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LYNN UNIVERSITY

COLLEGE OF LIBERAL EDUCATION


COURSE SYLLABUS

Course Title and Number: DSL 100 Scientific Literacy

Faculty: Professor: Dr. Sonia Villaverde


Campus Number: 237-7866
Email: SVillaverde@lynn.edu

Office Hours: MW (2-4PM)


TR (3:00-5:00PM)
Email me to set up appointments

Semester: Fall 2009

Time/Location: TU 1:30PM-2:45PM ASSAF 103

Required Readings/Texts:
o Paul, R. & Elder, L., A Miniature Guide for Students
and Faculty for Scientific Thinking, PDF file
o http://www.criticalthinking.org/files/ScientificThi
nking-DC.pdf
o http://www.criticalthinking.org/store-
page.cfm?P=products&ItemID=170&catalogID=224
&cateID=132
o Bryson, Bill (2003), A Short History of Nearly
Everything, New York: Broadway Books
o Central Washington University. (2006). A Reading
Guide for Bill Brysons A Short History of Nearly
Everything. Retrieved 9-1-08 from:
www.cwu.edu/~provost/one_book_2006/readingguidebil
lbryson.doc
o Readings posted in Blackboard under Course
Documents
Villa, G. (2008). The power of science. Lynn
University.
o ActionBioscience.org is a non-commercial, educational
web site created to promote bioscience literacy
http://www.actionbioscience.org/

Class Time Day Course Meets Final Exam Day


1:30 p.m. Tuesday, Thursday Tuesday, December 15, from 1 to 3 p.m.
Course Catalog Description:
To prepare students for the 21st century, it is critical that they develop the skills
and knowledge to understand and interpret scientific information and the impact
of science on their lives, the environment, and society.

DIALOGUE LEARNING OUTCOMES from Core Document


a. Describe and explain the scientific method as a process of induction/deduction and
distinguishing facts from fiction.
b. Describe and comprehend the differences between science and technology.
c. Describe and understand the nature of the physical environment
d. Identify and understand the historical development of science and understand the major
discoveries and periods in the history of science.
e. Recognize and assess the major issues in the relationship between science and ethics.
f. Identify and understand the tools and measurement utilized in the construction of
scientific data.

COURSE SPECIFIC STUDENT LEARNING OUTCOMES


a. Understand the power of science to explain the natural world, the importance of observation,
forming scientifically valid hypotheses, the power of hypotheses to make predictions and the
use of the scientific method to explain world and universe.
b. Understand how a scientific discovery or theory relates to the discoveries or theories that
preceded it.
c. Empowered to read and appreciate popular accounts of major discoveries in physics,
astronomy, chemistry, geology and biology, as well as some advances in technology.
d. Understand a few universal laws that describe the behavior of our physical surroundings-laws
that operate every day, in every action of our lives
e. Understand the relationships among the geosphere, hydrosphere, atmosphere, and biosphere
and global ecological systems?
f. Understand the effects of scientific discoveries on society, the technology evolution, how
development of tools of science leads to changes in tool, and science as a social phenomena.
g. Understand how knowledge of science is necessary for informed citizenship and the influence
of public opinion on controversial scientific issues.

STUDENT LEARNING OUTCOMES FOR CORE SKILLS AND


PROFICIENCIES
Students in this course are required to meet learning outcomes for the following core skills and
proficiencies: Critical Thinking and Reasoning, Written Communication, Oral Communication,
Information Literacy and Technological Literacy.
TEACHING PHILOSOPHY
The dialog seminar approach to scientific literacy learning aims to build a learning community
and to facilitate the exchange of ideas, information, and feelings among the student members.
Instructional methods include: seminar-discussions, active reading, hearing, technology-enhanced
learning, informational literacy activities, collaborative learning, experiential learning activities,
group work, informal and formal writing and speaking, learning how things fit, generating
alternatives, future-oriented problem solving, thinking out loud, debate, case studies, seeking
feedback, group process, and personalized learning. Learning activities are designed to promote
critical and creative thinking and development of core skills, and for the student to become a
better reader, knowledge user, communicator, listener, questioner, and critical thinker. Lynn
University is a community of learners and you must prepare for and participate in each seminar to
have full advantage of this experience. Personal, professional, and academic integrity is expected.

Details of Learning Outcomes:


GOAL #1: Students will gain an understanding of the Scientific Method,
its utility and its application. They will become competent in its execution,
and be able to evaluate its use by others in popular and professional
literature.
Students will be able to explain the process of Scientific Methodology,
the process of induction vs. deduction, and distinguish facts vs. fiction.
GOAL #2: Students will learn what technology is, how it is related to
science and how the two differ, the effects of technology on science and
society, and how increases in our technological level affect our
responsibilities to society and the world.
Students will be able to describe what technology is, and the
difference between Science and Technology.
GOAL #3: Students will understand the relationship between living things
and their biological and physical environments. They will understand
how human activity affects, and is affected by the natural environment,
and be able to make responsible decisions about how they interact with
their own environment.
Students will be able to describe the basic processes of life and living
things, as well as identify and describe the types of life on Earth.
Students will be able to describe and understand the nature of the
physical environment.
GOAL #4: Students will know the historical timeline of major scientific
discoveries, understand the scientific and social implications of those
discoveries, and understand the social processes by which scientific
advances are made.
Students will identify and understand the historical
development/timeline of science and the major discoveries and periods
of history of science.
GOAL #5 Students will understand the ethical issues within science, and
in the application of science.
Students will be able to recognize and assess the major issues in the
relationship between science and ethics; cite several examples of
ethical issues within science and in the application of science.
GOAL #6: Students will have an understanding of the primary types of
tools used in the natural sciences and how they are used.
Students will be able to explain the difference between scientific vs.
and nonscientific data. They will be able to identify and understand
the functions of primary scientific instruments and measurement
techniques, and be able to explain the principles by which they work
as well how they are utilized in the construction of scientific data.

