Days/Times TBA MPE 103 - Nevada System of Higher Educationsystem.nevada.edu/tasks/sites/Nshe/assets/File/... · Please do not use the abstract of the article as its annotation!!!

SCI 101 Fall 2012

Days/Times TBA MPE 103

Instructor: Alicia Simon Office: MPE 126 Office Hours: Tuesday and Thursday 9am-10am Phone: 702 895-1275 Email: [email protected] Course Description: SCI 101 is a first year experience (FYE) course designed to improve students’ overall academic performance, develop critical thinking and analytical skills, foster students’ understanding of scientific and mathematical discourse and methodology, and to help students explore, discover, and connect with the university and its resources.

Course Goals: University Undergraduate Learning Outcomes

1. Intellectual Breadth and Life-Long Learning - Integrate differing perspectives of the natural sciences, social sciences, humanities and fine arts, and develop skills and desire for life-long learning.

2. Inquiry and Critical Thinking - Use qualitative and quantitative methods to guide the collection, analysis, and use of information and produce reasoned arguments and explanations.

3. Communication - Communicate effectively in written, spoken, visual, and digital modes.

4. Global/Multicultural - Develop knowledge of global and multicultural societies and an awareness of one’s place in and effect on them.

5. Citizenship and Ethics - Participate knowledgeably and actively in the public life of our communities and make informed, responsible, and ethical decisions in one’s personal and professional life.

Instructional Methodology: The course will meet two times per week for 50 minute sessions

(ACADEMIC AND STUDENT AFFAIRS COMMITTEE 05/31/12) Ref. ASA-4d, Page 1 of 14

Attendance Policy: Because of the interactive nature of this course, your attendance and participation

is essential. The course includes lectures, group discussions and in –class activities, guest speakers, and

other class projects. It is impossible for you to complete the work if you miss class. Each student is,

therefore, responsible for attending every class session. Everyone should come to class having read all

assigned readings and be prepared to participate in class discussions and activities.

Missed Class(es):It is the responsibility of the student to provide official written notification to the instructor at the earliest time possible for any university approved absence. Students who miss three classes without a university approved excuse will be dropped 1 letter grade (i.e. A to B or B to C). Students who miss greater than 6 class session without a university approved excuse will fail the course due to lack of participation. SCI 101 requires student participation.

Course Textbook: Introduction to the University for Science Majors, 2nd edition by Alicia Simon published by Kendall Hunt 2010. Assignments 10% Class participation

15% Writing assignments and worksheets

10% In-class lab assignment

10% Abstract assignment

5% Résumé

20% Job Competency Analysis Assignment

30% Ethics assignment

Total 100%

Note: Late assignments received without an authorized university excuse will be downgraded one letter

grade for each day late

Ethics Project (also on page 149 of textbook)

Ethics in Scientific Research- You and your partner will explore the ethical question or questions

presented in topic selected on page 150 or approved by instructor. In order to be able to complete

the project you and your partner will need to develop a comprehensive understanding of your case

and the issues involved. You will need to conduct a detailed guided research effort. You and your

partner will need to find and evaluate journal articles, book chapters, government documents, and

perhaps other materials (Wikipeida cannot be the one and only source of information for this

project!) Together you must identify what ethical dilemma is presented case and explore the topic

so that you can be present to your peers the following four project components:


1. You and your partner must prepare a well-organized poster using power point for presentation. You will have 5 (five) minutes for your presentation to be followed by questions from the audience. Both partners need to present material in the time allotted and will be graded on their presentation content and style. The poster should be neat, clean, and well organized. The information should be easy to read and all graphs and charts should be clearly labeled and a citation used for reproduced images. Your abstract and bibliography should be intergraded onto your poster. Please follow guidelines as presented in class for the creation of your poster.

