Course Syllabus

LSC 100: Science & Storytelling                                        

FALL 2018

University of Wisconsin–Madison

Department of Life Sciences Communication /  lsc.wisc.edu

Hiram Smith Hall, 1545 Observatory Drive

 

LSC 100 Teaching Assistant:  Richard James Heinrich

Section 002:      MWF, 8:50 a.m. – 9:40 a.m.,

Agricultural Engineering, Room 101

 

Section 004:      MWF, 9:55 a.m. – 10:45 a.m.,

Hiram Smith Hall, Room 135

 

Your TA’s Office hours:  Tu: 2:00p.m. – 3:00p.m.

                                    We: 3:00p.m. – 4:00p.m.

                                    (Or by appointment)

 

Hiram Smith Office: Room 315

Email: rheinrich@wisc.edu

Course Website: https://coursedashboard.learnuw.wisc.edu/

 

Faculty Director: Professor Shiela Reaves

                        228 Hiram Smith Hall, 262-0732

                        SIReaves@wisc.edu                  

                        Professor Reaves’ Office Hours: Mon, 11–12:30 p.m. and by appointment

Instructional mode: Comm A designation, 3 credits in-class instruction, face-to-face; traditional Carnegie credit hours (please see last page)

 

Course Overview and Learning Outcomes

LSC 100 explores the impact of storytelling in communicating science themes and fulfills the UW–Madison’s Comm A requirement. Students learn how to think critically and evaluate evidence through writing, speaking and crafting a college-level research paper using the UW Steenbock Library. Additionally, students practice grammar and style outside of class by using interactive, self-paced software. Specifically, learning outcomes emphasize how to:

  • Explore the many ways of knowing, such as the power of storytelling and its impact on science, empathy and communication skills
  • Think critically about quality evidence: distinguishing opinions from facts; good arguments from logical fallacies; develop humility in advancing one’s point of view in a multicultural society
  • Craft college-level essays attending to paragraph and sentence structures, effective transitions
  • Give appropriate feedback to classmates for oral presentations and peer review of writing; learn how to give thoughtful feedback and how to appreciate others’ points of view as intellectual curiosity grows
  • Develop intellectual confidence by recognizing academic best practices ranging from introducing evidence to documenting sources and avoiding plagiarism

Required Texts

1) The Immortal Life of Henrietta Lacks by Rebecca Skloot (Broadway Books, 2011).

Note: New York Times Top 10 science bestseller lists since 2010

2) The Craft of Research, 4th edition by Booth, Colomb, Williams, Bizup, Fitzgerald (University of Chicago Press, 2016). Supports class exercises and final research paper

3) LSC 100 Class Reader available at 6120 Social Sciences Building (ground floor), 1180 Observatory Drive (phone: 262-5396) Please note: accept only cash, check or Wiscard  

4) Aplia online software: Basic Writing 2, 3rd Edition. Due each week, Aplia teaches online, self-paced grammar & style modules (Aplia blocks access at 11:45 p.m., Sundays).

Student Quick-Start Guide: https://embed.widencdn.net/pdf/plus/cengage/gz1ghmqckj/gui_aplia-stu-quick-guide.pdf?u=c8lcjz

Caveat: local bookstores are safest for correct software edition:

ISBN:

9781305393639

Recommended but not required:

The Elements of Style by Strunk & White, (Pearson’s 4th Edition or any edition available)

EXPECTATIONS FOR ACADEMIC CONDUCT: Be Your Best in the Classroom

1) Follow the three basic rules for succeeding in LSC 100

  • Show up • Participate • Make deadlines

Since class discussions and peer feedback are experiential, absences cannot be made up.

 

2) Please turn off all electronic devices for class  

This includes “down time” during group activities. Please, no laptops for notetaking; it’s dazzling how quickly we spiral into social media. Good news: Withdrawal pains from electronics are actually healthy for our brain since too much multitasking interferes with memory formation. We’ve done our homework on this one, so please see the following research:

  • Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity, Journal of the Association for Consumer Research (2017)
  • “The myth of multitasking,” Scientific American, July 2009
  • “Trying to do too much: Why multitasking fails” Scientific American, August 2010

3) Instead, work with a notebook and LSC 100’s READER

Students learn better taking notes by hand:

  • The pen is mightier than the keyboard: Advantages of longhand over laptop note taking,” Psychological Science, April 2014
  • “Take notes by hand for better long-term comprehension,” Science Daily, April 24, 2014.

