Agenda for Meeting of March 22, 2016

Jon Gajewski, Chair

Agenda for meeting of March 22, 2016

1 Preliminaries 2 Minutes of March 8, 2016 meeting were approved by email vote on March 14, 2016.2 Change to ‘Create a major’ form ...... 2 Subcommittee business ...... 2

2 Approvals by the chair 2

3 Special Topics 2 2016-039 Offer MCB 3895 Special Topics as Developmental Biology Laboratory .2 2016-040 Offer JOUR 3095 Special Topcs as News Interviewing ...... 2 2016-041 Offer SOCI 3995 Special Topics as STEM in Society ...... 2 2016-042 2nd offering of MCB 3895 Special Topics as Practical Methods in Microbial Genomics ...... 3

4 Old Proposals 3 2016-026 Add MAST 1300. Maritime Communities g s ...... 3 2015-036 Change Biological Sciences major ...... 3

5 New Proposals 7 2016-043 Change Chinese major ...... 7 2016-044 Change Chinese minor ...... 9 2016-045 Add EEB 3267. Field Animal Behavior ...... 10 2016-046 Add MCB 5430. Analysis of eukaryotic functional genomic data . . . . 11 2016-047 Add MCB 5801. Scientiﬁc Writing and Project Development for MCB Graduate Students...... 11 2016-048 Add COMM 5400 Children and Mass Media ...... 11 2016-049 Add PSYC 5104. Foundations of Behavioral Research I ...... 12 2016-050 Add PSYC 5105. Foundations of Behavioral Research II ...... 12 2016-051 Change HDFS 3343. Family Life Education ...... 12

6 Appendix of Materials 13

g requires GEOC approval; s requires Senate approval. C&C approved copy of g and s courses must be submitted to GEOC and the Senate through the Curricular Action Request form. x means that a proposal is proposed for CLAS GEAR x. 1 Preliminaries

1 Preliminaries

Minutes of March 8, 2016 meeting were approved by email vote on March 14, 2016. Change to ‘Create a major’ form Include items for ‘writing in the major’ and ‘information literacy’ requirements. These are gen ed requirements, but not reviewed by GEOC. See attached document.

Subcommittee business Interdisciplinary Graduate Program Review Subcommittee B.S. Subcommittee

2 Approvals by the chair

3 Special Topics

2016-039 Oﬀer MCB 3895 Special Topics as Developmental Biology Laboratory Full Materials Instructor: D. Daggett and D. Goldhamer Four credits.

Short Description: Hands on laboratory course on vertebrate development. Landmark developmental events will be conceptually explored through lecture and primary literature and experimentally using the zebraﬁsh system, which is amenable to many modern molecular, cellular and genetic techniques, providing students with valuable skills for biomedical research.

2016-040 Oﬀer JOUR 3095 Special Topcs as News Interviewing Full Materials Instructor: Robert Wyss Three credits.

Short Description: Basic and advanced workshops in news interviews, print stories and multimedia reports.

2016-041 Oﬀer SOCI 3995 Special Topics as STEM in Society Full Materials Instructor: Phoebe Godfrey Three credits.

2 3.4 2016-042 2nd oﬀering of MCB 3895 Special Topics as Practical Methods in Microbial Genomics

Short Description: This course is a social-ecological history of the relationship between human societies and the development of STEM, beginning with stone tools and ending up with nano-chips. The course will present a critical perspective of STEM and examine how different human societies have developed socially, economically and politically in terms of their engagement with the material world, hence the development of different forms of STEM. It will explore why and what are the significances of these differences, with an emphasis on how the social-ecological histories of STEM have been and remain inseparable from the intersections of class, sex, gender, race and religion, as well as the ‘natural’ world.

2016-042 2nd oﬀering of MCB 3895 Special Topics as Practical Methods in Mi- crobial Genomics Full Materials Instructor: Jonathan Klassen

Short Description: Three credits. Prerequisite: BIOL 1107 and MCB2610 or consent of instructor. Analysis of microbial genomes including assembly, annotation, comparison and expression. Students will design and perform computational analyses of public domain genomic data. No previous computational experience is expected.

4 Old Proposals

2016-026 Add MAST 1300. Maritime Communities g s Full Materials

Current Catalog Copy: MAST 1300. Maritime Communities Three credits. Study of maritime communities and environment in an interdisciplinary and international context from anthropological, economic, geographic, historical, and other social science perspectives. CA2 and CA4.

2015-036 Change Biological Sciences major Full Materials

Current Catalog Copy: Biology

The biological sciences are organized into three departments: the Department of Ecology and

3 4.2 2015-036 Change Biological Sciences major

Evolutionary Biology (EEB), the Department of Molecular and Cell Biology (MCB), and the Department of Physiology and Neurobiology (PNB). Introductory level courses are listed under General Biology (BIOL). Other courses are listed separately under individual departments.

The Bachelor of Science degree is generally recommended for students planning a scien- tiﬁc career in biology, but the Bachelor of Arts degree in Biological Sciences allows a richer liberal arts program and provides good preparation for many careers, including subsequent graduate study.

Credit restriction: In no case may students receive more than 12 credits for courses in biology at the 1000-level.

Biological Sciences Major

The requirements for the major in Biological Sciences are designed to ensure a sound and broad background in biology, with opportunities to explore related fields. Biological Sciences majors must take BIOL 1107 and 1108, but majors interested primarily in botany may wish to take BIOL 1110 in addition or may substitute BIOL 1110 for BIOL 1108. Students wishing to complete this major must take at least 24 credits of 2000-level courses from EEB, MCB, and PNB. It is strongly recommended that at least four courses include laboratory or field work. In addition to laboratory work associated directly with courses, an Independent Study course in any of the three biology departments will provide majors with a means of gaining specific research experience. A maximum of 3 independent study credits from among EEB 3899, MCB 3899, MCB 3989, MCB 4989, and PNB 3299 may count toward the 24-credit requirement. Courses chosen for the major must include at least one course or course sequence from each of the following three groups:

A. MCB 2000, 2210, 2400, 2410, 2610, or 3010 B. EEB 2244/W or 2245/W. C. PNB 2250, or 2274-2275. (Note: PNB 2274-2275 must be taken in sequence to be counted towards the Biology major.)

To satisfy the writing in the major and information literacy competency requirements, all students must pass at least one of the following courses: EEB 2244W, 2245W, 3220W, 4230W, 4276W, 4896W, 5335W; MCB 3841W, 4026W, 4997W; PNB 3263WQ, 4296W; or any W course approved for this major.

A maximum of eight 2000-level or above transfer credits in EEB, MCB, or PNB may count toward the major with approval of the respective department.

A minor in Biological Sciences is described in the “Minors” section.

Majors are also oﬀered in Ecology and Evolutionary Biology, Molecular and Cell Biol- ogy, Physiology and Neurobiology, and Structural Biology and Biophysics. These majors are described in separate sections in the Catalog.

4 4.2 2015-036 Change Biological Sciences major

Proposed Catalog Copy: Biology

The biological sciences are organized into three departments: the Department of Ecology and Evolutionary Biology (EEB), the Department of Molecular and Cell Biology (MCB), and the Department of Physiology and Neurobiology (PNB). Introductory level courses are listed under General Biology (BIOL). Other courses are listed separately under individual departments.

Credit restriction: In no case may students receive more than 12 credits for courses in biology at the 1000-level.

Biological Sciences Major

The requirements for the major in Biological Sciences are designed to ensure a sound and broad background in biology, with opportunities to explore related fields. Biological Sciences majors must take BIOL 1107 and 1108, but majors interested primarily in botany may wish to take BIOL 1110 in addition or may substitute BIOL 1110 for BIOL 1108. Students wishing to complete this major must take at least 24 credits of 2000-level or higher courses from EEB, MCB, and PNB, of which at least 9 credits must be at the 3000-level or above. It is strongly recommended that at least four courses include laboratory or field work. In addition to laboratory work associated directly with courses, an Independent Study course in any of the three biology departments will provide majors with a means of gaining specific research experience. A maximum of 3 independent study credits from among EEB 3899, MCB 3899, MCB 3989, MCB 4989, and PNB 3299 may count toward the 24-credit requirement. Courses chosen for the major must include at least one course or course sequence from each of the following three groups:

A. MCB 2000, 2210, 2400, 2410, 2610, or 3010 B. EEB 2244/W or 2245/W. C. PNB 2250, or 2274-2275. (Note: PNB 2274-2275 must be taken in sequence to be counted towards the Biology major.)

A maximum of eight 2000-level or above transfer credits in EEB, MCB, or PNB may count toward the major with approval of the respective department.

5 4.2 2015-036 Change Biological Sciences major

A minor in Biological Sciences is described in the “Minors” section.

Changes Highlighted: Biology

Credit restriction: In no case may students receive more than 12 credits for courses in biology at the 1000-level.

Biological Sciences Major

The requirements for the major in Biological Sciences are designed to ensure a sound and broad background in biology, with opportunities to explore related fields. Biological Sciences majors must take BIOL 1107 and 1108, but majors interested primarily in botany may wish to take BIOL 1110 in addition or may substitute BIOL 1110 for BIOL 1108. Students wishing to complete this major must take at least 24 credits of 2000-level or higher courses from EEB, MCB, and PNB, of which at least 9 credits must be at the 3000-level or above. It is strongly recommended that at least four courses include laboratory or field work. In addition to laboratory work associated directly with courses, an Independent Study course in any of the three biology departments will provide majors with a means of gaining specific research experience. A maximum of 3 independent study credits from among EEB 3899, MCB 3899, MCB 3989, MCB 4989, and PNB 3299 may count toward the 24-credit requirement. Courses chosen for the major must include at least one course or course sequence from each of the following three groups:

A. MCB 2000, 2210, 2400, 2410, 2610, or 3010 B. EEB 2244/W or 2245/W. C. PNB 2250, or 2274-2275. (Note: PNB 2274-2275 must be taken in sequence to be counted towards the Biology major.)

6 5 New Proposals

A maximum of eight 2000-level or above transfer credits in EEB, MCB, or PNB may count toward the major with approval of the respective department.

A minor in Biological Sciences is described in the ‘Minors’ section.

5 New Proposals

2016-043 Change Chinese major Full Materials

Current Catalog Copy: Chinese The Chinese major requires a minimum of 36 credits in courses at the 2000-level or above, including 24 credits in Chinese and 12 credits of related courses from programs other than Chinese. A minimum of 12 major credits must consist of Chinese courses taken in residence. Only 6 may be transfer credits. AP credits may not be used toward the major. Chinese majors must complete a minimum of twelve courses:

A. Four language courses from the following: CHIN 3210, 3211, 3220, 3240, 3260, or another CHIN course approved by the advisor

B. Four content courses from the following: CHIN 3230, 3260, 3270, 3271, 3282, or another CHIN course approved by the advisor

Enrollment in an Education Abroad program in a Chinese-speaking country is required for all Chinese majors. With the advisor’s consent, any of the above courses may be replaced by an appropriate CHIN 3293 course from study abroad programs.

Up to 12 credits taken in study abroad programs may count toward the major. Students can

7 5.1 2016-043 Change Chinese major

enroll in either UConn-sponsored or non-UConn-sponsored programs. In either case, students must consult with the advisor to determine which courses will receive credits.

To satisfy the Information Literacy Competency and Writing in the major requirements, all students must take a W course as speciﬁed by the advisor.

A minor in Chinese is described in the Minors section.

Proposed Catalog Copy: Chinese The Chinese major requires a minimum of 36 credits in courses at the 2000- level or above, including 24 credits in Chinese and 12 credits of related courses from programs other than Chinese. A minimum of 12 major credits must consist of Chinese courses taken in residence. Only 6 may be transfer credits. AP credits may not be used toward the major. Chinese majors must complete a minimum of twelve courses:

A. Four language courses from the following: CHIN 3210, 3211, 3220, 3240, 3260, or another CHIN course approved by the advisor

B. Four content courses from the following: CHIN 3230, 3260, 3270, 3271, 3275, 3282, or another CHIN course approved by the advisor

C. Four related courses from the following: AASI 3201, 3220, 3221, AASI/ENGL 3212; HIST 3822, 3832, 3863, HIST/AASI 3808, 3809; HIST 3530/AASI 3578; DRAM 2131; PHIL 3264; POLS 3245; SOCI 2827; or any other related courses from programs other than Chinese, with the advisor’s consent. Enrollment in an Education Abroad program in a Chinese-speaking country is required for all Chinese majors. With the advisor’s consent, any of the above courses may be replaced by an appropriate CHIN 3293 course from study abroad programs.

Up to 12 credits taken in study abroad programs may count toward the major. Students can enroll in either UConn-sponsored or non-UConn-sponsored programs. In either case, students must consult with the advisor to determine which courses will receive credits.

To satisfy the Information Literacy Competency and Writing in the major requirements, all students must take a W course as speciﬁed by the advisor.

A minor in Chinese is described in the Minors section.

Changes Highlighted: Chinese The Chinese major requires a minimum of 36 credits in courses at the 2000-level or above, including 24 credits in Chinese and 12 credits of related courses from programs other than

8 5.2 2016-044 Change Chinese minor

Chinese. A minimum of 12 major credits must consist of Chinese courses taken in residence. Only 6 may be transfer credits. AP credits may not be used toward the major. Chinese majors must complete a minimum of twelve courses:

A. Four language courses from the following: CHIN 3210, 3211, 3220, 3240, 3260, or another CHIN course approved by the advisor

B. Four content courses from the following: CHIN 3230, 3260, 3270, 3271:,:::::3275, 3282, or another CHIN course approved by the advisor

To satisfy the Information Literacy Competency and Writing in the major requirements, all students must take a W course as speciﬁed by the advisor.

A minor in Chinese is described in the Minors section.

2016-044 Change Chinese minor Full Materials

Current Catalog Copy: Chinese This minor requires a minimum of 15 credits of Chinese courses at the 2000-level or above.

Requirements

A. One required course: CHIN 3210 .

B. Two language courses from the following: CHIN 3211, 3220, 3240, 3250W, 3260.

C. Two content courses from the following: CHIN 3220, 3230, 3250W, 3260, 3270, 3271, 3282.

9 5.3 2016-045 Add EEB 3267. Field Animal Behavior

With the advisor’s consent, any of the above courses may be replaced by an appropriate course from study abroad programs. AP credits may not be counted toward the minor. Up to 6 credits taken in study abroad programs may count toward the minor.

The minor is oﬀered by the Literatures, Cultures and Languages Department.

Proposed Catalog Copy: Chinese This minor requires a minimum of 15 credits of Chinese courses at the 2000-level or above.

Requirements A. One required course: CHIN 3210 .

B. Two language courses from the following: CHIN 3211, 3220, 3240, 3250W, 3260.

C. Two content courses from the following: CHIN 3220, 3230, 3250W, 3260, 3270, 3271, 3275, 3282. With the advisor’s consent, any of the above courses may be replaced by an appropriate course from study abroad programs. AP credits may not be counted toward the minor. Up to 6 credits taken in study abroad programs may count toward the minor.

The minor is oﬀered by the Literatures, Cultures and Languages Department.

Changes Highlighted: Chinese This minor requires a minimum of 15 credits of Chinese courses at the 2000-level or above.

Requirements A. One required course: CHIN 3210 .

B. Two language courses from the following: CHIN 3211, 3220, 3240, 3250W, 3260.

C. Two content courses from the following: CHIN 3220, 3230, 3250W, 3260, 3270, 3271,

:::::3275,:3282. With the advisor’s consent, any of the above courses may be replaced by an appropriate course from study abroad programs. AP credits may not be counted toward the minor. Up to 6 credits taken in study abroad programs may count toward the minor.

The minor is oﬀered by the Literatures, Cultures and Languages Department.

2016-045 Add EEB 3267. Field Animal Behavior Full Materials

10 5.4 2016-046 Add MCB 5430. Analysis of eukaryotic functional genomic data

Proposed Catalog Copy: EEB 3267. Field Animal Behavior Three credits. Prerequisite: Biology 1108, or consent of instructor. An introduction to animal behavior, focusing on observational methods, collecting techniques, and analysis of behavioral data. Topics will include foraging theory, territoriality, navigation, social behavior, communication, mating systems and sexual selection. Field trips required.

2016-046 Add MCB 5430. Analysis of eukaryotic functional genomic data Full Materials

Proposed Catalog Copy: MCB 5430. Analysis of eukaryotic functional genomic data 3 credits. Lecture/Practicum. Consent of instructor required. Construction and implementation of computational pipelines that integrate available bioinformatics tools to perform processing, analysis and quality control ofeukaryotic functional genomics datasets from ChIP-seq, RNA-seq and other high throughput sequencingapproaches.No programming experience required.

2016-047 Add MCB 5801. Scientiﬁc Writing and Project Development for MCB Graduate Students. Full Materials

Proposed Catalog Copy: MCB 5801. Scientiﬁc Writing and Project Development for MCB Graduate Students. 2 credits. Open to PhD students in Molecular and Cell Biology, others with permission. Instruction in the practice of good scientiﬁc writing through group discussions and peer review during preparation of an NSF Graduate Research Fellowship Program application. Group discussions in related aspects of graduate student project development.

2016-048 Add COMM 5400 Children and Mass Media Full Materials

Proposed Catalog Copy: COMM 5400 Children and Mass Media 3 credits. Lecture. Open to graduate students in Communication and others with permission. This course provides an overview of important issues, theoretical perspectives, and research regarding children’s and adolescent’s reactions to mass media including developmental diﬀerences in the processing of media content and in the eﬀects of such materials.

11 5.7 2016-049 Add PSYC 5104. Foundations of Behavioral Research I

2016-049 Add PSYC 5104. Foundations of Behavioral Research I Full Materials

Proposed Catalog Copy: PSYC 5104. Foundations of Behavioral Research I Three credits. Lecture. Introduction to the logic of experimental design and data analysis in the psychological sciences. Analysis of group designs, especially ANOVA, and introduction to hypothesis testing.

2016-050 Add PSYC 5105. Foundations of Behavioral Research II Full Materials

Proposed Catalog Copy: PSYC 5105. Foundations of Behavioral Research II 3 credits. Lecture. Prerequisite: PSYC5104. Expands on material covered in PSYC 5104, including the development and application of correlational methods for conducting and understanding research in the psychological sciences.

2016-051 Change HDFS 3343. Family Life Education Full Materials

Current Catalog Copy: HDFS 3343. Family Life Education Three credits. Prerequisite: Open to juniors or higher. Theory and practice of family life education including program development, implementation, evaluation, and professional ethics.

Proposed Catalog Copy: HDFS 3343. Family Life Education Three credits. Prerequisite: Open to juniors or higher. Theory and practice of family life education including program development, implementation, evaluation, and professional ethics.

HDFS 3343W. Family Life Education Prerequisite: ENGL 1010 or 1011 or 2011; open to juniors or higher.

12 6 Appendix of Materials

Changes Highlighted: HDFS 3343. Family Life Education Three credits. Prerequisite: Open to juniors or higher. Theory and practice of family life education including program development, implementation, evaluation, and professional ethics.

HDFS 3343W. Family Life Education Prerequisite: ENGL 1010 or 1011 or 2011; open to juniors or higher.

6 Appendix of Materials

13 ! ! Proposal to Add a New Undergraduate Course Last revised: September 24, 2013

1. Date: December 8, 2015 2. Department requesting this course: Maritime Studies 3. Semester and year in which course will be first offered: Summer 2016

Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below!

1300. Maritime Communities Three credits. Study of maritime communities and environment in an interdisciplinary and international context from anthropological, economic, geographic, historical, and other social science perspectives. CA2 and CA4.

Items Included in Catalog Listing Obligatory Items 1. Standard abbreviation for Department, Program or Subject Area: MAST 2. Course Number: 1300 3. Course Title: Maritime Communities 4. Number of Credits: Three 5. Course Description (second paragraph of catalog entry):

The course examines how individuals, groups, institutions, and societies behave and influence one another within the realm of the ocean and its environment. Students will explore the methods and theories of social science inquiry to develop critical thinking about current social and economic issues and problems related to the ocean. Students will examine and analyze the wide range of social factors that have influenced and shaped our past and current relationship with the ocean. By exploring the human interface with the ocean, students will gain appreciation for differences as well as commonalities among those peoples who interact with the ocean around the globe. This course serves as an introduction to the interdisciplinary field of Maritime Studies with an examination of maritime communities and other human endeavors related to the ocean environment from anthropological, economic, geographic, historical, and political science perspectives.

Optional Items 6. Pattern of instruction, if not standard: Standard 7. Prerequisites, if applicable: a. Consent of Instructor, if applicable: No b. Open to sophomores/juniors or higher: Yes 8. Recommended Preparation, if applicable: None 9. Exclusions, if applicable: None 10. Repetition for credit, if applicable: No 11. Skill codes “W”, “Q” or “C”: None 12. S/U grading: Yes, if student wishes

Justification 1. Reasons for adding this course:

This course has been designed specifically to complement the existing introductory course MAST 1200, Introduction to Maritime Culture. MAST 1300 would serve to introduce students to Maritime Studies, as does MAST 1200, but from the perspective of the social sciences.

