An Interactive Course SyllabusBiodiversity, Ecology & Conservation BiologyBIOL 211/211D

Syllabus MapIn slide show mode, click on the map box below and it will take you directly to that section of the syllabus.

Instructor Contact Information

Apps & Tech Support

Course Description, Objectives &

Outcomes

Teaching & Learning Approaches

10 Things You Should Know About

This Course

Grade Determination

Progress Reports & RATS

Case Study & Problem

AssignmentsBIOL 211 Discussion

Participation & Effort

Required Textbooks

Optional BONUS Assignment

Attendance, Make-ups, Academic

Integrity & Success Tips

Getting To Know You!

Questions, Feedback, Concerns

Instructor Contact Information

Course Instructor: John S. Peters, Ph.D.

http://www.petersj.people.cofc.edu/

Office: Home for now…then 221 RITA

petersj@cofc.edu

(843) 953-1422 – feel free to leave a voice message. I will get it, even when we are online!Zoom Virtual Office Hours: Group Meeting: Mondays 10-11 AM & Wednesday’s 1:30–2:30 PM.Individual (1-on-1) meetings: email me to make an appointment.

Zoom Virtual Office HoursGroup Office Hours:• During group meetings, any one can join the session, so there will often be

multiple people in the session. These office hours will be devoted to topics ofinterest to any student in the class (course concepts, skills, general questionsabout assignment guidelines and expectations). Do not come to Zoommeetings to discuss personal/private issues. The Zoom meeting links to groupoffice hours will be posted in the News section of our OAKS page.

One on One Office Hours:• By appointment only! Just send me an email, and we can schedule a time

to meet. When you do, send me the times that you are available to meet, and I will do my best to find a time that fits both of our schedules.

Free Apps that you should have on your computer for this course…

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Google Suite – make sure you log in to this using your CofC Google Account.

Microsoft Office 365 – if you do not have the full Microsoft office suite on you computer already, all CofC students have FREE access to Office 365.

If your PC is too old, you dropped it to many times, is way too slow, or you don’t have or can’t afford a personal computer, the CofC has a Laptop Support Program for CofC students.

There are lots of other resources & tutorials posted at Student Instructional Technology Services.

You should plan to bring your laptop computer to ALL face to face classes!

Next: App & Tech Support

Course Description

This is an intermediate-level foundation course intended primarily for biologymajors. Students will explore synthetic biological concepts, includingpopulation genetics, population dynamics, community and ecosystem ecology,phylogenetics, biodiversity, and conservation. In a weekly, three-hourdiscussion section, students will analyze scientific literature, formulate researchquestions, work with biological data, and write for a scientific audience.Prerequisite(s): BIOL111/111L, BIOL112/112L; Corequisite(s): BIOL 211D.

Back to the Syllabus Map Next: Instructional Objectives

Instructional ObjectivesWhat will we learn in this course?

This course will foster an understanding of the diverse ways organisms interact with the environment, the fundamentalprinciples of ecology, evolution, and conservation of biodiversity on Earth. The course will Review the theory of evolution, as posed by Charles Darwin. Explore the modern synthetic view of evolution which integrates genetics, molecular biology and many other areas of

biology into an explanation of how evolution occurs. Explore mechanisms (or processes) of evolution including how populations evolve at the genetic level (evolutionary

genetics). Explore how new species arise (speciation) Explore how biologists are revealing the way life diversified on earth and what the current “tree of life” looks like

(systematics & phylogeny) Explore the evidence in support of evolutionary theory and processes. Explore the features of the diverse species that inhabit the planet to discover

o the anatomical, physiological and behavioral associations between related groups of organismso the contributions of the diverse groups of living organisms to ecological systems and human welfareo an astonishing variety of lifestyles, traits, and solutions to the challenges of life

Explore how populations of organisms change in abundance and distribution (population ecology) Explore ecological interactions between species within communities (community ecology) Explore processes and changes that occur at the level of ecosystems. Apply evolutionary and ecological concepts and theories to issues related to the conservation of biodiversity on earth

(conservation biology).

