if Lesson 3 Outline 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. if Lesson 3 Outline Multiple, Related Conditions #1 Multiple, Related Conditions #2 Multiple, Related Conditions #3 else if Clause #1 if inside else else if Clause #2 else if Clause #3 if-else if Can Short Circuit if-else if Might Execute No Clause if-else if Indenting if-else if Clause Order if-else if Example #1 if-else if Example #2 if-else if Example Flowchart Mixing Branching Clauses #1 Mixing Branching Clauses #2 Mixing Branching Clauses #3 Mixing Branching Clauses #4 Mixing Branching Clauses #5 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. if - else if - else Example #1 if - else if - else Example #2 if - else if - else Flowchart Multiple else if Clauses #1 Multiple else if Clauses #2 Multiple else if Clauses #3 Multiple else if Clauses #4 General Rule for Multiple else if Clauses Order of Condition Evaluations Multiple else if Example #1 Multiple else if Example #2 Multiple else if Flowchart if, Multiple else if, else Clauses #1 if, Multiple else if, else Clauses #2 if, Multiple else if, else Clauses #3 if, Multiple else if, else Clauses #4 if, Multiple else if, else Clauses #5 if, Multiple else if, else Example #1 if, Multiple else if, else Example #2 if Lesson 3 CS1313 Spring 2019 1
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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Important Legal Information for Adolescents and Parents According to Iowa law, a minor (an individual younger than 18 years) may seek medical care for the following without the permission or knowledge of his parents: • Substance abuse treatment; • Sexually Transmitted Infection(STI) testing and treatment; • HIV testing – if test is positive, Iowa law requires parent notification; • Contraceptive care and counseling, including emergency contraception; and Even though teenagers young • Blood donation if 17and years of age or adults can receive these treatments older. without their parent’s knowledge, it is important to remember parents are a key part of all aspects of your life. We encourage parents and teens to be open and honest with each other when it comes to health care decisions. It is important for teens to know that if they are covered by their parents’ medical insurance and want it to cover their treatment, they will need to consent to their medical records being shared – possibly even with parents. A minor may also consent for evaluation and treatment in a medical emergency or following a sexual assault. However, treatment information can not be kept confidential from parents. Bill of Rights for Teens and Young Adults • The things you tell us in confidence will be kept private. • We will speak and write respectfully about your teen and family. • We will honor your privacy. YOU HAVE THE RIGHT TO: Emotional Support • Care that respects your teen’s growth and development. • We will consider all of your teen’s interests and needs, not just those related to illness or disability. Respect and Personal Dignity • You are important. We want to get to know you. • We will tell you who we are, and we will call you by your name. We will take time to listen to you. • We will honor your privacy. Care that Supports You and Your Family • All teens are different. We want to learn what is important to you and your family. Information You Can Understand • We will explain things to you. We will speak in ways you can understand. You can ask about what is happening to you and why. Care that Respects Your Need to Grow and Learn • We will consider all your interests and needs, not just those related to your illness or disability. Make Choices and Decisions • Your ideas and feelings about how you want to be cared for are important. • You can tell us how we can help you feel more comfortable. • You can tell us how you want to take part in your care. • You can make choices whenever possible like when and where you YOU HAVE THE RIGHT TO: receive your treatments. Bill of Rights for Parents Respect and Personal Dignity • You and your teen will be treated with courtesy and respect. Make Decisions About Your Teen’s Care • We will work in partnership with you and your teen to make decisions about his care. • You can ask for a second opinion from another healthcare provider. Family Responsibilities YOU HAVE THE RESPONSIBILITY TO: Provide Information • You have important information about your teen’s health. We need to know about symptoms, treatments, medicines, and other illnesses. • You should tell us what you want for your child. It is important for you to tell us how you want to take part in your teen’s care. • You should tell us if you don’t understand something about your teen’s care. • If you are not satisfied with your teen’s care, please tell us. Provide Appropriate Care • You and the other members of the health care team work together to plan your teen’s care. • You are responsible for doing the things you agreed to do in this plan
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Master Schedule (preliminary) Old Science Renovation Construction Summer 2018 – Summer 2019 Roy G. Cullen (single phase) Construction Fall 2019 – Fall 2020 Charles F. McElhinney (multi-phase) Phase I Construction Phase II Construction Fall 2020 – Fall 2021 Fall 2021 – Fall 2022 Agnes Arnold Hall Phase I Construction Phase II Construction Phase III Construction Fall 2022 – Summer 2023 Summer 2023 - Summer 2024 Summer 2024 – Winter 2024 Science & Research I (ongoing, multi-phase) Phase I Construction Phase II Construction Phase III Construction Phase IV Construction Phase V Construction Phase VI Construction 7/27/2018 Fall 2019 – Summer 2020 Fall 2020 – Fall 2021 Fall 2021 – Summer 2022 Summer 2022 – Summer 2023 Fall 2023 – Summer 2024 Summer 2024 – Winter 2024 Facilities Planning and Construction 7
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 I am writing this email to let you know that I fully understand the terms of our agreement. I greatly appreciate your giving me this opportunity. You have my schedule for summer and fall of 2010. If there is anything else I need to do, please let me know.
