3/26/2019 EDCI 715: Academic Writing for Graduate Students Course Change Request
Date Submi ed: 01/28/19 12:21 pm In Workflow Viewing: EDCI 715 : Academic Wri ng for Interna onal Graduate 1. TLAC Department Students Head 2. Curricular Services Last approved: 04/19/17 3:23 am Review Last edit: 03/05/19 11:28 am 3. ED Commi ee Changes proposed by: ambyrrios Preparer GR Department of Teaching, Learning and Culture 4. ED Commi ee Catalog Pages EDCI - Educ Curriculum & Dev. Chair GR referencing this 5. ED College Dean course GR 6. GC Preparer 7. GC Chair 8. Faculty Senate Preparer Faculty Senate 9. Faculty Senate
Number 10. Provost II 11. President Contact(s) 12. Curricular Services Name E-mail Phone 13. Banner
Ambyr Rios [email protected] 9798628122 Approval Path Ra onale for 1. 01/28/19 1:13 pm Course Edit Michael Other DeMiranda The proposed changes are part of a rou ne curriculum review. (demiranda): Explain other Approved for TLAC ra onale Department Head These changes support an online distance educa on version of the course to be offered for online 2. 01/29/19 8:25 am
distance educa on students. Terra Bisse
Course prefix EDCI Course 715 (t.bisse ):
number Approved for Curricular Services Department Teaching, Learning & Culture Review College/School Educa on & Human Development 3. 01/29/19 9:06 am
Melanie Robideau Academic Level Graduate (mrobideau): Academic Level Undergraduate Approved for ED
(alternate) Commi ee Effec ve term 2020-2021 2017- Preparer GR 2018 4. 02/15/19 3:20 pm
Beverly Irby Complete Course (irbyb): Approved Title for ED Commi ee Academic Wri ng for Interna onal Graduate Students Chair GR https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 EDCI 715: Academic Writing for Graduate Students Abbreviated ACADEMIC WRITING GRAD ACAD WRIT INTL GRAD 5. 02/15/19 3:26 pm
Course Title Beverly Irby (irbyb): Approved Catalog course for ED College descrip on Dean GR Introduc on to concepts central to graduate-level wri ng; designed specifically to benefit those 6. 02/26/19 11:50 whose na ve language is not English; explora on of wri ng produc vity strategies; inves ga on of am
strategies for synthesizing research; focused study and implementa on of wri ng process LaRhesa Johnson elements; strategies and library-based research skills; development of of clarity for for wri en (lrjohnson): expression; improvement in command over textual, rhetorical and discursive conven ons common in Approved for GC academic wri ng for dissemina on within school-based environments. wri ng genres. Preparer
7. 03/07/19 4:01 pm
Prerequisites and LaRhesa Johnson Restric ons (lrjohnson): Graduate classifica on. Approved for GC Concurrent No Chair
Enrollment Should catalog No History
prerequisites / 1. Apr 19, 2017 by concurrent sarah.gordon enrollment be enforced?
Crosslis ngs No Crosslisted With
Stacked No Stacked with
Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 Total 3
Credit Hour(s) (per Hour(s) week):
Repeatable for No
credit?
Three-peat? No
CIP/Fund Code 1303010004
Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of Yes this course be taught as non- tradi onal? (i.e., parts of term, https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 EDCI 715: Academic Writing for Graduate Students distance educa on)
Learning Outcomes Meets tradi onal face-to-face learning outcomes.
Describe how learning outcomes are met or provide jus fica on why they are not met. Learning outcomes are met through the assignments, assessments, readings, and class lectures/ac vi es, as indicated on the syllabus.
Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. The number of hours of student work required each week is listed on the syllabus, and accountability for those hours will be indicated by the work submi ed for grading each week, as well as the discussion interac ons within the course.
Will this course be Yes No
taught as a distance educa on course?
I verify that I have Yes reviewed the FAQ for Export Control Basics for Distance Educa on.
Is 100% of this Yes course going to be taught in Texas?
Will classroom No space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MED-EDCI) Master of Educa on in Curriculum and Instruc on
(MS-EDCI) Master of Science in Curriculum and Instruc on
(PHD-EDCI) Doctor of Philosophy in Curriculum and Instruc on
(EDD-EDCI) Doctor of Educa on in Curriculum and Instruc on
Course Syllabus
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 EDCI 715: Academic Writing for Graduate Students Syllabus: Upload syllabus
Upload syllabus EDCI 715 Syllabus.pdf
Le ers of support No
or other documenta on
Addi onal This course is being submi ed for distance educa on equivalency with hopes of teaching the informa on course in Summer 2019. The course will be offered for online doctoral students who are not interna onal students, which is the reason for the slight name change.
Reviewer Terra Bisse (t.bisse ) (01/29/19 8:24 am): Minor edits made to abbreviated course tle Comments to be er reflect course tle.
Reported to state? Change CS
Key: 17377
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4
College of Education and Human Development Department of Teaching, Learning, & Culture
EDCI 715: Academic Writing for Graduate Students
Sharon D. Matthews, PhD Office: 203 Harrington Clinical Assistant Professor Office Hours: TBD [email protected] *and by appointment Main TLAC office phone: (979) 845-8384 (I will work to answer all emails within 24 (leave a message) hours, M-F, until 8:00pm).
Course Description Introduction to concepts central to graduate-level writing; exploration of writing productivity strategies; investigation of strategies for synthesizing research; focused study and implementation of writing process elements; development of clarity for written expression; improvement in command over textual, rhetorical and discursive conventions common in academic writing for dissemination within school-based environments.
This course combines skill development with the teaching of content for education professionals. Students will participate in hands-on writing activities to critically evaluate their articulation through various modes. Key components of the course include ongoing low-stakes writing tasks, formative feedback and assessment of course objective application, and several formal writing tasks to showcase writing skill and growth. Activities promote the development of a clear and purposeful academic voice. The course will culminate in a translation task; thus bringing together content, theory, and course-related experiences.
Prerequisites Graduate Classification (G7 or G8)
Student Learning Outcomes By the end of the course, successful students be able to: a. Content Student Learning Outcomes 1. Identify current issues in research on academic writing 2. Explain the role of contextual factors in academic writing 3. Critically reflect on writing methodologies/practices, tasks and texts 4. Provide effective and appropriate feedback to peer writings 5. Identify the types of behaviors that constitute academic misconduct and the process to expect for misconduct 6. Articulate their philosophy of writing and development by connecting theory to practice b. Skill Student Learning Outcomes
1. Increase the quality and quantity of writing (fluency, accuracy, academic vocabulary, and other linguistic aspects) 2. Apply the writing-as-a-process approach to create compositions following norms of research ethics and academic writing (APA style) 3. Demonstrate understanding of academic integrity and how to use sources responsibly 4. Articulate philosophy of writing and development by connecting theory to practice
Required Textbook and Resource Materials Goodson, P. (2016). Becoming an academic writer: 50 exercises for paced, productive, and powerful writing (2nd Ed.). Los Angeles, CA: SAGE.
Recommended Textbook Elbow, P. (1998). Writing with power: Techniques for mastering the writing process. New York, NY: Oxford University Press.
Additional required readings, videos/films and other resources will be posted in our eCampus course.
Course Grading Policy Grading of all assignments will follow this scale:
A = 90–100: outstanding/excellent articulation of competence B = 80–89: very good articulation of competence C = 70–79: good articulation of competence that meets minimum expectations D = 60–69: unsatisfactory and/or inadequate articulation of competence F = below 60: does not meet established expectations
Assignments Point Value Personalized Schematic of Discourse Communities/Forms 5 points Project Management Plan (15 points) and Group Check-ins 30 points (15 points, 3 at 5 points each) Articulation Task: Communicating Informally 10 points Articulation Task: Communicating with Stakeholders 10 points Articulation Task: Communicating with Supervisors 10 points Reflection on Feedback Value and Revision Plan 10 points
Articulation Task: Revising & Editing EDCI 605 Case Study 20 points
Participation and Professionalism 5 points
Total *points will not be rounded 100 points
To aid your progress and ensure you earn the grade that best exemplifies your effort, all assignments are required to be completed on time. Late assignments are not accepted unless university-approved documentation is provided within 48 hours of need. It is your responsibility to keep track of documentation (see Student Rule 07).
All assignments are due at the end of each week on Sundays, by 11:59pm. Assignment links will be posted on Thursdays to accommodate those who wish to complete and submit before the due date.
Overview of Course Assignments: These course assignments are meant to be directly tied to your personal context, and will therefore be compositions to support your professional growth and efforts. Personalized Schematic of Discourse Communities/Forms This assignment serves as the basis for several assignments to follow. Create a visual organizer (using the platform of your choice) to outline the scope of your communication across various communities. You should consider: informal communities (blogs), stakeholders (parents), supervisors, and the translation of your practice (state-level organizations, professional development). Once the communities have been noted, note the various types/forms that align with each. Project Management Plan and Group Check-ins Each student will reflect on who they are as a writer, and how that impacts their writing productivity prior to outlining a project management plan to address course requirements across both EDCI 605 and EDCI 715. At three points in the course, assigned groups will meet to check-in, outline their project management plan, discuss the most recent articulation productions in both classes, and set goals for the next section.
Articulation Task: Communicating Informally Based on the personal schematic, select one informal audience and mode of communication on which to craft a complete a representative example. The task must represent a minimum of 250 words. Additional requirements will be provided.
Articulation Task: Communicating with Stakeholders Based on the personal schematic, select one stakeholder to address through one mode of communication. The completed element must contain a minimum of 300 words. Additional requirements will be provided.
Articulation Task: Communicating with Supervisors Based on the personal schematic, select one supervisory role to address through one mode of communication. The completed element must contain a minimum of 300 words. Additional requirements will be provided.
Reflection on Feedback Value and Revision Plan Assigned groups will meet in week 8 to conduct peer review of the EDCI 605 Case Study. Each group member will receive at least two full peer reviews. After completion of the task, write a statement of value and create a revision plan to address concerns prior to final submission. These revisions will be visible in the final translation task.
Translation Task: Revising and Editing EDCI 605 Case Study EDCI 715 culminates in a translation task. To complete this course element, you will participate in a peer-reviewed writing process assignment (prewriting, drafting, peer review, and revising). You will edit, and revise the EDCI 605 Case Study by utilizing EDCI 715 course elements such as appropriate vocabulary, tone, format, and revision approaches.
Expanded Course Calendar
The calendar is subject to change at the discretion of the instructor.
Topic Assignments Due ~ Tasks/Resources Sundays by 11:59pm Week 1: For which audiences and purposes do you write? How does that become apparent in your communication? § Select a platform to visually present elements Schematic of Discourse Communities/Forms Week 2: Who are you as a writer? What contingencies support management of your productivity? How can you develop a healthy writing habit? § Create project management plan for course Project Management Plan requirements, Week 3: What variations in tone and word choice must be considered? How do audience and format impact the message? § How tone differs across audiences (content- Informal Communication specific versus lay audiences) § When to use academic vocabulary Week 4: Using a matrix to organize and synthesize the literature review § Noting requirements of the case study (word Stakeholder count, sections to include, connections to a Communication larger topic or theme, etc…) Week 5: Drafting the Case Study § How does the writing process approach factor Project Management in as you craft your case study? Check-in Week 6: Sentence-level and paragraph-level coherence § Nominalizations Supervisor § Active versus passive voice Communication Week 7: Manuscript-level coherence § Reverse outlining Project Management Check-in Week 8: The value and use of formative feedback. How does feedback impact your writing? § Peer review two group members’ translation pieces and provide substantive feedback Week 9: Revising your work. § Use formative feedback from peers to prepare Reflection on Feedback the final draft Value and Revision Plan Week 10: Who are you as a writer? Extending your project management approach across your program. § How you can use this course to inform your Case Study Revision future work Verification
Course Expectations and Policies For EACH online 3-credit course, expect to spend at least 9 hours each week on readings, videos, discussions, and assignments. As the agent in your own professional development, the more effort you put into the course, the more you will get out of it.
Attendance and Participation Regular attendance is expected. Your preparation and participation are critical to your success of this course. The course depends heavily on discussions, and these activities will be graded and evaluated with regard to the quality of your analysis of the assigned readings and topics, the depths of your discussion, and your willingness to engage others in interaction. All students will be accountable for participating in discussions an interacting with the instructor according to expectations.
Although attendance does not earn you points, if you are inactive in class you will miss critical moments of learning. A consistent pattern of inactivity will result in a reduction in the final grade for the course.
Absences Students who are inactive in class remain responsible for completing work and maintaining connection with the instructor and peers. Please submit all documents verifying excused absences via the Documentation link on eCampus.
The only acceptable documentation for absences is (1) official notification of the student’s involvement in an activity, or (2) an original document showing the student’s name and date of the illness/appointment from a physician or a medical professional. See website on absence policy at http://student---rules.tamu.edu/rule07
Undocumented absences/inactivity without prior approval by instructor will be penalized at 5% rate deduction at the end of the course from the final grade.
Late Assignment/Make-Up Policy Only university-approved absences are accepted and these are detailed in Student rule 7 (http://student-rules.tamu.edu/rule07). These, however, require proper and timely documentation. The student is responsible to provide prior notification and satisfactory evidence to the instructor to substantiate the reason for the absence in a timely manner, i.e. within 48 hours of date of absence including an explanation of why notice could not be sent prior to the class and official note. Absences listed under ‘university-excused absences’ does not relieve the student of responsibility for prior notification and documentation.
Failure to provide notification and/or documentation properly may result in an unexcused absence and thus in loss of privilege to make up missed assignment during the course. Falsification of documentation is a violation of the Honor Code. 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 assignment deadline. If a make-up opportunity is provided, students must complete the work in the given timeframe. In general, late submissions are not accepted. However, under certain circumstances, as defined by the university, assignments may be submitted late for grading. These include: if (a) the student is involved in an official university activity and provides documentation, or (b) if he/she is ill and presents acceptable documentation within two days of the absence.
Submission guide for all written work All written assignments must be typed and submitted via eCampus unless otherwise noted. Please check that your MS-word program is properly set up (margins, line spacing, etc.).
All submissions must formatted according to APA, Times New Roman font type, letter size 12-point font, and double-spaced. To maintain high standards of professionalism, please
edit your work and use academic language. When submitting files online, please follow requested naming conventions. These typically take the form of your last name and assignment name. For example: Matthews Instructor Meeting.docx.
Professionalism in the classroom Participating in this class is part of your professional development. Therefore, mutual respect for all members of the class is expected at all times to create and maintain an appropriate learning environment.
Office hours Office hours are a great opportunity for me to learn about you and for you to get help. You may schedule a meeting if you have questions or concerns about the course or if you need help with an assignment. Please email to schedule a meeting time.
Knowledge of Technology and Your Responsibilities Please consider the following: • Technological problems do not constitute an excuse for incomplete or late online assignments, so plan accordingly. • Always double-check eCampus to make sure your work was submitted successfully. • If you need help with eCampus, please use the online help materials and/or contact ITS Helpdesk. • Always back-up your work--save a copy of every submission, as well as ongoing work.