MAST 1300 has been designed to be exploratory and methodologically broad-based and in this way to introduce students to the interdisciplinary field of Maritime Studies, as well as to meet specific General Education goals and requirements.

MAST does not currently have such an introductory course to Maritime Studies, despite a growing number of upper undergraduate level social science courses that we now offer in Maritime Studies.

2. Academic merit:

This course draws on classic readings and texts in the social sciences as they relate to the ocean and also includes an examination of the most recent scholarship on the study of maritime communities.

3. Overlapping courses and departments consulted: none 4. Number of students expected: 25 to 35 students 5. Number and size of sections: 1 section, 25 to 35 students 6. Effects on other departments: none that we have been able to determine 7. Effects on regional campuses: to be offered at Avery Point; course would be available to students of all regional campuses if those students travel to Avery Point 8. Staffing: Full-time faculty

General Education This course is being proposed for General Education Content Area 2 and Content Area 4 (International).

Proposer Information

1. Dates approved by Department Curriculum Committee: December 8, 2015 Department Faculty: December 8, 2015

2. Name, Phone Number, and e-mail address of principal contact person:

Nat Trumbull Maritime Studies Program, Director Assoc. Professor of Geography 860 405 9272 [email protected] MAST Curriculum Committee Meeting of December 8, 2015

Minutes

Present: Jones, Trumbull, Cole, Park, Blaschik, Ebbin, Rozwadowski, Batchvarov, and Bercaw- Edwards.

No Announcements

New Business - Discussion of MAST 1300 (Intro to Maritime Communities) - Nat o Draft syllabus was distributed for input from Committee. Helen suggested a reading to support the “gender in maritime communities” topic. Committee discussed the need for the word “introduction” in the course title, and removing it will reduce any confusion with ‘Intro to Maritime Studies”. Course title will be “Maritime Communities” Nat asked the Committee to review the syllabus content to ensure the course won’t repeat content offered by other MAST courses. Some overlap is okay. Syma suggested to include what a maritime community is from an anthropological point of view. Syma suggested starting the course on defining “what is a maritime community” and conceptualizing the definition to provide the students a framework for the course. Helen suggested removing some of the history content because it is provided in many of the other MAST courses to therefore, add the content Syma suggested. The last section could be labeled “current issues” and would include the GIS/mapping research, instead of starting with it. Helen motions to accept the MAST 1300 proposal, Kroum seconds. All Committee members in favor of the proposal, so approved. - THATCamp (Steve) – March 4-5th 2016. o Planning on doing a hybrid version where sessions will be workshop/discussion style and sessions will be PowerPoint presentations. Will have a more concrete objective than typical THATCamps – building a maritime trail. Helen suggested organizing some sessions around questions targeting aspects of developing the maritime trail to attract people to participate in that discussion. Some participating organizations/individuals may need a personal invitation. Helen suggested a generic paragraph be drafted to send out. The subject line could be “We are building a Maritime Trail”. Helen & Syma suggested putting together a Google document listing people to contact to participate to avoid inundating the same people with multiple invitations from MAST faculty. o Syma suggests applying conference terms when requesting funding because many people do not know what THATCamps are. It would be helpful to list specific objectives will help clarify this new type of conference. o Helen suggested asking some organizations for a small monetary donation of $50 and they would be highlighted as sponsors. There is a concern that with free registration that it will be difficult to ensure commitment from participants. - Ideas for letter to Provost's Office about Alexey von Schlippe Gallery plans o Syma summarized the letter she sent to the Provost office on how Julia and the gallery support SeaGrant’s art funding program and how some professor include the gallery in some courses. o Steve Jones stressed the importance of the presence of maritime art on campus, which is lacking. o Nat suggested inviting Anne D’Alleva to come to the next C&C meeting to discuss the future of the gallery.

Meeting adjourned, 5pm Respectfully submitted, Noreen Blaschik

MAST 1300 Maritime Communities Maritime Studies Program

Syllabus

Excluding materials for purchase, syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.

Course and Instructor Information

Course Title: Maritime Communities Credits: 3 Prerequisites: none Professor: Dr. Nathaniel Trumbull

Email: [email protected] Telephone: 860 405-9272 Office Hours/Availability: TBA

Course Materials

All course readings and media are available within HuskyCT, through either an Internet link or Library Resources.

Course Description

Course description from Course Catalog

Study of maritime communities and environment in an interdisciplinary and international context from anthropological, economic, geographic, historical, and other social science perspectives. CA2 and CA4.

Additional description

Course Goals

• To investigate the human relationship with the ocean in its many dimensions, including anthropological, historical, economic, political, geographic, and social.

• To become introduced to the disciplines which comprise the Maritime Studies major, including Economics, English, Geography, History, Literature, Political Science, and Anthropology/Maritime Archaeology. • To prepare students for the Maritime Studies major, including learning how to integrate knowledge about the ocean with social science methods and perspectives; reading effectively for argument and employing evidence; finding information from appropriate sources; learning how to conduct research; and communicating research effectively in writing and orally.

Learning Objectives

By the end of the course, students should be able to:

• Describe the physical dimensions of the world’s oceans and the basic geological and atmospheric processes that led to the creation of the world’s oceans • Use the basic tools of navigation to measure and map a maritime voyage from one continent to another. • Quantify the impact of the world’s ocean shipping on the economies of the world’s five largest sea-going nations. • Evaluate the use of management tools for the human impacts of fishing on the ocean’s fish stocks. • Differentiate between the economic benefits of ocean resource extraction to coastal communities and the environmental hazards of such resource extraction. • Develop potential solutions to diminishing the problems of piracy and illegal migration on the world’s oceans. • Explain how the Law of the Sea is being adopted throughout the world and why the United States has not yet ratified this key international legal framework. ! • Analyze the ways in which dimensions of gender have impacted the coastal communities in the past and in modern day!

Course Outline

1. COMMUNITIES (Weeks 1-3)

Week 1. Landsmen on the Water

Bown, Stephen R. 2003. Scurvy: How a Surgeon, a Mariner, and a Gentlemen Solved the Greatest Medical Mystery of the Age of Sail. St. Martin’s Press, New York. Scurvy: The Plague of the Sea, 9-26; Disaster and Victory in the South Seas: Lord Anson's Terrible Voyage, 47-70; Epilogue, The Mystery Solved, 211-218.

Vickers, Daniel. 2005. Young Men and the Sea: Yankee Seafarers in the Age of Sail. Yale Univ. Press, New Haven. The Eighteenth Century: Sailors at Sea, 61-95; Maritime Society Ashore, 131-162.

Intl. context: World oceans

Week 2. Age of scientific exploration

Winchester, Simon. 2010. Atlantic: Great Sea Battles, Heroic Discoveries, Titantic Storms, and a Vast Ocean of a Million Stories. Harper, New York. They that Occupy Their Business on Great Waters, pp 273-328; Change and Decay All Around the Sea, pp. 329-394.

Rozwadowski, Helen M. 2005. Fathoming the Ocean: The Discovery and Exploration of the Deep Sea. Harvard Univ. Press, Cambridge, Mass. Fathoming the Fathomless, pp. 1-36; Soundings, 67-96; Small World, 175-210.

Intl. context: Atlantic Ocean

Week 3. 20th Century developments

Acheson, James. 1988. The Lobster Gangs of Maine. UPNE. Introduction, Cycles, pp. 7- 22, Kinship and Community, 23-47.

Wincheser, Simon. 2015. Pacific: Silicon Chips and Surfboards, Coral Reefs and Atom Bombs, Brutal Dictators, Fading Empires, and Coming Collision of the World’s Superpowers. Harper, New York. The Great Thermonuclear Sea, 39-82; Of Masters and Commanders, 377-426.

Intl context: Gulf of Maine and Pacific

II. MEASURING AND MAPPING

Week 4. Exploring the ocean’s origins

Carson, Rachel L. 1951. The Sea Around Us, Oxford Univ. Press, New York, Part 1, Mother Sea, pp vii-112 .

Anderson, Tom. 2002. This Fine Piece of Water: An Environmental History of Long Island Sound. Yale Univ. Press. The Birth of the Sound (pp. 9-15); Sprawling Suburbs (100-115); The Brink of Disaster (127-154).

Intl. context: Global, Pacific and Atlantic Oceans

Week 5. Seafaring Challenges

Gurney, Alan. 2004. Compass: A Story of Exploration and Innovation. W.W. Norton, New York. The Rose of the Winds (41-54); To Compass the Globe (77-86). 3

Sobel, Dava. 1995. Longitude: The True Story of Lone Genius Who Solved the Greatest Scientific Problem of His Time. Penquin Books. Imaginary Lines (1-10); The Sea Before Time (11-20); Adrift in a Clockwork Universe (21- 33); The Prize (51-60); Trail by Fire and Water (111-125); The Second Voyage of Captain James Cook (138-151).

Intl context: New World

Week 6. Measuring and mapping

Huler, Scott. 2005. Defining the wind: the Beaufort scales, and how a nineteenth-century admiral turned science into poetry. Broadway Books. The Beaufort Scale, and Who Wrote It, in a General Way, pp. 69-92; “Nature, Rightly Questioned, Never Lies”: The Beaufort Scale, Nineteenth-Century Science, and the Last Eighteenth- Century Man, 121-150.

Monmonier, Mark. 2008. Coast Lines: How Mapmakers Frame the World and Chart Environmental Change. Overhead Imaging, 58-69; Global Shorelines, 96-101. Sylvia Earle on Google Ocean (video)

Intl. context: Western Europe, New World

III. ECONOMIC DIMENSIONS (Weeks 7-9)

Week 7. Maritime economics

Hallwood, Paul. 2014. Economics of the Oceans: Rights, Rents, and Resources. Routledge, New York. Economics of the fishery 85-95; Managing high seas fisheries, 139-148; Oceans and non-point source pollution, 217-224; Oil pollution from ships, 225-230.

Hallwood, C. Paul. 1990. Transaction costs and trade between multinational corporations: A study of offshore oil production. Unwin Hyman, Boston. The offshore oil supply industry, pp. 25-65; The offshore oil supply industry in its main British service base, 82-95.

Intl. context: Aberdeen

Week 8. Fishing and overfishing issues

Hardin, Garrett. 1968. Tragedy of the Common. Science, Vol. 162, no. 3859 pp. 1243-1248, http://www.sciencemag.org/content/162/3859/1243.full

Safina, Carl. 1997. Song for the Blue Ocean: Encounters Along the World’s Coasts and Beneath the Seas. Henry Holt and Company, New York. Book Three: Far Pacific, 303-209; Malakal, 210-326; Koror, 327-349; Ollei, 350- 383; Hong Kong, 384-407; Sulu, 208-434.

Greenberg, Paul. 2010. Four fish: The Future of the Last Wild Food. Penguin Books. Cod, the Return of the Commoner, pp. 127-188.

Intl. context: Pacific, Shetlands (U.K.), Norway

Week 9. Economics of Shipping

George, Rose. 2013. 90 Percent of Everything: Inside Shipping, the Invisible Industry That Puts Clothes on Your Back, Gas in Your Car, and Food on Your Plate. Metropolitan Books, New York.

Winchester, Simon. 2010. Atlantic: Great Sea Battles, Heroic Discoveries, Titantic Storms, and a Vast Ocean of a Million Stories. Harper, New York. Change and Decay All Around the Sea, pp. 329-394. 4

TED Talk with Rose George

Intl. context: Panama Canal/Nicaragua, Northwest Passage and Northern European Sea route

IV. LEGAL DIMENSIONS (Weeks 10-12)

Week 10. United Nations Convention on the Law of the Sea

The United Nations Convention on the Law of the Sea (A historical perspective), http://www.un.org/depts/los/convention_agreements/convention_historical_perspective.htm#Historical%20Perspe ctive (background article)

Langewiesch, William. "Anarchy at Sea," The Atlantic Monthly, September 2003.

Klein, Natalie. 2009. Dispute Settlement in the UN Convention on the Law of the Sea. Cambridge Univ. Press: Cambridge, MA, Introduction, 1-28; Deep Seabed Mining, 317-348.

Intl. context: Global oceans

Week 11. Other maritime legislative and regulatory spheres

McKenzie, M. 2012. “Iconic Fishermen and the Fates of New England Fisheries Regulations, 1883–1912,” Environmental History 17, January 2012, pp. 3–28.

Keul, A. 2014. “Access and Contest: A Politics of the Beach,” Political Geography.

Buixadé Farré, A., Stephenson, S.R., et al. (2014). Commercial Arctic shipping through the Northeast Passage: Routes, resources, governance, technology, and infrastructure. Polar Geography, 37: 298-324.

Intl. context: Atlantic and Arctic resource extraction

Week 12. Piracy, salvage of historic shipwrecks, and migration

Hallwood, Paul. 2014. Economics of the Oceans: Rights, Rents, and Resources. Routledge, New York. Ocean resources, ocean governance, 3-14; Economic analysis of legal regimes governing salvage of historic shipwrecks, 17-31; Maritime Policy and international law, pp 44-54.

Kumin, Judith. 2014. “Policy Adrift: The challenge of mixed migration by Sea” in Humanitarian Crises and Migration: Causes, Consequences and Responses, by Susan F. Martin (Editor), Sanjula Weerasinghe (Editor), Abbie Taylor (Editor), pp. 306-324.

Intl. context: Northern Africa

V. CURRENT PERSPECTIVES (Weeks 13-15)

Week 13. Tracking and measuring ocean pollution

Moore, Charles, and Cassandra Phillips. 2012. Plastic Ocean: How a Sea Captain's Chance Discovery Launched a Determined Quest to Save the Oceans

Hohn, Donovan. 2012. Moby-Duck: The True Story of 28,800 Bath Toys Lost at Sea and of the Beachcombers, Oceanographers, Environmentalists, and Fools, Including the Author, Who Went in Search of Them. Going Overboard, 7-28; The Fifth Chase, 231-268. 5

Intl. Context: Pacific, Atlantic, Pacific gyre

Week 14. Sea level rise; Coastal resilience efforts; Desalination

Pilkey, Orrin H. and Rob Young. 2009.The Rising Sea. Island Press, Washington D.C. Why the Sea is Rising, pp. 25-40. People and the Rising Sea, pp 117-140.

Sedlak, David. 2014. Water 4.0: The Past, Present and Future of the World’s Most Vital Resource. Yale Univ. Press, New Haven. Drains to Bay, pp. 112-138; Turning to the Sea for Drinking Water, pp. 217-237. Intl. contest: Bangladesh, Netherlands, Indonesia, Israel (desalination)

Week 15

Working Waterfronts, Urban Planning, Maritime spatial planning

Jones, Stephen. 2001. Working Thin Waters. University Press of New England, Hanover, NH.Oyster Grounds, pp. 3-6; Aboard Anne, 7-17; The Waterfront Life, 23-28; Oystering, 83-93; In the Tropics, 287-305.

Beatley, Timothy. 2104. Blue Urbanism: Exploring Connections Between Oceans and Cities. Island Press, New York. The Urban-Ocean Connection, 1-18; The Reach of Cities: Connecting Urban Lifestyles and Ocean Health, 19-42; New Ideas for Connecting Oceans and Cities, 133-154.

Intl. context: Examples from cities around the globe, offshore wind turbine development (Denmark)

Course Requirements and Grading

Summary of Course Grading:

Course Components Weight Discussion 20% Question sets 40% Midterm 20% Final 20%

Discussion will consist of weekly topics, evidence of preparation of the readings, and response to other students’ comments.

Weekly question sets will focus on use of terminology, of social science methodologies, and short essays to develop critical thinking.

Mid-term exam will consist of identifications, multiple choice, and short essay responses.

Final exam will consist of identifications, multiple choice, and short essay responses.

Grading Scale:

Undergrad Grade Letter Grade GPA 93-100 A 4.0 90-92 A- 3.7 87-89 B+ 3.3 83-86 B 3.0

80-82 B- 2.7 77-79 C+ 2.3 73-76 C 2.0 70-72 C- 1.7 67-69 D+ 1.3 63-66 D 1.0 60-62 D- 0.7 <60 F 0.0

Graduate Grade Letter Grade GPA 97-100 A+ 4.3 93-96 A 4.0 90-92 A- 3.7 87-89 B+ 3.3 83-86 B 3.0 80-82 B- 2.7 77-79 C+ 2.3 73-76 C 2.0 70-72 C- 1.7 67-69 D+ 1.3 63-66 D 1.0 60-62 D- 0.7 <60 F 0.0

Due Dates and Late Policy

All course due dates are identified in the course calendar. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.

Late Policy will be accepted late up to two days past their deadline for a maximum of two assignments during the semester.

Feedback and Grades

I will make every effort to provide feedback and grades within 48 hours. To keep track of your performance in the course, refer to My Grades in HuskyCT.

Student Responsibilities and Resources

As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic work. Review these important standards, policies and resources, which include:

● The Student Code ○ Academic Integrity ○ Resources on Avoiding Cheating and Plagiarism ● Copyrighted Materials ● Netiquette and Communication ● Adding or Dropping a Course ● Academic Calendar ● Policy Against Discrimination, Harassment and Inappropriate Romantic Relationships ● Sexual Assault Reporting Policy

Students with Disabilities

Students needing special accommodations should work with the University's Center for Students with Disabilities (CSD). You may contact CSD by calling (860) 486-2020 or by emailing [email protected]. If your request for accommodation is approved, CSD will send an accommodation letter directly to your instructor(s) so that special arrangements can be made. (Note: Student requests for accommodation must be filed each semester.)

Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government.” (Retrieved March 24, 2013 from Blackboard's website)

Software Requirements

The technical requirements for this course include:

● Word processing software ● Adobe Acrobat Reader ● Reliable internet access

Help

Technical and Academic Help provides a guide to technical and academic assistance.

This course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, you have access to the in person/live person support options available during regular business hours through HuskyTech. You also have 24x7 Course Support including access to live chat, phone, and support documents.

Minimum Technical Skills

To be successful in this course, you will need the following technical skills:

● Use electronic mail with attachments. ● Save files in commonly used word processing program formats. ● Copy and paste text, graphics or hyperlinks. ● Work within two or more browser windows simultaneously. ● Open and access PDF files.

University students are expected to demonstrate competency in Computer Technology. Explore the Computer Technology Competencies page for more information.

Evaluation of the Course

Students will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research and Effectiveness (OIRE).

Additional informal formative surveys may also be administered within the course as an optional evaluation tool.

! ! Proposal to Change a Major Last revised: September 24, 2013

1. Date: 13 October 2015 2. Department or Program: Biology 3. Title of Major: Biological Sciences (BIOL) 4. Effective Date (semester, year): Fall semester, 2016 (Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.) 5. Nature of change: modification of existing requirements for the major

Existing Catalog Description of Major

Biology

The biological sciences are organized into three departments: the Department of Ecology and Evolutionary Biology (EEB), the Department of Molecular and Cell Biology (MCB), and the Department of Physiology and Neurobiology (PNB). Introductory level courses are listed under General Biology (BIOL). Other courses are listed separately under individual departments.

The Bachelor of Science degree is generally recommended for students planning a scientific career in biology, but the Bachelor of Arts degree in Biological Sciences allows a richer liberal arts program and provides good preparation for many careers, including subsequent graduate study.

Credit restriction: In no case may students receive more than 12 credits for courses in biology at the 1000-level.

Biological Sciences Major

The requirements for the major in Biological Sciences are designed to ensure a sound and broad background in biology, with opportunities to explore related fields. Biological Sciences majors must take BIOL 1107 and 1108, but majors interested primarily in botany may wish to take BIOL 1110 in addition or may substitute BIOL 1110 for BIOL 1108. Students wishing to complete this major must take at least 24 credits of 2000-level courses from EEB, MCB, and PNB. It is strongly recommended that at least four courses include laboratory or field work. In addition to laboratory work associated directly with courses, an Independent Study course in any of the three biology departments will provide majors with a means of gaining specific research experience. A maximum of 3 independent study credits from among EEB 3899, MCB 3899, MCB 3989, MCB 4989, and PNB 3299 may count toward the 24-credit requirement. Courses chosen for the major must include at least one course or course sequence from each of the following three groups:

A. MCB 2000, 2210, 2400, 2410, 2610, or 3010 B. EEB 2244/W or 2245/W. C. PNB 2250, or 2274-2275. (Note: PNB 2274-2275 must be taken in sequence to be counted towards the Biology major.)

A maximum of eight 2000-level or above transfer credits in EEB, MCB, or PNB may count toward the major with approval of the respective department.

A minor in Biological Sciences is described in the “Minors” section.

Majors are also offered in Ecology and Evolutionary Biology, Molecular and Cell Biology, Physiology and Neurobiology, and Structural Biology and Biophysics. These majors are described in separate sections in the Catalog.

