ENVI 265: Introduction to Methods in Environmental Studies Reporting
University of Alaska Fairbanks College of Rural and Community Development
Course Syllabus
Course Title:
Dept. & Num:
Credits:
Prerequisites:
Introduction to Methods in Environmental Studies Reporting
ENVI 265
2 (1.5 + 0 + 1.5)
ENVI 101 or NRM101, ENVI 110, ENVI 260 AND a 100 level labbased science course OR permission of instructor
TBA
TBA
Distance education
Dr. Todd Radenbaugh
TBA
907.842.5109 or 1.800.478.5109
907.842.5692
bftar@uaf.edu
Dates:
Days and Times:
Location:
Instructor:
Hours Available:
Phone:
Fax:
Email:
Text: Northey, M. and D. B. Knight. 2006. Making Sense: A Students
Guide to Research and Writing in Geography and the
Environmental Sciences, third edition Oxford University Press.
Course Description
Introduces basic data collection methods used in environmental studies then concentrates on
research skills necessary to analyze, interpret, and document field and laboratory data and the
technical reporting processes. The course is designed to integrate raw environmental data into
a technical report that can be presented in scientific meeting format.
Goals
Upon completion of this course, students will:
 Design a research project proposal in environmental studies
 Understand the concepts of interdisciplinary data analysis and interpretation for
ecological sciences
 Write a complete scientific report using actual data collected in the field
 Present research finding in a scientific meeting format
Capstone research report:
This is a core course for the ENVI certificate and is part of a three course series beginning with
ENVI 101 (Introduction to Environmental Science) and continuing with ENVI 260. Upon
completion of these three courses, students will have completed a capstone research project, a
key assessed outcome. In the project students are required to collect and analyze data then
present results in a scientific format. This type of training is important in rural areas where
environmental monitoring is done by federal, tribal, state, and local agencies. In the course
individuals will be required to understand and participate in data analysis and relate results to
the local and regional outlets.
Student Learning Outcomes/Objectives: Students will demonstrate an understanding of
science research methods by completing the following:

Use the scientific method and critical thinking to understand environmental problems and
discoveries
Environmental Science Research Methods
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




Collect and interpret quantitative scientific data
Employ basic statistical analysis to quantify data into results
Create relevant figures and tables of scientific data
Be able to prepare a technical report
Develop effective oral and poster presentations
Instructional Methods: Distance delivery – The major purpose of this course is for the student
to analyze data and writing chapters that will culminate in a final technical report. The instructor
will work individually with each student through every step of this process to ensure
understanding and completion. Students will have deadlines throughout the semester for
review of data analysis and draft editing. In addition to this report, students will present their
findings to the class in a scientific conference-like setting. There may be additional
opportunities for students to present their findings at statewide or regional scientific
conferences.
Student Course Resources:
The class will meet using ELive each week for three hours for the first nine weeks of the
semester. The Blackboard website for this course will also be used for posting assignments,
instructions, additional reading material and resources, and class notes.

Use your three greatest resources to succeed in this course:
o Your text and handouts – read all assigned material before the lecture
o Your fellow students – it is strongly encouraged to interact among your
classmates: students can meet face to face if in the same community or form
study groups by email or phone
o Your instructor – call or email your instructor if you have any questions, concerns
or trouble understanding the material. The instructor welcomes the interaction
from students and will be glad for the contact.
Course Calendar
NOTE: The data collected from ENVI 260 will be used in this course as the subject for the
written technical report. However, if for some reason, when a student completes ENVI 260 and
there is no data to analyze or write-up, then a mock data set will be provided for the student to
analyze and write into the technical report for this course.
Each week a specific section of the technical report will be discussed and due. Students are
encouraged to complete each week’s assigned section early and turn in for comments.
Assignments turned in by the due date will be returned to students for revisions to improve their
final grade. Since each section builds on the last, it is important to meet these deadlines. We will
work collaboratively on ELive on each assigned section, so having them completed on time is
important. The instructor will also work individually with each student through every step of this
process to ensure understanding and completion of each of the report sections.