Communication, Feedback, and Netiquette When communicating with your peer(s) and instructor, be sure to adhere to online etiquette. Netiquette is a set of rules or guidelines for acceptable and polite communication online. When crafting emails, take the time to include: a salutation, outline of the topic, and a closing. Your professional communication extends to all aspects related to the course.
In case there is a technological issue beyond your control, (e.g. error message appearing when completing or submitting an assignment), you must take a screenshot and attach it to a request sent to the instructor. Requests will be considered on an individual basis.
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 University.
Americans with Disabilities Act 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.
I will be glad to support you by accommodating any documented need you may have. Please email me to submit documentation and discuss avenues for support.
Academic Integrity Statement An Aggie does not lie, cheat, or steal or tolerate those who do. For most, living under this code will be no problem, as it asks nothing of a person that is beyond reason. It calls for honesty and integrity, characteristics that Aggies have always exemplified. The Aggie Code of Honor functions as a symbol to all Aggies, promoting understanding and loyalty to truth and confidence in each other. For additional information, visit www.tamu.edu/aggiehonor.
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.
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 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 the program. The decision to be removed from the program is made at the departmental level.
All materials generated for this class, which include but are not limited to: syllabi, quizzes, exams, in-class materials, review sheets, and additional activities, are copyrighted. Because these materials are copyrighted, you do not have the right to copy or post materials, unless I expressly grant permission. 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, under the section “Scholastic Dishonesty.”
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. 3/26/2019 EDTC 608: Online Course Design Course Change Request
Date Submi ed: 11/09/18 11:54 am In Workflow Viewing: EDTC 608 : Online Course Design 1. EPSY Department Last approved: 06/22/18 3:39 am Head Last edit: 03/05/19 11:28 am 2. Curricular Services Changes proposed by: skallina Review 3. ED Commi ee EDTC - Educa onal Technology Catalog Pages Preparer GR referencing this 4. ED Commi ee course Chair GR 5. ED College Dean GR 6. GC Preparer 7. GC Chair Faculty Senate FS.35.154 8. Faculty Senate
Number Preparer 9. Faculty Senate Contact(s) 10. Provost II 11. President Name E-mail Phone 12. Curricular Services Sally Kallina Noelle Sweany [email protected] 979-845-1833 979-862-2086 13. Banner [email protected]
Ra onale for Approval Path Course Edit 1. 01/30/19 2:52 pm The proposed changes are part of a rou ne curriculum review. Shanna Hagan- Course prefix EDTC Course 608 Burke
number (shaganburke): Approved for EPSY Department Educa onal Psychology Department Head College/School Educa on & Human Development 2. 01/31/19 11:45
Academic Level Graduate am
Terra Bisse Academic Level Undergraduate (t.bisse ): (alternate) Approved for Effec ve term 2020-2021 2018- Curricular Services 2019 Review 3. 01/31/19 12:58 Complete Course pm Title Melanie Robideau Online Course Design (mrobideau): Abbreviated ONLINE COURSE DESIGN Approved for ED
Course Title Commi ee Preparer GR Catalog course 4. 02/15/19 3:20 pm
descrip on Beverly Irby Applica on of systema c instruc onal design principles to the development of online instruc on (irbyb): Approved within a learning management system; experience designing and facilita ng both asynchronous and https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 EDTC 608: Online Course Design synchronous e-learning environments according to evidence-based prac ces. for ED Commi ee
Chair GR Prerequisites and 5. 02/15/19 3:27 pm
Restric ons Beverly Irby Graduate classifica on. EDTC 645 or approval of instructor; approval of department head; graduate (irbyb): Approved classifica on. for ED College
Concurrent No Dean GR
Enrollment 6. 02/26/19 11:50 am Should catalog No Yes LaRhesa Johnson prerequisites / (lrjohnson): concurrent Approved for GC enrollment be Preparer enforced? 7. 03/07/19 4:01 pm
Crosslis ngs No Crosslisted With LaRhesa Johnson
(lrjohnson): Approved for GC Stacked No Stacked with Chair Semester 3 Contact Lecture: 3 Lab: 0 Other: 0
Credit Hour(s) (per Total 3 History
Hour(s) week): 1. Jun 22, 2018 by Repeatable for No nsweany
credit?
Three-peat? No
CIP/Fund Code 1312010004
Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of Yes
this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Learning Outcomes Meets tradi onal face-to-face learning outcomes.
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 EDTC 608: Online Course Design Describe how learning outcomes are met or provide jus fica on why they are not met. Program faculty collaborate to ensure that course objec ves are rigorous and comprehensive. The course has been QM-cer fied. This course is part of the Educa onal Technology M.Ed. program, which is an online-only program. There is no face-to-face version of this course, but if there were, the learning objec ves would be the same. The designer and instructor of this course has been designated an ‘Exemplary Distance Educator’ by TAMU, according to QM standards.
Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. Graduate courses in the Educa onal Technology program are designed to require approximately 12 hours of work per week to complete. In this course, this includes me for readings, online discussions, small group collabora on, interac on with instructor, and comple on of weekly assignments. Interac on with the instructor as well as other students is ongoing. This is a project-based course with a series of revision cycles. The same projects would be used if the course was taught face-to-face.
Will this course be Yes
taught as a distance educa on course?
I verify that I have Yes
reviewed the FAQ for Export Control Basics for Distance Educa on.
Is 100% of this Yes
course going to be taught in Texas?
Will classroom No
space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select Program(s) program) (MED-EDTC) Master of Educa on in Educa onal Technology
(PHD-EPSY) Doctor of Philosophy in Educa onal Psychology
Elec ve (select Program(s) program) (MS-EPSY) Master of Science in Educa onal Psychology
(MED-EPSY) Master of Educa on in Educa onal Psychology
Course Syllabus
Syllabus: Upload syllabus https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 EDTC 608: Online Course Design Upload syllabus
Le ers of support No Yes
or other documenta on
Addi onal
informa on
Reviewer Terra Bisse (t.bisse ) (01/31/19 11:44 am): Course previously approved for non- Comments tradi onal format.
Reported to state? Change
No
Key: 4868
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4
3/26/2019 EPSY 618: Neurodevelopment and Genetic Disorders in Children Course Change Request
Date Submi ed: 01/30/19 2:38 pm In Workflow Viewing: EPSY 618 : Neurodevelopment and Gene c Disorders 1. EPSY Department in Children Head 2. Curricular Services Last edit: 03/05/19 11:28 am Review Changes proposed by: gbyrns 3. ED Commi ee Department of Educa onal Psychology Preparer GR Catalog Pages EPSY - Educa onal Psychology 4. ED Commi ee referencing this Chair GR course 5. ED College Dean GR 6. GC Preparer 7. GC Chair 8. Faculty Senate Faculty Senate Preparer Number 9. Faculty Senate 10. Provost II Contact(s) 11. President Name E-mail Phone 12. Curricular Services Glenda Byrns [email protected] 9798622289 13. Banner
Ra onale for Approval Path Course Edit The proposed changes are part of a rou ne curriculum review. 1. 01/30/19 2:52 pm
The proposed changes are to meet the demand/interest of students. Shanna Hagan- Burke Course prefix EPSY Course 618 (shaganburke): number Approved for EPSY Department Educa onal Psychology Department Head 2. 01/31/19 9:28 am College/School Educa on & Human Development Sandra Williams Academic Level Graduate (sandra-williams):
Academic Level Undergraduate Approved for
(alternate) Curricular Services Review Effec ve term 2018-2019 Summer 3. 01/31/19 12:55 Complete Course pm
Title Melanie Robideau Neurodevelopment and Gene c Disorders in Children (mrobideau): Approved for ED Abbreviated NEURO/GENETIC DISORDERS Commi ee Course Title Preparer GR 4. 02/15/19 3:21 pm Catalog course descrip on Beverly Irby Comprehensive coverage of a broad array of neurodevelopment and gene c disorders in children; (irbyb): Approved emphasis on cogni ve and emo onal sequelae of these disorders and their rela onship to medical, for ED Commi ee Chair GR https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 EPSY 618: Neurodevelopment and Genetic Disorders in Children psychological, and educa onal interven ons. 5. 02/15/19 3:28 pm
Beverly Irby Prerequisites and (irbyb): Approved Restric ons for ED College Graduate classifica on; approval of department head. Dean GR
Concurrent No 6. 02/26/19 11:50
Enrollment am
LaRhesa Johnson Should catalog No (lrjohnson): prerequisites / Approved for GC concurrent Preparer enrollment be 7. 03/07/19 4:02 pm enforced? LaRhesa Johnson Crosslis ngs No Crosslisted With (lrjohnson):
Approved for GC Chair Stacked No Stacked with
Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 Total 3
Credit Hour(s) (per Hour(s) week):
Repeatable for No
credit?
Three-peat? No
CIP/Fund Code 4228060004
Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of Yes this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Learning Outcomes Meets tradi onal face-to-face learning outcomes.
Describe how learning outcomes are met or provide jus fica on why they are not met. Objec ves are the same as in a face-to-face course https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 EPSY 618: Neurodevelopment and Genetic Disorders in Children Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. Each topic includes a video lecture by the instructor, discussion forms, and other interac ve ac vi es.
Will this course be Yes No
taught as a distance educa on course?
I verify that I have Yes No
reviewed the FAQ for Export Control Basics for Distance Educa on.
Is 100% of this Yes course going to be taught in Texas?
Will classroom No space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select program)
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus EPSY 618 Online SyllabusSUII2018rev.docx
Le ers of support No
or other documenta on
Addi onal
informa on
Reviewer
Comments
Reported to state? CS No
Key: 6002 https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 1
EPSY 618 Neurodevelopmental and Genetic Disorders in Children Summer II 2019
Instructor: Cynthia A. Riccio ([email protected] or access through eCampus; I generally respond within 24 hours) Office: 715B4 Harrington Office Hours: T, W 1:30-4:30, and by appointment Phone: (979) 862-4906
PREREQUISITES: Graduate Standing or permission of instructor
COURSE DESCRIPTION:
This is a survey course designed to provide coverage of a broad array of neurodevelopmental and genetic disorders in children with an emphasis on the cognitive and emotional sequelae of these disorders in conjunction with medical, psychological, and educational implications (i.e., brain-behavior relations). This includes whether special education needs exist and how these are best provided.
COURSE FORMAT:
This course is online and asynchronous. Each topic includes a video lecture by the instructor, discussion forums, and other suggested activities.
TECHNOLOGY REQUIREMENTS: This course is deployed through eCampus, http://ecampus.tamu.edu. All course materials and activities will be made available to registered participants via this course website. You will need a computer or laptop with a working high speed Internet connection to access the course. Additionally, you will need a headset with a mic or speakers and a mic to allow for interactions during class. Cell phones do not allow adequate course access. Note about taking quizzes or tests on eCampus: If you keep a website, a PowerPoint, a chapter, etc. open during a test/quiz it is important to demonstrate caution, particularly if you use a Mac computer. It is easy to swipe the website, chapter, etc. and unintentionally submit the test before you are finished. This error is on your part, not an error on the part of eCampus or the Internet and will be treated as such. There is a full list of technical requirements for this online course in the Technology Requirements folder.
COURSE GOALS AND OBJECTIVES:
The major goal of this course is for the student to obtain knowledge and understanding of a broad array of disorders. Specific objectives to be met include the following:
The student will: demonstrate knowledge and understanding of the contribution of neurology and neuropsychology to a systems perspective for understanding neurobehavioral and genetic disorders; demonstrate knowledge and understanding of basic human genetics and methods of transmission of genetic disorders including autosomal transmission, X-linked transmission, and spontaneous chromosomal changes; 2
demonstrate knowledge and understanding of the etiology, nature, key physical characteristics, and cognitive, emotional, and behavioral sequelae of a variety of disorders; demonstrate knowledge and understanding of how these disorders impact on educational and psychological outcomes; demonstrate knowledge and understanding of how these disorders affect the lives and functioning of family members, including both parents and siblings; demonstrate knowledge and understanding of “what works” with children with a variety of disorders to the limited extent that interventions/treatments have been identified; demonstrate knowledge and understanding of a limited range of medical interventions, including the most frequently prescribed medications.
TEXTS: Required: Riccio, C. A., Sullivan, J. R., & Cohen, M. J. (2010). Neuropsychological assessment and intervention for childhood and adolescent disorders. Hoboken, NJ: Wiley. Limited copies are available from Evans Library and I have one extra copy to loan.
Recommended: Apps, J. N., Newby, R. F., & Roberts, L. W. (Eds.) (2010). Pediatric neuropsychology case studies: From the exceptional to the commonplace. New York: Springer. Castillo, C. L. (Ed.) (2008). Children with complex medical issues in the schools: Neuropsychological descriptions and interventions. New York: Springer.
Readings and other activities: Readings, in addition to the text and lecture, are provided to supplement and ensure current coverage of the topics. These are available through eCampus. You are NOT required to read all the articles, but reading those of interest to you will help with your participation in the discussion and understanding of the material. Activities, usually videos, websites, or resources, are also provided in eCampus to add to the coverage of the content.
DESCRIPTION OF ASSIGNMENTS AND CLASS REQUIREMENTS: The specific disorders covered will emphasize low incidence disorders (LID) not usually covered in other courses. The course has been divided into Topics/Weeks; in each Topic, you will find a close- captioned lecture video, and you will be given activities for that Topic including reading assignments, links to audio and/or video, resources, and discussion questions. It is required that you complete assignments according to the schedule. Three-credit graduate courses typically require 42 hours of class time plus study time; therefore, expect to spend 10-20 hours per week for each of the 5 weeks of the course. All materials (other than the text) are on eCampus. Lectures are recorded with availability of captioning, and powerpoints are posted (without audio or caption) as well. (1) Discussions. Each Topic will include an online discussion (computer conference). After watching the lecture, you should read the required readings and enter a response to at least 1 question posted preferably by the second or third day in the week, in order to have posts on four (4) different days within the same Topic/Week. The Instructor will be the moderator for all the discussions and will score student participation each week. Discussion participation for each Topic is valued at 12 points maximum using the Online Discussion Rubic that can be found on the eCampus and on the last page 3
of this syllabus. Online discussions start at the beginning of the Topic and end prior to the start of the next Topic, unless otherwise indicated. Discussions account for 30% of your grade.
(2) Quizzes. For each Topic you will complete a quiz (multiple choice). These become available at the start of the Topic, and must be completed by 11:59 PM the last day for that Topic. You can take as much time on the quizzes as you need but you MUST complete them within the time frame for the Topic. The online system will close the quiz as of 11:59 PM prior to the start of the next Topic unless otherwise indicated. The purpose of the quiz is to make sure that you are doing the readings and have mastered material. Quizzes are open-book, but are to be completed by each individual independently. Quizzes count for 50% of your grade. If you feel a question/answer is graded incorrectly, please let me know!
