CHEM 1901 -- Proposed New Course

Mon Mar 20 11:19:00 2017

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Approvals Received:
on 03-10-17
by Nancy Thao
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status: Active
Effective Term: 1179 - Fall 2017
Course: CHEM  1901
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11098 - Chemistry
Course Title Short: TED Talks
Course Title Long: Ideas Worth Spreading: Digging into TED Talks
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
TED talks are among the most widely available forms of intellectual discourse. In these short oral presentations, speakers share thoughtful and thought-provoking insights on a range of topics. In this course, we will focus both on discovering our own passions and how to communicate these passions effectively to a broad audience.
Print in Catalog?: Yes
Grading Basis: Stdnt Opt
Topics Course: No
Honors Course: No
Online Course: No
Freshman Seminar: Yes
Is any portion of this course taught
outside of the United States?:
Community Engaged Learning (CEL) : None
Contact Hours:
3.0 hours per week
Course Typically Offered: Periodic Fall & Spring
Component 1 : LEC (no final exam)
Progress Units:
Not allowed to bypass limits.
0.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
0.0 credit(s)
Repetition of
Allow up to 2 repetition(s) totalling up to 6.0 credit(s).
for Catalog:
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No course equivalencies
Cross-listings: No cross-listings
Add Consent
No required consent
Drop Consent
No required consent
(course-based or
001475 - Freshman and FRFY for Freshman Seminar Courses
Editor Comments: Christy Haynes
Time/Date TBD
East Bank

Christy Haynes has been a member of the Chemistry faculty at the University of Minnesota since 2005.  She earned her Ph.D. at Northwestern University and was a NIH postdoctoral fellow at the University of North Carolina, Chapel Hill before coming to UMN. She has taught graduate and undergraduate courses including this freshman seminar, general chemistry, analytical spectroscopy, and process analytical chemistry. Her research interests include single cell measurements relevant in immunology and toxicology as well as biomaterials development.
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Sponsor E-mail Address:
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Understand the role of creativity, innovation, discovery, and expression across disciplines

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

This outcome will be addressed by students watching various TED talks from speakers who share thoughtful and thought-provoking insights on a range of topics. In this course, we will focus both on discovering our own passions and how to communicate these passions effectively to a broad audience.

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.

The students learning will be assed by writing assignments, oral presentation, online discussion, and in class participation.

Liberal Education
this course fulfills:
Other requirement
this course fulfills:
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.

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LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
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Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
Writing Intensive
Propose this course
as Writing Intensive
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

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Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the 2,500 minimum word count (or its equivalent) for finished writing will be met.

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Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

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Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

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Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

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Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

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Statement of Certification: This course is certified as Writing Internsive effective  as of 
Course Syllabus
Course Syllabus:

For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes 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 (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly. The University "Syllabi Policy" can be found here

Any syllabus older than two years should be replaced with a current version when making ECAS updates.

