College of Science and Health Professions and College of Education

Departments of Mathematics and Curriculum and Instruction

Community Partners:

Students, Families, Teachers and Administrators of Northeastern Oklahoma Elementary and Middle Schools – Public and Private Institutions

PREREQUISITES:

Successful completion (C or better) in MATH 3433.  Successful completion (C or better) OR concurrent enrollment in MATH 3443.

DESCRIPTION OF COURSE AND INTRODUCTION:

Based on the philosophy that not all learning resides within the walls of the university and framed by the P-A-R-C Model for Service Learning, this course will be divided into four sections.

Preparation Phase of Service Learning Process:  The first part of the course will consist of classroom instruction regarding best teaching practices for tutoring mathematics students in grades 1 – 8.  Students remain engaged in all components of the servicing from planning to implementation to final dissemination of ideas and findings.

Action Phase of Service Learning Process [Engagment]:  The second part of the course will consist of tutoring mathematics students in the Mathematics Clinic on the NSU-Broken Arrow campus.

Reflection Phase of Service Learning Process:  The third part of the course will be routine and on-going reflection about the service experience with teacher education candidates and the instructor.  Technology available through Blackboard services will serve as one vehicle by which the reflection process will occur.   Reflection will also be a part of the student-led, parent-teacher conference that will take place on the last night of the tutoring semester.

Celebration Phase of Service Learning Process/ Public Dissemination:  The final part of this service experience will be the celebration phase.  An end of semester reception with invited guests [students, parents, principals, pre-service teachers, and university administrators] will provide the opportunity to celebrate both teaching and academic gains in mathematics.   During the reception program, teacher candidates will individually recognize their students through the presentation of unique mathematics awards.  Through reflection, conversation, district media, social media, and written dissemination of the reciprocal service arrangement, our community and our partners remain informed about what we do.   Public dissemination is in part the rationale for such a lengthy wait list in our clinic each semester.

This course will be a hybrid course, a blend of on-site experiential based math tutoring opportunities with technology based experiences intended for diverse forms of reflection.

MAJOR GOALS FOR THE COURSE:

While both volunteerism and service learning are very worthy endeavors, they are not one in the same.  Understanding the difference between service learning and volunteerism enables us to maximize the benefit each has to offer.

Service driven by academic objectives partnered with a sense of reciprocity between the teacher candidate and community partner is what differentiates service learning from volunteerism.  This differentiation is the basis of the following major goals for the course:

1.  Reciprocity:   Both the NSU pre-service teacher and the community partner [students, families, teachers, and administrators from elementary and middle schools in northeastern Oklahoma] must benefit from the servicing experience.

• Community partners will benefit from the service through enhanced knowledge of mathematics, whether for remediation or enrichment, which will translate into academic gains in the elementary or middle school mathematics curriculum.
• NSU pre-service teachers will benefit from the service through authentic, experiential based opportunities to teach young children well in advance of the time in which they will enter the profession.   Such experiences will grow and sustain pre-service teachers’ levels of mathematics teaching efficacy beliefs which will impact the likelihood that as teachers of mathematics they will stay in the profession thereby decreasing the alarming rate of novice attrition.

2.  Academic Objectives:    The academic objective(s) linked to the preparation of NSU teacher candidates that drive this service learning experience include, but are not limited to,

• Numeration and Operation
• Geometry and Measurement
• Problem Solving
• Data Analysis and Probability
• Algebraic Thinking
• Related to Mathematics Teaching and Learning

ADDITIONAL COURSE OBJECTIVES AND OUTCOMES:

During the course, the Teacher Education Candidates will:

1.  Knowledge and Understanding:

• Administer Pre Test(s) to community partner in order to identify areas which need improvement during the tutoring sessions.
• Use knowledge and understanding from assessment data to plan for meaningful leaning opportunities unique to the student so that conceptual understanding of mathematics will be fostered.
• Blend service with learning; enjoy shared benefits and a spirit of reciprocity between the student and community partner.