A. THE COURSE LEARNING OUTCOMES ALSO INCLUDE THE


FOLLOWING:
1. Intellectual and Practical Skills, including

Inquiry and analysis

Critical and creative thinking

Written and oral communication

Quantitative literacy

Information literacy

Teamwork and problem solving

2. Knowledge of Human Cultures and the Physical and Natural

World

Through study in the sciences and mathematics, social sciences,

humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary and

enduring.

Practiced extensively, across the curriculum, in the context of

progressively more challenging problems, projects, and standards for

performance.
3. Personal and Social Responsibility, including

Civic knowledge and engagementlocal and global

Intercultural knowledge and competence

Ethical reasoning and action

Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and

real-world challenges.

4. Integrative Learning, including

Synthesis and advanced accomplishment across general and

specialized studies

Demonstrated through the application of knowledge, skills, and

responsibilities to new settings and complex problems. 1

B. COURSE SPECIFIC STUDENT LEARNING OUTCOMES


a. Develop Critical Thinking and Reasoning Abilities

1. Effectively summarize, compare and contrast topics, problems, questions, or


issues presented in the readings.

2. Identify and evaluate evidence for relevance and quality, and identify ones
own position with respect thereto.

3. Recognize assumptions, arguments, positions, and values reflected in the


readings, and distinguish between fact, opinion, and value judgments.

b. Develop Written Communication Skills

4. Express oneself clearly and succinctly in written documents that are


grammatically and structurally correct.

c. Develop Oral Communication Skills

5. Discuss readings and issues clearly, coherently, and in appropriate language.


6. Respond appropriately to arguments and presentations of opposing
viewpoints.

d. Demonstrate Information and Technological Literacy

7. Be able to prepare written documents and powerpoint presentations using a


word processing system and graphic images obtained from the internet.

8. Be able to communicate effectively with the instructor and classmates using


the Blackboard online format.

C. GOALS FOR THE CORE CURRICULUM

1. Foundational Skills and Core Proficiencies


These skills are the essential tools to both undergraduate liberal education
and lifelong learning. Therefore, the first major goals of our Core
Curriculum focus on the following foundational skills and core proficiencies:
a.Graduates will demonstrate the ability to think critically,
analytically, and creatively and to communicate effectively in
both written and oral communication using multiple literacies
and forms of expression;
b. Graduates will demonstrate the ability to understand and
employ both qualitative and quantitative reasoning;
c. Graduates will demonstrate the intellectual and interpersonal
skills essential to self-knowledge and the ability to understand
and interact with individuals and groups in various settings.
d. Graduates will demonstrate integrative learning skills across
disciplines, between theory and practice, and between
classroom-based learning experiences beyond the traditional
classroom.
Relevance of Course to University Mission:
Mission

This course incorporates the primary purposes of education through preservation,


discovery, dissemination and creative application of knowledge, and the preparation of
its graduates with the academic foundation for life long learning.

This course is delivered through a variety of venues, including a traditional residential


campus setting as well as online that promote students ongoing intellectual, professional
and personal development. Education, service and leadership are emphasized
throughout the experience. Knowledge, confidence and ethical/cultural consciousness
are competencies emphasized to prepare the students to assume positions of
responsibility and leadership as productive, global citizens prepared for life-long
learning.

Vision
Lynn University's vision is to be a global University for the Twenty-First Century whose
graduates apply ethical values in a diverse, complex, and interconnected society. This
course reflects the importance of global transformation, multicultural awareness, and
international exchange by encouraging awareness of the human body across nations,
cultures and ethnic groups with state-of-the-art information and communication
technologies providing access to worldwide networks.

Teaching Strategies and Methodologies:

Dialogues will be conducted in the classroom settings and occasionally in the online
environment. Active reading, self-directed experiential learning activities, informal and
formal writing, research and report writing, group work, and faculty-student-peer
review are required.

Learning activities are designed to promote analytic and creative thinking. Web
research and critiquing will be included.

Analytical strategies include: reading didactic material as assigned and application


exercises, concrete problem solving, observation, step-by-step procedures, taking time to
organize, documentation, seeking clear directions and expectations, and written exams.