2. To assist your fellow students you will create a handout or take away paper. This item will help you teach the information in your presentation and serve as a summary of your project. It can take the form of a tri-fold brochure, fact sheet, or outline. The information should be presented in a professional manner. Please plan to bring one handout for each class member and for your instructor (approximately 30 copies).

3. An abstract summarizing your research on the case to be integrated into your poster and also turned in separately. Please follow the guidelines for preparing an abstract as presented in class.

4. To document your research efforts you and your partner must create an annotated bibliography. Please use at least 6 sources including both primary (scholarly journals) and secondary (popular sources). Make sure to use the MLA citation format. Each annotation should include at least one paragraph of information that quickly summaries the content of the source and places the source information within the larger picture of all the sources you have examined (i.e. does it present the prevailing or dissenting opinion? Does it show bias? What audience was it written for? What new information was provided? ) Each annotation should be at least four or five sentences in length. Please do not use the abstract of the article as its annotation!!! The annotated bibliography should be turned in with the take away paper at the time of grading. The bibliography does not need to be annotated on your poster.

Abstract Project (also on page 224 of textbook)

Reading, Understanding and Writing Abstracts

In the last library session you examined the differences between secondary and primary sources. Scientific

papers that have undergone peer review and which are published in field specific journals are one type of

primary source (Such sources include Science, Nature, and The New England Journal of Medicine). These

articles include abstracts which are essentially brief summaries of the larger paper. Because online search

engines typically only display abstracts the abstract has become even more important to ‘sell’ the research

contained in the paper.

Dissection of an abstract

Review the articles and papers that you and your partner have gathered in your preliminary research.

Select one scientific journal article to study and read in greater detail. Critically read the abstract and

search for the following information points:

1. Who did the research?

2. Where was the research done?

3. When was the research conducted?


4. What is motivation for this research?

5. What is the hypothesis or research question?

6. How was this problem examined?

7. What data is described and in what format?

8. What are the results?

9. What conclusions have been reached through the research?

10. What are the implications of these conclusions?

Once you have critically read and analyzed the abstract write a response to each question using information

drawn from the abstract. The questions can be addressed in a short paragraph format with a clear and well

thought out answers to each question. In addition, consider why this information is included in an

abstract? How difficult is it to locate the information in the text? Do the authors do a good job of

convincing the audience that the research is new, exciting, important or interesting? Do you want to read

the paper after reading the abstract? Now read the paper. How well does the abstract inform you about

the content of the paper? What information was presented in the paper but not in the abstract? Was the

abstract a good preview of the paper? Write a response to these questions in paragraph form bringing

together your observations and demonstrating that you carefully read of the text. This component will be

due__________________

Creating your abstract

One of the final components of the Ethics Project will be the writing of an abstract. After you have

completed writing the text of your poster you will need to write an abstract that summarizes your work.

This abstract will be included in your final poster design and will be turned in separately for grading.

Because you have analyzed a professional abstract you should be familiar with both the format and content

of abstracts. Read your text carefully and examine the content. To develop your abstract look for the

following points in your text:

1. What is the ethical problem examined?

2. Did your partner and you conduct a case study? Or a board examination?

3. What sources did you examine for your research?

4. What is the motivation for this research?

5. Why is this ethical question important?

6. How has this problem been examined in previous research?

7. Where and on what issues do your sources agree or disagree?

8. What are the results?

9. What conclusions have been reached through the research?

10. What are the implications of these conclusions?

After considering the above questions construct your abstract with the restriction that it must be 200-250

words in length. Remember that an abstract must be concisely composed. You will have to be precise with

the information you include. Consider how you can make your research interesting and relevant to your

audience. Why should your audience be concerned with your research? Will the audience want to read


your poster after examining your abstract? What key search terms appear in your text? If a future

students wanted to locate your research in a search engine consider what terms would be used to locate

your abstract. Write a list of 4-6 key search terms on the top of the abstract that you turn in for grading.

Do not include key terms on your poster.