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Next: Student Learning Outcomes

Student Learning OutcomesWhat should you be able to do upon completion of this course?

At the end of this course, students are expected to be able to:• explain the forces that lead to evolutionary change in populations and

diversification among species• interpret phylogenetic trees to describe the evolutionary relationships they depict• describe the processes by which populations of organisms change in size

• discuss how interactions with the physical environment and with other organismsinfluence populations and communities

• build a foundation of knowledge about life’s diversity and its interrelatedness• apply ecological and evolutionary principles to the conservation of biodiversity• apply the following skills used by professional biologists: use primary literature,

generate scientific questions and pose testable hypotheses, analyze data toevaluate hypotheses, use quantitative models to describe biological processes, andcommunicate ideas (in writing & orally) to diverse audiences (scientific, generalpublic etc…)

Back to the Syllabus Map Next: Teaching & Learning Approaches

Teaching & Learning Approaches

Before you dig into the teaching andlearning approaches that will beused in this class, have a look at thisbrief video (click on the picture)expressing college students’ viewsabout their own experiences incollege in relation to their currentand future lives.

When you have finished watching the video, record what you think is the most important message being expressed by these students, in the Vision of Students Today discussion post on OAKS.

A Vision of Students Today (by students) – Created by Michael Wesch in collaboration with 200 students at Kansas State University.

Back to the Syllabus Map Next: T & L Approaches (continued)

Teaching & Learning ApproachesIn this course we will work both individually and collaboratively to resolvereal-world biology-related questions/problems/issues. We will do this todevelop a deeper understanding of the essential connections betweendifferent areas of biology; how to apply and synthesize biological conceptsand principles; find and evaluate biological information; and communicateideas and information about biology to a variety of audiences. In short, wewill immerse ourselves in biology in the context of critically importantquestions and issues that face us both as future professionals in biology-related fields, but also as citizens of this planet.

As you review the rest of this syllabus, think about how the teaching andlearning approaches in this class will help to overcome the challengesexpressed by the students in the video. Record your thoughts in the Visionof Students Today discussion post on OAKS.

Back to the Syllabus Map Next: 10 Things to Know About This Class

Ten things you should know about teaching and learning in this class!#1

Problems & Case Studies - We will be working on several problems andcase studies during the semester, which serve to provide an engaging realworld and meaningful focal point for learning. The case studies willrevolve around topics that you would find interesting and are relevant toyour personal, academic, future professional or civic lives.

Please visit the What & Why of Case Studies Based Learning for moreinformation about the learning approaches we will use in this class. Thisdocument is also posted in the Course Information section of OAKS

Back to the Syllabus Map Next: 10 Things to Know (#2)

Ten things you should know about teaching and learning in this class!#2 To learn in this class, you will have to begin by first trying to learn on your own. Every

problem we explore in this class will require that you do some backgroundreading/research to inform your understanding.

However, I do NOT expect you to learn completely on your own. Instead, I expect thatyou will FIRST TRY to learn concepts on your own, at home, through reading, researchand homework activities. Face to Face (F2F) class time, whether it be in class or via anonline meeting platform (Zoom!) will be used to provide you with feedback on whatyou have learned and hopefully correct/challenge misconceptions and deepenunderstanding by applying what we are learning to the case study we are working on.

Back to the Syllabus Map Next: 10 Things to Know (#3)

This interactive syllabus is an example of how I ask you to first try tolearn on your own. So, as you review this syllabus, take notes becausethere will be a quiz (aka Readiness Assurance Test - RAT for short) overthis syllabus during our first class meeting!

Ten things you should know about teaching and learning in this class!#3

Much of the learning in this class will be active and collaborative!

Lectures will usually be brief and targeted, usually coming after you have completed anactivity based on pre-class readings. So, what I talk about will be informed by themeanings you have made in your mind, and targeted at correcting misconceptions anddeepening understanding.

