EDCI 607 Assignments (Both Face to Face and Online)
Here are all the course assignments combined in one list. They are broken
out individually for submission. The Environmental Group Project is
something I will grade on Google Sheets. The Serendipitous Event and the
Biomimicry Assignments can have a Google Documents and Slides link
(please make sure you share it with me) submitted through blackboard.
Additionally, if in face-to-face class I would like you to present an overview
of the biomimicry and serendipitous event assignments on week 6 (10-15
minutes each). The Voki assignment can be a link submitted on blackboard.
Again make sure you share the link with me or I won’t be able to grade your
submission. Two assignments (i.e., spoon activity and aluminum boat) use
Padlet for sharing/comparing for online. We will do the spoon activity and
the aluminum boat assignments in class with the face to face students.
INDIVIDUAL Final Exam
Final Exam Information EDCI 607 Advanced Methods and Curriculum in Elementary Science Education
At the three-week (summer term) or the third month (November-fall term) points of the class (see calendar) I
will post two to three questions on blackboard. Your final is oral. You will need to respond to some of the
assignments and activities we have completed in class. For more information on how the questions will be
graded please use the rubric below as a guide. The rubric will be modified to provide more detail and you will
have one week to complete the oral examination.
Oral examination format: You can video record using your phone or any other technology that will allow you to
post your video on blackboard. Your video needs to be uploaded to blackboard. Your answers to the
questions should not exceed ten minutes.
If you are using Youtube, you will only need to upload your video as “Unlisted”. To do this, go to Youtube and
sign in with your University email. Then select the “Create a video or post” icon and select “Upload video”.
Then you will be asked to upload your video and select privacy settings. For the sake of this class, you will only
need to upload your video as “Unlisted”. This means that only those who have the link will be able to access
your video. After your video has finished processing, select “Done” to confirm. Then, copy the link and post it to
the portal on blackboard. Be sure that your link is accessible before posting. I cannot grade your video if I
cannot access it.
General Rubric to be modified at a later date
Focus
Exceptional
Standard
Emerging
Attention to
each question
(5 points)
Answers three
questions thoroughly
Answers two
questions thoroughly
Answers one question
thoroughly or is
superficial on all three
questions
Time length
(5 points)
8-10 minutes
5-7 minutes
Less than 5 minutes
Synthesis of
information
(10 points)
Goes beyond course
materials to explain how
they will transfer specific
information and create
new materials for their
own instruction
100% certain you did all
the work in the course.
No reading from notes.
Goes beyond course
materials to explain
how they will transfer
specific information
for their own
instruction
75% certain. Minimal
reading from notes.
Fails to go beyond
course materials
Convincing your
professor
(5 points)
50% certain. No reading
from notes.
GROUP Assignment: Environmental Recycling Project
You are assigned to a group of 3-4 (TBA). As a class project you are expected to record group data using this
Google sheet’s link:
https://docs.google.com/spreadsheets/d/1bNPHN750s1iIALunrUtHG6xQ5Du927QByQMd7SwY3tY/edit?usp=s
haring
Recycling aluminum cans, paper, and glass bottles reduces carbon dioxide emissions. Google sheet
technology makes the calculations where each aluminum can recycled removes .34 pounds, each pound of
paper recycled removes .20 pounds and each glass bottle recycled removes .30 pounds of carbon dioxide.
As a group- collect aluminum cans, glass bottles and paper. You will need a scale to weigh your paper. Each
week (i.e., Wednesday) submit numbers and the Google sheet will calculate how much carbon dioxide is
removed from the air IF you recycle these things (please try to recycle what you have collected).
The winning group will receive a beautiful certificate for “hypothetically” being environmentally conscious!
This assignment parallels reading assignment:
UNPUBLISHED MANUSCRIPT: Sumrall, W. and Sumrall (2019) Changing attitude into behavior: How to
reduce carbon dioxide emissions.
GROUP Assignment: Biomimicry in the Classroom
This assignment comes from your reading “Using Biomimicry to Meet NGSS in the Lower Grades”.
Read the article before proceeding.
Using the same groups as the Environmental Recycling Project and the Serendipitous Event in
Science groups complete the following assignment.