Creative and intuitive strategies include: allowing for intuition and reflection,
simulations, seeing how things fit, generating alternatives, negotiating, future-oriented
(abstract) problem solving, sharing of ideas, debate, case studies, active self-assessment,
seeking feedback, group process, and personalized learning.
LECTURE TOPICS, WEEKLY ASSIGNMENTS, AND LAB ACTIVITIES:
Week of Topical Outline Learning Outcomes Wiki Reports
Class Wiki Reports are due
every Thursday at
10PM. The report must
include all the required
components for that
week. This requirement
is time sensitive so it is
recommended that
students submit them on
or prior to the due date.
Week of Introduction of the Course; Movie: How Earth was Topic/Hypothesis
8/31 syllabus, course seminar Made
formats, reading
assignments, use of
Blackboard.
Week of Describe and explain the Students will gain an Topic/Hypothesis due in
9/7 scientific method as a understanding of the the Discussion Board
process of Scientific Method, its of Blackboard- State a
induction/deduction and utility and its position on a scientific
distinguishing facts from application. They will issue/topic:
fiction. become competent in its Abortion, Stem Cell,
execution, and be able Global Warming,
to evaluate its use by Medications, Drugs,
others in popular and Alcohol, Tobacco,
professional literature. Genetic testing,
Evolution/Creationism
Week of Scientific Literacy: Critical Movie: Evolution Wiki Assignment:
9/14 Thinking, Reasoning & versus creationism Descriptive Writing of a
Reading the Scientific Literacy
Scientific Inquiry & TOPIC Selected
Methods (reply to peers in
Blackboard)
Week of Identify and understand the Students will know the
9/21 historical development of historical timeline of
science and understand the major scientific
major discoveries and periods discoveries, understand
in the history of science. the scientific and social
implications of those
discoveries, and
understand the social
processes by which
scientific advances are
made.
Week of Scientific History & Movie: Race for the Wiki Assignment:
9/28 Discoveries Double Helix Expository Writing
Assignment: Biography
of a Scientist (reply to
peers in Blackboard)
Movie: Universe
Week of Describe and understand the Students will understand Wiki Assignment:
10/12 nature of the physical the relationship between Compare and Contrast
environment living things and their Writing Assignment on
Science and Societal Issues biological and physical TOPIC
Biodiversity: Conservation environments. They will (reply to peers in
& Sustainability Blackboard)
understand how human
activity affects, and is
affected by the natural
environment, and be
able to make
responsible decisions
about how they interact
with their own
environment.
Week of Science: Movie: Ghosts in your
10/19 Chemistry of Health Genes
Nutrition, Pharmacology
Week of Recognize and assess the Students will understand Wiki Assignment:
10/26 major issues in the the ethical issues within Persuasive Writing
relationship between science science, and in the Assignment on TOPIC
and ethics. application of science. Ethical, Legal, and Social
Issues
(reply to peers in
Blackboard)
Week of Ethical Issues Movie: Contact
11/2
Week of Identify and understand the Students will be able to Wiki Assignment:
11/9 tools and measurement utilized explain the difference Compare and Contrast
in the construction of scientific between scientific vs. Writing Assignment on
data. and nonscientific data. TOPIC
Describe and comprehend the They will be able to (reply to peers in
differences between science Blackboard)
identify and understand
and technology.
the functions of primary
* Health Technology scientific instruments
(Diagnostics) and measurement
techniques, and be able
to explain the principles
by which they work as
well how they are
utilized in the
construction of
scientific data.
Students will learn what
technology is, how it is
related to science and
how the two differ, the
effects of technology on
science and society, and
how increases in our
technological level
affect our
responsibilities to
society and the world.
Week of Science, Technology and Movie: Eye Finalize Wiki Report
11/16 Civic Responsibility
Week of Thanksgiving Break
11/23
Week of DEBATES
11/30
Week of DEBATES
12/7
12/14 Final Exam 5/15 @ 1-3PM

GRADING RUBRICS AND OTHER CRITERIA FOR EVALUATION


Rubrics will be used to evaluate both the oral and written assignments of this course. In
addition, the following criteria are used to assess student performance:
1. Responds fully to all assignment requirements
2. Appropriate Quality of Content of the Essay or Oral Presentation, Seminar
Participation, Group Work, and Debate Dialogue
3. Effectively uses supporting materials outside of text readings.
4. Appropriate referencing and MLA format for written work, and inclusion of a
citation list for written work
5. Prepared for class and submits work in a timely manner

