BIO 205 – Introduction to Research & Scientific LiteratureFall 2017
Section 2
INSTRUCTOR CONTACT INFORMATION:
Instructor / Dr. Emily McReynoldsOffice / Rm 004
Email /
Office hours / MW 1:30-2:30 PM* or by appointment
*Times will be adjusted as semester progresses, please see website for most updated schedule
Fcty. Webpage /
COURSE DESCRIPTION
Introduction to Research and Scientific Literature (BIOL 205, sections 1-5), or IRSL for short, is designed to give the beginning biology major an introduction to literature resources, topic selection, graphing & data analysis, scientific logic, and the oral and written presentation of results. The course meets twice per week for 1 hour and 50 minutes.
The primary objective of this course is to introduce you to the fundamental elements of scientific research in the biological sciences as well as equip you to explore the scientific literature. The skills developed in this course are fundamental to conducting research, but are also applicable to many other professional endeavors. Even if you choose not to do research as part of your professional career, an underlying hope is that you will develop a better appreciation of the scientific process, basic research, and the application of science to many important contemporary questions.
The course does not require you to conduct original research, but you will explore the fundamentals of biological research by using a variety of examples, including current research from the literature. Through short lectures, group discussions,assignments, and exercises, you will build a skill set that you will use for a mock scientific poster presentation during the final exam.
COURSE SPECIFIC LEARNING OBJECTIVES:
During the course, students should develop a better understanding of the scientific process and improve their ability to analyze data critically. By the end of the course you should have developed the basic skills to perform the following tasks:
conduct a literature search and have a basic familiarity with the scientific literature
compose the basic elements of a scientific paper
present scientific data clearly in graphs and tables
discuss basic ethical issues related to biological research
propose and develop a basic research plan
produce and defend a Powerpoint research poster before an audience of peers and faculty
understand some basic differences in conducting research in various venues such as government, academia, and industry
A complementary course, Data Analysis for Biological Systems, delves deeper into data analysis and statistical evaluation and can further equip you for analytical careers, including scientific research.
COURSE PREREQUISITES:
BIOL 111 – Basic Biology for Majors; Grade of C or better is strongly recommended
REQUIRED RESOURCES & SUPPLIES:
A Handbook of Biological Investigation (2007) by Ambrose, Ambrose, Emlen & Bright. Hunter Textbooks Inc., 7th edition, ISBN 13: 9780887253317 / ISBN 10: 0887253318
Introduction to Biological Research & Scientific Literature: Course Booklet(2017) compiled by Karen Guzman, Linus Publishing, 5th edition ISBN 13:978-1-60797-730-8/ ISBN 10:1-60797-730-3
Supplies: 3-Ring binder (forcourse booklet & handouts); USB memory storage device
WEB AND OTHER RESOURCES:
Additional resources will be available on my course website at the URL indicated at the top of this document. Be sure to type in the because without this, it will not properly redirect. Some resources may be password protected, so be sure to listen in class for the password or see Dr. Guzman in person. This information will not be distributed via email.
COURSE EVALUATION:
Evaluation of your performance in the course will be based on three components as follows:
45% Assignments & Quizzes
20% Participation
35% Poster Presentation
The poster presentation will function as the final evaluation of what you have learned and will replace a final examination. The scientific poster will be based on a journal article of your choice. The poster session will be held during the regularly scheduled final exam period and will require the entire period. All sections of IRSL will be presenting their posters concurrently. During the poster sessions you will alternate between presenting your poster and observing/evaluating the posters of your peers. Your poster grade will include evaluation of your final poster, oral presentation of your poster, your peer reviews, and other components. More details describing this project will be provided later in the semester.
Note: There will be no exams in this course since we will focus more on building skills than content. Even though quizzes may cover a large section of material, their contribution to your final grade is less than a typical exam would be worth and as such are designated as quizzes.