2.  Intellectual Skills:

• Distinguish between appropriate and inappropriate age and grade appropriate lesson topics
• Identify connections between mathematics skill sets and service with community partner

3.  Discipline Specific Skills:

• Diagnosing strengths and weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, and percents.
• Utilize knowledge of modeling to remediate weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, percents, geometry, measurement, data analysis, probability, and problem solving.

KNOWLEDGE BASE:

The Northeastern State University Teacher Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs which prepare professional educators to work in public school settings. These philosophical assumptions are stated in the theme of the program. It is assumed that it is the responsibility of the profession educators to:

1. Develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection.
2. Serve all students under their charge, regardless of ability, with a sense of efficacy;
3. Instill self-respect, dignity, and respect for others in their students.
4. Be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities, and talents.
5. Know, understand, and communicate the content of the specialty area(s) in which they are teaching.

These assumptions represent a philosophical approach to teaching and learning that is present throughout the course work and the field experiences.

CONCEPTUAL FRAMEWORK for TEACHER EDUCATION at NSU:

Preparing Professional Educators as Teaching Scholars, Educational Leaders, and Developers of Human Potential

Teaching Scholars: Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills. They know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers with the ability to be lifelong learners.

Educational Leaders: Educational leaders serve as advocates for children/adolescents and families; they understand the political nature of teaching; and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor, and professional attitudes.

Developers of Human Potential:  Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

INSTRUCTIONAL MATERIALS:

Laughlin, C. L., & and Kepner, H. S., Jr.  (2001).  Guidelines for the tutor of mathematics (2^nd ed.).  Reston, Virginia:  National Council of Teachers of Mathematics.

Wade, R. C. (1997).  Community service-learning:  A guide to including service in the public school curriculum.  Albany, New York:  State University of New York Press.

Tutors will have access to mathematics modeling and teaching materials located in the NSU-BA Mathematics Clinic.  Note:   These math teaching materials were made possible by a grant awarded from the Northeastern State University Center for Teaching and Learning.

INSTRUCTIONAL PROCEDURES:

The expected course outcomes will be realized through a variety of instructional procedures.  Those strategies include, but are not limited to, the following:  lecture, expository-discussion, demonstration, and collaborative group activities.  The instructor will implement appropriate multi-media technology.

PROFESSIONALISM:

An important part of this course is your demonstrated ability to grow as a professional educator. As such, you are expected to submit work that represents your own best effort. You are responsible for turning in all required assignments in a timely manner. Assignments must conform to university policies governing academic dishonesty. In addition, as a professional educator, you are constantly seen as a model for your students; therefore, it is imperative that you strive to communicate well both orally and in writing.

Because the class involves work with parents, children, and community members, professional dress is expected. This includes NOT wearing jeans, flip-flop shoes, etc…  Please discuss any questions regarding professional dress with the instructor.

STUDENT PERFORMANCE ACTIVITIES:

The performance activities described below are designed to contribute in different yet significant ways to your knowledge and experience relative to accomplishing the objectives of this course.

1.  Assessment and Tutoring Profile:   NSU Tutors will administer and analyze data from four pre-assessments.  These include:  Place Value Assessment, Fraction Concept Assessment, Math Attitude Assessment, and a brief, simple Tutor designed assessment, based on parent input of student needs that will be a part of your lesson plan for tutoring session #1.  Using data driven decisions, the Tutor will write lesson plans that are designed to address the student’s strengths and weaknesses.

2.  Lesson Plans and Reflections [Service Learning Implications]:   NSU Tutors will write an abbreviated lesson plan in advance of each tutorial session.   When the session is complete, a written reflection about each lesson will be required.   Note:   At least one lesson should incorporate a literature connection to the mathematics you will be teaching in your tutoring session.   Lesson plans should be available to submit to the professor upon request but may not be collected every week.

3.  Blackboard Discussions:   Given that this EDUC 4812 is a hybrid, blended course, NSU Tutors will be required to participate in several Blackboard Discussions related to the tutorial service process.    Focus questions for these discussions will be prompted by in-class experiences.  Blackboard will also be used to distribute course announcements and for grade reporting.   You will have one week to participate in the Blackboard Discussion.   You may respond to other students but are not required to do so.

