New Core Component Proposal - Faculty Senate · 2019-10-02 · Abbreviated Course Title FOREST...

Contact(s)

Name E‐mail Phone

Forest Resource Assessment and

Management

j‐[email protected] 979‐862‐4392

Course Prefix ESSM Course Number 405

Academic Level UG

Complete Course Title Forest Resource Assessment and Management

Abbreviated Course

Title

FOREST RESOUR ASSEMT MGT

Crosslisted With

Semester Credit

Hour(s)

3

Proposal for:

Wri ng Designa on

Number of credits

offered for W sec ons

of course.

3

Number of Sec ons per Academic

Year

1 Enrollment per Sec on (Avg.) 20

Do any assistants (i.e.,

GATs or

undergraduates) help

with the course?

Yes

How many? 1

New Core Component ProposalDate Submi ed: 08/19/19 11:04 am

Viewing:

Last edit: 08/21/19 5:41 pmChanges proposed by: j‐gan

Wri ng Designa on

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

that the course consistently meets the requirements for a W course?

N/A

Who will evaluate wri ng assignments?

Instructor and GTA

ESSM 405-W: Forest Resource Assessment and Management https://nextcatalog.tamu.edu/courseleaf/courseleaf.cgi?page=/coreadmin...

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Pick a syllabus statement:

To receive W credit for this course, you must pass the wri ng components. [NOTE: In this case the

sec on number would be changed from a 900 to a 500, so the student would pass the course but

would not receive W credit.]

Add the total of the word count and % of the final grade here. Total Word Count Total % of Final Grade

2700 60

Addi onal Comments Students in this class are required to complete two wri ng tasks. One is an individual project (forest resource assessment

report), and the other is collabora ve one (forest management plan). The two tasks complement each other, and can be er

fulfill the objec ves of the capstone and W course.

A ach Course Syllabus ESSM 405_syllabus_202X.pdf

Reviewer Comments Mary Bryk (bryk) (08/21/19 12:22 pm): Rollback: The syllabus does not have enough detail about the W

component of the course. You might consider copying the informa on you've entered into CARS into the

syllabus, such as the grading, role of the graduate assistant, the rubrics, collabora ve assignment, individual

assignment, forma ve feedback, etc.

If you are working with assistants (graduate or undergraduate included), briefly explain how you will monitor and supervise their work and what roles they will play in

the teaching of wri ng. If they help with grading, explain how you will ensure consistency and oversight of the grading (e.g., rubrics).

A graduate teaching assistant (GTA) helps evaluate and grade the wri ngs. But the standards and procedures of grading are established by the instructor;

the instructor also checks grading and approves the final grades.

Specifically, the GTA is given detailed instruc ons for grading the wri ng assignments. Grading guidelines are developed and shared with the students prior to the

wri ng assignments. The guidelines help the GTA to evaluate the wri ng assignments more consistently. Addi onally, the instructor works closely with the GTA by

monitoring the grading process and constantly and randomly checking the assignments graded by the GTA. The instructor also discusses with the GTA about feedback to

students' wri ng dra s. The GTA is not involved in lectures, but explains the requirements and guidelines of wri ngs to the students as needed, discusses with students

on how to improve the wri ngs, and grades the wri ng assignments ini ally.

List all graded wri ng assignments along with the approximate word count of each. (Note that for most 12‐point fonts there are about 250 words on a page if double‐

spaced and 500 if single‐spaced.) In addi on, list the percentage of the final grade each assignment represents.

Wri ng assignment Word Count % of Final Grade Collabora ve?

Forest resource assessment report 700 10 No

Forest management plan 2000 50 Yes

Explain how collabora on is monitored to ensure equal par cipa on.

The second wri ng assignment (forest management plan, 2000 words per student for a team of 6‐7 students) is collabora ve. A contract describing who

does what when is developed at the beginning of the semester to ensure equal par cipa on of all enrolled students. The instructor and the GTA monitor the wri ng

process closely on a weekly basis especially in the lab session throughout the semester. Students are also required to specify the name(s) of person(s) who led the

wri ng of each sec on of the final report (forest management plan). This prac ce coupled with biweekly student self‐evalua on and team leader evalua on has been

used in my class for years and approves working.

Describe the forma ve feedback provided on student wri ng, especially on major assignments. Forma ve feedback is feedback given before a grade is assigned. You

can meet this requirement with comments on dra s or with peer review, or you can give feedback on graded wri ng if there are 5 or more assignments in the same

genre.

This is a capstone course and involves tremendous interac ons among the students, GTA, and instructor. The feedbacks from the instructor and the GTA

on students’ wri ngs (dra s) are mely shared and discussed with the students. Both the assessment report and the complete document of the forest management

plan take several steps to complete. The instructor with the help from the GTA guides the students throughout this en re process step by step. The students are also

required to present their work in the class, providing opportuni es for peer assessments. At the last stage, the students are required to submit their semi‐final version of

the management plan one week before the final week, which is thoroughly reviewed by the instructor and the GTA again. Based on the comments and sugges ons from

the instructor and the GTA, the students then make final revisions and submit their complete documents for grades.

Describe how you provide wri ng instruc on.

A variety of methods are used to provide wri ng instruc on in this class. Reading materials and wri ng samples as well as rubrics are provided to the

students. Addi onally, general principles and techniques for effec ve wri ng in our discipline are explained in the class. The dra s wri en by the students as well as

selected reading materials are used to illustrate effec ve and ineffec ve wri ngs and how to improve ineffec ve and unclear ones. Class discussion is also employed to

promote par cipatory learning in wri ng and wri ng evalua on.

Please ensure that the a ached course syllabus sufficiently and specifically details the appropriate core objec ves.


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Key: 1075

Donna Pantel (dpantel) (09/03/19 10:50 am): REPORT ON RECERTIFICATION OF W COURSE: ESSM 405 We

recommend that ESSM 405 Forest Resource Assessment and Management be cer fied as a wri ng (W) course

for four academic years (1/20 to 1/24). We have reviewed a representa ve syllabus and have determined that

the course meets or exceeds the following criteria: (1) 60% of the final grade is based on wri ng quality; (2) the

total number of words is 2,700; (3) the instructor to student ra o is 1:10; and (4) the assigned wri ng is

appropriate to the major. Wri ng assignments in ESSM 405 include a forest resource assessment report and a

forest management plan. The management report is done collabora vely in groups of 4‐6 students

(grandfathered), with each student wri ng at least 2000 words. Students get numerous opportuni es for

forma ve feedback, including from in‐class presenta ons of their work and from wri en comments on a dra of

the management plan. Besides this itera ve feedback, students are guided in each stage of the report wri ng

are given samples and readings about wri ng, and rubrics to guide their work.