Assignment Directions (Teacher Use)
Using the attached list have groups research and develop a photo display of the biomimicry
uses/ideas. Their presentation needs to be visual (poster or computer presentation). They
need to verbally describe the biomimicry invention as part of their presentation.
Written captions in the slides are not required
Extension (Teacher Use)
Groups should be encouraged to develop a model or proto-type for their biomimicry use/idea
and/or include actual biomimicry developed item during presentation (e.g., gecko tape). Follow
directions before making your model/proto-type.
1) Describe what your group is planning to invent or model that involves biomimicry?
Teacher Approval Signature: Yes Proceed______________
No STOP:______________
2)
3)
Materials Needed
Begin Construction With Teacher Supervision
a) Construction only occurs in designated construction area
b) Construction only occurs with teacher supervision
c) Protective eye wear must be worn in construction area
d) Teacher only does cutting (other than paper) or heating if needed
4) Describe planned test and measurement before proceeding
Teacher Approval Signature: Yes Proceed______________
5) Collect data
No STOP:______________
Modeling and Presentation Rubric for Biomimicry Idea
Level of
Success
Excellent (3 points) ☺
Biomimicry
Idea
Group successfully identified a
biomimicry idea from the list
provided.
Slide Show
Presentation had:
 At least 3 slides
 More than 1 picture
and/or drawing
Presentation had:
 2 slides
 1 or more picture
and/or drawing
Presentation had:
 1 or no slides
 No pictures
Presentation
Group verbal presentation
included:
 Explanation of
biomimicry
idea/invention
 What part of nature
the idea was taken
from
 Invention’s purpose
Group verbal presentation did
not include one of the
following:
 Explanation of
biomimicry
idea/invention
 What part of nature
the idea was taken
from
 Invention’s purpose
Group verbal
presentation did not
include more than one
of the following:
 Explanation of
biomimicry
idea/invention
 What part of
nature the idea
was taken from
 Invention’s
purpose
Participation
Individual worked
collaboratively with other
group members.
Individual worked
collaboratively with other
group members some of the
time.
Individual did not work
collaboratively with
other group members.
Extra Credit
Included 3 or more of the
following:
 When invented
 Inventor(s) name
 Materials used
 Model/prototype
presentation and
description
 Test/measurement
data presentation
Included 1-2 of the following:
 When invented
 Inventor(s) name
 Materials used
 Model/prototype
presentation and
description
 Test/measurement
data presentation
No extra credit
Really Good (2 points) •
Needs a Little More (1
point) ☹
Group does not identify
a biomimicry idea.
Total Points (Out of 12) - _________________________________
Scoring Guideline: We encourage groups to “go back to the drawing board” to attain excellent or really good on all four
rubric criteria.
GROUP Assignment: Serendipitous Event in Science Assignment
Using the same groups as the Environmental Recycling Project and the Biomimicry Assignment
complete the following assignment.
1. Read unpublished Nature of Scientific Progression: Serendipitous Event Manuscript
2. Choose a serendipitous event in science
3. Use the NGSS website to find a K-5 or middle grade standard that relates to the serendipitous event in science
your group has chosen.
https://www.nextgenscience.org/
4. Locate or develop a safe hands-on activity to teach science to groups. Your activity needs to use the following
format for submission to teacher.
5. Identified NGSS related to serendipitous event
6. Identified activity that relates to both NGSS and serendipitous event (1 pt)
7. “Beginning Teacher” Requirements (6 pts)






materials needed to do activity
procedures/directions for each group to follow
science concepts learned
connection to serendipitous event
safety precautions identified
resources used
8. “Experienced Teacher” Requirements (3 pts)



1-2 lesson objectives
questions for group discussion
post activity assessment
9. “Master Teacher” Requirements (5 pt)
All elements of NGSS (e.g., disciplinary core ideas in relation to activity) included. Read example table
in publication located in reading section pages 11-12 Problem Based Learning and Assessment: How
to Go Beyond the Challenge by Sumrall and Sumrall to do #9.
Activities: (More Detail on Blackboard)
There will be multiple activities given weekly through blackboard. It is important that you do the
activity within the week at home for online. Data with photos should be provided after completion of
activity on blackboard. We will do the activities in class for the face to face.
