SYLLABUS Ecampus AgBioTox - Summer 2013

SYLLABUS Summer Term 2013 BI/FS/TOX/MCB535 & BI/FS/TOX435 - 3 Credits Genes and Chemicals in Agriculture: Value and Risk
k Instructors Steve Strauss, Forest Ecosystems and Society, Steve.Strauss@oregonstate.edu Dave Stone, Environmental and Molecular Toxicology, Dave.Stone@oregonstate.edu Teaching assistant Estefania Elorriaga, Forest Ecosystems and Society, Estefania.Elorriaga@oregonstate.edu Website of on-campus version of the course http://www.cof.orst.edu/cof/teach/agbio2011/index.htm (last taught spring 2013) Contacting the instructors and the TA You are welcome to ask any question about this course. Just email the instructors or the teaching assistant. Prerequisites Prerequisites include at least two quarters of introductory biology and upper class or graduate standing, or specific permission from the instructors for students who can show that they have strong backgrounds in basic biology, genetics and chemistry. BacCore: BCC Science, Technology & Society Successful completion of this course partially fulfills OSUs Baccalaureate Core course requirements in the Synthesis category of Science, Technology & Society. OSU catalog course description, including pre-requisites/co-requisites This class will examine the use of genetic engineering, pesticides, and other environmental technologies with respect to their benefits and risk to society and the environment. The class features lectures by experts in a number of fields that range from organic agriculture to animal cloning. The class will address biological and social aspects of biotechnologies and chemicals, including scientific methods, safety analysis, government regulation, corporate interests, information reliability, and ethical considerations for decision-making. Students should have junior, senior, or grad student standing, and at least two quarters of introductory biology. This course is crosslisted as BI 435/535; FS 435/535; TOX 435/535, and MCB 535.
This course is offered through Oregon State University Extended Campus. For more information, contact: Web: ecampus.oregonstate.edu Email: ecampus@oregonstate.edu Tel: 800-667-1465
Measurable Student Learning Outcomes For 435 students: At the end of the class, students should be able to describe and critically analyze: How organisms have been domesticated, cultivated, and genetically manipulated via conventional breeding, and how biotechnology is similar and different The basic methods used to isolate and manipulate genes, and transfer them into plants, animals, and microbes The kinds of GE organisms in commercial use, and on the horizon for use in the near to mid-term, including insect-resistant corn, herbicide-resistant crops, medicine-producing livestock, and growth-enhanced fish How genetic engineering has modified agricultural practices with respect to pesticide use, soil conservation, water quality, and other environmental measures How chemicals are classified and defined in terms of toxicity and nutritional safety How environmental impacts of chemical use are studied and analyzed How chemical uses have led to unintended consequences, and how these lessons have informed subsequent laws and regulations How the toxicity of synthetic and natural chemicals compares and is regulated by governments How GE organisms are tested for food and environmental safety in the USA, the government regulatory bodies involved, and their requirement How ethical values and perspectives affect social and personal acceptance of GM crops How the interests and values of populations in the poor and developing world differ from those in the developed world with respect to GM crops The reasons for ideological as well as legal and ecological concerns by organic farmers and some activist groups about GM crops Ability to critically analyze claims made by companies, scientists, and government agencies about food and environmental safety of new agricultural technologies For 535 students: Same outcomes as 435 course students except for longer and more critical analyses and answers are expected in all assignments and exams. Bac Core learning outcomes The student learning outcomes for courses in the Synthesis category of Science, Technology, and Society are for students to be able to:
1. Analyze relationships among science, technology, and society using critical perspectives or examples from historical, political, or economic disciplines. 2. Analyze the role of science and technology in shaping diverse fields of study over time. 3. Articulate in writing a critical perspective on issues involving science, technology, and society using evidence as support. How Bac Core learning outcomes are developed in this class Criterion 1: Many lectures and readings in class explicitly include historical, political, or economic perspectives and information. Students will be evaluated for their understanding of this information by their participation in relevant class discussions, and by evaluations of quizzes, exams, and essays. For example, students will be expected to understand regulation of GMO crops and pesticides in relation to historical practices in plant breeding, patents, and chemical development, and the economic and political forces and consequences pertaining to these developments. Criterion 2: Many lectures and readings in class explicitly include consideration of how related fields of study have been affected by genetic and chemical technology. Examples include how recombinant DNA methods gave rise to the discipline and business of genetic engineering, and how advances in basic chemistry have given rise to pest management/fertilizer businesses and fields of study. Criterion 3: All students must write, and are graded, on at least two essays on gene/chemical topics related to course content that include 2/3 on data and evidence related to the topic, at least 1/3 on a critical analysis of the core issues pertaining to the technology and/or social acceptance. Class structure This course is made up of lectures, publication readings, essays, online discussions, peer reviewings, and exams. A separate document explains with detail the weekly lecture topics, lecture readings, discussion topics, discussion readings, and discussion questions. Lecture readings should be done before watching the lectures and all discussion readings must be completed before attempting to answer the discussion questions. Students are responsible for checking course announcement in Blackboard on a daily basis.