4) Study the syllabus so you know your deadlines

This simple discipline can help save your grade in any UW classroom.

5) How to Do Your Best Work in LSC 100

  • Consult your syllabus: Arrive prepared to discuss assigned readings – or instructors might give a pop quiz when class discussions lack focus.
  • Be active in class! Respond to your TA’s questions, even if you ask to repeat it. All your questions are important questions and details are never small. When in doubt, raise your hand.
  • Actively participate: Engage with your peers and respect differences – a college education widens your worldview, and curiosity is a life-long learning skill. Develop people skills for internships, interviews. Outstanding Participation: Active listener is a student who “listens to learn.”
    • Note: An outstanding participation is when students give good insights and speak their truth respectfully; ask thoughtful questions respectfully; a class of outstanding participants always contribute – and no one dominates.
  • Listen to classmates: Be especially attentive to your peers giving talks in front of class and learn from your favorite speakers. Give constructive feedback using complete sentences (“Awesome!” is vague.)
  • Build community and be inclusive: Get to know the people around you and in the class. Learning is collaborative and social. Take the time to build a positive group dynamic that is open, inclusive, and welcoming for everyone.

 

Outside of class

  • Regularly check your wiscmail / @wisc.edu: it’s the UW’s official communication medium. Email your instructor before problems arise or grow larger. All instructors have office hours – stop by or call (contact data is at the top of first page of all UW syllabi) – ask about UW resources for stress, time management, etc. As a “high impact class” we address the whole student and want you to succeed.
  • Before emailing: Consult your syllabus, class handouts, find an “attendance buddy” – answers might be hidden in plain sight. TIP: UW instructors are polite, but we all recognize lame emails like “when’s the deadline?”  
  • Don’t send last-minute questions, especially on weekends: it’s tricky. UW instructors may not be online when you are because instructors conduct research, attend conferences, grade and prep classes. Therefore, ensure you understand assignments during class and before deadlines. 
  • Be professional in emails: Consult your syllabus and greet instructors by their name correctly spelled (“Dear Professor, after consulting the syllabus, I still have a question … thank you”). “Hey, Dude” never suffices. Never title an email “Awaiting Your Response!!!” Education is not customer service, and it’s reasonable to give instructors, staff and advisors at least 72 hours before emailing again. Best practice: show up at their office hours and expand your people skills.
  • Attendance matters: After an absence, please don’t ask, “Did I miss anything important?” Words matter. Instead, consult your syllabus and classmates; check Learn@UW for handouts; check in with your instructor after class.
  • If all else fails, still SHOW UP! Talk to your instructor after class – your presence always helps your case. Read the syllabus and show that you’re trying to be organized amid the creative chaos of UW life.

 

How to Sabotage Learning (A List to Avoid)

  • Don’t read the syllabus, ever!! (Instead, miss readings and deadlines)
  • Don’t respond to any Instructor emails, ever!! (Instead, ignore your @wisc.edu)
  • Never read Instructor Comments!! (Instead, make the same errors over & over)
  • Be obviously bored in group activities, always!! (Instead, sneak texting)

 

Classroom Participation (see above, “How to Do Your Best Work”)

  • Outstanding: Always prepared; original insights and probing questions; knows the syllabus
  • Good: OK preparation; often asks questions or adds insight; sometimes checks syllabus
  • Adequate: Sometimes prepared; sometimes contributes; lost the syllabus?

Avoid the following!

  • Non-Participant: Says little or nothing in class; usually distracted; non-contributor
  • Unsatisfactory: Little substance in comments; distracts others; not respectful to peers

GRADING

Unexcused absences and late assignments WILL lower grades. A pattern of no–shows and not responding to TA emails can result in meeting with LSC 100’s faculty director and TA. We don’t play favorites: consult your instructor ASAP about problems and absences.

  • Note: Wed group activities and quizzes are experiential and cannot be made up – many are not graded, but participation is taken very seriously (see p. 2, “Guidelines for Evaluating Participation”) Our policy for Wed quizzes: “credit / no credit / no makeups. Don’t worry about one missed quiz; it’s a pattern of missed quizzes that can hurt your participation grade.

