|
||
|
||
|
||
|
|
||
|
||
|
||
|
I. CATALOG DESCRIPTION OF COURSE
TRANSFER
NOTE: Yes, this course does transfer
to all colleges and universities in the State of Oklahoma! You do
not have to retake this course even if the receiving institution
offers it for five hours rather than four! If anyone tells you
otherwise they are simply misinformed, and I recommend that you direct them
to the following link (click on graphic):  |
II. COURSE CONTENT AND OBJECTIVES
First and foremost in the study of any biological sciences course is the need for students to understand and appreciate science. Thus, our first unit has the following objectives: (1) to emphasize the importance of science to human societies, (2) to explore the origins and history of science, (3) to clearly define what constitutes true science and how it works, and (4) to distinguish the difference between true science and false science (pseudoscience). You will find that scientific thinking can be useful to you in many areas of life, not just the classroom.
Zoology is the study of animals; however, general zoology courses also cover some other groups of animal-like organisms. We will learn scientifically-based knowledge of the diversity and structure of animals and protists (complex single-celled organisms) and the biological processes that create and operate them. The Monday, Wednesday and Friday sessions will include discussion and lecture of units covering:
Our list of units includes many core concepts critical to understanding of how life functions and which provide the foundation for later success in other advanced majors life science courses..
Thursday laboratory exercises, lab book readings, and selected textbook readings will include a broad survey of protist and animal classification, identification, anatomy, physiology, and aspects of their ecology and evolutionary relationships. You are responsible for reading the assigned laboratory book introductory pages in advance of each lab. Laboratory notes you take and lab book readings will be especially important to you as you prepare for weekly written lab quizzes. Likewise, both lab notes and lab book readings will be crucial to doing well on the major lab practical exams. These and textbook readings will be required to do well on the major lab written exams. A lab and reading assignment schedule link is included in this syllabus. You should print out both this syllabus and the lab reading and exam schedule to keep in a binder, and ALWAYS bring this with you to classes. You are responsible for coming to class prepared by reading and studying these materials in advance.
In addition to the specific course objectives which all classes should have, Murray State College has identified six General Education Goals of which at least one and usually more are addressed in each general education course. Here are these six general goals and their descriptions along with one or two examples from your general zoology course that address each goal:
Effective Communication - Students will demonstrate communication skills necessary for daily interaction in society and the workplace.
Responsible Citizenship - Students will demonstrate an awareness of social and civic responsibilities.
Global Awareness - Students will demonstrate an awareness and acceptance of cultural diversities.
Critical Thinking - Students will demonstrate problem solving and critical thinking skills necessary for personal and professional success.
Quantitative Reasoning - Students will demonstrate quantitative reasoning skills by performing mathematical and scientific computations common to various technical fields.
Information Literacy - Students will demonstrate and apply information literacy skills necessary for personal and professional success.
SOME OTHER IMPORTANT LEARNING RESOURCES
IV. EDUCATIONAL PHILOSOPHY & INSTRUCTIONAL METHODS
My Educational Philosophy.
Here are eight basic professional, ethical, and personal elements that I address in my philosophy of teaching statement and that influence my teaching. You can read my thoughts about each of these by going to the following link: My Philosophy of Teaching
• A belief in ethics and the value of human dignity: fairness, objectivity, and caring.
• A belief in the value of knowledge and ability to think critically.
• A belief in tolerance and understanding of human diversity.
• A belief in the importance of desire and hard work as the core necessity in learning.
• A belief in the methods and qualities of my role model teachers.
• A belief in myself and the value of my professional and personal experiences (many hard lessons!) in helping students.
• A belief that the “two-year college philosophy” should be to give much help and guidance, but not to enable mediocrity.
• A subject-matter approach of “depth rather than breadth” based on research (e.g. U.S. Math and Science Curricula too Broad. National Science Foundation. Frontiers: Feb. 1997)
Instructional Methods.
I use a variety of instructional approaches in my classes as encouraged by the National Science Foundation (1996) Review and discussion of my original subject matter handouts and assigned readings is a primary method of the "lecture" portion of the course. The student is expected to have read these materials in advance and be prepared to contribute her/his own comments, questions and discussion on a daily basis. Group exercises and demonstrations are planned to contribute to the students’ understanding of some discussion material. Multimedia materials will be used regularly to supplement handouts and readings. Internet resources will be used extensively. Content on scientific and biological concepts will generally be discussed on Monday, Wednesday and Friday. Content on animal groups will be presented and discussed on Thursdays as an introduction to the lab those days.
So there you have it! As you may conclude, I do have some reasons behind my teaching methods and philosophy. Like all human beings, I have my faults. Nevertheless, my personal goal is to do the best that I can do.