(3) Presentation Proposal. Imagine that you are asked to present on a topic related to neurodevelopmental disorders for colleagues as an in-service or as a guest speaker at a conference. Choose a topic of interest to you, and supplementing what is in the text and readings, develop a proposal for this presentation identifying what your objectives would be and then the content. The proposal should be no more than 800 words, not including the objectives or references. References should be primary source (published research articles) and not websites. The presentation proposal accounts for 20% of your grade. It is due no later than August 8, 2017 and should be submitted via email (not eCampus). Required elements:
a. Cover page with title, your name, and your intended audience b. Objectives of the presentation (what should your audience expect you to talk about) c. Summary of the proposed presentation: introductory paragraph including the rationale/significance of this topic followed by a summary of the research literature you would be presenting (no more than 800 words) d. References (in APA 6th edition format)
In grading, consideration will be given to whether those elements are there; organization and clarity of your summary; spelling, grammar, and usage errors; adherence to APA style in formatting of references and citations. You will receive these back with detailed feedback.
Procedures for Determining Final Grade: Discussion-Participation 30% 90-100 = A Quizzes 50% 80-89 = B Presentation Proposal 20% 70-79 = C 60-69 = D <60 = F Weekly Expectations: Discussion Each Topic begins on Wednesday to match the start of the summer session. Check the Module to identify the Topic requirements. Access readings, activities; read the appropriate chapters in the text. Each week includes two - three units. By the second or third day of the Topic (Friday this session), you should be able to respond to the discussion questions for at least one topic. It is suggested that you post a substantial answer to at least one question of a discussion group on or before Friday. A substantial answer a) references the 4 required readings, b) includes personal or professional experience(s), and c) contains at least 50 words. Please post to the appropriate thread/Topic! By the following Tuesday night, post at least 3-4 additional responses in the online discussion; posting on at least 4 different days! At least 2 of these responses must support or challenge someone else’s response; responses must include personal or professional experience or references. References are not limited to those assigned. These posts do not have to be any specific length. IN ORDER TO GET ALL 12 POINTS, YOU MUST GO ON LINE AND PARTICIPATE ON AT LEAST 4 DAYS EACH WEEK WITH AT LEAST ONE (1) SUBSTANTIAL RESPONSE PER TOPIC/WEEK!!!!!!
Quizzes Also by the last day of the Topic (Tuesday for this session; Wednesday for first week) at midnight, complete the quiz for that week – the system will automatically LOCK YOU OUT OF TAKING THE QUIZ AT MIDNIGHT! Quizzes are 25 multiple choice questions over the material in the text and lecture for the week. You can only submit your responses once. Quizzes are open book, open notes, but are to be taken independently.
There are no extensions on the due dates for these activities. If there are extenuating circumstances, it is your responsibility to discuss these with the instructor as soon as possible. A grade of Incomplete only will be given for certifiable medical reasons or in other extraordinary circumstances not under control of the student with approval by the instructor consistent with Student Rules.
Instructor Responsibilities Each week, the Instructor will provide a video lecture covering the main points of the Topic. She will post the discussion questions; she also will moderate the discussions during the week and be available to answer any questions. Your discussion responses will be graded and posted as will your quiz grades (these are done automatically when you submit the quiz) by the middle of the following week. If you have a question or think there is an error, please contact me via email [email protected] or stop by my office.
Tolerance Statement The faculty of the College of Education and Human Development value and respect diversity and the uniqueness of each individual. The faculty affirms its dedication to non-discrimination in our teaching, programs, and services on the basis of race, color, religion, gender, age sexual orientation, domestic partner status, ethnic or national origin, veteran status, or disability. The College of Education and Human Development at Texas A & M University is an open and affirming organization that does not tolerate discrimination, vandalism, violence or hate crimes. We insist that appropriate action be taken against those who perpetrate such acts. Further, the College is committed to protecting the welfare, rights, and privileges of anyone who is a target of prejudice or bigotry. Our commitment to tolerance, respect, and action to promote and enforce these values embraces the entire university community. In the spirit of shared responsibility, each University Topic, student organization, and community member is encouraged to help make our campus, and this class, a welcoming place for all. Should you have any concerns related to respect for diversity or feel that you (or any others) are being discriminated against, please contact your departmental Ombudsperson, or the Department Head, or the College Ombudsperson.
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Americans with Disabilities Act 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 accommodation, please contact the Office of Support Services for Students with Disabilities in Room 126 of the Student Services Building (845-1637).
Scholastic Dishonesty As commonly defined, plagiarism consists of passing off as one’s own the ideas, words, writings, etc., that 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 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 cannot be safely communicated. If you have any questions regarding plagiarism, please consult the current issue of the Texas A & M University Student Rules, under the section, “Scholastic Dishonesty.”
Student Support Services Although this is an online class and some of you are at a distance, please note that as a student you continue to have access (via email, phone, or in person) to the support services available in terms of access to library resources, advising, accommodations for disability as requested through Disability Services, and computer services (IT) if needed.
Student Support Services in the course toolbar in eCampus provides a brief list of services available to A&M students. These services include the library, student counseling, writing center, and career center.
Accessibility Statement
The A&M Accessibility Statement can be found at http://cio.tamu.edu/Accessibility_Statement.php Accessibility in the course toolbar in eCampus provides a folder containing accessibility information and links to commonly used systems in this course. A second folder contains TAMU accessibility information.
ACADEMIC INTEGRITY STATEMENT As of September 1, 2004, all syllabi shall contain a section that states the Aggie Honor Code and refers the student to the Honor Council Rules and Procedures on the web: On all course work, assignments, or examinations at Texas A&M University, the following Honor Pledge shall be pre- printed and signed by the student: “On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.”
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/ 6
On all course work, assignments, or examinations at Texas A&M University, the following Honor Pledge shall be pre-printed and signed by the student: “On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.” All quizzes, self-assessments, jeopardy, final exam are open book, but are NOT to be completed with peers.
Please note, although all quizzes are open book/open notes, the expectation is that you are doing these independently. Answers are randomized.
Topics and Assignments These are arranged by “week” – for Summer II, weeks begin on Wednesday and end on Tuesday (sorry!)
Topic Date Components Week 1: Introduction and Neuroanatomy Overview Get familiar with 7/5-7/12 Video: Getting Started! Power Point/Lecture eCampus Video/Lecture Overview Readings: Ch. 1 Riccio, Sullivan, & Cohen Topic # 1: Overview Davis & Phelps, 2008; Lenroot & Giedd, 2011; Koziel et al., 2014; Topic 1: Systems Insel, 2014; Crump et al., 2013 approach to eCampus Help Desk Central: understanding http://hdc.tamu.edu/Academics/eCampus/index.php neurobehavioral Discussion disorders
Topic 2: Medical Video/Lecture genetics; blood Readings: RS&C, Ch. 11; Daly et al., 2008; Dyson et al., 2010; Berg disorders – Sickle et al., 2012, Marsac et al., 2014; Hensler et al., 2014 Cell, Tay Sachs, Sickle Cell Video: Thalassemia, http://www.youtube.com/watch?v=skWYKOcptLQ Hemophilia Hemophilia video: http://www.youtube.com/watch?v=oExbzAJP7t4 Discussion Topic 3: Basics of Video/Lecture Neuroanatomy; Readings: Kulkarni et al., 2007 ; Nadeau et al., 2006; Smits et al., Hydrocephalus, 2010; Bottcher et al., 2010; Vinchon et al. 2012 Cerebral Palsy Discussion Videos Pediatric Playbook: Hydrocephalus (short) http://www.youtube.com/watch?v=bHD8zYImKqA Hydrocephalus and Shunts: http://www.youtube.com/watch?v=OyEoEDI_V7Q Resources http://kidshealth.org/parent/medical/brain/hydrocephalus.html http://kidshealth.org/kid/health_problems/brain/cerebral_palsy.html Discussions Quiz on Topics #1, 2, 3 – submit by midnight of 7/13 (extra day provided this week only) 7
Week 2: High Incidence Disorders Topic 4: Specific 7/12-18 Video/Lecture Learning Disabilities Readings: Ch. 2 & 3 in RS&C.; Davis et al., 2009; Wu et al, 2014 (math); Wang & Gathercole, 2013 (reading); Carlson et al., 2013 (reading); Seifert & Espin, 2012 (reading); Davis et al., 2011(RTI effects); Prater et al. 2014; Tolar et al., 2016; Maki et al., 2015 (defining) Neurological basis for LD: http://www.youtube.com/watch?v=mYvCT85kOXk Discussion Topic 5: Attention Video/Lecture Deficit Readings: Ch 5 RS&C.; Nigg et al., 2010; Weyandt et al., 2013; Hyperactivity Sexton et al., 2012; Riccio & Gomes, 2013; Smith et al., 2014 Disorder Cowan video (Inattentive type): http://www.youtube.com/watch?v=spdSSKFKZNU Barkley ADHD and Executive Function: http://www.youtube.com/watch?v=GR1IZJXc6d8 Discussion Quiz #2 – Topics 4 & 5 – submit by midnight 7/19 Week 3: Low Incidence Disorders Topic 6: Autism 7/19-25 Video/Lecture Spectrum Disorders Readings: Ch. 6 in RS&C; Blakely-Smith et al., 2009; Kayfitz et al., 2010; Barendse et al., 2013; Zablotsky et al., 2012; Gray et al., 2012; Gray et al., 2014;Granader et al. 2014; Carrington et al., 2014; Ecker et al., 2015; Hall & Riccio, 2012 Reading the Mind in the Eyes Test (Revised, Adult): http://www.questionwritertracker.com/quiz/61/Z4MK3TKB.html Video: Early signs of ASD http://www.youtube.com/watch?v=YtvP5A5OHpU Discussion Topic 7: Video/Lecture Chromosomal Readings: Ch. 15 RS&C; Howlin et al., 2010; Greenberg et al., 2012; Disorders: Steele et al., 2013; Acharya & Schindler, 2013; Esbensen et al., 2013; Down Syndrome, Williams et al., 2013 Fragile X, Williams Discussion Syndrome Topic 8: Angelman Video/Lecture & Prader-Willi Readings: Ch 15, RS&C; Kundert, 2008; Reddy & Pfeiffer, 2007; Syndrome, Other Nuovo & Buono, 2011; Moss et al., 2013; Wulffaert et al., 2010; Chromosomal Powis & Oliver, 2014 Disorders Discussion Quiz #3 – Topics 6, 7, 8 - Complete by midnight 7/26 Week 4: Chronic Illness, Trauma and Neurodevelopmental Issues Topic 9: Seizure 7/26-8/1 Video/Lecture Disorders, Epilepsy Readings: Ch 10 in RS&C; Bujoreanu et al., 2010; Moreira et al., 2013; Mott et al., 2012; Russ et al., 2012; Longo et al., 2013; Rzezak et al., 2012; Riccio, Pliego, Cohen, & Park, 2015; Simon et al., 2016 Discussion Videos 8
Epilepsy Truths http://www.youtube.com/watch?v=t4u1hYsVmfs Epilepsy in the Classroom http://www.youtube.com/watch?v=nRW5K2kCM68 Epilepsy #1 Video MEW Fact sheet (pdf) Topic 10: Metabolic Video/Lecture Disorders Reading: Ch. 17 RS&C; Wodrich & Cunningham, 2008; Plante & Phenylketonuria, Lobato, 2008; Fidika et al., 2013; de Wit et al., 2012; Moore et al., Diabetes, Others 2013; Hood et al., 2014; Lasing et al., 2016 Discussion Topic 11: Traumatic Video/Lecture Brain Injury Readings: Ch. 8, RS& C; Loher et al., 2012; Daoud et al. 2013; Crowe et al., 2013; Strand et al., 2015; Glang et al. 2015; Andersson et al., 2016 Video: Survivor of TBIhttp://www.youtube.com/watch?v=Hs3J4Bwe9kw Video: Family after TBI: http://www.youtube.com/watch?v=7JSN3HMDxh4 Video: Problems by lobe: http://www.youtube.com/watch?v=wlYiDxNcMdc Discussion Quiz – Topics 9, 10, 11 – submit by midnight 8/1 Week 5: Other Considerations Topic 12: Tourette 8/2-8/8 Video/Lecture Syndrome Readings: Ch 7 RS&C; Knight et al., 2012; Termine et al., 2011; Eddy et al., 2009; Scahill et al., 2013; Cavanna et al., 2013; Rivera- Navarro et al., 2013; Budman, 2014; O’Hare et al., 2016 I Have Tourette’s Teachers Guide (TSA) Discussion Video: CNN interview with Dash Mihok Video: Followup interview with Dash Mihok Video: I have Tourette’s… Topic 13: Video/Lecture Teratogenic Effects: Readings: RS&C Chapters 13 and 14; Cory-Slechta et al. 2013; Pesticides, Lead, Mohai et al., 2011; Haverinen-Shaughnessy et al., 2011; Mercury, Arsenic; Kodituwakku, 2009; Nadebaum et al., 2012; Meador et al., 2013; Fetal Alcohol Rauh et al., 2016; Reid et al., 2015; Kable et al., 2016 Syndrome, Fetal Discussion Valproate Syndrome Complete course evaluation online! Topic14: Wrap up – Readings Ch 18, RS&C; Decker, 2008; Norbury et al., 2012 (cultural Lessons Learned differences); Mickley et al., 2013; Forns et al. 2012; Veenstra- VanderWeele & Warren, 2015 Discussion Topic 5 Quiz - Topics 12, 13, 14 to be completed by midnight on 8/9 Presentation 8/8/2017 Please submit via email to me directly! Proposal 9
Online Discussion Participation Rubric EPSY 618 Summer II 2017
Exceeds Meets Falls Short of Minimal Clearly Expectations Expectations Expectations Unacceptable Points 4 3 2 1 0 Quality of Answer to at Answer to at Answer to at Student posted brief, Student did Response least one (1) least one least one superficial responses not post to thread per thread for two thread for one OR any threads Topic for the Topics that Topic that repeated/summarized during the week that referenced referenced the technical week. integrates readings, required information as a readings, included readings, response lecture, personal or included OR personal or professional personal or did not have a professional experience, professional response of at least experience, AND experience 50 words. AND contained at AND contained at least 50 contained at least 50 words. least 50 words. words. Rate of Student Student made Student made Student only made 2 Student Participation participated subsequent only 2 posts posts, both to a participated 4 or more posts on 3 or in the course single Topic on only one days, making more days in of the week day or not at substantive all 3 Topics or only all. contributions posted to 2 to threads for Topics each Topic Interaction Subsequent Subsequent Student Although s/he posted Student was with Group responses for responses responded to multiple times, the disrespectful each Topic supported or others’ student did not in their supported or challenged contributions respond to others’ manner of challenged someone by asking contributions. responding. someone else’s questions or else’s responses for agreeing with response. 2 Topics points made for only 1 Topic or thread.