Individual Study For this course, students are expected to engage in at least five hours per week of individual study outside the classroom (e.g., reading, writing, reviewing, researching, class preparation).


SCI 101 (Fall 2012) August 27 – December 14

The instructor reserves the right to amend this syllabus. Any changes will be

announced and/or distributed in class. It is your responsibility to keep abreast of

changes.

WK Date Class Topic Readings/ Websites/ Videos

Journals Activities

1 Mon 8/27

Introduction to SCI 101 Purpose of course within the curriculum Resources on campus Orientation to course Introduction to UULOs

Chapters 1-2 Journal p13

worksheet P 35-37 Due 9/5

Wed 8/29

Excelling in Course Work Methods for study in science and math

courses Developing statistical, scientific and

mathematical skills How to get organized and stay

organized for the semester Best practices for study

Chapters 3-4 Journal P15

2 Mon 9/3

No Class – Labor Day

Wed 9/5

Stress Management -What is stress -How stress management =time management -Biology of stress -Stress reduction techniques

Andrews, Bernice (11/2004). "The relation of depression and anxiety to life-stress and achievement in students". The British journal of psychology (0007-1269), 95 (4), p. 509.

Journal p102

Worksheet P79 Due 9/10

3

Mon 9/10

What Is Science -A brief history of the development of scientific and mathematical thought

-Why is science important and what is scientific thinking?

-Forming hypothesis statements

-Understanding hypothesis, theory and Law

Read Chapter 6 Keesing, R. G. (1998). The history of Newton's Apple Tree. Contemporary Physics, 39(5), 377-391.

Journal P 118


-What a fields of scientific inquiry?

Wed 9/12

The Scientific Method -The development of the scientific method

-The development of mathematical thinking

-Hypothesis, Theory and Law –what do those terms mean?

-Application of the Scientific Method with in-classroom experiment

Read Chapter 13 Karsai, I., & Kampis, G. (2010). The Crossroads between Biology and Mathematics: The Scientific Method as the Basics of Scientific Literacy. Bioscience, 60(8), 632-638

Journal P 117

4 Mon 9/17

In Class Experiment

Wed 9/19

In Class Experiment

Lab report due Journals due

5 Mon 9/24

Ethics -What are ethics?

-How does society decide what is ethical behavior?

-What are the ethical standards for scientists?

-What are the ethical standards for students at UNLV?

Case study p141-147

Journal P 152

Ethics Project

Assigned Due 10/29

Wed 9/26

Andrew Wakefield –Applying Ethics in Science -Read and discuss Wakefield Case study

-Complete Reflection

Anderson Cooper 2010 interview of Wakefield

http://www.youtube.com/watch?v=l6kOxkPJfRM

Develop Ethical Research Question -Complete case study due 10/1

6 Mon 10/1

Research Methods -What materials are available in a library?

Read Chapters 9

Journal P127

Case Study due


-How to access materials

-Search engines and search engines -which to use and how to use them

and 10 Meet at Lied Library

Wed 10/3

Reading Scientific Articles -Primary sources in the STEM fields

-What is the anatomy of a scientific article?

-Where to find materials for your ethics project and how to evaluate material

-Popular vs scholarly materials

Guided search for your research materials Must locate at least 6 sources 1 of which is peer reviewed

Plagiarism/copyright Worksheet 201-202 Due 10/8

7 Mon 10/8

Abstracts --Learn about degree programs

-Understand your degree and graduation

Journal P204

Complete part 1 of Abstract assignment

Wed 10/10

Posters and Conferences -How to prepare for presentations

-What is a poster session?

