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course is supported by Differential Tuition from students enrolled in TAMU CHEN courses.

CHEN 301 SYLLABUS

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Course Title: Technical Communication for Chemical Engineers Fall 2013

Sections 501 (T-Th 8-9:15) 502 (T-Th 2:20-3:35)

Class meeting location JEB 112 Class meetings will periodically be held in one of the CHEN-JEB computer labs (room TBA).

Course Description and Prerequisites

Prerequisites English 104 or its university-approved equivalent Course Description CHEN 301 integrates best-use practices of technical communication instruction including high-impact learning activities while also meeting university general education outcomes. The course stresses the principles of rhetoric, i.e., understanding the audience and purpose of communication in different workplace contexts, in order to effectively prepare and deliver the message. You, the student, will practice the essentials of technical communication while addressing a variety of communication challenges, thus reinforcing communication, critical thinking, lifelong learning, and collaboration outcomes as stated in the TAMU Undergraduate Learning Outcomes and ABET Program Educational Outcomes. Key deliverables in the course will focus on the creation of an Integrative Learning E-folio, which will serve the following purposes: 1. As a repository of your best work completed during various academic and extracurricular activities 2. As a demonstration of clear and effective written communication 3. As a place where you will reflect on the value of your experiences, thus demonstrating competencies required of all TAMU graduates 4. As a work in progress that will continue to develop as you complete your academic curriculum and later pursue your professional career Course Outcomes Outcomes
Technical Communication Learning Outcomes All instruction and assessments will integrate the following technical communication essentials: Virtual Guide- lines Virtual Profile Memo Report

CHEN 301 Fall 301 Assessments

Instruc- tions Collab- orative Info- graphic & Report Chem E-folio Case Study Reports Professional Journal Entries/Tech Reflection

1 Address the rhetorical aspects of the context (audience and purpose) in order to identify the message (content) and approach (delivery). 2 Apply an inside-out approach to the process of writing and organizing the message. 3 Apply editing strategies that facilitate clear understanding of the message.

ABET Outcomes The outcomes listed below have been defined using the ABET criteria where clear communication is either explicitly stated or is implied, yet is

essential to the success of the outcome. c Problem Solving Address the needs of a client in order to identify plausible solutions, propose criteria, evaluate options, and recommend a best solution. Strategic Planning Describe how, when, where, and by whom the problem or need will be addressed, creating a management plan or procedures that document the work according to the specifications of the client and the contextual constraints and present contingency plans that address problems that the context might present. Documentation Present research, steps, sources, and other information so that the user fully understands what was done, how, why, and by whom. d Collaboration and Conflict Management Identify potential threats to effective group progress and define potential solutions to conflict issues. Communicate with team members regularly and, when appropriate, learn and apply collaborative technology to facilitate regular, timely communication. f Job-Related Ethical Scenario Demonstrate a thorough understanding of the context and the implications of various responses. Identify possible courses of action and discuss the pros and cons of each one. Decide on the best course of action and justify the decision. g Communication Strategies Organize the information in order of importance to the readers/user, including effective paragraph development, coherence, and unity. Prepare effective executive summaries. Employ effective document design strategies to set off the most important information. Use a style, tone, and other discipline conventions appropriate for the context. Create graphics that help the reader understand and remember the information. Select the genre of communication most appropriate for the context. Incorporate and attribute researched information correctly. i Lifelong Learning Synthesize new concepts by making connections, transferring prior knowledge, and generalizing. Perform relevant searches for information appropriate for the context, including the use of CHEN databases when needed. Demonstrate willingness to learn new material independently. Reflect on and describe learning style including strengths and weaknesses. Develop strategies for overcoming weaknesses. Participate effectively in a team project and assess the strengths and weaknesses of the individual team members (including himself or herself) and the team as a unit.