Learning resources This course utilizes different online tools to facilitate the students learning e.g. online discussion boards, essays, videos, publication readings, peer reviewings, exams, and online lectures. Evaluation of student performance Student grades will be determined according to the following breakdown: 5% = First essay of self-introduction (5%). 15% =Second essay (12%), and peer review of the second essay (3%). 15% = Multimedia presentation (12%), and online discussion (3%). 5 % = YouTube video contribution and explanation (3%), and two comments about the message or quality of each of the other students YouTube contributions (2%). 25% = Mid-term exam 25% = Final exam 10% = Percent of online discussions that a student has taken some part in (5%) and quality of participation discussions (5%, described below) 3% (extra credit) = Write an essay after viewing the video lecture and powerpoint for one of the OSU Food for Thought Biotech Lecture Series presentations. Detailed requirements for course assignments and exams All times mentioned in this syllabus refer to Pacific Time, like that in Corvallis, Oregon. ONLINE DISCUSSIONS The discussion sessions are where we discuss topics covered that week. There are 10 discussions in the course corresponding to the course calendar, and all discussions last one week only. The list for discussion materials and questions of the whole course are available on Blackboard. The TA or instructor will set up a forum in discussion board and list the materials and questions for each discussion the evening before that discussion starts. Discussion quality. The quality of the discussion contributions will be evaluated and scores of 0.5 (short and/or low quality contributions), 0.75 (average), or 1.0 (high) assigned. These scores will be used as multipliers of the 5% maximum participation quality grade for the class. For example, with low quality discussions you will obtain 0.5 x 5%, thus 2.5% of the maximum 5% discussion quality score. The quality scores are based on overall impression of the instructors and TA at the end of the term. Graduate students (535) are expected to have a deeper understanding of the materials and engage in a more in-depth discussion. Some questions are on the lectures, some are on the required readings, while others are on the discussion materials. The requirements for discussion are:
For all discussions, either answer two of the posted questions or if all questions have been answered, comment on the responses of two other students. Limit each comment to 200 words; if you have more points to make, add a new comment. The deadline for all discussions is Saturday 11:59 PM of that respective week. Each discussion will be graded based on a maximum score of 10 points.
Note: You don't need to answer every question or write a long essay. But we do encourage serious participation and interaction. You can challenge a particular point of view from a peer student, or offer an alternative perspective, if you do so politely, based on evidence or reasons, and never using expletives or derogatory statements of any kind. Examples of comments: Subject: Strengths of Clays lecture Message: I enjoyed the video by Jason Clay and thought that it was very informative. I think he brought up a good point that at this point we don't only have to start living sustainably but we need to figure out a way to restore what we have already destroyed. I have always found it very eye opening to look at charts that show the true cost of items including the impact that their production has on the environment. Subject: Respond to Johns comment they shouldnt have jumped so head first in to that trend on Green Revolution Message: It's easy to see in hindsight the problems that overuse of pesticides, fertilizer, tillage, irrigation, etc. have caused. But remember that at the time they were racing to save millions of people from starvation and that their new strategies and plant strains made a tremendous difference in people's lives. It's very difficult to judge them for making a few mistakes when the balance is all those lives Grading policy for discussions All assignments turned in by the deadline will be graded and returned within, more or less, a week from the date of submission. Late submission of discussion comments All discussion comments must be submitted by the deadline to obtain full credit. However, in order to accommodate the complex schedules of different students, we will accept late submissions with a deduction of 10% credit for each extra 24 hours beyond deadline. Assignments turned in late will be returned no later than 10 days from the date of submission.
