BBE 5302 -- Changes

Mon Jun 28 12:41:09 2010

Effective Term :	New: 1113 - Spring 2011 Old: 1089 - Fall 2008
Career :	New: GRAD Old: UGRD
Course Title Short :	New: Biodegradation of Bioproducts Old: Organisms Impacting BPs
Course Title Long :	New: Biodegradation of Bioproducts Old: Organisms Impacting Bio-based Products
Course Equivalency :	New: BP 4302/5302, BBE 4302 Old: 00808 - BP 4302/5302
Editor Comments :	New: Course name change Old: <no text provided>
Proposal Changes :	New: Course name change Old: <no text provided>
Student Learning Outcomes :	* Student in the course: - Can identify, define, and solve problems New: Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. You will learn to identify decay hazards and agents, define how you came to a conclusion, and offer control strategies. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. A separate section of each midterm is devoted to 'diagnoses' of relevant real-world cases of decay, with determination of remediation strategy. Also, diagnostics are required for a case study homework. EVALUATED - Midterm diagnosis sections are graded following a set-point scale, while the diagnostics homework is graded using a rubrics table that students first use themselves in early semester to grade an existing case study. Old: unselected - Can locate and critically evaluate information New: Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. You will learn the resources available to you during diagnosis, including online case studies, and how to evaluate information (using rubrics) as well as utilize the important aspects. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Student are given an outside reading list that includes online, library text, and journal sources, all overview information that will serve beyond the course. EVALUATED - Reading source information is testable material, and it is partitioned evenly among the midterm periods, with typical questions not about text detail but about overall content. Old: unselected - Have mastered a body of knowledge and a mode of inquiry New: Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. A key aspect of this course is to master information in the class and apply to real-world diagnoses. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Diagnostics sections, along with short and long answer, are part of each midterm, and case study diagnostics homework is graded over several progressive steps with a final submission to a real online decay diagnostics databank, to add to their resumes. EVALUATED - Tests and homeworks are graded with set points assigned for aspects of diagnoses and using a rubrics table. Old: unselected
Provisional Syllabus:	Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: Biodegradation of Bioproducts Bioproducts and Biosystems Engineering (BBE) 4302/5302 Spring 2011 If you build it, they will comeżand break it into little pieces. I. Rationale: Biodegradation implies a change, either harmful (as in deterioration) or helpful (as in transformation). Bio-based products such as wood and wood composites are susceptible to degradation by biological organisms. Smart use and treatment of bioproducts can increase their service life and save money, but this requires familiarity with potential degraders. Understanding these pathways is also increasingly useful in biotechnology for materials and processing. II. Course Description: This course explains organisms that modify or deteriorate lignocellulosic bioproducts, covers avoidance and control of these organisms, and explores their potential utilization in biotechnology. This course is required for undergraduate students in the Department of Bioproducts and Biosystems Engineering. III. Course Objectives: - Introduction to the scope of bioproducts and the diversity of organisms affecting them - Description of biological mechanisms of degradation, predisposing factors in bioproducts, and avoidance/control options - Application of knowledge to smart use of building materials - Evaluation and diagnosis of biodegradation in built environment - Introduction to biotechnological applications of biodegradative organisms Instructor: Jonathan S. Schilling (schilling@umn.edu, 612-624-1761, 108 Kaufert Lab) Office Hours: Tu 10:30-11:30, Th 1-2 (or by appointment) Class Schedule: 11:45am ż 1:00pm