Rationale for Technology Use In our course we will investigate communication collaborative technologies, tools of the trade, commonly used for producing different kinds of written deliverables. We will also explore and evaluate emerging technologies to familiarize you with the wide range of their applications. (You will find that much of the new technology we use in the course builds upon what you may already know how to do with more familiar applications.) Though the workplaces that you enter may not use the specific technologies we will address in our course, you will soon discover that the paradigm (or logic) of one technology closely matches that of another, allowing you to quickly learn a new technology based on your familiarity with an older one. Also, your employer will be interested in Cindy Raisor, Texas A&M University, 2013

how quickly you are able to adapt to new situations, including how readily you learn new information and apply new skills. Especially important in a communication course is helping you identify and respond to the particular aspects of genre, including those unique to different technologies. You will learn how to design the message so that it reflects your understanding of the context (audience and purpose) AND of the unique qualities of the technology or media you are using. Remember that the TAMU Chemical Engineering 1 Program Educational Outcomes encourage you to engage in lifelong learning and hone "an ability to use the techniques, skills, and 2 modern engineering tools necessary for engineering practice." In addition, the Foundation Coalition, who supervises the 3 implementation of ABET curricula standards, promotes instruction that provides technology-enabled learning. Therefore, a goal of our course is to equip you in communication technologies that will help you continue to learn in your chosen profession of chemical engineering. Last, because some of the course material will be flipped, i.e., content will be delivered via various technological media (for example, videos), you will be expected to use the media outside of class to learn the content and be ready to apply what have you learned during class meetings.

Instructor Information

Name Telephone number Email address Office hours Office location

Cindy Raisor 979-845-7506 c-raisor@tamu.edu 10 a.m.2 p.m. most Tuesdays and Thursdays. Other times by appointment. 214 Jack E. Brown Engineering Building

Textbook and Resource Material

Consistent access to your TAMU e-mail account. Consistent access to the internet, including our course site at https://sites.google.com/site/tamuchen301/home and Turnitin.com. th Markel, Michael. Technical Communication. 10 ed. New York: Bedford/St. Martins, 2012. (Required) You may want to purchase the e-book at half the price of the print version new. Go to http://bcs.bedfordstmartins.com/techcomm10e/default.asp#t_722066 for more information. th Alred, Gerald J., Charles T. Brusaw, and Walter E. Oliu. Handbook of Technical Writing. 10 ed. New York: Bedford/St. Martins, 2012. (The handbook is an optional, but recommended, text.) Reading packet from Copy Corner (available mid fall).

Assignments and Grading Policies

Assignments Brief Descriptions Major course assignments focus on writing in different rhetorical contexts, which will require you to address specific need/s of an audience. Some assignments will introduce new rhetorical contexts, while others will ask you to respond to a different aspect of a situation you have already studied, i.e., dig deeper into the situation. Experiential learning activities through workshops, editing sessions, and other hands-on activities will help you apply what you are learning in class lectures to the assignments you are preparing. This course consists of several short written assignments (and one major project), all designed to help you develop the skills needed to write competently in the workplace and develop a robust ChemE-folio. Some group work is expected in this course, and some of the course relies on emerging communication technologies. Though the assignments are briefly described below, you will receive much more instruction (including written guidelines and grading rubrics) in class and at our e-learning course site for each assignment. Complete all assignments according to the instructions provided by the instructor and submit by the requested deadlines. Brief assignment descriptions and grade weights for each follow.
Department of Chemical Engineering, Texas A&M University. Program Outcomes (adapted from ABET Engineering Criteria Program Educational Outcomes). 2010. http://www.che.tamu.edu/assessment/mission-objectives-and-outcomes. 16 July 2010. 2 Foundation Coalition. ABET Engineering Criteria Program Educational Outcomes: i and k. 2010. http://www.foundationcoalition.org/home/keycomponents/assessment_eval/ec_outcomes_summaries.html. 12 July 2010. Foundation Coalition. Technology-Enabled Learning. 2010. http://www.foundationcoalition.org/home/keycomponents/tech_enabled/technology_enabledsec.html#section1. 12 July 2010.
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 1 2 3 4 5 6 7 1. Assignments Professional Journal Entries = 5 percent each (VR Guidelines & Tech Reflection) Virtual Profile Memo Report Instructions Collaborative Infographic and Report ChemE-folio Case Study Reports (Final Exam) Reflections & Quizzes Percent 10 10 15 15 25 15 10