John J. Dailys Composition Rubric: Written Assignments
The A essay is an excellent piece of writing. It presents a focused thesis that is clearly supported throughout the essay. It is
structurally sound, with smooth and apt transitions between sentences and paragraphs. The essay logically moves toward its
stated purpose, and is appropriate in language and style for its audience. The writing is clear and controlled, and the language
is often sophisticated, effective, and interesting. The essay is original, forceful, and compelling. It is free of spelling,
typographic, and/or other grammatical errors.
A= 93 and higher (4.00)
A- = 90-92 (3.67)
The B essay is a good piece of writing. It clearly and adequately presents a thesis that is almost completely supported
throughout the essay. The language is effective. The essay is clear, focused, and mostly free of spelling, typographic, and/or
grammatical errors. It may contain shortcomings, such as occasional monotony in expression, lack of originality, ambiguity in
purpose, or some lack of precision and economy in use of words.
B+ = 87-89 (3.33)
B= 83-86 (3.00)
B- = 80-82 (2.67)
The C essay is a fair piece of writing, acceptable college work. It meets only the minimum requirements of the assignment.
There is likely a thesis, but it is either too broad or too narrow, or not adequately supported throughout the essay. There are
likely transitional flaws. Language is adequate, but flawed with awkwardness and/or imprecision. There are likely spelling,
typographic, and/or grammatical errors in most paragraphs. It may be rely on predictable arguments and obvious support or
hasty generalization. It lacks originality, significant purpose, or development.
C+ = 77-79 (2.33)
C= 73-76 (2.00)
C- = 70-72 (1.67)
The D essay falls below acceptable college standards. It may partially address the assignment, but lacks any expected insight as
to the goal of the essay. Frequently, its writer has not understood the assignment and therefore does not address or respond
to a definite purpose. It may express a thesis, but it is likely inappropriate for the assignment. Paragraphs do not exhibit
coherent organization or development. The language of the essay is flawed. It likely contains some of these problems:
monotonous sentence patterns, imprecise use of words, rambling organization, and repetition of ideas. Sentences are poorly
constructed, and spelling, typographic and/or grammatical errors appear frequently.
D+ 67-69 (1.33)
D 60-66 (1.00)
The F essay is an unacceptable piece of writing. It has a multitude of flaws. It may have no thesis or support. There may be
flaws of organization and development. It likely includes an unacceptable number of spelling, typographic, and/or grammatical
errors. The essay shows no real understanding of the assignment. An essay that receives a failing grade does not automatically
mean a failing grade in the course. It does mean, however, that performance on the particular assignment is markedly below
college standards and that prompt improvement needs to be made.
F= 59 and Below (0.0)
Course Requirements and Evaluation Methods:
The faculty evaluation is the grade assigned. Conferences provide the opportunity to
discuss student/faculty discrepancies and course performance. Students may request a
conference with the faculty following any evaluation.
Students are expected to be self-directed, responsible, and accountable. They should
make an appointment with the professor if they are experiencing difficulty with any
course requirement.
Requirements Description % of Grade Due Date
Seminar/Debates Demonstrate knowledge of information 30% See Schedule
covered in the reading assignments, weekly
topics during class discussions/debates.
Complete reading assignments.
Demonstrate knowledge of assigned text
material through discussion and Q&As in
sessions live and online.
Demonstrate knowledge of assigned reading
material through discussion/participation.
Grades will be administered using the
percentage scale.
Participation is mandatory in all
components of the course- Live and Online
Discussion Board sessions- especially
interaction, discussion and participation
with the other students; accessing,
completing and submitting discussion board
information with citation of sources, project
components and laboratory reports,
accessing lecture outlines, accessing
announcements section and taking quizzes.
Participation will be monitored during all
components of the course.
Quizzes Demonstrate written knowledge of 10% Weekly
information covered in assignments,
seminars and debates. Grades will be
administered using the percentage scale.
Wiki Reports Wiki reports include dialogue discussion 60% Weekly
topics; analysis of information from text
material or experimentation; Reports
include analysis of information from reading
materials or class exercises, discussions or
presentations. Experimentation.
Students will be required to prepare a series of essays that review the literature on a
selected topic approved by the professor and related to the material covered in the course.
These essays will consist of several approaches to a main subject: Compare/Contrast,
Persuasive, etc., all which should be submitted as a WIKI REPORT in Blackboard on the
respective due dates.

REFERENCES should follow MLA style. There is a handout of MLA style online (My
Lynn/Library) as well as at the reference area of the library. The references for each essay
should consist of a minimum of 2 peer-reviewed journals and 3 REPUTABLE scientific
textbooks/websites/sources (encyclopedias, wikipedia and dictionaries do not qualify for
this requirement). These references can be obtained online and should be presented
according to MLA specifications. Other online references can include information from
professional associations and organizations. It is strongly recommended that the student
consult with the library personnel for instruction on information literacy and especially
accessing the Lynn Library online database (in case you need to request an interlibrary
loan). The student might need to go to a local library (city or FAU library) for
text/journal references.

The student MUST use their own words while still incorporating the concepts/terms
presented in the course and that which is appropriate for the topic. The student is
encouraged to make it engaging so that it is worthwhile for your classmates as well as for
the Professor. Please, refer to the Plagiarism guidelines.

The WIKI Project should be presented to the class during one of the designated dates.
All project components should exhibit appropriate font size (18 minimum for Power
Points inserted in the WIKIS). The WIKI must be professionally written and follow the
assigned requirements (refer to writing requirements below) and submitted with the
student/course information, an opening statement and final pages with the Conclusion
and the References. The student should make provisions for PROPER sources (cite
sources within the project components), and utilize appropriate terms (no "slang")
based on one of the writing styles (refer to writing requirement below). The student
may add other points and or issues to the project including but not limited to: (a) other
sources found, e.g., from personal experiences or personal interviews, other scientifically
based sources on the Internet (e.g. other academic institutions, associations and
organizations), and from personal experience throughout the course. The WIKI essays
should thoroughly and OBJECTIVELY examine and synthesize all of the resources used
during the course as well as Library references that are relevant by relating them to the
searches, and readings of required and supplemental materials. The essays should
demonstrate the students ability to think critically and methodically by examining all
aspects of the topic presented, and reflect command and comprehension of the topic
through a creatively, competently and professionally designed presentation.

The essays will be graded in the basis of content (scientific literacy), organization
(including systematic preparation of an outline and references- MLA format), grammar,
appropriate use of related terminology/writing style, accuracy and reliability of the
information and ability to follow instructions.
All the essay components as well as the Final WIKI should be posted in the WIKI section
of Blackboard as an attached document. The students will also be required to engage in
peer-review and dialogue of projects presented by the classmates.

Please, note the due dates for the essays: Completion of these assignments will impact
your TOTAL WIKI grade. The professor will provide students with constructive
feedback.

