20 minutes Present 5 – 10 min Facilitate Discussion Self-Care Activity Log 15 points x 12 entries Low Weeks 4 -15 180 15 Final Project – Critical Review of Chosen Text (Book, Movie, Literature, Archives, Oral History, etc.) Assessment and Application of African American Theoretical Frameworks High On or Before Finals Week 45 40 TOTAL 480 100 TENTATIVE COURSE SCHEDULE DATE TOPICS READINGS & ASSIGNMENTS WEEK 1 Monday Aug 26 Welcome/Course Overview Review of Syllabus Structure of Introductions Review Syllabus to class – come prepared with specific questions & comments Teaching Students About Trauma Creating Safety in the Classroom Wednesday Aug 28 What is Trauma? Classroom Structure in teaching trauma Vicarious and Secondary Trauma Student Experiences of Trauma Self-Care and Coping Strategies Instructional Safe Guards Debriefing – Small Groups Briere & Scott (2013), Chapter 1 Cunningham, M. (2004) Teaching Social Workers About Trauma Shannon, et .al (2013) Exploring the Experiences of Survivor Students Zosky, D. (2013) Wounded Healers Zurberiggen, E. (2011) Preventing Secondary Traumatization WEEK 2 Monday Sept 2 Labor Day Holiday No Class Wednesday Sept 4 Trauma Effects and Self-Care The Effects of Trauma Psychoeducation Distress Reduction Briere & Scott (2013) Chapter 2 Chapter 5 Chapter 6 WEEK 3 Monday Sept 9 Cognitive Processing Emotional Processing Mindfulness-based Interventions Debriefing – Small Groups Chapter 7 Chapter 8 Chapter 10 Students Create A Personalized Self-Care Portfolio Trauma Perspectives Radical Trauma Theory Wednesday Sept 11 Racist incidents and trauma Racism and invisibility syndrome Debriefing – Small Groups Bryant-Davis & Ocampo (2005) Racist Trauma Franklin, et .al (2006). Racism and Invisibility
WEEK 4 Monday Sept 16 Political and racial terror Assessing the emotional impact of racism Tummala-Narra (2005). Addressing political and racial terror in the therapeutic relationship Carter, et .al (2013) Initial Development of the Race-based Traumatic Stress Symptom Scale Theoretical Frameworks Culturally-Specific Strengths-based Perspectives Wednesday Sept 18 Common Heritage Framework Post Traumatic Slave Syndrome Freedman & Logan (2004) – Chapter 1 Leary (2005) – Chapter 4 WEEK 5 Monday Sept 23 Afrocentric Intergenerational Solidarity Perspective Intersectionality Assessment - Strengths & Limitations Waites (2008) – Chapter 2 Murphy, et .al (2009) - Chapter 1 Theoretical Frameworks Historical Experiences of and Responses to Trauma Slavery, Spirituality, and Freedom Fighting Wednesday Sept 25 Spirituality and the enslaved Black helper Debriefing – Groups Martin & Martin (2002) – Chapters 3 WEEK 6 Monday Sept 30 Religion as a tool of oppression Freedom Fighting Psychological residual trauma Martin & Martin (2002) – Chapter 4 – Psychological Residuals of Slavery – Hardy (18 min) Historical Experiences & Responses to Trauma Criminalization, Mass Incarceration & Civil Rights Wednesday Oct 2 The Rebirth of the Caste System The Color of Justice Alexander (2010) – Chapters 1 & 3 WEEK 7 Monday Oct 7 Women of the civil rights movement Video – Standing on My Sister’s Shoulders – Women Make Movies (2002) – 60 min Discussion board (Oct 7 – 11 midnight) Historical Overview of Mental Health African American Mental Health – Contextual Factors Wednesday Oct 9 African American Mental Health Influencing Factors & Frameworks Logan, Denby, & Gibson (2007) Chapters 1 – 2 WEEK 8 Monday Oct 14 Mental health interventions and the Black Community Kinship Care As Mental Health Logan, Denby, & Gibson (2007) Chapter 3 & 15 Wednesday Oct 16 Incarceration and African American Communities Alexander (2010) – Chapter 4 & 5 Logan, Denby, & Gibson (2007) – Chapter 6 WEEK 9 Monday Oct 21 Fall Break No Class African American Communities Resiliency, Adaptations, and Issues Wednesday Oct 23 Race Work Community building Martin &Martin (2002) – Chapter 5 & 6 Logan, Denby & Gibson (2007) Chapter 12 International Institute for Qualitative Methodology 19th Annual Qualitative Health Research Conference Halifax, Nova Scotia Canada October 24 – 30, 2013
Grading Rubric - Journal Assignment – 15 points Category Excellent (5) Good (4) Competent (3) Needs Work (2) Critical Thinking 30% concise identification of salient claims Thorough, concise, cogent, evaluation relative to existing course materials Demonstrated understanding of significance of ideas beyond those presented in class or in the assigned text Thoroughly examines alternative points of view Clearly identifies salient claims Adequate evaluation relative to existing course materials Adequate demonstration of understanding of significance of ideas reflective those presented in class or in the assigned text Adequately examines alternative points of view Identifies some salient claims Partial evaluation relative to existing course materials Partial demonstration of understanding of significance of but does not go much beyond those presented in class or the assigned text Partially examines alternative points of view Fails to clearly identify salient claims Fails to evaluate relative to existing course materials Demonstrates no understanding of significance of ideas Ignores or superficially examines alternative points of view Analysis 30% Clear, concise statement of position taken. Provides thoroughly examined evidence to support position. concise identification of source of evidence provided Thoroughly examines alternative points of view Clear, statement of position taken. Provides adequate examined evidence to support position. Adequate identification of source of evidence provided Adequately examines alternative points of view Clear, concise statement of position taken. Partially examined evidence provided to support position. Partial