Total 100

Virtual profile memo report: Prepare a memo report directed toward your boss that presents the results of your virtual profile research. 2. Professional journal: Create a professional website or a blog that records your responses to the prompts given by your instructor. Use this assignment to (1) develop your professional "voice," (2) to apply what you are learning in class about writing and editing using online applications, (3) to provide samples of your writing for prospective employers or admissions counselors, (4) to remain current on topics related to your field as you reflect and record your thoughts and experiences, and (5) to receive feedback from (and network with) other professionals who are interested in the same issues. 3. Instructions: Prepare a detailed set of instructions so that a user can complete the steps accurately and report findings effectively. This assignment builds on the research topic of previous assignments. 4. Collaborative Infographic & Report: Create an infographic with your assigned group. In addition to the infographic, your group will submit a management plan (signed contract) that describes how and when you will complete the work and who will do what. Each team will evaluate and score the work of all members, which will count toward the final grade of individuals. In addition, your group will prepare a report that presents your evaluation of the technology options for creating the final produce and presents your recommendation. 5. ChemE-folio: Prepare a professional portfolio for showcasing your work and for documenting important professional skills, particularly those connected to the communication, critical thinking, and collaboration competencies stressed in ABET and university educational outcomes. You should be able to use the writing samples you have prepared thus far for the course to demonstrate many of these competencies. 6. Case study assignment (final exam): Respond to two different writing prompts in a case study that addresses complex ethical communication issues. This case study requires you to apply the most important lessons you have learned from previous writing assignments and to understand how different workplace pressures influence ethical decisions and communication at every professional level. During your final exam time you will respond to a prompt that demonstrates your understanding of the communication failures of the Challenger disaster. 7. Daily work, participation, reflections, and quizzes: In addition to the major assignments, you will be asked to complete other short assignments. These may include in-class and online quizzes, assignment drafts, exercises, peer review worksheets, etc. We may also begin many classes with a brief reflection over a reading assignment or a related topic. Assignment Grading Policies You are required to do all of the following: Complete all assignments and submit them in the sequence they are given. I will not accept major assignments submitted out of sequence. Check your grades weekly. You have access to your grades, which are graded and recorded usually within a week of . submission or the final deadline in Turnitin.com If you have a question about a grade, please inform me immediately. Submit all assignments on time (by 12 p.m. of the due date). Major assignments submitted without proof of university- excused absences during the assignment submission period will be penalized one letter grade for each day they are late. (Interviews, plant trips, or any other reason for an unexcused absence does not excuse you from submitting work on time.) In other words, without proof of university-excused absences, you may submit major assignments late, immediately following the submission deadline, but the late submission will be penalized. You may NOT submit daily work, quizzes, or other homework assignments late without proof of university-excused absences. Complete all quizzes and homework according to the instructions and by their deadlines. Some quizzes are open book but should NOT be completed in consultation with other students. Collaboration on quizzes is unethical, violating the Aggie Honor Code, and will be reported to the Aggie Honor System Office, which could result in an F for the course. Cindy Raisor, Texas A&M University, 2013

Check all writing assignment resources as you prepare each assignment. These resources will include writing prompts, rubrics, and may include samples. CAUTION: Do NOT use the samples as templates! They are intended to help you understand the context for the assignment but NOT to serve a template for your work. Check over your work to insure it represents professional standards and attention to detail. Though I use a rubric for each assignment to provide feedback and determine a score, I may award or deduct points beyond the limit for each category, depending on the quality of work in question. Submit all assignments, including late assignments, on or before last class meeting (December 3). I will not accept any assignment after the last class meeting unless you have proof of a university-excused absence that includes the time period immediately prior to the last class meeting. Submit any work missed (due to an excused absence) within two class days of your return to class. (Remember that it is your responsibility to inform me of your excused absence and any assignments you need to make up.) Also, no assignments will be accepted after the last class meeting without proof of a university-excused absence that includes the assignment deadline in question. Prepare all assignments according to instructions in content, format, organization, and style. Assume full responsibility for the content and quality of work you produce at all stages of the writing process. (On the job, you will not be able to produce sloppy writing without penalties in pay raises and promotions. In this course, I expect you to begin thinking and writing like a professional.) Statement on Recycled Papers: If you have taken this course before and have already completed assignments, or if you have taken any similar course and have completed assignments, you may not turn in assignments turned in for other courses or in other sections of this same course for credit in this section. No credit will be given for any assignment that is recycled from another section of this course or from another course.

Standard Letter Grading Scale: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = below 60 Grading Procedures and Late Assignments Each assignment will be evaluated using a rubric, a set of grading criteria, specific to the assignment and the genre of communication. These criteria appear in detailed grading rubrics and are available at course web site. Late major assignments will be penalized 10 points for each day they are late unless you provide me with proof of a university-excused absence that covers the days and/or deadlines missed. With proof of a university-excused absence you have 1 day for each excused day to submit the assignment to me without penalty. Please let me know as soon as possible if you need to submit an assignment late (with or without penalty). Daily work cannot be submitted late without proof of a university-excused absence.