Proposed Catalog Description of Major

Biology

The biological sciences are organized into three departments: the Department of Ecology and Evolutionary Biology (EEB), the Department of Molecular and Cell Biology (MCB), and the Department of Physiology and Neurobiology (PNB). Introductory level courses are listed under General Biology (BIOL). Other courses are listed separately under individual departments.

Credit restriction: In no case may students receive more than 12 credits for courses in biology at the 1000-level.

Biological Sciences Major

The requirements for the major in Biological Sciences are designed to ensure a sound and broad background in biology, with opportunities to explore related fields. Biological Sciences majors must take BIOL 1107 and 1108, but majors interested primarily in botany may wish to take BIOL 1110 in addition or may substitute BIOL 1110 for BIOL 1108. Students wishing to complete this major must take at least 24 credits of 2000-level or higher courses from EEB, MCB, and PNB, of which at least 9 credits must be at the 3000-level or above. It is strongly recommended that at least four courses include laboratory or field work. In addition to laboratory work associated directly with courses, an Independent Study course in any of the three biology departments will provide majors with a means of gaining specific research experience. A maximum of 3 independent study credits from among EEB 3899, MCB 3899, MCB 3989, MCB 4989, and PNB 3299 may count toward the 24-credit requirement. Courses chosen for the major must include at least one course or course sequence from each of the following three groups:

A. MCB 2000, 2210, 2400, 2410, 2610, or 3010 B. EEB 2244/W or 2245/W. C. PNB 2250, or 2274-2275. (Note: PNB 2274-2275 must be taken in sequence to be counted towards the Biology major.)

A maximum of eight 2000-level or above transfer credits in EEB, MCB, or PNB may count toward the major with approval of the respective department.

A minor in Biological Sciences is described in the “Minors” section.

Justification 1. Reasons for changing the major: Students majoring in Biological Sciences interpret the existing phrase “Students wishing to complete this major must take at least 24 credits of 2000-level courses from EEB, MCB, and PNB” as meaning they can fulfill all 24 credits using only 2000-level courses from the three departments, without the need to enroll in any higher-level courses (3000 and 4000 or above) from the departments. We have modified the wording by adding “or higher” and “of which at least 9 credits will be at the 3000-level or above” to correct this unforeseen consequence of the original wording. 2. Effects on students: The revised requirement will give Biology majors broader and deeper knowledge of the biological sciences by encouraging them to enroll in smaller upper-level courses offered by EEB, PNB, and MCB. 3. Effects on other departments: The change is likely to increase enrollment in 3000-level and higher courses offered by EEB, PNB, and MCB. 4. Effects on regional campuses: No effect. 5. Dates approved by EEB Department Curriculum Committee: 30 October 2015 EEB Department Faculty: 4 November 2015 PNB Department Faculty: 20 November 2015 MCB Department Faculty: 20 November 2015 6. Name, Phone Number, and e-mail address of principal contact person: Charles S. Henry, 6-4450, [email protected]

Plan of Study If the proposed change modifies the requirements of the major, then attach a revised "Major Plan of Study" form to your submission email.

Biological Sciences Major – Worksheet Working copy: April 2015 (this revision: February 2016)

Student Name (print) Student ID: Date

**USE YOUR ACADEMIC REQUIREMENTS REPORT TO FILL OUT & UPDATE THIS WORKSHEET** (In Student Admin, go to Student Center, select “Academic Requirements” from the drop-down menu, and click on expand all.)

I. University Requirements: II. CLAS Requirements: D Pass/Fail: No pass/fail courses can be used towards D Intermediate Language: See Second Language general ed., 45-credit, major, or related requirements. Competency on left. D 8 Year Rule: Courses over eight years old are subject to D Quantitative Competency: Students must pass a total of review by the Dean. three Q courses, with one from MATH or STAT.

D Content Area 1: Pass two courses taken in two different

subject areas. Write in courses under CLAS Areas A-D or A-E requirement on right. D Areas A-D (BS degree) or A-E (BA degree): Courses must be from at least 4 different academic units. D Content Area 2: Pass two courses taken in two different subject areas. BS: 4 courses with at least one from each category A-D BA: 5 courses with at least one from each category A-D.

5th course can come from any area A-E D Content Area 3: Pass two courses, including one four credit lab. Courses must be from two different depts. A: Arts BS students, circle courses under CLAS BS Content Area 3 Requirements on right. B: Literature BA students only, write in courses below: C: History

D: Philosophy D Subject Area Restriction: Students must pass courses taken in six different subject areas from Content Areas E: World Cultures One, Two and Three. BS Content Area 3 Requirements: (BS students only) D Content Area 4: Students must pass two courses, one of which must address issues of diversity and/or D Biology Requirement (BS students circle below) multiculturalism outside the United States. BIOL 1107 or 1108 or 1110 D Chemistry Requirement (BS students circle below)

CHEM 1124Q & 1125Q & 1126Q D Overlap Restriction: At least one CA 4 course must not or 1127Q & 1128Q also be used toward CA 1, 2, or 3. or 1147Q & 1148Q or 1137Q & 1138Q D Second Language Competency: (circle one) A. 3 years high school level, or D Mathematics Requirement (BS students circle below) B. 2 years high school level plus passing the 2nd year MATH 1131Q & 1132Q (Intermediate) UConn level, or or 1151Q & 1152Q C. Elementary and Intermediate levels at UConn, or or 2141Q & 2142Q D. Successful completion of language equiv. exam D Physics Requirement (BS students circle below) D Writing Competency: PHYS 1201Q & 1202Q Freshman English Requirement (circle course/s taken): or 1401Q & 1402Q ENGL 1010 or 1011 or 3800 or ENGL 91002 & 91003 or 1501Q & 1502Q or 1601Q & 1602Q 2000+ level W in [each] major: 2nd W any level: D 45 Unit Rule: Students must earn a minimum of 45 units of 2000 level or higher courses. D Quantitative Competency: Students must pass two Q courses, one of which must be MATH or STAT. Write in Note that you will need to earn at least 36 credits from courses under CLAS Q requirement on right. 2000-level or higher courses for your major in order to D Total units & GPA: (120 or more total credits/ 2.0 GPA) fulfill your 24 credit group and 12 credits of Relateds).

Total credits to date: Current GPA: 2000-level credits to date: III. Biological Sciences Requirements:

Introductory Biology Courses: complete all of the following: BIOL 1107 Principles of Biology I (4 cr.) BIOL 1108 Principles of Biology II (4 cr.) or !BIOL 1110 Intro to Botany (4 cr.)

MCB Core Requirement: complete at least one MCB course from the following: MCB 2000 Introduction to Biochemistry (4 cr.) MCB 2210 Cell Biology (3 cr.) MCB 2400 Human Genetics (3 cr.) MCB 2410 Genetics (3 cr.) MCB 2610 Fundamentals of Microbiology (4 cr.) MCB 3010 Biochemistry (5 cr.)

EEB Core Requirement: complete at least one EEB course from the following: EEB 2244 or 2244W General Ecology (4 cr.) EEB 2245 or 2245W Evolutionary Biology (3-4 cr.)

PNB Core Requirement: complete at least one PNB course or course sequence from the following: PNB 2250 Animal Physiology (3 cr.) PNB 2274 and 2275 Enhanced Human Physiology & Anatomy (8 cr. total)

Writing in the Major: complete at least one of the following: BIOL 3520W EEB 4896W MCB 4026W EEB 2244W EEB 5335W MCB 4997W EEB 2245W MCB 3022W PNB 3120W EEB 3220W MCB 3602W PNB 3263WQ EEB 4230W MCB 3841W PNB 3264W EEB 4276W MCB 3996W PNB 4296W

24-Credit Group: Complete at least 24 credits of 2000-level or higher courses in EEB, MCB, or PNB, of which at least 9 credits must be at the 3000-level or higher. The 24-credit group includes courses from the biology core and writing in the major requirements above and must be completed with an average GPA of 2.0 or higher. Students may apply no more than 3 independent study credits and 8 transfer credits toward their 24-credit group. Note: PNB 2264 and 2265 CANNOT count towards the 24-credit group. Credits at the 2000-level: credits in credits in credits in

credits in credits in credits in

≥ 9 Credits at the 3000-level or higher: credits in credits in credits in

Credits to date: Current GPA: Related Group: Complete at least 12 credits of 2000-level or higher related courses. Speak with your assigned advisor to determine which courses can count as Relateds. credits in credits in

credits in credits in

Credits to date:

Proposal to offer a new or continuing ‘Special Topics’ course Last revised: September 24, 2013

Understanding the unique character of special topics courses: ‘Special Topics’, in CLAS curricular usage, has a narrow definition: it refers to the content of a course offering approved on a provisional basis for developmental purposes only. Compare this definition with that of variable topics (xx98) courses.

It is proposed by a department and approved conditionally by the college only with a view toward its eventual adoption as a permanent departmental offering. For this reason, such conditional approval may be renewed for not more than three semesters, after which the course must be either brought forward for permanent adoption, or abandoned. The factotum designation xx95 is to be assigned to all such developmental offerings as proposed.

Note: Such courses are normally reviewed by the Chair of CLAS CC&C, and do not require deliberation by the Committee unless questions arise. Courses must be approved prior to being offered, but are not subject to catalog deadlines since they do not appear in the catalog. Special Topics courses are to be employed by regular faculty members to pilot test a new course, with the idea that it is likely to be proposed as a regular course in the future.

Submit one copy of this form by e-mail to the Chair of CLAS after all departmental approvals have been obtained, with the following deadlines:

(1) for Fall listings, by the first Monday in March (2) for Spring listings, by the first Monday in November

1. Date of this proposal: Feb 10, 2016 2. Semester and year this 3895 course will be offered: Fall 2016 3. Department: Molecular and Cell Biology 4. Course number and title proposed: MCB 3895; Developmental Biology Laboratory 5. Number of Credits: 4 credits; One 1-hour lecture and equivalent of two 4- hour laboratories. Pre-requisites: MCB 2210, Instructor Consent Required Recommended preparation: MCB 3229

6. Instructor: David Daggett and David Goldhamer 7. Instructor's position: D. Daggett Assistant Professor in Residence, MCB; D. Goldhamer Professor, MCB 8. Has this topic been offered before? No 9. Is this a ( X) 1st-time, ( ) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description: Hands on laboratory course on vertebrate development. Landmark developmental events will be conceptually explored through lecture and primary literature and experimentally using the zebrafish system, which is amenable to many modern molecular, cellular and genetic techniques, providing students with valuable skills for biomedical research. 11. Please attach a sample/draft syllabus to first-time proposals. Attached 12. Comments, if comment is called for: 13. Dates approved by: Department Curriculum Committee: 3/2/16 Department Faculty: 3/4/16

14. Name, Phone Number, and e-mail address of principal contact person: David Daggett Dept. of Mol. & Cell Biology (860) 486-2361 [email protected]

Supporting Documents

Course Description: Developmental Biology Laboratory

This course will explore embryonic development primarily using the zebrafish as an experimental model system. Genetic and pharmacological reagents, classical embryonic manipulation and microscopy will used to investigate the molecular mechanisms underlying landmark events in vertebrate development. Combining an exposure to primary literature representing key findings in the field with hands on experimental training including the use of fluorescent reporter lines and embryonic microinjection, students will both recreate established findings and pursue self- directed experiments. Experimental design, including the use of appropriate controls, as well as note-keeping, laboratory report writing, group presentations, and collaborative work will be incorporated into the experience. Since many interesting developmental time points will not coincide with our scheduled class time, students will be given open access to the laboratory to continue experiments on their own schedule. Overall, this course will offer an in-depth, hands-on investigation into the mechanisms of vertebrate development. Importantly, while the zebrafish is particularly tractable for student teaching, the cellular and molecular principles of development and the experimental techniques used to discover them are highly transferable to other organisms, and will provide students with marketable skills for a future in academic research or the biomedical industry.

Topics: Embryo staging; Meroblastic Cleavage; Gastrulation & tissue layer specification; Embryonic cell movements; Segmentation, somitogenesis and muscle specification; Neural development; Germ cell migration; Heart development; Early organogenesis.

Techniques: Stereomicroscopic observation; Embryo dechorionation; Embryonic microinjection (RNA, morpholinos, CRISPR reagents etc. for overexpression and knockdown studies); Cell lineage tracing; Cell Transplantation; Live fluorescent microscopic imaging; RNA in situ hybridization and immunocytochemistry.

Online version of The Zebrafish Book: https://zfin.org/zf_info/zfbook/zfbk.html

Course Evaluation Grading will be based on a TBD combination of: a “mid-term” exam on the core topics covered in first half of the course; Lab Notebook and Lab Report Completion; Independent Study Projects; Pre-lab quizzes.

Policy on Missed Classes This course experience is based on a relatively small number of intensive, multi-day experimental investigations, including time-sensitive morning injections. Because of this, it is critical that you both arrive promptly, if not early, to class and are present for each laboratory. Techniques learned over the course will build towards your ability to perform an independent study. You are expected to demonstrate individual responsibility and to treat this course as the professional opportunity that it is.

1. If you know in advance that you cannot be in class for a good reason (illness, professional interviews, sporting events) let your instructor and TA know ASAP, and arrangements can be coordinated with your lab partner to make up the work and stay on track.

2. If you simply do not show up for lab, and have no valid reason, you will not be able to make up the missed training/work, an will not get credit for any of the graded materials associated with that lab topic (quizzes, lab report etc.) If you miss lab twice without valid notice, you will fail the course.

Lab Meets 2 X 4 hrs Weekly* Week Classes includes 1hr lecture/discussion for future labs

Introduction; Zebrafish as a Model System, Microscopes and Tools, 1 Embryonic Staging, Lab Safety

Chemical perturbation of development, LiCL…. 2 Mounting embryos for live imaging, Embryo fixation

3 in situ hybridization, Mounting fixed embryos for observation

Zebrafish Microinjection 4 D-V patterning intro BMP signaling and D-V pattering 5 Chordin Knockdown via Morpholino injection Convergent Extension Intro

6 in situ hybridization on Chordin MO embryos

PCP pathway and Convergent Extension Movements 7 Strabismus Knockdown via Morpholino injection Muscle Specification Intro

8 in situ hybridization on Strabismus MO embryos

Muscle Specification; Muscle-GFP Transgenic reporter lines 9 Blimp MO injections & Pharmacological inhibition of HH signaling Intro to Heart Development MyoD in situ and Antibody labeling of muscle cell types in previous 10 weeks embryos

Disrupt Heart Development by MO injection into Heart-GFP reporter 11 lines. Observe Live embryos, timelapse heart development.

Independent Projects 12 Germ Cell Migration, Neural Pattering, Segmentation…..

- Thanksgiving Break

13 Independent Projects

14 Independent Project Presentations

JOUR%3095% News%Interviewing% Three%Credits% Fall%2016% % % Instructors:%%Margaret%Rubega,%Ecology%and%Evolutionary%Biology,%PharmBio%500,% 860%486M4502,%[email protected],%@ProfRubega% % %%%%%%%%%%%Robert%Wyss,%Journalism,%Oak%455,%860%486M3030,% [email protected].% % %%%%%%%%%%%Robert%Capers,%Ecology%and%Evolutionary%Biology,%860%486M1889,% [email protected].% % The%purpose%of%this%course%is%to%improve%reporting%skills%through%interviewing.%% Journalism%students%will%primarily%be%interviewing%graduate%science%students.%% Students%may%also%learn%a%little%bit%about%science%and%how%scientists%operate,% although%the%emphasis%for%the%journalists%is%on%improving%reporting%and% communicating%skills.%% % We%will%be%doing%interviews%in%this%course.%An%undergraduate%journalism%student% will%interview%a%graduate%student%on%a%subject%usually%pertaining%to%the%grade% student’s%research%interests.%%The%interview%is%videotaped%and%should%last%20% minutes.%%The%journalism%student%writes%up%a%story,%based%on%the%interview,%works% with%the%instructor%on%the%draft,%and%it%is%delivered%to%other%students.%%Or,%the%student% edits%the%interview%down%from%the%original%20%minutes%to%2%minutes%to%demonstrate% what%the%journalist%felt%was%important.%%% % The%20Mminute%interview%is%shown%in%class%and%instructors%and%students%critique%the% interview,%as%well%as%the%story%or%the%edited%video%version%of%the%interview.%%The% emphasis%is%equally%on%the%journalism%student%in%asking%clear,%concise%questions%and% the%graduate%student%in%explaining%issues%thoroughly.%% % Students%will%provide%a%oneMpage%work%sheet%of%what%they%did%to%prepare%for%the% interview.%%This%will%include%what%material%the%science%student%provided%to%the% journalism%student%and%what%independent%work%the%journalism%student%did%in% addition.% % The%journalism%student%will%be%graded%on%the%written%news%story%or%edited%video% report.%%The%science%student%will%be%graded%on%the%completion%of%a%message%box% exercise%related%to%the%interview.%%Class%participation%is%also%important%and%will%be% graded.% % There%will%be%time%for%each%journalist%to%do%a%minimum%of%two%interviews.%%Each%of% those%interviews%will%be%graded%on%the%following%criteria:% % % Preparation%Work%Sheet…………………………………………………………………………15%% % (A%detailed%list%of%the%steps%and%research%taken%to%prepare%for%the%interview)% % News%Story%or%Video%Report……………………………………………………………………20%% (Was%the%print%story%accurate,%clear%and%understandable?%Were%the%video% selections%germane,%concise,%and%including%the%significance%of%what%was%conveyed%in% the%interview?)% The%Interview…………………………………………………………………………………………50%% % (Was%the%journalist%prepared,%were%enough%questions%asked,%were%the% questions%relevant,%was%everything%covered%in%20%minutes%that%was%planned,%was%a% means%found%to%possibly%personalize%the%story,%were%there%opportunities%to%pursue% leads%that%were%not%taken,%how%successful%was%the%opening%and%closing%of%the% interview?)% Participation……………………………………………………………………………………………15%% % In%general,%plagiarism%is%passing%off%someone’s%words%or%ideas%as%your%own.%% Plagiarism%is%unacceptable%and%evidence%of%plagiarism%may%be%grounds%for%failing%the% assignment%or%the%course.%%The%Student%Conduct%Code%and%portions%of%the%University% Policy%on%Cheating%are%available%%at%http://community.uconn.edu/theMstudentMcodeM appendixMa/.%Please%review%them.% % The%university%has%issued%a%“Policy%Against%Discrimination,%Harassment%and% Inappropriate%Romantic%Relationships”%and%a%“Sexual%Assault%Response%Policy.”%%For% more%information%on%these%important%issues%and%further%links,%see% http://sexualviolence.uconn.edu/3and3http://policy.uconn.edu/?p=2884.3 3 Calendar% Week%1% Introduction,%the%basics%of%an%interview% Week%2% How%to%ask%questions%–%The%journalism%viewpoint% Week%3% How%to%answer%questions%M%The%subject%subject’s%viewpoint% Week%4% Interview%1%and%2%in%class% Week%5% Interview%3%and%4%in%class% Week%6% Interview%5%in%class,%Review%issues%from%questioner%side% Week%7% Interview%6%and%7%in%class% Week%8% Special%–%A%nationally%recognized%visiting%journalist%spends%the%week% with%students%in%the%course%and%demonstrates%how%to%interview.% Week%9% Interview%8%and%9%in%class% Week%10% Interview%10%and%11%in%class% Week%11% Interviews%12%in%class,%Review%issues%from%responder%side% Week%12% Interview%13%and%14%class% Week%13% Interview%15%and%16%in%class% Week%14% Conclusion%and%Review% ! ! Proposal(to(offer(a(new(or(continuing(‘Special(Topics’(course( (xx95:(formerly(298)( Last revised: September 24, 2013 ! Understanding(the(unique(character(of(special(topics(courses:!!‘Special! Topics’,!in!CLAS!curricular!usage,!has!a!narrow!definition:!it!refers!to!the!content! of!a!course!offering!approved!on!a!provisional!basis!for!developmental!purposes! only.!Compare!this!definition!with!that!of!variable!topics!(xx98)!courses.! ! It!is!proposed!by!a!department!and!approved!conditionally!by!the!college!only! with!a!view!toward!its!eventual!adoption!as!a!permanent!departmental!offering.!!! For!this!reason,!such!conditional!approval!may!be!renewed!for!not!more!than! three!semesters,!after!which!the!course!must!be!either!brought!forward!for! permanent!adoption,!or!abandoned.!!The!factotum!designation!!xx95!is!to!be! assigned!to!all!such!developmental!offerings!as!proposed.!!!! ( Note:!Such!courses!are!normally!reviewed!by!the!Chair!of!CLAS!CC&C,!and!do! not!require!deliberation!by!the!Committee!unless!questions!arise.!Courses!must! be!approved!prior!to!being!offered,!but!are!not!subject!to!catalog!deadlines!since! they!do!not!appear!in!the!catalog.!Special!Topics!courses!are!to!be!employed!by! regular!faculty!members!to!pilot!test!a!new!course,!with!the!idea!that!it!is!likely! to!be!proposed!as!a!regular!course!in!the!future.!! ! Submit!one!copy!of!this!form!by!eMmail!to!the!Chair!of!CLAS!after!all! departmental!approvals!have!been!obtained,!with!the!following!deadlines: ! ! (1)!for!Fall!listings,!by!the!first!Monday!in!March!!!(2)!for!Spring!listings,!by!the! first!Monday!in!November ! ! 1.!Date!of!this!proposal:! ! 2.!Semester!and!year!this!xx95!course!will!be!offered:! !Fall!2016! 3.!Department:! !Sociology! 4.!Course!number!and!title!proposed:!! !SOCI!3995!STEM!in!Society! 5.!Number!of!Credits:! !3! 6.!Instructor:! !Dr.!Phoebe!Godfrey! 7.!Instructor's!position:!Assistant!Professor!in!Residence! (Note:!in!the!rare!case!where!the!instructor!is!not!a!regular!member!of!the!department's!faculty,! please!attach!a!statement!listing!the!instructor's!qualifications!for!teaching!the!course!and!any! relevant!experience).! 8.!Has!this!topic!been!offered!before?!!No!!!If!yes,!when? ! 9.!Is!this!a!(!X!)!1stMtime,!(!!)!2ndMtime,!!(!!)!3rdMtime!request!to!offer!this!topic?!!! 10.!Short!description: !! ! This!course!is!a!social-ecological!history!of!the!relationship!between!human! societies!and!the!development!of!STEM,!beginning!with!stone!tools!and!ending! up!with!nano-chips.!The!course!will!present!a!critical!perspective!of!STEM!and! examine!how!different!human!societies!have!developed!socially,!economically! and!politically!in!terms!of!their!engagement!with!the!material!world,!hence!the! development!of!different!forms!of!STEM.!It!will!explore!why!and!what!are!the! significances!of!these!differences,!with!an!emphasis!on!how!the!social-ecological! histories!of!STEM!have!been!and!remain!inseparable!from!the!intersections!of! class,!sex,!gender,!race!and!religion,!as!well!as!the!‘natural’!world.!! ! ! 11.!Please!attach!a!sample/draft!syllabus!to!firstMtime!proposals. ! 12.!Comments,!if!comment!is!called!for:! ! 13.!Dates!approved!by:!!!! Department!Curriculum!Committee:!February!17,!2016!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! !!!!!!!!!!!!!!! Department!Faculty: ! ! ! 14.!Name,!Phone!Number,!and!eMmail!address!of!principal!contact!person:!! ! Phoebe!Godfrey,!860M486M9398,[email protected]! ( Supporting(Documents! If!required,!attach!a!syllabus!and/or!instructor!CV!to!your!submission!email!in! separate!documents.!! Dr. Phoebe C. Godfrey Email: [email protected] Office: Room 317, Manchester Hall Hours: Mon 3-5pm and Wed 9.30-11.30am