CHEMISTRY 1905 Prof. Christy L. Haynes
Smith Hall, Rm 243
Ideas Worth Spreading: Digging into TED Talks
Fall Semester 2016, 3 Credits
CHEM 1905 is a freshman seminar course at the University of Minnesota. While one major purpose of this course is to explore intellectual material, this course also presents the opportunity for you to interact directly with a small community of your peers and a University faculty member. Use the freshman seminar as a springboard for a successful experience at the University of Minnesota.
TED talks are among the most widely available forms of intellectual discourse. In these short oral presentations, speakers share thoughtful and thought-provoking insights on a range of topics. In this course, we will focus both on discovering our own passions and how to communicate these passions effectively to a broad audience.
Students registered in this course must use the Moodle site created for this class.
Things found on our Moodle site:
• Updated syllabus
• Class announcements
• Shared assignments
• Paper/presentation guidelines
• Links to useful websites
Access the Moodle site for this course at:
Attendance is important! You are responsible for all announcements and for all material covered in
class. More than two unexcused absences from this class will result in a failing grade. In a small number of cases, you may need to commute to the St. Paul campus for a portion of class.
Required text: Talk Like TED, Carmine Gallo (2014)
Scholastic dishonesty is any conduct described as follows (from the CLA Classroom Grading and Examinations Procedures): "Scholastic dishonesty is any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student's own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations; plagiarizing (misrepresenting as one's own anything done by another); submitting the same or substantially similar papers for more than one course without consent of all instructors concerned; depriving another of necessary course materials; sabotaging another's work." If a student is guilty of
scholastic dishonesty, the instructor will assign a grade of zero on the work involved and will report
the matter to the Office for Student Conduct and Academic Integrity
University policies on student conduct, personal electronic devices, makeup work, grading, sexual
harassment, students with disabilities, mental health, and more can be found at:
Your grades on the writing assignments, oral presentation, online discussion, and your participation,
will be combined as follows to determine the overall grade in the course:
Component Weight
Participation 10%
Homework 15%
Cover Letter/Resume 25%
TED Ed Video or Lesson 25%
TED Talk 25%
Total 100%
Letter grades and grade point average:
Please refer to the Undergraduate Catalog at for details on the
University's grading policy.
S/N Grading:
For those in a college outside of the College and Science and Engineering, if you are registered for
this course on an S/N basis, a grade equivalent to "C-" on the A-F scale is required in order to
receive an "S".
I expect that you will read the assigned portions of the text each week before class. If you do not
complete the reading, the participation and homework portions of your grade will suffer because
you will not be fully engaged in the class activities.
One credit is defined as equivalent to an average (over a full semester) of three hours of learning
effort per week necessary for an average student to achieve an average grade in the course. For
example, a student taking a three credit course that meets for three hours per week should expect to
spend an additional average of six hours per week on coursework outside the classroom in order to
achieve an average grade.
A student who is otherwise doing satisfactory work but cannot complete the final assignment for a
valid reason can obtain a course grade of I (incomplete). Arrangements to receive this grade must be
made with Prof. Haynes prior to the last week of class and provisions for making up the final
assignment will be arranged on a case-by-case basis. A signed contract is required. It is expected that
this option will rarely be exercised.
I hope that every student will successfully complete this course. If, however, it becomes necessary to
drop the course you must officially withdraw from the course following the rules for your college.
The participation portion of your grade will be based on attendance, your level of engagement in
class discussions, and your role as a peer reviewer. Small homework assignments will be given most
weeks where you will reflect on the text chapter read in the context of developing your own TED
talk. These homework assignments will be turned in at the beginning of class on the due date –
either handwritten or printed typed responses are acceptable.
Assemble a cover letter and résumé for a summer job or for later use.
Follow the instructions given during the in-class workshop. Neither a cover letter nor a résumé
should be longer than one page each. The documents should be free of typographical errors and
grammar mistakes. The cover letter and resume are due in class in week 5. You will have the
