Fall 2008

(updated: 8/28/08)

BIOL 3700: BIOLOGICAL COMMUNICATIONS I

 

Instructor:                   Dr. Peter H. Wyckoff

Office:                         Science 1375

Phone:                         x6347

E-Mail:                        wyckoffp@mrs.umn.edu

Web Page:                   http://cda.mrs.umn.edu/~wyckoffp/

Class:                           T 10:00-11:40 (through Oct 14), Sci 2200

 

Description

Your professor believes strongly that you do not “know” a concept or idea when you can merely pull it out of a line-up.  Multiple choice tests examine a shallow and largely worthless type of understanding (and I say this as a guy who kicked butt on SAT and the ACT).  You “know” a concept when you can use it and explain it.  When you can convey an idea orally or via the written word—when you can communicate it—then you truly own it.

 

This short (one credit) class is the first of three in the Biology major devoted exclusively to communication.  Hopefully you are also working on communication skills in your content-based courses as well.  In Biol 3701: Biological Communications II, you will work one-on-one with a professor to complete a heavily revised literature review paper focusing on current research in an area you find particularly interesting.  This course should provide you with important background for “Biocomm” II, a course you may choose to take during the second half of this current semester.  Finally, you will complete the biological communications sequence by enrolling in Biol 4901: Senior Seminar.  As I am sure you are aware, the centerpiece of that course will be a 45 minute public seminar, given by…. You!  It will be fun.  We will prep a bit for that experience in this course.

 

Taking each course in the communications sequence is like eating a serving of vegetables: kind of a chore, but ultimately really good for you.  You would be amazed how often our graduates list “Biocomm” and “Senior Sem” on their exit surveys as things that they had not wanted to do, but were very glad about after the fact.

 

Learning objectives

1. You will learn to use modern technology (the internets, Google Scholar, etc.) to track down papers in the primary and secondary biological literature.  You will use the power of your standing as a matriculated UMM student to retrieve for free articles that would cost mere mortals beaucoup bucks.  Thanks to the wonders of the world-wide-web, much of this work can now be done naked at 3:00 AM in your dorm room, if that is the way you want to live.

 

2. You will learn to summarize the primary and secondary biological literature in your own words.  The “in your own words” part is key for maintaining your sense of honor and integrity, avoiding plagiarism, and retaining your right to retrieve literature for free as a matriculated UMM student.  These summaries will, of course, be edited and beautiful before you turn them in.  This is a writing course.  Writing counts.  Don’t embarrass yourself by turning in crap.

 

3. You will improve your editing skills.

 

4.  You will learn how to briefly explain a primary literature article to your peers, in a clear and coherent manner and utilizing Powerpoint (are those last two points contradictory?).  This will be good practice for senior seminar (and life).

 

You will also emerge from this class with a set of sources and the beginnings of a story that you can flesh out in Biocomm II. 

 

Readings

Required Texts:

Pechenik, J.  2006. A short guide to writing about biology (6th Edition). Longman, New York, 256 p.

 

Schedule and Due Dates

 

Date

In-class activity

Reading

What is due?

Sept. 2

Introduction to the library, both real and virtual featuring Jane Blodgett (she is an actual librarian!)

Chpts 1,2 3, 5, 7

 

Sept. 9

Pete’s Advice: Plagiarism and how to avoid it

Discussion: What makes a good paper?

Chpt 4

Assignment 1

Sept. 16

Pete’s Advice: How to edit

In class activity: Revising bad prose

Chpts 6, 8

Assignment 2

A potential topic for Biocomm II,

A paper for your oral presentation

Sept. 23

Pete’s Advice: Tips on giving an oral report

 

Chpt 14

Article critique

Revision assignment

Sept. 30

Go over Powerpoint with Pete

 

Powerpoint draft

Taxonomy assignment

Draft thesis statement and summary paragraph for Biocomm II

Oct. 6

ORAL RESEARCH SYMPOSIUM I

 

 

Oct. 13

ORAL RESEARCH SYMPOSIUM II

Wrap-up and discuss what comes next

 