Tu/Th, 302 Kaufert Lab (St. Paul) For this class, expect 3 hrs/credit/week = 9 hrs time input out of class Prerequisites: BBE 1302 Wood as a Raw Material (or Instructor Permission) Texts: No Text to Purchase ż On-Reserve Required (mostly in Forestry Library) Alcohol Can Be a Gas! Fueling the Ethanol Revolution for the 21st Century. Blume, D. 2007 (International Institute for Ecological Agriculture, Santa Cruz, CA). Wood: Decay, Pests and Protection. Eaton, R.A. and Hale, M.D.C. 1993 (Chapman and Hall, London, UK). Wood Handbook: Wood as an Engineered Material. General Technical Report 113. Madison, WI: U.S. Department of Agriculture, Forest Service, Forest Products Laboratory. http://www.fpl.fs.fed.us/documnts/fplgtr/fplgtr113/fplgtr113.htm Wood Microbiology ż Decay and its Prevention. Zabel, R.A. and Morrell, J.J. 1992 (Academic Press, New York, NY). Primary Literature ż several papers will be assigned, some on reading list Power Point: Intended as an outline only. These will not supplant the information which I lecture, but will be available at the class WebVista site prior to classes. Tentative Schedule ≈Date Topic Jan. 19 Introduction ż Lignocellulose, Biodeterioration/Biodegradation Jan. 21 Bioproducts and Abiotic Factors Jan. 26 Bacteria Jan. 28 Online Lecture żBuilding to Lastż Feb. 2 Decay Fungi Feb. 4 Sapstain and Mold Rubrics Sheet Feb. 9 Conserving Historical Materials (Dr. Robert Blanchette) Feb. 11 Hands-on (Inoculation) Feb. 16 MIDTERM I Feb. 18 Marine Borers Feb. 23 Insects Overview Topic Choice Feb. 25 Coleoptera (beetles) Mar. 2 Isoptera (termites) Mar. 4 Hymenoptera (carpenter ants, etc.) (Dr. Steven Kells) Mar. 9 Paper and Chalk Talk Mar. 11 MIDTERM II Mar. 16 ------------------------Spring Break--------------------------------- Mar. 18 ----------------------------------------------------------------------- Mar. 23 Control (Avoidance, Natural Durability) Mar. 25 Paper and Chalk Talk Mar. 30 Control (Preservatives) Outline Apr. 1 ASTM/AWPA Testing Apr. 6 Paper and Chalk Talk Apr. 8 Decay Detection / Hands-on (Impact Bending) Apr. 13 Effects of Degradation on Mechanics (Dr. Jerry Winandy) Apr. 15 MIDTERM III Apr. 20 Introduction to Biorefining Apr. 22 Lignocellulose Bioprocessing RotBot Submission Apr. 27 Enzymes from Biodegradative Organisms Apr. 29 Bioremediation with Biodegradative Organisms May 4 Preservation for Conservation Outro RotBot Edited May 6 MIDTERM IV * Components of Homework Assignment ż DUE DATES Grading: out of 500 pts  (4) Midterms = 100 pts each (20% each) (1) Homework = 50 pts (10%) Attendance = 25 pts (5%) (Undergrad) Participation = 25 pts (5%) (Undergrad) Chalk Talk Lead = 50 pts (10%) (Grad only) Rubrics Sheet (10), Topic (5), Outline (10), Submission(s) (25) Grading Specifics: Midterms and Final: (A 93-100, A- 90-92, B+ 87-89, B 83-86, B- 80-82, C+ 77- 79, C 73-76, C- 70-72, D+ 67-69, D 60-66, F <60) Attendance: each class missed = 1% lost from 5% total (you get 1 miss żfreeż) (so, if you miss 4 classes unexcused, your attendance grade is 1% or 5 pts) excused absences should have instructor consent prior to class Participation: Based on student participation in class and in discussions Graduate Students: Lead 1 żchalk talkż and write up żanalysisż paper Plagiarism Plagiarism, a form of scholastic dishonesty and a disciplinary offense, is described by the Regents as follows: "Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis." http://www1.umn.edu/regents/policies/academic/StudentConductCode.html Resources for student writers Student Writing Support: 15 Nicholson Hall and satellite locations varying by semester (612.625.1893) http://writing.umn.edu/sws. Student Writing Support offers face-to-face and online consulting for all University of Minnesota students working on any writing project. Consulting is available by appointment in Nicholson Hall and online, and on a walk-in basis at satellites around campus. Two non-native speaker specialists and one History specialist are on staff. In addition, SWS offers a number of web-based resources on topic such as avoiding plagiarism, documenting sources, and planning and completing a writing project. See http://www.writing.umn.edu/sws/webresources.htm College of Education and Human Development Writing Center: Academic Resource Center, 11 Appleby Hall (612.624.0342) http://www.gen.umn.edu/resources/arc/writing/. This service offers one-to-one tutoring on a walk-in basis or by appointment. Available to students outside of GC, including graduate students, on a limited basis. Library Resources University Libraries: http://www.lib.umn.edu The ultimate resource for research, the University library has five major facilities and eleven branch sites with a wealth of reference materials, online resources, books, articles, newspapers, microforms, government documents, maps and more. Librarians are available and happy to help orient students to all aspects of the library system. You can find research assistance at http://tutorial.lib.umn.edu. The library tutorial, QuickStudy, is a self-paced tutorial covering the research process at the University of Minnesota Libraries. It starts with selecting a topic for a paper and ends with citing sources for a bibliography. Through this tutorial, students can also learn how to use RefWorks (www.lib.umn.edu/site/refworks.phtml). RefWorks is a web-based citation manager that allows you to create your own databases of citations by importing references from MNCAT (the library catalog) and other databases or by entering them using a template. RefWorks automatically generates bibliographies in all major styles (MLA, APA, Turabian, Chicago, etc.) in seconds, and then exports them as several document types (Word, RTF, HTML, etc.). Hands-on research tutorials with a research librarian are also available. Sign up at http://www.lib.umn.edu/registration. These workshops focus on effectively using MNCAT, the library catalogs, the Expanded Academic Index, and more. The library website also has an assignment calculator at http://www.lib.umn.edu/help/calculator/. This tool allows students to break down any assignment for any course into manageable steps. After entering a due date and the academic department in which the course is being offered, students are given a series of suggested stages and deadlines to follow as they complete the assignment--the newest version of this tool will even provide email reminders if students request it. Disability Services: 180 McNamara (612.626.1333) V/TTY http://ds.umn.edu/ It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact their instructors to discuss their individual needs for accommodation or to contact Disability Services to schedule an appointment with a Specialist. Non-Native Speakers: Lind Hall 306C (612.624.4524) http://composition.cla.umn.edu/student_web/ Non-Native Speakers (NNS) and professors who have questions about writing resources at the University of Minnesota can contact Sheryl Holt, the English Composition Coordinator for Non-Native Speakers (holtx001@tc.umn.edu). In particular, English Composition has dedicated composition courses (EngC 1011, 5051, and 5052) for non-native speakers. For assistance with writing tasks, Student Writing Support has non-native speaker specialists who are specifically trained to work with NNS students http://writing.umn.edu English as a Second Language: 201 Wesbrook Hall (612.624.4000) www.cce.umn.edu/esl. The Minnesota English as a Second Language (ESL) Program helps international students prepare for academic work in an English-speaking college or university setting. A variety of credit and noncredit courses are available throughout the year. For more information contact Bethany Maupin (bmaupin@cce.umn.edu). University of Minnesota Counseling & Consulting Services: 109 Eddy Hall (612.624.3323) http://www.ucs.umn.edu/ UCCS helps students with their concerns and offers an opportunity to talk with an experienced counselor who can help students select and achieve goals for personal and career development. The center offers three types of counseling: personal counseling, academic counseling, and career counseling. The Learning and Academic Skills Center offers classes, workshops, and individual assistance aimed at helping students achieve academic goals. The Student Writing Guide: A guidebook providing student writers with detailed, step-by-step guidance through the writing process and listing numerous writing resources. Available on the web in pdf at: http://writing.umn.edu/docs/sws/swgpdf.pdf or at the Center for Writing, 10 and 15 Nicholson Hall, (612.626.7579), writing@umn.edu. Old:* <no text provided>