opportunity to submit a second draft to improve your grade in week 8.
Working in small groups, create a TED Ed “Lesson worth sharing” video on the topic of your
choice. If your group is not comfortable creating the animation, etc., design a complete TED Ed
Lesson using a preexisting video.
During the first class meeting, you will form groups of 4 people to collaborate on either an original
TED Ed video or a Ted Ed lesson. For the original TED Ed video, the following guidelines from
the TED Ed website apply, “TED-Ed Lessons start with an interesting idea or question. The Lesson
(regardless of it's affiliated subject -- science, math, humanities, etc.) should serve as a hook that
challenges the viewer to want to learn more about the subject area! A few tips on writing TED-Ed
• Watch some of the existing TED-Ed lessons to get a sense of tone and content.
• TED-Ed Lessons target 13-21 year olds, but we've found that people of all ages enjoy learning
from the content.
• Write with visualization or animation in mind. There may be details that are better explained
visually than in a written form.
• The narrative lesson should only take 3 minutes to narrate.”
Your team may use whatever software you like to create your animation or video though the file type
needs to be compatible with standard video software and Moodle. The university has some resources
available here:, other potential resources can be found on the
Moodle page. The TED Ed video files will be posted on the class Moodle site, and the videos will be
watched and discussed in class.
For the TED Ed Lesson, teams of students will work together to design a TED Ed lesson
(, creating new content using an existing video. The link for the created
TED Ed lesson should be shared with Prof. Haynes by 10 am on the day it’s due; this link will be
posted on Moodle, and the team who created the lesson will present it in class and moderate related
Identify an “idea worth spreading” and then create and deliver an 8 minute TED-style talk.
Throughout this course, we will be working to discover passions and distill those passions into a
TED-style message that can be shared. During each course meeting, we will discuss at least one
aspect of the final TED talk, working up to the final class meeting, when each student will present
their TED talk for all other class members. The final 8 minute presentation can be done using
software such as Powerpoint, the classroom whiteboard, or no visual aids. If other presentation
options are preferred, please consult the instructor 2 days before the class meets.
There will be no exams in this course.
I am generally in my office, 243 Smith Hall, from 9:00 a.m. - 5:00 p.m. daily and am available with a
prior appointment. To make an appointment, email me at Please feel free to talk
to me about any issue relating to the course or the University of Minnesota.
Students with Disabilities:
Students with disabilities that affect their ability to participate fully in class or to meet all course
requirements are encouraged to bring this to the attention of the instructor so that appropriate
arrangements can be made. You will need a letter from the Office of Disability Services (612-626-
Week Date Class Activities Due in Class
1 09/14/2015 - Introduction to course and TED
- Discuss Ch 1
- Choose TED Ed groups (up to 4 people)
- Read Ch 1
2 09/21/2015 - Dicuss Ch 2
- Marla Spivak TED talk
- Create question list for Prof. Marla Spivak
- Brainstorm ideas for TED Ed talks or lessons
- Read Ch 2
- List of 5 TED talk
3 09/28/2015 - Small group work on TED Ed talk or lesson
4 10/05/2015 - Meet in 224 Hodson Hall on St. Paul
campus to talk with Prof. Marla Spivak
- Discuss Ch 3
- Meg Jay TED talk
- Resume/cover letter guidelines
- Read Ch 3
- TED Ed talk or
5 10/12/2015 - Discuss Ch 4
- Gary Haugen, Stephen Petranek TED talks
- Watch TED Ed talks
- Videoconference with Sebastien Wernicke
(3:30-4:00 pm)
- Read Ch 4
- Resume and cover
- Watch Sebastien
Wernicke’s TED talks
and brainstorm
questions for him
6 10/19/2015 - Discuss Ch 5
- Hugh Herr TED talk
- Read Ch 5
7 10/26/2015 - Discuss Ch 6
- Videoconference with Prof. Joe DeSimone
(2:15-2:45 pm)
- Roman Mars TED talks
- Discuss soundbites
- Read Ch 6
- Watch Joe
DeSimone’s TED talk
and brainstorm
questions for him
8 11/02/2015 - Discuss Ch 7
- Nancy Duarte TED talk
- Read Ch 7
- Humorous videos,
quotes, photos
- Resume and cover
letter revision
9 11/09/2015 - No class meeting
10 11/16/2015 - Discuss Ch 8
- Peer review message maps
- Read Ch 8
- Message map
11 11/23/2015 -Discuss Ch 9
- Alice Goffman, Rives TED talk
- Discuss engaging multiple senses
- Read Ch 9
- Engaging multiple
TEDxCHEM 1905 - Live TED talk
Strategic Objectives & Consultation
Name of Department Chair
David Blank
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

Freshman Seminar Course
Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

Strategic Objectives -
Consultation with Other
Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, include a description of the steps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee, knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.

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