4.   Parent Communication: NSU Tutors will be required to communicate routinely with parents and students about progress during the semester long tutorial process.   These communications will include, but not necessarily be limited to,

a.  Telephone Questionnaire Prior to Start of Tutorial Sessions

b.  Notes of encouragement/ praise/ progress during the semester.

c. Tutoring Progress Report at Semester End [which will include information about assessment, activities, and progress]

5.  Portfolio:   NSU Tutors will submit a portfolio at the end of the semester.  It should be submitted in a 3 ring binder and organized in the following manner:

a.  Tutor Profile [One Page Document]

b.  Parent Phone Questionnaire [One Page Document]

c.  Assessment Report with Analysis [Approx. 3 – 4 Page Document]

d.  Lesson Plans and Weekly Reflections

e.  Tutoring Progress Report  for Parents [Intended for Parents and/or Teachers]

f.  Student led conference materials [Make copies for your portfolio. Provide the parent and student with originals.   Include the parent response sheet from conference if it is returned to you.]

6.  Mathematics File Folder Game:   Please consider donating your file folder game to the NSU-BA Mathematics Clinic so that your work will touch other students in future semesters.

In this assignment, you will develop a mathematics file-folder game which will be used as a teaching strategy to be incorporated into a tutoring session. The game must be appropriate to the age, interest, grade level, and needs of the learner. The game’s topic must be guided by your assessments.  You must use it with your student any time between tutoring session #3 and #7 and then submit it to me by the posted due date.

The final product should include:

• On the back of the file folder game state the following about your game:

a)  Math Objective

b)  Grade Level

c)  Instructions for Play

d)  Material List

• The file folder game (laminated) and the game pieces, die, etc…
• A one-page paper with two paragraphs. The first paragraph should include why the game was chosen and how the game teaches the skill.  The second paragraph should describe how the game worked with your student. This paragraph should focus on how the student learned and his/her motivation and level of success.

STUDENT EVALUATION:

Evaluation of student performance will be based upon homework, three unit exams, and a comprehensive final exam.  Students will earn points throughout the semester, and final grades will be determined by total point accumulation. Total possible points may be accumulated in the following manner:

Mathematics File Folder Game/One Pg. Paper – 50 Points

Blackboard Discussions [4@25 Points] – 100 Points

Portfolio:

Tutor Profile – 10 Points

Parent Phone Questionnaire – 10 Points

Assessment Report/Analysis – 50 Points

Lesson Plans and Reflections [8@40 Points] – 320 Points

Tutoring Progress Report – 30  Points

Student Led Conference Materials and Parent Reflection – 30  Points

Total – 600 Points

TENTATIVE COURSE CALENDAR:

Date/Objective

Jan 11/Syllabus; Introduction to Civic Engagement [Reading Assigned]

Jan 18/Service Learning:  A Step beyond Volunteerism [Focus on Reciprocity/ Reflection/ Dissemination]

Jan 25/Assessing Student Strengths and Weaknesses [Blackboard Discussion #1 Assigned]

Feb 1/Lesson Planning/Reflection [Make Parent Contact by Feb 8]

Feb 8/ Preparing for Tutoring Sessions #1 – #2 [Tutor Profile 20 points/ Parent Phone Interview Due 20 points]  ***Start Checking Blackboard weekly for announcements and assignment information.

Feb 15/Tutoring Session #1

Feb 22/Tutoring Session #2 [At the end of session #2, start analyzing your assessment data and develop 3 semester goals to help you plan for your session on March 1^st.]

March 1/Tutoring Session #3 [I’ll stop by and look at your lesson plan #3 before/ during/ or after tutoring. Turn it in next week with your reflection on session #3.]

March 8/Tutoring Session #4; Assessment/Analysis Report Due; Lesson Plan/Reflection #3 Due by 4:30 p.m.

March 15/Spring Break – NSU Math Clinic Closed

March 22/Tutoring Session #5; Blackboard Discussion #2 Assigned; Lesson Plan/Reflection #4 Due by 4:30 p.m.

March 29/Tutoring Session #6; Lesson Plan/Reflection #5 Due by 4:30 p.m.