Collaborative teamwork will always be done during class. You will not have to meet withother team members outside of class, unless you want to! The only expectations I havefor teamwork is that you come to class having completed homework; that youcontribute ideas; that you respectfully listen to others; and that you offer constructiveevaluation of other’s ideas. I think you will come to find that explaining/defending/evaluating ideas in class will foster much deeper learning.

Back to the Syllabus Map Next: 10 Things to Know (#4)

Ten things you should know about teaching and learning in this class!#4 Peer Evaluation

Periodically, over the course of the semester, each member of everyteam will evaluate how the team is functioning. This peer evaluationprocess is intended to help your team function more effectively if youare struggling.

Have a look at a sample peer evaluation form.

Back to the Syllabus Map Next: 10 Things to Know (#5)

Ten things you should know about teaching and learning in this class!#5

Learning Assessments in this course focus at different levels of learning.

Progress Reports (aka exams) in this course are intended to give you feedback on yourconceptual learning progress in the course. For this reason I refer to exams as ProgressReports. These assessments focus at the remember, understand, and apply levels.

Case Study/Problem Assignments: These more authentic assignments submitted at the endof each problem/case study assess your learning at higher levels – apply, analyze, evaluate.Here you will present and defend your solutions, recommendations and viewpoints. Theseassignments represent ways in which you may engage with science-related issues in yourprofessional or civic lives.

Independent Research Project - In the discussion section of this course (BIOL 211D) you willdesign and conduct an independent research project and present and defend your findings ina scientific poster symposium. Your project will give you further practice at the highest levelsof learning – analyze, evaluate, and create.

Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding.

Back to the Syllabus Map Next: 10 Things to Know (#6)

Ten things you should know about teaching and learning in this class!#6

Feedback…Feedback…Feedback!

Among the most important reasons for using the teaching strategies inthis class is that they are intended to provide you with constant andon-going feedback on your learning. If you find that you are stillstruggling with a concept after a class, then get help during my Zoomvirtual group office hours, or email me to schedule a one-on-one Zoommeeting! I think you will find that I am happy to help anyone whowants to learn!

Back to the Syllabus Map Next: 10 Things to Know (#7)

Ten things you should know about teaching and learning in this class!#7 You have a great deal of control over the grade you earn in this class!

Unlike most classes, you will get to choose the grade you wish to try toearn in this course. This will be done through; 1) the assignments youchoose to complete; and 2) through demonstration of concept orintellectual skill mastery on assignments and progress reports. Thismethod of assigning grades is sometimes referred to as Standards-based or Specifications Grading, and under this method you are notinitially penalized for making a mistake! Instead, you are encouraged tolearn from your mistakes and correct them.

Back to the Syllabus Map Next: 10 Things to (#8)

Ten things you should know about teaching and learning in this class!#8

We will use OAKS extensively in this class!

Everything you need to know about your responsibilities for this course will beposted on OAKS. Throughout the semester I will be posting case studies,assignments, labs and readings. You will submit assignments via the OAKSdropbox, and your grades and feedback will be available in the OAKS grades. Allassignments are accessible from the OAKS calendar, and upcoming assignmentsare posted in the Upcoming Events sidebar on the OAKS course home page.

If you are brand new to OAKS, the folks at Teaching, Learning & Technology havedeveloped an Introduction to OAKS course, which you are urged to do. If youhave some experience with OAKS, but need more targeted help have a look atthese OAKS Tutorials.

Back to the Syllabus Map Next: 10 Things to Know (#9)

Ten things you should know about teaching and learning in this class!#9 Teaching and learning in the era of COVID-19!

Okay, this virus is going to be with us for a little while, and we aregoing to do our best to make sure that you get the most out of thislearning experience, while staying safe and healthy. Because ofCOVID-19, this course will be taught as a hybrid F2F and onlinecourse. Sometimes you will be meeting F2F with me in our scheduledclassroom, other times we will be meeting online using Zoom duringour normal class times. Other times you will be completingassignments outside of normal class hours on OAKS.

If you don’t already have a Zoom account through the CofC, go tohttps://cofc.zoom.us/ to sign up. It’s FREE!

