Course Syllabus

Course Information Tuesdays NATS 1141: UTeach Step 1 Fall 2011 Sec. 001 10:00-11:15 pm Sec. 002 11:30-12:45 pm Sec. 003 1:00-2:15 pm Sec. 004 2:30-3:45 pm Sec. 005 4:00-5:15 pm

FN 3.410 (Donaldson) FN 3.410 (Lalani) FN 3.410 (Neal) FN 3.410 (Dorsey) FN 3.410 (Lalani)

Professor Contact Information Bill Neal, Instructor Katie Donaldson, Instructor (O) 972-883-6389 (C) 972-743-6282 (O) 972-883-6427 (C) 214-418-4957 Email: bill.neal@utdallas.edu Email: katie.donaldson@utdallas.edu Office: FN 3.218C Office: FN 3.410A Floyd Dorsey, Instructor Amin Lalani, Instructor (O) 972-883-2417 (C) 214-514-3122 (O) 972-883(C) Email: floyd.dorsey@utdallas.edu Email: amin.lalani@utdallas.edu Office: FN 3.410B Office Hours By appointment preferred. Walk-ins are possible, but are less certain due to supervision of field experiences. Kim Distin Materials Manager O-972-883-2497 C-214-458-8061 kimd@utdallas.edu Other Information: www.utdallas.edu/uteach & https://elearning.utdallas.edu/webct/entryPage.dowebct Course Pre-requisites, Co-requisites, and/or Other Restrictions Interest in exploring teaching as a career STEP 1 students must be able to: Have access to and create Microsoft Word (not Works) documents Attach Word documents to email messages Develop PowerPoint presentations Check UTD email daily Check eLearning weekly Travel to a local school during non-class time between 7:30am and 3:30pm If assistance is needed to meet these requirements, please see an instructor. Help is available! Course Schedule Class Week 1: Week 2: Week 3: Week 4: Week 5: Week 6: Week 7: Week 8: Week 9: Week 10: Week 11: Week 12: Week 13: Week 14: Week 15: Topic Course Orientation Writing a 5E Lesson Plan Meet Your Mentor, 9/8, ~6 pm Writing Measurable Lesson Objectives Inquiry-Based Instruction 1st Observation Revising Lesson Plan 1 Preparing to Teach Lesson 1 Assessment Strategies Teach 1st Lesson Using the Internet for Instruction Objectives 2nd Observation Preparing to Teach Lesson 2 Cooperative Learning Teach 2nd Lesson Preparing to Teach Lesson 3 Meeting the Needs of Diverse Learners Teach 3rd Lesson Special Needs Students Student Presentations Student Presentations / Kit Inventory
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Course Syllabus.NATS1141.Step 1.Fall 2011

Course Description This course will provide students with: an opportunity to explore teaching in science/mathematics as a career. early field experiences in actually teaching. an introduction to the theory and practice that is necessary to design and deliver excellent instruction. To obtain first-hand experience with planning and implementing inquiry-based curriculum, students will teach science/mathematics lessons in elementary classrooms in the Carrollton-Farmers Branch, Dallas and Garland and Richardson Independent School Districts. Students will attend almost one and a half hours of class on campus each week, where they will learn to design and deliver excellent science/mathematics lessons. Students working in teams of two will present three lessons in a fourth, fifth or sixth grade classroom during the semester. These classrooms are selected both for the diversity of the student body and for the quality of the classroom (mentor) teacher. Each pair of students will have a mentor teacher who will work with them to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and provide immediate feedback on the quality of the instruction.

Student Learning Objectives/Outcomes Students will be able to: Utilize science or mathematics content knowledge to plan and teach three upper elementary grade lessons. Evidence of Student Learning: a paragraph in each lesson plan that provides background information on the concepts presented content accuracy throughout each lesson plan observations by the mentor teacher and the master teacher participation in model lesson demonstrations presented in class sources cited in each lesson plan performance objectives and corresponding assessments included in each lesson plan three inquiry-based lesson plans written feedback by the mentor teacher for three inquiry-based lessons written feedback by a master teacher for at least one inquiry-based lesson completion and analysis of survey instruments participation in class discussions on the implications of personality and learning participation in class discussions on questioning strategies extensive examples of possible questions and expected responses listed in each lesson plan written feedback for every lesson from the mentor teacher participation in class discussions

Utilize exemplary sources of inquiry-based science and mathematics lessons. Write performance objectives and assessments of those objectives for each lesson. Design and teach three inquiry-based lessons using the model.

Determine personality and learning styles using survey instruments such as the Keirsey temperament sorter and Gardners multiple intelligences and discuss the implications for teaching and learning. Use probing questions to elicit feedback to determine students acquisition of knowledge.