Week 1
Class One
 Review objectives and materials from ENVI 260
 Outline the Technical Report and Presentation assignments
 What is the technical report, how is it used in agencies and the scientific community and
elsewhere, how reports are used in environmental studies
Class Two
Environmental Science Research Methods
2




Reviewing literature search performed in ENVI 260
Selecting and evaluating the literature search
How to cite literature in your report
Formatting your References section
Week 2
Class One – References section due
 Go over questions or problems with the References section
 Organizing data and materials before writing
 Development of your ideas - outlining
Class Two
 Writing the Introduction section – introducing the general topic, incorporating the
literature review, placing your project topic in context of what has already been published
(what variables are you considering?), highlighting the objective of your study.
Week 3
Class One – Introduction section due
 Go over questions or problems with the Introduction section
 Writing the Methods section – describing methods for repeatability, what information
needs to be included (location, organisms, experimental design, variables, statistical
tests and why they were used), use of correct tense for writing style
Class Two
 Types of data – qualitative, quantitative, categorical
 Introduction to basic statistics – sum, mean, median, mode, percentiles, frequency,
range, standard deviations
Week 4
Class One – Methods section due
 Go over questions or problems with the methods section
 Analyzing and manipulating data using Excel spreadsheets – instructor will use Excel
and mock data to demonstrate how to perform basic statistical analysis
Class Two
 Using data and analysis results in Excel to create graphs and figures -- instructor will
use Excel and mock data to demonstrate how to create graphs and figures
Week 5
Class One
 Writing the Results section – how to describe and summarize your data, how to
summarize results of statistical tests, referring to tables and figures, listing data
Class Two
 Putting and formatting tables, and figures in your report – numbering and labeling, units
of measurement, captions and legends, stand alone information
 Deciding how many and which tables and figures to include in your report
Week 6
Class One – Results section with tables and figures due
Environmental Science Research Methods
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

Go over questions or problems with the Results section
Writing the Discussion section – interpreting and evaluating your results, explaining
reasons why or why not your data support your predictions, discussing limitations of
methods or data, how to integrate relevant literature for purposes of comparing your
results, making suggestions for further study, writing the take-home message.
Class Two
 Continuation on writing the Discussion section from Class One
 Catch-up and/or review session
Week 7
Class One – Discussion section due
 Go over questions or problems with the Discussion section
 Title page – writing a title for your report, function of the title page, how to write a good
title, author information
 Abstracts – what is an abstract, how it is used, why is it written last
Class Two
 General formatting issues of your technical report to include in the rough draft – order of
sections, font and spacing size, page numbering, scientific names, spelling, grammar,
paragraph construction, etc.
 Common problems found among technical report writings (what not to do!)
 Proofreading and revising your own paper
 How to make use of other reviewers’ suggestions
Week 8
Class One – Rough Draft of entire report due
 Go over questions or problems with any sections of the report
 Style and accuracy in the final draft
 Visual aids to communication
o Introduction to using and creating slides in PowerPoint for presentation of tables
and/or figures or text for the students’ presentation (3 visual aids must be
included in your presentation).
Class 2
 Continue with visual aid creation instruction using PowerPoint
 The oral presentation
o Ways to present sampling data, preparing yourself, preparing which material to
present, timing, coordinating with the visual aids, transition between slides and/or
topics, practicing for a peer review
Week 9
Final Draft due on the last day of class
Class One
 Presentations of your Technical Report
Class Two
 Presentations of your Technical Report
 Course wrap-up and evaluation
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Evaluation:
Technical Report: 132 points. Due the last week of class. The students technical report will
have 9 areas that will be graded – Title page (2 pts), Abstract (10 pts), Introduction (15 pts),
Methods (15 pts), Results (15 pts), Discussion (20 pts), References (5 pts), Tables and Figures
(20 pts), general formatting/grammar (30 pts). The details of each of these sections will be
covered during the course lectures. Each week a specific section of the technical report will be
discussed and due. Students are encouraged to complete each week’s assigned section early
and turn it in for comments. Assignments turned in by the due date will be returned to students
for revisions to improve their final mark. Since each section builds on the last, it is important to
meet these deadlines. We will work collaboratively on ELive on each assigned section, so
having them completed on time is important. The instructor will also work individually with each
student through every step of this process to ensure understanding and completion of each of
the report sections.