UCONN: Special Topics: STEM in Society

Books

•! The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology by Wiebe E. Bijker (Editor), Thomas P. Hughes (Editor), Trevor Pinch (Editor) •! Women, Science, and Technology: A Reader in Feminist Science Studies by Mary Wyer •! Guns, Germs and Steel, Jarad Diamond •! Native Science: Natural Laws of Interdependence, Gregory Cajete •! Galapagos, Kurt Vonnegut

Sectional Readings From:

•! Fatal Invention: How Science, Politics, and Big Business Re-create Race in the Twenty- first Century by Dorothy Roberts •! The Pursuit of Power: Technology, Armed Force, and Society since A.D. 1000 by William H. McNeill

All other readings and the dates and pages for books will all be posted on HCT (and are subject to change). Pls. check weekly to make sure you know what is required. Readings for the following week will be posted by Fri. 5pm.

Course Description

Introduction This course is a social-ecological history of the relationship between human societies and the development of STEM, beginning with stone tools and ending up with nano-chips. The course will present a critical perspective to STEM and examine how different human societies have developed socially, economically and politically in terms of their engagement with the material world, hence the development of different forms of STEM. It will explore why and what are the significances of these differences, with an emphasis on how the social-ecological histories of STEM have been and remain inseparable from the intersections of class, sex, gender, race and religion, as well as the ‘natural’ world. To this end the course would begin with an overview of the history of STEM in terms of early human societies and explore how the relationship between these early human societies and their environment shaped their development of early forms of STEM. Then the course will explore early Western concepts of STEM, focusing on significant examples that involve issues of religion, government, race / racism, sex /sexism, class / classism will be used to expose and analyze how STEM has been and is shaped by the existing social narrative, even as it also shapes that same narrative in a co-evolving way. The second part of the course will explore the relationship between STEM and evolution of industrial capitalism critically analyzing the assumptions of Western society that technological progress is the same as social progress. A number of case studies will be explored such as the relationship between STEM and the military industrial complex to illustrate how STEM has served and been served by the capitalist pursuit of profit in relation to nations, private industries and universities. This section will conclude by introducing the issue of STEM and climate change / ecological destruction in terms of how once again, as with Galileo, there is a clash between the social narrative / ideology of STEM as used by global capitalism and the material world (i.e nature). The final section of the course will be to introduce students to non-Western conceptions, developments and applications of STEM, as in those of indigenous cultures both past and present in order to recognize that there is more than one way to engage with STEM. In addition, this section will connect cross-cultural comparative analyses to also explore ways in which STEM is being used to mitigate climate change by promoting sustainable STEM practices (green energy, gray water systems, organic farming, biomimicry …etc) that are also committed to issues of social justice and consequently challenge the more dominant profit driven STEM practices as explored in the second part of the course. The end of the course will focus on student project/paper presentations, concluding with a co-operative final that will invite all students to demonstrate their learning in creative and engaging ways.

Key Objective

There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning. Jiddu Krishnamurti

In light of Krishnamurti’s quote my vision for this class is that we do more than just read and write papers. I would like to see us engage in some difficult personal / political discussions, explorations that lead us to share who we are / how we learn / what we have learned / who we want to be…etc. In order to do this you must be willing to be self-reflective, honest and have the courage to share who you are and how aspects of family / schooling / culture / society have shaped you so that we can all learn from each other. This is because central to creating a more just, equal and tolerant society is learning to honestly communicate who we really are as people and what we feel / think / believe...etc. and to understand why. Finally, we need to learn to be willing to learn which means we must be willing to grow and thus to change.

Course Guidebook. All the information for this course is in the course Guidebook that is on HCT. You are to read the Guidebook for the second day of class when we will go over all of your questions and concerns. A key point of every aspect of the Guidebook is that everything can be negotiated if you come and talk to me. Communication is key to get your needs met.

DUE DATES Course Requirements Summary and Grade Percentage: 1.Class Participation – 10 %- 2.Critical Reading Postings -10% -Twelve postings – 3.Learning Journals - 30% - Due three times- 4.Individual Paper– 20%- 5. Group Paper / Project – 20% - 6. Presentation / Class Final - 10% (mandatory attendance)- Finals week =Final Individual On-Line Portfolio (there is nothing to hand in as all is on HCT)

Readings –This is a tentative Weekly Outline based on course themes

1.! Introduction to the Social Construction of STEM and overview of the course 2.! Elaboration on Social Constructionism and a theoretical lens-excerpts from Berger & Luckman Social Construction of Reality 3.! Human origins – hunter and gathering / tools / artifacts and the emergence of STEM – begin Guns Germs and Steel and Native Science 4.! Development of Agriculture among some humans and food surplus leading to an increase in STEM development-continue with Guns Germs and Steel and Native Science 5.! Examine linkages between constructions of religion and social identities and STEM- readings from The Social Construction of Technological Systems as well as Guns Germs and Steel and Native Science 6.! Historical case studies of clashes between social ideologies and advancements in STEM (ex: Galileo) . More readings from The Social Construction of Technological Systems 7.! Historical case studies of clashes between social ideologies and advancements in STEM focusing specifically on gender and STEM. Readings from Women, Science, and Technology 8.! Historical case studies of clashes between social ideologies and advancements in STEM focusing specifically on race and STEM. Readings from Native Science and readings on the Eugenics Movement and the Tuskegee Experiment. 9.! Corporate co-optation of STEM, including STEM and the military industrial complex. Readings from The Social Construction of Technological Systems 10.! STEM and Anthopogenic Climate Change and mass extinction. Readings from slected books and journal articles. 11.!STEM and the possibilities for Sustainability such as green energy, gray water systems, organic farming, biomimicry …etc. 12.!The Future of STEM. Readings from selected books and journal articles.

1. Date of this proposal: 4/6/15 2. Semester and year this xx95 course will be offered: Fall 2015 3. Department: Molecular and Cell Biology 4. Course number and title proposed: MCB3985 Special Topics: Practical Methods in Microbial Genomics 5. Number of Credits: 3 6. Instructor: Dr. Jonathan Klassen 7. Instructor's position: Assistant Professor (Note: in the rare case where the instructor is not a regular member of the department's faculty, please attach a statement listing the instructor's qualifications for teaching the course and any relevant experience). 8. Has this topic been offered before? If yes, when? Fall 2014 9. Is this a ( ) 1st-time, ( x ) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description:

MCB 3895: Practical Methods in Microbial Genomics

Three credits. Prerequisite: BIOL 1107 and MCB2610 or consent of instructor. Analysis of microbial genomes including assembly, annotation, comparison and expression. Students will design and perform computational analyses of public domain genomic data. No previous computational experience is expected.

11. Please attach a sample/draft syllabus to first-time proposals.

See attached.

12. Comments, if comment is called for: The course is changed from last year with the addition of the MCB 2610 prerequisite. 13. Dates approved by: Department Curriculum Committee: April 8, 2015 Department Faculty: April 10, 2015

14. Name, Phone Number, and e-mail address of principal contact person:

Dr. Jonathan Klassen [email protected] 860-468-6890

Supporting Documents

Draft Syllabus MCB3895-xx: Practical methods in microbial genomics Dr. Jonathan L. Klassen Fall 2015

Modern biology has been revolutionized by the advent of inexpensive genomic sequencing. However, biology students generally lack familiarity with the computational techniques required to analyze these data. This course will address this need by introducing students to basic concepts in genomics, and guiding them through a series of practical exercises where the students themselves analyze publically-available genomic data. These exercises will focus on converting raw sequencing data to an assembled and annotated product that can be used for further functional and evolutionary analyses. Basic computational biology skills such as using UNIX-based operating systems and basic scripting will also be covered, targeting biologists with minimal experience with computational biology. Students will leave this course with a series of scripts and protocols that they can apply in their future independent research. Draft outline: Week 1: Introduction to UNIX and the terminal; the NCBI database Week 2: Genomes on NCBI; Perl strings and basic operations Week 3: Manipulating sequences #1; Perl loops and arrays Week 4: Manipulating sequences #2; Perl hashes Week 5: Principles of genome sequencing; preparing genomic data for assembly Week 6: De novo genome assembly; assembly quality Week 7: Midterm exam Week 8: Genome assembly competition Week 9: Genome alignment Week 10: Genome annotation #1; a brief introduction to BLAST Week 11: Genome annotation #2 Week 12: Reference mapping; SNP finding Week 13: RNAseq and differential expression Week 14: Metabolic pathway maps

! ! Proposal to Change a Major Last revised: September 24, 2013

1.#Date:#03/07/2016# 2.#Department#or#Program:#LCL# 3.#Title#of#Major:#Chinese# 4.#Effective#Date#(semester,#year):#Fall,#2016# (Consult#Registrar’s#change#catalog#site#to#determine#earliest#possible#effective# date.##If#a#later#date#is#desired,#indicate#here.)# 5.#Nature#of#change:#To#add#a#newly#approved#course#(Chinese#3275)# # Existing Catalog Description of Major

The Chinese major requires a minimum of 36 credits in courses at the 2000- level or above, including 24 credits in Chinese and 12 credits of related courses from programs other than Chinese. A minimum of 12 major credits must consist of Chinese courses taken in residence. Only 6 may be transfer credits. AP credits may not be used toward the major.

Chinese majors must complete a minimum of twelve courses:

A.! Four!language!courses!from!the!following:!CHIN!3210,!3211,!3220,!3240,! 3260,!or!another!CHIN!course!approved!by!the!advisor! B.! Four!content!courses!from!the!following:!CHIN!3230,!3260,!3270,!3271,! 3282,!or!another!CHIN!course!approved!by!the!advisor! C.! Four!related!courses!from!the!following:!AASI!3201,!3220,!3221,!AASI/ENGL! 3212;!HIST!3822,!3832,!3863,!HIST/AASI!3808,!3809;!HIST!3530/AASI!3578;! DRAM!2131;!PHIL!3264;!POLS!3245;!SOCI!2827;!or!any!other!related!courses! from!programs!other!than!Chinese,!with!the!advisor’s!consent.!

To satisfy the Information Literacy Competency and Writing in the major requirements, all students must take a W course as specified by the advisor. A minor in Chinese is described in the Minors section.

# Proposed Catalog Description of Major

Chinese majors must complete a minimum of twelve courses:

A.! Four!language!courses!from!the!following:!CHIN!3210,!3211,!3220,!3240,! 3260,!or!another!CHIN!course!approved!by!the!advisor! B.! Four!content!courses!from!the!following:!CHIN!3230,!3260,!3270,!3271,! 3275,!3282,!or!another!CHIN!course!approved!by!the!advisor! C.! Four!related!courses!from!the!following:!AASI!3201,!3220,!3221,!AASI/ENGL! 3212;!HIST!3822,!3832,!3863,!HIST/AASI!3808,!3809;!HIST!3530/AASI!3578;! DRAM!2131;!PHIL!3264;!POLS!3245;!SOCI!2827;!or!any!other!related!courses! from!programs!other!than!Chinese,!with!the!advisor’s!consent.!

To satisfy the Information Literacy Competency and Writing in the major requirements, all students must take a W course as specified by the advisor.

A minor in Chinese is described in the Minors section.

Justification 1.#Reasons#for#changing#the#major:#Chinese#3275#was#recently#approved#by#the# CLAS#CC#Committee#on#September#22nd,#2015#and#needs#to#be#added#to#the# Chinese#major#requirements.## 2.#Effects#on#students:##Students#who#take#Chinese#3275#will#become#familiar# with#the#Chinese#language#structure#and#apply#the#knowledge#to#their#Chinese# language#learning.## 3.#Effects#on#other#departments:#no# 4.#Effects#on#regional#campuses:#no# 5.#Dates#approved#by# ####Department#Curriculum#Committee:#09/15/2015# ####Department#Faculty:#Philip#Balma# 6.#Name,#Phone#Number,#and#eXmail#address#of#principal#contact#person:## Philip#Balma# [email protected]# 860Y486Y1531#

Plan of Study If#the#proposed#change#modifies#the#requirements#of#the#major,#then#attach#a# revised#"Major#Plan#of#Study"#form#to#your#submission#email.##

Chinese Major Plan of Study (2015)

Chinese majors must complete a minimum of twelve courses:

A.! Four language courses from the following: CHIN 3210, 3211, 3220, 3240, 3250W, 3260, or another CHIN course approved by the advisor

______

B.! Four content courses from the following: CHIN 3230, 3250W, 3260, 3270, 3271, 3275, 3282, or another CHIN course approved by the advisor

______

C.! Four related courses from the following: AASI 3201, 3220, 3221, AASI/ENGL 3212; HIST 3822, 3832, 3863, HIST/AASI 3808, 3809; HIST 3530/AASI 3578; DRAM 2131; PHIL 3264; POLS 3245; SOCI 2827; or any other related courses from programs other than Chinese, with the advisor’s consent.

______

Up to 12 credits taken in study abroad programs may count toward the major. Students can enroll in either UConn- sponsored or non-UConn-sponsored programs. In either case, students must consult with the advisor to determine which courses will receive credits.

To satisfy the Information Literacy Competency and Writing in the major requirements, all students must take a W course as specified by the advisor.

STUDENT NAME ______STUDENT I.D.______

I approve the above program for the B.A. Major in Chinese.

MAJOR ADVISOR______SIGNATURE ______

Dept. of Literatures, Cultures & Languages

DATE ______! ! Proposal to Change a Minor Last revised: September 24, 2013

1.#Date:#03/07/2016# 2.#Department#or#Program:#LCL# 3.#Title#of#Minor:#Chinese# 4.#Effective#Date#(semester,#year):#Fall,#2016# (Consult#Registrar’s#change#catalog#site#to#determine#earliest#possible#effective# date.##If#a#later#date#is#desired,#indicate#here.)# 5.#Nature#of#change:#To#add#a#newly#approved#course#(Chinese#3275)# # Existing(Catalog(Description(of(Minor(

This minor requires a minimum of 15 credits of Chinese courses at the 2000-level or above.

Requirements

A.! One required course: CHIN 3210 . B.! Two language courses from the following: CHIN 3211, 3220, 3240, 3250W, 3260. C.! Two content courses from the following: CHIN 3220, 3230, 3250W, 3260, 3270, 3271, 3282.

The minor is offered by the Literatures, Cultures and Languages Department.

# Proposed(Catalog(Description(of(Minor(

This minor requires a minimum of 15 credits of Chinese courses at the 2000-level or above.

Requirements

The minor is offered by the Literatures, Cultures and Languages Department.

# Justification( 1.#Reasons#for#changing#the#minor:#Chinese#3275#was#recently#approved#by#the# CLAS#CC#Committee#on#September#22nd,#2015#and#needs#to#be#added#to#the# Chinese#minor#requirements.# 2.#Effects#on#students:#Students#who#take#Chinese#3275#will#become#familiar#with# the#Chinese#language#structure#and#apply#the#knowledge#to#their#Chinese# language#learning.# 3.#Effects#on#other#departments:#no# 4.#Effects#on#regional#campuses:#no# 5.#Dates#approved#by# ####Department#Curriculum#Committee:#09/15/2015# ####Department#Faculty:#Philip#Balma# 6.#Name,#Phone#Number,#and#eWmail#address#of#principal#contact#person:## Philip#Balma# [email protected]# 860448641531# # Plan(of(Study( If#the#proposed#change#modifies#the#requirements#of#the#Minor,#then#attach#a# revised#"Minor#Plan#of#Study"#form#to#your#submission#email#as#a#separate# document.#The#plan#of#study#should#include#the#following#information:# # A.#Near#the#top#of#the#form:# # NOTE:#Completion#of#a#minor#requires#that#a#student#earn#a#C#(2.0)#or#better#in# each#of#the#required#courses#for#that#minor.#A#maximum#of#3#credits#towards#the# minor#may#be#transfer#credits#of#courses#equivalent#to#University#of#Connecticut# courses.#Substitutions#are#not#possible#for#required#courses#in#a#minor.# # B.#At#the#bottom#of#the#form:## # Name#of#Student:#______## # I#approve#the#above#program#for#the#Minor#in### (signed)#______#Dept.#of## # # # Chinese Minor Plan of Study (2015)

The Chinese minor requires a minimum of 15 credits of Chinese courses at the 2000-level or above. Completion of a minor requires that a student earn a C (2.0) or better in each of the required courses for the minor. A maximum of 3 credits towards the minor may be transfer credits of courses equivalent to University of Connecticut courses. AP credits may not be counted toward the minor. Up to 6 credits taken in study abroad programs may count towards the minor. Substitutions are not possible for required courses in a minor.

To minor in Chinese, students must complete a minimum of five courses following the guidelines below:

A.! One required course: CHIN 3210; B.! Two language courses from the following: CHIN 3211, 3220, 3240, 3250W, 3260; C.! Two content courses from the following: CHIN 3220, 3230, 3250W, 3260, 3270, 3271, 3275, 3282.

*****************************************************************************

STUDENT NAME ______STUDENT I.D.______

I approve the above program for the B.A. Major in Chinese.