Grading guidelines:
The grade of A is given to work that is well researched, written and submitted on time.
Such work will demonstrate an understanding of the major concepts and significant
issues related to the topic and ability to follow the suggested guidelines.
The grade of B will be given to papers that are well written and demonstrate an
understanding of the topic/articles chosen for review. Papers that receive a grade of B
will contain a critical analysis of the topic reviewed but will exhibit some problems with
the analysis or communication of the topic.
The grade C will be given to papers that are well researched but exhibit substantial
difficulty in the evaluation and presentation/integration of the information gathered.
The grade of D will be given to papers that demonstrate some effort in researching and
critically evaluating/integrating the topic material but exhibit significant difficulty
completing these tasks in an effective way.
Papers that are submitted after the due date are subject to a late penalty of one letter grade
reduction per day.
Writing Requirements The students will select one of the following writing styles for
the Course Project.

1) Descriptive Writing
The purpose of a descriptive essay is to portray people, places, things, or moments
with enough vivid detail to help the reader create a precise mental picture. It
empowers students to act as descriptors as they begin to write, and therefore,
discover their own impressions of the world. Descriptive writing relies on
concrete, sensory detail to communicate a dominant impression.

2) Expository Writing (also known as Exemplification)


Is a mode of writing that uses examples to share, explain or prove a point. After
writing in the more informal voice of description, expository writing serves as a
transition for students to develop more formal elements of academic writing: the
thesis statement, topic sentences, specific examples to support ones thesis, etc.

3) Comparison and Contrast


Is an analytical form of writing which builds upon the skill set of both descriptive
and expository writing. In a comparison-contrast essay, two subjects are analyzed
for their similarities and differences. Students are exposed to a wider variety of
writing structures as they learn the classical organizational patterns of block
arrangement vs. point by point.

4) Persuasive Writing
The persuasive essay utilizes logic and reason to show that one idea is more
legitimate than another idea. It attempts to persuade the reader to adopt a point of
view or take a particular action. The persuasive writing assignment solidifies the
skill set developed in the previous three essays while serving as a bridge to the
research paper.
Rubric for Public Speaking
Students Name _________________________________________ Date ________________

Public Speaking Competencies

Content
High Average Low
States the purpose 54321
Organizes the content 54321
Supports ideas 54321
Incorporates stories and examples 54321
Summarizes the main ideas 54321

Delivery
High Average Low
Demonstrates awareness of listeners needs 54321
Speaks clearly with appropriate vocabulary and information 54321
Uses tone, speed, and volume as tools 54321
Demonstrates complexity of vocabulary and thought 54321
Appears nonverbally comfortable with audience 54321

For example:
Content
States the purpose.
Points Criteria:
5 Clear and captures the listeners attention.
3 Is apparent.
1 Is not evident.

Organizes the content.


Points Criteria:
5 The content is organized logically with fluid transitions to capture and hold the
listeners attention throughout the entire presentation.
3 The organization of the content is congruent; transitions are evident.
1 The content lacks organization; transitions are abrupt and distracting.

Supports ideas.
Points Criteria:
5 Important details add to the interest and depth of the presentation; details
work to connect the listener to the speech.
3 The speaker provides the basic details necessary for the listener to
understand the premise of the presentation.
1 The majority of ideas are unsupported by additional information or
explanation.

Incorporates stories and examples.


Points Criteria:
5 Relevant examples or stories work to interest the listener and further develop
main ideas.
3 Stories and examples obviously relate to the content of the speech.
1 Stories and examples are missing or unrelated.

Summarizes the main idea(s).


Points Criteria:
5 The conclusion unites the important points of the presentation and
encourages future discussion.
3 The conclusion summarizes the main ideas.
1 The speech ends without a summary.

Delivery
Demonstrates awareness of listeners needs.
Points Criteria:
5 The choices of language, examples, and aids work together to heighten the
listeners interest and connection to the topic.
3 The speakers word choices, explanations, and enthusiasm are appropriate
for the topic and for each point; appropriate aids are incorporated.
1 The presentation is uninteresting.

Speaks clearly with appropriate vocabulary and information.


Points Criteria:
5 The vocabulary is descriptive and accurate, engaging the listener through
imagery.
3 The vocabulary provides clarity and avoids confusion.
1 The vocabulary is awkward or inappropriate for the topic, making the speaker
difficult to understand.

Uses tone, speed, and volume as tools.


Points Criteria:
5 The speaker manipulates tone, speed, and volume, using these tools to
emphasize important ideas and hold the listeners attention.
3 The speaker avoids distracting vocal fillers or physical mannerisms and uses
adequate speed and volume throughout the presentation.
1 Vocal fillers are present throughout the presentation. Speed and volume are
inappropriate for the presentation.

Demonstrates complexity of thought and vocabulary.


Points Criteria:
5 Variation of sentence structure and word choice works to keep the listener
interested and provides multiple examples and descriptions.
3 Sentence structure and word choice are varied to avoid monotony of tone and
repetition of ideas.
1 Sentence structure and word choice are monotonous and uninteresting.

Appears comfortable with audience.


Points Criteria:
5 Eye contact, interaction with aids, and physical gestures demonstrate the
speakers energy and interest, guiding the listener through the presentation.
3 Eye contact, interaction with aids, and physical gestures are natural and fluid.
1 Eye contact with the audience is lacking. Gestures are missing or awkward.
The speaker depends heavily on the written speech or notes.
Policies and Procedures
Students are expected to adhere to all University policies as stated in the Undergraduate
Academic Catalog for the 2009-2010 academic year.