3 of 3 9/18/2019, 3:53 PM

1

Forest Resource Assessment and

Management

Course title and number ESSM 405

Term (e.g., Fall 200X) Spring 202X

Meeting times & location Lecture 12:40-1:30 p.m. MW, 105 HFSB; Lab 3-6 p.m. W, 105

HFSB

Course Description and Prerequisites

Ecosystem analysis and planning (capstone course comprised of student-led case studies) to

include forests, rangelands, wetlands, and other ecosystems. Integration of biophysical,

economic and social factors in ecosystem analysis, management planning and decision making;

applications of interdisciplinary knowledge and multiple-use principles to practical ecosystem

management problems. This also is a W course.

Prerequisites: Senior classification or approval of instructor

Learning Outcomes or Course Objectives

1. Describe how geology, climate, and soils interact with the biota to influence energy

flow, hydrology, biogeochemistry, and other key ecosystem functions.

a. Determine the biophysical attributes of an ecosystem and its management

implications

2. Evaluate conceptual, statistical, and quantitative ecological models and systems

thinking.

a. Apply conceptual, statistical and ecological models to management plan

development

b. Apply systems thinking to management plan development

3. Design management strategies for restoring and sustaining ecosystem goods and

services and adaptive management concepts.

a. Analyze specific ecosystems and design practices that will enhance production

of desired ecosystem goods or services

4. Interpret socio-economic and business environments relevant to ecosystem

management.

a. Apply economic principles to planning processes

5. Assess past, present, and future policy options relevant to ecosystems.

a. Identify policies pertinent to the management of natural resources at hand

b. Incorporate policy consideration into management plan development

2

6. Illustrate critical thinking and demonstrate problem solving skills.

a. Predict outcomes and forecast change in coupled social ecological systems

7. Demonstrate an ability to acquire, interpret, and present conclusions orally and in

writing.

a. Identify and properly reference relevant scientific information

b. Collect data from field, electronic, and lab sources

c. Analyze and interpret scientific data

8. Demonstrate the ability to work collaboratively in teams and exercise leadership skills

on projects.

a. Participate in group projects and make meaningful inputs

b. Lead an aspect of a team project

Instructor Information

Name Jianbang Gan

Telephone number 862-4392

Email address [email protected]

Office hours 2:30-4:00 p.m. TR or by appointment

Office location 311 HFSB

TA Information

Name TBD

Telephone number

Email address

Office hours

Office location

Textbook and/or Resource Material

Forest Management: To Sustain Ecological, Economic, and Social Values, 4th ed., Lawrence S. Davis

et al., Waverland Press, 2009, ISBN 978-1-57766-436-9.

Grading Policies

Weights

Midterm exams (2) 20%

Forest resource assessment report (writing: 90%, technical: 10%; 10%

individual writing assignment, ≥700 words)

Biweekly reports (self-evaluation) 5%

Team leader evaluation 5%

Presentations and interactions with clients/landowners 10%

Management plan (writing: 25%, technical: 75%; group writing 50%

assignment, ≥2,000 words per student)

3

Notes:

Failure to earn a passing grade on the writing requirements precludes the assignment of W

credit, irrespective of the student’s making a passing grade for the entire course on a straight

calculation basis. Students cannot receive W credit for this course without earning a passing

grade on the writing component, no matter how the points are distributed.

Scores for each item above will be normalized to 100 before applying the weights.

Problem sets, though not graded, will be provided to students to facilitate learning and

preparation for exams.

Scale

A: 90-100%

B: 80-89%

C: 70-79%

D: 60-69%

F: < 60%

Late submissions of assignments

All assignments should be turned in at the time specified by the instructor. Late submissions

will be discounted at a 25% daily rate. Attendance at all class sessions including labs and field trips is

required unless valid written excuses are provided.

Attendance Policy

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

essential to complete the course successfully. University rules related to excused and unexcused

absences are located on-line at https://student-rules.tamu.edu/rule07/."

Course Topics, Calendar of Activities, Major Assignment Dates

Week Topic Required Reading

1 Course introduction

Lab: Forest resource assessment (local

and regional)

Ch. 1 & 2 & selected

reading

2 Stand management planning

Lab: Forest resource assessment

(national)

Ch. 3, 4 & 5 & selected

readings

3 Stand management planning

Lab: Forest resource assessment (global)

Submission of the draft assessment report

for review and feedback

Ch. 3, 4 & 5 & selected

readings

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

4

4 The process for developing forest

management plans

Lab: Field trip to project sites and team

building

Final forest resource assessment report

due

Ch. 3 & selected

readings

5 Forest management planning

Lab: Developing a work plan for the team

project

Ch. 3, 6, 10, & 11 &

selected readings

6 Ecological criteria and evaluation in

forest management

Lab: Collecting field data

Ch. 4, 5, & 9 &

selected readings

7 Economic criteria and evaluation in forest

management

Lab: Designing management alternatives

Midterm exam I

Ch. 7, 8 & 9

8 Social criteria and evaluation in forest

management

Lab: Evaluating management alternatives

Ch. 9

9 Spring break

10 Multiple-objective forest management

Lab: Evaluating management alternatives

Ch. 12, 13 & 14

11 Multiple-objective forest management

Lab: Selecting alternatives for the

management plan

Ch. 12, 13 & 14

12 Sustainable forest management

certification

Lab: Documenting the management plan

Selected readings

13 Global change and forest management

Lab: Documenting the management plan

Submission of the draft whole management

plan for review and feedback

Midterm exam II

Selected readings

14 Student presentations of forest

management plans

Lab: Revising and finalizing the

management plan

15 Final forest management plan due

5

Other Pertinent Course Information

Team project and evaluation

Students in this course will be trained as professionals helping their clients (landowners or

decision-makers) to conduct forest resource assessments and develop a forest management plan.

They are requested to use their knowledge learnt from this and other related courses and appropriate

analytical tools to fulfill the course requirements.

One major assignment is the team project, developing a management plan for an assigned

forest. Students will work on this project as teams. An elected leader of each team will coordinate

the team’s efforts and evaluate the members’ performance. The team leader position can be rotated if

needed during the semester to ensure that each team member has an equal opportunity to serve. Each

team will be assigned a specific project site (forest) with several tasks. To ensure the successful

completion of the team’s tasks, each team is asked to develop a work plan (contract for each team

member). The contract should clearly state each student’s responsibilities (what to do and when to

complete) and will serve as a basis for evaluation.