Final Grade based on:

  • Active participation, attendance, quizzes                                                           25%
  • Weekly Aplia interactive software, grammar and style modules                        10%
  • Three cycles of short writing assignments (1-2 pages plus revisions)                20%
  • Three cycles of talks (4-5 minutes plus peer & self-assessments)                     20%
  • Research process and final paper                                                                      25%

 

Please note: Failure to turn in the final research paper will lower your final grade by at least one letter grade.

Final Grade break-down (Please note: a UW “B” is a good grade!):

A          94.0% and above                        C          67.0 – 74.9%

AB        88.0 – 93.9%                              D          59.0 – 66.9%

B          80.0 – 87.9%                              F            58.9% and below

BC        75.0 – 79.9%

 

ACADEMIC INTEGRITY

By enrolling in this course, each student assumes the responsibilities of an active participant in UW-Madison’s community of scholars in which everyone’s academic work and behavior are held to the highest academic integrity standards. Academic misconduct compromises the integrity of the university. Cheating, fabrication, plagiarism, unauthorized collaboration, and helping others commit these acts are examples of academic misconduct, which can result in disciplinary action. This includes but is not limited to failure on the assignment/course, disciplinary probation, or suspension. Substantial or repeated cases of misconduct will be forwarded to the Office of Student Conduct & Community Standards for additional review. For more information, refer to studentconduct.wiscweb.wisc.edu/academic-integrity/.

 

Since writing is the lifeblood of UW academics, this class trains you how to conduct yourself with integrity and recognize all forms and habits that lead to plagiarism. Common knowledge and everyday facts belong to everyone, however, new ideas and new data belong to the original author. Plagiarism is simple: stealing another writer’s words and ideas and not giving credit. When in doubt, cite your source in parentheses and build your academic reputation for being conscientious. Ironically, giving authors credit increases your stature as a careful thinker; footnotes and proper citation styles are catnip for your instructors.

 

DIVERSITY & INCLUSION

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background – people who as students, faculty, and staff serve Wisconsin and the world.

 

All students should feel safe expressing their opinions or asking questions, large and small. The UW is committed to a diverse, inclusive learning environment because different voices enrich learning and expand life-long cultural competence and empathy needed for leadership. In academic discussions we often disagree, but we do so in mutually respectful ways. When you don’t understand or think you disagree, pose a question or ask for details: “Interesting! Tell me more!” or “What advice can you give?” or the journalist’s favorite follow-up question, “Can you give us an example?” Asking questions in a respectful manner is the art of genuine dialogue.

 

  UW–Madison ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

The University of Wisconsin-Madison supports the right of all enrolled students to a full and equal educational opportunity. The Americans with Disabilities Act (ADA), Wisconsin State Statute (36.12), and UW-Madison policy (Faculty Document 1071) require that students with disabilities be reasonably accommodated in instruction and campus life. Reasonable accommodations for students with disabilities is a shared faculty and student responsibility. Students are expected to inform the instructor [me] of their need for instructional accommodations by the end of the third week of the semester, or as soon as possible after a disability has been incurred or recognized. The instructor [I], will work either directly with the student [you] or in coordination with the McBurney Center to identify and provide reasonable instructional accommodations. Disability information, including instructional accommodations as part of a student's educational record, is confidential and protected under FERPA.

 

 

 

COURSE SCHEDULE

1) Paper, speech and reading deadlines are included below.  In addition, smaller assignments, activities and quizzes will be given out throughout the course.

2) Aplia Software: Weekly, online, self-paced grammar & style modules. Plan deadlines during the week since Aplia blocks access after 11:45 p.m. CST Sunday.

Optional: Students can choose to work one week ahead 

3) Possible Changes in Weekly Class Schedule

Professor Reaves reserves the right to change the syllabus due to inclement weather or other circumstances beyond the control of a TA’s section. In the event of changes, students are not penalized.

