrate competence in use of English grammar and the language of biologists, conservationists, and natural resource professionals

• Write in a scientifically correct manner, including citations • Complete an internship with a business, nongovernmental organization, government agency (local, state,

national, or international) or faculty-approved project • Exposure activity in research, biological conservation, wildlife and/or fisheries management, or related

area

I. GRADING POLICIES AND DUE DATES A=90-100; B=80-89; C=70-79; D=60-70; F= less than 60.

Date Due Assignment (Total Points = 100) XX Sept Resume (10) XX Oct Progress report (10) XX Oct Preliminary outline of final report (10) XX Nov Preliminary final report (due 1 week before final report) (20) XX Dec Final report (30) XX Dec Supervisor critique (20)

To receive W credit for this course, you must pass the W component. J. ASSIGNMENTS

Each assignment is due by email no later than 11:55 PM on the date indicated on the syllabus. Late assignments will not be graded. Use the following format for all documents: 1” margins, Times New Roman, 12-point font. Memos and resumes are single-spaced. Progress reports, the preliminary outline, annotated bibliography, and final report are double-spaced. If you prepare figures or tables for your progress reports or final report, insert them at the end of the document. Submit all work as a word document (.doc). 1. Resume. 10 points | 500 words Within 2 weeks of being assigned to a faculty advisor to grade your internship materials, you are to provide the faculty a copy of your resume. The resume or CV must be a word document (.doc). Read and make use of online resume building guides. Make sure you provide at least three references. Your faculty advisor will read, edit, and make suggestions on your draft resume, which you will revise, paying particular attention to details, such as fonts, headings, and style format (tabs, italics, etc.). NOTE: There is NOT a firm rule that a resume is one page. Many WFSC students have prepared 2-3 page resumes that include work experience, TAMU volunteer activities, and honors and awards. 2. Progress Report. 10 points | 500 words A mid-term report of your progress is due once half of your internship is completed. Indicate your assigned duties (work or research), successes (or disappointments) with your experience, and where you are in achieving your stated goals. Your faculty advisor will read, edit, and make suggestions on your mid-term progress report. 3. Preliminary Outline. 10 points | 750 words The outline will begin with a written paragraph introducing your project. To outline your paper, use summary sentences or a formal outline format. This is as a draft document of your final report. 4. Preliminary Final Report (Due 1 week prior to Corrected Final Report). 20 points | 1000 words The preliminary final report will have six sections: introduction (who with, when, and where you interned), description of your assigned duties, accomplishments, discussion, and a critique of internship. Any figures

or tables will be prepared in a professional manner. Your faculty advisor will read, edit, and make suggestions on your draft resume, which you will revise, paying particular attention to details, such as fonts, headings, and style format (tabs, italics, etc.). 5. Final Report. 30 points | 1250 words Your corrected final report is due to your faculty advisor during dead week prior to finals. The student also will send a corrected final report to their internship supervisor. The final report will be 1250 words, double-spaced. Submit this as a word document (.doc). References, figures, tables and critique are not included in the total word count; 1250 words reflects the text portion of the document. 6. Supervisor’s Critique of Student. 20 points. Internship supervisor will complete a form on student’s performance provided by the department. This critique will be sent to the student’s assigned faculty advisor. 7. Student’s Final Grade. The final grade will be based on the quality of this final report and critique of student provided by supervisor of internship. Note: A field journal is optional (to be determined by faculty advisor), but if required, must be submitted electronically as a word document.

K. SPECIAL PROVISIONS

1. Americans with Disabilities Act (ADA) Policy Statement The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Disability Services, located in the Disability Services Building at White Creek on west campus or call 979-845-1637. For more information, visit http://disability.tamu.edu.

2. Academic Integrity Misconduct in research or scholarship includes fabrication, falsification, or plagiarism in proposing, performing, reviewing, or reporting research. It does not include honest error or honest differences in interpretations or judgments of data. It is very important to read other people's work and to use their ideas in developing theses, professional papers, or otherwise completing academic requirements. This is called scholarship and is highly rewarded because it builds a cumulative body of knowledge. When other scholars share their ideas, they expect that others will give them credit when making use of their ideas. It is critically important for students to understand the rules for properly crediting other people's ideas when writing a thesis or professional paper or otherwise completing academic requirements. If you use someone else's idea without using his or her specific words, this is called paraphrasing. When you paraphrase, you are expected to indicate the source of the idea (the author and publication date, but not a page number). This allows a reader to find the source of the ideas, verify that you have accurately represented them, and obtain additional information about those ideas if necessary. If you use someone else's exact words, this is called quoting. When you quote, you are expected to enclose the words in quotation marks, and indicate the source of the quote (the author, publication date, and page number). Plagiarism also applies to information found on the web; it is equally important to cite a web source and the rules above pertain. Consequently, if there are not quotation marks around the text and no source is cited, instructors will assume that you intend for them to conclude that any ideas, especially the specific words, that you presented in your work are your own. Thus, if the idea or the exact words are taken from another source and you do not indicate the source of the idea, you are representing another person's ideas as if they were your own. This is called plagiarism and is a very serious offense.


Texas A&M University students are responsible for authenticating all work submitted to an instructor. If asked, students must be able to produce proof that the item submitted is indeed the work of that student. Students must keep appropriate records at all times. The inability to authenticate one’s work, should the instructor request it, is sufficient grounds to initiate an academic dishonesty case. For additional information please visit: http://aggiehonor.tamu.edu.


Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System.

3. Absences Rules concerning excused absences may be found at http://student-rules.tamu.edu/rule07. In particular, except for absences due to religious obligations, the student must notify his or her instructor in writing (acknowledged e-mail message is acceptable) prior to the date of absence if such notification is feasible.

4. Disruptive Behavior If a student's behavior in class is sufficiently disruptive to warrant immediate action, the instructor is entitled to remove a student on an interim basis, pending an informal hearing with the Head of the Department offering the course. This hearing must take place within three working days of the student's removal. This rule and supporting information may be found at http://student-rules.tamu.edu/rule21.

5. Copyright Instructor reserves copyright to all materials used in this course. This means all materials generated for this class, which includes but is not limited to syllabi, quizzes, exams, lab problems, in-class materials, review sheets, and additional problem sets. Because these materials are copyrighted, you do not have the right to copy any material, unless expressly granted written permission.

6. Defacement of University Property "It is unlawful for any person to damage or deface any of the buildings, statues, monuments, trees, shrubs, grasses, or flowers on the grounds of any state institutions of higher education (Texas Education Code Section 51.204)". The words damage or deface refer specifically to any and all actions, whether direct or indirect, that either diminish the value or mar the appearance of the physical environment.
