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Viewing: BIO_SC 4972W liscume : Developmental Biology

Last approved: Tue, 13 Dec 2016 18:19:36 GMT

Last edit: Tue, 13 Dec 2016 18:19:22 GMT

Proposal Type

Writing Intensive

Contact Information

liscume
Emmanual
Liscum
LiscumM@missouri.edu
573/882-2672
Life Sciences Center
Are you submitting this proposal on behalf of an instructor?
No
Instructor for whom you are submitting proposal:
liscume
Emmanual
Liscum
LiscumM@missouri.edu
573/882-2672
Life Sciences Center
Subject Area’s Department Chair/Director:
walkerj
John
Walker
WalkerJ@missouri.edu
573/882-8985
Biological Science

Term for Proposal

 
Spring 2017

Course Catalog Information

A&S
Biological Sciences (BIO_SC)
Biological Sciences
4972W
3
 
30
Developmental Biology
Analysis of the molecular, genetic, cellular, and morphological processes responsible for phenotypic changes in developing organisms. A variety of experimental systems are discussed to identify common mechanisms used by developing organisms.
 
Lecture/Standard
A-F (allow student to choose S/U option)
BIO_SC 2200, BIO_SC 2300, CHEM 2100.
 
 
 

Instructor Information

liscume
Emmanual
Liscum
LiscumM@missouri.edu
573/882-2672
Life Sciences Center
(numbers only)
Tenured Professor
371E C.S. Bond Life Sciences Center
No, instructor has never attended
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

Developmental Biology represents a 'capstone' course that brings together principles of biology and chemistry students have been exposed to in previous courses to examine the molecular, genetic, cellular, and morphological processes responsible for phenotypic changes in developing organisms. A variety of experimental systems (bacterial, animal and plant) to identify common mechanisms used by all developing organisms. Students will also learn how to read and critically analyze primary literature in developmental biology. This WI section is being offered as a means to develop and strengthen writing skills of students to that they can communicate scientific principles and ideas concisely and with proper critical attention. In doing so the students will not only become better communicators but engage with the material in a way that helps them commit it to long-term memory.
 
Face-to-face
Self paced?

 
25
Should this course be considered for funding?
No
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Words
Writing Assignment (WA) 1
In Class Free Writing; to describe in 200-300 words "what concept/tool intrigues me most in developmental biology and why?" - meant as a tool to assess where students are starting with their writing abilities; single draft; evaluated by instructor.
Length of assignment:
200
Instructor
 
 
200

WA 2
At home; Answer two end of chapter questions (to be assigned in class) in 250-350 words each; meant to assess ability to comprehend and articulate material given during first week; single draft; evaluated by instructor
Length of assignment:
250
Instructor
 
 
250

WA 3
At home; Summary of Topic being covered (Bacterial Cell Fate Change) in reading and class; 500-600 words (because readings will be considerably longer, these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA3; At home; revision of WA3, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

WA 4
At home; Summary of Topic being covered (Maternal Control of Embryonic Pattern in Drosophila) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA4; At home; revision of WA4, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

WA 5
At home; Summary of Topic being covered (Zygotic Control of Embryogenesis in Drosophila) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA5; At home; revision of WA5, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

WA 6
WA6: At home; Summary of Topic being covered (Vertebrate Development: LIfe Cycles and Experimental Techniques) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.
Length of assignment:
500
Instructor
 
 
500

WA 7
WA7: At home; Summary of Topic being covered (Xenopus Development) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA7; At home; revision of WA7, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

WA 9
At home; Summary of Topic being covered (Somite Formation and Anterior-Posterior Patterning) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA9; At home; revision of WA9, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

WA 10
At home; Summary of Topic being covered (Control of Gene Expression as a Regulator of Cell Fate/Determination) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA10; At home; revision of WA10, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

WA 11
At home; Summary of Topic being covered (Stem Cell Biology) in reading and class; 500-600 words (because readings will be considerably longer these Topic Summaries will by necessity of length be focused on items the student finds most compelling - revisions will address any important missed points); first draft; evaluated by instructor.

RWA11; At home; revision of WA11, based on instructor comments and further class discussions a revised Topic Summary is generated; 750-850 words (of which ~400-450 are expected to be new ideas/concepts missed in initial draft and/or substantial re-write); final draft; evaluated by instructor.
Length of assignment:
500
Instructor
750
Instructor
1250

Primary Literature WA (5)
There will be 5 PLWA.
At home; students will be divided into 5 groups of 4 students - each group with be responsible to orally present in class a critique/discussion of a piece of primary literature, all students not in the presenting group will write a critique of said scientific paper (400-500 words total) to be turned in the day the paper is discussed in class; meant to challenge students to think and be critical of scientific literature; only draft; evaluated by instructor.
Length of assignment:
2000
Instructor
 
 
2000

Total pages for all assignments:
First drafts:
19.55
Revisions:
15.91
35.45
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
All of the above methods will be used at different times. For Topic Summaries revisions will be based largely on comments from the instructor, though discussions in class and group work will also inform student revisions. Students will be expected to share drafts and revisions with other members of their group learning critical feedback skills. Primary Literature discussions will combine oral and written components, where all students are expected to participate in the oral discussion, even when that students group is not the formal presenting group. Students will do two sessions of in class work before each of the three exams (two mid terms and a finals week exam) where they will work individually, in groups and collectively to develop exam questions. Initially each student will be required to turn in 3 long answer questions for each exam that would necessitate an ~200 word answer. Groups will then take individual questions, revise, re-write and re-package just 5 of the original 15 (5 students per group x 3 initial questions). The class will discuss all questions in the review session preceding the exam.
 
All of the Topic Summaries (12 total) allow for student interpretation/explanation. Though they are using the text and lecture notes to develop said Summaries, first drafts are condensed to force students to make choices about what they cover and how they cover it. Revisions will allow for deeper and broader inclusion of material being 1/2 longer.
Writing is distributed very broadly throughout the semester. Approximately two assignments are due each week, each being no longer than 3 pages in general.
60
%
 
0
 

Course Syllabus

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Administrative Information

Natural and Applied Sciences
 
 

Acknowledgement


Additional Comments

 
Patricia Luckenotte (luckenottep) (Tue, 13 Dec 2016 18:19:22 GMT): I have added BIO_SC 4972W, 01 to the Spring 2017 Schedule of classes and cancelled the regular section of BIO_SC 4972, 01. The students who were enrolled in BIO_SC 4972, 01 have been moved to the new section of BIO_SC 4972W
Key: 650