identification of source of evidence provided Partially examines alternative points of view Fails to clearly state position taken. Provides little to no evidence to support position. to identify source of evidence provided Fails to examine alternative points of view Reflection Application 30% Thoroughly identifies tangible practice applications. Provides clear, concise examples illustrating applications. Application is imaginative and effective in conveying ideas Adequately identifies tangible practice applications. Provides adequate examples illustrating applications. Application is effective in conveying ideas but some questions remain Partially identifies tangible practice applications but missing key information. Provides partial or incomplete examples illustrating applications Application is difficult to understand or use Fails to identify tangible practice applications. Fails to provide examples illustrating applications. Application is irrelevant or to convey ideas Writing, Audio, Visual Mechanics 10% Writing is clear, organized, grammatically correct Vocals are clear and audible Visuals are clear, audible Writing is mostly clear, organized, with minor grammatical errors Vocals are mostly audible Visuals are mostly clear, audible Writing is partially clear, organized, with a few grammatically errors Vocals are clear and audible Visuals are clear, audible Writing is unclear, unorganized, several grammatical errors Vocals are unclear and inaudible Visuals are unclear, inaudible
Grading Rubric – Final Project - 45 Points Exceeds Expectations (41 – 45) Expectations (36 – 40) Needs Work (32 – 35) Content 30% (13.5 pts) Complies with all parts of the assignment. Includes observations, evaluations, conclusions, demonstrations, and/or applications that describe but go beyond description and indicate a high level of innovative and conceptual ability. Exhibits logical reasoning and sensitivity clear an overall purpose. Includes rich and relevant details. Uses sources appropriately to support positions, offer alternative points of view, and substantiate claims made. Complies with most parts of the assignment. Includes observations, evaluations, conclusions, demonstrations, and/or applications that describe and sometimes go beyond description. Exhibits logical reasoning for the most part, but may contain one or two examples of faulty reasoning. Indicates an overall purpose, though to a less extent than is expected. May include several instances of extraneous detail, but attempts to present relevant details. Integrates sources ethically. Complies with the main parts of the assignment. Mostly describes and/or provides basic information on the topic. Does not show evidence of logical thinking. Avoids plagiarism, though source use may be problematic (i.e., sources not used to support positions, offer alternative points of view, or substantiate claims, sources chosen do not seem appropriate or credible, on sources is apparent, etc.) Style 20% (9 pts) Demonstrates a scholarly and professional approach to writing. Provides a tone showing a strong understanding of purpose and audience. Demonstrates a variety of sentence lengths, openers, and patterns to avoid redundancy and monotony. Displays accurate and word choices. Includes an engaging and relevant title. Flawlessly conforms to APA style. Demonstrates a scholarly and professional approach to writing sometimes. Provides a tone that is consistent and appropriate for the audience. Employs some techniques of sentence variety to avoid redundancy and monotony. Displays accurate word choices. Includes a relevant Conforms to APA mostly. Provides some variety in sentence types, but may seem redundant, and/or monotonous. Includes a title, though the title may seem lackluster or inappropriate. Attempts to conform to APA style but include formatting errors.
Biochemistry II, CHEM 5843/CHEM Spring 2015 Professor: Frank Millett, Phone: 575-4999, E-mail: millett@uark.edu Office Hours: CHEM 243: 1:30 – 2:30 PM, MWF, or by appointment. Textbook: Biochemistry, Berg, Tymoczko, Stryer, 7th Edition Prerequisites: CHEM 5813 or CHEM 4813H. Course Goal: In combination with CHEM 5813, to present a comprehensive view of the current state of knowledge of biological molecules and chemical reactions that are required for life. Week of: Chapter Topic January 12 11, 15 Carbohydrates, Metabolism January 19 16 Glycolysis, Gluconeogenesis January 26 17 Citric Acid February 2 18 Oxidative Phosphorylation Exam 1 Thursday, February 5, 7:00 - 9:00 PM CHEM 132 February 9 19 Photosynthesis February 16 20 Calvin Cycle February 23 21 Glycogen Metabolism March 2 22 Fatty Acid Metabolism Exam 2 Thursday, March 5, 7:00 - 9:00 PM SCEN 407 March 9 23 Amino Acid Catabolism 16 24 Biosynthesis of Amino Acids March 30 4, 5 (pp 139-145) DNA Exam 3 Thursday, April 4, 7:00 – 9:00 PM CHEM 132 April 6 28,29 Replication, Transcription 13 30 Translation April 20 31 Regulation in Prokaryotes 27 32 Regulation in Eukaryotes Exam 4 Wednesday May 6, 10:15 – 12:15 AM CHEM 132 Exams: The four exams will involve problem solving, will be weighted equally, and will count 90% of the final grade. No exams will be dropped. Homework: Homework involving protein modeling and literature searching will be assigned, and count 10% of the final grade. Additional problems will be assigned, but not graded. Attendance and Inclement Weather: Classes will be held unless the University is closed. Academic Honesty: Each University of Arkansas student is required to be familiar with and by the University’s ‘Academic Integrity Policy’ which may be found at Website: Further information on homework problems, syllabus, etc. is available at Blackboard on the UA website. Gain access to this site by using your ID.