 

UNIT ONE, Weeks 1-4: Storytelling & College Writing Basics

 

Week One – Intro and Surveys

W 9/5                Introductions, class surveys, & peer interviews

                        ASSIGN (2 things): Friday short writing and brief speaking   

F  9/7                Introduce peers in pairs – everyone will speak for two minutes

Due: One-page autobiography (plan ahead and bring a hardcopy)

 

Week Two – 4 Cs and Cycle 1

M 9/10               4 Cs; Science & storytelling; Cycle One begins and requires attribution  

W 9/12              Explore basic college writing: Topic sentences, anatomy of paragraph; learning styles

F  9/14              Cycle One FIRST Friday deadlines

  • Red Team: Give 5-minute talk on “Core Interests”
  • Blue Team: Turn in first draft of “Three People”, 1-2 pages
  • Green Team: Give peer feedback in class

NOTE: exchange emails with an “attendance buddy” from the SAME team.

            NOTE: make sure to carefully review all assignment sheets – and ask questions!

 

Week Three – Core Writing Tips and Strunk & White

M 9/17               Global–Local editing; intro attribution & plagiarism; Strunk & White word usage

W 9/19              Explore the finesse of college writing: Word usage of Strunk & White

F  9/21              Cycle One SECOND Friday deadlines:

  • Red Team: Turn in Self-Assess and give peer feedback in class
  • Blue Team: Give 5-minute talk on “Core Interests” AND Turn in final draft of “Three People” with first draft attached
  • Green Team: Turn in first draft of “Three People”, 1-2 pages

 

Week Four – Science of Storytelling and Intro to Henrietta Lacks

M 9/24               Brain and academic research on storytelling 

                        Read: Scientific American on storytelling (quiz next week)

W 9/26              Explore college writing: Windy phrases, redundancies vs tight writing; how to lead HeLa

discussions beginning next Wed (see TA for assigned discussion leaders). NOTE: 20 minutes of discussion is the LSC 100 average

F  9/28              Cycle One THIRD Friday deadlines:

  • Red Team: Turn in first draft of “Three People”, 1-2 pages
  • Blue Team: Turn in Self-Assess and give peer feedback in class
  • Green Team: Give 5-minute talk on “Core Interests” AND Turn in final draft of “Three People” with first draft attached

NOTE: TAs assign HeLa discussion leaders for Wednesdays, Wks 5-11

 

UNIT TWO, Weeks 5-9: Essay Analysis & Structure

 

Research exercises from The Craft of Research: Since this is an advanced social science textbook that guides students across all four years (& beyond), Wednesday exercises and worksheets always note pages from all Craft chapters for reading. Craft worksheets support: Steenbock Comm A training; establishing credibility by using appropriate evidence when making claims; pre-writing final paper by using outlines.

 

 

Week Five – HeLa discussions begin and intro to Cycle 2 essay structure

M 10/1               5-paragraph essay; Intro Henrietta Lacks; Craft of Research I-A (due next week)

W 10/3              Explore 5-paragraph/kabob structure; quiz, Scientific American; HeLa Discussion #1

NOTE: 20 minutes of discussion is the LSC 100 average

Read: Henrietta, Prologue–Ch 5

NOTE: There are a lot of people in this book to keep track of so review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

                        ASSIGN: Craft of Research Worksheet 1-A

F  10/5              Cycle One FOURTH Friday deadlines:

  • Red Team: Turn in final draft of “Three People” with first draft attached
  • Blue Team: Nothing due
  • Green Team: Turn in Self-Assess
  • What’s Ahead: Receive assignments, tips for Cycle Two

 

 

Week Six – Steenbock Library Training and Research Topics   

M 10/8               Meet at Steenbock Library, follow signs

W 10/10             Brief PPS: TIPS for best practices in HeLa discussions; speaking tips for Cycle 2; Henrietta quiz; HeLa Discussion #2

NOTE: 20 minutes of discussion is the LSC 100 average; review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

Read: Henrietta, Ch 6-12

Due: Craft of Research Worksheet 1-A

Discuss / Assign Reader: transitions & the writer’s voice; thesis statements with transitions

F  10/12             Cycle Two FIRST Friday deadlines:

  • Blue Team: Give 5-minute “How To” talk
  • Green Team: Turn in first draft of “Henrietta Essay & 4 Cs,” 2 pages
  • Red Team: Give peer feedback in class

 

 

Week Seven – Sources and “The Nasty Effect” in social science research

M 10/15             Scholarship and types of academic sources used in “The Nasty Effect”

W 10/17             Explore types of sources; quiz, Henrietta; HeLa Discussion #3

NOTE: 20 minutes of discussion is the LSC 100 average; review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

Presentation: Advising tips with Tera Holtz, LSC advisor. Her talk is either week 7, 8 or 9.