Presentation: 50 points. Students will make a 10-minute oral presentation reporting their
findings from the technical report to the class during the last week of class with a minimum of
three visual aids. Time will be allowed (5 min) at the end for student questions and discussion.
Presentations will be oral but should include at least 3 visuals (slides). Each presentation will
be graded on the content (5 pts.), clarity (5 pts.), delivery or logical progression of ideas (5 pts.),
integration of material from class (5 pts.), use of visual aids (3 pts) and the ability to answer
questions (2 pts.).
Class participation: 1 point can be earned each lecture (for 18 pts.) Participation in
discussions and asking questions is important for comprehension and understanding of the
course content.
Total points = 200
Report: 132
Presentation: 50
Class Participation: 1 x 18 = 18
Your grade can be calculated based on the total number of points you receive on the various
assignments by adding up the total number of points you have received and divide by the total
number of points that have been available.
The standard grading scale will be used to assign a final grade:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
Below 60% = F
Grade
A
Points
200175
B
174150
Definition
An honor grade. Demonstrates originality, independence, a thorough
mastery of the work; completing more work than is regularly required and
conducted assignments on own without being asked. Demonstrates a deep
understanding of scientific principles, presented with exceptional clarity &
poise.
Better than the average. Above the average expectation. Assignments are
accomplished on time and presentation is orderly and thoughtfully put
Environmental Science Research Methods
5
C
149125
D
124100
F
99 below
together but does not have the depth and originality for an “A”.
Average. The student grasps the essential information; work is complete and
presented on time but not alluring. Data presentation is acceptable but no
accompaniments.
Below average. Student misses significant aspects of the techniques and
does not maintain field notes. Material is not turned in on time; student is
unprepared to conduct research. Field notebook not satisfactorily maintained.
Student was unable to complete the research on time with at least a 60%
understanding and presentation.
Support and Disability Services:
Tutoring is available to eligible students through UAF Student Support Services or Bristol Bay
Campus. Contact UAF via the Internet at http://www.uaf.edu/sssp/ or BBC by calling the toll free
number at 1.800.478.5109.
Library services are available at http://www.uaf.edu/library/ or call the toll free library information
number at 1.800.478.5348 and ask for the off-campus librarian.
UAF has a Disability Services office that operates in conjunction with the College of Rural and
Community Development (CRCD) campuses and UAF’s Center for Distance Education (CDE).
Disability Services, a part of UAF’s Center for Health and Counseling, provides academic
accommodations to enrolled students who are identified as being eligible for these services.
If you believe you are eligible, please visit http://www.uaf.edu/chc/disability.html on the web or
contact a student affairs staff person at the Bristol Bay Campus. You can also contact Disability
Services on the Fairbanks Campus at (907) 474-7043, fydso@uaf.edu
“The Office of Disability Services implements the Americans with Disabilities Act (ADA), and
insures that UAF students have equal access to the campus and course materials. I will work
with the Office of Disabilities Services (203 WHIT, 474.7043) to provide reasonable
accommodation to students with disabilities.”
Guidelines and Grading Rubric for the Final Scientific Report
Each student is required to write a double-spaced 6-8 page paper (additional pages will contain
the title page, literature cited, figures and tables) reporting on the individual research project
using their own data or data given to them.
A scientific manuscript is organized to reflect the basic pattern of the scientific process. It
follows a highly structured format unlike a paper that is written for an English course. Instead,
the aim is a report that clearly and logically presents the research question, methods, results,
and conclusion.
The content required of the paper is very similar to that of an article in a journal such as Ecology
and follows the format required for submitting a manuscript for publication. The grading rubric
below indicates the details of how this paper will be graded.
Plagiarism and any other infraction of academic integrity is easy to do in this course, but will not
be tolerated! Review the UAF Student Code of Conduct in the UAF Catalog for more
information (http://www.uaf.edu/catalog/current/academics/regs3.html).