Students should be responsible for all assignments including reports, presentations, and the

entire process of forest management plan development and are held accountable for the professional

and timely completion of all tasks. Each team is required to submit a professional, comprehensive,

and well-documented management plan for the assigned forest at the end of the semester.

Clients/Landowners should be involved in all phases of management plan development as much as

possible. Each team should make arrangements with its client in a professional manner for

identification of management objectives, collection of field data, review of the management plan, and

other necessary consultations. The instructor and the graduate teaching assistant (GTA) will serve as

facilitator to guide students in developing their forest management plan.

Students’ performance in this course will be jointly evaluated by the instructor, TA, team

leader(s), and students themselves. Each student is required to turn in a self-evaluation every two

weeks to report her/his accomplishments and contributions to the team project. Team leader(s) will

also provide performance evaluation of all team members at the end of the semester. The self-

evaluations and team leader reports plus the assessment by the instructor and the TA will serve as the

basis for evaluating a student’s participation (efforts made) and contributions to the team project. The

presentation will be judged based on contents, delivery, and responses to questions. The management

plan will be evaluated based on both its technical merits and the quality of the writing.

All assignments should be turned in at the time specified by the instructor. Late submissions

will be discounted at a 25% daily rate. Attendance at all class sessions including labs and field trips is

required unless reasonable written excuses are provided.

Additional guidelines for the W component

A GTA will help evaluate and grade the writings. But the standards and procedures of grading

will be established by the instructor; the instructor will also check grading and approve the final

grades. Specifically, the GTA will be given detailed instructions for grading the writing assignments.

Grading guidelines including rubrics will be developed and shared with the students prior to the

writing assignments. Additionally, the instructor will work closely with the GTA by monitoring the

grading process and constantly and randomly checking the assignments graded by the GTA. The

6

instructor will also discuss with the GTA about feedback to students' writing drafts. In the lab

sessions, the GTA will explain the requirements and guidelines of writings to the students as needed

and discuss with students on how to improve the writings.

There will be two writing assignments. The first one will be a forest resource assessment

report (700 words minimum), which must be completed independently by each student. The second

one (forest management plan, 2000 words per student for a team of 6-7 students) will be

collaborative. A work plan describing who does what when will be developed at the beginning of the

semester to ensure equal participation of all students. The instructor and the GTA will monitor the

writing process on a weekly basis. Students will also be required to specify the name(s) of person(s)

leading the writing of each section of the final report.

This is a capstone course and will involve tremendous interactions among the students, GTA,

and instructor. The feedbacks from the instructor and the GTA on students’ writings (drafts) will be

timely shared and discussed with the students. Both the assessment report and the complete

document of the forest management plan will take several steps to complete. The instructor with the

help from the GTA will guide the students throughout this entire process step by step. The students

will also be required to present their work in the class, providing opportunities for peer assessments.

The students will submit their semi-final version of the management plan one week before the final

week, which will be thoroughly reviewed by the instructor and the GTA again. Based on the

comments and suggestions from the instructor and the GTA, the students will then make final

revisions and submit their complete documents for grades.

A variety of methods will be used to provide writing instruction in this class. Reading

materials and writing samples as well as rubrics will be provided to the students. Additionally,

general principles and techniques for effective writing in our discipline will be explained. The drafts

written by the students as well as selected reading materials will be used to illustrate effective and

ineffective writings and how to improve ineffective and unclear ones. Class discussion will also be

employed to promote participatory learning in writing and writing evaluation.

Rubric for the forest management plan

Items Points

Understanding of the current situation at the study area 10

Significance of the listed objectives and goals 10

Management plan design 10

Overall ecological and socioeconomic practicability of the plan 10

Feasibility from the landowner’s perspective 10

Clarity of conveying the plan 10

Expected results 10

Quality of reference literature 10

Appropriate in-text citations and referencing 10

Formatting, language and use of tables, images, graphs, etc. 10

Total 100

7

Americans with Disabilities Act (ADA)

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

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

legislation requires that all students with disabilities be guaranteed a learning environment that

provides for reasonable accommodation of their disabilities. If you believe you have a disability

requiring an accommodation, please contact Disability Services, currently located in the Disability

Services building at the Student Services at White Creek complex on west campus or call 979-845-

1637. For additional information, visit https://disability.tamu.edu/.

Academic Integrity

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

please visit: http://aggiehonor.tamu.edu.

https://disability.tamu.edu/

http://aggiehonor.tamu.edu/

Contact(s)

Name E‐mail Phone

Linda Radzik [email protected] 979‐845‐5660

Course Prefix PHIL Course Number 381

Academic Level UG

Complete Course Title Ethical Theory

Abbreviated Course

Title

ETHICAL THEORY

Crosslisted With

Semester Credit

Hour(s)

3

Proposal for:

Wri ng Designa on

Number of credits


of course.

3


Year


Do any assistants (i.e.,

GATs or


with the course?

No


To pass this course, you must pass the wri ng components. [NOTE: In this case the student will

receive a failing grade.]

New Core Component ProposalDate Submi ed: 07/21/19 4:47 pm

Viewing:

Last edit: 07/21/19 4:47 pmChanges proposed by: lradzik

Wri ng Designa on



Not applicable.




Short Essay #1 600 10 No


PHIL 381-W: Ethical Theory https://nextcatalog.tamu.edu/courseleaf/courseleaf.cgi?page=/coreadmin...

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Key: 1062


5200 80

Addi onal Comments

A ach Course Syllabus phil 381 s19.docx

Reviewer Comments Donna Pantel (dpantel) (09/03/19 11:07 am): REPORT ON RECERTIFICATION OF W COURSE: PHIL 381 We

recommend that PHIL 381 Ethical Theory be cer fied as a wri ng (W) course for four academic years (1/20 to

1/24). We have reviewed a representa ve syllabus and have determined that the course meets or exceeds the

following criteria: (1) 80% of the final grade is based on wri ng quality; (2) the total number of words is 5200;

(3) the instructor to student ra o is 1:24; and (4) the assigned wri ng is appropriate to the major. Students write

four short essays, three abstracts, and a term paper. They turn in a full dra of the term paper for review from

two peers. Addi onally, they a end a required wri ng conference with their instructor. Eight classes are fully

devoted to wri ng instruc on and focus on wri ng the short essays and abstracts, including topics such as using

library databases, good cita on prac ces, and outlining.




Abstract #1 100 5 No



Term Paper 2500 30 No


Not applicable



genre.