ASSIGNMENTS ESSAYS The essays are an opportunity to put the principles and knowledge gained in the class to use in addressing real world issues and policy decisions that societies are wrestling with. Its important to distinguish activism and advocacy from science in your sources of information and arguments; the web is full of low quality information, mostly highly negative, about genes and chemicals. A challenge to you is to distinguish the wheat from the chaff as you research your topics. It is a good idea to mainly rely on sources and web sites with strong credibility (e.g., universities, government agencies, major industrial organizations, and selected nongovernmental organizations such as The Nature Conservancy). Also please avoid very general topics in your essays as its hard to make general arguments in short essays that are sciencebased (e.g., a bad topic would be are GMOs bad for the environment?); we expect you to look into more specific topics and issues in your essays. Getting down to some of the details and science behind them is what this class is about. Submit all essays via the SafeAssign system described below. Late submission of essays All essays submitted after the deadline will be graded but reduced in value by 20% for each full 24 hour period beyond the deadline. The first essay A maximum of one page, 1.5 line-spacing, 12 pt font, 1 inch margins for both graduate (535) and undergraduate (435), due at 11:59pm Friday of the first week. Submit through SafeAssign on week 1: Use this as an opportunity to introduce yourself as it relates to the class (education, work, home background): Put your name, make up a title if you wish, and list the course number you are taking at the top of the first page; Please insert a photo, if you wish, to help us know who you are (optional); State why you are taking the class; Summarize your general familiarity with DNA, biotechnology, chemicals, and toxicology, and how you have fulfilled the prerequisites for the class; State what issues related to the course most interest you; State your hopes/goals for learning-i.e., what questions you have, or what knowledge you most hope to obtain via the class to help in your life, career, etc.; No literature references are required.
To allow you to become familiarized with the sensitive plagiarism checking tool present in SafeAssign, at the bottom of the page in your introductory essay insert one line copied directly from a published source. Perhaps use something you like a lot such as a favorite quote that tells us something about you. Label it plagiarism test. This should allow you to see how SafeAssign finds and highlights different types of plagiarized (or even quoted) text. This option will not be available to you (but will be to us!) after the first essay. The second essay For undergraduates (435), a minimum of 3, with a maximum of 4, 12 pt. font, 1 inch margins, double-spaced pages. For graduate students (535): a minimum of 5, with a maximum of 8, 12 pt. font, 1 inch margins, double-spaced pages. 1) Choose a topic and a tentative title that is DIRECTLY RELATED to class content and that HAS NOT BEEN USED FOR ANOTHER CLASS. Some possible ideas and issue summaries for essays can be found at this website: http://agribiotech.info/details, maintained by Cornell University. After choosing a topic, come up with a title and a short proposal of more than 50 words (but not exceeding 150 words) describing what you plan to write about, and why, by Friday of week 5. Very general topics are discouraged (e.g., are GMOs good for the environment). Instead, try to write about an issue, technology, or impact that relates to broad class themes (e.g., Health implications of mycotoxin reduction in Bt-corn; Impacts of manure on human pathogens in sustainable agriculture; and Presence and impacts of pharmaceuticals in public water supplies; Development of Golden Rice.); 2) Email your topic, tentative title, and short proposal to the TA by Friday of week 5; 3) Get approval of your topic and tentative title (failure to do so will result in deduction of 15% in essay grade); 4) Write and submit the essay using SafeAssign by Friday of week 6; 5) Each student's second essay will be emailed by the TA to another student for review and comment (by random assignment). The peer review shall be about 200 words and MUST INCLUDE a summary of the content and a critique (not personal opinion, but analytical) of the quality and depth of the content, and the credibility of the sources cited. The comment must be emailed back to the TA and the TA will send it to the writer of the paper. Both the writer and the commenter will be anonymous to each other. The peer review is due by Friday of week 7. The structure of the second essay should follow these guidelines:
The name of the student, course number, and an essay title (not essay 2) must be present on the first page and all these must not exceed 5 lines A summary of the general and technical aspects of the issue that cites and summarizes at least three (but no more than eight) published references for undergrads, and at least five (but no more than twelve) published references for grads, that are NOT part of the assigned course readings. These can include high quality web pages from scholarly institutions, governments, scientifically credible NGOs, or high quality news outlets (no blogs, Wikipedia, MySpace, etc). At least one reference should be a comprehensive review/overview of the topic, from a scientifically credible source. This should be about 3/4 of the essay. See citation and reference format instructions below. As part of the references list, after each reference provide a or a line or two that indicates why you chose the reference, and think the information in it is scientifically credible. Because of reference limits on essays, it will often be desirable to cite a review or main paper and then discuss its contents without continuing to cite that paper. For example, you can say: Jones et al. (2010) reviewed the benefits and risks of Bt-corn in the USA. Bt-corn was grown on (with no more citations needed for several lines or the whole paragraph). Use a full, consistent, scientific reference format that includes author names, year of publication, title, journal/book source, volume/page numbers, URL (or hot-link the title with the URL), and date the URL was last accessed. Heres an example of an acceptable citation format for peer-reviewed articles and online materials (you must include all of the same information shown below for whatever reference format you choose): Zhang, H., Harry, D.E., Ma, C., Yuceer, C., Hsu, C.-Y. Vikram, V., Shevchenko, O., Etherington, E. and S.H. Strauss (2009). Precocious flowering in trees: the FLOWERING LOCUS T gene as a research and breeding tool in Populus. Journal of Experimental Botany 61:25492560. Harry, D.E. and Strauss, S.H (2011). Biotechnology and genetic engineering in forest trees. http://agribiotech.info/details/Strauss%20and%20Harry%20Draft%20Final%2002%20pri nt.pdf. Accessed 08 December 2011
Cite your sources in the text giving only the author/s and year. For example: Poplar trees can be induced to flower rapidly (Zhang et al. 2009, Viswanath and Stone 2012, Strauss 2010). Do not add references as footnotes, or use numbering within text, to cite references. For more than two authors, use et. al, e.g. Zhang et al. 2009 (from above). When using quoted text in your essay, limit the amount of quotations to ~about 10% of the total word count in your narrative. Dont use quote to summarize concepts, but to capture a strong statement from an authority. Analysis: Your own insights and critique, well reasoned and explained, on the issue you have chosen to focus on. Remember it is analysis, not personal inclinations or unsubstantiated opinions, we are interested in here. This should be about 1/4 of the essay. Use of subheadings throughout the paper to help organize and communicate the logical flow of the essay is highly encouraged. Figures, tables, and references are not included in the page limit.
Grading of essays The essays will be graded separately for clarity and content (10 points each), which will then be scaled to 30% and 70% of the total score, respectively. Clarity includes permission for the essay topic; how references are cited and listed; use of subheads (they are encouraged); quality of grammar; sentence structure (short and concise ones are encouraged); and logical flow. In the grade center in Blackboard, the first essay and the second essay will be graded to a maximum of 10 points. Submission of essays For essay submission, this course uses SafeAssign, a plagiarism detection and online grading system available in Blackboard. Students are required to submit all essays (including the extra-credit essay) through the SafeAssign system. That system will check for matches between submitted work and internet sources as well as comparing submitted works for significant matches. SafeAssign returns reports assessing the percentage of text matching and allows the student and the instructor to view suspected matches in order to judge the likelihood of plagiarism. Instances of detected plagiarism may be referred to the Office of Student Conduct.
A video on how to use SafeAssign and a guide on how to cite and paraphrase correctly can be accessed at http://ica.library.oregonstate.edu/subject-guide/1771-Academic-Integrity-forStudents For the first essay, you will have a chance to get a feel for the software as you will be able to view the originality reports and submit multiple times till the due date (the last submission will be taken for evaluation). For the second essay, only one submission will be allowed and you will not be able to view the originality report. Essays with rare and minor instances of plagiarism will have their grades reduced proportionally. Essays with moderate plagiarism will be returned to students for revision and resubmission as a late essay (50% reduction in maximum possible score). Cases of flagrant plagiarism will be referred to OSU administration for action (see http://oregonstate.edu/studentconduct/faculty/facacdis.php). MULTIMEDIA PRESENTATION The goal of this project is to create a multi-media presentation that you will present to the class as though you are at a public meeting to discuss the question of whether the US government should require mandatory labels for GMO foods or those produced using cloned animals (note: choose GMO or cloned food labels, not both). You may present our views as an unbiased scholar, or assume a role such as a representative of an anti-biotechnology activist organization like Greenpeace, or a representative of an industry trade group like the Biotechnology Industry Organization or the Pork Producers Council. In any case, your presentation must shows that you understand all of the main ethical, legal, and economic issues, even if they slant to one conclusion vs. another. If you choose a role, please indicate that in your text at the start of the presentation. You may use any program to create the presentation (i.e., it is platform neutral), but it must be fully viewable via a web URL address. Please read the document produced by Ecampus at OSU (http://ecampus.oregonstate.edu/faculty/blackboard/MultimediaTools.pdf) for some options on ways to do this. You will only be graded on the product, and we cannot consult on the various technologies you might employ (though Ecampus might be able to help some). Before the end of the third week of the term submit a practice multimedia presentation in which you upload to Youtube a short powerpoint presentation (2 or 3 slides, ~30 seconds) with audio introducing yourself and explaining the reason why you chose to take the class. This exercise will allow you to get acquainted to uploading