April 5/Tutoring Session #7; Lesson Plan/Reflection #6 Due by 4:30 p.m.

April 12/Tutoring Session #8; Tutoring Progress Report due on or before Thursday, April 14.  You may submit electronically.  This final report includes but is not limited to the analysis report you wrote at the beginning of the semester.   This report extends your first report by discussing each of your 3 semester goals and describes what you did to support these goals. This report will be given to the parent on the last night of the semester.  You may use my report which will be on BB under Course Documents as a guide and you have permission to cut/paste directly from my example as long as the information describes your student. Start preparing for student-parent conference today and consider options for public dissemination of knowledge gained from servicing.  No lesson plan/ reflection submitted today.  Submit lessons # 7-9 in final portfolio for grading.

April 19/Tutoring Session #9; Tutoring Progress Reports will be returned to you today in order that you may modify as necessary before next week’s student-parent conference.  Continue preparing for student-parent conference today.  No lesson plan/ reflection submitted today.  Submit lessons # 7-10 in final portfolio for grading.

April 26/Tutoring Session #10; Submit copies of the student conference material instead. Schedule for Session #10: 4:30 – 4:45 Tutoring/ Review Session with Student; 4:45 – 5:00 Parent-Student-Teacher Conference; 5:00 – 5:30 Service Learning Celebration and Reception.  Blackboard Discussion #3 Assigned and due by Monday, May 2nd.   Portfolios due no later than Monday, May 2^nd at 5:00 p.m.

May 3/Final Exam Week; Pick up Graded Portfolios Tuesday – Thursday,   May 3 – 5.

Northeastern State University Mathematics Clinic

Service Learning – Math Tutoring Lesson Plan

Tutor’s Name:

Student’s Name:
Tutoring Session #:

Date:

Students Current Grade Level:

OKLAHOMA PASS OBJECTIVE(S):

MATERIALS:

INSTRUCTIONAL PROCEDURES:

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

CLOSING ACTIVITY:

Reflection: My Thoughts on Today’s Mathematics Lesson…

What did you learn about your student this week (in terms of mathematics teaching and learning)?

What did you learn about yourself (especially in terms of  mathematics teaching and learning)?

What is one mathematics teaching and learning goal for your next lesson? How will you make this happen?

Topics:
Set Theory

Probability

Statistics


An additional topic may be covered, time permitting. The book is followed closely; however, supplementary material may be introduced as well.

Requirements:

Attendance: It is important to attend class to learn the material properly. Students are responsible for learning material and completing assignments missed due to absence. Be aware of college policy as outlined in the handbook. Make-up opportunities are not guaranteed for students with chronic absences. Poor attendance may lower grades.

Participation: Pay attention!. Ask and answer questions as necessary.


Homework: Assignments are given regularly and must be completed by the next class when it is reviewed.


Tests: There will be three or four topic tests. They will be announced approximately one week in advance. Always show work and be neat as partial credit may be given. There are no make-up tests. Exceptions may occur; instructor discretion will be exercised.

Paper or Project: Details to be discussed in class. See attached guidelines

Final: A final exam/project will be required.

Withdrawals: All withdrawals must be done officially by the college's posted deadline. Late withdrawals will not be approved unless there are unusual extenuating circumstances.

Extra help is available during office hours. Please get extra help as soon it is apparent it is needed. Do not wait until the day before a test. Good attendance is required to receive extra help. In addition, free tutoring is available in the Academic Learning Center.

Grading:
A point system is used to calculate grades. The ratio of points earned to total points possible multiplied by 100 yields the grade at any given time. Grades are not curved; however, the lowest grade (excluding the final exam) will be dropped. Please keep a record of grades; keeping returned assignments is advised.

Grade Scale
A 90 – 100
B+ 87 – 89
B 80 – 86
C+ 77 – 79
C 70 – 76
D+ 67 – 69
D 60 – 66
F below 60

* College policy requires permission of the Department before students may register for a third attempt of a particular course. No third attempts will be allowed for any mathematics course unless the student involved successfully completes the prerequisite for that course immediately before the third attempt. No fourth attempts will be permitted except in extremely unusual
circumstances.