Read: Henrietta, Ch 13-17

F  10/19             Cycle Two SECOND Friday deadlines:

  • Blue Team: Turn in Self-Assess and give peer feedback in class
  • Green Team: Give 5-minute “How To” talk AND Turn in final draft of “Henrietta & 4 Cs” with first draft attached
  • Red Team: Turn in first draft of “Henrietta Essay & 4 Cs,” 2 pages

Week Eight – Critical Thinking and Logical Fallacies

M 10/22             Logical fallacies and fair rebuttals vs. trolls; pre-library modules due before second library session

W 10/24             Explore logical fallacies; quiz, Henrietta; HeLa Discussion #4

NOTE: 20 minutes of discussion is the LSC 100 average; review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

Presentation: Advising tips with Tera Holtz, LSC advisor. Her talk is either week 7, 8 or 9.  

Read: Henrietta, Ch 18-23

F  10/26             Cycle Two THIRD Friday deadlines:

  • Blue Team: Turn in first draft of “Henrietta Essay & 4 Cs,” 2 pages
  • Green Team: Turn in Self-Assess and give peer feedback in class
  • Red Team: Give 5-minute “How To” talk AND Turn in final draft of “Henrietta & 4 Cs” with first draft attached

 

Week Nine – Mandatory Steenbock Library Comm A Training and Intro to Cycle 3

M 10/29             Meet at Steenbock Library #2, follow signs (please note: the “makeup” module is considered harder than library training)

                        Assign Craft of Research Worksheet 1-B (Sources and library follow-up due next Wed)

W 10/31             Explore APA style for documentation of sources; quiz, Henrietta; HeLa Discussion #5

NOTE: 20 minutes of discussion is the LSC 100 average; review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

Presentation: Advising tips with Tera Holtz, LSC advisor. Her talk is either week 7, 8 or 9.

Read: Henrietta, Ch 24-29

F  11/2              Cycle Two FOURTH Friday deadlines:

  • Blue Team: Turn in final draft of “Henrietta & 4 Cs” with first draft attached
  • Green Team: Nothing due
  • Red Team: Turn in Self-Assess
  • What’s Ahead: Receive assignments, tips for Cycle Three

 

NOTE: Cycle 3 requires APA in-text citations PLUS a separate References Page using APA Style for a minimum of two sources (minimum one secondary and one tertiary).

 

UNIT THREE, Weeks 10-14: Best Practices for Academic Writing All Four Years

 

 

Week Ten – Making Academic Claims with Credibility and Persuasion

M 11/5               Writing effective claims; plagiarism handout; commas & tigers  

W 11/7              Explore signal verbs and commas; quiz Henrietta; HeLa Discussion #6

NOTE: 20 minutes of discussion is the LSC 100 average; review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

Read: Henrietta, Ch 30-34

DUE: Craft of Research Worksheet 1-B (Sources and library follow-up)

ASSIGN:  Craft of Research Worksheet 2 (Credibility and claims)

F  11/9              Cycle Three FIRST Friday deadlines:

  • Green Team: Give 5-minute “Persuade with Evidencetalk
  • Red Team: Turn in the only draft of “My Research Proposal” 2 pages AND Give peer feedback in class
  • Blue Team: Turn in the only draft of “My Research Proposal” 2 pages

 

NOTE: To give timely feedback, Cycle 3 follows a different deadline system

NOTE: There are no revisions for Cycle 3- the first draft is graded

NOTE: Cycle 3 has very specific source and structure requirements- follow the assignment sheet! 