Environmental Science Research Methods
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The final scientific paper has the following major sections (132 total points – 66% of your
final grade):
Points Section
Title page. The first page should include the title, author’s names, and their universities. The title
2
10
15
15
15
should accurately reflect the content of the paper. A good title includes the study organism(s), the
particular system examined (e.g. prairie), and the key variables. Here are some examples:
 What is the Environmental Value of the Nushagak Watershed
 Measuring Tidal Velocities in Bristol Bay
Abstract. (1 paragraph) All four main sections of the paper should be represented, containing
only the essential information from the paper. Be concise, especially in describing the methods;
you have only 250 words. Remember how important a strong abstract is. It occurs in databases
such as Biological Abstracts and is used by the reader to decide whether the material in the paper
will be worth reading.\
Introduction. (about 4 paragraphs) Overall, you must show why the topic (hypothesis) is of
significance (Why should the reader care?), place it in the context of what has already been
published about the topic (all references must be cited parenthetically in proper format), and make
it clear how the hypothesis logically follows from what is already known.
1. Introduce the general topic and indicate why it is important.
2. Use a couple of paragraphs to introduce what is known about the important variables you will
be considering, i.e. the independent variable and how the dependent variable(s) responds to it.
3. In the last paragraph highlight the question/objective of your study, then state your formal
hypothesis (or hypotheses) and predictions. Add any assumptions you have made.
Methods. (4-5 paragraphs) Explain how you performed your research in sufficient detail to allow
others to repeat your research to see if they get the same results.
Include information about:
1. Study site + study organism(s)
2. All aspects of the experimental design.
a. independent variable (+ number of treatments; number of replicates per treatment)
b. dependent variables (operationally, what your unit of measurement was, what you measured on
each unit, and your sample size),
3. The final paragraph should state the statistical tests performed and why selected.
4. Throughout, use past tense and mainly passive voice (not “We measured height”; rather “height
was measured”).
Results. (1 paragraph) Very short, usually one sentence for each prediction.
In order of your predictions, summarize verbally your relevant results. The section must be in
written paragraph form. Several tables or lists of your results will not suffice; you need to describe
your data. Summarize the most important feature from each figure (table) you want the reader to
notice, back up each result with statistical results, and refer to each figure/table.
For each prediction:
1) Point out key pieces of information from a figure or table.
2) Summarize the results of the statistical tests in descriptive form, with hard numbers in
parenthesis following. (e.g. Mean number of kills for the two species did not differ significantly (ttest, P = 0.24) (Table 1). (Refer to the figure/table with data that support this statement).
3) In your text, refer to tables and figures as you would statistics - in parenthesis after a general
statement (e.g. Nitrogen had a strong positive effect on invertebrate diversity (Fig.1).). In the text,
refer to tables as Table 1, but Figures as Fig. 1).
4) Do NOT interpret your data. Likewise, do not make conclusions about your original hypothesis.
Evaluation of support for hypotheses and interpretation of the outcomes occur in the discussion.
5) Put all tables and figures at end of the paper; none go in the Results section.
6) Do not list data in the text that are presented in a figure or table (for example, if a table gives
the mean and standard deviation for a particular experiment, simple refer to the table in your text
rather than writing out each number in the text). Data occur only one place; either in the text or in
the tables/figures.
7) Each Tables and Figures must be addressed directly in the paper; almost all will be in the
Environmental Science Research Methods
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Results.
20
5
20
30
Discussion. (6-7 paragraphs) Overall, you evaluate your results in terms of the original
hypothesis, explain possible reasons why or why not the hypothesis was supported, compare your
results to other studies, and point out the significance of your results. Here are the components
listed in order.
1. Interpret your results in the context of your hypotheses. Clearly state whether or not your
hypothesis was supported. (e.g. The number of kills on the two prey species did not differ
significantly; hence, our hypothesis was not supported. Fish did not prefer one prey species over
the other.)
2. Explain possible reasons for why or why not (using your data to support these statements).
Also discuss any limitations of your study and alternative explanations of the results (e.g. The
different phytoplankton densities may be due to different light intensities, rather than the
presence/absence of fish).
3. Integrate your study with other literature in the area without reviewing the entire field; this often
refers back to the introduction section. Pertinent, related literature should be cited (with references
in parentheses) for purposes of comparison with your results.
4. Suggestions for further research: parts of the current study that could be improved or expanded,
other new areas that could be explored as alternative explanations for patterns observed in the
data, or new directions for research opened up from the observations in the results and discussion
sections.