Effective Term :

New: 1113 - Spring 2011
Old: 1089 - Fall 2008

Career :

New: GRAD
Old: UGRD

Course Title Short :

New: Biodegradation of Bioproducts
Old: Organisms Impacting BPs

Course Title Long :

New: Biodegradation of Bioproducts
Old: Organisms Impacting Bio-based Products

Course
Equivalency :

New: BP 4302/5302, BBE 4302
Old: 00808 - BP 4302/5302

Editor Comments :

New: Course name change
Old: <no text provided>

Proposal Changes :

New: Course name change
Old: <no text provided>

Student Learning Outcomes :

* Student in the course:

- Can identify, define, and solve problems

New:

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

You will learn to identify decay hazards and agents, define how you came to a conclusion, and offer control strategies.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

A separate section of each midterm is devoted to 'diagnoses' of relevant real-world cases of decay, with determination of remediation strategy. Also, diagnostics are required for a case study homework. EVALUATED - Midterm diagnosis sections are graded following a set-point scale, while the diagnostics homework is graded using a rubrics table that students first use themselves in early semester to grade an existing case study.

Old: unselected

- Can locate and critically evaluate information

New:

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

You will learn the resources available to you during diagnosis, including online case studies, and how to evaluate information (using rubrics) as well as utilize the important aspects.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Student are given an outside reading list that includes online, library text, and journal sources, all overview information that will serve beyond the course. EVALUATED - Reading source information is testable material, and it is partitioned evenly among the midterm periods, with typical questions not about text detail but about overall content.

Old: unselected

- Have mastered a body of knowledge and a mode of inquiry

New:

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

A key aspect of this course is to master information in the class and apply to real-world diagnoses.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Diagnostics sections, along with short and long answer, are part of each midterm, and case study diagnostics homework is graded over several progressive steps with a final submission to a real online decay diagnostics databank, to add to their resumes. EVALUATED - Tests and homeworks are graded with set points assigned for aspects of diagnoses and using a rubrics table.

Old: unselected

Provisional
Syllabus:

Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester.

New: Biodegradation of Bioproducts
Bioproducts and Biosystems Engineering (BBE) 4302/5302
Spring 2011
If you build it, they will comeżand break it into little pieces.

I. Rationale: Biodegradation implies a change, either harmful (as in deterioration)
or helpful (as in transformation). Bio-based products such as wood and wood composites are susceptible to degradation by biological organisms. Smart use and treatment of bioproducts can increase their service life and save money, but this requires familiarity with potential degraders. Understanding these pathways is also increasingly useful in biotechnology for materials and processing.

II. Course Description: This course explains organisms that modify or
deteriorate lignocellulosic bioproducts, covers avoidance and control of these organisms, and explores their potential utilization in biotechnology. This course is required for undergraduate students in the Department of Bioproducts and Biosystems Engineering.

III. Course Objectives:
        - Introduction to the scope of bioproducts and the diversity of
        organisms affecting them
        - Description of biological mechanisms of degradation, predisposing
        factors in bioproducts, and avoidance/control options
        - Application of knowledge to smart use of building materials
        - Evaluation and diagnosis of biodegradation in built environment
        - Introduction to biotechnological applications of biodegradative organisms

Instructor: Jonathan S. Schilling (schilling@umn.edu, 612-624-1761,
108 Kaufert Lab) Office Hours: Tu 10:30-11:30, Th 1-2 (or by appointment)

Class Schedule: 11:45am ż 1:00pm Tu/Th, 302 Kaufert Lab (St. Paul)
        *For this class, expect 3 hrs/credit/week = 9 hrs time input out of class

Prerequisites: BBE 1302 Wood as a Raw Material
(or Instructor Permission)

Texts: No Text to Purchase ż On-Reserve Required (mostly in Forestry Library)
Alcohol Can Be a Gas! Fueling the Ethanol Revolution for the 21st Century.
Blume, D. 2007 (International Institute for Ecological Agriculture, Santa Cruz, CA).
Wood: Decay, Pests and Protection. Eaton, R.A. and Hale, M.D.C.
        1993 (Chapman and Hall, London, UK).
Wood Handbook: Wood as an Engineered Material. General Technical
        Report 113. Madison, WI: U.S. Department of Agriculture, Forest
        Service, Forest Products Laboratory.
http://www.fpl.fs.fed.us/documnts/fplgtr/fplgtr113/fplgtr113.htm
Wood Microbiology ż Decay and its Prevention. Zabel, R.A. and
Morrell, J.J. 1992 (Academic Press, New York, NY).
        Primary Literature ż several papers will be assigned, some on reading list