For the term papers, which are due at the end of the semester, students are required to turn in a full dra of their papers. They receive wri en peer

reviews from two of their classmates. Students write their peer reviews via TurnItIn's Peer Mark system, through which they answer a series of ques ons about the

paper under review. Students also receive feedback about their term papers during a required, one‐on‐one office hour appointment with the professor. Students are

able to revise their term papers before submi ng the final version for a grade.

Earlier in the semester, write a series of 4 short essays. Each essay has a similar structure and focus, so the comments students receive on the earlier essays help them to

improve their wri ng on the later essays.

Students also write a series of 3 abstracts, in which they pitch research project ideas. Each of these assignments is similar, so that comments on their earlier abstracts

help them improve their wri ng on the later abstracts. Furthermore, students who turn in 4 abstracts over the course of the semester were able to have the lowest

grade dropped.


Eight class mee ngs are fully dedicated to instruc on and small group work on wri ng. These mee ngs focus on the skills necessary for wri ng the short

essays and abstracts. The wri ng of these assignments, in turn, helped the students to select the topics for their long term papers. Topics covered included: outlining,

proper selec on of quotes, wri ng introduc on and concluding paragraphs, good cita on prac ces, using the library's databases for research, and wri ng abstracts.


PHIL 381-W: Ethical Theory https://nextcatalog.tamu.edu/courseleaf/courseleaf.cgi?page=/coreadmin...

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PHIL 381.900: Ethical Theory (Writing Intensive) Spring 2019/YMCA 113

MWF 11:30 am - 12:20 pm Prof. Linda Radzik, 301H YMCA, 845-5660, [email protected]

Office Hours: MWF 10:15 - 11:15 am, and by appointment CATALOG DESCRIPTION Values and conduct such as moral relativism, self-interest, utilitarianism, rules, nature of valuation, ethical language and argumentation. COURSE DESCRIPTION

The main questions of this course are: What makes an action right or wrong? How are reason and emotion used in moral judgment? What is the connection between morality and happiness? What reason do we have to perform right actions as opposed to wrong actions? Does morality require human freedom? We will read classic texts by Aristotle, Hobbes, Hume, Mill, and Kant, which continue to shape contemporary debates in moral theory and metaethics. Finally, we will consider Christine Korsgaard’s defense of the authority of moral norms, which flows from her critical take on the history of moral philosophy.

This is a writing-intensive course. A significant amount of class time will be dedicated to working on writing in small groups. As with all writing-intensive classes, one cannot pass the class without passing the writing assignments.

Prerequisite: Junior or Senior classification or permission of the instructor REQUIRED COURSE MATERIALS The following are available for purchase at the student bookstore:

Aristotle. Nicomachean Ethics, 2nd ed. Translated by Terence Irwin, Hackett, 1999.

Kant, Immanuel. Grounding of the Metaphysics of Morals, 3rd ed. Translated by James W. Ellington, Hackett, 1993.

Korsgaard, Christine. The Sources of Normativity. Cambridge, 1996. Selections from the following are available on eCampus:

Hobbes, Thomas. Leviathan. 1651. Early Modern Texts, http://www.earlymoderntexts.com/authors/hobbes

Hume, David. A Treatise of Human Nature. 1739-40. Early Modern Texts, http://www.earlymoderntexts.com/authors/hume

Hume, David. An Enquiry Concerning the Principles of Morals. 1751. Project Gutenberg, http://www.gutenberg.org/files/4320/4320-h/4320-h.htm

Bentham, Jeremy. An Introduction to the Principles of Morals and Legislation. 1780. Early Modern Texts, http://www.earlymoderntexts.com/authors/bentham

Mill, John Stuart. Utilitarianism. 1863. Early Modern Texts, http://www.earlymoderntexts.com/authors/mill

mailto:[email protected]

2

COURSE OBJECTIVES: By the end of the course, students should be able to: (1) identify and explain the main issues in the philosophical study of morality; (2) articulate and explain leading positions in the history of Western philosophy about the nature of morality; (3) critically analyze and evaluate moral theories both in discussion and in writing; and (4) design and execute a research paper that participates in a philosophical debate. COURSE REQUIREMENTS and GRADING POLICIES Attendance required* A: 100-90% 4 Short Essays 40% (10% each) B: 89-80% 3 Abstracts 15% (5% each) C: 79-70% Term Paper 30% D: 69-60% Small Group Work 5% F: 59-0% Final Quiz 10%

*Attendance is required. After two unexcused absences, every further unexcused absence will lower the final course grade by half a percentage point per day. The University’s policies on excused absences will be applied (see http://student-rules.tamu.edu/rule07

The Short Essay assignments require students to write 2-3 page synopsis of the ethical theory in question. These essays should demonstrate that you understand the main features of the theory, how they relate to one another, and the advantages and disadvantages of these features. Students will each write 4 short essays.

The Abstract assignment requires students to propose a research project about the ethical theory (approx. 100 words) and provide an annotated bibliography on the topic (at least two citations and 100 words). Abstracts are due on the same day as the short essays. However, students can choose to skip one abstract assignment during the semester. Students who turn in all 4 abstracts will be graded on their 3 best efforts.

The Term Paper should develop and answer the research question posed in one of the student’s abstracts. Term paper should be approximately 10 double-spaced pages. A full draft is required. Students will receive feedback on drafts from the professor during a one-on-one meeting and from two peer reviewers. Late papers will be penalized 5 points per day.

The grade for Small Group Work will be based on active participation during class sessions dedicated to such work, as well as attendance at the one-on-one meeting with the professor and completion of the online peer review activities in the middle of April.

The Final Quiz will consist of short answer and multiple choice questions about the material presented in the last few weeks of the semester.

Class Technologies: For assistance with any of the following contact the Computing & Information Services Help Desk, 845-8300 or helpdesk.tamu.edu (chat).

eCampus.tamu.edu will provide access to course materials and to TurnItIn, which will be used to submit writing assignments. TurnItIn includes a plagiarism detection service. For this class only, you will be allowed to view TurnItIn’s Originality Report and resubmit your paper (up until the due date).

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

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

https://helpdesk.tamu.edu/

http://ecampus.tamu.edu/

3

Campus email will be used to make occasional class announcements, so be sure to check your account regularly.

