EDCI 4360 - Project Based Instruction (Wintermester 2013)
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include:
- Interculturalism
- Interrelatedness
- Inquiry
- Pedagogical Leadership
College of Education (COE) Mission Statement
- To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development.
- To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner.
- To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB/TSC. Please remember that your response to these surveys is critical to UTB/TSC excellence.
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Department of Teaching, Learning & Innovation
EDCI 4360. 01 – Project Based Instruction
Winter 2013
College of Education
Department of Teaching, Learning and Innovation
Instructor: Reynaldo Ramirez, Jr., Ed.D.
EDBC 1.308B
E-mail: reynaldo.ramirez@utb.edu
Office: (956) 882-7255
Office Hours: Monday, 4-5 p.m.
Tuesday, 3-5 p.m.
Tuesday, 3-5 p.m.
Thursday, 3-5 p.m.
Friday - By appointment
Course Catalog Description:
In this course students aim to master new technologies for problem-based investigations in mathematics and science classrooms, teaching project-based lessons to middle school students. Students also discuss the use of assessment to improve student learning. The field component includes 2 observation days and 3 teaching days. Unlike previous field experiences, the teaching days in PBI run consecutively, which means that students should plan for two consecutive weekdays and two Saturdays.
Students should also expect to dedicate some out-of-class time to video transfer, lesson planning, and working on the portfolio project. The portfolio is added to TK20. Lec 3, Cr 3
Problem Based Instruction requires the following components: 4 to 6 hours classroom observation, 6 to 9 hours preparing in the field and 9-10 hours teaching in the field.
Students should also expect to dedicate some out-of-class time to video transfer, lesson planning, and working on the portfolio project. The portfolio is added to TK20. Lec 3, Cr 3
Problem Based Instruction requires the following components: 4 to 6 hours classroom observation, 6 to 9 hours preparing in the field and 9-10 hours teaching in the field.
Required Texts:
- No textbook for this class.
- Instructor will specify technology programs and applications.
- Instructor will specify research material and readings.
http://edci4360w13.blogspot.com/
Table of Contents
I. Rationale
II. Course Goals and Learning Objectives
III. Format and Procedures
IV. Course Requirements
V. Course assessment and Grading Policy
VI. Other Notices and Policies
VII. Tentative Schedule
VIII. Reading List
I. Rationale
Project-based learning (PBL) is very well suited to align with inquiry-oriented teaching and learning as recommended in current education policy such as the National Science Education Standards and the Principles and Standards for School Mathematics. PBL is also consistent with social constructivist learning theory, and with learning sciences research about how people learn.
Project-based science represents an exciting way to teach science. In project-based science classrooms, students investigate and collaborate with others to find solutions to real-world questions. Using technology, students investigate, develop artifacts, collaborate, and make products to show what they have learned. This method of teaching science motivates [the] young learner to learn and explore, and it meets the ntional goals for and standards of science education. Because project-based science parallels what scientists do, it represents the essence of inquiry and the nature of science. (Krajcik & Czerniak, 2007, p. 25)
A project-based classroom allows students to investigate qhestions, propose hypotheses and explanations, discuss their ideas, challenge the ideas of others, and try out new ideas. Research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classrooms... (Krajcik & Blumenfeld, 2006, p. 318).
The course Project-Based Instruction (PBI) suppots your continued development as a teacher, building on your previous UTeach courses. PBI provides opportunities for you to observe and each in the secondary science or mathematics classroom, continuing your field experiences from Step 1, Step2, and Classroom Interactions. PBI also seeks to build on the theoretical knowledge base you acquired in the courses Knowing & Learning and Classroom Interactions.
A project-based classroom allows students to investigate qhestions, propose hypotheses and explanations, discuss their ideas, challenge the ideas of others, and try out new ideas. Research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classrooms... (Krajcik & Blumenfeld, 2006, p. 318).