Back to the Syllabus Map Next: 10 Things to Know (#10)

Ten things you should know about teaching and learning in this class!#10

You should also know that I often answer questions first, with anotherquestion!

I do not do this to be purposefully evasive or difficult. Instead, a questionthat follows a question helps me to understand what you are thinking, thatis, the meaning you have made of about the complex concepts we areexploring.

Back to the Syllabus Map

Consult THREE before asking ME!

Before you ask questions in office hours or email me for help, first:• Consult the guidelines and resources posted on OAKS!• Consult class readings on OAKS or in your textbook!• Ask a teammate for help.

How Your Grade Will Be Determined

How your grade will be determined…

Your grade will be determined through completion and assessment of concept and skills mastery in the following areas:1) Progress Reports and Readiness Assurance Tests (40%)2) End of Case Study/Problem Assignments (25%)3) Discussion Labs (10%)4) Independent Research Project (15%)5) Participation and Effort (10%)

To earn a(n) you need…A 93.5%A- 90%B+ 87.5%B 83.5%B- 80%C+ 77.5%C 73.5%C- 70%D+ 67.5%D 63.5%D- 60%

Back to the Syllabus Map Next: Progress Reports & RATS

Progress Reports & Readiness Assurance TestsHave you ever thought about the purpose of exams in school? For many, exams serveto motivate you to learn under the threat of a punishment (a bad grade), or thepromise of a reward (a good grade). However, I believe that you are all capable ofbecoming self-actualized learners - a person who values knowledge and appreciatesthe self-enriching nature of learning. Self-actualized learners rarely need externalmotivations to learn; instead they recognize its intrinsic value in their lives. It is my hopethat the relevant, engaging, and critically important issues that we explore in the coursewill serve to foster these more intrinsic learning motivations, and help you to discoverthe value of learning in your own lives.

So, in this class the purpose of the exams is to provide you with feedback on the extentto which you have mastered the underlying biological concepts. In short, they aremeant to inform you of your learning progress in this course! Since this is theirpurpose, I refer to these periodic assessments as Progress Reports.

Back to the Syllabus Map Next: PRs & RATS (continued)

Progress Reports & Readiness Assurance TestsConcept Mastery & Progress Reports: There will be 3 progress reports given in thisclass. For each progress report there is a Key Concepts Study guide posted on OAKS,which will help guide your studying. Your goal is to try to master of all of the courseconcepts by demonstrating an understanding of each and all of them. Each conceptyou master adds to your progress report grade. After each of the first two progressreports you will be provided a summary of the concepts you mastered, and those youdid not. For concepts you did not master on one of the first two progress reports, youwill have a chance to review it and demonstrate mastery on the 3rd progress report,which is given on the final exam day for this class. You will not be reassessed on anyconcept once you have demonstrated mastery of it.

So, in this class you will receive ONE progress report grade, which reflects the percentof the concepts you mastered over the entire course. So, if you do not master aconcept the first time, remember that you will have another chance to demonstratemastery on the last progress report!

Back to the Syllabus Map Next: PRs and RATS (continued)

Progress Reports & Readiness Assurance Tests

What is a RAT? Remember that I said that one of the expectations for this class isthat you FIRST TRY to learn on your own. RATs are short (~10 minute) quizzes oractivities, done at the start of classes, which are intended to• find out what you have learned from assigned readings or research.• help you to deepen your understanding of important biological concepts by

engendering discussion on their application to the case study.• Assure (as the name implies) that your are ready for the day’s class.

If there is a reading or homework assignment for a class…simply anticipate thatthere will be a RAT!

Most RAT's will be done individually, and then in your teams. Therefore, youwill receive both an individual grade and a team grade on each RAT, both of whichcount in the participation and effort grade category.