Aggie Honor Code: “An Aggie does not lie, cheat, or steal or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://aggiehonor.tamu.edu/ Americans with Disabilities Act (ADA) Policy Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information visit http://disability.tamu.edu. Religious Holidays If any class meetings or assignments fall on a religious holiday that you observe, please inform the professor and alternative arrangements will be made. Title IX and Statement on Limits to Confidentiality Texas A&M University and the College of Liberal Arts are committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws provide guidance for achieving such an environment. Although class materials are generally considered confidential pursuant to student record policies and laws, University employees — including instructors — cannot maintain confidentiality when it conflicts with their responsibility to report certain issues that jeopardize the health and safety of our community. As the instructor, I must report the following information to other University offices if you share it with me, even if you do not want the disclosed information to be shared:

• Allegations of sexual assault, sexual discrimination, or sexual harassment when they involve TAMU students, faculty, or staff.

These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In many cases, it will be your decision whether or not you wish to speak with that individual. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the Student Counseling Service (https://scs.tamu.edu/). Students can report concerning, non-emergency behavior at http://tellsomebody.tamu.edu.


http://disability.tamu.edu/

https://scs.tamu.edu/

http://tellsomebody.tamu.edu/

4

Schedule (subject to change, updates will be posted on eCampus)

Date Reading Assignments

Mon. 1/14 Introduction to the course

Wed. 1/16 Aristotle, Book I

Fri. 1/18 Aristotle, Book II

Mon. 1/21 No class

Wed. 1/23 Aristotle, Bk III; Bk V, ch. 1-2, 7-9

Fri. 1/25 Aristotle, Bk VII, Ch. 1-10

Mon. 1/28 Aristotle, Bk VIII, Ch. 1-7; Bk IX, Ch. 8-9

Wed. 1/30 Small group work

Fri. 2/1 Small group work

Mon. 2/4 Hobbes, Ch. 6, Ch. 10 (para. 1-19), Ch. 11 (para. 1-6)

Aristotle Essay and Abstract due

Wed. 2/6 Hobbes, Ch. 13-16

Fri. 2/8 Hume, Treatise (selection 1)

Mon. 2/11 Hume, Treatise (selection 2)

Wed. 2/13 Hume, Treatise (selection 3); and Enquiry (selection)

Fri. 2/15 Hume, Treatise (selection 4)

Mon. 2/18 Small group work

Wed. 2/20 Small group work

Fri. 2/22 Kant, Preface, Section 1 Hobbes or Hume Essay and Abstract due

Mon. 2/25 Kant, Section 1

Wed. 2/27 Kant, Section 2

Fri. 3/1 Kant, Section 2, continued

Mon. 3/4 Kant, Sections 2 and 3

Wed. 3/6 Kant, Section 3, continued


3/11-3.15 SPRING BREAK


Wed. 3/20 Bentham Mill, Utilitarianism, Ch. 2

Kant Essay and Abstract due

Fri. 3/22 Mill, Utilitarianism, selections from Ch. 3 and Ch. 4

Mon. 3/25 Mill, Utilitarianism, Ch. 5

Wed. 3/27 Mill, continued



Wed. 4/3 Korsgaard, Prologue, Ch. 1 to p. 21 Utilitarianism Essay and Abstract due

5

Fri. 4/5 Korsgaard, Ch. 1, pp. 21-48

Mon. 4/8 Korsgaard, Ch. 2, pp. 49-78

Wed. 4/10 Korsgaard, Ch. 2, pp. 78-89

Fri. 4/12 GUEST LECTURE, TBA

Mon. 4/15 No regular class meeting Last Day to Q-Drop

Draft of Term Paper Due (8:00 am); One-on-One Meetings (tba)

**Tuesday** 4/16

One-on-One Meetings (tba)

Wed. 4/17 Korsgaard, Ch. 3, pp. 90-100 Online Peer Review Due (11:59 pm)

Fri. 4/19 No Class (Reading Day)

Mon. 4/22 Korsgaard, Ch. 3, pp. 100-130

Wed. 4/24 Korsgaard, Ch. 4, up to p. 145

Fri. 4/26 Korsgaard, Ch 4, 145-end.

Mon. 4/29 No new reading

Tue. 5/7 10:30 a.m. – 12:30 p.m.

Final Quiz on Korsgaard (in class); Term paper due on eCampus (12:30 pm)

Contact(s)

Name E‐mail Phone

larry johnson [email protected] 979‐845‐9279

Course Prefix VIBS Course Number 443

Academic Level UG

Complete Course Title Biology of Mammalian Cells and Tissues

Abbreviated Course

Title

BIOL OF CELLS TISSUES

Crosslisted With

Semester Credit

Hour(s)

4

Proposal for:

Wri ng Designa on

Number of credits


of course.

4


Year


Do any assistants (i.e., Yes

New Core Component ProposalDate Submi ed: 08/28/19 10:37 am

Viewing:

Last edit: 08/28/19 10:37 amChanges proposed by: v‐balester

Wri ng Designa on



NA

VIBS 443-W: Biology of Mammalian Cells and Tissues https://nextcatalog.tamu.edu/courseleaf/courseleaf.cgi?page=/coreadmin...

1 of 3 9/18/2019, 4:03 PM

GATs or


with the course?

How many? Three


To receive W credit for this course, you must pass the wri ng components. [NOTE: In this case the

sec on number would be changed from a 900 to a 500, so the student would pass the course but

would not receive W credit.]


2,000 25

Addi onal Comments

A ach Course Syllabus VIBS 443 Syllabus.pdf

Reviewer Comments Elizabeth Crouch (ecrouch) (06/03/19 12:40 pm): Rollback: Dr. Johnson,There is a space for the total word count

and percentage of grade that needs to be filled in. Also, you had toggled that a t.a. is not used, but it looks like

they are in the dra ing process. Thanks! EAC

Elizabeth Crouch (ecrouch) (06/14/19 2:57 pm): Correc ons made

Valerie Balester (v‐balester) (08/06/19 3:22 pm): Rollback: Please makes sure the proposal form and the new

syllabus match.We do not include the homework, outline, or descrip on as wri ng—they are considered

exercises or prewri ng. The two dra s of the final paper cannot be not counted in the word count but are

counted in the percentage. That means the total word count is an appropriate and passing 2000. But the

percentage of the grade based on wri ng must be 25%, and the two dra plus the final paper are only 23%.

Also, the two dra s should not add up to more than 50% of the percentage allo ed to the final paper:

Who will evaluate wri ng assignments?

Faculty instructors and two graduate students

If you are working with assistants (graduate or undergraduate included), briefly explain how you will monitor and supervise their work and what roles they will play in

the teaching of wri ng. If they help with grading, explain how you will ensure consistency and oversight of the grading (e.g., rubrics).

The grading of all dra s will be done by two graduate assistants who have taken the course with help from Dr Johnson. Thier work as well as feedback will

be monitored through the semester. The final dra s of all papers will be graded by the professor in the course, Drs. Larry Johnson and Kneese, faculty instructors.