Two (2) - Three (3) Units per week (Wednesday – Tuesday) – post to at least one (1) thread per Unit, with substantive response Post on four (4) different days – so you have to post at least 4 times Respond to others’ post for each unit
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References Acharya, K., & Schindler, A. (2013). Developmental and behavioral pediatricians’ attitudes toward screening for fragile X. American Journal of Intellectual and Developmental Disabilities, 118, 284-293. Andersson, K., Bellon, M., & Walker, R. (2016). Parents’ experiences of their child’s return to school following acquired brain injury (ABI): A systematic review of qualitative studies. Brain Injury, 30, 829-838. Barendse, E. M., Hendriks, M. P. H., Jansen, J. F. A., Backes, W. H., Hofman, P. A. M., Thoonen, G., Kessels, R. P. C., & Aldenkamp, A. P. (2013). Working memory deficits in high-functioning adolescents with autism spectrum disorders: Neuropsychological and neuroimaging correlates. Journal of Neurodevelopmental Disorders, 5, 1-11. Berg, C., Edwards, D. F., & King, A. (2012). Executive function performance on the children’s kitchen task assessment with children with sickle cell disease and matched controls. Child Neuropsychology, 18, 432-448. Blakely-Smith, A., Carr, E. G., Cale, S. I., & Owen-DeSchryver, J. S. (2009). Environmental fit: A model for assessing and treating problem behavior associated with curricular difficulties in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 131-145. Bottcher, L. (2010). Children with spastic cerebral palsy, their cognitive functioning, and social participation: A review. Child Neuropsychology, 16, 209-228. Budman, C. L. (2014). The role of atypical antipsychotics for treatment of Tourette’s syndrome: An overview. Drugs, 74, 1177-1193. Bujoreanu, I. S., Ibeziako, P., & DeMaso, D. R. (2010). Psychiatric concerns in pediatric epilepsy. Child and Adolescent Psychiatric Clinics of North America, 19, 371-386. Carlson, E., Jenkins, F., Li, T., & Brownell, M. (2013). The interactions of vocabulary, phonemic awareness, decoding, and reading comprehension. The Journal of Educational Research, 106, 120-131. Carrington, S. J., Kent, R. G., Maljaars, J., LeCouteur, A., Gould, J., Wing, L.,…van Berckelaer-Onnes, I. (2014). DSM-5 Autism spectrum disorder: In search of essential behaviors for diagnosis. Research in Autism Spectrum Disorders, 8, 701-715. Cavanna, A. E., Luoni, C., Selvini, C., Blangiardo, R., Eddy, C. M., Silvestri, P. R., Calí, P.V., Gagliardi, E., Balottin, U., Cardona, F., Rizzo, R., & Termine, C. (2013). Disease-specific quality of life in young patients with Tourette syndrome. Pediatric Neurology, 48, 111-114. Cory-Slechta, D. A., Merchant-Borna, K., Allen, J. L., Liu, S., Weston, D., & Conrad, K. (2013). Variations in the nature of behavioral experience can differentially alter the consequences of developmental exposures to lead, prenatal stress, and the combination. Toxicologial Sciences, 131, 194-205. Crowe, L. M., Collie, A., Hearps, S., Dooley, J., Clausen, H., Maddocks, D., … Anderson, V. (2016). Cognitive and physical symptoms of concussive injury in children: A detailed longitudinal recovery study. British Journal of Sports Medicine, 50, 311-316. Crump, C., Rivera, D., London, R., Landau, M., Erlendson, B., & Rodriguez, E. (2013). Chronic health conditions and school performance among children and youth. Annals of Epidemiology, 23, 179- 184. Daly, B. P., Kral, M. C., & Brown, R. T. (2008). Cognitive and academic problems associated with childhood cancers and sickle cell disease. School Psychology Quarterly, 23, 230-242. 11
Daoud, H., Alharfi, I., Alhelali, I., Stewart, T. C., Qasem, H., & Fraser, D.D. (2013). Brain injury biomarkers as outcome predictors in pediatric severe traumatic brain injury. Neurocritical Care. DOI 10.1007/s12028-013-9879-1 Davis, A. S., & Phelps, L. (2008). Psychoeducational implications of neurodevelopmental genetic disorders. School Psychology Quarterly, 23, 243-245. Davis, N., Barquero, L., Compton, D. L., Fuchs, L S., Fuchs, D., Gore, J. C., & Anderson, A. W. (2011). Functional correlates of children’s responsiveness to intervention. Developmental Neuropsychology, 36, 288-301. Davis III, T. E., Nida, R. E., Zlomke, K. R., & Nebel-Schwalm, M. S. (2009). Health-related quality of life in college undergraduates with learning disabilities: The mediational roles of anxiety and sadness. Journal of Psychopathology and Behavioral Assessment, 31, 228-234. Decker, S. L. (2008). School neuropsychology consultation in neurodevelopmental disorders. Psychology in the Schools, 45, 799-811. De Wit, M., Winterdijk, P., Aanstoot, H.J., Anderson, B., Danne, T., Deeb, L., et al. (2012). Assessing diabetes-related quality of life of youth with type 1 diabetes in routine clinical care: The MIND youth questionnaire (MY-Q). Pediatric Diabetes, 13, 638-647, Dyson, S. M., Adtkin, K., Culley, L. A., Dyson, S. E., Evans, H., & Rowley, D. T. (2010). Disclosure and sickle cell disorder: A mixed methods study of the young person with sickle cell at school. Social Science and Medicine, 70, 2036-2044. Ecker, C., Bookheimer, S. Y., & Murphy, D. G. M (2015). Neuroimaging in autism spectrum disorder: Brain Structure and function across the lifespan. Lancet Neurology, 14, 1121-1134. Eddy, C. M., Rizzo, R., & Cavanna, A. (2009). Neuropsychological aspects of Tourette syndrome: A review. Journal of Psychosomatic Research, 67, 503-513. Esbensen, A. J., Mailick, M. R., & Silverman, W. (2013). Long-term impact of parental well-being on adult outcomes and dementia status in individuals with Down Syndrome. American Journal on Intellectual and Developmental Disabilities, 118, 294-309. Fidika, A., Salewski, C., & Goldbeck, L. (2013). Quality of life among parents of children with phenylketonuria (PKU). Health and Quality of Life Outcomes, 11, 54, 1-9. Forns, J., Torrent, M., Garcia-Esteban, R., Cáceres, A., Pilar Gomila, M., Martinez, D., … Sunyer, J. (2012). Longitudinal association between early life socio-environmental factors and attention function at age 11 years. Environmental Research, 117, 54-59. Gerber, P. J. (2012). The impact of learning disabilities on adulthood: A review of the evidence-based literature for research and practice in adult education. Journal of Learning Disabilities, 45, 31- 46. Glang, A. E., Koester, M. C., Chestnutt, J. C., Gioia, G. A., McAvoy, K., Marshall, S., & Gau, J. M. (2014). The effectiveness of a web-based resource in improving postconcussion management in high schools. Journal of Adolescent Health, 56, 91-97. Granader, Y., Wallace, G. L., Hardy, K. K., Yerys, B. E., Lawson, R. A.,...Kenworthy, L. (2014). Characterizing the factor structure of parent reported executive function in autism spectrum disorders: The impact of cognitive inflexibility. Journal of Autism and Developmental Disorders, 44, 3056-3062. Gray, K., Keating, C., Taffe, J., Bereton, A., Einfeld, S., Reardon, T. C., & Tonge, B. (2014). Adult outcomes in autism: Community inclusion and living skills. Journal of Autism and Developmental Disorders, 44, 3006-3015. 12
Gray, K., Keating, C., Taffe, J., Bereton, A., Einfeld, S., & Tonge, B. (2012). Trajectory of behavior and emotional problems in autism. American Journal on Intellectual and Developmental Disabilities, 117, 121-133. Greenberg, J. S., Seltzer, M. M., Baker, J. K., Smith, L. E., Warren, S. F., Brady, N., & Hong, J. (2012). Family environment and behavior problems in children, adolescents, and adults with fragile X syndrome. American Journal on Intellectual and Developmental Disabilities, 117, 331-346. Haverinen-Shaughnessy, U., Moschandreas, D. J., & Schaughnessy, R. J. (2011). Association between substandard classroom ventilation rates and students’ academic achievement. Indoor Air, 21, 121-131. Hensler, M., Wolfe, K., Ledensburger, J., Nieman, J., Barnes, M., Nolan, W., King, A., & Madan- Swain, A. (2014). Social skills and executive function among youth with sickle cell disease: A preliminary investigation. Journal of Pediatric Psychology, 39, 493-500. Hood, A., Grange, D. K., Christ, S. E.,Steiner, R., & White, D. A. (2014). Variability in phenylanine control predicts IQ and executive abilities in children with phenylketonuria. Molecular Genetics and Metabolism, 111, 445-461. Howlin, P., Elison, S., Udwin, O., & Stinton, C. (2010). Cognitive, linguistic, and adaptive functioning in Williams syndrome: Trajectories from early to middle adulthood. Journal of Applied Research in Intellectual Disabilities, 23, 322-336. Insel, T R. (2014). Mental disorders in childhood: Shifting the focus from behavioral symptoms to neurodevelopmental trajectories. Journal of the American Medical Association, 311, 1727- 1728. Kable, J. A., O’Connor, M. J., Olson, H. C., Paley, B., Mattson, S. N., Anderson, S.M., & Riley, E. P. (2106). Neurobehavioral disorder associated with prenatal alcohol exposure (ND-PAE): Proposed DSM 5 diagnosis. Child Psychiatry and Human Development, 47, 335-346. Kayfitz, A. D., Gragg, M. N., & Orr, R. R. (2010). Positive experiences of mothers and fathers of children with autism. Journal of Applied Research in Intellectual Disabilities, 23, 337-343. Knight, T., Steeves, T., Day, L., Lowerison, M., Jette, N., & Pringsheim, T. (2012). Prevalence of tic disorders: A systematic review and meta-analysis. Pediatric Neurology, 47, 77-90. Kodituwakku, P. W. (2009). Neurocognitive profile in children with fetal alcohol spectrum disorders. Developmental Disabilities Research Reviews, 15, 218-224. Koziel, L. F., Barker, L.A., Joyce, A. W., & Hrin, S. (2014). The small-world organization of large-scale brain systems and relationships with subcortical structures. Applied Neuropsychology: Child, 3, 245-252. Kulkarni, A. V. (2007). Assessment of mother and father concern in childhood hydrocephalus. Quality of Life Research, 16, 1501-1509. Kundert, D. K. (2008). Prader-Willi syndrome. School Psychology Quarterly, 23, 246-257. Lasing, A. H., Berg, C. A., Butner, J., & Wiebe, D. J. (2016). Self-control, daily negative affect, and blood glucose control in adolescents with Type 1 diabetes. Health Psychology, 35, 643-651. Lenroot, R. K., & Giedd, J. N. (2011). Annual research review: Developmental considerations of gene by environment interactions. Journal of Child Psychology and Psychiatry, 50, 429-441. Loher, S., Fatzer, S. T., & Roebers, C. M. (2012). Executive functions after pediatric mild traumatic brain injury: A prospective short-term longitudinal study. Applied Neuropsychology: Child, 0, 1- 12 (open access). DOI: 10.1080/21622965.2012.716752 Longo, C. A., Kerr, E. N., & Smith, M. L. (2013). Executive functioning in children with intractable frontal lobe or temporal lobe epilepsy. Epilepsy & Behavior, 26, 102-108. Maki, K. E., Floyd, R. G., & Roberson, T. (2015). State learning disability eligibility criteria: A comprehensive review. School Psychology Quarterly, 30, 457-469. 13
Marsac, M. L., Klingeil, O. G., Hildebrand, A. K., Alderfer, M. A., Kassam-Adams, N., Smith-Whitley, K., & Barakat, L. (2014). The Cellie coping kit for sickle cell disease: Initial acceptability and feasibility. Clinical Practice in Pediatric Psychology, 2, 389-399. Meador, K. J., Baker, G. A., Browning, N., Cohen, M. J., Bromley, R. L., Clayton-Smith, J., Kalayjian, L. A., Kanner, A. et al. (2013). Fetal antiepileptic drug exposure and cognitive outcomes at age 6 years (NEAD study): A prospective observational study. Lancet Neurology, 12, 244-252. Mickley, K. L., Burkhart, P. V., & Sigler, A. N. (2013). Promoting normal development and self- efficacy in school-age children managing chronic conditions. Nursing Clinics of North America, 48, 319-328. Mohai, P., Kweon, B.-S., Lee, S., & Ard, K. (2011). Air pollution around schools is linked to poorer student health and academic performance. Health Affairs, 30, 852-862. Moore et al. (2013). Adolescents with type 1 diabetes: Parental perceptions of child health and family functioning and their relationship to adolescent metabolic control. Health and Quality of Life Incomes, 11:50. Moreira, H., Carona, C., Silva, N., Frontini, R., Bullinger, M. & Canavarro, M. C. (2013). Psychological and quality of life outcomes in pediatric populations: A parent-child perspective. Journal of Pediatrics, 163, 1471-1478. Moss, J., Howlin, P., Hastings, R. P., Beaumont, S., Griffith, G. M., Petty, J., Tunnicliffe, P., Yates, R., Villa, D., & Oliver, C. (2013). Social behavior and characteristics of autism spectrum disorder in Angelman, Cornelia de Lange, and Cri du Chat syndromes. American Journal on Intellectual and Developmental Disabilities, 118, 262-283. Mott, J., Shellhaas, R. A., & Joshi, S. M. (2012). Knowledge of epilepsy and preferred sources of information among elementary school teachers. Journal of Child Neurology, 28, 740-744. Nadeau, L., & Tessier, R. (2006). Social adjustment of children with cerebral palsy in mainstream classes: Peer perception. Developmental Medicine and Child Neurology, 48, 331-336. Nadebaum, C. et al. (2012). Neurobehavioral consequences of prenatal antiepileptic drug exposure. Developmental Neuropsychology, 37, 1-29. Nigg, J., Nikolas, M., & Burt, S. A. (2010). Measured gene-by-environment interaction in relation to attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 49, 863-873. Norbury, C. R., & Sparks, A. (2013). Difference or disorder? Cultural issues in understanding neurodevelopmental disorders. Developmental Psychology, 49, 45-58. Nuovo, S. D., & Buono,S. (2011). Behavioral phenotypes of genetic syndromes with intellectual disability: Comparison of adaptive profiles. Psychiatry Research, 189, 440-445. Nylander, C., Toivonen, H., Nasic, S., Söderström, U., Tindberg, Y. & Fernell, E. (2013). Children and adolescents with type 1 diabetes and high HbA1c- a neurodevelopmental perspective. Acta Paediatrica, 102, 410-415. O’Hare, D., Helmes, E., Eapen, V., Grove, R., McBain, K., & Reece, J. (2016). The impact of tic severity, comorbidity, and peer attachment on quality of life outcomes and functioning in Tourette’s syndrome: Parental perspectives. Child Psychiatry and Human Development, 47, 563- 573. Plante, W. A., & Lobato, D. J. (2008). Psychosocial group interventions for children and adolescents with type 1 diabetes: The state of the literature. Children’s Health Care, 37, 93-111. Powis, L., & Oliver, C. (2014). The prevalence of aggression in genetic syndromes: A review. Research in Developmental Disabilities, 35, 1051-1071. 14