Readiness Assurance Tests (RATs)

Back to the Syllabus Map Next: PRs & RATS (continued)

Progress Reports & Readiness Assurance TestsRATS-Progress Reports & Concept Mastery – One otherfunction of RATs is to determine if you have mastered(understand and can apply) course concepts. If youdemonstrate on the RATs, that you have mastered a concepton your own, you will NOT be re-assessed on the concept onthe progress report. So, progress reports will be tailored toyou and what you have mastered over the course.

Back to the Syllabus Map Next: Case Study & Problem Assignments

Case Study AssignmentsAt the end of each case study we explore in this course, you will be given achoice of a suite of assignments that you can complete, which allow you toreflect on the concepts explored in the case study and present yoursolutions, recommendations or viewpoints. Each assignment has specificlearning objectives, but some assignments will require more thought,research, comprehensiveness and skill than others. Moreover, you get todecide (specify) which assignment you will complete for each case study,and your grade in this area of the course will be determined by whatassignments you choose to complete and the extent to which you attainmastery on the learning/skills standards specified in the assignment.

That’s why this is called specifications grading! You get to specify whichassignments you will complete, and which learning and skills standards youwant to master.

Back to the Syllabus Map Next: Case Study Assignments (cont)

Case Study AssignmentsCategories of Case Study/Problem Assignments1) Policy Brief – This is a formal statement, which summarizes the issues, discusses its

importance, educates the intended audience, and presents well reasoned andresearched recommendations and/or solutions. (Length = ~5-6 pgs)

2) Editorial – This is an editorial written to a popular media source (magazine ornewspaper), which is intended to educate/persuade the reader about an issue thatemerged from the case study. (Length ~2 pages)Stakeholder letter – This is a professional letter written to an important stakeholderidentified during the case study. The goal of the letter is usually to persuade thestakeholder to alter their position or actions. (Length ~2 pages)

3) Viewpoint Posts or Discussions – These more informal assignments allow you toarticulate how/why your worldviews, understandings, behavior in the world havechanged as a result of the case study exploration. These assignments can be in the formof an interactive OAKS discussion post, a vlog or brief podcast, a letter to your future selfetc.

Back to the Syllabus Map Next: Case Study Assignments (cont)

Case Study/Problem AssignmentsThe table below presents what is required to earn each grade level for the Case Study/Problem Assignments part of your overall grade, which counts for25% of you overall grade.To earn an… you must complete and you must demonstrate sufficient mastery of…

A (90-100%) A policy brief, and an editorial or stakeholder letter, and a viewpoint post/discussion.

all concepts and skills on at least one category 1-2 assignment, and no less than 90% concept/skills mastery on any assignment.

B (80-89%)A policy brief, and an editorial or stakeholder letter.

orA editorial, and a stakeholder letter and a viewpoint post/discussion

90% of the concepts and skills in at least one of the assignments, and attain no less than 80% concept/skills mastery on any assignment.

C (70-79%)A policy brief and 2 viewpoint posts/discussions;

orAn editorial, and a stakeholder letter, and a viewpoint post/discussion.

80% of concepts and skills in at least one of the category 1-3 assignments, and attain no less than 70% concept/skills mastery on any assignment.

D (60-69%)A policy brief and a viewpoint post/discussion;

orAn editorial, and a stakeholder letter, and a viewpoint post/discussion.

At least 70% of the concepts and skills on any assignment.

Back to the Syllabus Map Next: Case Study Assignments (cont)

Case Study/Problem AssignmentsFor policy brief, editorial and stakeholder letter assignments you will be allowed tosubmit an initial draft of your work, and I will provide you with feedback. You maythen revise your work and submit a final paper. If you do not meet the percentconcept/skills mastery designations for a given grade then you can use thatassignment to meet a lower grade requirement, or you can try to complete thatsame category assignment for another case study and work to attain sufficientmastery level for the grade you wish to earn.

Viewpoint discussion posts will simply be graded on a 100 point scale using thecorresponding assessment rubric. This assignment usually requires that you bothgenerate a viewpoint discussion post, respond to students commenting on yourpost, and comment on a post generated by another student. This will be doneusing OAKS Discussions under the Communications tab on the course OAKS page.