ACADEMIC INTEGRITY:
All students are subject to the academic integrity and behavioral expectations of the university as outlined in the Student Handbook that can be found on the University website. In addition, all students in the course must read and sign the Academic Honesty Agreement before any course work will count for credit. Matters of cheating and plagiarism may result in a grade of zero on that assignment. Additional consequences may include referral to the Dean of Student Life for disciplinary action and a grade of F in the course.
GENERAL EDUCATION LEARNING OUTCOMES FOR THE COURSE INCLUDE:
I. Reading: Textual and Non-Textual:
#3. Students will be able to read with understanding, so as to be able to apply discipline methodologies and theories in the areas of Fine Arts, Humanities, Mathematics, and the Sciences.
#4. While reading, students will be able to recognize logical and compositional structures of various disciplines.
4.2. Students will be able to comprehend conclusions based on numerical and graphed data.
II. Mathematics: Practical, Logical, and Speculative.
#3. Students will be able to use statistical inferences and elementary probability to aid in decision making and problem solving
3.1. Students will be able to calculate measures, determine probabilities, test hypotheses, and test correlations using their mathematic skills and logic
3.2. Students will be able to apply their mathematical skills to understand scientific results of experimentation
III. Critical Thinking: Inquiry, Analysis, and Solution.
#1. Students will be able to make discipline specific inquiries.
1.2 Students will be able to use the proper methodologies to form questions about a problem at hand, and the implications of the question
#2.Students will be able to solve a problem that has been discovered and defined.
2.1 Students will learn to form relevant and concrete questions concerning evidence of a problem
2.2. Students will be able to analyze the evidence defining a problem.
2.3 Students will be able to construct well-supported, clearly articulated, and sustained arguments based on evidence
#3. Students will be able to reach a logical solution.
3.1 Through asking the right questions, students will be able to eliminate false assessments and solutions
IV. Communication: Verbal and Non-Verbal
#3. Students will learn a variety of primarily non-verbal means of communication.
3.1 Students will learn a variety of non-verbal means of communication, such as spatial, graphic, mathematical, theatrical, aural, and visual
3.2 Students will learn the process of combined oral and visual presentation in a public setting
VI Student Use of Technology in the Sciences, Arts, and Humanities
#2. Students will learn to gather information using technology in the library and on the internet
2.1 Students will learn a library’s digital organization, (e.g., homepage, search tools, catalogues, etc.)
2.2 Students will learn to use the library’s digital resources to gain primary and secondary information
2.3 Students will learn to use the resources of the internet properly in order to gain quality primary and secondary texts, images, and sounds.
3. Students will learn how to use technology to present the information they have gathered
3.1 Students will learn the processes of creating visual and oral presentations by using software such as Microsoft PowerPoint and Office
SUPPORT OF THE UNIVERSITY MISSION
This course contributes to the mission of Campbell University by “helping students develop an integrated Christian personality characterized by a wholeness of body, mind and spirit that includes a method of critical judgment; an appreciation of the intellectual, [and] cultural… heritage.” The course also supports the mission of the University, especially by the following points that are excerpts from Campbell’s mission statement
- “developing moral courage, social sensitivity, and ethical responsibility that will inspire a productive and faithful maturation as individuals and as citizens;
- Transfer from one generation to the next the vast body of knowledge and values accumulated over the ages;
- Encourage creativity, imagination, and rigor in the use of intellectual skills;
- Affirm the University’s commitment to the belief that truth is never one-dimensional but in wholeness is revelatory, subjective, and transcendent as well as empirical, objective, and rational, and that all truth finds its unity in the mind of Christ;”
- “Equip students with superior vocational skills, productive insights, and professional integrity;”
ATTENDANCE & MAKE-UP POLICY:
Attendance will be recorded for each class. Since participation and skill development is an important component of this course, any class period missed is significant. If you must miss class for any reason you must notify your instructor immediately: when possible, before the actual absence, but at least by 5 pm the day of your absence. Email messages are a good way to contact an instructor quickly, but it is the students’ responsibility to follow up on this initial contact and, when necessary, to see the instructor in person as soon as possible. Make-ups or late assignments will only be accepted for excused absences that are documented and verified. If you miss a quiz or assignment deadline and do not have a documentable excuse, you will receive a grade of 0 for that item.