MAJOR ADVISOR______SIGNATURE ______

Dept. of Literatures, Cultures & Languages

DATE ______

! ! Proposal(to(Add(a(New(Undergraduate(Course! Last!revised:!17!February!2016! ! 1.!Date:!January!18,!2016! 2.!Department!requesting!this!course:!EEB! 3.!Semester!and!year!in!which!course!will!be!first!offered:!Summer!2016! ( Final(Catalog(Listing(( Assemble!this!after!you!have!completed!the!components!below.!This!listing!should!not! contain!any!information!that!is!not!listed!below!!! ! EEB(3267.(Field(Animal(Behavior( 3!credits.!Prerequisite:!Biology!1108,!or!consent!of!instructor.! An!introduction!to!animal!behavior,!focusing!on!observational!methods,!collecting! techniques,!and!analysis!of!behavioral!data.!Topics!will!include!foraging!theory,! territoriality,!navigation,!social!behavior,!communication,!mating!systems!and!sexual! selection.!Field!trips!required.( ! Items(Included(in(Catalog(Listing( Obligatory(Items! 1.!Standard!abbreviation!for!Department,!Program!or!Subject!Area:!EEB! 2.!Course!Number:!3267! 3.!Course!Title:!Field!Animal!Behavior! 4.!Number!of!Credits:!3! 5.!Course!Description!(second!paragraph!of!catalog!entry):!An!introduction!to!animal! behavior,!focusing!on!observational!methods,!collecting!techniques,!and!analysis!of! behavioral!data.!Topics!will!include!foraging!theory,!territoriality,!navigation,!social! behavior,!communication,!mating!systems!and!sexual!selection.!Field!trips!required.( Optional(Items! 6.!Pattern!of!instruction,!if!not!standard:!May!varyV!the!usual!pattern!will!be!to!offer!this! course!during!the!peak!of!local!animal!activity!during!the!summer!intersession.!In!this! format,!the!course!will!meet!for!15!threeYhour!blocks,!with!additional!outside!readings,! takeYhome!projects,!and!other!assignments!that!meet!UConn!criteria!for!a!3!credit! course!(http://policy.uconn.edu/2012/08/22/creditYhour/).! 7.!Prerequisites,!if!applicable:!Biology!1107!or!1108,!or!consent!of!instructor.! ! a.!Consent!of!Instructor,!if!applicable:!Yes! ! b.!Open!to!sophomores/juniors!or!higher:!Yes,!open!to!sophomores,!juniors,!and! ! ! ! ! ! ! ! ! higher! 8.!Recommended!Preparation,!if!applicable:!None! 9.!Exclusions,!if!applicable:!None! 10.!Repetition!for!credit,!if!applicable:!No! 11.!Skill!codes!“W”,!“Q”!or!“C”:!None! 12.!S/U!grading:!No! ! ! Justification( 1.!Reasons!for!adding!this!course:!This!course!is!aimed!toward!undergraduate!students! with!an!interest!in!the!application!of!research!methods!in!a!natural!setting!and!toward! students!with!a!focal!interest!in!animal!behavior.!Currently,!students!have!the! opportunity!to!learn!about!the!taxonomy,!evolution,!physiology,!and!natural!history!of! many!animal!groups.!However,!the!nature!of!the!academic!calendar!severely!limits! opportunities!for!exposure!to!live!animals!in!the!field.!A!fieldYintensive!course!provides! the!opportunity!to!study!organisms!in!natural!settings!during!their!peak!activity.!! ! 2.!Academic!merit:!This!course!will!provide!training!in!behavioral!field!methods!while! focusing!on!observational!and!collecting!techniques!and!analysis!of!behavioral!data.! Students!will!become!familiar!with!many!aspects!of!the!behavior!of!local!species,!and! will!learn!to!think!about!the!behavioral!flexibility!of!organisms!in!response!to! environmental!variability.!Students!will!also!learn!standard!field!practices,!such!as!how! to!take!field!notes.!They!will!apply!their!knowledge!by!conducting!independent!and! group!research!projects!to!test!original!scientific!hypotheses!and/or!to!address!questions! relevant!to!behavioral!ecology.!Each!student!will!design!and!execute!an!independent! research!project,!to!be!completed!outside!of!class.!Additional!learning!(e.g.,!readings,! exercises,!projects)!will!also!take!place!outside!of!class,!totaling!two!additional!hours!of! work!for!each!contact!hour!of!lecture!plus!field!experience.!! ! 3.!Overlapping!courses!and!departments!consulted:!There!are!no!overlapping!courses.! ! 4.!Number!of!students!expected:!10!(course!size!is!capped!by!transportation!limitations! for!the!regular!field!trips).! ! 5.!Number!and!size!of!sections:!1!section! ! 6.!Effects!on!other!departments:!This!course!may!benefit!students!from!three!nonYEEB! departments!or!schools:!Psychology,!Environmental!Science/Environmental!Biology,!and! Natural!Resources!and!the!Environment.!Field!Animal!Behavior!will!also!provide!an! option!for!any!qualified!students!who!have!an!interest!in!wholeYorganism!biology.! ! 7.!Effects!on!regional!campuses:!None! ! 8.!Staffing:!One!graduate!student!instructor.!A!faculty!member!will!review!the!plan!each! year!the!course!is!offered,!examining!the!learning!goals!and!methods,!IACUC! compliance,!student!safety,!and!other!pertinent!issues.! ! General Education If!the!course!is!being!proposed!for!university!general!education!Content!Area!1!(Arts!and! Humanities),!then!the!course!should!be!added!to!a!CLAS!general!education!area!(AYE).!It!is! recommended!that!courses!be!listed!in!one!and(only(one!of!these!areas!(AYE).! ! For!a!Content!Area!1!course:! a.!Provide!justification!for!inclusion!in!Content!Area!1:! (This!should!be!copied!from!item!41a!of!the!GEOC!Curricular!Action!Request)! ! ! b.!Specify!a!CLAS!area,!AYE:!!!!!!!!!!! ! c.!Provide!justification!for!inclusion!in!CLAS!area,!AYE:! ! !!!(Please!consult!CLAS!guidelines!for!areas!AYE.)! ! Proposer Information ! 1.!Dates!approved!by! !!!!Department!Curriculum!Committee:!4!March!2016! !!!!Department!Faculty:!9!March!2016! !!!!CLAS!Courses!and!Curriculum!Committee:!! ! 2.!Name,!Phone!Number,!and!eYmail!address!of!principal!contact!person:!! ! Johana!Goyes!(graduate!student!instructor)! ! 860Y486Y5434! ! [email protected]! ! ! Kentwood!Wells!(faculty!overseer)! ! 860Y486Y4454! ! [email protected]! ! Syllabus( A!syllabus!for!the!new!course!must!be!attached!to!your!submission!email:! ! Attached:!EEB3267_FieldAnimalBehav_syllabus_2016.docx! CV!of!summer,!2016!instructor!also!attached:!CV!Goyes,!Johana!.pdf! EEB#3267:#Field#Animal#Behavior.##Syllabus# ! Summer!Session!1:!May!31st!–!July!1st,!2016!! Monday!Wednesday!Friday:!9!am!–!noon!(TLS!181)!(45!contact!hours,!total)! ! INSTRUCTOR! Johana!GoyesMVallejos,!Ph.D.!Candidate! [email protected]! TLS!379! Phone:!860M486–5434! ! ! ! ! ! COURSE!OBJECTIVES! M! Learn!how!to!observe!and!quantify!animal!behavior! M! Learn!how!to!take!field!notes! M! Learn!how!to!develop!a!research!project!based!on!observations! M! Learn!and!apply!basic!field!techniques,!study!design!and!data!analysis! M! Improve!collaboration!skills! ! ! COURSE!ASSIGNMENTS! Students!are!expected!to!come!to!class!prepared!to!participate!actively!each!day.!At!the! beginning!of!each!lecture,!students!will!discuss!the!assigned!reading!and!come!prepared! with!questions.!Each!lecture!involves!an!introduction!to!the!designated!topic!and!inMclass! exercise!when!appropriate.!The!hourMlong!lecture!will!be!followed!by!a!field!exercise!on! campus.!Each!student!is!expected!to!attend!both!lecture!and!field!activity!throughout!the! summer!session.!For!the!field!exercises,!students!are!expected!to!read!the!handouts! beforehand.!Students!generally!will!work!in!pairs!and!will!turn!in!the!assignments!as!a! group.!Students!will!use!field!notebooks!to!record!the!work!done!during!the!field!exercises! in!addition!to!their!own!data!for!their!independent!projects!and!the!daily!record!of! behavioral!observations.!More!detailed!explanation!of!the!field!notebook!expectations!will! be!given!on!the!first!day!of!class.! ! STUDENT!INDEPENDENT!PROJECTS! Outside!of!classroom/field!trip!hours,!students!will!design!and!execute!instructorMapproved! independent!research!projects!based!on!ideas!generated!during!the!course.!Students!are! expected!to!identify!a!research!question,!develop!a!hypothesis,!and!test!this!hypothesis!using! field!methods!learned!in!class.!Students!will!prepare!a!report!about!their!research!project!(5M 7!pages,!double!spaced,!12!pt!Times!New!Roman!font,!1!inch!margins),!including!relevant! background!information,!the!materials!and!methods!used,!results!of!the!experiment,!results! of!any!data!analysis!performed,!and!a!discussion!of!the!results.!Students!will!prepare!a!15M minute!presentation!about!their!project!and!present!it!on!the!final!day!of!class.!!Projects!will! be!graded!based!upon!experimental!design,!execution!and!appropriate!analysis.!! ! ! ! ! TENTATIVE!SCHEDULE! ! DAY# DATE# TOPIC# Tues! May!31! Course!introduction!and!timeline.!Introduction!to!field!notebooks.! Wed! June!1! The!scientific!method.!Hypothesis!and!predictions!exercise:! observations!around!campus.!! Fri! June!3! Describing!behavior.!Learning!to!describe!and!quantify!animal! behavior:!ducks!in!Mirror!Lake.! ! Mon! June!6! Observational!methods,!field!research!techniques,!study!design!and! data!analysis:!squirrel!foraging!behavior.! Wed! June!8! Starting!your!own!observations!in!the!field:!animals!around!campus.! Fri! June!10! How!to!read!scientific!papers.!Getting!started!with!your!research! project:!guidelines!and!initial!observations.! ! Mon! June!13! Field!trip!to!Bicentennial!Pond:!territoriality!in!fishes.! First!submission!of!field!notebooks.!Project!preMproposal!submission.! Wed! June!15! The!importance!of!dummies!in!animal!behavior.!Home!range!exercise! around!campus.!! Fri! June!17! MIDTERM!EXAM;!local!observations!afterwards.! ! Mon! June!20! Field!trip!to!the!zoo.! Wed! June!22! Individual!project!data!collection.! Fri! June!24! Journal!article!presentation!and!assisted!work!on!the!paper.! ! Mon! June!27! Field!notebooks!(final!submission).!Night!trip!to!the!Fenton!River:! playback!experiments.! Wed! June!29! PAPER!SUBMISSION!(Final).!Goose!Lab!and!simple!statistical!tools.! Fri! July!1! Final!paper!presentations;!instructor!evaluations.! ! BECAUSE!OF!SO!MUCH!OF!WHAT!WE!DO!DEPENDS!ON!THE!WEATHER,!THE!FIELD!TRIP! SCHEDULE!IS!SUBJECT!TO!CHANGE!!HOWEVER,!ALL!THE!SUBMISSION!DEADLINES!WILL! HOLD.! ! Grading!is!on!a!straight!percentageMofMpoints!basis,!i.e.,!to!obtain!an!A,!you!need!to!earn!90%! or!more!of!the!available!points.!The!grades!will!not!be!“curved”,!and!there!will!be!no! opportunities!for!“makeMup”!or!“extraMcredit”!points.!Attendance!on!the!field!trips!is! required.!If!you!miss!a!field!trip!(this!category!also!includes!behavioral!observations),!you! lose!5!points.!If!you!miss!a!test,!you!will!receive!a!score!of!zero.!If!you!have!a!legitimate! reason!to!miss!a!field!trip!or!test,!you!may!be!excused!IF!AND!ONLY!IF!you!provide!written! documentation!within!one!week!of!missing!the!class!or!test.!In!cases!where!you!have!a! legitimate!excuse,!there!still!will!be!no!makeMups!administered:!you!will!be!graded!only!on! the!basis!of!the!points!contained!in!the!field!trips!and!tests!you!did!complete.!NOTE!that!this! method!reduces!the!number!of!points!you!can!afford!to!lose!and!still!do!well!in!the!course.!! ! SICK?!First,!do!your!best!to!let!me!know!before!the!field!trip/class!exercise/test.!Second,!if! you!are!sick,!believe!it!when!I!say!that!I!don’t!want!to!see!you!in!lab.!Please!be!responsible,! and!don’t!spread!germs!by!coming!to!class!with!a!fever,!or!hacking!and!coughing.!For! illnesses,!I!proMrate!your!grade!on!the!basis!of!the!pointMbearing!exercises!you!didn’t!miss.!! ! GRADING! ! Midterm#Exam:## # 50#points# ! Research#Project:# # 80#points# M!Proposal! ! ! 20!points! M!Final!Report!! ! 40!points! M!Oral!presentation! ! 20!points! ! Field#Notebook:# # 45#points# M!First!submission! ! 20!points! M!Final!submission!! ! 25!points! ! iNaturalist#submissions:## 15#points# 2+!observations/day!=!30!observations! ! Field#trips#assignments:# 60#points# # 6!field!trips! ! ! 10!points!each! ! # Total:#[250#points]# ! ! Grading!scale:!A!=!100%!M!90%,!B!=!89%!M!80%,!C!=!79%!M!70%,!D!=!69!–!60%,!F!=!59%!M!0%.! ! ! References#&#Websites# ! •! Alcock,!J!(2001).!Animal!Behavior!M!An!Evolutionary!Approach!(7th!ed.).!Sinauer! Associates!Inc.!Publishers.! •! Krebs,!J.!R.!and!N.!B.!Davies!(1993).!An!Introduction!to!Behavioral!Ecology!(3rd!ed.).! Blackwell!Scientific!Publications.! •! Martin,!J.!and!P.!Bateson!(1993).!Measuring!Behaviour!(2nd!ed.).!Cambridge!University! Press.! •! iNaturalist! Johana Goyes Vallejos, Ph.D. Candidate Department of Ecology and Evolutionary Biology University of Connecticut 75 N. Eagleville Road, Unit 3043 Storrs CT 06269-3043 USA E-mail: [email protected]

Education

2010– Ph.D. Candidate. Expected graduation: May 2016. University of Connecticut. Department of Ecology and Evolutionary Biology. Dissertation: “Female calling behavior and possible sex- role reversal in the smooth guardian frog Limnonectes palavanensis (Anura: Dicroglossidae) of Borneo”. (Advisor: Dr. Kentwood Wells; Co-advisor: Dr. Ulmar Grafe, Universiti Brunei Darussalam).

2003–2008 B.Sc. in Biology (Honors) Magna cum laude. Diploma in Genetics. Universidad del Valle, Biology Department. Cali, Colombia. Undergraduate thesis: “Comparison of DNA extraction methods from the Tenerife lizard Gallotia galloti”. (Advisor: Dr. Gloria Machado Rodriguez).

2006–2007 Exchange Student SIGUEME Program. Universidad de Antioquia, Faculty of Natural and Exact Sciences, Biology Academic Program, Medellín, Colombia.

Honors and Awards

University of Connecticut, The Graduate School Fall Doctoral Dissertation Fellowship, 2015.

University of Connecticut Center for Conservation and Biodiversity Award, 2015

Animal Behavior Society Diversity Travel Award, 2015

University of Connecticut, Ecology and Evolutionary Biology Travel Award, 2015

University of Connecticut, Ecology and Evolutionary Biology Department. Ralph M. Wetzel Endowment Fund Award – Small Equipment Grant, 2014

University of Southern Denmark Ph.D. School on Sense organs, Nerve systems, Behaviour, and Communication (SNAK) Travel Grant for travel to Ph.D. Summer School on Acoustic Communication, Denmark, 2013

University of Connecticut, Ecology and Evolutionary Biology Department. Ralph M. Wetzel Endowment Fund Award – Small Equipment Grant, 2013

University of Connecticut, Ecology and Evolutionary Biology Department. Ralph M. Wetzel Endowment Fund Award – Small Equipment Grant, 2012

Organization for Tropical Studies OTS Bossuyt - Latin America Scholarship to attend the Tropical Biology: An Ecological Approach Graduate Course held in Costa Rica (January – March 2010). Smithsonian Tropical Research Institute – Grant in Aid to attend the OTS Graduate Course Tropical Biology: An Ecological Approach Graduate Course held in Costa Rica, 2010

Undergraduate Thesis Distinction at Universidad del Valle, Biology Academic Program for the outstanding oral presentation and the contribution to the study of reptiles in Colombia, 2008

Magna Cum Laude and Best Graduate Award (Class Highest GPA) in the Biology Academic Program, School of Natural and Exact Sciences at Universidad del Valle, Cali - Colombia, 2008

Award for Outstanding Academic Achievement, School of Natural and Exact Sciences (for achieving 1st place at the end of a given semester of the Biology Program), Universidad del Valle, Cali – Colombia, (Spring/Fall 2003, Spring 2004, Spring/Fall 2005, Spring 2006).

Publications in preparation

Goyes-Vallejos, J., Wells, K.D., & Grafe, U. Vocal repertoire of males and females of the smooth guardian frog of Borneo Limnonectes palavanensis. (Chapter 1 of doctoral dissertation intended for submission to Bioacoustics).

Goyes-Vallejos, J., Wells, K.D., & Grafe, U. Exclusive paternal care behavior in the smooth guardian frog Limnonectes palavanensis. (Chapter 2 of doctoral dissertation intended for submission to Biological Journal of the Linnean Society).

Goyes-Vallejos, J., Wells, K.D., Ahmad Sah, H. H. & Grafe, U. Males of the smooth guardian frog don’t put all the tadpoles in one basket even in the presence of predators. (Chapter 3 of doctoral dissertation intended for submission to Behavioral Ecology).

Goyes-Vallejos, J., Wells, K.D., & Grafe, U. Few males calling a little: low calling effort in males of the smooth guardian frog Limnonectes palavanensis. (Chapter 4 of doctoral dissertation intended for submission to Journal of Herpetology

Goyes-Vallejos, J., Wells, K.D., & Grafe, U. Female competition in females of the smooth guardian frog Limnonectes palavanensis: evidence for sex-role reversal. (Chapter 5 of doctoral dissertation intended for submission to Proceedings of the National Academy of Sciences).

Field Experience

Kuala Belalong Field Studies Center, Brunei Darussalam (June 2012 – December 2014, 12 months total) Doctoral Dissertation Field Research: Female Calling Behavior and Possible Sex-Role Reversal in the Smooth Guardian Frog Limnonectes palavanensis (Anura: Dicroglossidae) of Borneo (Advisors: Dr. Kentwood Wells, Dr. Ulmar Grafe).

Smithsonian Tropical Research Institute (June – August 2009) Internship Award in Association with the University of Texas at Austin and Texas Tech University. Túngara Frog Project: “Eavesdropping on the call of túngara frogs”, Gamboa, Panama. (Advisor: Dr. Ximena Bernal).

Smithsonian Tropical Research Institute (October 2008 – February 2009) Internship Award, Naos Marine Laboratories. Project: “Predation risk and mate searching by female fiddler crabs Uca terpsichores”, Panama City, Panama. (Advisor: Dr. John Christy).

Universidad de Antioquia (February – May 2007) Spatial distribution patterns in the Blue-gray Tanager Thraupis episcopus and the Tropical Kingbird Tyrannus melancholicus in a mosaic of habitats in San José del Nus Town, Antioquia, Colombia (Advisor: Dr. Vivian Paez).

Universidad del Valle (February – May 2005) Vertical distribution of angiosperms epiphytes in the Vereda Morales dry forest. Municipality of Caloto, Cauca, Colombia (Advisor: Dr. Alan Giraldo).

Advanced Courses

Organization for Tropical Studies. OTS Specialty Course in Science Communication: Telling Stories About Science. Intensive graduate course in creative writing, radio and podcast production, and filmmaking. August 2015. (Article: https://otsscicommcourse.wordpress.com/2015/08/07/biologists-turned-into-puppeteers/; Podcast: https://soundcloud.com/scicommcourse/getting-froggy; Video: https://youtu.be/KyzkhwRa808)

Ph.D. Summer School on Acoustic Communication. University of Southern Denmark. Kerteminde, Denmark. August 2013.

The Cornell Lab of Ornithology Sound Recording Workshop, Sierra Nevada CA, USA. June 2011.

Organization for Tropical Studies. Graduate Course in Tropical Biology: An Ecological Approach. Costa Rica, January – March 2010.

Introduction to the Conservation Biology in Latin America. Tirimbina Rainforest Center, La Virgen de Sarapiquí, Heredia, Costa Rica. July 2008.

National Course of Hair Identification of Mammals. Universidad Distrital Francisco José de Caldas. Bogotá, Colombia. August 2007.

Presentations

Goyes-Vallejos, J. Female calling behavior in the smooth guardian frog Limnonectes palavanensis of Borneo. evidence for sex-role reversal? Talk presented at International Bioacustics Conference. Murnau, Bavaria, Germany, 2015. (2nd Place for best oral presentation).

Goyes-Vallejos, J. Female calling behavior and possible sex-role reversal in the Bornean frog Limnonectes palavanensis. Talk presented at the Animal Behavior Society Meeting. University of Alaska, Anchorage, AK, USA, 2015.

Goyes-Vallejos, J. Female chorusing behavior in the smooth guardian frog Limnonectes palavanensis. Talk presented at the XXV EEB Graduate Student Symposium. University of Connecticut, Storrs, CT, USA, 2015.

Goyes-Vallejos, J. Acoustic Communication, Mate Choice and Parental Care of the Smooth Guardian Frog Limnonectes palavanensis. Talk presented at the XXIII EEB Graduate Student Symposium. University of Connecticut, Storrs, CT, USA, 2013.