LITERATURE CITED IN THIS SECTION (INCLUDING THE PHILOSOPHY OF TEACHING LINK)
Harmes, N. C. And R. E. Yager. 1981. What research says to the science teacher. National Science Teachers Association. Vol. 3. No. 471-14776. Washington, D.C. Marek, E. A., and W. Rowe. 1993. Improving science teaching in the United States. Skeptical Inquirer. Vol. 17. Winter 1993. Pp. 175-179. National Science Foundation. 1996. Shaping the future of undergraduate education, IN Synergy. December 1996. Published by the Directorate for Education and Human Resources for the National Science Foundation. Arlington, VA. National Science Foundation. 1997. U. S. Math and science curricula too broad. Frontiers: Feb. 1997.V. EVALUATION OF STUDENT ACHIEVEMENT
HOW TO SUCCEED IN THIS CLASS: You must come to class totally prepared on a daily basis. This means that you must have not only read the handouts and readings, but studied them. Do not ask, "What will be on the exam?" I follow the tests and measurements philosophy that evaluation tools use a sample of all of the required material. Thus, learn ALL concepts and materials covered unless I specifically exclude something in particular during class. This being said, ask about anything you don't understand so that I know it needs further explanation. If we don't have time in class that day, we can meet during my office hours or other hours by arrangement to go over your questions. I would be happy to meet with individual students or groups to help in any way I can.
GRADING SYSTEM: Grading will be based on the "Total Point System." Please read this carefully! It is not hard to understand, but it may be different than your usual high school experience. Every graded exercise is worth some points. Major exams, lab practicals, quizzes, writing assignments, and pop quizzes will be used to take a valid sample of your knowledge and biological critical thinking ability. Participation points and attendance points will be used to measure the degree to which you are present and actively involved in the class. Your grade will be determined by the percent of the total possible points you have earned. For example, if you had 855 of 950 points, your % would be 90%. I use the following traditional scale: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, F = 0-59%. If you had 5 of 5 on a pop quiz, 90 of 105 on an exam, and 55 of 60 on a writing assignment, your total would be 150 of 170 possible. This is 88.2% of the possible; your letter grade would be an 'B'. Be able to calculate your grade at any time during the semester. To help you keep track of your grades, a grade tally sheet is included in this syllabus. You must have this sheet in order to have a grade check with me. The influence of any particular graded exercise will relate to its point value. For example, a 117-point exam has a great impact that a 10-point quiz. But quiz grades add up through the semester and as a group are as important to your grade as an exam or two.
Possible points will vary; sometimes there will be a point adjustment in that I will count something less than the 'true possible' as the possible for grading purposes. This has the effect of raising student scores on those assignments, quizzes or exams. I will announce the possible points for each exam when it is returned after grading. You can calculate your percent (%) on any particular exam by dividing the number of points you made by the announced possible points on that exam.
EXAMS: Six lecture exams over scientific and biological concepts will be used to test your understanding of the subjects covered in discussion/lecture of general concepts. These will usually be a mixture of multiple-choice, completion, matching, short-answer, and essay questions. Two to three lab written exams (depending on pace in lab) will be given over animal groups covered in Thursday labs and associated readings. Two or three (again depending on pace in lab) "lab practical" exams will consist mainly of fill-in-the-blank questions about identification of animals and their structures. This kind of exam may be new to you; therefore, I will explain more about what to expect later. Combined total points on all lecture and lab exams will equal about 700-800 points.
LAB QUIZZES: Weekly lab quizzes ranging from about 15 to 35 questions (multiple choice) will be given each week (except the weeks after lab exams) in lab at the beginning of the hour. These quizzes will cover the material from the previous week's lab. Total points on all lab quizzes will equal about 250 points.
MISCELLANEOUS ASSIGNMENTS AND QUIZZES: Miscellaneous quizzes and assignments may be given throughout the semester related to lecture materials. These typically represent less than 50-75 points, but they can make a small difference. There is an opportunity for Optional Assignments (not bonus points!) for students who wish to attend presentations in the Zoology Seminar Series at the University of Oklahoma in Norman. There is a limit of four of these assignments that can be done at 15pts each.
ABSENCES AND TARDINESS: ---->You are expected to attend every lecture, laboratory session, and other required activities of the course<----. The following comes directly from the MSC catalog: "More than one hour absence per course hour enrolled is excessive. When a student's absences become excessive, the instructor may recommend to the Dean of Arts and Sciences that the student be administratively withdrawn." This will be done if your absences are excessive during the first four weeks. If your absences become excessive later during the semester, you will simply receive an "F" on your transcript at the end of the semester. I recommend that you read the college catalog if this is not clear to you. Remember, you should not miss class at all. If you miss more than four hours of your ZOO 1114 class (combined lecture and lab) and if you are not making satisfactory progress, I will follow the policy stated above and other provisions in the "ABSENCE" section of the MSC catalog.