5. Finish this section with a major conclusion pointing to its significance (“take-home” message).
Literature Cited. Only references actually cited in your paper should appear at the end in
alphabetical order by first author and in standard reference format (see below for details). Provide
at least 5 references from primary literature or specialized reviews (not textbooks). Follow the
format exactly.
General Format for a Citation
For a journal article: Author(s.). Year. Title. Journal Volume:Page-page.
For a book: Author(s). Year. Title. Edition. Publishing Company. Location of Publishing Co.
Tables and Figures.
1. All tables and figures should be clearly numbered and labeled. Tables are numbered separately
from figures.
2. Include a caption (legend) at the top of the Table but at the bottom of the Figure that accurately
describes contents and pertinent information. They contain a description of the variables. Related
statistical information may also be included, such as sample sizes, mean +/-, SD or SE (note: if
error bars are used then you must mention whether they are SE or SD).
3. Figures must identify all variables and have clearly labeled axes, including units of
measurement.
4. Figures, tables, and legends should provide the reader with enough information to understand
the figure without reading the results section.
General. Follow the directions above and below for the overall format! See below for reminders
and items commonly forgotten. It is assumed that the paper will be well written with proper
spelling, grammar, and punctuation. State the main idea of each paragraph in a clearly
constructed topic sentence (this will do wonders for your writing and help the reader immensely).
The following guidelines for a proper format are to be followed precisely in writing your paper.
1. Sections of a manuscript should be in order of Title Page, Abstract, Introduction, Methods,
Results, Discussion, Literature Cited, Tables, and Figures.
2. The manuscript should be typed and double spaced in font 12, from Abstract to the end of the
Literature Cited.
3. Each page should be numbered, including figures and tables.
4. Scientific names: The first time an organism is mentioned use its common name and full
scientific name (always underline or italicize). After this first mention, the organism may be
referred by its common name or shortened scientific version (R. tarandus). Just pick a format and
stick with it.
Common problems found among scientific papers:
Environmental Science Research Methods
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1.
2.
3.
4.
Missing an outline of methods in the abstract.
Failing to state the main hypothesis/prediction clearly in the introduction.
Missing captions (legends) or appropriate labeling for figures and tables.
Presenting the results in figures and tables without summarizing the major trends
of interest in the main text. You should not discuss or evaluate in the results, but
you should tell what was found, including a statistical summary.
5. Missing critical biological observations that affect the interpretation of the results.
6. Lack of logical flow of argument in introduction or discussion.
7. Dwelling on weak possibilities in discussion.
Grading Rubric for the Oral Presentation (50 points – 25% of the final grade):
For a poster presentation, omit the style/delivery column.
Adapted from Brewer, C.A., and D. Ebert-May. 1998. Hearing the case for genetic engineering: breaking down the barriers of
anonymity through student hearings in the large lecture hall. Journal of College Science Teaching 28 (2): 97-101.
Grading
Level
Excellent5
0 pts
Clarity (5pts)
 Well thought
out
• Use of proper
language
• Significance
clearly stated
• Previous work
sets the stage for
this study
• Handout
provided for the
audience
Good
40 pts
 Well thought
Adequate
30 pts
 Talk a bit
out
• Use of proper
language
• Significance
clearly
stated
• Handout
provided for
audience
disorganized
• Shows some
effort
to use proper
language
• Significance a
bit
unclear
• Handout not
well formatted
Content (5pts)
 Identifies the
research question
or work
• Has advanced
understanding of
the experimental
approach and
significance
• Critically
evaluates results,
methodology
and/or conclusions
• Scientifically
rigorous and well
researched
 Identifies the
research
question or work
• Has basic
understanding of
the
experimental
approach
• Critically
evaluates
results,
methodology
and/or conclusions
• Well researched
 Research
question a bit
unclear
• Description of