Quality Control Video- Spoon Data 7 points
Post data on with photos on blackboard (FACE TO FACE AND ONLINE) and at Padlet link (ONLINE
ONLY) https://padlet.com/sumrall1/vl3qvhkl9847
Problem Based Learning Video- Aluminum Boat Data 7 points
Post data with photos on blackboard (FACE TO FACE AND ONLINE) and at Padlet link (ONLINE
ONLY) https://padlet.com/sumrall1/vwh6x7x5kq7k
Patent Video- What is it? 6 points
Post answer on blackboard (FACE TO FACE AND ONLINE)
INDIVIDUAL EDCI 616 READING ASSIGNMENT QUESTIONS
On your calendar are “tentative” due dates based on courses readings. These are placed in the calendar to correspond
with videos and activities that are sequenced in the course. In other words the readings and videos should help you
complete the assignments. However, I am going to want you to submit one file on blackboard for all the questions that go
with all the reading assignments. To keep up you should answer the questions after you read an article as you go along.
But wait till the last reading assignment (Trash to Treasure and Problem Solving with Patent articles) to submit the one
file.
Article
Science Based Serendipitous
Events and History of Teflon
Questions
1) What is your favorite
Serendipitous event
story in science and
why.
2) What is important for
a serendipitous event
in science to become
successful?
Biomimicry and Velcro
1) Do you think
biomimicry can be
taught in the early
grades?
2) Can you think of
something in nature
that you believe can be
useful for humans?
Carbon Dioxide Unpublished What are four activities
Mansucript
identified in this manuscript?
Quality Control
What are three activities
identified in this article?
Environmental
1) What is the main
Empowerment
message in the article
from a philosophical
point of view?
Points
4
4
2
2
4
2) How does this article
relate to your Media
Assignment?
Integration and Social
Studies
Recycling Metallic Elements
Parachuting Paraboloid and
Better Assessing Going
Beyond the Egg Drop
Tower Building
Understanding by Design
Article
Project Based/Problem
Based (Building Roller
Coaster) Article
Trash to Treasure
Problem Solving with
Patents
How does this article suggest
you should design lesson
plans to address STS and/or
STEM?
How does this article
incorporate STS and Project
Based Learning?
1) How did one of these
two articles bring
relevance and STS into
the curriculum?
2) Explain how these two
articles took the
reader from
experimental design
through to the STEM
process of building
something.
3) How were these two
articles Project Based
Learning Experiences.
2
2
6
1) How did this article
bring STS and
Economics into the
curriculum?
2) How was this article a
Project Based
Learning Experience?
4
How was this article a Project
Based Learning Experience in
the early grades?
1) How did this article
bring STS and
Economics into the
curriculum?
2) How was this article a
Project Based
Learning Experience?
2
How was this article focused
on STS?
How was this article focused
on STS?
2
4
2
ONLINE-INDIVIDUAL AND FACE-TO-FACE GROUP Assignment: Project Based
Learning Activity (Class Activity Should Clarify this Assignment)
Develop a competition type activity. Use the Aluminum Boat, the Egg Drop, the Tower Building and others types of
competitions identified in my lectures as a basis for your activity. Conduct the activity with yourself. Your activity must
meet the following criteria:
1) Be approved by the instructor for safety precautions before implementation (Required to receive a grade)
2) Be hands-on (10 points)
3) Activity directions submitted to blackboard (Required to receive a grade)
4) Data collected must be quantifiable (5 points)
5) Activity should not come from any of the articles or class assignments provided (5 points)
6) 1-2 digital photos submitted to blackboard if you conducting the activity online (Required to receive a grade)
7) Extra credit will be given for originality and creativity (5 points)
ONLINE-INDIVIDUAL AND GROUP FACE-TO-FACE Assignment: Quality
Control (Class Activity Should Clarify this Assignment)
Develop a “quality control” test and measurement activity. Use the Sumrall and Schillinger and the spoon activity as a
basis for your test and measurement developed activity. Conduct the activity with yourself. Your activity must meet the
following criteria:
1)
2)
3)
4)
5)
6)
7)
Be approved by the instructor for safety precautions before implementation (Required to receive a grade)
Be hands-on (10 points)
Activity directions submitted to blackboard (Required to receive a grade)
Data collected must be quantifiable (5 points)
Activity should not come from any of the articles or class assignments provided (5 points)
1-2 digital photos submitted to blackboard if you conducting the activity online (Required to receive a grade)
Extra credit will be given for originality and creativity (5 points)
INDIVDUAL Trash to Treasure and Problem Solving With Patents
Assignment
Read the Sumrall (Trash to Treasure) and the Problem Solving With Patents (Moore and Sumrall) articles. Conduct an
activity from each of the articles (5 points each). Follow the presentation guidelines and rubrics identified in the articles.
