Upper-division
Writing Requirement Review Form (12/1/08)
I.
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Dept/Program |
DBS |
Course # (i.e.
ANTH 455) or sequence |
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Course(s) Title
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Description of the requirement if it is not a single course |
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Students with DBS majors (Biology, Microbiology, and Medical Technology) will take a combination of courses to satisfy the Upper Division Writing Requirement for their Major.� All of the learning objectives for writing courses will be achieved within each DBS writing course; however these courses do not base 50% of the grade on writing, nor do they necessarily require 20 pages of written work.� Therefore, we have sorted our writing courses based on % of grade based on writing and number of required pages. �Some of these courses are 2/3 writing courses (at least 33% of the course grade will be based on writing; 11 � 13 total pages submitted), while other courses are 1/3 writing courses (at least 17% of the course grade will be based on writing; 6 � 7 total pages submitted). ��Students, depending on their major/option, will take a combination of at least 2 � 3 courses to reach the equivalent of one full writing course.� Having a large number of partial writing courses allows our diverse group of undergraduate students to choose upper division writing courses that are in line with their own personal interests.� It also spreads the work load of teaching writing courses for our roughly 500 students among many faculty members. Courses that will be considered 2/3 writing courses are:� BIOC 486 (Biochemistry Research Laboratory), BIOL 341 (Ecology Laboratory), MICB 404 (Microbial Genetics), and MICB 411 (Immunology Laboratory).� Courses that will be considered 1/3 writing courses are:� BIOC 482 (Biochemistry II), BIOC 499 (Senior Thesis), BIOL 304 (Ornithology), BIOL 306 (Mammalogy), BIOL 316 (Plant Form and Function), BIOL 366 (Freshwater Ecology), BIOL 403 (Vertebrate Design and Evolution), BIOL 406 (Behavior and Evolution), BIOL 445 (Plant Physiology Laboratory), BIOL 499 (Senior Thesis), MICB 410 (Immunology), MICB 412 (Medical Bacteriology and Mycology), and MICB 499 (Senior Thesis). Syllabi for all of these courses (with the exception of the senior theses) are attached.� Senior theses are individualized courses in which students write the results of their original research in a formal paper, under the guidance of their research mentor.� These courses are almost entirely based on writing (and re-writing), and often include an oral presentation at UMCUR. |
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II.
Endorsement/Approvals |
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Please type / print name |
Signature |
Date |
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Instructor |
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Phone / Email |
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Program Chair |
Associate |
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III Overview of the Course Purpose/ Description |
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IV Learning Outcomes:
Explain how each of the following learning
outcomes will be achieved. |
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Student learning outcomes : Identify
and pursue more sophisticated questions for academic inquiry |
Typically in lecture courses, students
are asked to pursue a question that goes beyond what they have learned in the
course, in order to explore a topic in which they are interested.� In laboratory courses, students are often
required to ask their own question, and to design their own experiments (with
guidance from instructors). |
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Find, evaluate, analyze, and synthesize information effectively from diverse sources |
�Students are expected to use the primary
literature for the specific field of biology related to the course.� They are expected to incorporate this
information into their writing (e.g. putting their findings in context of the
literature). |
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Manage multiple perspectives as
appropriate |
Students are expected to understand
and acknowledge alternative hypotheses in their writing.� When their writing is on a controversial
topic, they are expected to consider information from all sides. |
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Recognize the purposes and needs
of discipline-specific audiences and adopt the academic voice necessary for
the chosen discipline |
Students are expected to submit papers
that conform to editorial guidelines of the journal(s) of the specific field
related to the course. |
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Use multiple drafts, revision, and
editing in conducting inquiry and preparing written work |
Students are given an opportunity to
revise at least one of the written assignments, after the instructor has
provided written and/or verbal feedback. |
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Follow the conventions of
citation, documentation, and formal presentation appropriate to that
discipline� |
Students are expected to submit papers
that conform to the individual style of the journal(s) of the specific field
related to the course. |
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Develop competence in information
technology and digital literacy |
Students will use scientific database
resources (e.g. literature search engines) appropriate to the field of study. |
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V. Writing Course Requirements
Check list |
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Is enrollment capped at 25 students? |
o Yes o No |
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Are outcomes listed in the course
syllabus? If not, how will students be informed of course expectations? |
x Yes o No Please see
attached syllabi. |
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Are detailed requirements for all written assignments including
criteria for evaluation in the course syllabus? If not how and when will
students be informed of written assignments? |
x Yes o No Please see
attached syllabi. |
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Briefly explain how students are provided with tools and strategies for
effective writing and editing in the major. |
Varies course to course.� Some instructors utilize the writing center
or library resources; some give writing workshops; some give detailed
handouts.� All give detailed personal
feedback. |
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Will written assignments include an opportunity for revision?� If not, then explain how students will
receive and use feedback to improve their writing ability. |
x Yes o No In all courses,
students are given an opportunity to revise at least one of the written
assignments, after the instructor has provided written feedback.� |
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Are expectations for Information Literacy listed in the course
syllabus? If not, how will students be informed of course expectations? |
x Yes o No Please see
attached syllabi. |
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VI. Writing Assignments:� Please
describe course assignments.� Students
should be required to individually compose at least 20 pages of writing for
assessment. At least 50% of the course grade should be based on students�
performance on writing assignments.�
Clear expression, quality, and accuracy of content are considered an
integral part of the grade on any writing assignment. |
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Formal Graded Assignments |
This varies
course to course.� In the 1/3 writing
courses, at least 17% of the course grade is based on written assignments of
at least 6 -7 total pages.� In the 2/3
writing courses, at least 33% of the course grade is based on written
assignments of at least 11 � 13 total pages. |
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Informal Ungraded Assignments |
See above. |
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VII. Syllabus: Paste
syllabus below or attach and send digital copy with form. � The syllabus
should clearly describe how the above criteria are satisfied.� For assistance on syllabus preparation
see:� http://teaching.berkeley.edu/bgd/syllabus.html |
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�Paste syllabus here.