Prater, M. A., Redman, A. S., Anderson, D., & Gibb, G. S. (2014). Teaching adolescent students with learning disabilities to self-advocate for accommodations. Intervention in School and Clinic, 49, 298-305. Rauh, V. A., & Margolis, A. E. (2016). Research review: Environmental exposures, neurodevelopment, and child mental health – new paradigms for the study of brain and behavioral effects. Journal of Child Psychology and Psychiatry, 57, 775-793. Reddy, L. A., & Pfeiffer, S. I. (2007). Behavioral and emotional symptoms of children and adolescents with Prader-Willi syndrome. Journal of Autism and Developmental Disorders, 37, 830-839. Reid, N., Dawe, S., Shelton, D., Harnett, P., Warner, J., Armstrong, E., LeGros, K., & O’Callaghan, F. (2015). Systematic review of fetal alcohol spectrum disorder interventions across the life span. Alcoholism: Clinical and Experimental Research, 39, 2283-2295. Riccio, C. A., & Gomes, H. (2013). Interventions for executive function deficits in children and adolescents. Applied Neuropsychology: Child, 2, 133-140. Riccio, C. A., Pliego, J. A., Cohen, M. J., & Park, Y. (2015). Executive function performance for children with epilepsy localized to the frontal or temporal lobes. Applied Neuropsychology: Child, 4, 277-284. Rivera-Navarro, J., Cubo, E., & Almazán, J. (2013). International Journal of Advising and Counselling, 36, 96-113. Russ, S. A., Larson, K., & Halfon, N. (2012). A national profile of childhood epilepsy and seizure disorder. Pediatrics, 129, 256-264. Russ, S. A., Larson, K., & Halfon, N. (2012). A national profile on childhood epilepsy and seizure disorder. Pediatrics, 129, 256-265. Rzezak, P., Guyimarães, C. A., Fuentes, D., Guerreiro, M. M., & Valente, K. D. (2012). Memory in children with temporal lobe epilepsy is at least partially explained by executive dysfunction. Epilepsy & Behavior, 25, 577-584. Scahill, L., Woods, D.W., Himle, M. B., Peterson, A. L., Wilhelm, S., Piacentini, J. C., McNaught, K., Walkup, J. T., & Mink, J. W. (online first – 2013). Current controversies on the role of behavior therapy in Tourette syndrome. Movement Disorders, xx, xx-xx. Seifert, K., & Espin, C. (2012). Improved reading of science text for secondary students with learning disabilities: Effects of text reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35, 236-247. Sexton, C. C., Gelhorn, H. L., Bell, J. A., & Classi, P. M. (2012). The co-occurrence of reading disorder and ADHD: Epidemiology, treatment, psychosocial impact, and economic burden. Journal of Learning Disabilities, 45, 538-563. Smith, E., Koerting, J.,Latter, S., Knowles, M. M., McCann, D. C., Thompson, M, & Sonuga-Barke, E. J. (2014). Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): Parent and practitioner views. Child: Care, Health and Development. Smits, D.-W., Kedtelaar, M., Gorter, J. W., van Schie, P., Dallmeijer, A., Jongmans, M., & Lindeman, E. (2011). Development of daily activities in school-age children with cerebral palsy. Research in Developmental Disabilities, 32, 222-234. Steele, A., Scerif, G., Cornish, K., & Karmiloff-Smith, A. (2013). Learning to read in Williams syndrome and Down syndrome: Syndrome-specific precursors and developmental trajectories. Journal of Child Psychology and Psychiatry, 54, 754-762. Strand, S., Lechuga, D., Zachariah, T., & Beaulieu, K. (2015). Relative risk for concussions in young female soccer players. Applied Neuropsychology: Child, 4, 58-64. 15
Tolar, T. D., Fuchs, L., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2016). Cognitive profiles of mathematical problem solving learning disability for different definitions or disability. Journal of Learning Disabilities, 49, 240-256. Termine, C., Selvini, C., Balottin, U., Luoni, C., Eddy, C. M., & Cavanna, A. E. (2011). Self-, parent-, and teacher-reported behavioral symptoms in children with Tourette syndrome: A case-control study. European Journal of Pediatric Neurology, 15, 95-100. Veenstra-VanderWeele, J., & Warren, Z. (2015). Intervention in the context of development: Pathways toward new treatments. Neuropsychopharmacology, 40, 225-237. Vinchon, M., Baroncini, M., & Delestret, I. (2012). Adult outcome of pediatric hydrocephalus. Childs Nervous System, 28, 847-854. Wang, S., & Gathercole, S. E. (2013). Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Child Psychology, 115, 188- 197. Weyandt, L., Swentosky, A., & Gudmundsdottir, B. G. (2013). Neuroimaging and ADHD: fMRI, PET, DTI findings and methodological limitations. Developmental Neuropsychology, 4, 211-225. Williams, T. A., Porter, M. A., & Langdon, R. (2013). Viewing social scenes: A visual scan-path comparing fragile X syndrome and Williams syndrome. Journal of Autism and Developmental Disorders, 43, 1880-1894. Wodrich, D. L., & Cunningham, M. M. (2008). School-based tertiary and targeted interventions for students with chronic medical conditions: Examples from type 1 diabetes mellitus and epilepsy. Psychology in the Schools, 45, 52-62. Wu, S. S., Willcutt, E. G., Escovar, E., & Menon, V. (2014). Mathematics achievement and anxiety and their relation to internalizing and externalizing behaivors. Journal of Learning Disabilities, 47, 503-514. Wulffaert, J., Scholte, E. M., & van Berckelaer-Onnes, I. A. (2010). Maternal parenting stress in families with a child with Angelman syndrome or Prader-Willi syndrome. Journal of Intellectual and Developmental Disabilities, 35, 165-174. Zablotsky, B., Boswell, K., & Smith, C. (2012). An evaluation of school involvement and satisfaction of parents of children with autism spectrum disorders. American Journal on Intellectual and Developmental Disabilities, 117, 316-330. 3/26/2019 SCSC 605: Pedology Course Change Request
Date Submi ed: 01/24/19 9:09 am In Workflow Viewing: SCSC 605 : Pedology 1. SCSC Reviewer GR Last edit: 03/05/19 11:30 am 2. SCSC Department Changes proposed by: taylor_barfield Head Department of Soil and Crop Sciences 3. Curricular Services Catalog Pages SCSC - Soil and Crop Sciences Review referencing this 4. AG Commi ee course Preparer GR 5. AG Commi ee Chair GR 6. AG College Dean GR Faculty Senate 7. GC Preparer
Number 8. GC Chair 9. Faculty Senate Contact(s) Preparer Name E-mail Phone 10. Faculty Senate 11. Provost II Taylor Barfield taylor_barfi[email protected] 979-845-4620 12. President Ra onale for 13. Curricular Services Course Edit 14. Banner The proposed changes are to meet the demand/interest of students.
Course prefix SCSC Course 605 Approval Path
number 1. 01/24/19 11:28 Department Soil & Crop Sciences am
Wayne Smith College/School Agriculture & Life Sciences (cwsmith): Academic Level Graduate Approved for SCSC Reviewer GR Academic Level Undergraduate 2. 01/24/19 11:35 (alternate) am
Effec ve term 2019-2020 Wayne Smith Complete Course (cwsmith): Title Approved for SCSC Pedology Department Head 3. 01/25/19 9:23 am Abbreviated PEDOLOGY Terra Bisse Course Title (t.bisse ): Approved for Catalog course Curricular Services descrip on Review Soil genesis, morphology and classifica on; development of a working knowledge of soil taxonomy 4. 01/25/19 9:24 am and diagnos c horizons used in placement of soils. Two 2-day field trips for which departmental fees Dawn Kerste er may be assessed to cover costs. (dkerste er): Approved for AG
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 SCSC 605: Pedology Prerequisites and Commi ee Restric ons Preparer GR SCSC 301 or equivalent; or approval of instructor. 5. 02/20/19 3:09 pm
Dawn Kerste er Concurrent No (dkerste er): Enrollment Approved for AG Should catalog No Yes Commi ee Chair
prerequisites / GR concurrent 6. 02/20/19 3:12 pm
enrollment be Dawn Kerste er enforced? (dkerste er): Crosslis ngs No Crosslisted With Approved for AG
College Dean GR 7. 02/26/19 11:51 Stacked No Stacked with am
LaRhesa Johnson Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 (lrjohnson): Credit Hour(s) (per Total 3 Approved for GC Hour(s) week): Preparer Repeatable for No 8. 03/07/19 4:02 pm
credit? LaRhesa Johnson Three-peat? No (lrjohnson): Approved for GC CIP/Fund Code 0112010005 Chair Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be taught in Texas? https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 SCSC 605: Pedology Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-SOSC) Master of Science in Soil Science
(PHD-SOSC) Doctor of Philosophy in Soil Science
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal Changing prerequisites.
informa on
Reviewer
Comments
Reported to state? No
Key: 14498
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 3/26/2019 SCSC 624: Soil Chemistry Course Change Request
Date Submi ed: 01/24/19 9:12 am In Workflow Viewing: SCSC 624 : Soil Chemistry 1. SCSC Reviewer GR Last edit: 03/05/19 11:30 am 2. SCSC Department Changes proposed by: taylor_barfield Head Department of Soil and Crop Sciences 3. Curricular Services Catalog Pages SCSC - Soil and Crop Sciences Review referencing this 4. AG Commi ee course Preparer GR 5. AG Commi ee Chair GR 6. AG College Dean GR Faculty Senate 7. GC Preparer
Number 8. GC Chair 9. Faculty Senate Contact(s) Preparer Name E-mail Phone 10. Faculty Senate 11. Provost II Taylor Barfield taylor_barfi[email protected] 979-845-4620 12. President Ra onale for 13. Curricular Services Course Edit 14. Banner The proposed changes are to meet the demand/interest of students.
Course prefix SCSC Course 624 Approval Path
number 1. 01/24/19 11:29 Department Soil & Crop Sciences am
Wayne Smith College/School Agriculture & Life Sciences (cwsmith): Academic Level Graduate Approved for SCSC Reviewer GR Academic Level Undergraduate 2. 01/24/19 11:36 (alternate) am
Effec ve term 2019-2020 Wayne Smith Complete Course (cwsmith): Title Approved for SCSC Soil Chemistry Department Head 3. 01/25/19 9:23 am Abbreviated SOIL CHEMISTRY Terra Bisse Course Title (t.bisse ): Approved for Catalog course Curricular Services descrip on Review Chemistry of clay minerals, inorganic solid phases, and organic colloids in soil; mass transfer reac ons 4. 01/25/19 9:25 am in soils: absorp on/desorp on, precipita on/dissolu on, gas/liquid phase exchange; principles of soil Dawn Kerste er acidity and salinity; introduc on to applica on of equilibrium concepts in soils. (dkerste er): Approved for AG
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 SCSC 624: Soil Chemistry Prerequisites and Commi ee Restric ons Preparer GR SCSC 301 or approval of instructor. 5. 02/20/19 3:09 pm
Dawn Kerste er Concurrent No (dkerste er): Enrollment Approved for AG Should catalog No Yes Commi ee Chair
prerequisites / GR concurrent 6. 02/20/19 3:12 pm
enrollment be Dawn Kerste er enforced? (dkerste er): Crosslis ngs No Crosslisted With Approved for AG
College Dean GR 7. 02/26/19 11:52 Stacked No Stacked with am
LaRhesa Johnson Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 (lrjohnson): Credit Hour(s) (per Total 3 Approved for GC Hour(s) week): Preparer Repeatable for No 8. 03/07/19 4:03 pm
credit? LaRhesa Johnson Three-peat? No (lrjohnson): Approved for GC CIP/Fund Code 0112010005 Chair Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Laboratory
instruc on Lecture
Lecture and Laboratory
Will this course be No taught at another branch?
Will sec ons of this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 SCSC 624: Soil Chemistry taught in Texas?
Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-SOSC) Master of Science in Soil Science
(PHD-SOSC) Doctor of Philosophy in Soil Science
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal
informa on
Reviewer
Comments
Reported to state? No
Key: 14516
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 3/26/2019 SCSC 625: Biofuels and the Environment Course Change Request
Date Submi ed: 01/24/19 9:15 am In Workflow Viewing: SCSC 625 : Biofuels and the Environment 1. SCSC Reviewer GR Last edit: 03/05/19 11:31 am 2. SCSC Department Changes proposed by: taylor_barfield Head Department of Soil and Crop Sciences 3. Curricular Services Catalog Pages SCSC - Soil and Crop Sciences Review referencing this 4. AG Commi ee course Preparer GR 5. AG Commi ee Chair GR 6. AG College Dean GR Faculty Senate 7. GC Preparer
Number 8. GC Chair 9. Faculty Senate Contact(s) Preparer Name E-mail Phone 10. Faculty Senate 11. Provost II Taylor Barfield taylor_barfi[email protected] 979-845-4620 12. President Ra onale for 13. Curricular Services Course Edit 14. Banner The proposed changes are to meet the demand/interest of students.
Course prefix SCSC Course 625 Approval Path
number 1. 01/24/19 11:29 Department Soil & Crop Sciences am
Wayne Smith College/School Agriculture & Life Sciences (cwsmith): Academic Level Graduate Approved for SCSC Reviewer GR Academic Level Undergraduate 2. 01/24/19 11:36 (alternate) am
Effec ve term 2019-2020 Wayne Smith Complete Course (cwsmith): Title Approved for SCSC Biofuels and the Environment Department Head 3. 01/25/19 9:24 am Abbreviated BIOFUELS AND ENVIRONMENT Terra Bisse Course Title (t.bisse ): Approved for Catalog course Curricular Services descrip on Review Biofuel crop use and disposal; produc on systems; conversion technologies; impacts of bioenergy 4. 01/25/19 9:25 am produc on on sustainability, environment, and soil and water quality; carbon and energy budgets. Dawn Kerste er Prerequisites and (dkerste er): Restric ons Approved for AG https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 SCSC 625: Biofuels and the Environment SCSC 301 or approval of instructor. Commi ee
Preparer GR Concurrent No 5. 02/20/19 3:11 pm Enrollment Dawn Kerste er Should catalog No Yes (dkerste er):
prerequisites / Approved for AG concurrent Commi ee Chair enrollment be GR enforced? 6. 02/20/19 3:12 pm
Crosslis ngs No Crosslisted With Dawn Kerste er
(dkerste er): Approved for AG Stacked No Stacked with College Dean GR 7. 02/26/19 11:52 Semester 2 Contact Lecture: 2 Lab: 0 Other: 0 am Credit Hour(s) (per Total 2 LaRhesa Johnson Hour(s) week): (lrjohnson): Repeatable for No Approved for GC
credit? Preparer Three-peat? No 8. 03/07/19 4:03 pm
LaRhesa Johnson CIP/Fund Code 0111020005 (lrjohnson): Default Grade Le er Grade (G) Approved for GC
Mode Chair
Alternate Grade Sa sfactory/Unsa sfactory Modes Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be taught in Texas?