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Overview: Accreditation AccreditationTimetable Timetable Overview: Fall Fall2009 2009 Spring Spring2010 2010 MSA: MSA: Review Annual Management Management Plans Plans and and Begin Begin Data Data Collection Collection for for Assessments Assessments in in SP2010 SP2010 Summer Summer2010 2010 MSA: MSA: BY BY END END OF OF SP SP 2010 2010 SECOND SECOND ROUND ROUND OF OF MANAGEMENT MANAGEMENT REPORTS REPORTS MSA: MSA: PROGRAM REVIEWS ON ON A A NEW NEW SCHEDULE SCHEDULE AND AND UNDERWAY UNDERWAY MSA: MSA: GEN ED ASSESSMENTS ASSESSMENTS UNDERWAY Fall Fall2010 2010 Fall Fall2011 2011 MSA: MSA: SUMMER SUMMER 2010 2010 TO TO DECEMBER 2010 DECEMBER 2010 –– FIRST FIRST DRAFT DRAFT MATERIALS MATERIALS FOR FOR PRR PRR MSA: MSA: Spring Spring 2010 start drafting reports reports on on Program Program Reviews, Reviews, Student Student Outcomes… Outcomes… Middle States Middle States Periodic Review Periodic Review Report Due Report Due June 1, 2011 June 1, 2011 MSA: MSA: DEC DEC 2010 2010 ongoing… ongoing… finalize finalize Program Program Review Review and and Student Student outcomes outcomes drafts…. drafts…. MSA: MSA: BY END OF SP 2010 GEN ED REVIEW REVIEW DONE DONE START START WRITING WRITING CHAPTER CHAPTER MSA: MSA: Faculty Faculty Handbook Revisions and Faculty Assessment Assessment Reformed and Underway Spring Spring2011 2011 MSA: MSA: DEC DEC 2010 TO APRIL 2010 2010 SECOND SECOND DRAFT DRAFT AND FINALIZE FINALIZE PRR PRR MSA: MSA: Summer Summer 2010 2010 draft draft Faculty Faculty portion portion of MSA PRR MSA PRR MSA: MSA: FINANCE FINANCE report underway in annual strategic ratio analysis and updates NCATE: NCATE: PREPARATION PREPARATION OF OF 88 SPA SPA REPORTS REPORTS DUE BY FEBRUARY 1, 2010 DUE BY FEBRUARY NCATE: NCATE: SELF-STUDY SELF-STUDY REPORT REPORT PREP PREP –– BY SEPTEMBER 2010 BY SEPTEMBER 2010 CCNE CCNE NCATE NCATE Visit Visit MAR/April MAR/April 2011 2011
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The City University of New York 2016-2017 Year-End Financial Report Numerical Change: Fall 2015, Fall 2016, Spring 2017 I&DR Teaching I&DR Support Staff Academic Support Staff Student Services Staff M&O Staff General Admin Staff GIS Staff SEEK / CD Staff Other Staff Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Baruch College Brooklyn College City College Hunter College John Jay College Lehman College Medgar Evers College NYC College of Technology Queens College College of Staten Island York College Graduate Center CUNY School of Law School of Journalism School of Professional Studies School of Public Health (6) 7 (1) (27) (15) (1) 2 (24) 3 (9) (15) (26) 0 (2) 1 49 5 (7) (4) (4) (2) 0 (6) (3) (11) (1) (2) 2 1 1 2 1 9 (2) 29 9 10 10 2 3 2 5 2 (2) 0 0 (39) 2 (5) 3 2 (2) 7 (4) (2) 1 2 (4) 