Policy on Class Participation and Attendance


Students are expected to be punctual and actively participate in all course activities.

If a student is late/tardy for two lectures, it will be counted as one absence; if a


student is late/tardy for three or more lectures, each will be considered as one
absence and it will be reported to the Chairs and Dean of the College of Liberal
Education.

If a student enters a laboratory session after it has started, they will earn a 10% deduction
in their lab report and will be reported to the Chairs and Dean of the College of Liberal
Education.

Student are NOT allowed to leave a lecture or lab without prior consent of the
instructor. Failure to comply with this policy will result in a 10% deduction in the
corresponding lab report or exam and in an immediate report to the Chairs and
Dean of the College of Liberal Education.

Student online access & participation will be reflected in the class participation grade.

Students are responsible for all material covered in the course during their absence.

In the case of prolonged absence, the student should contact the instructor and the Office
of Academic Affairs.

Students are to notify the course instructor in the case of infrequent absence. If a
student is absent for three or more consecutive class meetings, it is the students
responsibility to contact the Dean of Students.

Attendance is taken during each lecture and laboratory sessions Online participation will
be monitored for individual participation.

Policies on ASSIGNMENTS and QUIZZES

Assignments/Quizzes will be made available/due at specific times and dates.

Quizzes will be administered at designated times and dates for a 15 minutes


Students who are late to an exam will simply have less time to complete the quiz.

Confirmation of Assignments/Quizzes dates will be announced in class and


provided to students via Blackboard (Course Information Section) a minimum of
one full week before it is scheduled.
Student is responsible to notify the instructor at least 24hrs. prior to the test either via
Email or in person if they are unable to complete the exam at the scheduled time.

An excused absence for an assignment, quiz or report is only granted if students


provide documentation from the Dean of Students submitted prior to the
Assignment/Quiz. On special circumstances documentation will be considered if
submitted no later than 24 hours after the exam has been administered.

Documented excuses will be made at the discretion of the instructor.

Make up work will only be administered/submitted within 5 days after the missed
exam/due date and may include different requirements.

Failure to provide an official documented excuse and/or make-up the work within the 5-
day period will result in a 0 for that assignment/quiz.

Policies on the Discussion Board


Discussion Forum sessions will be made available at specific times and dates.
The above policies apply to the Discussion Board assignments.

Policies on Wiki Reports


A wiki is a page or collection of Web pages designed to enable anyone who
accesses it to contribute or modify content, using a simplified markup
language.[1][2] Wikis are often used to create collaborative websites and to power
community websites.
Wiki Reports involve work with a partner or a group. Each student, however, is
responsible for his or her own section/component of the report. Wiki reports can
be due at the end of a session. Each wiki report is worth ten percent (10%) of
your FINAL GRADE. Students that do not follow instructions in this component
of the session will receive a 5% deduction for that wiki. Failure to submit the
completed wiki at the due date will result in a 0 on that report.

Wikis will require the use of the course sources as well as information researched
in the internet. Students are responsible to submit the wiki report on their due
dates. The document should be named with initial of first name and last name
followed by the topic.
TIMELINESS:
Students are required to be punctual to all scheduled sessions. If a student walks
in late to a session there will be a one (1) point reduction per minute late from the
start time of the session. This means that if a student is 5 minutes late, it will
incur a 5 point deduction from the session. Students will not be allowed to come
in after 15 minutes of the session has passed unless the student has a
documented excuse.

Absence from a wiki session or failure to turn in the report at the end of the
session will result in a 0 on that report. Excused wiki reports may be made up
and turned in within the same week of the scheduled wiki session. A student
will only be allowed to make-up one (1) excused wiki report. There will be a 5-
point reduction for each week after the due date. Documented excuses should
come from the Dean of Students.

Students will be required to keep the graded assignments in the course 3-ring
binder until the end of the semester.

Policy on Class Participation and Attendance


Students are required to be punctual and actively participate in all course
activities. Student online access/ participation will also be reflected in the class
participation grade. Students are responsible for all material covered in the
course during their absence. In the case of prolonged absence, the student
should contact the professor and the Office of Academic Affairs. Attendance is
taken during each session. Online participation will be monitored for individual
participation.

*All the above policies apply to any assignment for the course.

Lynn University Policy Academic Honesty Policy

Integrity and honesty are essential to Lynn Universitys mission and community
standards. As an academic community, honor, integrity and truthfulness are
essential to the pursuit of knowledge and to establishment of mutual respect and
trust among faculty, staff and students. Personal and professional integrity are
also essential to our mission to educate students to become responsible and
ethical citizens within a global community. Violations of the academic honesty
policy undermine the fundamental values and standards of our community, and
therefore, faculty, staff and students must accept their responsibility to uphold
and abide by the highest standards of integrity and honesty.
Definitions
Violations of the Academic Honesty Policy include, but are not limited to the
following:
1. Cheating: Intentionally using or attempting to use unauthorized
materials, information, or study aids in any academic exercise. Infringing
on the academic rights of others, such as defacement or theft of library
material.

2. Fabrication: The intentional and unauthorized invention or falsification of


any information or citation in an academic exercise.

3. Plagiarism: Intentionally or unintentionally representing the words or


ideas of another as ones own in any academic exercise.