The course Project-Based Instruction (PBI) suppots your continued development as a teacher, building on your previous UTeach courses. PBI provides opportunities for you to observe and each in the secondary science or mathematics classroom, continuing your field experiences from Step 1, Step2, and Classroom Interactions. PBI also seeks to build on the theoretical knowledge base you acquired in the courses Knowing & Learning and Classroom Interactions.
This course will also provide opportunities for you to generate artifacts for a professional portfolio to meet requirements for certification recognized by UTeach, NCATE, and SBEC. This course aims to help close the research-practice gap be developing your capacity to identify and evaluate best teaching practices as presented in research literature.
II. Course Goals and Learning Objectives
Goals
- To support the UTeach student's development by building a deep understanding of PBL, including differentiating between strong and weak theoretical approaches to PBL, and between PBL and other inquiry-based approaches.
- To enhance UTeach students' ability to design or adapt activities, lesson plans, and to complete a project based upon the theoretical frameworks of PBL.
- To build UTeach students' capacity to critically reflect on their own and others' lesson plans and enactment.
- To increase UTeach students' ability to measure student learning through the appropriate use of formative and summative assessment, and to respond instructionally to the assessment information.
- To incorporate and synthesize work from Knowing and Learning, Classroom Interactions, and STEP courses into a meaningful capstone experience integrating theory and practice.
Learning Objectives
- Discuss and critique the merits of PBL in terms of student's cognitive development, content-specific participatory practices, equity and motivation.
- Reflect on applications of education theory (e.g., constructivist and situated perspectives) and findings from the Learning Sciences research base (e.g., the importance of context and metacognition) in relation to classroom practice in the area of PBL.
- Compare, contrast, and evaluate project-based and other instructional approaches, (including other approaches also based on inquiry such as problem- or case-based instruction), both in general and for particular instructional goals.
- Become familiar with and evaluate the usefullness of various technological tools in achieving learning objectives and select appropriate resources for student use based on the relationship of salient features of the technology to learning objectives.
- Use inquiry methods with high school students in a problem-based setting.
- Be familiar with the history of PBL as well as commonly perceived strengths and critiques of this form of instruction; describe examples of PBL in STEM (Science, Technology, Engineering, and Mathematics); and analyze those examples in terms of several frameworks for PBL.
- Demonstrate skill in setting up STEM instruction in wet labs or project-based experiences in the field.
- Ue PBL design principles and theoretical frameworks to develop an interdisciplinary, multi-week PBL unit for secondary STEM courses, which explicitly links to district, state and/or national content and inquiry standards.
- Create and evaluate "alternative" assessments appropriate for PBL.
- Discuss lab safety and liability issues related to PBL and wet-lab or field environments.
- Use relevant technology to develop projects, and integrate technology into curricular units.
- Become sensitive to and learn to proactively handle equity and diversity issues in classroom teaching, ensuring that all students have an opportunity to learn through instruction that promotes equitable and diverse participation, and become aware of students; funds of knowledge as a resource.
- Read and analyze research results and theoretical literature on PBL and employ these in analyses of their own teaching or observed lessons.
- Evaluate the role of national educational accountability initiatives such as NCLB and Race to the Top and their impact on PBL.
III. Format and Procedures
Group work is an important part of this course. Educational research has shown the effectiveness of collaborative learning under certain conditions; however, this type of learning requires additional skills and efforts as compared to individualistic or competitive learning models. You will have to learn to learn cooperatively by participating thoughtfully and respectfully, be willing to learn from your peers and help them learn, and responsibly meeting your commitments to your group. If you have not read the chapter on cooperation by Johnson, Johnson, and Holubec in a prior class, you will need to do so before the second class meeting.
Small- and whole-group discussions are another component of this class. In order to participate in discussions of class readings, it is essential that you read and reflect upon assigned readings prior to class. In most instanches, you will be asked to reply to Focus Questions posted on Blackboard, and occasionally to respond to other students' postings, prior to the class discussion. Two pre-assigned students will each lead half of the class in a small-group discussion. Discussion leaders will have to read their classmates' postings and identify recurrent themes to include in the class discussion. We will be using the theoretical framework of Scott, Mortimer, and Aguilar (2006) to help us think about and plan classroom discussions. If you have not read this article previously, you will need to read at least my analytical summary, and preferable the whole paper before the second class meeting. Being a discussion leader constitutes another opportunity teach, using a seminar style common in advanced humanities and literature courses in high school, in graduate classes, and in actual research groups, and which you can employ in your future secondary science and mathematics classes.