0 (4) 0 0 2 1 (2) 3 (2) (2) 1 5 1 (1) (2) 3 1 0 1 0 0 1 2 0 1 (3) 0 (3) 1 3 (2) (6) 0 (1) (1) 0 0 0 (11) 3 10 4 (2) 2 8 0 (6) (1) 0 (2) (1) 1 1 7 5 (11) 9 (5) 4 (1) (3) 0 1 1 3 (1) 0 0 22 0 24 (5) (9) (8) 0 (1) (4) (6) (5) (5) 5 (15) 0 0 3 0 (3) 3 (6) 3 10 2 (1) (2) (5) 1 (2) 0 0 0 0 1 0 (5) 12 4 (6) 7 (1) (2) (7) 0 4 (3) 3 (1) 14 27 (1) (2) (10) 6 3 1 3 (1) 0 0 (3) (5) 0 1 1 (10) (5) 4 (24) (6) 0 (5) (2) (3) (4) (2) 5 (4) (5) 14 9 2 (2) (5) (18) 8 0 3 3 (4) (3) 0 (1) 0 0 1 0 1 0 0 0 1 (2) 3 1 1 1 2 1 0 0 0 0 0 0 2 0 (1) 2 0 (1) 0 1 (2) 1 0 0 0 0 0 (1) (2) (56) (1) 0 (1) (7) (3) 1 (3) (3) (2) 0 (8) 16 0 8 6 9 1 2 0 5 3 1 6 3 1 1 1 (1) 10 Senior College Total (64) (28) 40 (3) 7 (9) 13 24 (26) 1 46 (17) (26) (17) 8 2 (70) 56 BMCC Bronx CC Guttman CC Hostos CC Kingsborough CC LaGuardia CC Queensborough CC 10 (1) 2 1 7 (4) 9 16 16 0 40 (7) 8 19 13 19 (4) 5 (4) 9 8 10 0 0 (3) (3) 7 (1) (1) (5) 2 1 (4) 16 1 20 1 (1) 0 (1) 20 0 10 6 10 6 0 3 4 (1) 1 (1) 0 (6) 4 (1) 11 4 (11) 8 (3) 1 1 (10) (7) 1 (3) (7) (1) (3) 3 0 7 0 6 9 2 (1) 2 (1) 2 (6) 2 1 (8) 9 13 (6) (6) 12 3 (7) (2) 0 1 (1) (1) (3) 0 0 0 0 1 0 2 0 0 0 0 0 0 0 (4) (5) (5) (3) 0 (2) (2) 7 1 0 7 0 1 (3) Community College Total 24 92 46 10 10 39 39 (4) 11 (30) 27 (1) 17 (13) 3 0 (21) 13 Shared Services 0 0 0 Source:Administration Average Salary Report, FISM115 V&Z Central 0 (Excludes IFR 0 positions) 0 0 0 (7) (3) (5) (9) (1) (4) (0) (2) 0 0 0 0 (7) (7) (25) (7) 21 0 (22) 0 0 0 0 0 0 0 0 0 16 48 17 (15) (29) 59 (50) 12 (52) 11 2 (91) 69 Senior College Staffing Spring 2017 as of 4/27/17, Prior Year(s) from FY16 Q1 Report as of 10/29/15 Community College Staffing Spring 2017 as of 4/21/17, Prior Year(s) from FY16 Q1 Report as of 10/23/15 Central Staff Includes Non Tax-Levy Positions as of 4/27/17 Note: OtherTotal Staff includes institutes such as Calandra Institute, University (40) 64 Puerto Rico 86 Institute, Sophie 7 Davis and Suspense at the Senior Colleges; for Community Colleges it includes Suspense 7 25
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The City University of New York 2016-2017 Year-End Financial Report Percentage Change: Fall 2015, Fall 2016, Spring 2017 I&DR Teaching I&DR Support Staff Academic Support Staff Student Services Staff M&O Staff General Admin Staff GIS Staff SEEK / CD Staff Other Staff Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2015 to Fall 2016 to Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Fall 2016 Spring 2017 Baruch College Brooklyn College City College Hunter College John Jay College Lehman College Medgar Evers College NYC College of Technology Queens College College of Staten Island York College Graduate Center CUNY School of Law School of Journalism -1.3% 1.3% -0.2% -4.1% -4.0% -0.2% 1.2% -5.7% 0.5% -2.5% -7.4% -7.7% 0.0% -10.5% 10.0% 0.0% 