ESF 296-02: The Synthesis Seminar
Communication in the Sciences
Dr. Neal Abrams
Dr. Gregory G. McGee
Prof. Elizabeth (Betsy) Hogan
Office: 422 Jahn Lab
Mailbox: 121 Jahn Lab
Phone: 470-4723
E-mail: nmabrams@esf.edu
Office: 146 Illick
Mailbox: 246 Illick
Phone: 470-6792
E-mail: ggmcgee@esf.edu
Office: 105-D Moon
Mailbox: 105 Moon
Phone: 470-4942
E-mail: eshogan@esf.edu
Office Hours:
Mondays 10:30-11:30,
Tuesdays 11:00-12:00,
or by appointment
Office Hours:
Mondays 11:00-12:00,
Tuesdays 1:30-3:00,
or by appointment
Office Hours:
Mondays 10:00-12:00,
Thursdays 1:00-2:00,
or by appointment
I am among those who think that science has great beauty. A scientist in his laboratory is not
only a technician: he is also a child placed before natural phenomena which impress him like
a fairy tale.
~Marie Curie
About this Class
ESF 296 (Communication in the Sciences or, more informally, the “SYNAPSE seminar”) is an experimental course,
taught concurrently with ESF 296-01 (Integrated General Biology/Chemistry II Laboratory, instructed by Dr. Neal
Abrams and Dr. Gregory McGee), FCH 152 (General Chemistry II Lecture, instructed by Dr. Kelley Donaghy) and
EFB 103 (General Biology II Lecture, instructed by Dr. Christopher Whipps). This 1-credit seminar is meant to
complement the co-requisite laboratory and lecture courses, and provide you with an opportunity to process
and draw connections between the various course materials and skills.
More specifically, the course is designed to emphasize the integration between chemistry and biology, and
help you continue developing and honing your science communication skills. Throughout the semester, we will
provide regular opportunities to debrief about the lab experiments and concepts, and discuss the connections
between chemistry and biology content and techniques; to synthesize what you are learning through “writing
to learn” activities intended to work as catalysts in developing new understandings of the lab and lecture
course material; to observe demonstrations of interdepartmental science and engage with panels of scientists
and faculty members from across the disciplines; and to learn and practice new genres of scientific
communication (namely, the poster presentation).
Course Objectives
Students who successfully complete the course will demonstrate the ability to:
o Explain concepts, processes, and techniques at the interface of chemistry and biology.
o Effectively communicate their knowledge and findings to scientific and non-scientific audiences.
o Prepare and deliver a poster presentation.
Course Requirements
& Grading
Assignment &
Grade Value
Informal Work—
45%
Description
The informal in-class work and homework of the
semester, including reflections and exercises,
brainstorming activities, reviews and critiques, etc.,
as well as regular “minute papers” at the end of
each session. This informal work will be graded on a
“check” system where a “✓+” is worth a 100%, a “✓”
is worth an 85%, a “✓-” is worth 70%, a “½” is worth
50%, and a “–” is worth 25%. If, at any point in the
semester, you’d like to know where your homework
grade stands, just let me know and we’ll set up a
meeting to review your progress in the course and
calculate your tentative grade.
Attendance
and
Participation—
10%
Beyond regular attendance, you are expected to
contribute to class discussions and activities. Come
to class prepared to raise questions, provide
thoughtful observations, and engage with your
peers’ ideas.
Children’s Book
Assignment—
10%
During weeks 5-7, you will be working in groups to
produce illustrated children’s books that
communicate scientific concepts to young readers.
Facebook
Postings—5%
Twice across the semester (once before the midsemester mark and a second time before our last
regular class meeting), you will be expected to
locate a cultural artifact (an article, a new product,
an app, a youtube video, etc.) that highlights the
interplay between chemistry and biology and other
sciences and/or demonstrates the role of
interdisciplinary science. You will also need write a
concise yet specific introduction to the artifact,
describing/summarizing it and explaining its
significance, and post it to the “SYNAPSE Spring
2013” Facebook group page.
Poster and Oral
Presentation—
30%
In groups of four, you will be creating research
posters and delivering oral presentations
communicating the hypothesis, methods, results, and
conclusions of a laboratory experiment. The run
through during week 14 will be worth 5%, the final
presentation 5%, and the final poster 20% of your
course grade.