Building on and reacting to other participants' comments is encouraged, and should be done in a respectful tone even if you disagree. This will create a safe atmosphere in which participants feel free to express their opinions and ideas.
This course also includes high school visits to interview and observe teachers, and to teach your lesson plans. It is important that you behave professionally (including how you dress) during these visits, as you are representing the College of Education, UTeach, and the University of Texas at Brownsville.
IV. Course Requirements
Code of Ethics. During the semester you will be acting as the instructor of a high school class (or classes). As such you will be required to follow the Code of Ethics and Standard Practices for Texas Educators. (See http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&ti=19&ch=247&rl=2 if the link does not work or Google "Code of Ethics for Texas Educators).
Class attendance and participation policy
The class will typically meet twice a week. Class participation is required and will determine a portion of your grade for the course. Class participation will include both participating in and leading classroom discussions. Online participation via Blackboard will also be required. Note that Blackboard postings are due by noon on the day before class so the discussion leaders have time to prepare.
In order to participate fully, please do not let your laptops or other communications devies distract you or other participants. Group work and class discussions are difficult to make up if you miss class. Attendance is very important, so make every effort to be present prepared for every class.
Field Experience
A major portion of this course is the field experiences. UTeach students will meet with and observe classroom teachers and develop and teach a three-day short project- or problem-based unit in high school classrooms. In most cases the field experience will involve a Monday or Tuesday in the classroom (a 90-min block period) followed by a field trip to UT campus facilities on a Wednesday, and a Friday in the classroom (45 mins) for wrap up and student presentations. UTeach students will be required to complete an initial observation at their assigned high school. A mandatory planning meeting with your mentor teacher will take place within three weeks. The teaching experience is scheduled after Spring Break. The master teachers and instructors will provide logistical support for the field trip.
It is expected that the UTeach students will design and develop an anchor video, all rubrics, instructional materials, pre and post assessments for each lesson, and evaluation of all student work throughout the project. There will be class readings or other materials, and discussions, to support each of these components.
We will make every effort to schedule you to teach at times that do not conflict with your other courses or obligations, but it may not be possible to do this in all cases. Since this is official university business, it will count as an excused absence, but you will be required to make up any work that you miss. We will supply your instructors or supervisors with a letter explaining the excused absence. Please notify the course staff of any conflicts as soon as possible so that we can try to work our an arrangement.
It is expected that the UTeach students will design and develop an anchor video, all rubrics, instructional materials, pre and post assessments for each lesson, and evaluation of all student work throughout the project. There will be class readings or other materials, and discussions, to support each of these components.
We will make every effort to schedule you to teach at times that do not conflict with your other courses or obligations, but it may not be possible to do this in all cases. Since this is official university business, it will count as an excused absence, but you will be required to make up any work that you miss. We will supply your instructors or supervisors with a letter explaining the excused absence. Please notify the course staff of any conflicts as soon as possible so that we can try to work our an arrangement.
- Failure to complete the field experience in a professional manner in accordance with the Code of Ethics and Standard Practices for Texas Educators will result in loss of credit for the model teaching component of the course, and a possible failing grade for the course overally.
- Your lesson plan must be approved before you can teach.
- If you do not arrive at the classroom at least 15 minutes before the start of your scheduled teaching time, you may not be permitted to teach.
- If you check out items from the UTeach inventory, you must return them in good condition and in a timely fashion. Failure to do so may result in financial bars.
Term Project
Working in small group, you will develop a 2-4 eek PBL unit for a secondary science or mathematics class. This project will consist of a new unit that you could implement (in part or whole) during apprentice teaching. Parameters and requirements for this project are described in a separate handout. The term project will be developed during the field experience.