Week Eleven – Pre-writing Using Outlines

M 11/12             Media ethics & plagiarism; outlines as pre-writing; more commas & tigers

W 11/14             Explore “many ways” of brainstorming outlines; quiz, commas; HeLa Discussion #7

NOTE: 20 minutes of discussion is the LSC 100 average; review the “Cast of Characters” on p. 329 regularly to keep track of who’s who

Read: Henrietta, Ch 35–end

Due:  Craft of Research Worksheet 2 (Credibility and claims)

ASSIGN: Craft of Research Worksheet 3 (Pre-writing and outlines) AND outline for final paper

due Wk 13, Wed

F  11/16             Cycle Three SECOND Friday deadlines:

  • Green Team: Turn in Self-Assess AND turn in the only draft of “My Research Proposal” 2 pages
  • Red Team: Give 5-minute “Persuade with Evidencetalk
  • Blue Team: Give peer feedback in class

 

Week Twelve – Assign First Draft of Comm A Research Paper

M 11/19             How to Write a First Draft with checklist

                        ASSIGN: First Draft of research paper with rubrics (due Wk 14, Wed)

                       

No class Wed –Safe Travels for a Happy Thanksgiving

Reminder: Craft of Research Worksheet 3 AND outline for final paper are due Wk 13

 

Week Thirteen – Differences Between Opinions, Gut Hunches and Evidence

M 11/26             Ethics and evidence; opinion vs. facts           

W 11/28             Explore academic language vs slang; effective titles, abstracts; intros & conclusions

                        Due: Craft of Research Worksheet 3 (Pre-writing and outlines) AND outline for final paper

F 11/30              Cycle Three THIRD Friday deadlines 

  • Green Team: Give peer feedback in class
  • Red Team: Turn in Self-Assess
  • Blue Team: Give 5-minute “Persuade with Evidencetalk

 

Week Fourteen – Peer Review of First Drafts and Final Words

M 12/3               Why read aloud for peer review (hint: your brain works better); flow: intros and endings

W 12/5              Explore best intros, conclusions; review research paper checklist

F  12/7              Mandatory peer review of First Draft with sources in APA style

Due: First Draft of the Research paper

Cycle Three FOURTH Friday deadlines:

  • Green Team: Nothing due
  • Red Team: Nothing due
  • Blue Team: Turn in Self-Assess

NOTE: Peer review cannot be made up, so please plan accordingly

 

Week Fifteen – Peer Editing and APA Festival

M 12/10             Continued mandatory peer review

W 12/12             Last day of class: laptops permitted for APA style, peer editing

F  12/14             Exams begin – Final paper due no later than Tues, Dec. 18, 5 p.m.

Please consult your TA for delivery type (hardcopy or electronic file)

 

Final Exam Week Deadline for LSC 100, all 12 sections

 

12/18/2018, Tuesday, 5 p.m.

 

UW–Madison OFFICIAL COURSE DESCRIPTION

Course Description: Fundamentals of effective written and spoken communication. Develops skills in gathering and evaluating information, writing research papers and other documents, and preparing and delivering oral presentations.

How Credit Hours are met by the Course

This course is a three-credit, semester-long course that meets in person for three 50-minute class periods each week for 15 weeks (Sept 5 to Dec 12) and carries the expectation that students will work on course learning activities (reading, writing, editing drafts, preparing talks, self-assessments of talks, doing weekly Aplia assignments, Craft of Research worksheets, studying for assigned quizzes, Comm A library preparation, library searches for research paper, other homework as assigned, etc.) for about 3 hours out of classroom for every class period.

Instructional Mode: all face-to-face with self-paced online Aplia exercises

Requisites: None

Course designations

  • Gen Ed - Communication Part A
  • Level – Elementary
  • L&S Credit - Counts as Liberal Arts and Science credit in L&S

 

UW–Madison MADISON’S DEPARTMENTAL POLICY FOR AN EPIDEMIC OR PANDEMIC

In the Event of a University-Wide Health Care Emergency:

In the event that this course is no longer able to meet face-to-face for a period of time because of a widespread health emergency, students should continue to stay current with our schedule as posted in this syllabus. During this time, you will only be responsible for the material in the readings and not for any additional material that would only have been presented in class. If we have test scheduled during this period of time when face-to-face meetings are suspended, the test will be postponed until after classes resume. Information about the status of assignments and other course work due during this period will be addressed on the course web site (if available) and by way of email.  It is critical that you frequently check your wiscmail account. This same notification system will also be used to announce any changes to the currently expected course of action.

Course Summary:

Date Details Due