Power Point: Intended as an outline only. These will not supplant the information which I lecture, but will be available at the class WebVista site prior to classes.
Tentative Schedule
≈Date         Topic
Jan. 19        Introduction ż Lignocellulose, Biodeterioration/Biodegradation
Jan. 21        Bioproducts and Abiotic Factors
Jan. 26        Bacteria
Jan. 28        Online Lecture żBuilding to Lastż
Feb. 2        Decay Fungi
Feb. 4        Sapstain and Mold     *Rubrics Sheet
Feb. 9        Conserving Historical Materials (Dr. Robert Blanchette)
Feb. 11        Hands-on (Inoculation)
Feb. 16        MIDTERM I
Feb. 18        Marine Borers
Feb. 23        Insects Overview     *Topic Choice
Feb. 25        Coleoptera (beetles)
Mar. 2        Isoptera (termites)
Mar. 4        Hymenoptera (carpenter ants, etc.) (Dr. Steven Kells)
Mar. 9        Paper and Chalk Talk
Mar. 11        MIDTERM II
Mar. 16        ------------------------Spring Break---------------------------------
Mar. 18        -----------------------------------------------------------------------
Mar. 23        Control (Avoidance, Natural Durability)
Mar. 25        Paper and Chalk Talk
Mar. 30        Control (Preservatives)     *Outline
Apr. 1        ASTM/AWPA Testing
Apr. 6        Paper and Chalk Talk
Apr. 8        Decay Detection / Hands-on (Impact Bending)
Apr. 13        Effects of Degradation on Mechanics (Dr. Jerry Winandy)
Apr. 15        MIDTERM III
Apr. 20        Introduction to Biorefining
Apr. 22        Lignocellulose Bioprocessing     *RotBot Submission
Apr. 27        Enzymes from Biodegradative Organisms
Apr. 29        Bioremediation with Biodegradative Organisms
May 4        Preservation for Conservation Outro     *RotBot Edited
May 6        MIDTERM IV

*        *Components of Homework Assignment ż DUE DATES
Grading: out of 500 pts          (4) Midterms        =        100 pts each (20% each)
        (1) Homework        =        50 pts (10%)*
Attendance        =        25 pts (5%) (Undergrad)
Participation         =         25 pts (5%) (Undergrad)
Chalk Talk Lead         =        50 pts (10%) (Grad only)

*Rubrics Sheet (10), Topic (5), Outline (10), Submission(s) (25)

Grading Specifics:
Midterms and Final: (A 93-100, A- 90-92, B+ 87-89, B 83-86, B- 80-82, C+ 77-
        79, C 73-76, C- 70-72, D+ 67-69, D 60-66, F <60)
Attendance: each class missed = 1% lost from 5% total (you get 1 miss żfreeż)
        (so, if you miss 4 classes unexcused*, your attendance grade is 1% or 5 pts)
        *excused absences should have instructor consent prior to class
Participation: Based on student participation in class and in discussions
Graduate Students: Lead 1 żchalk talkż and write up żanalysisż paper
Plagiarism
Plagiarism, a form of scholastic dishonesty and a disciplinary offense,
is described by the Regents as follows: "Scholastic dishonesty means
plagiarizing; cheating on assignments or examinations; engaging in
unauthorized collaboration on academic work; taking, acquiring, or using
test materials without faculty permission; submitting false or
incomplete records of academic achievement; acting alone or in
cooperation with another to falsify records or to obtain dishonestly
grades, honors, awards, or professional endorsement; or altering,
forging, or misusing a University academic record; or fabricating or
falsifying of data, research procedures, or data analysis."
http://www1.umn.edu/regents/policies/academic/StudentConductCode.html

Resources for student writers
Student Writing Support: 15 Nicholson Hall and satellite locations
varying by semester
(612.625.1893) http://writing.umn.edu/sws.
Student Writing Support offers face-to-face and online consulting for
all University of Minnesota students working on any writing project.
Consulting is available by appointment in Nicholson Hall and online, and
on a walk-in basis at satellites around campus. Two non-native speaker
specialists and one History specialist are on staff. In addition, SWS
offers a number of web-based resources on topic such as avoiding
plagiarism, documenting sources, and planning and completing a writing
project. See http://www.writing.umn.edu/sws/webresources.htm

College of Education and Human Development Writing Center: Academic
Resource Center, 11 Appleby Hall (612.624.0342)
http://www.gen.umn.edu/resources/arc/writing/. This service offers one-to-one tutoring on a walk-in basis or by appointment. Available to students outside of GC, including graduate students, on a limited basis.