Habitual tardiness also will not be tolerated. After three (3) instances of being late, each additional time will be counted as one hour of absence and included in your absence total as described above.
Attendance points will be awarded on random days typically at 5 points per day recorded. This general adds up to about 100 points. Any student who never misses is assured of a great score on attendance!
EXCUSED ABSENCES AND MAKEUP WORK: Makeup work, including exams, will not be given for unexcused absences. Absences are considered unexcused unless a valid reason is provided IN WRITING by the student or the Vice President of Academic Affairs who reports to faculty on official college-related absences. Illnesses must be documented by such evidence as a written note from the doctor before I will count them as excused. Reserve the "four allowable hours of absences" for such things as unavoidable car trouble, oversleeping, etc. Makeup exams for excused absences may be different than the regular exams, and may be in any form (such as totally essay). All makeup work must be taken within one week following the date of the assignment/exam unless other arrangements are made with me IN ADVANCE of the original date the work was required.
VI. CLASS BEHAVIOR AND ACADEMIC MISCONDUCT POLICY
Respectful classroom behavior is expected of every student to insure we have an atmosphere condusive to learning! Any student leaving class, even temporarily, without prior approval will be counted absent for that day. This will be followed to the letter! This includes students who just get up and go to get a drink of water or go the restroom. Take care of your bodily functions prior to class. Unless it is an emergency or you are obviously in serious discomfort, do not leave class. A student who creates a distraction by talking (even quiet talking), throwing things, or other juvenile/rude behaviors will a) be given a "ticket", b) have 10 points deducted from his/her total points and c) and may be moved (at my discretion) to an assigned seating location for the remainder of the semester. A second offense at any time during the semester will result in an official documentation and recommendation for counseling with the MSC Counseling Center; the student will be dropped from the course with a W or WF unless there is specific evidence from the counseling center that the student is likely to correct the inappropriate behavior. If a third offense occurs, the student will be dropped from the course with a W or WF.
Cellular telephones and pagers ringing in class are disruptive to student learning (also annoying and rude), and in some cases further compromise the academic integrity of the class. Thus all such personal electronic communication devices must be turned off and dropped in a CELL PHONE BOX in at the front of the classroom each day unless prior arrangements with the instructor are made for emergency calls. Examples of such exceptions include volunteer firemen on call, law enforcement officers on call, and impending medical situations such as childbirth. For instructor-approved exceptions, sit close to the door, set your phone or pager on a non-audible setting, and if you receive an emergency call leave quietly to take your call.
Except as noted above, all personal electronic communication devices must be placed in the CELL PHONE BOX during class and cannot be picked up until class is dismissed. Use of text messaging, digital photography, and any other inappropriate technology is not allowed. .
MSC prodecures encourage instructors to set the exact penalty for inappropriate cell phone/pager use as follows. I will give a verbal warning the first time, and I have selected the following specific disciplinary actions from the approved MSC procedure on cell phones:
The disturbance of a ringing cell phone (whether accidently kept during class or placed in the CELL PHONE BOX will be treated in the same manner as other inappropriate disturbances in this class as outlined elsewhere in this syllabus.
Applicable academic misconduct policies (e.g. departmental policies, student handbook policies, etc.) and general ethical conduct expectations will apply to violations related to inappropriate use of such cell phone and other electronic technologies.
Please remember, that orderly class discussion using common courtesy in addressing the class or the instructor is encouraged. The class policies in this section are not intended to discourage good class participation by those who are honest and responsible. Students who wish to record class sessions are welcome to do so.
The Faculty of the Division of Science has adopted a uniform policy on academic misconduct. It is presented in the following section. Read it carefully so that there are no misunderstandings about ethical academic behavior. This policy will be applied in ZOO 1114.
DEPARTMENT OF SCIENCE POLICY ON ACADEMIC MISCONDUCT
Definition: Activities considered to constitute "Academic Misconduct" shall include, but are not limited to:
- falsification or false report of any document, assignment or task either in or out of the class,
- copying of other's work (exams, papers, etc.) to be submitted as your own, either in or out of the class,
- providing your work for copying by others, as in above (b),
- using "crib" sheets or any other un-authorized aids* during performance of assigned work (* = as defined by the instructor and/or proctor)
- plagiarism of published and printed materials (which may be checked with academic honesty/teaching software like Turnitin.com at http://www.turnitin.com)
Disciplinary Action: Disciplinary actions will be applied as follows:
- for the first "minor" offense, the student will receive a "zero" score on the work involved. Where a "dropped low score" is a class option, the "zero" score will not be dropped.
- for the second "minor" offense or first "major" offense (such as not doing your own work or having plagiarized material in the term paper), the student will be dropped from the course with an "F"
- disciplinary action applied under this policy will not in any way exclude application of misconduct policies defined for other divisions, programs, or the student's major.