Refer to your student handbook for the details of Campbell University’s attendance policy.
INCLEMENT WEATHER:
In the event that weather conditions warrant university-wide class cancellations, a notice will be posted online ( and on a telephone line (campus: 5700; local/off-campus: 910-814-5700; long distance: 800-760-8980).
If the university is open, but our class is cancelled, I will post this information on the course web page. A link to the course page is available at my main web page at the URL indicated at the top of this document.
Whether the university is closed or just our class is cancelled, if we miss class due to weather there will likely be an assignmentposted on the course website that must be completed before the next class.
STUDENT SERVICES
A variety of useful services are available through Student Services. Individual links can be found on their website ( but below is a list of some services and who to contact.
Disability Services
Students with documented disabilities who desire modifications or accommodations must contact the office of Student Success located in the University’s Student Services Building (between Carter Gym and the Wallace Student Center). A medical, psychological or other diagnosis may rise to the level of a disability if it substantially limits one or more major life functions, one of which is learning. A disability may be temporary or ongoing. To receive accommodations, you must receive approval through the University’s process and also review your needs in person with the course instructor.
For disability services, contact:
Laura Rich, Director of Access and Outreach
Student Services Bldg, room 113
910-814-4364, or
CU Writing Center
The CU Writing Center provides support for students at any stage of the writing process. From brainstorming to final revisions, writing coaches can help strengthen your paper. The Writing Center is not a proofreading service, but instead focuses on sharpening your skills as a writer. To get the most from your session, bring your draft early, at least two days before your paper is due. Bring a printed draft and a copy of your assignment. Typical sessions last no more than 20 minutes. The Writing Center is located on the third floor of Wiggins Library and is open Sunday-Thursday, 7-10 p.m.
Counseling Services:
All main campus undergraduate students can receive free confidential counseling through Counseling Services. To make an appointment, visit the office located at 233 Leslie Campbell Avenue (brick house beside Memorial Baptist Church and across from Bob Barker Hall)or call 910-814-5709.
Career Services
Assistance with choosing a major and preparing for the job or internship search process is also available through this office. See the Student Success website ( for details.
For academic support, contact:
Betsy Dunn-Williams, Director of Academic Support and Career Development
Student Services Bldg, room 111
910-814-5707, or
RETAKES:
In the event you are retaking the course, be aware that you may select the same project area as previously but all assignments and articles must be completely new, i.e. you cannot reuse your previous assignments. Any assignments re-submitted will receive a zero.
CU FIRE SAFETY BULLETIN (excerpt)
Fire Safety is something we all must be aware of. Below are some procedures to be aware of.
Safety Procedures:
- Review posted Evacuation Diagram for your location in a building
- Know the location of Exit Doors and Stairways
- Know the location of the fire alarm pull stations and fire extinguishers
- Know the Designated Outdoor Gathering Location for your building
Fire Alarm Activation:
- Listen to instructor for instructions then depart through the nearest exit and gather outside
- Last person out of the room: Turn off Lights, Close the Door-Do Not Lock the Door
- Offer any needed assistance as you exit the building
- Proceed to Designated Outside Gathering Location for your building: Kivett Hall gather in center of Academic Circle
- Designated Outside Gathering Location: gather with your instructor; your instructor must account for all students in the class
- Remain at outside location until dismissed by University Official
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Course Schedule*1
Date / Topic / Reading Assignments / Due dates & Notes*2Ambrose / Supplements
W / 8/23 / Introduction
M / 8/28 / What is Science? / Chp 1 / • Nature of Modern Science, p54
• The Scientific Endeavor
Introduction (Chp 1) p73-78
Community of Sci. (Chp 4) p103-107
•What kind of science…? p62 / • Handout: What is Science?