Discuss strategies for achieving instructional equity.

Course Syllabus.NATS1141.Step 1.Fall 2011

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Students will be able to: Demonstrate proficiency in the use of technology for productivity purposes.

Implement safe classroom practices.

Assess commitment to pursue teaching as a career.

Evidence of Student Learning: electronic communication with instructor postings to eLearning technology lessons use of PowerPoint and Microsoft Word safety issues addressed in each lesson plan observations by the mentor teacher and master teacher participation in a class discussion on intentions to pursue teaching as a career

Required Textbooks and Materials Suggested Course Materials

NA NA

Assignments & Academic Calendar

Class Meeting 1

Activities
Course Introduction Introduction to UTeach - Video Teaching is great! What to expect in STEP 1 overview of syllabus Set up teaching teams Model Lesson (Temoc is Missing!) Release form Background forms

Assignments and Field Experiences

Become familiar with the course syllabus Complete and email Technology Proficiency to your Instructor by midnight on 9/11. Meet your Mentor Teacher next week!

8/30/11

Meet your Mentor Teacher Thursday, 9/8/10! Faculty Cafeteria (Big, Fancy Room inside the cafeteria) 5:30 6:15 (eat); 6:15 7:30 pm (greet/plan) 2 9/6/11
Writing a 5E Lesson Plan Syllabus review Model lesson (Stimulus / Response) Components of a Good Lesson 5E model Lesson planning using the 5E Model Connecting to the standards Mentor teacher meeting Writing Measurable Lesson Objectives Teaching materials Select Lessons Writing performance objectives Student Will Be Able To (SWBAT) Prepare for Observation 1 Begin planning Lesson 1 Inquiry-Based Instruction Model Lesson (Let There Be Light) Review Lesson Plan format Inquiry What is it? Directions for Lesson 1 drafts Revising Lesson Plan 1 Reflect on first observation Review components of 5E Lesson Plans Model Lesson 1 as a class Meet your Mentor Teacher: Plan topics & schedule 2 observations and 3 lessons Complete and email Technology Proficiency to your Instructor by midnight on 9/11.

3 9/13/11

Remind your Mentor Teacher that you will be observing next week.

4 9/20/11 5 9/27/11

Observe your Mentor Teacher by 9/23. Submit draft of Lesson Plan 1 to instructor by midnight on 9/25.

Email personal Reflection for Observation 1 (#1) to Instructor within one week of observation date. (by 9/30) Submit combined Lesson Plan 1 to instructor by midnight on 10/2.

Course Syllabus.NATS1141.Step 1.Fall 2011

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Students will be able to:

6 10/4/11
Preparing to Teach Lesson 1 Overview of Materials Available for Lessons 2&3 Set up and practice Lesson 1 with your partner Get Set Up sheet signed by Instructor Pack bins for Lesson 1 Obtain copies needed for Lesson 1 Make Name Tents for class Submit Lesson 2and 3 topics and begin work on Lessons 2 and 3 Evaluation Strategies Formative and summative assessment strategies Confirm Lesson 2 and 3 topics and begin work on Lessons 2 and 3 Objectives and summative evaluation for Lesson Plan 2 Classroom management strategies Discuss Observation 2 visit.

Evidence of Student Learning:

Complete all preparations to teach Lesson 1.

10/11/11

8 10/18/11

Using the Internet for Instruction The UTeach Dallas sequence of courses Reflect on first teaching experience Using the Internet for instruction With partner, finalize Lesson Plan 2 Order copies for Lesson 2 Mid-term course evaluation

9 10/25/11

10 11/1/11

Preparing to Teach Lesson 2 Reflect on second observation Final approval for Lesson 2 Set up and practice Lesson 2 Exploration and other activities Get Set Up sheet signed by Instructor Pack bins for Lesson 2 Obtain copies needed for Lesson 2 Make preliminary plans for Lesson 3 Cooperative Learning With partner, finalize Lesson 3 Request copies of handouts for Lesson 3 Model Lesson (Exploring the Unseeable) Cooperative Learning Groups Preparing to Teach Lesson 3 Final approval for Lesson Plan 3 Set up and practice Lesson 3 Exploration and other activities Get Set Up sheet signed by Instructor Pack bins for Lesson 3 Obtain copies needed for Lesson 3 Diverse Learning Styles Reflect on second teaching experience Myers-Briggs Personality Type inventory Discuss implications for teaching diverse learners Plan for five-minute mini-lesson presentations

