Helpful Hints about Your Discussion Project: Remember, your discussion date is the one that determines what your topic must be (since that's when you will be presenting in class), so ... check out the lecture topics for the day you are scheduled to present your oral report, and use that information as your guide in selecting your article.
Here is an example of a thoughtful relevance statement for an article report:
"When I first saw this article, I thought it would be a great topic for my report and discussion for the class. It ties in tremendously well with infectious diseases and this course as well.Since the article is about an infectious disease, otherwise known as smallpox, it is extremely relevant to the subject matter. The article gives not so much information on the background of the disease, but rather the effect of the disease. It discusses some effects such as how smallpox has affected society, what was done to end the spread of the disease, and what was done with the smallpox virus, variola. Not only does it relate to infectious diseases byt also to this course. This article will help educate other students in the class about a subject not as frequently known and will aid in the understanding of the different stages in the extermination of infectious diseases."
The full text of the new withdrawal policy that goes into effect this term, excerpted from Registration Proceedures: Section 1.2.C in the 2008-2009 Student Handbook, is reproduced here:
Withdrawing from a Course. Withdrawing from a course is
a formal administrative procedure; merely ceasing to attend class is not
the same as withdrawing from a course. Before withdrawing from a course,
a student should consult with his or her instructor and academic adviser.
A student may withdraw from a course after the first 20 percent of the course and, ordinarily, before the end of 60 percent of the course (see the academic calendar). A grade of W will appear on the student's official record; a W is not calculated in the student's grade point average. Refunds follow University policy, available via the Office of the Bursar website at www.muohio.edu/bursar/refund.
After the first 20 percent of a course through the end of the first 60 percent,
a student may withdraw from a course with a signature of acknowledgement
from the instructor.
After 60 percent of the course is complete, a student may no longer withdraw from a course, unless a petition is approved by the Interdivisional Committee of Advisers. The petition must include the signatures of the course instructor and the student's academic or divisional adviser. The petition must also describe and document the extenuating circumstances (extraordinary circumstances usually beyond the student's control) that form the grounds of the petition. If the petition for withdrawal is approved, the student will be withdrawn from the course with a grade of W. If the petition is not approved, the student will be expected to remain in the course (see Section 1.3.E).
Only in rare circumstances will a petition to withdraw from a course after 60 percent of the course is complete be approved for reasons of academic performance alone.
When possible, a student should continue to attend class until the Interdivisional Committee of Advisers has acted on his or her petition. Non-attendance does not void financial responsibility or a grade of F.
If a student is found guilty of academic dishonesty in a course, and withdraws from the course, the student will receive the grade W(AD) for the course, and a grade of F will be calculated in the student's grade point average (see Section 1.5.D).
Warning: Nationwide studies have shown that credit/no-credit grades on your academic record may be a negative factor in evaluation of your application for admission or employment by most professional schools (law, medicine, etc.), by many graduate schools, and by some employers and undergraduate schools. Before enrolling for courses on a credit/no-credit basis consider what effect it may have upon your career goals.
Students should consult with the chief departmental adviser of the student’s department of major with regard to questions pertaining to courses that may be taken on a credit/no-credit basis.
Popular Questions from the Past
Q: I am beginning to prepare for out first exam in your MBI
131 class. I have been reading the assigned readings and taking notes
in class. However, I find that I understand the material better when
you go over it in class. Should I focus attention on material in the
book that you do not cover in class? This would help be know where to
concentrate my studying.
A: A really good way to approach the material is to use the study guides as a framework (because they contain the basic factual information) and write your own version of the course subject matter by integrating the notes you took in class (including notes on oral presentations), the material from the informative articles and the material from the assigned readings in the textbook. This will allow you to integrate the information and synthesize it into a conceptual whole that you will understand and remember.
Q: I was just wondering if there was any advice you could
give me on how to study for this test. I read that study suggestions
on your web page, but I'm a little confused with exactly what we
should know for the test. Do we need to know all the symptoms
associated with each of the diseases, how long the diseases last, and
how they can be treated/prevented? Or, should we just have a pretty
good understanding of each one of the diseases, making sure to not
get too caught up in all the details? If you had any other
suggestions to give me, I would really appreciate it. Thank you.
A: Although it would be good to know the details, they will not be the primary focus of the exam questions. As you know, the focus of this course is the effect of the diseases on the community. So ... I will try to direct many of the questions in this direction, which involves epidemiology, treatment and prevention more than pathogenesis. There will also be questions that probe your understanding of the diseases themselves, however. Don't forget to read the Informative Articles and integrate their information into what you know about these topics as well.
Q: Hello, I am a student in your MBI 131 class. I just want to
ask a quick question about the exam. When going over the study guides, should we
read all the articles that are highlighted in blue? For example, when it says pathogenesis
and it is highlighted in blue. Do we need to click on all of those and know them
for the test?
A: No, you do not need to know everything that is highlighted in blue (links to other sites).
I put them there so you would have easy access to other information about many aspects of each disease, so do feel free the check them out to round out your understanding.
Q: I was reviewing the lecture outlines for the upcoming
test and noticed some of the links are not working. After trying
to refresh them a few times, they still don't work. Will we
still be held responsible for this information even though
we can't get ahold of it? It is only on a few of the links
not all of them.
A: You are only responsible for the links that are on the Course Outline. The links that are embedded within the information on the Study Guides is intended to enhance your learning, but they are not sources of test questions. If you will email me whenever you find a link that doesn't work, it will be quite helpful. That way, we will have continuing surveillance and I can fix them more readily.
Q: How do I find out who the other people in my discussion
A: I will post the names of the participants for each group on the Discussion Outlines pages. Just click the link for the appropriate discussion in the Course Outline page.
Q: How do I find out the date that I give my discussion
A: The discussion dates will be posted together with the discussion topics.
Q: How do I know when my group is supposed to meet?
A: Check your group's Discussion Outline page to see when your group will hold its initial organizatinal meeting . . . immediately after class.
Q: How do I contact the others in my discussion group?
A: I will ask your group to meet at the end of class about two weeks before your presentation day. As soon as someone volunteers to be the leader for your group, I will post their name, phone number and e-mail address on this page. That way, you can contact one another through that person.
Q: I was wondering if your examinations put more emphasis
on class lectures compared to what is said in the readings?
A: The exams are focused a bit more on class lectures and the study guide, but the informative articles will also be sources of questions ... as will presentations made by students during the group discussions of various topics. Take a look at the Sample Questions for information about testing format and potential content.
Q: What is the best way to study for this course?
A: Check out the Study Tips and do what it tells you. The tips about using writing to integrate diverse ideas and synthesize them into your own working model is my favorite. Another very helpful approach is to thoroughly familiarize yourself with the material, then discuss it with other students to help you look at it from different viewpoints to make sure you understand it and that you have not just memorized the information.
Q: How many points do I have?
A: Check out the Evaluation web page for the grade distribution guidelines, then (a couple of days after the exam) check out your current grade .