Other Pertinent Course Information

Attendance and Participation You are expected to attend class regularly and to participate in class discussions. (I will check attendance at every class meeting and may take a participation grade for some class meetings.) Please arrive to class on time. (Chronic tardiness constitutes disruptive classroom behavior and is subject to Rule #21.2 of the Student Rules publication.) If you miss class, you are responsible for all material covered and all assignments made. (I will provide you with handouts during office hours and will be happy to answer any questions you have about material you missed, but I will not repeat a lecture or class discussion.) Please treat this course like a professional obligation. Use the same polite, respectful behavior with your peers and instructor that you will use in the professional world. Though we will discuss what professionalism looks like in the workplace (and what it does not), for now, you should use the same guidelines for classroom behavior that would be expected in the workplace. In other words, please refrain from cell phone use, including texting, and from personal computer use outside of what is needed for your Technical Communication course, and other activities that might distract your or your peers attention. Also, attend class meetings regularly. Excessive absences and tardies are undeniably unprofessional. Collusion, Collaboration, and Peer Review Err on the side of caution and use discernment regarding outside help when completing all assignments. Do not assume that you may consult someone else (other than the instructor) when completing an assignment or that you may look over someone else's work or Cindy Raisor, Texas A&M University, 2013

that someone else may look over yours. Tip: Instructors really appreciate your asking them about if (and to what degree) you should collaborate with your peers on assignments, which includes looking over someone elses work for editing and proofreading purposes or having someone else look over your work (including Writing Center consultants). Asking for clarification about such issues shows that you have your "ethics radar" up and that you are ethically proactive and responsible about your work. If in doubt, apply the following: (1)Am I consulting another person or someone elses work that is not available to everyone else completing the same assignment? (2)Would my instructor approve of the way I am using these sources to complete an assignment, whether these include consulting another person or another persons work? Instructors differ on how much help they permit you to share and receive. In addition, guidelines may differ among assignments for the same instructor. For example, for most assignments I encourage peer review and Writing Center assistance. However, for the final assignment, which is akin to a final exam for our course, your work should represent what you can do entirely on your ownwithout any assistance from outside sources, consultants, or peer review. If in doubt, ask me! Statement on Excessive Excused Absences For excessive excused absences (3 weeks or more), I recommend that you see your academic advisor to review the options outlined in TAMU Student Rule 7.6-7.7 found at http://student-rules.tamu.edu/rule07. E-mail As noted in the TAMU Student Rules (http://student-rules.tamu.edu/rule61.htm): It is every students responsibility to check their Texas A&M University official e-mail account for University-related communications on a frequent and consistent basis. The University recommends checking e-mail at least once per day. Also, I cannot discuss grades in email, which is not secure. Please come see me during my office hours if you wish to discuss your grade or phone me at my office. I recommend using email to make appointments with me or to ask questions that can be answered briefly. I do not recommend using email to get feedback on an assignment, grades, or to discuss project options. The best ways for me to help you with more complex issues such as these are via consultations one-on-one in my office (preferred), via phone, or via virtual appointment. Turnitin.com course access information Class name: CHEN 301 Fall 2013 Enrollment password: raisor2013 Class ID: 6617246 Grades of Incomplete (I) In order to receive a grade of Incomplete in this course, you must meet the following criteria: 1. completed 60% or more of the course by the final exam 2. have university-approved documentation for the missing assignments. Without these items, the department will not consider an Incomplete. Beyond the department's requirements, an Incomplete is at my discretion. Remember that keeping in touch with me, even if an illness or other serious situation is preventing you from completing assignments, is the responsible and profession course of action. Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu Academic Integrity
For additional information please visit: http://www.tamu.edu/aggiehonor