Revised thesis statement and summary

Biocomm II  bibliography with at least 12 sources

 

 

Grading

Participation                                                      50 pts

Assignment 1                                                    60

Assignment 2                                                    60

Topic for Biocomm II                                         5

Topic for oral presentation                                  5

Article critique                                                  30

Revision assignment                                         30

Powerpoint draft                                               30

Taxonomy assignment                                      30

Draft thesis statement and summary                20

Revised thesis statement and summary            50

Oral presentation                                             100

Final Biocomm II bibliography                         50

 

                                                Total points:    520

 

At worst: A = 90-100%; B = 80-90%; C = 70-80%; D = 60-70%; F < 60%.

I may curve up, but I will not curve down.

 

Grade expectations

Satisfactory work demonstrating a simple, but largely complete, grasp of the course material will receive a “C.”  An “A” or a “B” requires you to demonstrate more thought and sensitivity to nuance.

 

Partial credit on problems and calculations will only be given if you show your work.  If I explicitly ask you to show your work on a homework or exam problem, then a mere answer is not enough (even a correct answer)—you must show me how you reached your answer.

 

On average, this course should require 6 hours a week of work.  That means that you should expect to work more than 4 hours a week outside of class.  If the work associated with this class appears to be either too light or excessive, please let me know.

 

Policy on incomplete grades

In accordance with University policy, incomplete grades will only be awarded under extraordinary circumstances.  Normally, I will only consider awarding an incomplete in cases where illness or family emergency prevent a student from completing the last assignments in a course (end of the semester projects, final exams, etc.).  You can only be eligible for an incomplete if your average on all graded, completed work is greater than an F.

 

Attendance policy

Lecture attendance is not mandatory, but I will take attendance and deduct 5 participation points for each unexcused absence.

 

Excused absences will be granted for family emergencies, illness, varsity athletic events, and other official university functions.  Written documentation for excused absences must be submitted and can be obtained from health services or chancellor’s office.

 

Late work policy

Unless otherwise specified, assignments will be turned in at the beginning of class on the day they are due (though they will not be counted as late if in by 5:00).  Late assignments lose 20% of their value for each day or portion of a day they are late (not counting weekends).  For example, if an assignment is due on a Friday, and you turn it in Tuesday, the assignment is 2 days late and thus only worth 60% of its original value. 

 

Policy on Academic Honesty

I have no tolerance for cheating or plagiarism.  Any paper, assignment or examination showing signs of academic dishonesty will be investigated.  If I suspect dishonesty, I will notify the student that we must meet to discuss the matter.  Failure to respond to a request for such a meeting will be taken as an admission of guilt.  The standard penalty for dishonesty will be a grade of “0” on the assignment in question.  In egregious cases, I will give an “F” for the course grade.  In accordance with University policy, I will report any penalties levied to the vice chancellor for student affairs.  Penalized students then have the right to appeal.

 

Any work submitted by a student must be written in his or her own words (i.e. you cannot simply copy or paraphrase textbooks, other written sources, or work submitted by other students).  In the case of group work submitted with multiple names, I will assume that all have contributed equally.  For homework and problem sets, I encourage students to work together, but that cannot mean that one student simply copies from another. 

 

Recycled paper and two-sided printing

I encourage you to save paper by printing typed assignments on the back of previously used paper.  If you do this, I ask that you draw an “X” through the side I don’t need to read.  Alternatively, print your assignments on both sides of fresh paper.  Spreadsheets and graphs can be sent to me via e-mail, and if possible, I will refrain from printing them at all.

 

Extra credit policy

I may periodically offer extra credit as an incentive to participate in activities that are related to class, but not otherwise required—public lectures, service projects, etc.  Extra credit cannot be used to raise your final course grade more than one step—i.e. a C- to a C or a B+ to an A-.  Thus, any extra credit earned beyond 40-50 points will enrich your soul, but cannot enrich your grade.

 

Disability Accommodations

I will make reasonable accommodations for students with disabilities or special needs upon request.