Where the Policy Will Apply: This policy will be enforced in all classrooms and common areas on the MSC and AHEC campuses. It will applied to any location whether the student is doing work whether at home or otherwise. All faculty, staff, students, or any reliable person may report any incident observed in any area. Evidence indicating any off-campus violations will be used to enforce this policy.
Reporting of Incidents Covered by this Policy: Reports concerning details (person or persons involved, when, what and where of incident) of academic misconduct and application of disciplinary action will be filed with appropriate administrative offices (e.g. Provost/Vice President of Academic Affairs) and your academic advisor.
| Class Activity(approximate numbers) | Your score | Possible Points |
| Concept Lecture Exams: | ||
| #1 | ||
| #2 | ||
| #3 | ||
| #4 | ||
| #5 | ||
| #6 (Finals Week) | ||
| Lab Practical Exams: | ||
| #1 | ||
| #2 | ||
| #3 (Finals Week) | ||
| Weekly Lab Quizzes (except weeks after lab exams): | ||
| #1 | ||
| #2 | ||
| #3 | ||
| #4 | ||
| #5 | ||
| #6 | ||
| #7 | ||
| #8 | ||
| #9 | ||
| #10 | ||
| Misc. Assignments & Quizzes: | ||
| #1 | ||
| #2 | ||
| #3 | ||
| #4 | ||
| #5 | ||
| #6 | ||
| #7 | ||
| (Continue this on separate paper if needed and enter your subtotals to the right) | ||
| TOTALS | Yours(Y)______ | Possible(P)_______ |
Note: You can figure your overall % (and thus letter grade) at any time. (Y/P = your %); A typical number of total points for the semester is somewhere between 800-1000.
VII. AMERICANS WITH DISABILITIES STATEMENT AND OTHER POLICIES
I believe strongly in the Americans with Disabilities Act. I personally know of several instances in which ignorant discrimination was prevented or discouraged because of this act. Murray State College is committed to providing equal access to College programs and services for all students. Under College policy and federal and state laws, students with documented disabilities are entitled to reasonable accommodation to ensure the student has an equal opportunity to perform in class. If any member of the class has such a disability and needs special academic accommodation, please report to the Counseling Center before the end of the first week of the semester. Reasonable accommodation may be arranged after verification of your situation. Please do not hesitate to contact me if you need any assistance in this process.
Please refer to your MSC Student Handbook and note that both you have both rights AND responsibilities related to a variety of issues including avoidance of drug (including alcohol), sexual harrassment, and many other issues. You may access the Student Handbook at the following link: MSC Student Handbook.
VIII. CLASS POLICY AND EXPECTATIONS CONTRACT
TO: Bruce G. Stewart Professor of Biology and, Instructor for ZOO 1114
I, ___________________________________________, understand the performance, evaluation, absenteeism, tardiness, class behavior, class environment, academic misconduct and other policies and expectations given in the course syllabus for General Zoology 1114. I understand that regular Internet use is one of the requirements of this course. Professor Stewart, you have given me the opportunity to ask questions about any of the policies for this class. The policies and expectations are designed to foster a good learning environment in our class and to give me a quality educational experience. Understanding this, I agree to follow these policies.
I realize that General Zoology 1114 is a difficult class that will require a great deal of outside study. I also realize that this course is as rigorous as equivalent courses at other institutions of higher education. The fact that Murray State College is a two-year college in no way implies that there will be lower academic expectations. The Science Department takes pride in providing me with a quality education, and accepting mediocrity cannot do this.
Although I now know that General Zoology will be a hard course, I have been informed about ways that I can help myself succeed. For example, you stated, Professor Stewart, that you will be available and willing to give me appropriate help whenever possible during scheduled or arranged office hours. I have also been informed that tutors are available to help me learn the material. The Murray State College Counseling Center is another place I can go for advice and help.
Professor Stewart, you have promised to treat me ethically and in accordance with the policies and expectations stated in the class syllabus. If I feel that you do not fulfill your promise, I understand that you want me to bring my concern to your attention so that we can try to resolve the problem. If I still feel that my concern has not been adequately addressed, I know that I have basic rights of due process as outlined in the MSC Student Handbook. Since I am Chair of the Department of Science and Mathematics, your first step after talking to you would be to visit with Vice President of Academic Affairs, Lynette Kirk whose office is located on the 2nd Floor of the Administration Building. Mathematics.
I realize that education is a "two-way street." Succeeding in this class will require a major time commitment on my part and a lot of hard work. I promise to you, Mr. Stewart, that I will do my best to meet my responsibilities in the learning process.
SIGNED________________________________
DATE__________________________________
This contract must signed and returned on Friday, 15 January 2010. Students not completing this will be considered absence for each day late, and a grade of zero will be entered in the gradebook for the class contract assignment.