1.1% -1.4% -0.7% -0.6% -0.6% 0.0% -3.6% -0.8% -2.0% -0.3% -1.1% 0.6% 2.3% 5.9% 18.2% 2.0% 7.0% -1.2% 12.7% 4.7% 7.6% 7.1% 2.3% 3.0% 1.4% 3.1% 2.7% -2.8% 0.0% 0.0% -70.9% 0.0% -3.6% 1.8% 0.8% -1.0% 5.0% -2.6% -2.3% 1.0% 1.4% -2.4% 0.0% -5.8% 0.0% 0.0% 12.5% 50.0% -6.3% 4.8% -3.0% -3.6% 4.8% 10.9% 2.6% -2.6% -3.7% 11.5% 4.2% 0.0% 20.0% 0.0% 0.0% 0.0% 6.7% 0.0% 1.6% -5.7% 0.0% -5.9% 2.5% 8.1% -3.8% -20.7% 0.0% -1.5% -16.7% 0.0% 0.0% 0.0% -6.4% 2.1% 12.0% 2.8% -1.6% 2.2% 14.0% 0.0% -5.0% -1.0% 0.0% -5.0% -4.2% 14.3% 0.0% 0.0% 3.1% -7.6% 9.7% -3.4% 3.3% -1.1% -4.6% 0.0% 0.9% 1.0% 4.5% -2.6% 0.0% 0.0% 2200.0% 0.0% 20.5% -4.0% -4.8% -4.2% 0.0% -0.9% -5.2% -7.9% -3.3% -4.4% 7.2% -78.9% 0.0% 0.0% 0.0% 0.0% -2.1% 2.5% -3.4% 1.7% 11.8% 1.7% -1.4% -2.9% -3.4% 0.9% -2.7% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% -5.7% 13.2% 3.8% -6.7% 13.5% -1.4% -2.7% -8.6% 0.0% 7.5% -6.5% 15.8% -11.1% 0.0% 0.0% -1.2% -2.4% -9.7% 5.5% 3.6% 1.7% 4.4% -1.4% 0.0% 0.0% -5.3% -11.6% 0.0% 12.5% 7.1% -37.0% -3.1% 2.7% -10.8% -3.0% 0.0% -4.5% -3.2% -3.2% -3.3% -2.4% 5.4% -4.4% -18.5% 175.0% 81.8% 0.0% -1.3% -3.3% -9.0% 4.1% 0.0% 2.9% 4.9% -4.4% -2.5% 0.0% -1.0% 0.0% 0.0% 4.5% 0.0% 50.0% 0.0% 0.0% 0.0% 16.7% -18.2% 50.0% 16.7% 14.3% 20.0% 50.0% 20.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 40.0% 0.0% -14.3% 22.2% 0.0% -14.3% 0.0% 16.7% -33.3% 16.7% 0.0% 0.0% 0.0% 0.0% 0.0% -100.0% -100.0% -75.7% -7.1% 0.0% -100.0% -100.0% -100.0% 5.9% -100.0% -100.0% -4.1% 0.0% -100.0% 66.7% 0.0% 0.0% 0.0% 50.0% 7.7% 0.0% 0.0% 0.0% 0.0% 5.6% 0.0% 0.0% 2.1% 0.0% 0.0% -2.5% 0.0% Senior College Total -1.3% -0.6% 2.4% -0.2% 1.3% -1.7% 1.0% 1.9% -2.0% 0.1% 4.9% -1.7% -1.7% -1.1% 11.4% 2.6% -34.0% 41.2% BMCC Bronx CC Guttman CC Hostos CC Kingsborough CC LaGuardia CC Queensborough CC 1.9% -0.3% 4.5% 0.6% 2.1% -1.1% 2.4% 2.9% 5.3% 0.0% 22.6% -2.0% 2.2% 4.9% 11.0% 17.3% -80.0% 6.0% -3.2% 7.4% 5.4% 7.6% 0.0% 0.0% -3.4% -2.5% 5.3% -0.6% -2.2% -9.1% 33.3% 4.0% -9.1% 16.8% 2.3% 45.5% 2.0% -12.5% 0.0% -2.5% 18.0% 0.0% 6.3% 8.1% 34.5% 6.7% 0.0% 1.9% 3.6% -0.6% 1.3% -2.6% 0.0% -5.2% 2.5% -0.9% 8.1% 3.7% -84.6% 12.7% -2.2% 2.0% 1.0% -6.8% -6.2% 50.0% -4.2% -5.3% -2.0% -3.0% 4.4% 0.0% 23.3% 0.0% 9.2% 10.7% 3.2% -1.4% 3.2% -2.7% 3.6% -8.5% 2.2% 1.6% -4.8% 7.6% 144.4% -6.7% -4.9% 7.1% 2.8% -4.5% -1.6% 0.0% 1.2% -0.9% -0.6% -2.8% 0.0% 0.0% 0.0% 0.0% 16.7% 0.0% 50.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% -66.7% -83.3% -100.0% -100.0% 0.0% -100.0% -28.6% 350.0% 100.0% 0.0% 0.0% 0.0% 0.0% -60.0% 1.1% 4.2% 6.5% 1.3% 3.2% 12.1% 5.3% -0.5% 1.8% -4.9% 6.3% -0.2% 2.2% -1.6% 8.8% 0.0% -72.4% 162.5% Shared 0.0% Source:Services Average Salary Report, FISM115 0.0% V&Z (Excludes0.0% IFR positions)0.0% Central 0.0%Prior Year(s) 0.0% 0.0% SeniorAdministration College Staffing Spring 2017 as of 4/27/17, from FY16 Q10.0% Report as of 10/29/15 -14.6% -4.6% -12.3% -15.8% -13.9% -13.9% -9.7% -9.7% 0.0% 0.0% 0.0% 0.0% -1.5% -4.9% -5.6% -5.3% 9.0% 0.0% -8.