Class Expectations:
Come to class on time with necessary materials, ready to work.
When tardy, please enter as discreetly as possible; when leaving early, please inform the instructor at the beginning of class and sit near the door. Do not leave the class unless necessary.
During class, do not talk to classmates. Do not nap. Pay attention! Please refrain from noises such as sighs, yawns whistles, etc.
Turn off beepers, phones, watch alarms, etc. prior to class.
Complete class assignments as given.
Cheating will not be tolerated; anyone caught is subject to college policy outlined in the handbook.

Project Assignment
Select a nonprofit service agency that requires statistical research for program evaluation, public needs assessment, or public relations and support. Assist the agency, based on its needs, *in developing a survey tool, organizing and/or conducting the survey, compiling and analyzing data, or some combination of these or some other statistical undertakings.

The following components must be completed:

1) Complete entrance and exit surveys and a reaction form. Keep a record of time spent at the volunteer site and time spent on this project.
2) Make at least one visit to the agency; speak with the supervisor. Make a list of objectives the agency needs to meet as a result of this research project.
3) Plan a project to meet the program objectives. Obtain instructor advisement and approval. Be prepared to defend your plan and answer questions. Clear the plans with the agency.
4) Prepare the project, conduct the research and compile results as appropriate to the nature of the project. Report to the instructor; report to the agency if requested to do so.
5) Prepare a written report consistent with agency requirements and subject to instructor approval. Submit to the instructor.
6) Make necessary revisions and submit the final product to the agency.

Students are strongly encouraged to work in pairs or small groups in order to share the workload. Those students interested in participating should make arrangements to begin as soon as possible. All projects must be approved by the instructor by October 15. There are several agencies that have specific needs; consult with the instructor to pursue these avenues. Anyone who has an agency of their own selection is free to pursue that one, subject to instructor approval and written agreement from the agency, who will be asked to complete a satisfaction survey when the project is completed. Given the sequential nature of this assignment, it is important to adhere to deadlines and be committed to completion as these agencies will be depending on participants. Plan to work closely with the instructor for guidance, as these projects will vary based on individual agency needs and personal styles.

Participants of this project will be exempt from one class test; this project grade will replace the test grade. Additionally, at least one class meeting will be excused, replaced by an agency visit of which verification will be required. The grade for this project will be determined according to the following guidelines:

1) Adherence to each of the required components is worth 40%. The criteria includes: proof of at least one visit to the agency: notes on the objectives, based on the visit; the project plan and its connections to the objectives; group interaction, if applicable and adherence to deadlines and instructor advisement.
2) The final report, including accuracy and format, is worth 40%.
3) Student's self-assessment, according to the same criteria is worth 20%.

The final project must be completed and submitted to the agency by December 22, 1999.

This project is designed to provide a meaningful application and extension of course content, providing firsthand experience in research methods and statistical reports. Planning the research according to agency needs requires students to develop problem-solving skills, refine their reasoning, and be creative in developing suitable plans. Students choosing to work in small groups gain the added benefit of developing communication skills and effective interaction in a team project, a common practice in today's industry. This elective exploration allows students to connect statistics to other disciplines and examine its use in various fields, particularly observing its place 'in the realm of community service. In so doing, students can gain a sense of community needs, learn about service organizations, and increase their social awareness. Ultimately, students will learn from this process, broadening classroom knowledge and perhaps experiencing personal fulfillment as well!


Service Project Descriptions-Fall 1999

Grace's Kitchen
Program Coordinator-Valerie Fisher
In order to assess the community needs and programs In the Plainfield area and to better coordinate these programs and assist the community, data must be collected and organized on all available services, This project may include research on the demographics of the region to conduct a needs assessment research on the target service population to assess program availability- and tabulate, organize, and present survey results.

St. Elizabeth Hospital
Volunteer Coordinator- Lisa Liss
In order to assess patient satisfaction, data must be collected from the patient. This project requires hospital visits to meet with patients, therefore medical records and/or shots may be necessary. An interview survey tool must be developed, interviews must be conducted with a sample, possibly the population, and the results must be organized and tabulated.