Library Resources
University Libraries: http://www.lib.umn.edu The ultimate resource for
research, the University library has five major facilities and eleven
branch sites with a wealth of reference materials, online resources,
books, articles, newspapers, microforms, government documents, maps and
more. Librarians are available and happy to help orient students to all
aspects of the library system. You can find research assistance at
http://tutorial.lib.umn.edu. The library tutorial, QuickStudy, is a
self-paced tutorial covering the research process at the University of
Minnesota Libraries. It starts with selecting a topic for a paper and
ends with citing sources for a bibliography. Through this tutorial,
students can also learn how to use RefWorks
(www.lib.umn.edu/site/refworks.phtml). RefWorks is a web-based citation
manager that allows you to create your own databases of citations by
importing references from MNCAT (the library catalog) and other
databases or by entering them using a template. RefWorks automatically
generates bibliographies in all major styles (MLA, APA, Turabian,
Chicago, etc.) in seconds, and then exports them as several document
types (Word, RTF, HTML, etc.).

Hands-on research tutorials with a research librarian are also
available. Sign up at http://www.lib.umn.edu/registration. These
workshops focus on effectively using MNCAT, the library catalogs, the
Expanded Academic Index, and more.

The library website also has an assignment calculator at
http://www.lib.umn.edu/help/calculator/. This tool allows students to
break down any assignment for any course into manageable steps. After
entering a due date and the academic department in which the course is
being offered, students are given a series of suggested stages and
deadlines to follow as they complete the assignment--the newest version
of this tool will even provide email reminders if students request it.

Disability Services: 180 McNamara
(612.626.1333) V/TTY http://ds.umn.edu/
It is University policy to provide, on a flexible and individualized
basis, reasonable accommodations to students who have disabilities that
may affect their ability to participate in course activities or to meet
course requirements. Students with disabilities are encouraged to
contact their instructors to discuss their individual needs for
accommodation or to contact Disability Services to schedule an
appointment with a Specialist.

Non-Native Speakers: Lind Hall 306C
(612.624.4524) http://composition.cla.umn.edu/student_web/
Non-Native Speakers (NNS) and professors who have questions about
writing resources at the University of Minnesota can contact Sheryl
Holt, the English Composition Coordinator for Non-Native Speakers
(holtx001@tc.umn.edu). In particular, English Composition has dedicated
composition courses (EngC 1011, 5051, and 5052) for non-native speakers.
For assistance with writing tasks, Student Writing Support has
non-native speaker specialists who are specifically trained to work with
NNS students http://writing.umn.edu

English as a Second Language: 201 Wesbrook Hall (612.624.4000) www.cce.umn.edu/esl. The Minnesota English as a Second Language (ESL) Program helps international students prepare for academic work in an English-speaking
college or university setting. A variety of credit and noncredit courses
are available throughout the year. For more information contact Bethany
Maupin (bmaupin@cce.umn.edu).

University of Minnesota Counseling & Consulting Services: 109 Eddy Hall
(612.624.3323) http://www.ucs.umn.edu/
UCCS helps students with their concerns and offers an opportunity to
talk with an experienced counselor who can help students select and
achieve goals for personal and career development. The center offers
three types of counseling: personal counseling, academic counseling, and
career counseling. The Learning and Academic Skills Center offers
classes, workshops, and individual assistance aimed at helping students
achieve academic goals.

The Student Writing Guide: A guidebook providing student writers with
detailed, step-by-step guidance through the writing process and listing
numerous writing resources. Available on the web in pdf at:
http://writing.umn.edu/docs/sws/swgpdf.pdf or at the Center for Writing,
10 and 15 Nicholson Hall, (612.626.7579), writing@umn.edu.

Old: <no text provided>