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 1.7% 2.3% 0.8% -0.8% -1.5% 3.0% -2.5% 0.5% -2.0% 10.6% 1.7% -38.7% 47.9% School of Professional Studies School of Public Health Community College Total Community College Staffing Spring 2017 as of 4/21/17, Prior Year(s) from FY16 Q1 Report as of 10/23/15 Central Staff Includes Non Tax-Levy Positions as of 4/27/17 Note: Other Staff includes institutes such as Calandra Institute, Puerto Rico Institute, Sophie University Total -0.6% 0.9%Colleges it3.6% 0.3% Davis and Suspense at the Senior Colleges; for Community includes Suspense 26
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Writing Intensive Course Rubric 2=Acceptable 1=Unacceptable Writing assignments are incorporated as an integral, ongoing part of the course, and the writing assignments are effectively integrated, structured, and sequenced in a way that clearly articulates how it helps students improve their writing Writing assignments are not incorporated as an integral component of the course, writing assignments are not structured and sequenced in a way that can help students improve their writing in any clear way From the course syllabus and course assignments, it is clear that students have many opportunities to receive constructive criticism on drafts, and the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is unclear whether students have many opportunities to receive constructive criticism on drafts, or the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is clear that assignments and course planning devote ample time for students to reflect on their writing and their intellectual growth. From the course syllabus and course assignments, it is clear that assignments and course planning do not devote any time for students to reflect on their writing and their intellectual growth. As stated in the course syllabus, written assignments are a major component of the course grade. The course syllabus clearly and amply explains the writing-intensive nature of the course and contains a detailed schedule for writing assignments and revisions. Written assignments are not a component of the course grade. The course syllabus does not explain the writing-intensive nature of the course and does not contain a schedule for writing assignments and revisions. The Writing Intensive Course has at least one rubric created for grading writing assignments and the rubric is distributed to the students before the writing assignments are due. The Writing Intensive Course has no rubric, and thus no rubric is distributed to the students before the writing assignments are due.
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