First Dra of term paper 1000 3 No

Second Dra of term paper 2000 5 No

Final Dra of term paper 2000 17 No


NA



genre.

Homework assignments prepare students to write and will be graded with feedback. Each of the 25 assignments will allow students to progress in their

wri ng ability. It will prepare them for wri ng their term paper and serve as prac ce. Students receive feedback from teaching assistants on an outline and a descrip on.

Students will peer review and receive instructor feedback on the first dra of their term paper and receive feedback from teaching assistants on their second dra for

use in preparing the final version.


Early in the course, a lecture is given on scien fic wri ng. Each student also receives feedback throughout the semester on ways to improve his or her

wri ng. Examples of the outline, descrip ons, and final dra are also given for reference.



2 of 3 9/18/2019, 4:03 PM

Key: 1017

Technically, they are 8 percent and so .5 more than 15%. One remedy might be that we can count the

descrip on, but that only gives us 24%. Also it might be possible to use the essay exams on the conference

material, if they are take home. Otherwise, we need to adjust the percentages.

Donna Pantel (dpantel) (09/03/19 11:10 am): REPORT ON RECERTIFICATION OF W COURSE: VIBS 443 We

recommend that VIBS 443 Biology of Mammalian Cells & Tissues be cer fied as a wri ng (W) course for four

academic years (9/19 to 9/23). We have reviewed a representa ve syllabus and have determined that the

course meets or exceeds the following criteria: (1) 25% of the final grade is based on wri ng quality; (2) the total

number of words is 2000; (3) the instructor to student ra o is 1:10; and (4) the assigned wri ng is appropriate to

the major. VIBS 443 is a four‐credit course with two graduate student assistants helping give feedback on dra s.

Wri ng assignments include a term paper, including two dra s that are each graded with forma ve comments.

(The dra s are not counted in the 2000 word total.) As addi onal prepara on and instruc on, students write

prepara ve homework, an outline, and a brief descrip on, all of which are graded and receive feedback. A

lecture on scien fic wri ng is included early in the course and examples of the required wri ng are provided.


3 of 3 9/18/2019, 4:03 PM

BIOLOGY OF MAMMALIAN CELLS AND TISSUES (Histology)

VIBS 443 Biology of Mammalian Cells and Tissues and VIBS 602 Histology Spring 2019

Class meets: M. W. F. 10:20 a.m.–12:20 p.m. Room: VICI 321 Course Coordinator Clinical Faculty

Larry Johnson, Ph.D. Fred Clubb, Jr. DVM. MS, Ph.D. Professor Clinical Professor

Department of Veterinary Integrative Biosciences Department of Pathobiology VMS VIDI 399 ([email protected]) Phone 845-9279

Instructors Guest Instructors Dana Kneese, DVM, Ph.D Barbara Gastel, MD, MPH Instructor Professor of Veterinary Integrative Biosciences Department of Veterinary Integrative Biosciences

Course Graduate Teaching Assistant. Larry Dangott, Ph.D. Avery Kramer ( [email protected]) Research Scientist, Fei Yu VIBS [email protected] Graduate Students Director, Protein Chemistry Laboratory Biochemistry and Biophysics

Course Undergraduate Teaching Assistant Sarah Brown - graduate



Manual is modified from that used in a course entitled, “The Biology of Cells and Tissues,” produced by the Department of Cell Biology and Anatomy at Southwestern Medical School, Dallas, Texas. Dr. Johnson previously was a member of that faculty and was co-author of the previous manual Course #/Title: VIBS 443 Biology of Mammalian Cells and Tissues and VIBS 602 Histology Class Meets: M. W. F. 10:20 a.m.–12:20 p.m . Room: VICI 321

Schedule:

Date Topic

Mon Course Overview and Introduction to writings

Writings Due

Quiz

Page

18

01/14/19 Lecture – Introduction to Cells, Tissues, and Microscopy 24 Wed Lab – Introduction to Cells, Tissues, and Microscopy 30

01/16/19 Lecture – Membranes and Receptors 33

Fri. Writings: Outlines, Descriptions, and Scientific

01/18/19 Lecture – RER, Golgi, Secretion 38

Wed. Lab – Cell Structure I 36

01/23/19 Lecture – Lysosomes, SER, Mitochondria, and Inclusions 44

Fri. Conf. – Membranes and receptors Quiz 1 35

01/25/19 Lecture – Transport, Endocytosis, and Phagocytosis 49

Mon.

01/28/19

Lab – Cell Structure II

Lecture – Cytoskeleton and Cell Motility

41 52

Wed.

01/30/19

Conf. – RER, Golgi, and Secretion

Lecture – Protein Evolution

40

Fri.

Lab – Cell Structure III

Outline

46

02/01/19 Conf. – Endocytosis 51

Mon.

Conf. – Cytoskeleton

54

02/04/19 Lecture – Nucleus and Mitosis 55

Wed.

Lab – Nucleus and Mitosis

58

02/06/19 Lecture – Peripheral Blood 61

Fri.

Lab – Peripheral Blood

Quiz 2

64

02/8/19 Lecture – Epithelium 68

Mon.

02/11/19

Lab – Epithelium and Junctions

Lab Review

70

Wed.

Conf. – Leukocytes

67

02/13/19 Lecture – Connective Tissue 73

Date

Fri.

Topic

Lab – Connective Tissue

Writings Due

Description

Quiz Page

75

02/15/19 Lecture – Cartilage and Bone 79

Mon.

02/18/19

Lab – Cartilage and Bone

82

Wed.

Conf – Bone Formation

85

02/20/19 Lecture – Muscle 87

Fri.

Lab – Muscle

Quiz 3

90

02/22/19 Lecture – Disease of Basic Tissues of the body 101 2

Mon.

02/25/19

Clinical Correlation: Skeletal Muscle/Cardiovascular

Lecture – Hematopoesis and Stem Cells

96

Wed.

Lab – Hematopoesis

98

02/27/19 Lecture Peripheral Nervous System 94

Fri.

Lab – Peripheral Nervous System First Draft

104

03/01/19 Lecture – Blood and Lymph Vessels 107

Mon.

Lab – Blood and Lymph Vessels

109

03/04/19 Lecture – Overview of the Immune System 116

Wed.

03/06/19

Mid-Term Lab Practical Exam

Mid-Term Conference Exam

---

---

Fri.

03/08/19

Mid-Term Didactic Exam

Comments on First Draft

---

---

Mon.

03/11/19

Spring Break

---

Wed.