Course Texts
The readings will be posted as PDFs
and links on the course Blackboard
site. Please note: if your print quota
(of 500 units per semester) has run
low, the CNS webpage offers
instructions for replenishing your
supply:
When [your] initial quota is
exhausted, [you] can go to the
Cashier’s office in Bray Hall
(102 Bray Hall) to purchase
additional printing units. 500
printing units cost $20.00
($10.00 for 250 units). After
purchasing, students MUST
present their receipt to a CNS
working in room 317 Baker
Labs (the HelpDesk) to have
their quota replenished.
If you have environmental concerns
about printing the documents,
you’re encouraged to read the
articles online, provided you bring
electronic copies of the readings to
class.
We also ask that you bring
your ESF 296 lab manual
and notes to class.
“Science, then, is not like the onion in the often used analogy of stripping away layer after layer to get at some core, central,
fundamental truth. Rather it’s like the magic well: no matter how many buckets of water you remove, there’s always another
one to be had. Or even better, it’s like the widening ripples on the surface of a pond, the ever larger circumference in touch
with more and more of what’s outside the circle, the unknown. This growing forefront is where science occurs.”
~Stuart Firestein, Ignorance: How it Drives Science (2012, p. 28-29, Oxford P.)
Course Policies
On Academic Integrity
On Accommodations
Because the efficacy of this course
relies heavily on in-class
discussion, punctuality, regular
attendance, productive class
behavior, and energetic
participation will positively affect
your grade. Likewise, absences,
disruptive behavior, or a lack of
participation will negatively affect
grade. Attendance is mandatory,
and—because this course meets
only once a week—two or more
absences will result in a failure in
the course. We don’t anticipate
any of you will be in that position,
however, so let’s all agree to do
the work, come to class, learn a
lot, and make the course a
meaningful experience.
SUNY ESF’s Academic Integrity
Policy holds students accountable
for the integrity of the work they
submit. Students should be
familiar with the Policy and know
that it is their responsibility to
learn about expectations with
regard to proper citation of
sources in written work. Serious
sanctions can result from
academic dishonesty. Further
details are available here:
http://www.esf.edu/students/handb
ook/integrity.pdf.
Students wishing to utilize
academic accommodations due to
a diagnosed disability of any kind
must present an Academic
Accommodations Authorization
Letter generated by Syracuse
University’s Office of Disability
Services. If you currently have an
Authorization Letter, please
present this to me as soon as
possible so that I may assist with
the establishment of your
accommodations. Students who
do not have a current Academic
Accommodations Authorization
Letter from Syracuse University’s
Office of Disability Services cannot
receive accommodations. If you
do not currently have an
Authorization Letter and feel you
are eligible for accommodations,
please contact Heather Rice in the
Office of Counseling and
Disabilities Services, 110 Bray
Hall, (315) 470-6660 or
counseling@esf.edu as soon as
possible.
In the case of a medical
emergency, you may provide a
note or receipt of your doctor’s
visit as documentation to excuse
your absence. If you experience
an extended illness or a family
emergency that causes your
absence from all of your classes,
you should be in touch with the
Office of Student Life to assist you
in contacting all of your
instructors. If you know you are
going to miss class or an
assignment deadline because of a
religious holiday, please contact
your instructors 2 days in advance
so we can discuss any needed
accommodations.
Our addition: Anytime one
borrows the words or ideas of
others, the borrowed material
must be properly acknowledged
or documented. Failure to do so
constitutes plagiarism, a form of
academic dishonesty. In this
course, you will be expected to
use APA documentation for your
coursework. Your Fall 2012
common reader and the Purdue
Online Writing Lab
<http://owl.english.purdue.edu/owl
/section/2/10/>include guides for
APA documentation, so you may
want to visit these resources as
you prepare your assignments.
Please note that the university’s
academic integrity policy extends
to any work you submit or bring
to class throughout the semester,
regardless of the point value for
that assignment.
Civility
Please be respectful at all times towards your classmates and instructors.
