I. Catalog Description

Agronomy 681, Seminar, Credit 1… (I) Tarpley. Review of current scientific literature in plant physiology, emphasizing topics relevant to improvement of crop management or varieties. May be repeated for credit. Web-based.

II. Learning Objectives

After completing this course, learners will be able to:

1. Identify important current developments in the topic, and relate these developments to the learner’s research;
2. Analyze and criticize current scientific and popular literature in the topic, and use this critical ability to make preliminary judgments concerning controversial issues in the topic;
3. Provide a physiological vantage-point to assist team construction of strategies for improvement of crop management or varieties with respect to the topic;
4. Understand the physiological bases of the technologies used in research in the topic, and have the ability to consider novel applications of these technologies to the learner’s research.

III. Learning Activities:

This course is web-based. Meetings will be in a virtual or on-line classroom (a classroom that exists only at a web-site).The students will need adequate access to a computer for tasks such as simple word processing to develop report drafts, access to the internet for tasks such as linking to particular web-sites including electronic library resources, electronic submission of presentations and examinations, and participation in on-line discussion groups. Students will also need basic familiarity with WebCT, which is software for on-line classrooms. Technical support for WebCT is provided by Texas A&M Universitynbsp;                                                                                 Top  

(Percentage of on-line class time for each learning activity follows in parentheses)

1. Instructor-directed on-line presentation or discussion of material (15%);
2. Student-directed on-line presentation of material (25%);
3. Student-facilitated on-line discussion of material (50%);
4. Student-directed on-line summarization of discussion (10%)                                      

The course consists of two-week modules, which can overlap in time. For each module, the learner will need to complete the reading assignments beforehand. The reading assignments will be made available for downloading from the course website. A module will consist of each of the four learning activities listed in the previous section.                                                                                            
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A predetermined student will present a scientific article on a specified subtopic. The article to be presented will be determined in consultation with the instructor. The presentations will be on-line, and will normally be uploaded on-screen presentation or word-processed files. The instructor will help arrange the uploading process.                                                              

Another student will be responsible for the facilitation of on-line student-centered discussion for a module. These discussions will occur at the course website using the WebCT software, which makes the process very easy. The facilitation will consist of formulating specific questions to initiate discussion, as well as maintaining the vigor of the discussion during the course of the module. The on-line student-centered discussions will be asynchronous, that is the learners are not required to be on-line at the same time. These discussions serve two purposes: (1) stimulate critical thinking in the subject content by the individual learners, and (2) provide a framework for collaborative learning in application of the subject material.

After the discussion for a module is concluded, another student will be responsible for providing a summary of the discussion. This summary will normally be the equivalent of one-half to one page of text, and will be provided as the final post to the discussion on the module’s sub-topic.

IV. Course Outline

     V. Evaluation                

152 total points:
                135 – 152 =      A;
                120 – 134 =     B;
                105 – 119 =     C;
                  90 – 104 =      D;
                  89 or less =    F.
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Examination questions will be graded according to a rubric placing equal value on each question and equal value on the following eight criteria: 1) proposes important ideas relevant to question; 2) organized response; 3) potentially workable; 4) presented in sufficient and understandable detail; 5) demonstrates individual critical synthesis of ideas/information; 6) strong justification; 7) mentions potential pitfalls, alternate approaches; and 8) outsider with general scientific knowledge might be convinced. All questions are to be answered with approximately one-half page answers.

Examinations will be fairly brief. The questions will either be posted on the course website or sent as an email attachment. Completed examinations will be due to be received by the instructor by a certain date and time, usually at least several after days posting.

Presentation (50 points):

Selection of scientific article based on its current relevance and importance to the subtopic (10 points)

Clear exposition of the problem addressed by the article, how it relates to and is important to the subtopic, how the problem is addressed, evidence provided that the methods used are adequate (or in the case of a review, that the topic reviewed and literature selected are appropriate and objectively criticized), the results and their interpretation (30 points)

Expert/Resource during on-line discussion of the article, including being ready to provide insight into the bases of the methodology used, and to take advantage of the physiological understanding gained from the article to assist in team development of a strategy to address questions arising during the discussion (10 points).     

Facilitation, summarization, and participation of on-line discussions (42 points):

7 points for required facilitation of portion of on-line discussion. 7 points for required summarization of portion of on-line discussion. 28 points for participation in on-line discussion (points to be split among the modules). The points will be based on both quantity and quality of postings. A grading rubric for evaluating facilitation and participation postings will be provided as an example by the instructor at the beginning of the course. The class will discuss and decide the rubric to be used during the course. 
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VI. Required texts

Readings will be assigned from the current scientific literature in the topic area.