Provide digital photos of the activity you completed (You can replicate the Build a Timeline or Patent activity assignments
below but it will require an additional/different timeline and/or 12 patent items).
INDIVIDUAL Assignment: Patent Assignment
Use either google patent website or the United States Patent Office websites to complete this assignment:
http://www.google.com/?tbm=pts&hl=en
http://www.uspto.gov/
Procedure:
Locate 6 items that have patent numbers. Look up the item at one of the web sites and provide the following information:
Item name
Year the patent was given
Name of inventers
Gender of inventors
Location of the invention
Purpose of invention
Science behind the invention
Describe in one paragraph three related patents
Extra credit will be given if you can locate my patent and my father’s patent.
INDIVIDUAL Assignment: Build a Timeline (Individual)
Objectives
Student will read Trash to Treasure article (Sumrall 2000) and discuss a minimal of once on the discussion board before
building a timeline.
Student will research, develop and present an invention timeline after visiting a local antique store or flea market.
Procedure
1) Read the trash to treasure article (Sumrall 2000) on blackboard to gain background knowledge.
2) Discuss the article with your discussion group. To receive credit you must post a minimal of one time concerning
the article (1 point) _____
3) Visit a local antique store or flea market.
4) Post a photo of you visiting the store with name and location of the establishment in your presentation
(MANDATORY TO PASS THIS ASSIGNMENT) ____ Yes _____ No
5) Locate five items in a local antique store or flea market for possible time line construction and submit in the
discussion board (2 points)____.
6) Choose one item from the list compiled by the class on the discussion board. Use the discussion board to avoid
item presentation redundancy (in other words I want each person to present on something different) (2 points)
____
7) Construct an electronic pictorial timeline (e.g., power point) describing the history and changes over time that
occur with the item or concept.
8) Embed audio in your slide presentation MANDATORY TO PASS THIS ASSIGNMENT ____ Yes _____ No.
9) The item/invention should cover a minimum of four changes/modifications over time (4 points) ____.
10) Describe the science behind the item you have selected in the audio part of the presentation (1 points)_____.
11) Identify dates (circa is OK) of the changes in the timeline (1 point) ____.
12) Use the rubric below for additional grading information.
13) Submit your timeline electronically under Timeline Assignment in blackboard.
0
1
2
3
DEPTH OF
PRESENTATION
SHOWED A LACK
OF RESEARCH
MISSING
INFORMATION
ADEQUATE
DEPTH
VISUAL AND AUDIO
QUALITY
PICTURES,
AUDIO AND
WRITING
DIFFICULT TO
SEE/HEAR
THROUGHOUT
4 OR MORE
ERRORS
SOME SLIDES
NEED
IMPROVEMENT
ADEQUATE
VISUAL/AUDIO
QUALITY
WENT INTO
DETAIL ON
EVERY TIME
CHANGE
OUTSTANDING
PHOTOS,
WRITING, AND
AUDIO
NARRATIVE
3 OR MORE
ERRORS
1-2 ERRORS
GRAMMAR/PUNCTUATION
0 ERRORS
MANDATORY THAT YOU RECEIVE YES FOR 4 AND 8 ABOVE BEFORE RECEIVING ANY POINTS
20-18=A, 17-16=B, 15-14=C, 13-12=D
You can use the STS triangle analogy (review class one instructor video to refresh your memory) to help explain your
timeline.