We’re sure you know that this means to treat others as you wish to be
treated, and to behave as you would have others around you behave. There
are a couple corollaries to this general rule: 1.) Please turn off or silence
your cell phones during class meetings, and 2.) Write courteous and
grammatically correct email messages. You can well imagine that a courteous
e-mail inquiry will most likely elicit a prompt reply. Your instructors will
reserve the right to request a rewrite before writing a reply.
The Writing Center
On Attendance
The Writing Resource Center (or
WRC) is now located in 13 Moon
Library. Experienced writing tutors
are available to work with you in
30- to 50-minute one-on-one sessions
during all stages of your writing and
for a range of projects, from lab
reports to research essays. Drop-ins
are allowed if tutors are available,
but time slots fill quickly, especially
during peak times in the semester, so
we recommend you sign up in
advance through the WRC’s online
appointment system:
http://esfWRC.appointy.com,
Evening hours in Centennial Hall
will be announced by the third week
of classes on the student listserv. This
is a free resource for all students.
COURSE MEETINGS AND HOMEWORK:
WEEK ONE
Jan. 17
WEEK TWO
Jan. 24
WEEK THREE
Jan. 31
WEEK FOUR
Feb. 7
Feb 8.
WEEK FIVE
Feb. 14
WEEK SIX
Feb. 21
WEEK SEVEN
Feb. 28
WEEK EIGHT
March 7
Debriefing from last semester: In writing and through class discussion, we’ll reflect on the
connections you observed between ESF 296 and EWP 190 last fall.
Exploring and explaining lipids and sugars.
Homework (due 1/31): 1. Read the excerpt from Addy Pross’s What is Life? (posted on
Bb). 2. Research the assigned molecules, and bring your notes and sources to class.
Panel Discussion: Perspectives on Molecules. (Panelists TBA).
Homework (due 2/7): In pairs, research best apps for education and the sciences, and
then make a recommendation for one app for our mutual use in the course. Write 500word review of the app that includes a description of the app, an overview of its
strengths and limitations, a brief comparison to other similar apps on the market, and a
synthesis of the reviews posted by other users (directing referencing and citing their
comments).
Informal presentation of educational app reviews. Discussion of panelists and Pross’s
What is Life?.
Homework (due 2/14): Read the sample lab reports posted Blackboard, and comment
on the strengths and weaknesses of each section and the quality of the writing.
Drop deadline
Calibrated Peer Review of sample biology lab reports. Introduction to the children’s book
assignment.
Homework (due 2/21): Begin working on your children’s book.
Panel Discussion: Interfacial Science.
Homework (due 2/28): Complete children’s book.
Presentation of children’s books.
Homework (due 3/7): Post to the SYNAPSE Facebook page by next Thursday, if you
haven’t already!
Laboratory content debriefing.
Homework (for 3/21): If you haven’t been keeping up with the Facebook page, take
some time to read your peers’ posts over the break.
WEEK NINE
March 14
NO CLASS—SPRING BREAK
WEEK TEN
March 19
Last day to withdraw without penalty
March 21
Discussion and response to the Facebook posts.
Homework (for 3/28): If you didn’t finish it in class, complete your public comment.
WEEK ELEVEN
March 28
WEEK TWELVE
April 4
WEEK THIRTEEN
April 11
WEEK FOURTEEN
April 18
Communicating Science to the Public.
Homework (for 4/4): Poster presentation reading (on Bb).
Introduction to conventions for designing and presenting posters, followed by an in-class
critiques of sample posters.
Homework (for 4/11): Spend some time at the Spotlight on Research Session. Write a 300word review of one strong research project/presentation and a 300-word critique of a
weak research project/presentation. For each, describe the project (hypothesis,
methods, data, and conclusions) and analyze the manner of presentation (both oral and
visual). Take photographs of the posters to include as addenda with your reviews.
Discussion of Spotlight on Research presentations and reviews. Hands-on poster design.
Homework (for 4/18): Design poster and outline presentation.
Oral/Poster presentation run-through with formative feedback from instructors. (Meet
with Professors Abrams, McGee and Hogan at your appointed time.)
Homework (for 4/25): Remember to post a second time to the Facebook group page, if
you haven’t already.
April 19
Last day to withdraw with penalty
WEEK FIFTEEN
April 25
Oral/Poster Presentations (with guest reviewers and visitors).
WEEK SIXTEEN
Tues, April 30 (in lab)
Reflection and Celebration.