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 SCSC 625: Biofuels and the Environment Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-AGRO) Master of Science in Agronomy
(PHD-AGRO) Doctor of Philosophy in Agronomy
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal
informa on
Reviewer
Comments
Reported to state? No
Key: 14517
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 3/26/2019 SCSC 641: Plant Breeding I Course Change Request
Date Submi ed: 01/24/19 11:31 am In Workflow Viewing: SCSC 641 : Plant Breeding I 1. SCSC Reviewer GR Last approved: 01/31/18 3:25 am 2. SCSC Department Last edit: 03/05/19 11:31 am Head Changes proposed by: taylor_barfield 3. Curricular Services Review Department of Soil and Crop Sciences Catalog Pages 4. AG Commi ee SCSC - Soil and Crop Sciences referencing this Preparer GR course 5. AG Commi ee Chair GR 6. AG College Dean GR 7. GC Preparer Faculty Senate 8. GC Chair
Number 9. Faculty Senate Preparer Contact(s) 10. Faculty Senate 11. Provost II Name E-mail Phone 12. President Taylor Barfield taylor_barfi[email protected] 979-845-4620 13. Curricular Services 14. Banner Ra onale for Course Edit The proposed changes are to meet the demand/interest of students. Approval Path Course prefix SCSC Course 641 1. 01/24/19 11:30
number am
Wayne Smith Department Soil & Crop Sciences (cwsmith): College/School Agriculture & Life Sciences Rollback to
Academic Level Graduate Ini ator 2. 01/24/19 11:38 Academic Level Undergraduate am (alternate) Wayne Smith Effec ve term 2019-2020 (cwsmith): Approved for SCSC Complete Course Reviewer GR Title 3. 01/24/19 2:13 pm Plant Breeding I David Abbreviated PLANT BREEDING I Baltensperger
Course Title (dbaltensperger): Approved for SCSC Catalog course Department Head descrip on 4. 01/25/19 9:25 am
Theore cal and prac cal aspects of plant breeding including gene c basis; applica on of breeding Terra Bisse methods and interdisciplinary considera ons in breeding problems. (t.bisse ):
Approved for
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 SCSC 641: Plant Breeding I Prerequisites and Curricular Services Restric ons Review SCSC 304 or HORT 404; GENE 301; STAT 651. 5. 01/25/19 9:26 am
Dawn Kerste er Concurrent No (dkerste er): Enrollment Approved for AG Should catalog No Yes Commi ee
prerequisites / Preparer GR concurrent 6. 02/20/19 3:11 pm
enrollment be Dawn Kerste er enforced? (dkerste er): Crosslis ngs No Crosslisted With Approved for AG
Commi ee Chair GR Stacked No Stacked with 7. 02/20/19 3:12 pm
Dawn Kerste er Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 (dkerste er): Credit Hour(s) (per Total 3 Approved for AG Hour(s) week): College Dean GR Repeatable for No 8. 02/26/19 11:52
credit? am
Three-peat? No LaRhesa Johnson (lrjohnson): CIP/Fund Code 0111040005 Approved for GC Default Grade Le er Grade (G) Preparer
Mode 9. 03/07/19 4:03 pm
LaRhesa Johnson Alternate Grade (lrjohnson): Modes Approved for GC Sa sfactory/Unsa sfactory Chair Method of instruc on Lecture History 1. Jan 31, 2018 by Will this course be No donnaman taught at another branch?
Will sec ons of Yes
this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Learning Outcomes Meets tradi onal face-to-face learning outcomes.
Describe how learning outcomes are met or provide jus fica on why they are not met. Previously approved via memo (Spring 2018). https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 SCSC 641: Plant Breeding I Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. Previously approved via memo (Spring 2018).
Will this course be Yes No
taught as a distance educa on course?
I verify that I have Yes reviewed the FAQ for Export Control Basics for Distance Educa on.
Is 100% of this Yes course going to be taught in Texas?
Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-PLBR) Master of Science in Plant Breeding
(MS-PLBR) Master of Science in Plant Breeding
(PHD-PLBR) Doctor of Philosophy in Plant Breeding
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal Changing prerequisites
informa on
Reviewer Wayne Smith (cwsmith) (01/24/19 11:30 am): Rollback: ck distance edu
Comments
Reported to state? No https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 SCSC 641: Plant Breeding I
Key: 14531
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4 3/26/2019 SCSC 650: Mode of Action and Environmental Fate of Herbicides Course Change Request
Date Submi ed: 01/24/19 9:20 am In Workflow Viewing: SCSC 650 : Mode of Ac on and Environmental Fate of 1. SCSC Reviewer GR Herbicides 2. SCSC Department Head Last edit: 03/05/19 11:31 am 3. Curricular Services Changes proposed by: taylor_barfield Review Department of Soil and Crop Sciences 4. AG Commi ee Catalog Pages SCSC - Soil and Crop Sciences Preparer GR referencing this 5. AG Commi ee course Chair GR 6. AG College Dean GR 7. GC Preparer 8. GC Chair Faculty Senate 9. Faculty Senate Number Preparer 10. Faculty Senate Contact(s) 11. Provost II Name E-mail Phone 12. President Taylor Barfield taylor_barfi[email protected] 979-845-4620 13. Curricular Services 14. Banner Ra onale for Course Edit Approval Path The proposed changes are to meet the demand/interest of students. 1. 01/24/19 11:31 Course prefix SCSC Course 650 am number Wayne Smith Department Soil & Crop Sciences (cwsmith): Approved for SCSC College/School Agriculture & Life Sciences Reviewer GR Academic Level Graduate 2. 01/24/19 11:36
Academic Level Undergraduate am
(alternate) Wayne Smith (cwsmith): Effec ve term 2019-2020 Approved for SCSC Complete Course Department Head Title 3. 01/25/19 9:30 am
Mode of Ac on and Environmental Fate of Herbicides Terra Bisse (t.bisse ): Abbreviated MOA & ENVIR FATE HERB Approved for Course Title Curricular Services Catalog course Review 4. 01/25/19 9:32 am descrip on Rela onships between physical-chemical characteris cs of herbicides and their biological ac vity, Dawn Kerste er selec vity, environmental fate in soil, water, and plants. Laboratory includes prac cal applica ons of (dkerste er): gas and liquid chromatography, liquid scin lla on coun ng and plant bioassays. Approved for AG
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 SCSC 650: Mode of Action and Environmental Fate of Herbicides Prerequisites and Commi ee Restric ons Preparer GR SCSC 450 or approval of instructor. 5. 02/20/19 3:11 pm
Dawn Kerste er Concurrent No (dkerste er): Enrollment Approved for AG Should catalog No Yes Commi ee Chair
prerequisites / GR concurrent 6. 02/20/19 3:12 pm
enrollment be Dawn Kerste er enforced? (dkerste er): Crosslis ngs No Crosslisted With Approved for AG
College Dean GR 7. 02/26/19 11:52 Stacked No Stacked with am
LaRhesa Johnson Semester 3 Contact Lecture: 2 Lab: 3 Other: 0 (lrjohnson): Credit Hour(s) (per Total 5 Approved for GC Hour(s) week): Preparer Repeatable for No 8. 03/07/19 4:03 pm
credit? LaRhesa Johnson Three-peat? No (lrjohnson): Approved for GC CIP/Fund Code 0111050005 Chair Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Laboratory
instruc on Lecture
Lecture and Laboratory
Will this course be No taught at another branch?
Will sec ons of this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 SCSC 650: Mode of Action and Environmental Fate of Herbicides taught in Texas?
Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-AGRO) Master of Science in Agronomy
(PHD-AGRO) Doctor of Philosophy in Agronomy
(MS-PLBR) Master of Science in Plant Breeding
(PHD-PLBR) Doctor of Philosophy in Plant Breeding
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal Changing prerequisites
informa on
Reviewer
Comments
Reported to state? No
Key: 14537
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 3/26/2019 SCSC 651: Weed Biology and Ecology Course Change Request
Date Submi ed: 01/24/19 9:19 am In Workflow Viewing: SCSC 651 : Weed Biology and Ecology 1. SCSC Reviewer GR Last edit: 03/05/19 11:32 am 2. SCSC Department Changes proposed by: taylor_barfield Head Department of Soil and Crop Sciences 3. Curricular Services Catalog Pages SCSC - Soil and Crop Sciences Review referencing this 4. AG Commi ee course Preparer GR 5. AG Commi ee Chair GR 6. AG College Dean GR Faculty Senate 7. GC Preparer
Number 8. GC Chair 9. Faculty Senate Contact(s) Preparer Name E-mail Phone 10. Faculty Senate 11. Provost II Taylor Barfield taylor_barfi[email protected] 979-845-4620 12. President Ra onale for 13. Curricular Services Course Edit 14. Banner The proposed changes are to meet the demand/interest of students.
Course prefix SCSC Course 651 Approval Path
number 1. 01/24/19 11:32 Department Soil & Crop Sciences am
Wayne Smith College/School Agriculture & Life Sciences (cwsmith): Academic Level Graduate Approved for SCSC Reviewer GR Academic Level Undergraduate 2. 01/24/19 11:37 (alternate) am
Effec ve term 2019-2020 Wayne Smith Complete Course (cwsmith): Title Approved for SCSC Weed Biology and Ecology Department Head 3. 01/25/19 9:30 am Abbreviated WEED BIOLOGY & ECOLOGY Terra Bisse Course Title (t.bisse ): Approved for Catalog course Curricular Services descrip on Review Fundamentals of weed invasion, development, persistence and compe on with agronomic crops; 4. 01/25/19 9:32 am considera on of ecological concepts important to weed-crop rela onships as influenced by weed Dawn Kerste er control and other cultural prac ces. Prac cal considera on of integrated weed management systems (dkerste er): and weed iden fica on. Approved for AG https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 SCSC 651: Weed Biology and Ecology Prerequisites and Commi ee Restric ons Preparer GR SCSC 303; MEPS 313. 5. 02/20/19 3:11 pm
Dawn Kerste er Concurrent No (dkerste er): Enrollment Approved for AG Should catalog No Yes Commi ee Chair
prerequisites / GR concurrent 6. 02/20/19 3:12 pm
enrollment be Dawn Kerste er enforced? (dkerste er): Crosslis ngs No Crosslisted With Approved for AG
College Dean GR 7. 02/26/19 11:52 Stacked No Stacked with am
LaRhesa Johnson Semester 3 Contact Lecture: 2 Lab: 2 Other: 0 (lrjohnson): Credit Hour(s) (per Total 4 Approved for GC Hour(s) week): Preparer Repeatable for No 8. 03/07/19 4:03 pm
credit? LaRhesa Johnson Three-peat? No (lrjohnson): Approved for GC CIP/Fund Code 0111050005 Chair Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Laboratory
instruc on Lecture
Lecture and Laboratory
Will this course be No taught at another branch?
Will sec ons of this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 SCSC 651: Weed Biology and Ecology taught in Texas?
Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-AGRO) Master of Science in Agronomy
(PHD-AGRO) Doctor of Philosophy in Agronomy
(MS-PLBR) Master of Science in Plant Breeding
(PHD-PLBR) Doctor of Philosophy in Plant Breeding
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal Changing prerequisites
informa on
Reviewer
Comments
Reported to state? No
Key: 14538
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 3/26/2019 SCSC 657: Environmental Soil and Water Science Course Change Request
Date Submi ed: 01/24/19 9:33 am In Workflow Viewing: SCSC 657 : Environmental Soil and Water Science 1. SCSC Reviewer GR Last edit: 03/05/19 11:32 am 2. SCSC Department Changes proposed by: taylor_barfield Head Department of Soil and Crop Sciences 3. Curricular Services Catalog Pages SCSC - Soil and Crop Sciences Review referencing this 4. AG Commi ee course Preparer GR 5. AG Commi ee Chair GR 6. AG College Dean GR Faculty Senate 7. GC Preparer
Number 8. GC Chair 9. Faculty Senate Contact(s) Preparer Name E-mail Phone 10. Faculty Senate 11. Provost II Taylor Barfield taylor_barfi[email protected] 979-845-4620 12. President Ra onale for 13. Curricular Services Course Edit 14. Banner The proposed changes are to meet the demand/interest of students.
Course prefix SCSC Course 657 Approval Path
number 1. 01/24/19 11:32 Department Soil & Crop Sciences am
Wayne Smith College/School Agriculture & Life Sciences (cwsmith): Academic Level Graduate Approved for SCSC Reviewer GR Academic Level Undergraduate 2. 01/24/19 11:37 (alternate) am
Effec ve term 2019-2020 Wayne Smith Complete Course (cwsmith): Title Approved for SCSC Environmental Soil and Water Science Department Head 3. 01/25/19 9:36 am Abbreviated ENVIRON SOIL & WATER SCI Terra Bisse Course Title (t.bisse ): Approved for Catalog course Curricular Services descrip on Review Discussion of physical, chemical, and biological proper es of soil and water and the impact on 4. 01/25/19 9:41 am produc vity and sustainability of various ecosystems; applica on of the knowledge of proper es and Dawn Kerste er soil processes to develop and evaluate strategies for protec ng and/or improving soil and water (dkerste er): quality. Approved for AG https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/3 3/26/2019 SCSC 657: Environmental Soil and Water Science Prerequisites and Commi ee Restric ons Preparer GR SCSC 301. 5. 02/20/19 3:11 pm
Dawn Kerste er Concurrent No (dkerste er): Enrollment Approved for AG Should catalog No Yes Commi ee Chair
prerequisites / GR concurrent 6. 02/20/19 3:12 pm
enrollment be Dawn Kerste er enforced? (dkerste er): Crosslis ngs No Crosslisted With Approved for AG
College Dean GR 7. 02/26/19 11:52 Stacked No Stacked with am
LaRhesa Johnson Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 (lrjohnson): Credit Hour(s) (per Total 3 Approved for GC Hour(s) week): Preparer Repeatable for No 8. 03/07/19 4:03 pm
credit? LaRhesa Johnson Three-peat? No (lrjohnson): Approved for GC CIP/Fund Code 0112010005 Chair Default Grade Le er Grade (G)
Mode
Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be taught in Texas? https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/3 3/26/2019 SCSC 657: Environmental Soil and Water Science Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-SOSC) Master of Science in Soil Science
(PHD-SOSC) Doctor of Philosophy in Soil Science
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus
Le ers of support No
or other documenta on
Addi onal Changing prerequisites.
informa on
Reviewer
Comments
Reported to state? No
Key: 14541
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/3 3/26/2019 SCSC 660: Experimental Designs in Agriculture Course Change Request
Date Submi ed: 01/24/19 9:34 am In Workflow Viewing: SCSC 660 : Experimental Designs in Agriculture 1. SCSC Reviewer GR Last approved: 11/27/18 3:24 am 2. SCSC Department Last edit: 03/05/19 11:32 am Head Changes proposed by: taylor_barfield 3. Curricular Services Review Department of Soil and Crop Sciences Catalog Pages 4. AG Commi ee SCSC - Soil and Crop Sciences referencing this Preparer GR course 5. AG Commi ee Chair GR 6. AG College Dean GR 7. GC Preparer Faculty Senate FS.36.047 8. GC Chair
Number 9. Faculty Senate Preparer Contact(s) 10. Faculty Senate 11. Provost II Name E-mail Phone 12. President LeAnn Hague [email protected] 9798456148 13. Curricular Services 14. Banner Ra onale for Course Edit The proposed changes are part of a rou ne curriculum review. Approval Path
The proposed changes are to meet the demand/interest of students. 1. 01/24/19 11:33 Course prefix SCSC Course 660 am
number Wayne Smith (cwsmith): Department Soil & Crop Sciences Approved for SCSC College/School Agriculture & Life Sciences Reviewer GR
Academic Level Graduate 2. 01/24/19 11:37 am Academic Level Undergraduate Wayne Smith (alternate) (cwsmith): Effec ve term 2019-2020 2018- Approved for SCSC 2019 Department Head 3. 01/25/19 1:25 pm Complete Course Terra Bisse Title (t.bisse ): Experimental Designs in Agriculture Approved for Abbreviated EXPT DESIGNS IN AGRIC Curricular Services
Course Title Review 4. 01/25/19 1:32 pm
Catalog course Dawn Kerste er descrip on (dkerste er): Fundamental principles and procedures of experimental designs in agricultural sciences; emphasis Approved for AG includes factorial designs, predic ng outputs, use of covariance, balanced and unbalanced https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 SCSC 660: Experimental Designs in Agriculture experimental designs as related to common agricultural research projects under field, greenhouse or Commi ee growth chamber culture; familiariza on with computer programming of common sta s cal so ware. Preparer GR
5. 02/20/19 3:11 pm
Prerequisites and Dawn Kerste er Restric ons (dkerste er): STAT 651. Approved for AG
Concurrent No Commi ee Chair
Enrollment GR 6. 02/20/19 3:12 pm Should catalog Yes No Dawn Kerste er prerequisites / (dkerste er): concurrent Approved for AG enrollment be College Dean GR enforced? 7. 02/26/19 11:52 am
LaRhesa Johnson (lrjohnson): Approved for GC Preparer 8. 03/07/19 4:03 pm
LaRhesa Johnson (lrjohnson): Approved for GC Chair
History 1. Nov 27, 2018 by LeAnn Hague (leann.hague)
Enforced Prerequisites / Concurrent Enrollment
And/Or ( Course Prefix/Number Min Grade/Score Academic Level ) Concurrency?