presentation with audio onto the internet. Email the URL address to your multimedia practice presentation to the TA by the end of the third week. The multimedia presentation must contain text, images, and verbal comments in a single presentation (do not simply read the text). We recommend you use Microsoft Powerpoint and YouTube. We recommend you avoid Zoho Notebook, as it has proven difficult for many students. For undergraduates (435): a minimum of 2, with a maximum of 4, minutes; and at least 10 slides and 10 words per slide; and 5 graphics. For graduate students (535): a minimum of 3, with a maximum of 5, minutes; and at least 15 slides and 10 words per slide; and 10 graphics. Email the URL address to your presentation to the TA by Friday of week 9. Submit the presentation also to the link on Blackboard on week 9. Note: Your multimedia presentation must be submitted on Blackboards link for Ecampus recordkeeping. The presentation from each student will be put online for discussion in week 10 as part of a peer review forum. Students will be divided into peer review groups. Each group will have 4 to 6 students. Each student is then required to comment at least on two presentations of two of their peers in the group by Tuesday of week 11 as though you were at the public meeting and either supporting or countering the views expressed (50 100 words citing strengths or shortcomings). Grades will be based on your practice presentation presented (see above) submitted by the end of week 3 (5%), clarity of presentation (15%), technical content (50%), effectiveness/style of graphics (10%), and effectiveness of audio (20%)each with a maximum of 10 pts as graded (but then weighted to make total score). The presentations will be worth a maximum of 10 points on Blackboard. In these presentations students should be sure to refer to core principles and specific sources of concern when considering clones and GMOs for possible labeling and your recommendations for how to implement it (e.g., do we label the use of the genetic engineering process or the presence of new substance it has added, what level of substance should be present before a label is required saying its GMO, and do we need to label even clones from juvenile tissues (e.g., eggs), etc. The scientific devil is usually in the details; show you understand what details matter!
The last image in the presentation should be a list of at least three and no more than five published references for undergrads (and at least five and no more than seven references for grads), that are NOT part of the assigned course readings.
YOUTUBE VIDEO Search YouTube for any video relevant to this class (biotechnology or toxicology). The video must be between 2 and 3 minutes long. A possible example could be a video showing workers from an NGO protesting against GM crops or a video giving a talk on an aspect of biotechnology and overall benefits. Once you have found an interesting video, please post the link in the appropriate forum in Discussion Board, along with an explanation of why you chose it and the lesson it provides (2-3 lines). In addition, we expect you to make two comments on the message or quality of each of two other students contributions (each comment must be at least 25 words). The deadline for submission is Tuesday of week 10 and the comments are due Tuesday of week 11. EXTRA CREDIT ESSAY View any one of the video lectures and powerpoints provided via the OSU Food for Thought Biotech Lecture Series (http://oregonstate.edu/orb/food-for-thought) and write up a 2 (minimum) to 4 (maximum) page double-spaced essay (references not required) that show you have read and understood the WHOLE lecture, and CRITIQUE it in some way. The deadline for submission is Tuesday of week 11. The SafeAssignment link for the extra credit essay can be found on the Week 11 folder. EXAMS The exams are open-book (i.e., you may consult class readings or online sources), but they are also quite limited in time available for taking them; thus it is very wise to study as though they are closed-book. They will be available over a 3-day period. Students should avoid any communication with other student about the exam content during the time they are taking it. Any exam answers that contain any plagiarized content (e.g. material that is copied and pasted word for word) will receive zero credit for those questions and the students may be referred to Ecampus officials for disciplinary action. You are only allowed to take each exam once, so if possible use a wired connection and open Blackboard using Firefox. There is a lower chance of the connection dropping if you used a wired connection and there tend to be more problems with Internet Explorer than Firefox.
