Mon Mar 20 11:19:00 2017
| Back to Proposal List | ||
| Approvals Received: |
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| Approvals Pending: | College/Dean > Provost > Catalog | |
| Effective Status: | Active | |
| Effective Term: | 1179 - Fall 2017 | |
| Course: | CHEM 1901 | |
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Institution: Campus: |
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities |
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| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11098 - Chemistry | |
| General | ||
| Course Title Short: | TED Talks | |
| Course Title Long: | Ideas Worth Spreading: Digging into TED Talks | |
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Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
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Catalog Description: |
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 | |
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Is any portion of this course taught outside of the United States?: |
No | |
| Community Engaged Learning (CEL) : | None | |
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Instructor Contact Hours: |
3.0 hours per week | |
| Course Typically Offered: | Periodic Fall & Spring | |
| Component 1 : |
LEC (no final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LEC | |
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Academic Progress Units: |
Not allowed to bypass limits.
0.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits.
0.0 credit(s) |
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Repetition of Course: |
Allow up to 2 repetition(s) totalling up to 6.0 credit(s). | |
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Course Prerequisites for Catalog: |
<no text provided> | |
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Course Equivalency: |
No course equivalencies | |
| Cross-listings: | No cross-listings | |
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Add Consent Requirement: |
No required consent | |
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Drop Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
001475 - Freshman and FRFY for Freshman Seminar Courses | |
| Editor Comments: |
Christy Haynes Chemistry 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. |
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| Proposal Changes: | <no text provided> | |
| History Information: | <no text provided> | |
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Faculty Sponsor Name: |
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Faculty Sponsor E-mail Address: |
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| 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. |
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| Liberal Education | ||
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Requirement this course fulfills: |
None | |
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Other requirement this course fulfills: |
None | |
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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:
<no text provided> |
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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:
<no text provided> |
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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
| Statement of Certification: |
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of |
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| Writing Intensive | ||
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Propose this course as Writing Intensive curriculum: |
No | |
| 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. <no text provided> |
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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. <no text provided> |
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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. <no text provided> |
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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. <no text provided> |
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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? <no text provided> |
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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. <no text provided> |
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| Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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Readme link.
Course Syllabus requirement section begins below
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| 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 chaynes@umn.edu 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: https://ay15.moodle.umn.edu/course/view.php?id=4759 ATTENDANCE: 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. SUPPLIES: Required text: Talk Like TED, Carmine Gallo (2014) POLICY ON SCHOLASTIC DISHONESTY: 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 (http://www1.umn.edu/oscai/conduct/student/index.html). OTHER IMPORTANT UNIVERSITY OF MINNESOTA POLICIES: University policies on student conduct, personal electronic devices, makeup work, grading, sexual harassment, students with disabilities, mental health, and more can be found at: http://policy.umn.edu/education/syllabusrequirements-appa. COURSE GRADES (A-F): 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 http://www.catalogs.umn.edu/ug/ 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". WEEKLY READING ASSIGNMENTS: 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. CREDITS AND WORKLOAD EXPECTATIONS: 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. INCOMPLETES: 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. WITHDRAWLS: 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. PARTICIPATION AND HOMEWORK: 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. COVER LETTER AND RÉSUMÉ Purpose: Assemble a cover letter and résumé for a summer job or for later use. Guidelines: 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. TED ED VIDEO or LESSON: Purpose: 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. Guidelines: 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 lessons: • 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: https://it.umn.edu/obtain-software, 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 (http://ed.ted.com/lessons), 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 discussion. TED TALK: Purpose: Identify an “idea worth spreading” and then create and deliver an 8 minute TED-style talk. Guidelines: 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. EXAMS: There will be no exams in this course. GETTING HELP AND SCHEDULING APPOINTMENTS Professor: 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 chaynes@umn.edu. 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- 1333). COURSE CALENDAR: 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 topics 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 lesson 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 letter - 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 -Soundbites 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 senses TEDxCHEM 1905 - Live TED talk |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
David Blank | |
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? Freshman Seminar Course |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? no |
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Strategic Objectives - Consultation with Other Units: |
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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