-Creating and designing a poster using software

Read Chapter 12 What is a poster session? http://www.youtube.com/watch?v=1dyzaZjwdfE

Complete part 2 of Abstract assignment

8 Mon 10/15

Public Speaking -Public speaking basics

-How to organize a talk

-Developing talking points

Journal P 217

Use template to begin formatting poster -Abstract assignment due

Wed 10/17

Scientific Research and Scholarship -Principles of research

-Citation methods

-Best practices

-Advanced/specialized search engines

Journal p 243

Meet at Lied Library Turn in Abstract Turn in Journals


9 Mon 10/22

Citation and Publication -The importance of citation -MLA format -How to get help with citation -The currency of citation in scholarship

Journal p 163

Complete Annotated Bio

Wed 10/24

Ethics Project Workshop -Peer evaluation session to prepare for presentations

Journal p 205

Complete ethics project

10 Mon 10/29

Poster Session rubric

Wed 10/31

Poster Session Read Ch15 Rubric Reflective statement due

11 Mon 11/5

Understanding your Degree Program -guest speakers from COS advising center -graduation map -degree and university requirements -registration

http://chronicle.com/article/Science-Education-One-Size/128575/

Journal 242

Degree worksheet

P 239 Due 11/14

Wed 11/7

Preparing for Pre-Professional Careers -Dr Nika guest speaker Pre-Professional Advisor and presentation by College of Life Sciences

Journal p 272

Journals due

12 Mon 11/12

The Departments of COS -presentation by Chemistry and Physics Departments

Wed 11/14

The Departments of COS -Presentations by Math and Geoscience Departments

13 Mon 11/19

Being a Citizen of the Campus and the Community -Guest speakers from campus clubs and organizations -how to get involved in campus life -programs, services, resources

Read Ch 14 Journal p 263

Take Myers-Briggs at Career Services Center

Wed 11/21

Career Planning -finding career interests -developing your skill set -building a resume -STEM career exploration

Journal p 271

Resume due 12/3


14 Mon 11/26

International Prospectives in STEM Fields -Global issues in the science and mathematical fields -Ethical Issues -New areas of research

http://www.insidehighered.com/news/2009/08/26/grinnell

Wed 11/28

The Global Workplace -International Study opportunities- guest speaker from International Programs -Diversity in the science and mathematical fields -Women in STEM fields

Journal p 119

P 261 worksheet

15 Mon 12/3

Myers-Briggs Discussion -How to understand and apply data from Myers-Briggs test -Understanding how your personality type effects learning

Read Chapter 5

Journal p 273

Wed 12/5

Goal Setting

-Developing long term goals for success as a student and a professional

Read hand out on Goals

Journal p 102

Exercise 4 p 97

16 Mon 12/10

Final class -Group discussion-how to improve next semester -Final thougths

Final Journals due


University of Nevada, Las Vegas Additional Information Academic Misconduct – “Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLV’s function as an educational institution.” An example of academic misconduct is plagiarism: “Using the words or ideas of another, from the Internet or any source, without proper citation of the sources.” See the “Student Academic Misconduct Policy” (approved December 9, 2005) located at: http://studentlife.unlv.edu/judicial/misconductPolicy.html. Copyright – The University requires all members of the University Community to familiarize them and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. To familiarize yourself with copyright and fair use policies, you are encouraged to visit the following website: http://www.unlv.edu/committees/copyright/. Disability Resource Center (DRC) – It is important to know that over two-thirds of the students in the DRC reported that this syllabus statement, often read aloud by the faculty during class, directed them to the DRC office. The Disability Resource Center (DRC) coordinates all academic accommodations for students with documented disabilities. The DRC is the official office to review and house disability documentation for students, and to provide them with an official Academic Accommodation Plan to present to the faculty if an accommodation is warranted. Faculty should not provide students accommodations without being in receipt of this plan. UNLV complies with the provisions set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, offering reasonable accommodations to qualified students with documented disabilities. If you have a documented disability that may require accommodations, you will need to contact the DRC for the coordination of services. The DRC is located in the Student Services Complex (SSC), Room 137, and the contact numbers are: Voice (702) 895-0866, TDD (702) 895-0652, fax (702) 895-0651. For additional information, please visit: http://studentlife.unlv.edu/disability/. Religious Holidays Policy -- Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor no later than the last day at late registration of his or her intention to participate in