4. Facilitation: Intentionally or knowingly helping or attempting to help


another to commit an act of academic dishonesty, including unauthorized
collaboration on academic assignments.

Procedures
Faculty members who have evidence of a possible violation of the academic
honesty policy must formally report the incident to the Academic Dean in the
Office of Academic Affairs. Under no circumstances is the faculty member
permitted to resolve the alleged incident on a unilateral basis. The Academic
Dean will review the faculty members report, and if sufficient evidence exists,
notify the student(s) of the alleged infraction(s). The allegation can be
adjudicated by either the informal or formal process. The formal process must be
used if a finding of guilt might result in the suspension of the student, including
all cases of second violations.
Informal Resolutions
The Academic Dean will send the student a formal written notification of the
allegations and the possible sanctions. The student will then have ten (10) days
to respond in one of the following ways:
Sign the form and request a meeting with the Academic Dean to discuss the allegations and or
proposed sanctions;
Sign and return the form to the Academic Dean accepting responsibility for the violation and
agreeing to the recommended sanction(s);

If the student fails to respond within thirty (30) days, a hold will be placed on the students
account and the right to participate in the resolution of the allegation will be forfeited.
American Disabilities Act (ADA)
Students with disabilities have the right to reasonable accommodation under the Americans with
Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. If special accommodations are
needed, please contact the ADA Compliance Officer at (561) 237-7794 to assist in documenting
and defining those needs. For any accommodation, the instructor must be presented with the
form specifying the needs during the first week of classes.

Policy on the Course Schedule and Syllabus


The syllabus is a "working document" throughout the course. Students are required to
bring it to each class and to refer to it frequently. The syllabus is subject to change at the
discretion of the instructor. If there are any major changes each student will initial an
addendum to the syllabus acknowledging knowledge of the change. The addendum
will be appropriately announced in class and posted in Blackboard.

Grading Scale
Alpha.........Numeric...........Quality Points
A...............93.00-100................4.00
A-..............90-92.99..................3.67
B+.............87-89.99..................3.33
B...............83-86.99..................3.00
B-..............80-82.99..................2.67
C+.............77-79.99..................2.33
C...............73-76.99..................2.00
C-..............70-72.99..................1.67
D+.............67-69.99..................1.33
D...............60-66.99..................1.00
F..............59.99 & Below..........0.00

Policy on Dress Code


Students are expected to foster an environment that is conducive to learning. This
includes appropriate attire. The professor reserves the right to dismiss a student from
class for dressing in a manner that is distractive and/or not appropriate for a learning
environment.
Policies on use of Electronic Equipment in the classroom (cell phone, laptops, lab
desktops, etc.)
THE USE OF CELL PHONE, LAPTOPS OR ANY ELECTRONIC DEVICE FOR
CALLS, TEXT MESSAGING, AND ALL OTHER FUNCTIONS IS STRICTLY
PROHIBITED DURING SESSSIONS. VIOLATIONS TO CLASSROOM CONDUCT
WILL BE ADDRESSED IN A THREE (3) STAGE PROCESS CORRESPONDING TO
THREE VIOLATIONS; VIOLATION #: 1) A WRITTEN WARNING BY THE
COURSE INSTRUCTOR, THE ACADEMIC DEAN WILL BE NOTIFIED; 2) A
MEEITNG WITH ACADEMIC AFFAIRS; AND 3) WITHDRAWAL FROM THE
COURSE IRRESPECTIVE OF THE STUDENTS CURRENT GRADE.
Cell phone should be stowed away during the lecture and lab sessions. Laptops can
be used ONLY FOR EDUCATIONAL PURPOSES with the Instructors
permission.
SAFETY RULES

The following regulations must be observed for safety:


Keep your working surface areas clean at all times. Use a damp sponge or paper
towel for wiping and a paper towel for drying.
Never eat, drink smoke or apply cosmetics in the laboratory. Do not bring food,
beverage, tobacco or cosmetic products into laboratories or chemical storage. Do not
store food or beverages in the same refrigerators, cabinets or counter spaces that are
used to store chemicals. Never taste a chemical.
Never perform any unauthorized experiments.
Learn how to properly use all equipment (microscopes, etc.). Never use oil for high
power unless your instructor advises you to. Always remove slides from
microscopes before putting the microscopes away.
Always check sinks for debris; please push in chairs; leave the lab in desirable
condition for the class that comes in after you.
Wash well with soap and water before leaving the laboratory; do not wash with
solvents.

For any Medical Emergency (threat to human life) involving a student, instructor, or guest, or a
threat to property or the environment call 911 and contact the Campus Security (Extension
7226).
If the incident does not appear to be an emergency,
Between 8:00 a.m. and 8:00 p.m. Monday through Friday and 11:00 a.m. to 4:00 p.m. on
Saturday, contact the Health Center (extension 7231). A course of action for proper treatment
will be determined. An Incident Report will be completed by Security or Health Center.
All other hours, contact Security (extension 7226). A course of action for proper treatment
will be determined. An Incident Report will be completed.
The Instructor will also notify the Science Program Coordinator as well as the Dean, College of
Liberal Education of all laboratory incidents.
Emergency Procedures in Classroom in Case of Fire
Please note the location of nearest fire alarms, fire extinguishers, and other fire safety equipment
to students.
The instructor will review which students might assist others with special needs. Students may
have to team up to carry an individual or the individual in his or her wheelchair. This is
particularly important for students on the second or higher floors. Please do so safely. Please
take these precautions seriously.
Do not use elevators.
Please pull FIRE ALARM
If appropriate use fire extinguishers
Crawl low to avoid heat and smoke.
Feel doors with the back of your hand before opening them. Do not open the door if it feels
hot - use your second exit, get out fast (example a window).
Student Safety is a priority
Students should leave through any exit and, if a courtyard exists, students should not remain
in the courtyard, but should completely exit the area. Regardless of classroom layout,
occupants should be at least 50 yards away from the entire building.