Goyes-Vallejos, J., Restrepo, T., Ochoa-Sánchez, L.M., Machado, G., Bohórquez-Alonso, M.L., & Molina-Borja, M. DNA extraction methods for the study and conservation of reptiles: A lizard example. Talk presented at the XX EEB Graduate Student Symposium. University of Connecticut, Storrs, CT, USA, 2011.

Goyes-Vallejos, J., Restrepo, T., Ochoa-Sánchez, L.M., Machado, G., Bohórquez-Alonso, M.L., & Molina-Borja, M. Comparison of DNA extraction methods from the Tenerife lizard Gallotia galloti. Poster presented at the I Latin American Congress of Human Genetics and IX Colombian Congress of Genetics. Cartagena de Indias, Colombia. 2008.

Goyes-Vallejos, J., Gonzáles, A., García, J. Vertical distribution of angiosperms epiphytes in the Vereda Morales dry forest, Municipality of Caloto, Cauca, Colombia. Talk presented at the I Experimental Ecology Colloquium in the Biology Department, Universidad del Valle. Cali, Colombia. 2005.

Goyes-Vallejos, J., Gonzáles, A., García, J. Vertical distribution of angiosperms epiphytes in the Vereda Morales dry forest, Municipality of Caloto, Cauca, Colombia. Talk presented at the XL National Congress of Biological Sciences. Cali, Colombia. 2005.

Languages

Spanish (First language) English (Fluent)

Society Membership

Animal Behaviors Society Society for the Study of Amphibians and Reptiles

Teaching Experience

Spring 2016 Principles of Biology II (BIOL1108) Fall 2015 Biology of the Vertebrates (EEB 2214) Spring 2015 Herpetology (EEB 3265/5265) Spring 2014 Foundations of Biology (BIOL1102) Spring 2013 Herpetology (EEB 3265/5265) Spring 2012 Principles of Biology II (BIOL1108) Fall 2011 Introduction to Botany (BIOL 1110) Spring 2011 Foundations of Biology (BIOL 1102) Fall 2010 Foundations of Biology (BIOL 1102)

Service, Leadership and Outreach

2015 EEB Department Faculty Representative 2015 Animal Behavior Society Strategic Planning Committee Representative 2014 Invited Speaker, Brunei International School field trip to the Kuala Belalong Field Studies Center, Brunei Darussalam. 2014 Organizer of the Save the Frogs Day, Willimantic, CT. 2014 Invited herpetologist, Hartford Biodiversity Camp and BioQuest for middle school students. 2014 Franklin Elementary School Outreach. Demonstrations on adaptations and food webs to 4th and 3rd grade students. 2012 Joshua’s Trust Program – “Surviving Winter”. Demonstration on wildlife adaptation at the Joshua’s trust land in Windham Center, Connecticut. 2012 Invited Panelist Women’s Center Open House. Women in Math, Science and Engineering (WiMSE), University of Connecticut 2011–2015 Co-organizer of the Annual EEB Graduate Student Symposium 2011–2014 Organizer of the annual “Save The Frogs Day at UConn” in collaboration with the UConn Herpetological Society.

References

Dr. Kentwood D. Wells (Doctoral Advisor) Department of Ecology and Evolutionary Biology University of Connecticut Tel: (860) 486-4454 E-Mail: [email protected]

Dr. Mark C. Urban (Doctoral Committee Member) Department of Ecology and Evolutionary Biology University of Connecticut Tel: (860) 486-6113 Email: [email protected]

Elizabeth Jockusch (Doctoral Committee Member) Department of Ecology and Evolutionary Biology University of Connecticut Tel: (860) 486-4452 Email: [email protected]

Proposal to Add a New Graduate Course Last revised: September 24, 2013

1. Date: February 25, 2016 2. Department requesting this course: MCB 3. Semester and year in which course will be first offered: Fall 2016

Final Catalog Listing MCB 5430. Analysis of eukaryotic functional genomic data 3 credits. Lecture/Practicum. Consent of instructor required.

Construction and implementation of computational pipelines that integrate available bioinformatics tools to perform processing, analysis and quality control of eukaryotic functional genomics datasets from ChIP-seq, RNA-seq and other high throughput sequencing approaches. No programming experience required.

Items Included in Catalog Listing Obligatory Items 1. Abbreviation for Department, Program or Subject Area: MCB 2. Course Number: 5430 3. Course Title: Analysis of eukaryotic functional genomics data 4. Number of Credits: 3 5. Course Description:

6. Course Type: _x_Lecture __ Laboratory __ Seminar _x_ Practicum

Optional Items 7. Prerequisites, if applicable: none

8. Recommended Preparation, if applicable: Practical interest in analyzing next-generation sequencing data

9. Consent of Instructor: yes

10. Exclusions, if applicable: none

11. Repetition for credit, if applicable: no

12. S/U grading: no

Justification 1. Reasons for adding this course: With the rapid rise in the use of high throughput sequencing (HTS) technologies to produce large genomic datasets, there is a burgeoning need for PhD and professional students to learn how to process and analyze these data. Although courses that deal with various forms of bioinformatics exist on campus, a full, semester-long course that focuses on basic understanding, processing, and analysis of eukaryotic functional genomics assays is lacking. This course has been offered (temporarily) for two semesters under the MCB5429 title.

2. Academic merit: High throughput sequencing (HTS) data enable researchers to generate large datasets that require specialized computer skills to understand. Although HTS data is becoming more and more of a requirement for research projects in several biological fields, relatively few students come here with the skills necessary to make design, execute, process, and analyze HTS data. In the field genetics, or any field that intersects with chromosome biology or gene expression, it is common knowledge that the next generation of successful scientists will be able to move fluidly from the wet bench to computational analyses and back. Therefore, we must educate our trainees in this manner to stay relevant in these fields. This course is designed to teach the skills needed for processing and analysis of HTS data. Topics covered include: 1) basic command line skills for operating in the Unix environment; 2) knowledge of which ‘off the shelf’ computational programs (of which there are >5,000 available) are suitable for specific purposes; 3) shell-scripting for creating automated pipelines with various computational programs; 4) using R for data analysis and making publication-quality figures. Students interested in this course have varying levels of experience. Because of this, inclusivity and providing an immersive experience are two major themes considered in the course design. This course starts at the introductory level, thus it is accessible to the non-expert. Little to no experience is necessary - only a genuine interest in genomics and analyzing data are required. This course is also designed to be immersive. There are several workshop-style courses available here and abroad that teach an overview of HTS analysis. However, since many of the students have little experience, it is clear that a more immersive experience is necessary to help the students reach their own goals as well as those of the course. This full semester, 3 credit course will create a prolonged exposure to the subject material, allowing the student to more effectively absorb the course content and concepts. These attributes will empower students that are new to the genomics field with the knowledge to carry out introductory to intermediate level analyses and give them the confidence to tackle more sophisticated analyses independently.

3. Overlapping courses: consulted professors in MCB, EEB, CSE – none so far

4. Number of students expected: 10-15 students per year

5. Number and size of sections: 1 section of 10-15 students

6. Effects on other departments: The temporary form of this class (MCB5429) primarily services MCB PhD, Applied Genomics PSM students, and Animal Science PhD students. I also have one student from the Health Center campus in Farmington (MBB).

7. Staffing: Dr. Leighton Core (MCB)

8. Dates approved by: Department Curriculum Committee: 3/2/16 Department Faculty: 3/4/16

9. Name, Phone Number, and e-mail address of principal contact person: Leighton Core, (860) 486-5710, [email protected]

Syllabus See attached at end.

Additional Approval New graduate courses must also be approved by the Graduate Faculty Council.

MCB XXXX: Processing and Analysis of Eukaryotic Functional Genomics Data

Mon, Wed. 1-2:15pm Beach Hall room 202

Instructor Information: Leighton Core Email: [email protected]

Office hours: by appointment

Text references*:

Practical Computing for Biologists. Steven H. D. Haddock & Casey Dunn (2011).

Getting started with R: an Introduction for Biologists. Andrew P. Beckerman & Owen L. Petchey (2012)

R in Action: Data Analysis and Graphics with R. Robert I. Kabacoff (2011).

* All books can be purchased on Amazon.com

Course Description: This course will cover the creation of workflows for the processing and analysis of data from next generation sequencing experiments. The focus will be on eukaryotic functional genomics datasets such as ChIP-seq, RNA-seq and possibly GRO-seq (time permitting). Students will learn basic programming skills necessary to complete these tasks including: commands for navigating and operating in the terminal environment, basic shell scripting for creating pipelines, parsing and analyzing data. Students will also be introduced to the R programming language for analysis and display of processed data. Use of available ‘off the shelf’ analysis tools will also be covered and incorporated into workflows.

Learning Outcomes: Upon completing MCB 5429, students will be able to:

• Use the terminal to navigate their computer and perform everyday operations from the command line. • Use shell scripting to automate processing and analysis of next- generation sequencing data. • Properly design ChIP-seq and RNA-seq experiments • Perform QC analysis on NGS data. • Map ChIP-seq and RNA-seq data to genomes • Use public genome browsers to display their own data and retrieve publicly available data. • Process and perform preliminary analyses of ChIP-seq and RNA-seq data • Perform peak calling on ChIP-seq data and search for underlying DNA motifs • Perform differential gene expression analysis on RNA-seq data.

Course Format: Each class will have a short lecture on the assigned topic. The intent is for students to spend the majority of class time learning computer skills necessary for analyzing genomic data.

Course Materials: Lecture slides, notes and in-class demonstrations will be posted to HuskyCT blackboard site. If the HuskyCT site goes down, materials will be emailed.

BBC server access: Some programs will be run on the UConn bioinformatics server. To obtain access to the server fill out the request form at the following link: http://bioinformatics.uconn.edu/contact-us/ Choose ‘account for course’ from the first drop down menu, and ‘MCB5429’ from the course drop down menu.

Useful links from UConn Bioinformatics Core:

Understanding the BBC cluster: http://bioinformatics.uconn.edu/understanding-the-bbc-cluster-and-sge/#our- cluster

Unix basics: http://bioinformatics.uconn.edu/unix-basics

Other BBC tutorials: http://bioinformatics.uconn.edu/resources-and-events/tutorials/

Course Schedule*: * subject to change

Week 1: 1/18: No Class - Martin Luther King Jr. Day

1/20: Overview of Next Generation Sequencing (NGS), Functional Genomics, and course goals.

Week 2: 1/25: Introduction to Linux terminal. Navigating the terminal environment. Basic command line utilities.

1/27: Introduction to Linux (continued). Dealing with text files and creating / running shell scripts. (Homework 1 assigned)

Week 3: 2/01: Introduction to Linux (continued). More useful Linux commands and scripting with loops.

2/03: Connecting remotely to the UConn BBC server. Using the Nano editor. Submitting jobs to the server. (Homework 1 due)

Week 4: 2/08: Installing programs and editing search path. Downloading data from public sources

2/10: QC and preprocessing of NGS data. fastX and fastQC tools for data filtering, read trimming, adapter clipping. Creating pipelines to automate processing and mapping of data. (Homework 2 assigned)

Week 5: 2/15: Mapping NGS data Overview of read alignment methods.

2/17: Post-processing of mapped data – making bed and bedgraph files. Organizing and prioritizing pipeline output. (Homework 2 due)

Week 6: 2/22: Using UCSC genome browser to view genome annotation tracks and your data.

2/24: Common ChIP-seq analyses: Calling ChIP-seq peaks with MACS.

Week 7: 2/29: Common ChIP-seq analyses: Determining reads in peaks, peak location relative to genes.

3/02: Common ChIP-seq analyses: MEME: Identification of motifs under discreet peaks. MAST: mapping motifs back to genomes. FIMO: determine occurrences of motif in selected sequence. (Homework 3 assigned)

Week 8: 3/07: Introduction to R: Reading, writing, viewing and manipulating tables.

3/09: R basic plotting: Plotting of distributions (Homework 3 due)

Week 9: 3/14: Spring break 3/16: Spring break

Week 10: 3/21: R basic plotting: Plotting of groups of data Making heatmaps

3/23: Writing simple R functions (Homework 4 assigned)

Week 11: 3/28: Introduction to RNA-seq and alignment considerations Tophat and cufflinks vs. Trinity vs. STAR Alignment of RNA-seq data

4/30: RNA-seq (continued) (Homework 4 due)

Week 12: 4/04: Differential gene expression analysis 4/06: Differential gene expression analysis (continued) (Homework 5 assigned)

Week 13: 4/11: Gene ontology and gene set enrichment analysis 4/13: Flex day – open to addition of new subjects / methods (Homework 5 due) (Final Project Assigned)

Week 14: 4/18: Student projects: independent analysis of public data 4/20: Student projects: independent analysis of public data

Week 15: 4/25: Student projects: independent analysis of public data 4/27: Student projects: independent analysis of public data

*Changes in the syllabus: Every effort will be made to follow the course outline for classroom lectures and assignments. However, given that this is still a new format for this course, some changes in the syllabus may be unavoidable. Students are responsible for being aware of these changes. If you miss a class you should check the blackboard site for lecture and class notes, as well as potential changes to the syllabus.

Homework: Homework assignments will be announced in class and are due the following week. All assignments will be posted on the blackboard site for the course. Homework will be submitted via the HuskyCT site or via email to the instructor. Assignments should be named with the NetID and assignment number (e.g. xyx15002_HW1). Assignments are due by 5pm on the scheduled due date. Late assignments will lose 5% of total points per day, including weekends.

Course Grades:

Final Grade: Based on a 200-point scale: • In class exercises: 20 points (10%) • 5 homework assignments: 20 points each; 100 points total (50%) • Student analysis project; 90 points (40%)

Useful and potentially useful links: (more will be distributed during classes)

Terminal/Linux: http://lifehacker.com/5633909/who-needs-a-mouse-learn-to-use-the-command- line-for-almost-anything http://ryanstutorials.net/linuxtutorial/ Free Linux for Dummies: http://it-ebooks.info/book/784/

Python: https://www.python.org/ http://www.codecademy.com/ http://www.learnpython.org/

R: http://manuals.bioinformatics.ucr.edu/home/ht-seq http://www.r-bloggers.com/using-apply-sapply-lapply-in-r/

Publishing guidelines for data analysis: http://melissagymrek.com/science/2014/01/09/show-me-the-data.html

Proposal to Add a New Graduate Course Last revised: September xx, 2013

1. Date: Feb 3, 2016 2. Department requesting this course: Molecular and Cell Biology 3. Semester and year in which course will be first offered: Spring 2017

Final Catalog Listing MCB 5801 Scientific Writing and Project Development for MCB Graduate Students. Open to PhD students in Molecular and Cell Biology, others with permission.

Instruction in the practice of good scientific writing through group discussions and peer review during preparation of an NSF Graduate Research Fellowship Program application. Group discussions in related aspects of graduate student project development.

Items Included in Catalog Listing Obligatory Items 1. Abbreviation for Department, Program or Subject Area: MCB 2. Course Number: 5801 3. Course Title: Scientific Writing and Project Development for MCB Graduate Students 4. Number of Credits: 2 5. Course Description:

6. Course Type, if appropriate: _x_Lecture __ Laboratory __ Seminar __ Practicum

Optional Items 7. Prerequisites, if applicable: Open only to PhD students in the MCB graduate program 8. Recommended Preparation, if applicable: none 9. Consent of Instructor, if applicable: none 10. Exclusions, if applicable: none 11. Repetition for credit, if applicable: none 12. S/U grading: none

Justification 1. Reasons for adding this course: Graduate student writing, project planning and other professional development are not otherwise taught formally in the MCB graduate program. However, students are required to acquire such skills by the time of their graduation. This course will provide a mechanism to promote MCB students applications to the NSF GRFP and exemplify professional expectations for PhD-level scientists. An earlier version of this course has been taught by Dr. Klassen in Spring 2015 and 2016 as MCB5896-022 2. Academic merit: Professional development, especially in scientific writing and project planning is assumed for MCB PhD students by their writing a thesis and contributing to the scientific literature. However, the skills needed to achieve these tasks is not explicitly taught in the MCB program. 3. Overlapping courses: This course compliments MCB-GRAD5900 (Responsible Conduct in research in Genomics and Life Sciences), and has explicitly been designed to focus on professional development outside of the ethical focus of this course. 4. Number of students expected: ~5-20 students 5. Number and size of sections: 1 6. Effects on other departments: None 7. Staffing: 1 instructor, ad hoc participation (e.g., as reviewers) by other faculty 8. Dates approved by Department Curriculum Committee: 3/2/16 Department Faculty: 3/4/16 9. Name, Phone Number, and e-mail address of principal contact person: Jonathan Klassen, 860-486-6890, [email protected]

Syllabus MCB5896-xx: Scientific Writing and Project Development for MCB Graduate Students Dr. Jonathan L. Klassen Spring 2015 Scientific writing is an essential skill required by all graduate students. Successfully completing a graduate program also requires long term planning and continual professional development during students’ progression towards scientific maturity. This course will develop graduate student’s writing using a combination of group discussions and peer review to prepare an NSF Graduate Research Fellowship Program application, with the intention that these students submit this application during the subsequent funding cycle. This course will therefore both iteratively improve student writing and develop their skills as peer reviewers. Additional discussions will highlight related aspects of graduate student project development, highlighting best practices for PhD students. Draft outline: Week 1 (Jan 19) – Discussion: Course introduction; fellowships and introduction to GRFP Week 2 (Jan 26) – Discussion: The principles of scientific writing Week 3 (Feb 2) - Discussion: Writing concisely; In-class assignment: “biggest loser” Week 4 (Feb 9) - Discussion: Being an effective peer reviewer; Assignment due: Personal statement sent for peer review Week 5 (Feb 16) - Discussion: Reading and searching the scientific literature; Receive personal statement reviews Week 6 (Feb 23) - Discussion: Academic career paths; Assignment due: Specific aims sent for peer review Week 7 (Mar 2) - Discussion: Non-academic career paths; Receive specific aims reviews Week 8 (Mar 9) - Discussion: Taking charge of your PhD; Assignment due: Final specific aims due Week 9 (Mar 16) - Spring Break Week 10 (Mar 23) – Discussion: Time management; Assignment due: Research plan sent for peer review; Identify two MCB faculty members (besides your supervisor) who might be appropriate for your thesis committee and who will review your 2- page research statement. Week 11 (Mar 30) - In-class assignment: Study section reviews of research plans Week 12 (Apr 6) - Discussion: Publication; Receive research plan reviews Week 13 (Apr 13) - Discussion: Data management and reproducibility; Assignment due: Full proposal sent for peer review Week 14 (Apr 20) – Discussion: Networking; Receive full proposal reviews Week 15 (Apr 27) - Assignment due: Final proposal

! ! Proposal to Add a New Graduate Course Last revised: September 24, 2013

1. Date: 10-14-15 2. Department requesting this course: Communication 3. Semester and year in which course will be first offered: TBD

Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below!

(Example. Replace with your copy when completing this proposal): COMM 5400 Children and Mass Media 3 credits. Lecture. Open to graduate students in Communication and others with permission.

This course provides an overview of important issues, theoretical perspectives, and research regarding children’s and adolescent’s reactions to mass media including developmental differences in the processing of media content and in the effects of such materials.

Items Included in Catalog Listing Obligatory Items 1. Abbreviation for Department, Program or Subject Area: COMM 2. Course Number: 5400! 3. Course Title: Children and Mass Media 4. Number of Credits (use digits, “3” not “three”): 3 5. Course Description (second paragraph of catalog entry): 3 credits. Lecture. Open to graduate students in Communication, others with permission.

This course provides an overview of important issues, theoretical perspectives, and research regarding children’s and adolescent’s reactions to mass media. Developmental differences in the processing of media content and in the effects of such materials will be highlighted.

6. Course Type, if appropriate: _X_Lecture __ Laboratory __ Seminar __ Practicum

Optional Items 7. Prerequisites, if applicable: None 8. Recommended Preparation, if applicable: COMM 5001 and COMM 5300 9. Consent of Instructor, if applicable: open to graduate students in other programs with instructor consent 10. Exclusions, if applicable: n/a 11. Repetition for credit, if applicable: not repeatable for credit 12. S/U grading: not available

Justification 1. Reasons for adding this course: The department currently only has two courses (5300 and 5310) in traditional mass communication theory and research and NO electives on the books. There is a need for students pursuing the mass communication track to have more elective options. I have taught this class three times as a graduate special topics course and it has always been popular and in demand.

2. Academic merit: Children and adolescents are a uniquely vulnerable audience when it comes to effects of the mass media. Many of the potentially harmful effects of media exposure of concern to the public, such as food advertising and obesity, violence and aggression, sexual content and sexual attitudes and behavior are heightened in children due to developmental differences and lack of real world experience and knowledge.

This course provides an overview of important issues and research regarding children’s and adolescent’s reactions to mass media. Emphasis will be placed on developmental differences in the processing of media content and in the effects of such materials. Major emphasis will also be placed on theoretical perspectives in communication and developmental psychology that frame the media- related topics and effects to be covered.