03/13/19

Spring Break

---

Fri.

03/15/19

Spring Break

---

Mon.

Conf. – Endothelial Cells

114

03/18/19 Lecture – Structure of Lymphoid System Components 118

Wed.

Lab – Lymphoid System

120

03/20/19 Lecture – Endocrine System 125

Fri. Lab – Lymphoid System (continued) Second Draft 120

03/22/19 Lecture – Endocrine System (continued) 125

Date

Mon.

Topic

Lab – Endocrine System

Writings Due Quiz Page

128

03/25/19 Lecture – Integument 132

Wed.

Lab – Endocrine System (continued)

128

03/27/19 Lecture – Digestive System 137

Fri.

03/29/19

Lab – Integument

Clinical Correlation – Lymphoid System

Quiz 4

134

Mon.

Lab – Digestive System

139

04/01/19 Lecture – Digestive System (continued) 137

Wed. Lab- Review

04/03/19 Lecture – Liver, Gallbladder, Pancreas, & Salivary Glands 144

Fri. Lab – Liver, Gallbladder, Pancreas, & Salivary Glands Final Draft 146

04/05/19 Lecture – Respiratory System 151

Mon.

Conf. – Diabetes

149

04/08/19 Lecture – Urinary System 154

Wed.

Lab – Respiratory System

152

04/10/19 Lecture – Male Reproductive System 161

Fri.

04/12/19

Lab – Urinary System 157 Clinical Correlation – Disease in Various Organ

Quiz 5 157

Mon.

04/15/19

Lab – Male Reproductive System

163

Wed.

04/17/19

Conf. – Male Reproduction

Lecture – Female Reproductive System

167 169

1

Fri. No class (reading day)

04/19/19

Mon.

04/22/19

Lab – Female Reproductive System

171

Wed.

Conf. – Female Reproduction

177

04/24/19 Lecture – Eye 179

Fri.

04/26/19

Lab – Eye Final Conference Exam

Review

Quiz 6

182

---

Mon. Final Lab Practical Exam

04/29/19

Monday *Final Didactic Exam (8:00 a.m. – 10:00 a.m.) (MWF 10:20 am) ---

05/06/19 *(Completed evaluation forms are required to receive final exam)

COURSE FACULTY AND RESEARCH OR TEACHING INTEREST Larry Johnson, Professor, Course Coordinator

Department of Veterinary Anatomy and Public Health B.S. North Carolina State University, 1971 M.S. Virginia Polytechnic Institute and State University, 1974 Ph.D. Colorado State University, 1978 Research interests - Biology of the testis and spermatogenesis, control of Sertoli cell number and testicular size, effect of age, season, and toxins on the numbers of testicular somatic cells and germ cells and on germ cell degeneration during different developmental steps throughout spermatogenesis. Academic interests are to prepare students for medical and veterinary schools and stimulating interest in science among the youth. VIDI 399 845-9279 [email protected]

Laboratory Instructors Dana Kneese, DVM, Ph.D Instructor of Veterinary Integrative Biosciences Guest Instructors Ian R. Tizard, B.V.M.S., Ph.D. Fred Clubb, Jr. DVM. MS, Ph.D. Professor Clinical Professor

Department of Pathobiology Department of Pathobiology

Larry Dangott, Ph.D. Barbara Gastel, MD, MPH Research Scientist Professor of Biochemistry and Biophysics Veterinary Integrative Biosciences Laboratory Graduate Teaching Assistant Andy J. Kim VIBS [email protected] Graduate Student Veterinary Integrative Biosciences Fei Yu VIBS [email protected] Graduate Student Veterinary Integrative Biosciences Undergraduate Teaching Assistants

ACKNOWLEDGEMENT FOR TEXTBOOKS FROM WHICH FIGURES WERE MODIFIED. used. See

COURSE OVERVIEW Biology of Mammalian Cells and Tissues VIBS 443 “W” course classification Larry Johnson I. Objectives

A. To make a transition from molecular events to organ systems

B. To have classical histology merged with modern cell biology

C. To learn technical skills - new types of vision - using the light microscope and electron microscope

D. To learn the relationship between cell structure and cell function, and how organ architecture facilitates its function

E. To learn normal histology as a prerequisite for understanding pathology

Student Learning Outcomes: Students should be able to:

1. Describe the cells of the human body, explain their ultrastructural make up, identify their general

functions, and explain how their organelle content facilitates their functions

2. Describe the organization of cells into tissues, organs, and organ systems in the body, explain how

their structure and function make them unique and necessary for life

3. Identify the four basic types of tissue (muscle, nerve, connective tissue, and epithelium), distinguish

between the several functions of each, and explain how the structural and functional characteristics

of each that make them unique

4. Describe the histologic characteristics of common organs and organ systems of the body and explain

how structure facilitates function from cells/organelles to organ systems

5. Describe, with clinical correlations, deviations in the histologic characteristics and functions of tissues,

organs, and organ systems and explain how these deviations facilitates disfunction/malfunction of

organelles to organ systems in disease

II. Materials A. Laboratory notebook (electronic)

B. Course schedule (stated above)

C. Histology images, electron micrographs, and atlas will be posted on ecampus. You will need your

own computer or other internet-ready devices in class . D. YouTube (https://www.youtube.com/channel/UCHxw6vH2_3Mduq8XLqqDRLA/playlists) and PPTs (http://peer.tamu.edu/histology.asp) to introduce each laboratory

lecture PPTs will be on ecampus the day of the lecture

E. Lecture outlines, laboratory exercises, image access, word slides, and study guides for each lecture

https://www.youtube.com/channel/UCHxw6vH2_3Mduq8XLqqDRLA/playlists

http://peer.tamu.edu/histology.asp

F. Textbook reference (no specific assignments, but it gives a different and useful prespective) Junqueira’s Basic histology Text & Atlas by Anthony L. Mescher 13e (ISBN 978-0071440912)

III. Organization

A. Cell Biology - Tissues - Organs - Organ Systems

B. Lectures (26) are supplemented by five clinical correlations to relate lectures material to

pathological conditions. The objective of lectures is to learn about structure - function relationships and fundamental concepts.