Work outside of class
Students are expected to devote 7 hours per week outside of class to: 1) reading and analyzing books and articles, and participating on electronic discussion boards about these; 2) preparing to conduct model teaching in locals schools, including observing in the classrooms where you will teach and developing a PBL unit, 3) preparing written analyses of your teaching and other issues, and 4) meeting with your group to work on the term project.
Course Materials
- No Required texts
- Recommended:
- Larmer, J. Ross, D., Mergendoller, J. R., & Buck Institute for Education. (2009). PBL starter kit: To-the-point advice, tools, and tips for your first project. Novato, CA: Buck Institute for Education
- Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. (2nd Ed.). San Francisco: Jossey-Bass.
Additional course readings - or instructions will be posted when they are assigned. See Reading List below. You should be prepared to discuss these readings in class. This means you should have access to both the reading and your notes on the reading while in class--two possible ways to do this are to print the readings and take notes on the printout, or read it electronically and take notes in a separate document. You may additional have to purchase a video storage cord or digital video tape for use in recording your teaching.
Prerequisites
Knowing & Learning and Classroom Interactions are prerequisites for this course. This course buildings on experiences form those courses. In particular, you should have conducted and analyzed a number of clinical interviews in science and mathematics and be familiar with major viewpoints on what it means to know science or mathematics and how people learn mathematics and science. You should also have planned, implemented, and analyzed one-day and multi-day lesson plans, including some that were inquiry-oriented (e.g., 5E model, Karplus). If you have not completed these courses, you should talk with one of the instructors. Readings on cooperative learning and discourse patterns are pre-requisites as well. See section III above.
V. Course Assessments and Grading Policy
In-class, online and other participation: 20%
Analysis of field experience: 15%
Term project development (including anchor video): 25%
Project Presentation: 10%
Late assignments will be penalized or may not be accepted.
Plus and minuses grades will be assigned.
Knowing & Learning and Classroom Interactions are prerequisites for this course. This course buildings on experiences form those courses. In particular, you should have conducted and analyzed a number of clinical interviews in science and mathematics and be familiar with major viewpoints on what it means to know science or mathematics and how people learn mathematics and science. You should also have planned, implemented, and analyzed one-day and multi-day lesson plans, including some that were inquiry-oriented (e.g., 5E model, Karplus). If you have not completed these courses, you should talk with one of the instructors. Readings on cooperative learning and discourse patterns are pre-requisites as well. See section III above.
V. Course Assessments and Grading Policy
In-class, online and other participation: 20%
Analysis of field experience: 15%
Term project development (including anchor video): 25%
Project Presentation: 10%
Late assignments will be penalized or may not be accepted.
Plus and minuses grades will be assigned.
GRADING SYSTEM
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of “A” through “F” (course final grade) will be awarded based on the following scale:
A student's performance in academic work is expressed by the following grades.
+/- Letter Grade Grade Points 100-Point Scale Guide
(Not prescriptive)
A+
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4 grade points (98-100)
|
A
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4 grade points (93-97.9)
|
A-
|
3.67 grade points (90-92.9)
|
B+
|
3.33 grade points (87-89.9)
|
B
|
3 grade points (83-86.9)
|
B-
|
2.67 grade points (80-82.9)
|
C+
|
2.33 grade points (77-79.9)
|
C
|
2 grade points (73-76.9)
|
C-
|
1.67 grade points (70-72.9)
|
D+
|
1.33 grade points (67-69.9)
|
D
|
1 grade point (63-66.9)
|
F
|
0 grade points (Below 60)
|
To receive credit for a course, an undergraduate must earn a grade of at least D. Academic departments may require a higher grade for the course to be counted toward the student's degree.
To include a course in the Program of Work for a graduate degree, a graduate student must earn a grade of at least C. More information about the Program of Work is given in the graduate catalog.
One of the following symbols may be assigned instead of a grade. Courses in which these symbols are recorded are not included in the grade point average.