experimental
approach
a bit confusing
• Results and
conclusions stated
but
not critically
Environmental Science Research Methods
Style/Delivery
(5pts)
 Uses time
wisely
• Logical
progression
• Speaks with
good pacing
• Makes eye
contact and does
not read;
information
• Use engaging
tone and
vocabulary
 Spends too
much
time on
introduction
• Speaks well,
but
often back
tracks
• Makes good
eye contact and
looks at notes
occasionally
• Uses good
vocabulary
 Presentation
poorly timed
• Presentation
jumping from
different topics
• Some
hesitation
and uncertainty
are apparent
• Makes little
eye
Use of Visual
Aids (5pts)
 Well placed
images
• Charts
summarize data
and/or
conclusions
• Size and labels
are clear
• Very little text
• Figures and
images
explained and
described well
• AV set up
properly
 Excellent
images but
not always well
placed
• Size and labels
are clear
• Very little text
• Figures and
charts are
explained well
• A/V mishaps
resolved
 Labels and
legends are
a bit unclear
• Size might be a
bit too
small
• Too much
detail
• Blocks of text
on
handouts or
Integration of
Knowledge (5pts)
 Integrates research
findings to broader
context
• Understands
implication
of data or method
• Identifies future
avenues
of investigation
• Supports arguments
or
explanation with
references
Ability to
Answer
Questions
(5pts)
 Anticipates
audience
questions
• Understands
audience
questions
• Can integrate
knowledge to
answer
questions
• Thoroughly
responds
to questions
 Minimally
 Does not
integrates
research findings to
broader context
• Has some
understanding
of the implications of
data or method
• Identifies some
future avenues of
investigation
• Supports arguments
or explanation with
references
 Does not integrate
the
work or method into
the
broader context
• Supports argument
or explanation with
few references
• Makes some errors
in interpretation and
application of data or
anticipate
audience
questions
• Understands
the audience
questions
• Can integrate
knowledge to
answer
the question
• Thoroughly
responds to most
questions
 Does not
anticipate
audience
questions
• Makes an
effort to
address question
• Can address
some
questions
• Overlooks
9
Poor
20 pts
evaluated
• No use of outside
readings
contact
• Monotone and
non-engaging
delivery
 Talk difficult
 Does not
 Presentation
to follow
• Unclear
language
• Does not
understand
significance of
paper
• No handout
understand
research or work
• Does not
understand
experimental
approach
• Does not
understand
conclusions or
recognize
implications for
future work
poorly timed
• Jumbled with
no logical
progression
• Makes no eye
contact and
reads from notes
• Hesitation and
uncertainty are
apparent
slides
• Figures are
explainedwell
• AV mishaps
resolved
 Labeling is not
clear or too
small to see
• No logical
placement of
material
• Mostly text
and very
few images
• Figures are not
explained
• AV mishaps
unresolved
method
• Makes few
connections between
data, method, and
conclusions
 Does not integrate
the
Work/method into
the broader context
• Makes little effort
to usedata to support
arguments
• Misinterprets
information
• Makes no
connections between
data, method, and
conclusions • Lacks
logic
obvious
questions
• Often responds
poorly to
questions
 Either makes
no effort to
respond to
questions or
does so poorly
No effort
0 pts
Web Based Reading List
Scientific writing reference manuals
 How to Write A Paper in Scientific Journal Style and Format
http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWtoc.html
 The Scientific Paper (JMU)
http://classweb.gmu.edu/biologyresources/writingguide/ScientificPaper.htm
 Writing a scientific paper http://biology.luther.edu/paper.htm
Basic Statistics on the internet
 http://scene.asu.edu/habitat/stats.html
 http://www.statsoft.com/textbook/stbasic.html
 Stats and Excel http://phoenix.phys.clemson.edu/tutorials/excel/stats.html
Excel guides
 Biology statistics made simple using Excel
http://www.ase.org.uk/htm/journals/ssr/pdf/ssr_2001_dec_23-34.pdf
 Using Excel for Generating Graphs
http://www.biology.iastate.edu/Courses/202L/New%20Site%20S05/212%20assignments
/Generating%20GraphsS06.htm
PowerPoint guides
 Poster Presentations http://www.biology.eku.edu/RITCHISO/posterpres.html
 Using PowerPoint to Create Poster Presentations
http://limacenter.osu.edu/Poster/Index.html
 Advice for preparing and delivering research slide shows
http://www.swarthmore.edu/NatSci/cpurrin1/powerpointadvice.htm
Environmental Science Research Methods
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