Once you begin the test, you will have limited time to complete the entire exam. The blackboard system provides a timer bar at the top of the screen and it will also remind you 1 minute before appointed time of completion. Be sure to save your answers frequently as we will not accept computer problems as a reason to not have completed the majority of an exam. Total exam score (max 100%) will be reduced by 5% for every 10 minutes that exceeds the time limit. Exams that exceed 20 minutes will not be accepted. Please note that logging out doesnt stop the clock of the test. Although open-book, you should study the materials carefully ahead of time or you are likely to run out of time. MIDTERM Beginning at 11:59pm Thursday of week 4, expiring at 11:59pm Sunday. For undergraduates (435): multiple choice, true and false, short answer, and short essay questions are likely, with a 60 minute limit. For graduate students (535): multiple choice, true and false, short answer, and short essay questions likely, with an 80 minute limit. The exam will be about 20% more in content and require deeper understanding of the materials. FINAL Beginning at 11:59pm Friday of week 10, expiring at 11:59pm next Monday. For undergraduates (435): multiple choice, true and false, and short essay questions likely. 90 minute limit. For graduates (535): multiple choice, true and false, short answer, and short essay questions likely. 120 minute limit. The exam will be about 20% more in content and require deeper understanding of the materials for graduate students. The final exam is comprehensive and will cover material from the beginning of the term, though be weighted to emphasize post-midterm materials. Projection of grades Students will find their pro-rated grades in the My Grades tab in the Blackboard course website. Grades will be periodically updated as assignments are graded.
Blackboard platform You will submit assignments, take exams, submit essay topics, and participate in discussion discussions on Blackboard. Learning materials and detailed instructions for assignments and exams will be available on Blackboard. Respect for differing perspectives on biotechnology Biotechnologies mean very different things to different people. How people react depends on their religious beliefs, philosophical perspectives, and level of familiarity with the science and technology. People hold diverse and often spiritual views toward food, environment, and the biological world. Discussions can therefore easily become heated and personal. In this class, all perspectives are to be welcomed and respected. OSU student evaluation of teaching We encourage you to engage in the course evaluation process each term online, of course. The evaluation form will be available toward the end of each term, and you will be sent instructions by Ecampus. You will login to Student Online Services to respond to the online questionnaire. The results on the form are anonymous and are not tabulated until after grades are posted. Oregon State Universitys policy on Academic or Scholarly Dishonesty a) Academic or Scholarly Dishonesty is defined as an act of deception in which a Student seeks to claim credit for the work or effort of another person, or uses unauthorized materials or fabricated information in any academic work or research, either through the Student's own efforts or the efforts of another. b) It includes: (i) CHEATING - use or attempted use of unauthorized materials, information or study aids, or an act of deceit by which a Student attempts to misrepresent mastery of academic effort or information. This includes but is not limited to unauthorized copying or collaboration on a test or assignment, using prohibited materials and texts, any misuse of an electronic device, or using any deceptive means to gain academic credit. (ii) FABRICATION - falsification or invention of any information including but not limited to falsifying research, inventing or exaggerating data, or listing incorrect or fictitious references. (iii) ASSISTING - helping another commit an act of academic dishonesty. This includes but is not limited to paying or bribing someone to acquire a test or assignment,
changing someone's grades or academic records, taking a test/doing an assignment for someone else by any means, including misuse of an electronic device. It is a violation of Oregon state law to create and offer to sell part or all of an educational assignment to another person (ORS 165.114). (iv) TAMPERING - altering or interfering with evaluation instruments or documents. (v) PLAGIARISM - representing the words or ideas of another person or presenting someone else's words, ideas, artistry or data as one's own, or using one's own previously submitted work. Plagiarism includes but is not limited to copying another person's work (including unpublished material) without appropriate referencing, presenting someone else's opinions and theories as one's own, or working jointly on a project and then submitting it as one's own. c) Academic Dishonesty cases are handled initially by the academic units, following the process outlined in the University's Academic Dishonesty Report Form, and will also be referred to SCCS for action under these rules. http://oregonstate.edu/studentconduct/faculty/facacdis.php Students with Disabilities Accommodations are collaborative efforts between students, faculty and Disability and Access Services (DAS): http://ds.oregonstate.edu/home/. Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at 541-737-4098. Useful links Oregon State University Online Writing Lab Service: http://cwl.oregonstate.edu/owl.php For support with Blackboard, please contact support@my.oregonstate.edu Blackboard help for students: http://oregonstate.edu/helpdocs/blackboard/help-students How to use SafeAssign: http://ica.library.oregonstate.edu/subject-guide/1771-AcademicIntegrity-for-Students

SYLLABUS Ecampus AgBioTox - Summer 2013

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SYLLABUS Ecampus AgBioTox - Summer 2013

Uploaded by

Copyright:

Available Formats

SYLLABUS Summer Term 2013 BI/FS/TOX/MCB535 & BI/FS/TOX435 - 3 Credits Genes and Chemicals in Agriculture: Value and Risk

You might also like