INDIVIDUAL Assignment: NSTA Journal Assignment
Use the journals Science and Children, Science Scope, and/or Science Teacher to find three STS or STEM type articles
(30 points total). All 3 can come from one journal or you can pick one from each of the three journals. The articles cannot
be one I cover. The articles should have some type of activity for you to describe that is STS related. The words Science,
Technology, and Society or the acronym STS may or may not be in the article (in most cases articles do not explicitly
state STS) or STEM. Additional write up requirements include:
1) Activity (ies) should be explained 2 points
2) STS AND/OR STEM connection has to be explained 2 points
3) Citation list for compilation submitted 2 points
4) A written summary of article required 4 points
5) 1-2 page maximum
INDIVIDUAL Assignment: Voki Animation
This assignment requires you to think like a famous or perhaps infamous scientist of the past. First visit the following
website https://www.voki.com/ and familiarize yourself with Voki as a way to create a character. Next choose a scientist
from the list below. Each scientist on the list was involved in scientific controversy and/or hardship. Some of the
controversies were in the form of debate while some of their troubles were simply a lack of acceptance. Some of the
scientists on the list were flat out wrong about their theory. Some over time became accepted in the scientific community
for what they believed.
Your assignment is to create a historical science character based on biographical accounts of the person. You can use
autobiographical information as well. The requirements of the assignment are:
1)
2)
3)
4)
5)
biographical information (e.g., birth, degrees, etc..)
why the person is famous
controversy or hard ship
Argument from Evidence
3 one minute Voki creations (use microphone and not text)
Below is the Next Generation Science Standard regarding something called Argument from Evidence. While I don’t expect
you to hit on every aspect of this standard I would like for you to have your character address 1-2 of the identifiers listed
below with regard to their contributions or non-contributions to science. At least half of your character’s presentation
should address argument from evidence.
Middle School (6-8)
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).





Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence
and/or interpretations of facts.
Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant
evidence and posing and responding to questions that elicit pertinent elaboration and detail.
Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to
support or refute an explanation or a model for a phenomenon or a solution to a problem.
Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based
on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Scientist List
Albert Einstein
Neils Bohr
Nikola Tesla
Thomas Edison
Charles Darwin
Isaac Newton
Leibniz Gottried
Galileo Galilei
Ptolemy
Copernicus
Prosper-René Blondlet
Robert Williams Wood
Albert Michelson
Edward Morley
Philipp Lenard
George Washington Carver
Alfred Wegner
Robert Gallo
Jocelyn Bell
Joseph Priestly
Rosalind Franklin
Arthur Eddington
Gregory Mendel
Marie Curie
Othaniel Charles Marsh
Edward Drinker Cope
Ignaz Semmelweis
Charles Meigs
Alfred Wegener
Garett Morgan
Craig Venter
Francis Collins
Richard Owen
Lord Kelvin
Derek Freeman
Margaret Mead
Donald Johnson
Richard Leakey
Thomas Huxley
Samuel Wilberforce
Rubric
Requirement
Biographical
Information
Why the person is
famous
Controversy or Hardship
Argument from
Evidence
Time
15 point maximum
3
Character identified four
or more life factoids
Detailed description
2
Character identified
three or less life factoids
Superficial description
1
No biographical
information
No description
Detailed description
2 NGSS points
identified
3 Vokis
Superficial description
1 NGSS point identified
No description
No NGSS
2 Vokis
1 Voki
How to create a presentation in Voki
1. Go to the Voki website.
2. If you would like to save your creation and go back and work on it at any time, you will need to
create a free voki account.
3. To submit more than one voki at one time (and you will need to submit at least three to
successfully complete this assignment), you will need to use the presentation tool.
4. At the top of the voki page click “Present.”
5. To add more voki pages, click to “+” button on the left side of the page until you have three slides
(or more if you need to create a longer presentation).
6. Then, click the face icon and create each of your voki’s
a. Voki avatars are very customizable so be sure to play with this tool for a while!
7. On each page, you will need to recreate your avatar to match the scientist you are trying to
impersonate and record what you want your avatar to say
a. To record, click on the “Voice” icon and then click either the “Microphone Recording” or
“Phone Recording” icon.
b. You can listen back to your recording before you click save.
c. Each voki slide will need to be 60 seconds so be sure to plan what you are going to say
beforehand!
8. You can add text and other images to your voki presentation.
9. After you have completed your voki presentation, click save.
10. You will be asked to title your presentation. Be sure to include your name and your scientists
name in the title of your voki presentation!
11. You can save and go back to your presentation to make edits before submitting if you have created
a free voki account.
12. Then you will be taken to a page that says “Share Voki Presentation”, you will need to click “Copy
URL”.