Back to the Syllabus Map Next: Case Study Assignments (cont)

Case Study/Problem AssignmentsAssignment Expectations

• All draft assignments must be completed by the specified due date if you want to get my feedback,first drafts of assignments must be complete drafts that sufficiently attempt to meet the standardsdescribed in the assignment guidelines and assessment rubric. I will not provide feedback on partialdrafts or outlines of a paper.

• Assignment Late Tokens – You have THREE late tokens each worth 1 day of “tardiness”, which can beused for any assignment except for the initial draft of case study assignments. If you find that youcannot meet the due date for submission of an assignment for an unexcused reason, you may use oneor more late tokens to get more time to complete the assignment (24 hrs. per token). Once yourtokens are used up, late final assignments will not be accepted.

• Periodically back-up your work on a cloud-based storage app like OneDrive or Google Drive. A lastminute computer crash is NOT an excused reason to submit a late assignment.

• Assignments must be submitted to the proper OAKS dropbox and according to the assignmentguidelines posted for each assignment. OAKS will send you an email confirming that you submittedyour assignment. If you do not get this email, try resubmitting it. If still no confirmation is provided,email your instructor immediately, and include a copy of your assignment as an attachment.

Back to the Syllabus Map Next: Biology 211 Discussion (BIOL 211D)

Biology 211 DiscussionWe will be using the 3-hour weekly discussion part of this class to continue toelaborate on case studies and problems, complete related labs and activities, anddevelop and complete and independent ecological research project. The labs and theresearch project are required components of the course.

Discussion Labs & Activities - Most of the time you will be working on labs andactivities in your team, and these assignments will normally be done during thescheduled discussion period when I am available to answer questions. So, no revisionsto these labs or activities will be allowed. All discussion work will be graded on a 100point scale.

Discussion Research Project – This project will require you to develop and complete ascientific investigation addressing a question of your own choosing. Like the case studyassignments there will be several opportunities for you to receive feedback on drafts ofvarious parts of the project and you can revise.

Back to the Syllabus Map Next: Participation & Effort

Participation & EffortIndividual vs. Team Work

The majority of your grade will be determined by work that you doindividually (~80%); however we will be working in teams extensively duringclass, so about 20% of your grade will be determined by work on which youwill collaborate with your teammates. You will periodically complete peerevaluations, which allow you to assess the contribution of your teammatesand your own contribution to the team effort. For the most part these peerevaluations are intended to provide me with feedback on how your team isfunctioning. But consistently poor peer evaluations can negatively affectyour grades on assignments and your participation and effort grade.Moreover, consistently positive peer evaluation can elevate yourParticipation & Effort grade.

Back to the Syllabus Map Next: Participation & Effort (cont)

How can I maximize my participation & effort grade? Much of your P&E grade will be based on the extent to which you demonstrate on RATS

that you are trying to use concepts you learned in pre-class readings, and on improvementon RATS over the term. So…

Always come to class, prepared having completed the readings/homework to the best ofyour ability. Keep up with this by checking OAKS regularly – several times each week!

Participate in small group and class discussions by asking and trying to answer questions,and constructively/thoughtfully/respectfully challenging ideas presented in class…eventhose presented by your instructor!

Stay off your cell phone in class unless you are using it for class-related purposes. Work effectively with your team. This will be assessed using periodic peer evaluations. Read and follow assignment guidelines carefully. Incorporate feedback from me into revisions of your work and later assignments. Get help early and often if you find you are struggling!

Back to the Syllabus Map Next: Required Textbooks

Required TextbooksYou will be using the same textbook that you used in Biology 111/112 (or151/152) for this course – Biological Science 6th or 7th Ed. by Freeman et al.The textbook is ALWAYS your starting resource for the case studies we workon. You will be assigned readings from the text, which discuss conceptsapplicable to the case study. The text should also provide instructions forlogging on the text's Mastering Biology web site – an excellent conceptualstudy resource.