Reach Out and Read
Project Coordinators-
Prof. Susan Stock
Prof. Judy Mayer
This literacy program encourages parents to read aloud with their children and make books a part of their children's lives. At each scheduled visit to the well-child medical facility, readers read to the children (up to five years old) in the facility waiting room. Students are asked to develop evaluation techniques to measure the effectiveness of the program in developing the children's interest in and enjoyment of reading. Volunteer readers, the parents, and the medical staff would be surveyed.

Big Brothers/Big Sisters of America
Contact-Mary Dasney
In order to expand this program, data collected must be reviewed, tabulated, and cross- referenced. Additionally, to develop this program in Union County, research on demographics may be necessary and a survey tool may need to be constructed. This project may require a combination of these statistical applications.

People for Animals
President-Dawn Luetscher
In order to assess awareness and potential use of a mobile spay/neuter clinic and/or transport service, some research and recommendations for survey plans must be finalized. This study may include research on demographics and operations of other mobile/transport units; demographics of region for local unit and suggested survey goals based on population-, review of survey tool- establish format & samples for survey results; sort and tabulate existing data.

"All projects must have instructor approval by October 1.5. More details will be provided once a selection is made. Students may choose something other than one of these options but must discuss plans with the instructor first & have a contact name for instructor verification.


Paper Topics & Requirements-Fall 1999
Suggested Topics:
The paper may be on any topic of interest as long as it can be related to a topic discussed in class. It may be about a mathematician, the history and development of a mathematical field, or an application of mathematics. Some ideas include:

Applications:

Major:

Education-statistical study of student performance on standardized tests with a discussion of contributing variables and suggestions to address the issue
Sociology/Psychology-a study of probability and how it relates to games/gambling with a discussion of addictive personalities, social ramifications, and potential solutions

Hobby:

Sports:
a study of the use of statistics in sports and how it affects trading, salaries, etc.
a study of the use of probability in sports betting, legal (horse races, etc.) and otherwise

Any-applications of surveys from set theory (MAT1 17) and statistics in magazine articles on some area of interest-critique an article

Mathematicians
Georg Cantor (MAT1 17)
Ludwig Wittgenstein (MAT 117)
Leonhard Euler (MATI 17)
John Venn (MAT1 17)
Blaise Pascal
Pierre de Fermat
Christiaan Huygens
James Bernoulli
Pierriz Simon de Laplace
John Gaunt
William S. Gossett
P. L. Chebyshev
Karl F. Gauss
Francis Galton

Topics
Pascal-Pensees rule of the wager
Chevalier de Mere, aristocratic gambler
Darrell Huff-How to Lie with Statistics
Cantor-cardinal number & paradoxes (MAT 117)

Requirements:
The paper must be double-spaced in font size 10 or 12 and approximately 10 pages in length . Be sure to footnote and provide a bibliography page. The cover page should include name, course, section, topic, and date. All topics must have instructor approval by October 15. More details will be provided once a selection is made. Students are encouraged to develop topics of interest and relevance to their own lives.
Projects may replace papers but details must be arranged with the instructor.

The grade for this paper will be determined according to the following guidelines.
1) Adherence to each of the required components is worth 40%. The criteria includes: submitted outline & bibliography for pre-approval, draft & revisions, specifications-font, length, cover, components, etc. , and meeting-, required deadlines and advisement.
2) The final report, including accuracy, relevancy, and originality is worth 40%.
3) Student's self- assessment, according to the same criteria is worth 20%.

Suggested Agenda
Project:

By October 15-
Determine project/instructor approval
Complete entrance survey
Make appointment with agency representative

By November 1
Complete initial agency visit/organize notes
Plan draft
Schedule instructor advisement appointment

By November 24-
Complete advisor appointment
Agency approval
Revise draft

By December 13-.
Review final draft (group, advisor, agency, as necessary)
Final revisions/final report
Exit surveys

By December 22-
Submit Project

Paper:

By October 15-
Determine topic/instructor approval
Preview of Literature

By November 15 -
Develop Outline
Determine Sources
Instructor Advisement to review plans (required)

By December 6-
Submit Draft

By December 13-
Complete Revisions

By December 22-
Submit Final Paper