Students must not block any entrance and must promote access of "emergency vehicles" that
may come to campus. They should keep a safe distance from any fire or smoke.
Wait for the Fire Department outside of the main entrance of the building.
Do not re-enter building until Fire Department gives permission.
Instructors can inform the Department Head after students are safe.
For students in Assaf classrooms, please have students leave the center courtyard and exit through the
"safest" walkway during a fire emergency:
East exit toward the library
North or South exit through the walkway.
They should exit calmly but briskly.
Institute for Distance Learning
(561) 237-7850

Instructions for Distance Learning students


***Important: All Students are required to use their Lynn University student email
address in an online course. This address is assigned to all LU students upon
registration. If you need help with Lynn email, please contact the I.T. department
Help Desk at extension 7979

Direct web address to Blackboard and all Distance Learning courses:

http://www.my.lynn.edu

Login Instructions:

1. Your user name is the first letter of your first name, followed by
your last name-all one word (jsmith for example)
2. Your password is your student I.D. number.
3. Type your username and password in the appropriate fields. Be sure
to use only lowercase letters.
4. Once you have successfully entered the My Lynn system the course(s)
in which you are registered will appear in the Academics Area. Look
under the section titled Blackboard. Enter the appropriate course by
clicking on the title. Please note your course(s) will not be made
available to you until the official start day of each term.

If you encounter any problems with the Blackboard System send e-mail to:

jjuan@lynn.edu

In this email please provide your Name, student ID number, course(s) in


which registered, and the nature of your problem.
USING LYNN UNIVERSITY EMAIL ADDRESSES
WITH BLACKBOARD

All Distance Learning students at Lynn University must use Lynn University
email. If you presently use an email address such as @aol.com or @bellsouth.net
you are required to use your LYNN UNIVERSITY STUDENT EMAIL for
Blackboard online courses. If your instructor sends out emails through
Blackboard you will not receive them unless you are using your Lynn email
account.

Every student is assigned with a Lynn email account within 48 hours of


registration. This address is your first initial followed by your last name
(up to 15 characters): (jsmith for example) @email.lynn.edu

Your email address will look like this: ___________@email.lynn.edu

Accessing Lynn University email:

To check your Lynn email go to http://my.lynn.edu/

Enter your username: (first initial followed by last name) (lowercase


letters)

Enter your password: your student ID #

Select LOGIN

To read messages click the Email tab on top

If you experience problems with the Lynn University Student Email system
please get in touch with the ITD Help Desk at 561-237-7979.

For Blackboard related issues you may contact The Institute for Distance
Learning at 561-237-7850 or email jjuan@lynn.edu.

For course content questions please contact your instructor. If you are unable to
contact your instructor, please contact our office.
As a Lynn undergraduate student, you are expected to know and present assignments that are
reflective of undergraduate level learning. In addition, you will find below general course and
classroom guidelines and policies.
(1) Each student is responsible for all assignments.
(2) Course assignments are to be completed as reflected in the course schedule or as the instructor
changes the schedule. NOTE: THE SCHEDULE IS ALWAYS SUBJECT TO CHANGE
(3) It is expected that students will participate in all on-line class discussions and assignments.
(4) Academic misconduct and dishonesty of any kind will not be tolerated. The Professor reserves
the right to fail any participant who engages in academic misconduct or dishonesty. Turnitin
Plagriarism detection software or similar software may be used to determine if there are
copyright and/or plagiarism infractions.
(5) Students with disabilities have the right to reasonable accommodation under the Americans
with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. If special accommodations
are needed, please contact the ADA Compliance Officer at (561) 237-7881 to assist in
documenting and defining those needs. Further, any accommodations must be detailed on the
University ADA form to be given to the students' instructors during the first week of classes. If
you have any special needs, please let me know.
(6) Students should be familiar with the information found in the current Lynn University
Undergraduate Catalog available on the Lynn University Website.
(7) Students who have concerns or questions regarding academic matters relating to this course
are encouraged to consult with the Instructor.
Course Number/Title: DSL 100 Scientific Literacy Fall 09
Professor: Dr. Sonia Villaverde
University and Course Policies and Procedures
I understand the University and Course Policies and Procedures and agree to
follow these rules.
Emergency/Safety Procedures in the Classroom
I understand what Emergency Procedures in the Classroom and actions I
should take during an emergency.
Course Requirements and Evaluation Methods
I have read and understand the course requirements and evaluation methods
stated in the syllabus.
___________________________________
Name (Print)
____________________________________ ___________
Signature Date
Sign if you understand Emergency and Safety Procedures, Standard Precautions,
University and Course Policies, Accountability and Responsibility, and Course
Requirements and Evaluation Methods. If you do not understand, please make
an appointment with the course instructor immediately.

Please print and turn in to the course instructor TODAY during seminar time.