Teach Lesson 1 (10/10 thru 10/14) One partner will take the lead on writing a draft lesson plan for Lesson 2. One partner will take the lead on writing a draft lesson plan for Lesson 3. Partners should communicate throughout the writing process. Submit draft of Lesson Plan 2 or 3 to Instructor and partner by midnight on 10/16. Remind Mentor Teacher of the date and time of your visit for Observation 2. (Give date and time) Observe Mentor Teacher for second time by 10/21. Email personal Reflection for Lesson 1 (#2) to Instructor by midnight within 1 week of lesson. (by 10/21) Submit mentor teacher feedback for Lesson 1 within one week of your lesson. (by 10/21) Email final version of Lesson Plan 2 to Instructor and Mentor Teacher by midnight on 10/23. Complete all preparations for teaching Lesson 2. Partners should communicate throughout the writing process. Remind Mentor Teacher of the date and time of your second lesson. Email personal Reflection for Observation 2 (#3) to Instructor within one week of your observation date. ( by 10/28) Submit the Web Scavenger Hunt by 10/30 mn. Remind Mentor Teacher of the date and time of your second lesson. Teach Lesson 2 (10/31 thru 11/4) Email final version of Lesson Plan 3 to Instructor and Mentor Teacher by 11/6 mn. Email personal Reflection for Lesson 2 (#4) to Instructor within one week of your lesson date. (by 11/11) Submit mentor teacher feedback for Lesson 2 within one week of your lesson. (by 11/11) Complete all preparations to teach Lesson 3. Submit Web-Based Lesson by 11/13 mn. Teach Lesson 3 (11/14 thru 11/18) Complete the Myers-Briggs Personality type inventory and compare to other classmates results.

11 11/8/11

12 11/15/11

Course Syllabus.NATS1141.Step 1.Fall 2011

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Students will be able to:

13 11/22/11
Diversity: Special Needs Students Empty and inventory bins, return TEs 5-minute presentations of favorite teaching activity Special needs students Jig-Saw Reading Strategy Teaching modifications for special needs students Plan for five-minute mini-lesson presentations

Evidence of Student Learning:

Submit mentor teacher feedback for Lesson 3 within one week of your lesson. (by 11/29) Email personal Reflection for Lesson 3 (#5) to Instructor within one week of your lesson date. (by 12/2) Plan your 5-minute demonstration for next week. Complete all remaining reflections. Be ready to inventory your kit next week all materials must be back in the classroom. Keep checking your grades to make sure records are accurate. Present 5-minute mini-lesson/demo If you did not present today, be ready to share your mini-lesson in class next week!

14 11/29/11

15 12/6/11

Kit Inventory Reflect on Lesson 3 Empty and inventory bins, return TEs Mentor teacher evaluation Course objectives evaluation Course evaluation 5-minute presentations of favorite teaching activity Student Demonstrations Five-minute mini-lesson presentations Course evaluations

Present 5-minute mini-lesson/demo Course evaluations

Grading Policy
Required for course completion Points 12 Attendance, promptness and active participation at all class sessions is required and will greatly enhance your ability to be successful. You will lose 4 points per unexcused absence (includes field sessions) and 1 point per tardy. Additional points may be deducted for continued unexcused absences and tardies. 3 Completion of Technology Proficiency Assignment Due by 9/11 Written lesson plans for two lessons posted to eLearning and emailed to instructor and your mentor teacher. The team member responsible for the lesson will post a copy of the lesson on ELearning. 6 12 12 6 25 3 5 5 5 Lesson Plan 1 final draft due 10/2 (4 for rough draft and 2 for final draft) Lesson Plan 2 final draft due 10/23 (8 for the rough draft and 4 when the final draft is complete) Lesson Plan 3 - final draft due 11/7 (8 for the rough draft and 4 when the final draft is complete) Demonstrate readiness to teach each lesson. Show Instructor the activity set-up and explain. Lesson may not be taught until this is completed. (2 points per lesson) Completion of all field experiences as evidenced by timely posting on ELearning of Reflections (1-5) after each observation (2) visit and each lesson (3) taught (within 7 days after the event). (5 points/reflection) One-page mentor teacher feedback forms for each lesson you teach returned to Instructor at the next class period. (1 point/feedback form) Completion of Scavenger Hunt due as an email attachment by 10/30 Completion of Web-based lesson due as an email attachment by 11/14 Presentation of portions of lesson activities to the class. (last two class periods)

___6__ Final inventory of materials Total: 100 points

Grading Scale:

100 = A+

90-99 = A 80-89 = B 75-79 = C 70-74 = D

Below 70 = F

Course Syllabus.NATS1141.Step 1.Fall 2011

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Course & Instructor Policies Make-up Exams NA Extra Credit NA 1. Attendance: 12% of your grade is based on active participation at all class sessions. The semester will begin with every student being given 12 points for attendance. Four points will be deducted for each unexcused absence and one point for each tardy. Loss of points can extend beyond the 12 points allocated. In order for an absence to be considered excused you must: Contact the instructor on or before the class day with an explanation. Make arrangements to get any handouts that were distributed. Contact your teaching partner to coordinate the next lesson. Note: You will be working in groups to prepare lessons. Missing class means you will miss the opportunity to work with your partner and to prepare to teach your lesson. Your elementary students deserve your best effort also. 2. Technology Proficiency: You will be required to be computer literate when you teach, so we will require you to demonstrate some basic productivity skills in this course. As you progress through the program you should acquire more advanced skills and learn more about how to integrate technology into instruction. These skills will be documented in your program file so that we can certify that you have completed the technology proficiencies required for teacher certification. 3. Lesson Plans: Each student will write at least two lesson plans for your elementary class. These lesson plan assignments will be discussed thoroughly in class. Due dates are listed on the grading rubric. 4. Reflections: Submit a reflection concerning each classroom visit on eLearning course website within one week (7 days) after each lesson you teach or observe. There is a different form for each of the five reflections. 5. Technology-Based Assignments: Each student will complete two technology-based assignments. These technology-based assignments will be discussed thoroughly in class. Due dates are listed on the grading rubric. 6. Late Assignments: If an assignment is turned in late, points will be reduced by 10% for each day late. 7. Lesson Materials Pick-Up and Return: Pick-up and return lesson equipment and supplies by making an appointment with Mrs. Distin. 8. Classroom Citizenship: This is a professional setting; therefore, professional behavior is expected. Do not use PDAs or smartphones (texting) during class or field experiences. Field Experience Policies 1. You and a teaching partner will teach three hands-on science/mathematics lessons in a local elementary school. The lessons will be chosen from nationally acclaimed modules including: Full Option Science Systems (FOSS); Great Explorations in Math and Science (GEMS); Biological Survey and Curriculum Studies (BSCS); National Geographic Society (NGS); and Science and Technology for Children (STC). The modules have been developed for different grade levels with support from the National Science Foundation. You and your partner will select three lessons from one of these nationally recognized curricula as assigned. 2. You will observe your mentor teachers class twice during the semester. 3. Written lesson plans will be posted to eLearning. You will also send each lesson plan as an email attachment to your instructor and your mentor teacher before you teach the lesson. Practice every aspect of your lesson before you teach it. Decide exactly how you and your partner will share the teaching responsibilities.
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DO NOT BE LATE! If at all possible, arrive at least 15 minutes before your scheduled teaching time. Learn and use the names of your students! Use name tags or name plates so you can call students by their names throughout your lesson. This is an easy and effective classroom management technique. 4. Your mentor teacher will give you written feedback at the end of each lesson taught. You are responsible for getting that form from your mentor teachers before you leave. The form has one page. Your mentor teacher will also write a final evaluation of your progress, which will be mailed to and filed in the UTeach Dallas office. 5. For security reasons, all schools require that you sign in at the front office of the school each time you visit. Be sure to wear your name badge that identifies you as a UTeach Dallas student. 6. If you reschedule a lesson, you must inform your instructor in writing before the original date. (email preferred) DO NOT FAIL TO APPEAR ON TIME OR ANNOUNCE CHANGE BY NIGHT BEFORE LESSON. 7. If an emergency arises and you have to miss your scheduled teaching day, notify your partner, your mentor teacher and your instructor as soon as you know. You partner should teach the lesson alone if necessary. Partner_____________________________ (H)____________________(C) __________________ Mentor-Teacher__________________________ (O/H)________________(C) ________________ School____________________________________________ email_________________________ Phone___________________ Address________________________________________________ Absolutely DO NOT MISS your teaching assignment due to a transportation problem. Seek help! American Yellow Checker Cab Katie Donaldson Floyd Dorsey Amin Lalani Bill Neal Science/Math Education Office 214-426-6262 (C) 214-418-4957 (C) 214-514-3122 (C) (C) 972-743-6282 (O) 972-883-2496

(O) 972-883-6427 (O) 972-883-2417 (O) 972-883(O) 972-883-6389

8. As a representative of UTeach Dallas and a visiting teacher in a local school district, you are expected to be professional when participating in your field experiences for this class. You are expected to observe all school district rules, policies, and procedures. Dress appropriately and professionally when going into schools. Follow the UTeach Dallas dress code which can be found in the course documents on eLearning. Leave all personal communications devices off and out of sight. 9. Report immediately to the instructor and/or team member any problems or concerns you have, including communication difficulties or the need for additional supplies.

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Field Trip Policies Off-campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course.

Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/8836391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as ones own work or material that is not ones own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a students U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual
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corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondents School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Deans decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with
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mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus.NATS1141.Step 1.Fall 2011

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