An Aggie does not lie, cheat, or steal, or tolerate those who do. Scholastic Dishonesty and Plagiarism The university defines a number of areas judged to be scholastically dishonest: Please go to the online University Student Rules at http://www.tamu.edu/aggiehonor/Student%20Rules/definitions.html, and click on "Student Rules," then "Definitions of Academic Misconduct." Make sure you read, understand, and abide by university rules and regulations regarding cheating, fabrication, Cindy Raisor, Texas A&M University, 2013

falsification, multiple submissions, plagiarism, complicity, abuse and misuse of access and unauthorized access, violation of departmental or college rules, and university rules on research. Scholastic dishonestly in any form may result in an F in the course and will be reported to your college dean. Please see the online University Student Rules for more information about the University policies regarding scholastic dishonesty, including plagiarism. There is now a site that helps students understand plagiarism at http://www.tamu.edu/aggiehonor/Student%20Resources/studentresources.html. See Student Resources, then Academic Integrity and Plagiarism Tutorial. For our purposes, please carefully note that plagiarism includes summarizing, paraphrasing, or quoting from any source, including journals or magazines books the web (including online magazines, journals, product review sites, etc.) other Internet materials (discussion groups, FTP, etc.) without properly citing the source. Plagiarism also includes using another student's work as your own, either partially or totally. Code of Ethics "On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work." It is your responsibility to know the Aggie Honor Code and to understand what constitutes scholastic dishonesty and to avoid it all costs. Anything (homework, quizzes, daily work, papers, and exams) that appears to be a violation of the Aggie Honor Code will be reported to the Aggie Honor System Office. Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. Copyright The university and I consider all of my course materials copyrighted. You are welcome to make copies of course materials for your own use, but the unauthorized use or distribution of anything I provide you in class is illegal. Please do not distribute passwords and access information to others. For additional information on course policies and university regulations, please look at the current online edition of Texas A&M University Student Rules. Always feel free to ask me to explain a policy or provide more information.

Cindy Raisor, Texas A&M University, 2013

Week

Dates

Topics

Course Topics, Calendar of Activities, Major Assignment Dates Fall 2013 Reading 4 Assignments 1: Introduction to Technical Comm 3: Writing Technical Documents 5: Analyzing Your Audience and Purpose 11: Designing Documents and Web Sites 14: Writing Correspondence 22: Connecting with the Public 20: Writing Definitions, Descriptions, and Instructions 12: Creating Graphics 13: Reviewing, Evaluating, and Testing Documents and Web Sites 16: Writing Proposals 4: Writing Collaboratively 19: Writing Recommendation Reports

Major Major 5 Assignments Due Dates

Aug. 27 Aug. 29 Sept. 3 Sept. 5

Course introduction What is tech comm? Tech comm in the workplace Audience review. Virtual Responsibilities VR Primary Research Doc Design (flipped) Computer Writing Lab Professional Journals & Design Computer Writing LabProfessional Journal Peer Review & Editing Correspondence Instructions & Procedures

Sept. 10 Sept. 12

VR Guidelines Sept. 13

Sept. 17 Sept. 19

Virtual Profile Sept. 20 Report

Sept. 24 Sept. 26

Graphics Computer Writing LabEditing Instructions Evaluation and Rec Reports Collaboration & Infographics Computer Writing LabManagement Plan Computer Writing LabCollaborative Technology Tools Intro to ChemE-folio Computer Writing LabChemE-folio & Guest Speaker E-folio Scenarios Job Application Introduction Resumes, cover letter, profiles, and portfolio overviews Grammar and punctuation Editing for impact, style Peer review ChemE-folio Editing for Impact, tone

Oct. 4

6 7

Oct. 1 Oct. 3 Oct. 8 Oct. 10

Instructions

Oct. 15 Oct. 17 Oct. 22 Oct. 24

Collaborative Project Collaborative Tech Reflection

Oct. 18

10

Oct. 29 Oct. 31 Nov. 5 Nov. 7

11

15: Preparing Job- Application Materials 8: Communicating Persuasively 9: Writing Coherent Documents 10: Writing Effective Sentences

Oct. 25

ChemE-folio

Nov. 8

Reading assignments refer to chapters in the textbook: Technical Communication by Mike Markel, 10 edition. Other short assignments may be collected in class for a grade. All assignments including quizzes are due at noon on their due dates.
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Nov. 12 Nov. 14 Nov. 19 Nov. 21 Nov. 26 Nov. 28 Dec. 3

Rhetoric case study Challenger: Introduction Challenger: Timeline Challenger: Discourse communities & framing Challenger: Wrap-up Boisjolys bottom line Thanksgiving From the Earth to the Moon

17: Writing Informational Reports 2: Understanding Ethical and Legal Considerations

14

15

Challenger Reports (final)

Dec. 6

Cindy Raisor, Texas A&M University, 2013