OR

SimUText – This is an online interactive textbook, parts of which you willdownload to your personal computer. We will be using several chapters fromthis textbook, and more information on downloading the chapters will beprovided in class. You will not have to purchase this text, the subscription isfree to students enrolled in this course.

Back to the Syllabus Map Next: BONUS Assignment

Optional BONUS Reading AssignmentBook Club Reading Assignment: The Omnivore’s Dilemma by Michael Pollan. Reading the book, and participating in the discussion at the end of term is optional. Participation in the book club discussion is worth a 3% boost in your overall course percent grade in the course – normally enough to boost you to the next higher grade.

You will need to purchase (or checkout) the book. Various on-line book sellers have used and electronic copies that are pretty inexpensive. You might also try the local public library or Overdrive – an app that allows you access to local library E-books. See OAKS Content – Readings for guidelines for participating in the book club!

Back to the Syllabus Map Next: Tips for Success

Strategies for Success in this Class

Back to the Syllabus Map Next: Other Course Policies

Coming prepared to class having completed assigned readings, homework and research will be critical for your success in the class. Here are some strategies for keeping up with your class work, and staying engaged.• Upcoming assignments & readings are always listed in the Upcoming Events section of

the OAKS home page for the course (on the right side of the page). These readings and other homework assignments are also listed on the Class Schedule in the Course Information Section of OAKS content, and in the OAKS calendar.

• To get to assignments, ALWAYS click on the assignment in the upcoming events. There you will find links to the assignment, assignment guidelines and the OAKS dropbox where you will submit the assignment. ALWAYS visit these links and read them carefully before you begin the assignment!

• Readings usually come with guiding questions to help you focus on what to think about as you read. In addition, always think about how the reading relates to the question(s) & issues we are exploring in the case study.

Upcoming Events!

Strategies for Success in this Class

Back to the Syllabus Map Next: Other Course Policies

• Schedule a time (1-2 hrs.) between each class to do the assigned readings/homework. Put this time on yourcalendar, with a reminder on your phone. Don’t let anything interfere with this time. Treat this time like you wouldtreat a class or a job…you just have to go do it!

• Talk about what you have read with others!

• Before class, meet with your teammates from class (on Zoom) and discuss the readings’ guiding questions withthem.

• Jot down questions you have about the reading and its relations to our case study, and ask them at thebeginning of class. Or post them to the Class Questions discussion post on OAKS.

• Call a family member and tell them about what you are learning in class.• Engender a discussion with your family or friends about case studies we are exploring.

• Post comments about how things are going in the class in the Feedback on Teaching Strategies OAKS discussionpost. I read these periodically and adjust strategies based on ongoing student feedback.

• Insanity is doing the same thing and expecting different results (Einstein). If you find you are struggling tounderstand readings, complete homework, or are doing poorly on RATs or clicker questions, this is a sign that youmay need to change how you prepare for class. Make an appointment to see me to discuss get help. I have lots ofother suggestions to help you succeed in the course! You can also try going to the Center for Student Learning’sScience Tutoring or Writing Labs. The CSL, located on the first floor of the library. Visit the CSL website -http://csl.cofc.edu/, or call 843.953.5635 for information.

Other important course policies…

• Attendance• Make-up policies• Academic Integrity• Disability Services• Online etiquette • Strategies for Using Zoom• More Strategies for Success in this Course

Click on the hyperlink (the slide title above) to read more about the following important course policies.

Back to the Syllabus Map Next: Getting to Know You

Getting to know you…

I will tell you about myself on the first day of class, but in the meantime, I would like to get to know a bit about you! Please complete the pre-course survey. A link to this survey is also in the Upcoming Events on our OAKS homepage.

Back to the Syllabus Map Next: Questions?

What questions do you have about the teaching & learning strategies or course policies?

Back to the Syllabus Map

Please post your questions in the Feedback,Questions, Concerns discussion post on OAKS!

As usual, a link to this discussion post is in theUpcoming Events section of the OAKS coursehome page.

Next: Reminders

…to do the

posted throughout this interactive syllabus!

Don’t forget…

Back to the Syllabus Map

See you in class!