STAT 651 D GR
Crosslis ngs No Crosslisted With
Stacked No Stacked with
Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 Total 3
Credit Hour(s) (per Hour(s) week):
Repeatable for No
credit?
Three-peat? No
CIP/Fund Code 0111020005
Default Grade Le er Grade (G)
Mode
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 SCSC 660: Experimental Designs in Agriculture Alternate Grade Sa sfactory/Unsa sfactory
Modes
Method of Lecture
instruc on
Will this course be No taught at another branch?
Will sec ons of Yes
this course be taught as non- tradi onal? (i.e., parts of term, distance educa on)
Learning Outcomes Meets tradi onal face-to-face learning outcomes.
Describe how learning outcomes are met or provide jus fica on why they are not met. Learning outcomes are iden cal in the face to face and distance course sec ons.
Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. Hours are iden cal to face to face hours through the use of lecture recording, correspondence and discussions.
Will this course be Yes
taught as a distance educa on course?
I verify that I have Yes
reviewed the FAQ for Export Control Basics for Distance Educa on.
Is 100% of this Yes
course going to be taught in Texas?
Will classroom Yes
space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 SCSC 660: Experimental Designs in Agriculture
Program(s)
(MS-AGRO) Master of Science in Agronomy
(MS-PLBR) Master of Science in Plant Breeding
(MS-SOSC) Master of Science in Soil Science
(PHD-AGRO) Doctor of Philosophy in Agronomy
(PHD-PLBR) Doctor of Philosophy in Plant Breeding
(PHD-SOSC) Doctor of Philosophy in Soil Science
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus SCSC 660 Exp Design in Ag syllabus.pdf
Le ers of support No Yes
or other documenta on
Addi onal Changing prerequisite enforcement.
informa on
Reviewer
Comments
Reported to state? No
Key: 14543
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4 3/26/2019 WFSC 614: Down River: Biology of Gulf Coastal Fishes Course Change Request
Date Submi ed: 01/28/19 10:40 am In Workflow Viewing: WFSC 614 : Down River: Biology of Gulf Coastal Fishes 1. WFSC Department Last approved: 06/23/17 3:17 am Head Last edit: 03/05/19 11:34 am 2. Curricular Services Changes proposed by: lhutchins Review 3. AG Commi ee Department of Wildlife and Fisheries Sciences Catalog Pages Preparer GR WFSC Wildlife & Fisheries Sci. referencing this 4. AG Commi ee course Chair GR 5. AG College Dean GR 6. GC Preparer 7. GC Chair Faculty Senate 8. Faculty Senate
Number Preparer 9. Faculty Senate Contact(s) 10. Provost II 11. President Name E-mail Phone 12. Curricular Services Lindsay Hutchins [email protected] 979-845-5704 13. Banner Ra onale for Course Edit Approval Path The proposed changes are part of a rou ne curriculum review. 1. 01/22/19 11:57 Course prefix WFSC Course 614 am
number David Caldwell (caldwell): Department Wildlife & Fisheries Sciences Approved for College/School Agriculture & Life Sciences WFSC Department
Academic Level Graduate Head 2. 01/25/19 8:41 am Academic Level Undergraduate Terra Bisse (alternate) (t.bisse ): Rollback Effec ve term 2020-2021 2017- to Ini ator 2018 3. 01/25/19 1:51 pm
David Caldwell Complete Course (caldwell): Title Approved for Down River: Biology of Gulf Coastal Fishes WFSC Department Abbreviated DOWN RVR BIOL GULF COAST FISH Head
Course Title 4. 01/28/19 8:52 am
Terra Bisse Catalog course (t.bisse ): Rollback descrip on to Ini ator Understanding the biological complexity of Gulf Coast river systems while gaining hands-on 5. 01/28/19 11:13 experience in field and museum ichthyological techniques; sampling of the Guadalupe and San am
David Caldwell https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 WFSC 614: Down River: Biology of Gulf Coastal Fishes Antonio rivers; par cipa on in lectures, museum prepara on and archiving specimens at the (caldwell): Biodiversity Research and Teaching Collec ons (BRTC). Approved for
WFSC Department Prerequisites and Head Restric ons 6. 01/29/19 11:03 Graduate classifica on. am
Concurrent No Terra Bisse
Enrollment (t.bisse ): Approved for Should catalog No Curricular Services prerequisites / Review concurrent 7. 01/29/19 11:17 enrollment be am enforced? Dawn Kerste er Crosslis ngs No Crosslisted With (dkerste er):
Approved for AG Commi ee Stacked No Yes Stacked with Preparer GR WFSC 314 - Down River:Biology of Gulf Coastal Fishes 8. 02/20/19 3:11 pm
Semester 1 3 Contact Lecture: 0 2 Lab: 3 Other: 0 Dawn Kerste er
Credit Hour(s) (per Total 3 5 (dkerste er):
Hour(s) week): Approved for AG Commi ee Chair Repeatable for No GR credit? 9. 02/20/19 3:12 pm
Three-peat? No Dawn Kerste er (dkerste er): CIP/Fund Code 0303010005 Approved for AG Default Grade Le er Grade (G) College Dean GR
Mode 10. 02/26/19 11:52 Alternate Grade am
Modes LaRhesa Johnson Sa sfactory/Unsa sfactory (lrjohnson): Approved for GC Method of Preparer instruc on 11. 03/07/19 4:03 pm Lecture and Laboratory LaRhesa Johnson Laboratory (lrjohnson): Will this course be No Approved for GC taught at another Chair branch? Will sec ons of Yes History this course be 1. Jun 23, 2017 by taught as non- sarah.gordon tradi onal? (i.e., parts of term, distance educa on)
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 WFSC 614: Down River: Biology of Gulf Coastal Fishes Learning Outcomes Meets tradi onal face-to-face learning outcomes.
Describe how learning outcomes are met or provide jus fica on why they are not met. Learning outcomes will be assessed via both instructor-student one-on-one discussions, via wri en synthesis document (compiled as a group effort by all class members), and through examina on.
Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. Students will be working closely with instructors for the en rety of this course. Instruc ons will provide demonstra ons on a daily basis at off-campus loca ons and will work side by side students in the lab. Instructors will therefore be available at all mes throughout the course to aid students who may require assistance or have ques ons and also to provide instructor feedback and/or aid problem solving.
Will this course be No
taught as a distance educa on course?
Is 100% of this Yes course going to be taught in Texas?
Will classroom No space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program)
Elec ve (select Program(s) program) (MS-WFSC) Master of Science in Wildlife and Fisheries Sciences
(MWS-WISC) Master of Wildlife Science in Wildlife Science
(PHD-WFSC) Doctor of Philosophy in Wildlife and Fisheries Sciences
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus WFSC 614_syllabus_2019.pdf
Le ers of support No
or other documenta on
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 WFSC 614: Down River: Biology of Gulf Coastal Fishes Addi onal
informa on
Reviewer Dawn Kerste er (dkerste er) (02/16/18 10:08 am): Rollback: ADA statement needs Comments updated address
David W. Reed (dwreed) (02/22/18 3:54 pm): Rollback: TABLED un l next GPC mee ng: *needs descrip on of me/hours of ac vity in calendar (lecture/lab) *Course is stacked and needs: "Addi onal Requirements of Graduate Students", labeled as such in Grading Policies
David W. Reed (dwreed) (03/22/18 8:51 am): Rollback: Syllabus needs specific me breakdown for 3 hour course (135 hours). Syllabus template for non-tradi onal DE course will be sent to Lindsay Hutchins for instructor.
Terra Bisse (t.bisse ) (01/25/19 8:41 am): Rollback: Lab hours must be 2 or 3 in order to equate to 1 Semester Credit Hour – please update; Syllabus: course tle on syllabus does not completely match form; There are two sec ons on syllabus with prerequisites, one matches form and other does not; If including list of University Excused Absences, then please include all ten; Missing grading weights.
Terra Bisse (t.bisse ) (01/28/19 8:52 am): Rollback: Syllabus: please update course tle to match form; There are two sec ons in syllabus with prerequisites, one matches form and other does not; If including list of University Excused Absences, then please include all ten.
Terra Bisse (t.bisse ) (01/29/19 11:02 am): Updates received.
Reported to state? Change CS
Key: 17390
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4 SYLLABUS
Course title and number: WFSC 614 Down River: Biology of Gulf Coastal Fishes Term: May Mini-mester 2019 Meeting times and location: 13th-19th May – off campus/20th-23rd May – USB 128 (Tentative) Prerequisites: Graduate classification Credit hour: 1 hr. (0-3)
Course Description and Prerequisites
Description: This two-week, 1 credit (45 hour) course covers aspects of ecology and zoogeography of riverine and estuarine fishes while exposing students to field sampling techniques and museum preparation of specimens. Seven days will be spent sampling the Guadalupe and San Antonio river drainages from their headwaters all the way down to San Antonio Bay. A second week will be spent at the Biodiversity Research and Teaching Collections (BRTC) at Texas A&M University, College Station where students will participate in lectures and discussion as well as museum preparation and archiving of specimens. This will be a unique opportunity for students to gain an in depth understanding of the biological complexity of Gulf coast river systems while gaining hands-on experience in field and museum ichthyological techniques employed by state, federal and academic researchers alike. In addition, this learning experience will contribute directly to the Collection of Fishes at the Biodiversity Research and Teaching Collections, the largest collection of vertebrates in Texas. This is an intensive course and students should expect 8 to 12 hour/days in the field and museum. Students need to be prepared to camp during the first week of the course (which will take place in the field) and be prepared for an intense week of museum-based activities (at the BRTC) during the second week of the course.
Mode of Instruction and Course Access
This course will be offered through individual and group in person meetings off campus (at field sites along the Guadalupe River) and on campus (Biodiversity Research and Teaching Collections; USB 128).
Instructor Information
Name: Dr. Kevin W. Conway Telephone number: 979-862-5381 Email address: [email protected] Office hours: n/a Office location: WFES/rm 232
Student-Instructor Interaction This is a short but intense field/laboratory course. Student-instructor interaction will occur in person on each day of the course. Students requiring extra assistance or those with questions may request extra time with instructor.
Textbook and/or Resource Material
Required: All required resource materials will be provided
Learning Outcomes
Upon completion of this course, students will be able to: • Successfully operate common items of ichthyological sampling equipment (e.g., seines, dip nets and backpack electroshocker) to collect fishes as evidenced through fieldwork • Name and identify the major external anatomical features of fishes • List the major characteristics of different groups (genera, families and orders) of fishes found in Texas • Use external anatomical features to identify different species of fishes inhabiting Texas to the level of genus in the field (without the aid of a microscope). • Use a key successfully to identify the different species of fishes inhabiting Texas to the level of species in the laboratory (with the aid of a microscope). • Explain the terms endemism, vagility, diadromy, euryhaline and stenohaline using examples from the Texas ichthyofauna • Explain current anthropogenic threats to both marine and freshwater fishes using examples from the Texas ichthyofauna. • Prepare and present scientific material with the aid of PowerPoint presentation to a diverse audience
Grading Policies
• 100 points total, based on the following: • Field participation (25%) • Museum laboratory participation (25%) • Written synthesis document (15%) • Presentation (10%) • Practical Exam (25%) • Grading scale: 0-59% F; 60-69% D; 70-79% C; 80-89% B; 90-100% A
Attendance and Make-up Policies
This is a short but intense field/laboratory course. Students that are not prepared for basic field conditions and physical exercise are unlikely to enjoy the first part of the course and should consider this before enrolling. Students will be allowed to miss no more than two laboratory sessions for University approved absences (see below). Students that miss more than two laboratory sessions will automatically receive an incomplete grade and will be encouraged to re-enroll at the next available offering of the course to complete the work required to obtain a letter grade. In the event that a student has a University approved excuse (http://student-rules.tamu.edu/rule07) for missing the final exam a make-up exam must be completed within two days of the final exam.