3. Overlapping courses: Some of the theories covered in this course are introduced in 5300 but that course does not look specifically at children or adolescents. 4. Number of students expected: 6-10 graduate students. 5. Number and size of sections: one section of 6-10 students. 6. Effects on other departments: Issues and theories related to child development and information processing may also be of interest in students in Psychology, Marketing, Sociology or Human Development and Family Studies. 7. Staffing: Kirstie Farrar, Associate Professor. 8. Dates approved by Department Curriculum Committee:10/15/15 Department Faculty:10/27/15 9. Name, Phone Number, and e-mail address of principal contact person: Kirstie Farrar, [email protected].

Syllabus A syllabus for the new course must be attached to your submission email.

Additional Approval New graduate courses must also be approved by the Graduate Faculty Council. COMM 5400. Children and Mass Media

Instructor: Kirstie M. Farrar, Ph.D. Email: [email protected] Office location: ARJ 208 Office Hours: Office phone: 486-2632

OVERVIEW:

REQUIRED MATERIALS •! Calvert, S.L., & Wilson, B.J. (2008) The Handbook of Children, Media, and Development. Blackwell Publishing. •! Supplementary readings available on HuskyCt.

RECOMMENDED MATERIALS:

•! Publication Manual of the American Psychological Association (6th Edition)

COURSE REQUIREMENTS:

•! Attendance: Because this seminar is small, we will all get more out of it if everyone shows up regularly. Therefore, attendance is not optional. Classes should not be missed except in the case of an emergency. If you do have an emergency and cannot make it to class, please try to let me know in advance whenever possible.

•! Participation: You are expected to come to each class meeting having done the required readings. Quality of participation is more important than quantity. New and insightful observations about theory and research are more valuable than long summaries of the readings—but don’t hesitate to voice your beliefs or ask questions about the readings. No observation or question is too trivial.

•! Assignments: o! Periodically. Each week (after the first couple), a different student will open discussion by summarizing the assigned readings for that day, including an overview, questions and problems. Your presentation should include an overview of the topic area, your assessment of the major strengths and weaknesses of any research studies, as well as methods, and findings. Be sure to draw linkages to previously discussed topics that are relevant. You will be expected to “facilitate” the class discussion on your articles for that class period.

Note: Your job is to open and facilitate discussion only. Do not prepare a lengthy powerpoint presentation that lasts the entire class period. Merely summarize the readings, draw our attention to any questions or problems and place these readings in the broader context of the class. This should take no more than 10-15 minutes. Remember that you will be the “expert” on your articles so you’ll be responsible for using questions about the readings to facilitate discussion. I will be there to help and to point out other important tidbits as well! o! End of Semester. !! Paper. Working in groups of 2-3 students, a 15-20 page paper will be due by XXXXX. All papers must be submitted electronically and in print. Groups must meet with me before they begin working on their paper so that I can provide feedback and direction as to the appropriateness of their topic. Upon handing in the paper, each individual must submit a statement indicating what percentage (out of 100) each member of their group contributed to the finished final paper. This will help to ensure that all group members participate equally and that there will be some method of recourse (e.g. grade reduction) for those that do not.

Note: If you prefer, this can also be an individual assignment. Note: Your paper should demonstrate your familiarity with the issue or concepts under “discussion.” Criteria for evaluation include: (1) scope and focus of the work, (2) conciseness and clarity, (3) organization, (4) knowledge of the topic, (5) depth of the investigation, (6) writing style, and (7) use of references. All assignments, of course, must be typewritten and must adhere to APA format guidelines.

Plagiarism: No student shall plagiarize the words of others in any paper submitted for credit or for publication. The term "Plagiarize" means using, by paraphrase or direct quotation, any not insubstantial portion of the written work of another, without full and clear acknowledgment, or using materials prepared by another person who is engaged in the selling or giving of term papers or other academic materials (Student Conduct Code).

Be sure to cite all the sources you use in your paper, both in the body of your text as well as in the reference list. Be aware that you need to cite all ideas that you take from other sources, even if they are not direct quotations. If you are unclear about the proper way to do this, please see me.

All papers will be scanned into an anti-plagiarism software program upon receipt.

!! Presentation. Prior to the submission of the final paper, each group will present their paper to the class. The purpose of this presentation is threefold: (1) to give you a chance to vocalize your ideas, which allows you to identify weaknesses in your arguments as you attempt to articulate how they fit together; (2) to receive feedback on your ideas from other students and me; and (3) to perfect your job-talk and conference-presentation skills. You should approach this presentation professionally, as if you were giving it at a conference. Length: 12 minutes.

Grading

•! Your course grade will be determined out of 200 points as follows:

Participation 25% 50 points Discussion Leadership 20% 40 points Presentation 15% 30 points Final Paper 40% 80 points

Useful Phone Numbers:

•""Counseling"and"Mental"Health"Services:""486:4705(24"hours)"www.cmhs.uconn.edu" " •""Alcohol"and"Other"Drugs"Services:""486:9431"www.aod.uconn.edu" " •""Dean"of"Students"Office:""486:3426"www.dos.uconn.edu""

Course Schedule:

Week Topic Readings 8/27 Intro/Overview •! Calvert, S.L., & Wilson, B.J. (2008). Introduction: Media and Children’s Development. The Handbook of Children, Media, and Development. Pp. 1-4. •! Wartella, E. & Robb, M. Historical and recurring concerns about children’s use of the mass media. In The Handbook of Children, Media, and Development. Pp.7-26.

•! Rideout, V.J., Wandewater,E.A, & Wartella, 8/29 Media E.A. (2003). Zero to six: Electronic media in Use/Exposure the lives of infants, toddlers, and preschoolers. Menlo Park, CA: Henry J. Kaiser Family Foundation.

•! Scantlin, R. (2008). Media use across childhood: Access, time, and content. In The Handbook of Children, Media, and Development. Pp. 52-73. 9/3 Cognitive •! Strasburger, V.C., Wilson, B.J., & Jordan, Aspects: A.B. (2009). Children, Adolescents, & The Information Media 2nd Ed. Pp. 10-42. processing •! Siegler, R.S. (1991). Piaget’s Theory of Development. In Children’s Thinking (2nd ed., pp 17-57). Englewood Cliffs, NJ: Prentice Hall. •! Alberts, Elkind, and Ginsberg (2007). The personal fable and risk-taking in early adolescence.Journal of Youth and Adolescence, 36, 71-76.

9/5 Cognitive •! Kirkorian, H. L., & Anderson,D.R. (2007). Aspects: Learning from educational media. In The Language, Handbook of Children, Media, and reading, Development. Pp. 188-213. academics •! Krcmar, M. (2013). Assessing the research on media, cognitive development, and infants. Can infants really learn from television and videos? Journal of Children and Media, 4 (2), 119-134. •! Fisch, S.M., Truglio, R.T., & Cole, C.F. (1999). The impact of Sesame Street on preschool children: A review and synthesis of 30 years’ research. Media Psychology, 1, 165- 190. 9/10 Media Violence •! Wilson, B.J. (2007). Media violence and aggression in youth. In The Handbook of Children, Media, and Development. Pp. 237- 267. •! Huesmann, L.R., Moise-Titus, J., Podolski, C., & Eron, I.D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977-1992. Developmental Psychology, 39, 201-221.

9/12 Violence Cont. --Video Games •! Gentile, D.A., & Anderson, C.A. (2006). Violent Video Games: Effects on Youth and Public Policy Implications. Chapter in N. Dowd, D. G. Singer, & R. F. Wilson (Eds.), Handbook of Children, Culture, and Violence (pp. 225- 246). Thousand Oaks, CA: Sage •! Gentile, D., Lynch, P., Linder, J., & Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22.

9/17 Indirect and •! Coyne, S.M. & Archer, J. (2005). The Social relationship between indirect and physical Aggression aggression on television and in real life. Social Development, 14 (2), 324-338. •! Martins, N., & Wilson, B.J. (2012). Mean on the Screen: Social Aggression in Programs Popular with Children. Journal of Communication, 62, 991-1009.

9/19 •! Martins, N., & Wilson, B.J. (2012). Social Social Aggression aggression on television and its relationship to cont. and Tween children’s aggression in the classroom. sitcoms effects on Human Communication Research, 38 (1), pp. school peer 48-71. relationships •! Mares, M-L, Braun, M.T., & Hernandez, P. (2012). Pessimism and anxiety: Effects of tween sitcoms on expectations and feelings about peer relationships in school. Media Psychology, 15 (2), 121-147. 9/24 Advertising •! Strasburger, V.C., Wilson, B.J., & Jordan, A.B. (2009). Children, Adolescents, & The Media 2nd Ed. Pp. 43-88. •! Batada, A., & Borzekowski, D. (2008). SNAP: CRACKLE! WHAT? Recognition of cereal advertisements and understanding of commercials’ persuasive intent among urban, minority children in the US. Journal of Children and Media, 2 (1), pp. 20-36.

9/26 Advertising •! Wilson, B.J. Weiss, A.J. (1992). Developmental differences in children’s reactions to a toy advertisement linked to a toy-based cartoon. Journal of Broadcasting & Electronic Media, 36, 371-394. •! Stoneman, Z., & Brody, G.H. (1981). The indirect impact of child-oriented advertisements on mother-child interactions. Journal of Applied Developmental Psychology, 2, 369-376. •! Harrison, K. (2005). Is “Fat Free” Good for Me? A Panel Study of Television Viewing and Children’s Nutritional Knowledge and Reasoning. Health Communication 17 (2), 117-132.

10/1 Gender role •! Signorielli, N. (2013). Gender-role socialization socialization in the twenty-first century. In The International Encyclopedia of Media Studies, vol 5, pp. 250-271. •! Behm-Morawitz, E., & Mastro, D. (2008). Mean girls? The influence of gender portrayals in teen movies on emerging adults’ gender-based attitudes and beliefs. Journalism and Mass Communication Quarterly, 85, 131- 146.

10/3 Racial/Ethnic Stereotypes •! Mastro, D., & Tukachinsky, R. (2013). The influence of media exposure on the formation, activation, and application of racial/ethnic stereotypes. In The International Encyclopedia of Media Studies, vol 5, pp. 295-315. 10/8 Health related •! Vandewater, E.A., & Cummings. H.M. issues: Obesity (2007). Media use and childhood obesity. In The Handbook of Children, Media, and Development. Pp. 355-380 •! Harris, J.L., Speers, S.E., Schwartz, M.B., & Brownell, K.D. (2012). US food company branded advergames on the internet: Children’s exposure and effects of snack consumption. Journal of Children and Media, 6 (1), pp. 51-68.

10/10 ! Herbozo, S., & Tantleff-Dunn, S., Gokee- • Larose, J., & Thompson, J.K. (2004). Beauty Health related and thinness in children’s media: A content issues: Body analysis. Eating Disorders, 12, 21-34. Image •! Harrison, K., & Hefner, V. (2008). Media, body image, and eating disorders. In The Handbook of Children, Media, and Development. Pp. 381-406. •! Harrison, K., & Bond, B. (2007). Gaming magazines and the drive for muscularity in preadolescent boys: A longitudinal examination. Body Image, 4, 269-277.

10/15 Social/Emotional: •! Altenburg, P., M., & Buijzen, M. (2008). Fear Fear responses to media entertainment. In The Handbook of Children, Media, and Development. Pp. 334-352. •! Harrison, K. & Cantor, J. (1999). Tales from the screen. Enduring fright reactions to scary media. Media Psychology, 1, 97-116. •! Weiss, A.J., Imrich, D.J., and Wilson, B.J. (1993). Prior exposure to creatures from a horror film. Live versus photographic representations. Human Communication Research, 20 (1), 41-66.

10/17 TV and the •! Wilson, B.J., & Weiss, A.J. (1993). The Family effects of sibling coviewing on preschoolers’ reactions to a suspenseful movie scene. Communication Research, 20, 214-248. •! Alexander, A. (2008). Media and the Family. In The Handbook of Children, Media, and Development. Pp. 121-140. •! Meet with me at the end of class to discuss group papers!

10/22 Prosocial Effects •! Mares, M., Palmer, E., & Sullivan, T. (2008). Prosocial effects of media exposure. In The Handbook of Children, Media, and Development. Pp. 268-289. •! Rosenkoetter, L.I. (1999). The television situation comedy and children’s prosocial behavior. Journal of Applied Social Psychology, 29(5),979-993.

10/24 Cont. •! Collins, R. L., Elliott, M. N., Berry, S. H., Kanouse, D. E., & Hunter, S. B. (2003). Entertainment television as a healthy sex educator: The impact of condom-efficacy information in an episode of Friends. Pediatrics, 112 (5), 1115-1121. •! Valente, T., Murphy, S., Huang, G., Gusek, J., Greene, J., & Beck, V. (2007). Evaluating a minor storyline on ER about teen obesity, hypertension, and 5 a day. Journal of Health Communication, 12, 551-566.

10/29 Internet •! Peter, J., & Valkenburg (2013). The effects of internet communication on adolescents’ psychosocial development. In The International Encyclopedia of Media Studies, vol 5, pp. 678-697. •! Hoffner, C. (2008). Parasocial and online social relationships. In The Handbook of Children, Media, and Development. Pp. 310- 333. 10/31 Internet Dangers •! Cho, C., & Cheon, H.J. (2005). Children’s exposure to negative internet content: Effects of family context. Journal of Broadcasting & Electronic Media, 49 (4), 488-509. •! Mesch, G.S. (2009). Parental mediation, online activities, and cyber bullying. CyberPsychology and Behavior, 12 (4), 387- 393.

11/5 Other New •! Ling, R. (2007). Children, youth, and mobile Technologies communication. Journal of Children and Media, 1 (1), 60-67. •! Moreno, M. & Kota, R. (2014). Social Media. In. Strasburger, V.C, Wilson, B.J., & Jordan, A. (Eds), Children, Adolescents and the Media, pp. 435-456.

11/7 Music/music •! TBA videos

11/12 Media Policy •! Jordan, A.B. (2013). The impact of media policy on children’s media exposure. In The International Encyclopedia of Media Studies, vol 5, pp. 742-763. •! Blevins, J. L. (2011). Applying the US safe harbor policy to television violence. Journal of Children and Media, 5 (1), pp. 37-52.

11/14 Policy Cont. •! Calvert, S.L. (2008). The Children’s Television Act. In The Handbook of Children, Media, and Development. Pp. 456-478.

•! Kunkel, D. & Canepa, J. (1994). Broadcasters’ license renewal claims regarding children’s educational programming. Journal of Broadcasting & Electronic Media, 38, 397-416.

•! 11/19 Family Mediation •! Buerkel-Rothfuss, N.L. & Buerkel, R.A. (2001). Family mediation. In J. Bryant & J. Alison Bryant (Eds), Television and the American family (2nd ed (pp. 355-371). Mahwah, NJ: Lawrence Erlbaum. •! Guo, W., & Nathanson, A. I. (2011). The effects of parental mediation of sexual content on the sexual knowledge, attitudes, and behaviors of adolescents in the US. Journal of 11/21 Media Literacy Children, and Media, 5 (4), 358-378. •! Banerjee, S.C., & Kubey, R. (2013). Boom or Boomerang. A critical review of evidence documenting media literacy efficacy. In The International Encyclopedia of Media Studies, vol 5, pp. 700-722. •! Austin, E.W., Johnson, K.K. (1997). Effects of General and Alcohol–Specific Media Literacy Training On Children’s Decision Making About Alcohol. Journal of Health Communication, 2, 17-42.

12/3 Presentations

12/5 Wrap up Papers due

Proposal to Add a New Graduate Course Last revised: September 24, 2013

1. Date: 2/01/2016 2. Department requesting this course: Psychological Sciences 3. Semester and year in which course will be first offered: Fall 2016

Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below!

PSYC 5104. Foundations of Behavioral Research I Three credits. Lecture. Introduction to the logic of experimental design and data analysis in the psychological sciences. Analysis of group designs, especially ANOVA, and introduction to hypothesis testing.

Items Included in Catalog Listing Obligatory Items 1. Abbreviation for Department, Program or Subject Area: PSYC 2. Course Number: 5104 3. Course Title: Foundations of Behavioral Research I 4. Number of Credits (use digits, “3” not “three”): 3 5. Course Description (second paragraph of catalog entry): Introduction to the logic of experimental design and data analysis in the psychological sciences. Analysis of group designs, especially ANOVA, and introduction to hypothesis testing. 6. Course Type, if appropriate: X Lecture __ Laboratory __ Seminar __ Practicum Optional Items 7. Prerequisites, if applicable: none 8. Recommended Preparation, if applicable: N/A 9. Consent of Instructor, if applicable: Required 10. Exclusions, if applicable: N/A 11. Repetition for credit, if applicable: N/A 12. S/U grading: No

Justification 1. Reasons for adding this course: Research methods and quantitative analyses are fundamental to the training of psychological scientists and vital to successful academic careers. This course offers graduate students in Psychological Sciences foundational concepts and analyses for conducting experiments with two or more groups. The topics covered in this course build on each other, beginning with basic concepts of probability and types of random variable distributions and continuing through hypothesis testing for two group designs. Model testing and model comparisons are then introduced as a foundation for the next course in the sequence, PSYC 5105 (a companion course proposal). Although some of these topics are covered in other courses on campus, no other course frames the research questions from the point of view of psychological sciences. A dedicated course on these topics is necessary to provide graduate students continuity of training early in their career and to prepare students to be active researchers and practitioners of the psychological sciences. 2. Academic merit: This course will fill a fundamental training need for the graduate students in the Department of Psychological Sciences. Students will be introduced to the research designs and data analyses that are foundational to many advanced research methods. Without a firm grounding in concepts related to probability, random variables, hypothesis testing, and model comparisons, graduate students will not be prepared for tackling the more advanced designs and techniques that are now dominating some literatures in the psychological sciences. Graduate students in Psychological Sciences will all take this course in their first semester on campus. 3. Overlapping courses: Although there are STAT, EPSY, SOCI, ECON, and BUSN that cover topics similar to those proposed for this course, none approach the topics from the point of view of a researcher in psychological sciences. 4. Number of students expected: 30 5. Number and size of sections: 1 section of 35 seats 6. Effects on other departments: This course is designed to replace STAT 3115Q, a section of which has been offered by psychology faculty to psychology graduate students for more than 40 years. That arrangement was a convenience to help students fulfill a breadth requirement. However, that requirement is no longer in place, and the Department of Psychological Sciences supports the course through Teaching Assistantships and administrative costs. The Statistics Department has been consulted and understands the need for this curricular change. 7. Staffing: Eric Lundquist (Psychological Sciences); James Green (Psychological Sciences); Till Frank (Psychological Sciences); Adam Sheya (Psychological Sciences) 8. Dates approved by Department Curriculum Committee: March 11, 2016 Department Faculty: 9. Name, Phone Number, and e-mail address of principal contact person: James Green, 6-3517; [email protected]

Syllabus A syllabus for the new course must be attached to your submission email. Additional Approval New graduate courses must also be approved by the Graduate Faculty Council. Foundation of Behavioral Research I: PSYC 5104

Mon Wed 10:00-11:30 BOUS 160

Instructor’s name Office: BOUS 136 Phone: (860) 486-4084 Office Hours: Mon 4:00-5:00, Tue 5:00-6:00 and by appointment E-mail: Instructor’s email

Teaching Assistants: contact information

READING: 1. Keppel, Geoffrey & Wickens, Thomas D. (2004). Design and Analysis: A Researcher's Handbook, 4/E. Prentice Hall. ISBN-10: 0135159415 (ISBN-13: 9780135159415) 2. On-Line Readings and Reserve Readings (to be announced)

GRADING: Homework: 30% assigned weekly Midterm: 35% midterm date Final: 35% final exam date

TOPIC READING Experimental Design KW Ch. 1 [basic issues and terminology] Categorical Data and Chi-Square Howell Ch.6 [excellent presentation of Chi-Square and related topics] Data Description KW Ch. 2 pp. 15-18, 24-25; Ch. 3 pp. 32-34; Ch. 7 pp. 144-145 [histogram, scatterplot; central tendency, dispersion, standardization; normality, skewness and kurtosis] The t-test and Confidence Intervals Howell Ch.7 [excellent treatment of the logic of the t-test, applied to the cases of a single sample mean, two related sample means, and two independent sample means; relation of t to z; confidence intervals described accurately on pp. 181-183] KW Ch. 3 pp. 34-36, Ch. 8 pp. 159-161 and see my Notes on Confidence Intervals [references to Keith (2006) can be ignored, and the interpretation of confidence intervals for the regression coefficient "b" is the same as for the more familiar population mean "µ"] Null Hypothesis Significance Testing Howell Ch.4 [excellent and up-to-date treatment of the logic and controversies of hypothesis testing, possibly more accessible than Cohen's (1994) paper] KW Ch. 2 pp. 18-22; Ch. 3 pp. 46-48; Ch. 8 pp. 167-169 Cohen (1994) [criticism of Null Hypothesis Significance Testing] Wilkinson and APA Task Force (1999) [recommendations for treatment of data in light of NHST controversy]

For your curiosity and your future as a researcher, but not for your exam: Howell Ch. 5 Excerpt on Bayes's Theorem [provides a brief accurate description of Bayes's Theorem] Cohen (1990) [general advice about treatment of data] Cowles & Davis (1982) [historical roots of the "p<.05" significance level] Between Subjects (Completely KW Ch. 2 & 3, Ch. 8 pp. 161-162 Randomized) Designs: One Factor Logic Of ANOVA summary Effect Size and Power KW Ch. 8 pp. 163-167 (but not "Effect Sizes for Contrasts") Assumptions of ANOVA (and t-tests): KW Ch. 7 The Linear Model Correlation KW Ch. 15 pp. 312-314 r = covxy / (sx*sy), where covxy = SPxy / (N-1), and SPxy = Σ(X-Mx)(Y-My) Analytical Comparisons Among Means KW Ch. 4 sec. 4.1 - 4.5 (Single-df Contrasts) Analytic Contrasts summary Controlling Type I Errors in Multiple KW Ch. 6 Comparisons (Planned and Post-hoc) Trend Analysis KW Ch. 4 sec. 4.6 - 4.7; Ch. 5 Between-Subjects (Completely KW Ch. 10 & 11 Randomized) Designs: Two Factors Analyzing Interactions KW Ch. 12 & 13 KW Ch. 14 pp. 303-307, 309-310: Nonorthogonality of the Effects, 14.3 Averaging of Groups and Individuals, and 14.5 Sensitivity to Assumptions (14.4 "Contrasts and Other Analytical Analyses" is optional, being a little heavy on notation for things you wouldn't really do by hand). Analysis of Covariance (ANCOVA) KW Ch. 15 pp. 311-312 [Aside from the analogy to post-hoc blocking (see pp. 231- 232), this chapter will be largely skipped in favor of a regression-based treatment of ANCOVA in the spring semester (STAT 5105).] Three Factors and Higher Order KW Ch. 21 & 22 Factorial Designs: Between-Subjects Recognizing Higher Order Interactions From Graphs And Means Tables Designs Repeated Measures (Within-Subjects) KW Ch. 16 & 17 Designs: One Factor Expected Mean Squares [This topic isn't specific to Repeated Measures Designs, but this is the most obvious place to introduce it.] Repeated Measures (Within-Subjects) KW Ch. 18 Designs: Two Factors Mixed Designs: One Between, One KW Ch. 19 & 20 Repeated Factor Finding Sources of Variance [Once you're dealing with combinations of different numbers of between and within factors, it's good to have a general scheme for identifying what the sources of variance are in a given design.] Three Factors and Higher Order KW Ch. 23 Factorial Designs: Repeated Measures and Mixed Designs Random and Nested Factors KW Ch. 24 & 25 but read mainly pp. 530-534

Proposal to Add a New Graduate Course Last revised: September 24, 2013

1. Date: 2/01/2016 2. Department requesting this course: Psychological Sciences 3. Semester and year in which course will be first offered: Spring 2017

Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below!