13. You will paste this URL on the submission portal on blackboard
a. Be sure to check that your link works for other people before submitting it to
blackboard. (Tip: send the link to a friend and have them check it)
ASSIGNMENT: Science Method/Curriculum Related Mini Grant,
Mock Presentation and/or Manuscript
Majority of materials not attached for this assignment- e.g., mini grant previously funded examples,
guidelines for submitting, rubrics used and electronic presentation materials are not attached though
available upon request.
Sample rubric used to evaluate manuscripts to NSTA Middle Grade journal Science Scope is attached
below.
Manuscript Title Omitted
Reviewer Affiliation
Manuscript ID:
2017-Aug-SCOPE-F-1324
Manuscript Type
Feature
Keywords
Life Science, Teaching Strategies, Critical Thinking Strategies, NGSS
Date Assigned:
09-Aug-2017
Date Review Returned:
16-Aug-2017
Your anonymous comments will be used to help the author revise the manuscript.
Directions for Reviewing:
If you have been assigned a Feature article or Column other than a Commentary to review (see Manuscript Type
above), please answer questions 1 through 12 below (skip questions 13–17). If you are reviewing a Column, please
answer “NA” for those questions that do not apply to your manuscript. For example, manuscripts for the Science on
a Shoestring column or the Integrating Technology column will more than likely not require assessments or links to
the standards. For such manuscripts, be sure to include your opinion regarding the value of the described activity in
the Comments to Editor field. If you have been assigned a Commentary to review, please answer questions 13
through 17 (skip questions 1–12). Regardless of the manuscript type assigned, all reviewers should complete the
final three sections of the review form that ask you to rate the manuscript, make an overall recommendation, and
provide feedback to the editor and author.
Questions for Feature Articles and Columns
1. Is the manuscript accurate, scientifically and otherwise? Explain any inaccuracies.
2. Is the activity/content grade-level appropriate and is it clear to the reader that the activity/strategy has actually
been used in the classroom?
3. Are classroom management tips for grouping, time, equipment, etc., included in the manuscript?
4. Does the manuscript target and clearly outline a particular combination of disciplinary core ideas, science and
engineering practices, and cross cutting concepts as identified in the Next Generation Science Standards (NGSS)?
Are correct codes for the associated standard and/or performance expectation from the NGSS provided?
5. Does the manuscript explicitly link to any grade level Common Core Standards for English Language Arts and/or
Mathematics listed in the Connection Box of the NGSS? If so, is the alignment grade-level appropriate?
6. Is the activity safe at the recommended grade level? Are appropriate safety procedures included? List any
missing safety considerations that you feel are necessary for this activity.
7. Is the manuscript thorough? Are the activities, procedures, examples, and other components complete? Do the
student directions, questions, and other tasks require higher-order thinking skills that focus on deeper
understanding and application of content?
8. Is the manuscript easy to read and logically sequenced; does it flow well from start to finish?
9. Is the activity interesting and new? Is it similar to another activity from a print or online source? Does the
manuscript promote a person or commercial product/service?
10. Is the manuscript inclusive with regard to gender, multicultural awareness, and costs? Are differentiation
strategies for students with special needs provided?
11. Does the manuscript contain appropriate current research citations, personal experiences, or other evidence to
support the strategies it recommends and the claims it makes?
12. Does the manuscript contain effective formative and summative assessments? Are the assessments accessible
and unbiased; do they use grade-level appropriate language? Are rubrics, answer keys, and scoring guidelines
provided? Do they offer sufficient guidance for interpreting student performance?
Questions for Commentaries
13. Is the manuscript accurate, scientifically and otherwise? Explain any inaccuracies.
14. Is the manuscript of value and interest to middle school teachers?
15. Does the manuscript discuss a relevant and current topic?
16. Is the author's opinion supported by research?
17. Is the manuscript easy to read and logically sequenced; does it flow well from start to finish?
Overall Rating:
Poor (low potential)
Recommendation
Reject
Would you be willing to review a revision of this manuscript? Yes
Confidential Comments to the Field Editor
Comments to the Author
Files attached
Close Print
STEAMS AHEAD Extra Credit Contribution
Visit the SOE STEAMS Ahead website. Ask me how you can gain extra credit.
Total Score (Out of 25 points):_____________________________________________________________