Course Topics, Calendar of Activities, Major Assignment Dates (TENTATIVE)
Day Activity Required Reading 13th May (2 hours) 1:00-2:00pm: Pack equipment at n/a BRTC. 2:00-6:00pm: Travel to Mo Ranch (~4 hours). 6:00-7:00pm: Set up camp. 7:00-9:00pm: Prepare/eat dinner. Class group discussion around camp fire. 14th May (5 hours) 8:00-9:00am: Breakfast n/a 9am-12pm: Sample Edwards Plateau streams and rivers in vicinity of Hunt
(~2 sites). 12:00-1:00pm: Lunch 1:00-5:00pm: Continue sampling Edwards Plateau streams and rivers in vicinity of Hunt (~2 sites) 6:00-8:00pm: Prepare/eat dinner. Class group discussion around camp fire. 15th May (5 hours) 8:00-9:00am: Breakfast/pack up camp n/a at Mo Ranch. 9:00-12:00pm: Sample streams and rivers along route to Gonzales 12:00-1:00pm: Lunch 1:00-5:00pm: Continue sampling streams and rivers along route to Gonzales. 5:00-5:45pm: Set up camp at Gonzales 6:00-8:00pm: Prepare/eat dinner. Class group discussion around camp fire. 16th May (5 hours) 8:00-9:00am: Breakfast n/a 9:00-12:00pm: Sample streams and rivers in vicinity of Gonzales (~2 sites) 12:00-1:00pm: Lunch 1:00-5:00pm: Continue sampling streams and rivers in vicinity of Gonzales (~2 sites) 6:00-8:00pm: Prepare/eat dinner. Class group discussion around campfire. 17th May (5 hours) 8:00-9:00am: Breakfast/pack up camp n/a at Gonzales. 9:00-12:00pm: Sample streams and rivers along route to Coleto Creek 12:00-1:00pm: Lunch 1:00-2:00pm: Set up camp at Coleto Creek. 2:00-5:00pm: Sample Coleto Creek reservoir. 6:00-8:00pm: Prepare/eat dinner. Class group discussion around campfire. 18th May (5 hours) 8:00-9:00am: Breakfast n/a 9:00-12:00pm: Sample streams, rivers and estuaries in vicinity of Victoria. 12:00-1:00pm: Lunch 1:00-5:00pm: Continue sampling streams, rivers and estuaries in vicinity of Victoria. 6:00-8:00pm: Prepare/eat dinner. Class group discussion around campfire. 19th May (5 hours) 8:00-9:00am: Breakfast/pack up camp n/a at Coleto Creek (early morning). 9:00-12:00pm: Sample streams and rivers along route to College Station. 12:00-1:00pm: Lunch
1:00-5:00pm: Continue sampling streams and rivers along route to College Station. 5:00-6:00pm: Return equipment to BRTC. 20th May (3 hours) 1:00-2:00pm: Lecture at BRTC: Hubbs et al. (2008); McEachran & Basics of Identification and Curation Fechhelm (1998) 2:15-6:00pm: Laboratory at BRTC. Sorting/identification of fishes 21st May (5 hours) 9:00-10:00am: Lecture at BRTC: Hubbs et al. (2008); McEachran & Comparing sample data and diversity Fechhelm (1998) indices 10:15-12:00pm: Laboratory at BRTC. Sorting and identification of fishes 12:00-1:00pm: Lunch 1:00-5:00pm: Laboratory at BRTC. Sorting/identification of fishes and data compilation. 22nd May (5 hours) 9:00-10:00am: Lecture at BRTC: Hubbs et al. (2008); McEachran & Human impacts on aquatic biodiversity Fechhelm (1998) 10:15-12:00pm: Laboratory at BRTC. Data compilation and data analysis 12:00-1:00pm: Lunch 2:00-5:00pm: presentations 23rd May 9:00am-12:00pm: Final Exam n/a Synthesis document to be turned in by 5pm.
Technology Requirements
Students should have access to reliable computers with word-processing software and internet access. Technology Support
For technological or computer issues, students should contact Instructional Technology Services (ITS): (979) 862-3977, Main Office Phone (979) 458-3417, Support Line
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.
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.
“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.
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.
7.1.1 Participation in an activity appearing on the university authorized activity list. (see List of Authorized and Sponsored Activities) 7.1.2 Death or major illness in a student’s immediate family. Immediate family may include: mother, father, sister, brother, grandparents, spouse, child, spouse’s child, spouse’s parents, spouse’s grandparents, stepmother, step-father, step-sister, step-brother, step grandparents, grandchild, step- grandchild, legal guardian, and others as deemed appropriate by faculty member or student’s academic dean. 7.1.3 Illness of a dependent family member. 7.1.4 Participation in legal proceedings or administrative procedures that require a student’s presence. 7.1.5 Religious holy day. (See Appendix IV.) 7.1.6 Illness that is too severe or contagious for the student to attend class (to be determined by Health Center or off-campus physician). 7.1.7 Required participation in military duties. 7.1.8 Mandatory admission interviews for professional or graduate school which cannot be rescheduled. Any major examination missed for any other reason will not be excused and a grade of zero will be assigned for that examination. 7.1.9 Mandatory participation as a student-athlete in NCAA-sanctioned competition. 7.1.10 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; questions about Title IX should be directed to the University Title IX Coordinator.
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.
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.
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.
3/26/2019 WFSC 624: Dynamics of Populations Course Change Request
Date Submi ed: 02/21/19 9:55 am In Workflow Viewing: WFSC 624 : Dynamics of Popula ons 1. WFSC Department Last edit: 03/05/19 11:34 am Head Changes proposed by: lhutchins 2. Curricular Services Department of Wildlife and Fisheries Sciences Review Catalog Pages WFSC Wildlife & Fisheries Sci. 3. AG Commi ee referencing this Preparer GR course 4. AG Commi ee CERT-CG39: Military Land Sustainability - Cer ficate Chair GR Programs 5. AG College Dean referencing this GR 6. GC Preparer Faculty Senate 7. GC Chair
Number 8. Faculty Senate Preparer Contact(s) 9. Faculty Senate Name E-mail Phone 10. Provost II 11. President Lindsay Hutchins [email protected] 979-845-5704 12. Curricular Services Ra onale for 13. Banner Course Edit The proposed changes are part of a rou ne curriculum review. Approval Path Course prefix WFSC Course 624 1. 02/01/19 1:44 pm
number David Caldwell Department Wildlife & Fisheries Sciences (caldwell): Approved for College/School Agriculture & Life Sciences WFSC Department Academic Level Graduate Head 2. 02/01/19 3:15 pm Academic Level Non-Credit Terra Bisse (alternate) Undergraduate (t.bisse ): Rollback Effec ve term 2018-2019 Summer to Ini ator Complete Course 3. 02/04/19 11:41 Title am
Dynamics of Popula ons David Caldwell (caldwell): Abbreviated DYNAMICS OF POPULATION Approved for Course Title WFSC Department Head Catalog course 4. 02/04/19 11:46 descrip on am Principles, models and methods for analysis of popula on dynamics; analysis of contemporary Terra Bisse research emphasizing theory and its uses in evalua on and management of animal popula ons. (t.bisse ): Laboratory emphasizes mathema cal, sta s cal and computer modeling of popula on phenomena. Approved for Curricular Services Review https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 WFSC 624: Dynamics of Populations Prerequisites and 5. 02/04/19 12:57 Restric ons pm
Dawn Kerste er
(dkerste er): Concurrent No Rollback to Enrollment Ini ator Should catalog No 6. 02/04/19 2:36 pm
prerequisites / David Caldwell concurrent (caldwell): enrollment be Approved for enforced? WFSC Department Crosslis ngs No Crosslisted With Head
7. 02/04/19 3:21 pm
Terra Bisse Stacked No Stacked with (t.bisse ): Approved for Semester 4 Contact Lecture: 3 Lab: 2 Other: 0 Curricular Services Credit Hour(s) (per Total 5 Review Hour(s) week): 8. 02/04/19 3:32 pm
Repeatable for No Dawn Kerste er
credit? (dkerste er): Three-peat? No Approved for AG Commi ee CIP/Fund Code 2613010002 Preparer GR Default Grade Le er Grade (G) 9. 02/20/19 3:11 pm
Mode Dawn Kerste er (dkerste er): Alternate Grade Rollback to Modes Ini ator Sa sfactory/Unsa sfactory 10. 02/21/19 4:40 pm
Method of David Caldwell instruc on (caldwell): Lecture and Laboratory Approved for
Will this course be No WFSC Department taught at another Head branch? 11. 02/22/19 1:25 pm
Terra Bisse Will sec ons of Yes (t.bisse ): this course be Approved for taught as non- Curricular Services tradi onal? (i.e., Review parts of term, 12. 02/22/19 1:28 pm
distance Dawn Kerste er educa on) (dkerste er): Approved for AG Learning Outcomes Commi ee Meets tradi onal face-to-face learning Preparer GR outcomes. 13. 02/22/19 1:28 pm
Dawn Kerste er (dkerste er): https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 WFSC 624: Dynamics of Populations Approved for AG Commi ee Chair GR 14. 02/22/19 1:29 pm
Dawn Kerste er (dkerste er): Approved for AG College Dean GR 15. 02/26/19 11:52 am
LaRhesa Johnson (lrjohnson): Approved for GC Preparer 16. 03/07/19 4:03 pm
LaRhesa Johnson (lrjohnson): Approved for GC Chair
Describe how learning outcomes are met or provide jus fica on why they are not met. The learning outcomes remain the same regardless of the method of delivery (face-to- face or in class).
Hours Meets tradi onal face-to-face hours.
Describe how hours are met or provide jus fica on why they are not met. The number of expected hours spent by students is exactly the same. The course has bee taught seven mes in a tradi onal way, and except the material was updated and improved, it remain the same for web-based teaching.
Will this course be Yes No
taught as a distance educa on course?
I verify that I have Yes No
reviewed the FAQ for Export Control Basics for Distance Educa on.
Is 100% of this Yes course going to be taught in Texas?
Will classroom Yes space be needed for this course?
This will be a required course or an elec ve course for the following programs:
Required (select program) https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 WFSC 624: Dynamics of Populations Elec ve (select program)
Course Syllabus
Syllabus: Upload syllabus
Upload syllabus WFSC 624 Syllabus.pdf
Le ers of support No
or other documenta on
Addi onal
informa on
Reviewer Terra Bisse (t.bisse ) (02/01/19 3:15 pm): Rollback: If reques ng non-tradi onal format Comments approval, please a ach a tradi onal syllabus and a non-tradi onal syllabus (if applicable).
Dawn Kerste er (dkerste er) (02/04/19 12:57 pm): Rollback: ADA Statement in syllabus needs to be updated.
Dawn Kerste er (dkerste er) (02/20/19 3:11 pm): Rollback: Approved by GPC pending syllabus update to course calendar. Need hours specified as lab, distance, etc.
Reported to state? No
Key: 16475
https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4 WFSC 624 Dynamics of Populations | Fall 2019
Instructor: Masami Fujiwara Email: fujiwara(at)tamu.edu Office: WFES 210 Phone: (979) 845-9841 Skype: masami.fujiwara Web: http://fujiwara.us Office Hour: TBD
Course Material: http://eCampus.tamu.edu
Course Description Principles of population dynamics and their applications to assessment and management of animal and plant populations. Use of quantitative methods for understanding population dynamics.
Prerequisite One semester of undergraduate calculus or equivalent knowledge (preferably two semesters of calculus).
Learning Outcomes By the end of this course, students will acquire the following skills: (0) understanding the basic processes affecting population dynamics. (1) building population models based on biological information, (2) analyzing the models using mathematical software Matlab, (3) interpreting the results, (4) making recommendations for management and conservation actions based on the results
Schedule* Week 1
Week 2
WFSC 624, Page 1 LAB 2: Geometric growth Lab Video** (1 HR) Work on Lab Assignment (2 H) Submissions: Lab Report, Lab Discussions
Week 3
Week 4
Week 5
Week 6
Week 7
SOME STATISTICS Week 8
CONTINUOUS-TIME MODEL Week 9
Week 10
Week 11
Other Topics in Population Ecology Lecture*: Discrete vs. continuous models, Infectious disease 1 (1.5 HR) Review of Lecture Material (3 HR) Reading Assignment (3 HR) Lab 9: Exponential growth and ODE solver Lab Video** (1 HR) Work on Lab Assignment (2 H) Submissions: Lab Report, Lab Discussions Week 12
Week 13
Thanks Giving Holiday: No Class
Week 14
Week 15
FINAL EXAM: TBA (2 HR)
* Lecture will be broadcasted real time using WebEx and recoded for all students. ** Laboratory instruction video is available for all students. Local students will also meet once a week. The meeting will be broadcasted using WebEx. Distance students will also interact with local students and instructor via eCampus.
TAMU Academic Calendar: http://registrar.tamu.edu/General/Calendar.aspx
Textbook (recommended but not required) Matrix Population Models 2nd Edition by Hal Caswell. Sinauer Associates, Inc. ISBN: 087893121X.
Lectures Local class will meet on Tuesdays and Thursdays from 12:45 PM to 2:00 PM. It will be broadcasted (WebEx) for distance students. Recorded lectures will be available on eCampus by the following morning.
Laboratory Instruction video will be available for each laboratory on Monday for all students. Students are expected to watch the video (approximately 1 hour) before the laboratory session. The times for laboratory session for local students will be arranged after the first lecture. The laboratory session is primarily for asking questions WFSC 624, Page 4 and working on the project. Local students will post all of the questions and answers discussed during the local lab section on eCampus. The local lab session will be broadcasted using WebEx for distance students. The distance students will ask question on eCampus and interact with other students (both local and distance students) and the instructor. Assignments will require the use of software MATLAB, which will be available in Student Computing Center or by the use of a virtual open access lab (http://voal.tamu.edu). Students are encouraged to interact with other students to discuss laboratory material using an online discussion. Laboratory assignments are not tests. Students are expected to obtain help from other students and/or the instructor to complete the tasks. In the last five years, I have never had a student who can complete lab assignments without any help!
Reports and Presentation Students will work on a matrix population model report (three drafts and final report). Students are also required to present the results from the matrix population model analyses. Local and Galveston students will present the results in class (recorded), and other students will submit recorded presentations. These videos will become available. Rubrics for grading the reports and presentation will be provided separately (around mid September).
Exams Two exams are given. Each is worth 10%. There will be no question related to MATLAB on the exam. The use of calculator is not permitted (nor needed). Distance students will take the exam online (proctored by Examity). There will be a final exam (20%)
In-Person Discussion Students are required to have one (if you are active in class or asking questions using emails) or two in-person discussion(s). Please visit the instructor in his office or have Skype conference call (WebEx or phone can be used if you are not able to use Skype).
Technology Students are required to have “high speed” internet access (e.g. campus network, DSL, Cable) and have basic computer skills. These skills include the use of Skype (recommended, but not required), Remote Desktop Access to campus computers (via https://voal.tamu.edu), and watching streamed video files. To get help for Mac or Linux computers, please seek help from the campus IT staff (http://its.tamu.edu). If you plan to use a government owned computer for this class, please coordinate with your IT staff. There may be some restrictions on the installation of software (e.g. for VOAL), use of software (e.g. Skype), and internet access (firewall).
Determination of Final Course Grade (FCG) 1. Ten laboratory assignments (each is worth 4% of FCG) Report/Lab Quiz: 2% Online Discussion: 2% 2. A stage structured model project (16 % of FCG) 8% Report 8% Presentation/Comments 3. Exam 1 (10% of FCG) 4. Exam 2 (10% of FCG) 5. Final Exam (20% of FCG)
WFSC 624, Page 5 6. Instructor-student discussion (either coming to office or via Skype/phone) 4%
Letter Grade A B C D F
Percentage [100%+, 90%] (90%, 80%] (80%, 70%] (70%, 60%] (60%, 0%]
Absences If an absence is excused, the instructor will either provide the student an opportunity to make up any quiz, exam or other work that contributes to the final grade or provide a satisfactory alternative by a date agreed upon by the student and instructor. If the instructor has a regularly scheduled make up exam, students are expected to attend unless they have a university approved excuse. The make-up work must be completed in a time frame 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://studentrules.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 absence. Falsification of documentation is a violation of the Honor Code.
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 Statements 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://www.tamu.edu/aggiehonor
WFSC 624, Page 6