Valid symbols used in grading
Au
|
Audit
|
NC
|
No credit
|
Q
|
Course was dropped
|
W
|
Withdrawn
|
X
|
Temporary delay of course grade
|
I
|
Permanent incomplete
|
* asterisk
|
Course is continuing
|
S
|
Satisfactory
|
U
|
Unsatisfactory
|
# pound sign
|
Grade was not submitted in time for this report
|
Z
|
Student is registered on the credit/no credit or pass/fail basis
|
To receive the symbol CR, an undergraduate must earn a grade of at least D. To receive the symbol CR, a graduate student must earn a grade of at least C.
GPA Calculation
Grade points are computed by multiplying the points for each grade by the number of credit hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average (GPA) is determined by dividing the total number of grade points earned by the number of semester hours for which a grade other than X, NC, or CR is received.
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the instructor to a student who has been unable to complete the course requirements due to a serious interruption not caused by the student’s own negligence.
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RESOURCES INCLUDING BOOKS AND APPS FOR THE COURSE AND RESEARCH PAPERS
Item 1: Gmail Account
Item 2: Access to a computer with Internet
Item 3: Tk20 account is required for this course. Tk20 is an electronic toolkit used by candidates to provide evidence that they have mastered state and professional standards for the profession. Additional information regarding Tk20 is available at:
http://www.utb.edu/vpaa/coe/accreditation/Tk20/Pages/default.aspx
Item 4: SBEC Preparation Manual. Copy and paste link to access.
http://www.tea.state.tx.us/index2.aspx?id=6148&menu_id=720&menu_id2=785
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Course Policies
(Provide policies that you deem appropriate for your course) Such as:
1. Attendance is mandatory. Arriving late or leaving early is unprofessional and causes a distraction to others.
2. Absence from three class meetings will constitute a loss of a letter grade.
3. Complete all assignments by the due date.
4. Please type all assignments, unless otherwise specified.
5. The instructor reserves the right to make changes in the syllabus as deemed necessary. Students will be notified of any and all changes.
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CAMPUS RESOURCES
General Student Support Services
ACADEMIC ADVISING CENTER
• Academic Advising, including
• Academic goal setting and major exploration
• Degree and course planning
• Academic standing and strategies for academic success
• Information on University policies and procedures
• Referrals to other campus resources as needed
BLACKBOARD – STUDENT AND FACULTY SUPPORT
• Online and hybrid course support, UTB Mobile
• ePortfolios, My Cloud, Web Conferencing, Instant Messenger
CAMPUS RECREATION
• Intramurals/club sports
• Fitness Center with cardio and strength equipment
CAREER SERVICES
• Career fairs
• Classroom presentations
• Computer lab with reference library
• Internships
• Job interview coaching
• Job referrals and connection with employers
• On campus recruitment
• Résumé and cover letter writing
• Student Employment Initiative (SEI)
DEAN OF STUDENTS
• Student grievances
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• Requests for assistance
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LEARNING ENRICHMENT CENTER
• Free tutoring in most subject areas
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STUDENT MEDIA
• The Collegian, a weekly multi-format newspaper offering campus news and
Information
• UTB Radio, a 24-hour, Internet-based radio station featuring rock, pop and
indie music, public service announcements and talk shows on campus issues
Specialized Student Support Services
C.A.M.P. (COLLEGE ASSISTANCE MIGRANT PROGRAM)
Note: For eligible students, immediate family members of migrants or seasonal farm workers.