W / 8/30 / What is Science? (cont.) / •Anfinson, p59
• Health Effects of Cell Phones p68 / Exercise #2: Anfinson
M / 9/4 / Labor Day
W / 9/6 / What is Science? (cont.)
Asking Scientific Questions / Chp 2 / • The Scientific Endeavor *3
The Philosophy of Science (Chp 2) p78-85
Research (Chp 3), p86-102
M / 9/11 / Choosing a Research Topic / Chp 6 / • How to Prepare the Title p145 / Preliminary Topic Ideas
W / 9/13 / Ethical Issues in Science / Handout: Ethics, Lee / Last day to drop without a grade
M / 9/18 / Quiz: Nature of Science
Discuss TopicsBreakout / Topic Progress Form: Week 1
W / 9/20 / Library Resources / Searching the LiteratureBrooke Taxakis / Chp 9 & 10 / Guest: Brooke Taxakis, librarian
M / 9/25 / “ “ “ / Topic Progress Form: Week 2
Exercise#5: Search Strategies
Exercise#6: Citation Hunt
W / 9/27 / “ “ “ / Exercise #7: Literature search
M / 10/2 / Annotations & Topics / Topic Progress Form: Week 3
Topic Title Coordination Survey
W / 10/4 / Quiz: Searching the Literature & Ethics
M / 10/9 / Written Presentations: Reading a Scientific Paper / Chp 11 & Chp 13(p162 only) / Course booklet supplement: Zwilch…
Read abstract, intro, & figure legends / Final Project Topic Title due along with a review article
Date / Topic / Reading Assignments / Due dates & Notes*2
W / 10/11 / Reading a Scientific Paper (cont.) / TBD / Exercise#4: Cell Research Paper
M / 10/16 / Discuss Assignments / Chp 12
W / 10/18 / Data, Graphs & Tables / Article #1 due
M / 10/23 / Data, Graphs & Tables (cont.) / Exercise#8
W / 10/26 / Data, Graphs & Tables (cont.) / Exercise#9 for in-class work
M / 10/30 / Powerpoint Basics / Last day to drop with a W
W / 11/1 / Quiz: Data, Graphs & Table / Article #2 due
M / 11/6 / Oral Presentations / Chp 13 (p163 to end) / Exercise#7: Powerpoint
Begin work on poster
W / 11/8 / “ “ / Selected figures from Article #3 for poster
1st rough draft of poster
M / 11/13 / “ “ / Article #3 Annotation only
W / 11/15 / Research in Biology: Faculty Guests / 2nd rough draft of poster
M / 11/20 / What’s Wrong with this Poster? / Mini Review: compiled from article assignments
3rd rough draft of poster
W / 11/22 / Thanksgiving Break
M / 11/27 / Constructive Critiquing / Semi-final poster file to print midi poster
W / 11/29 / Preliminary Poster Review* / Final poster title due from all sections
M / 12/4 / Preliminary Poster Review*4
T / 12/5 / CU Official Replacement Day
Conclusions & Questions / Final poster file due
W / 12/6 / Reading Day
F / 12/8 / Final Exam: Poster Presentations / Location: TBD; Time: 8-10:50am
*1 Instructor reserves the right to adjust the course schedule as necessary. Any changes to this document will be announced in class and uploaded to the McReynolds webpage. It is the student’s responsibility to be aware of any date changes for homework or assignments.
*2 Exercisesand many other items are from the course booklet, but others may be posted on the website and will be announced in class. Exercises should be completed before class unless indicated as an in-class exercise, in which case, review the sheet before coming to class but do not fill it out.
*3Sections of the textbook by Lee have been reproduced and are a part of your course booklet.
*4Students will spend time reviewing and critiquing each other’s posters and presentations, as well as receive preliminary feedback from the instructor
No class shaded in blue. Note: Fall Midterm Break is 10/12-10/13 but does not impact any dates we meet.
Joint meetings or due dates for all sections shaded in green. Note: 9/20 is not shaded in green but is an optional joint meeting.
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