PSYC 5105. Foundations of Behavioral Research II 3 credits. Lecture. Prerequisite: PSYC5104. Expands on material covered in PSYC 5104, including the development and application of correlational methods for conducting and understanding research in the psychological sciences.

Items Included in Catalog Listing Obligatory Items 1. Abbreviation for Department, Program or Subject Area: PSYC 2. Course Number: 5105 3. Course Title: Foundations of Behavioral Research II 4. Number of Credits (use digits, “3” not “three”): 3 5. Course Description (second paragraph of catalog entry): Expands on material covered in PSYC 5104, including the development and application of correlational methods for conducting and understanding research in the psychological sciences. 6. Course Type, if appropriate: X Lecture __ Laboratory __ Seminar __ Practicum Optional Items 7. Prerequisites, if applicable: PSYC5104 8. Recommended Preparation, if applicable: N/A 9. Consent of Instructor, if applicable: Required 10. Exclusions, if applicable: N/A 11. Repetition for credit, if applicable: N/A 12. S/U grading: No

Justification 1. Reasons for adding this course: Research methods and quantitative analyses are fundamental to the training of psychological scientists and vital to successful academic careers. This course offers graduate students in Psychological Sciences the foundations in correlational research methods essential to conducting and consuming research in their discipline. The topics covered in this course build on each other as well as on PSYC 5104 (Behavioral Research Foundations I, a companion course proposal). Although some of these topics are covered in other courses on campus, no other course frames the research questions from the point of view of the psychological sciences. A dedicated course on these topics is necessary to provide graduate students continuity of training early in their career and to prepare students to be active researchers and practitioners of the psychological sciences. 2. Academic merit: This course will survey correlational research methods and include a focus on both data analysis techniques as well as threats to responsible interpretation of results. Correlational research methods, including simple and multiple linear regression, nonlinear regression, logistic regression, factor analysis, and path analysis are foundational to many areas of the behavioral sciences, yet no extant course covers these methods at the introductory level or combines them with critiques of research designs and valid conclusions. This course fills a fundamental training need for the graduate students in the Department of Psychological Sciences. Students will be introduced to the techniques under the general linear model, and shown how these techniques relate to designing, conducting, analyzing, and summarizing research from the psychological sciences. This course will be taken in the second semester of study on campus. 3. Overlapping courses: Several EPSY courses touch on similar topics in regression, including EPSY 5607 (Quantitative Methods in Research II), EPSY 5610 (Applied Regression Analysis for the Education Sciences), and EPSY 5613 (Multivariate Analysis in Educational Research). SOCI 5203 (Quantitative Research I) also has some overlapping content. Several STAT courses cover regression from a statistical, distributional, or estimation perspective. There are also three courses in ECON that cover econometric regression techniques applied to business and economic problems. 4. Number of students expected: 30 5. Number and size of sections: 1 section of 35 seats 6. Effects on other departments: This course is designed to replace STAT 5105, a section of which has been offered by psychology faculty to psychology graduate students for more than 40 years. That arrangement was a convenience to help students fulfill a breadth requirement. However, that requirement is no longer in place, and the Department of Psychological Sciences supports the course through Teaching Assistantships and administrative costs. The Statistics Department has been consulted and understands the need for this new arrangement. 7. Staffing: Chi-Ming Chen (Psychological Sciences); James Green (Psychological Sciences); Adam Sheya (Psychological Sciences); Eric Lundquist (Psychological Sciences) 8. Dates approved by Department Curriculum Committee: March 11, 2016 Department Faculty: 9. Name, Phone Number, and e-mail address of principal contact person: James Green, x 3517, [email protected]

Syllabus A syllabus for the new course must be attached to your submission email. Additional Approval New graduate courses must also be approved by the Graduate Faculty Council. 4 of 6

PSYC 5105: Foundations of Behavioral Research II

Instructor: name Office: number Office Hours: Email: Meets: Room: Graduate Assistants: Office Hours:

Required Textbook: Keith, T. Z. (2006). Multiple regression and beyond. Boston, MA: Pearson.

Other readings will be posted on the course HuskyCT site.

Recommended Textbook: Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Thousand Oaks, CA: Sage. (Available as course reserve in Babbidge Library).

Course Objectives:

1. Understand the foundations for research in the behavioral sciences as it pertains to collecting, analyzing, and presenting data. 2. Understand the logic and applications of correlation and regression techniques to behavioral research, and how these techniques work and do not work with various real- life data analysis issues. 3. Explore the extensions of regression techniques to more advanced modeling frameworks encountered in the behavioral sciences such as factor analysis, multilevel modeling (MLM), causal modeling (e.g., SEM). 4. Provide a basic foundation in regression techniques from which to extend to advance linear and nonlinear modeling techniques taught in other courses, and used in your research. 5. Understand the limitation and typical issues faced by researchers in the behavioral sciences.

Learning Objectives:

Some of the foundational research methods in psychological sciences are based on correlational designs and analyses. Indeed, regression based techniques underlie nearly all advanced quantitative methodology from simple prediction to advanced multilevel techniques. In this class, we will explore the theory and application of correlation and regression analysis. You will learn when and how to apply these techniques to answer many of the research questions we face in behavioral research. We will also discuss how these techniques work and do not work with typical real-life data issues. 5 of 6

In this course, we will explore correlations, simple regression, and multiple regression. Moreover, we will cover regression with continuous and categorical predictors and criteria. Finally, we will be introduced to advanced regression techniques such as assessing interaction effects between continuous predictors (i.e., moderated regression), mediation in regression, dichotomous outcome variables, causal modeling, multilevel modeling, and factor analysis. In all of these topics, we will cover how these techniques work under ideal circumstances, but then discuss issues that commonly arise in the behavioral sciences with which researchers must grapple. In the end, you will learn the foundational issues in designing, collecting, analyzing, and presenting research and data in the behavioral sciences.

Grading and Evaluation:

Grades will be calculated based on points earned according to the following scale (300 points possible):

Grades will be determined in the following manner: A 93-100% A- 90-92% B+ 87-89% B 83-86% B- 80-82% C+ 77-79% C 73-76% C- 70-72% D+ 67-69% D 64-66% D- 60-63% F 59% or <

1. Exams (200 points): There will be two (2) exams for this course—a midterm and a final. The exams will be short answer/essay questions regarding concepts, interpretation, and issues with the topics covered prior to the exam. These exams will cover topics covered in readings, lecture, and discussion in class. Note: Under extreme circumstances and at my discretion, make-up exams may be given, but only if I am notified in advance with qualifying documentation. It is your responsibility to schedule such an exam with me. If you do not have any documentation, you will NOT be allowed to take a make-up exam and will be given a 0. I reserve the right the refuse a make-up exam, regardless of documentation, if your absence appears suspicious. 2. Assignments (100 points): There will be 10 homework assignments worth 10 points each. These assignments will be part computation and part interpretation. All assignments are due the week after they are assigned (see course schedule). Although, you may choose to work with the other students, each student must turn in their own assignment showing their own work. Assignments will be due at the start of class. Late assignments will be accepted (for -3 points for each day late), but assignments turned in 3-days or later will receive 0 points. 3. Attendance: I will not take formal attendance for this class. However, this is a graduate level class-- your attendance is expected. I do not provide lecture notes; therefore, if you miss a class, it is your responsibility to get notes from a fellow student.

6 of 6

Tentative Course Schedule (Subject to Change): Day Date Topic Reading(s) Assignment Introductions; Correlations and Introduction to R Simple Linear Regression; Simple Linear Regression in R Keith Chapter 1 HW1 Due Multiple Regression Day 1 Keith Chapters 2 and 3 HW2 Due Multiple Regression Day 2 Keith Chapters 4 and 5 Multiple Regression in R Regression diagnostics Pedhazur Chapter 3 HW3 Due Relative Importance Analysis; Relative Tonidandel & LeBreton (2011) Importance Analysis in R Gutierrez et al. (In Press) General Linear Model; Categorical Predictors Keith Chapter 6 HW4 Due Categorical and Continuous Predictors: Statistical Control Spector & Brannick (2011) Categorical Predictors in R HW5 Due Moderation Day 1: Categorical and Continuous Predictors Keith Chapter 7 Categorical and Continuous Moderation in R Dalal & Zickar (2012) Moderation Day 2 & Polynomial Regression: Continuous Variables Keith Chapter 8 Continuous Variable Interactions/Polynomial Regression in R HW6 Due Baron & Kenny (1986) Mediation LeBreton et al. (2009)

No Class—Spring Break Midterm Exam HW7 Due Mediation in R Preacher & Hayes (2004) Logistic Regression Pedhazur Chapter 17 HW8 Due Logistic Regression in R Keith Chapter 14 Introduction to Factor Analysis Tabachnick & Fidell Chapter 13 HW9 Due Factor Analysis in R Introduction to Multilevel Modeling Hayes (2006) Multilevel Modeling in R Introduction to Structural Equation Modeling Keith Chapters 10, 11, & 15

Structural Equation Modeling in R Faul et al. (2007) If Time: Sampling issues/Power Analysis Tonidandel et al. (2015) HW10 Due

3/15/2016 Print: Curricula Action

Curricula Action | # 14

Created by Shannon Weaver Last updated Mar 11, 2016, 1:20:22 PM Eastern Standard Time

Printed by Jon Gajewski Print Date Mar 15, 2016, 10:23:20 AM Eastern Daylight Time

Section COURSE ACTION REQUEST * indicates required field

Request Status In Progress

Course Info Type of Action Revise Course

Is this a UNIV or Neither INTD course?

Number of 1 Subject Codes

Course Subject Information Course HDFS Subject Code

School / College of Liberal Arts and Sciences College

Department Human Development and Family Studies

Will this use an Yes existing course number?

Course Number 3343

Please explain The proposed change is to add a W version of the existing course that can be the use of offered to students as a writing intensive course. existing course number

Course Title Family Life Education

Contact Info Initiator Information Initiator Shannon Weaver Name

Initiator HUMAN DEV/FAM STUDI&R Department

Initiator shw02004 NetId

https://forms.prod.uconn.edu/feb/secure/1/app/3e9342f9-2177-4e7e-8c59-4775cd729c7f/print/index.html?form=F_add_course_form&id=bcbf7896-9d03-405c-81cd-a… 1/6 3/15/2016 Print: Curricula Action Initiator [email protected] Email

Is this request for you or Myself someone else?

Does the Yes department/school/program currently have resources to offer the course as proposed?

Course Features Proposed Implementation Date

Proposed Term Fall

Proposed Year 2016

Will this course No be taught in a language other than English?

Is this a General No Education Course?

CLAS AE Section

NonW Course Details Number of 1 Sections

Number of 2550 Students per Section

Is this a No Variable Credits Course?

Is this a No Multi Semester Course?

Credits 3

Instructional Pattern

Course Restrictions NonW Prerequisites Prerequisites Open to juniors or https://forms.prod.uconn.edu/feb/secure/1/app/3e9342f9-2177-4e7e-8c59-4775cd729c7f/print/index.html?form=F_add_course_form&id=bcbf7896-9d03-405c-81cd-a… 2/6 3/15/2016 Print: Curricula Action Corequisites None

Recommended None Preparation

Is Consent No Consent Required Required?

Is enrollment No in this course restricted?

Grading Is this course No repeatable for credit?

What is the Graded Grading Basis for this course?

Will the course No or any sections of the course be taught as Honors?

Special Instructional Features Do you anticipate Yes the course will be offered at all campuses?

Will this course No be taught off campus?

Will this course No be offered online?

Detailed Course Info Provide existing 3343. Family Life Education title and complete course Three credits. Prerequisite: Open to juniors or higher. catalog copy Theory and practice of family life education including program development, implementation, evaluation, and professional ethics.

Provide 3343. Family Life Education proposed title and complete Three credits. Prerequisite: Open to juniors or higher. course catalog copy Theory and practice of family life education including program development, implementation, evaluation, and professional ethics. https://forms.prod.uconn.edu/feb/secure/1/app/3e9342f9-2177-4e7e-8c59-4775cd729c7f/print/index.html?form=F_add_course_form&id=bcbf7896-9d03-405c-81cd-a… 3/6 3/15/2016 Print: Curricula Action

3343W. Family Life Education

Prerequisite: ENGL 1010 or 1011 or 2011; open to juniors or higher.

Reason for the The department would like to provide additional options for students to complete course action their W requirements that better correspond to their area of focused study within the major. At this time, the current course is the main one for the career pathway of Family Life Education and students pursuing this focus would be better served by taking a W course tailored to their specific area. The current course, as offered at Storrs, already involves the level and type of writing required by W courses and the change would not require much revision of the current class.

At this time, the course will be offered in both W and nonW formats to provide for flexibility with Regional campus offerings. Currently the course is only offered at Storrs and on regional campus

Specify effect on None other departments and overlap with existing courses

Please provide a After completing this course a student will be able to: brief description • Trace the development of family life education as a professional field, identify of course goals the current status of the and learning profession, discuss current issues and changes in the field, and develop a objectives comprehensive working definition of family life education. • Become aware of content, educational objectives, and methods of program delivery for family life education programs including but not necessarily limited to those focusing on sexuality education, education for relationships and marriage, parent education, education for family resource management, family life education of midlife and later life families, and family policy education. • Explain the theoretical frameworks behind the development of family life education programs including content research, learning theory, social change, communication, program planning and development, teaching methods, evaluation, and ethics. • Analyze the various audiences for family life education and compare their characteristics relative to such elements as their need for education, their learning style, values, cultural characteristics, etc. • Identify the various settings in which family life education occurs, the organizations responsible for family life education programs and initiatives and their characteristics, their impact on the programs themselves, and the different roles of family life educators in diverse settings. • Apply understanding of theory, content, audience/learner characteristics, methods, and professional ethics to observations, reviews, and evaluations of family life education programs. • Apply understanding of theory, content, audience/learner characteristics, methods, and professional ethics to develop, implement and evaluate family life education programs.

Describe course 1. Online Quizzes (50 points total) assessments There will be twelve online quizzes during the course. These will be completed https://forms.prod.uconn.edu/feb/secure/1/app/3e9342f9-2177-4e7e-8c59-4775cd729c7f/print/index.html?form=F_add_course_form&id=bcbf7896-9d03-405c-81cd-a… 4/6 3/15/2016 Print: Curricula Action online and will be based on the readings for that week. Quizzes may consist of multiple choice, matching, fillintheblank, and short answer questions. 2. In Class Assignment and Peer Reviews (50 points total) There will be twelve activities during the course. Students will be asked to participate in discussion, write responses to questions, complete activities in class, and review the written works of your classmates. Twelve of these will be collected, however, only ten will be counted in the final grade. Therefore, two of these can be missed without penalty or the two lowest scores dropped. The goal with these activities is for you to demonstrate application of the concepts from the text and lecture. 3. Resource Evaluation (20 points total) Using the Resource Evaluation Form you will write an evaluation of a resource on a topic in your FLE content area. This is to be a resource that you would recommend to your workshop participants. It can be a website, book, booklet, film, video series, podcast, etc. This evaluation MUST include a completed form and typed responses to the questions in a report format (34 pages). 4. Workshop Presentation and Materials (80 points total) You will prepare a 90 minute workshop to an audience of your choice in your selected content area. You must submit a short literature review, needs assessment plan, a statement of the Purpose and Goals of your presentation, instructional guide, an evaluation plan, and a list of references used in creating your presentation. (15 20 pages not including reference list). This is a group project, one workshop portfolio will be submitted per group. On the final day of class groups will make short presentations based on their workshop to outline their focus and selected methods of instruction. Supporting materials for presentation and workshop You must create a handout for your intended audience that is appropriately written for the target population of your presentation. You must also create either overheads or other AV materials to use in your informational AND workshop presentations. (handout 28 pages, overheads not included in this count) 5. Final Exam (50 points total) There will be one inclass exam worth 50 points. The Final Exam may consist of multiple choice, matching, and short answer questions. Exam material will include the readings, lecture, guest lectures, class discussions, and films.

Syllabus and other Attachment Attachmen... Attachmen... attachments HDFS 3433W HDFS 3433W Syllabus Proposed Syllabus.pdf Proposed Syllabus.pdf

Comments / Approvals Initiator Comments Initiator If questions regarding the current course offering, I can be Comments reached by email ([email protected]).

Section Email CAR Request Details: Use the controls below to email the CAR form contents to a specified list of recipients. Email contents will reflect the current state of the CAR request. (please provide at least one email address and subject) https://forms.prod.uconn.edu/feb/secure/1/app/3e9342f9-2177-4e7e-8c59-4775cd729c7f/print/index.html?form=F_add_course_form&id=bcbf7896-9d03-405c-81cd-a… 5/6 3/15/2016 Print: Curricula Action Email Recipient(s)

Email Subject

Section

https://forms.prod.uconn.edu/feb/secure/1/app/3e9342f9-2177-4e7e-8c59-4775cd729c7f/print/index.html?form=F_add_course_form&id=bcbf7896-9d03-405c-81cd-a… 6/6

Proposal to Create a Major Last revised: September 24, 2013

1. Date: 2. Department or Program: 3. Title of Major: 4. Effective Date (semester, year): (Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)

Catalog Description of Major Include specific courses and options from which students must choose. Do not include justification here. State number of required credits.

Justification 1. Identify the core concepts and questions considered integral to the discipline: 2. Explain how the courses required for the Major cover the core concepts identified in the previous question: 3. Dates approved by Department Curriculum Committee: Department Faculty: 4. Name, Phone Number, and e-mail address of principal contact person:

General Education Describe below how majors will fulfill each of the general education requirements below. 1. Writing in the major: 2. Information literacy:

Plan of Study Attach a "Major Plan of Study" to your email submission as a separate document. This form will be used to allow students to check off relevant coursework. It should include the following information at the bottom of the form:

Name of Student: ______

I approve the above program for the (B.A. or B.S.) Major in (signed) ______Dept. of Major Advisor