• Academic planning, financial assistance
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DISABILITY SERVICES
• Resources for students with disabilities
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OFFICE OF GLOBAL ENGAGEMENT
• International Student Admission
• International Student Services
• International Scholar and Staff immigration services
• Study Abroad Programs –semester and summer
• International projects
STUDENT SUPPORT SERVICES PROGRAM/ASPIRE
Note: First generation, low income and disabled students
• Tutoring
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VETERANS RESOURCE CENTER and VETERANS UPWARD BOUND
• Tutoring in math, reading, writing, and more
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• Vocational Rehab and Montgomery G.I. Bill
INSTITUTIONAL POLICIES
ACADEMIC STANDING
To remain in good academic standing undergraduate students are expected to maintain a cumulative grade point average (GPA) of at least 2.00 (“C” average) for all work attempted at UTB. Academic standing is computed each regular semester (i.e., Fall or Spring) for every UTB student, including transfer and dual coursework and BECHS and MSA students; transient students are held to the standards of their home institution, not to those of UTB. Students who fail to maintain the minimum required grade point average of 2.00 in all work attempted at UTB will be placed on academic probation. At the end of the probationary semester, students who have earned a cumulative GPA of 2.00 or higher will be changed to GOOD STANDING status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2.00 and who have NOT earned a semester GPA of 2.00 or higher will be changed to SUSPENSION status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2.00, but who have earned a semester GPA of 2.00 or higher will continue on PROBATION until their cumulative GPA is 2.00, as long as each semester GPA is 2.00 or higher. The purpose of measuring academic standing is to keep students on track for successful completion of a degree and to prevent unnecessary financial burden on those students who do not finish a program. Academic Standing is calculated separately from Financial Aid Satisfactory Academic Progress. If you are on financial assistance, please visit http://www.utb.edu/em/fa/Pages/SatisfactoryAcademicProgress.aspx for specific academic progress requirements.
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are required to be diligent in their studies and regular in class attendance. The number of absences permitted in any one course varies with instructor and course. Some programs have very strict attendance policies. Attendance requirements are printed in the course syllabus and announced by the instructor at the initial class meeting. On recommendation of the instructor concerned, students will be dropped from courses for failure to meet the attendance requirements or other good cause. This will result in a W or an F on students’ academic records with negative consequences for financial aid eligibility, and international student visas.
ADMINISTRATIVE WITHDRAWAL
Students who miss more than half of the required activities within the first 25% of the course without contacting the course professor may be administratively withdrawn from the course. Administrative withdrawal has serious consequences. Students may have to repay funds to Title IV financial aid programs. Administrative withdrawal will count toward the six-drop rule limiting the number of courses students are allowed to drop to no more than six courses over the entire undergraduate career. International students will not be eligible to continue enrollment if an administrative withdrawal results in a course load less than full-time.
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty
includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work
or materials that are attributable in whole or in part to another person, taking an examination
for another person, any act designed to give unfair advantage to a student, or the attempt to
commit such acts. Since scholastic dishonesty harms the individual, all students and the
integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of
Regents Rules and Regulations). All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake.
GRADING POLICY
Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of W has passed, students may not be awarded a W as a final grade. Final grades are available to students within 24 hours after all final examination grades have been submitted online after the end of each semester or term. Grade reports are not mailed to students. Students interested in obtaining their grades may log on to UTB Online.
Grade Range Grade Points
A+ 98-100 4.00
A 3-97-9 4.00
A- 90-92.9 3.67
B+ 87-89.9 3.33
B 83-86.9 3.00
B- 80-82.9 2.67
C+ 77-79.9 2.33
C 70-76.9 2.00
D 60-69.9 1.00
F 59 and Under 0.00
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in a course should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in Cortez or call 956-882-7374.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially or entirely, will be made available on the Blackboard course management system. This allows faculty members and students to continue their teaching and learning via Blackboard, in case the university shuts down as a result of a hurricane or any other natural disaster.
The university will use Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your Blackboard and UTB email system. Therefore, all students must use UTB Online to provide a current email address. In the event of a disaster that disrupts normal operations, all students and faculty must make every effort to access an internet enabled computer as often as possible to continue the learning process.
EMERGENCY NOTIFICATION SYSTEM
UTB has implemented an emergency communication system to provide students, faculty,
staff and visitors with important information in the event of an impending threat. This system
allows UTB to send time sensitive notifications via telephones, computers, indoor speakers
in classrooms and laboratories, outside speakers, e-mail messages, and announcements on
http://www.utb.edu/Pages/default.aspx. The notification methods used will vary depending on
the level of the emergency. Messages will communicate the current situation and provide
guidance for what action needs to be taken immediately.
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