C. Laboratories: To learn cell and tissue appearance and function. Subject matter of

laboratories usually will be that material covered in lecture of the previous class period. Also you will be provided a document with hyperlinks to histology images. D. Conferences: (10): To develop conceptual thinking for problem solving. Instructional parts

of the conferences will be flipped so you can prepare prior to the conference period. E. Term paper: written about one of the ten conference topics, as if published in a scientific

journal format (e.g., at least 2,000 words and not more than 3,500 words)

Term Paper Objectives and Conference essay portion − To advance understanding of conference topics as they relate real-world situations

− To improve communication skills among students in medical fields

− To improve awareness of issues related common diseases Term Paper Prompt Choose one of the discussion conference topics about which to compose your essay. Using the attached sample as a guide, write about issues relating to your topic. Assume this will be published in a scientific journal and will be read by your professional colleagues. Use outside sources, which should be cited correctly at the end of the paper, and describe your opinion concerning this topic and its implications to the medical field. The final product should be 2,000+ words (not to exceed 3,500 words), typed and double-spaced, in Times New Roman, with 1” margins. Be sure to include the title of the discussion conference in the paper and a list of your sources at the end. If you use a direct quotation, you must correctly cite it in the paper. Conference essay portion of midterm and final exams Conferences essays will consist of short answers and essays describing experiments, procedures, expected findings, and conculsions. Training Students will be given examples of previous works in class, with a specific lecture

dedicated to instructing students about writing for scientific journals. Likewise feedback will be gived for the each assignment, A grading rubric for the term paper is below It will include content, clarity, organization, creativity, and relevance.

Submittals The following will be due throughout the semester (see class schedule above). Feedback will be given at each step with a final grade for the final draft. Outline Description First Draft Second Draft Final Draft Grading of the term paper and conference discussion writings Outline and Description completion First Draft: 30 Second Draft 50 Final Draft: 170 Term Paper 250 points ___________________________________________________________ Total Percent of Course: 25% 250 points

To receive W credit for this course, you must pass the writing components.

F. Preparative homework allows the student to become familiar with the subject of the lecture prior to the lecture period. Preparative homework (25 sets total) is due prior to the lecture on that day that the subject matter is covered in the lecture and needs to be uploaded to eCampus at the time of lecture. The homework will consist of a list of 3 to 5 structures or structural features unique or specifically characteristic of cells, tissues, organs, or organ systems covered in the lecture that day, and one sentence for each describing how these structures or structural features contribute to the unique function that of given cell, tissue, organ, or organ system.

G. Exams (quizzes will be on eCampus and on paper, but didactic midterm and final tests will be on

eCampus only). 1. Quiz to test all materials covered since last quiz or didactic test 2. Practical exams to test concepts and identifications 3. Essay exams on conference material 4. Didactic midterm and final exams to test everything H. Grading

1. Point distribution Point Values

a. Preparative homework 100 b. Quiz (6) every other week

(50 points each – you may drop two)) 200 c. Term paper writing 250 d. Mid term

i. Practical portion 100 ii. Conference essay writing portion 25 iii. Didactic portion 100

e. Final i. Practical portion 100 ii. Conference essay writing portion 25 iii. Didactic portion 100

f. Total 1000

2. A=900+; B=800-899; C=700-799; D=600-699; F=599-0 3. Student participation in class and student enhancement of the objectives of

the course are encouraged and may pay off in borderline cases. 4. Scholastic dishonesty including plagiarism as defined at the TAMU Web

Site (http://student-rules.tamu.edu/rules20.htm) will not be allowed. 5. Grades may be curved at the end of the semester.

University Excused Absences: A university-excused absence is the only excuse acceptable for missing an exam or homework due date. The fact that an absence is a university excused absence does not relieve the student of responsibilities for prior notification and documentation. I must be notified of your excused absence by the second working day after your last day of absence. If this second day is a class day on which an exam is scheduled, you must notify me within 1 working day after your return to class. If the absence is excused, the

http://student-rules.tamu.edu/rules20.htm

student will complete the makeup exam on a date agreed upon by the student and me. The makeup exam must be completed in a timeframe not to exceed 30 calendar days from the last day of the initial absence. The makeup exam may be essay and short answer questions. Any university-excused exam, assignment, or makeup exam not completed WILL result in a grad of I (incomplete). The work needed to complete the course must be completed before the last day of classes during the next Fall or Spring semester in which the student is registered. Otherwise, the grade will become an F. For additional information visit: http://student-rules.tamu.edu/rule07 ADA (Americans with Disabilities Act) Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information visit: http://disability.tamu.edu. I feel very strongly that anyone who wants to take this course should be able to do so, regardless of physical ability. If you have a disability which requires some special accommodation, please make an appointment with me within the first 2 weeks of the semester to discuss the appropriateness of the instructional methods in this class or any academic adjustments that may be needed. Plagiarism Statement: The handouts used in this course are copyrighted. By ‘handouts’, I mean all materials generated for this class, which include but are not limited to syllabi, exams, lab problems, in-class materials, review sheets, and additional problem sets. Because these materials are copyrighted, you do not have the right to copy the handouts, unless I explicitly grant permission. As commonly defined, plagiarism consists of the passing off as one’s own ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have permission of that person. Academic integrity Statement For additional information visit: http://aggiehonor.tamu.edu

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

http://disability.tamu.edu/


Many of the illustrations in this notebook and accompanying notes were modified from the following books: Bruce Alberts, et al. 1983. Molecular Biology of the Cell. Garland Publishing, Inc., New York, NY. Bruce Alberts, et al. 1994. Molecular Biology of the Cell. Garland Publishing, Inc., New York, NY. William J. Banks, 1981. Applied Veterinary Histology. Williams and Wilkins, Los Angeles, CA. Hans Elias, et al. 1978. Histology and Human Microanatomy. John Wiley and Sons, New York, NY. Don W. Fawcett. 1986. Bloom and Fawcett. A textbook of histology. W. B. Saunders Company, Philadelphia, PA. Don W. Fawcett. 1994. Bloom and Fawcett. A textbook of histology. Chapman and Hall, New York, NY. Arthur W. Ham and David H. Cormack. 1979. Histology. J. S. Lippincott Company, Philadelphia, PA. Luis C. Junqueira, et al. 1983. Basic Histology. Lange Medical Publications, Los Altos, CA. L. Carlos Junqueira, et al. 1995. Basic Histology. Appleton and Lange, Norwalk, CT. L.L. Langley, et al. 1974. Dynamic Anatomy and Physiology. McGraw-Hill Book Company, New York, NY. W.W. Tuttle and Byron A. Schottelius. 1969. Textbook of Physiology. The C. V. Mosby Company, St. Louis, MO. Leon Weiss. 1977. Histology Cell and Tissue Biology. Elsevier Biomedical, New York, NY. Leon Weiss and Roy O. Greep. 1977. Histology. McGraw-Hill Book Company, New York, NY. Nature (http://www.nature.com), Vol. 414:88,2001.

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