http://studentlife.unlv.edu/judicial/misconductPolicy.html

http://www.unlv.edu/committees/copyright/

http://studentlife.unlv.edu/disability/

religious holidays which do not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the university which could not be avoided. http://catalog.unlv.acalog.com/content.php?catoid=1&navoid=44&bc=1 Tutoring -- The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex, #22 on the current UNLV map. Students may learn more about tutoring services by calling (702) 895-3177 or visiting the tutoring web site at: http://academicsuccess.unlv.edu/tutoring/ UNLV Writing Center -- One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC-3-301. Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling 895-3908. The student’s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: http://writingcenter.unlv.edu/


http://academicsuccess.unlv.edu/tutoring/

http://writingcenter.unlv.edu/

University Undergraduate Learning Outcomes 1. Intellectual Breadth and Life-Long Learning - Integrate differing perspectives of the natural sciences, social sciences, humanities and fine arts, and develop skills and desire for life-long learning.

1. Develop in-depth knowledge and skills in at least one major area 2. Use the methods and models of the natural sciences to define, solve, and evaluate problems 3. Use the methods and models of the social sciences to analyze individual and group behaviors 4. Use the methods and models of the humanities and fine arts to interpret historical and contemporary cultures 5. Apply knowledge and skills gained from general and specialized studies to new settings and complex problems 6. Place questions or problems into personally meaningful contexts and demonstrate life-long learning skills

2. Inquiry and Critical Thinking - Use qualitative and quantitative methods to guide the collection, analysis, and use of information and produce reasoned arguments and explanations

1. Analyze problems, articulate questions or hypotheses, and determine the need for information 2. Access and collect the needed information from appropriate primary and secondary sources 3. Use quantitative and qualitative methods, including the ability to recognize assumptions, draw inferences, make deductions, and interpret information to analyze problems in context and draw conclusions 4. Recognize complexity of problems and identify different perspectives from which problems and questions can be viewed 5. Evaluate and report on conclusions, use results to make judgments and guide actions, and identify areas where further inquiry is needed 6. Identify, analyze, and evaluate reasoning and construct and defend reasonable arguments and explanations

3. Communication - Communicate effectively in written, spoken, visual, and digital modes

1. Demonstrate general academic literacy 2. Use genres and conventions for writing within a particular discipline or profession 3. Prepare and deliver effective oral presentations 4. Collaborate effectively with others to share information, solve problems, or complete tasks 5. Produce effective visuals using different media 6. Apply the electronic technologies commonly used to research and communicate within one’s field

4. Global/Multicultural - Develop knowledge of global and multicultural societies and an awareness of one’s place in and effect on them.

1. Demonstrate knowledge of the history, philosophy, arts and geography of world cultures


2. Experience or interpret diverse perspectives linked to identity, including race, gender, and ethnicity, both in American and international contexts 3. Experience or interpret the concept of social justice 4. Display curiosity about other cultures, e.g., familiarity with a non-native language or experience living in a different culture 5. Function effectively in diverse groups 6. Demonstrate awareness of one’s own place in and effect on the world

5. Citizenship and Ethics - Participate knowledgeably and actively in the public life of our communities and make informed, responsible, and ethical decisions in one’s personal and professional life.

1. Acquire knowledge of political, economic, and social institutions 2. Explore the various rights and obligations that citizens have in their communities 3. Experience or interpret the social, environmental, and sustainability issues of the larger community 4. Learn various forms of citizenship skills such as media analysis, letter writing, community service, lobbying, etc. 5. Engage in public discourse and exercise civic imagination 6. Learn and apply ethical reasoning and action in defined situations


Documents

Days/Times TBA MPE 103 - Nevada System of Higher Educationsystem.nevada.edu/tasks/sites/Nshe/assets/File/... · Please do not use the abstract of the article as its annotation!!!