FORMAT 1
Submit original with signatures + 1 copy + electronic copy to UAF Governance.
See http://www.uaf.edu/uafgov/faculty/cd for a complete description of the rules
governing curriculum & course changes.
NEW COURSE PROPOSAL
SUBMITTED BY:
Department
Prepared
by
Email
Contact
ENVI
Todd Radenbaugh
College/School
bftar@uaf.edu
Faculty
Contact
Phone
1. ACTION DESIRED
(CHECK ONE):
Justify upper/lower
division status &
number of credits:
3. PROPOSED COURSE TITLE:
Todd Radenbaugh
Trial Course
Dept
2. COURSE IDENTIFICATION:
CRCD/Bristol Bay Campus
907.842.8315
X
New Course
Course
#
ENVI
No. of
Credits
205
2
This course is designed to coincide with a series of other 100-200
level courses as part of the Environmental Studies (ENVI)
Program. The 30-credit certificate program focuses on delivering
quality entry-level coursework relevant to rural Alaska Native
students with the goal of skill set development in the field of
environmental sciences. The certificate will also lay a foundation
for students interested in advanced university coursework in an
associate or baccalaureate program. Due to the broad, introductory
nature of this course and length of time to cover course content, 2
credits are the appropriate number for students to earn. One credit
hour does not provide enough contact time to teach the
foundational concepts of research methods in environmental
science and 3 credits is too much time for this introduction to
research reporting. The syllabus reflects the number of credits on
the 10-week course schedule. This schedule could be modified to
fit into the length of a traditional semester.
Introduction to Methods in Environmental Studies Reporting
4. CROSS LISTED?
YES/NO
If yes,
Dept:
No
Course #
(Requires approval of both departments and deans involved.
signatures.)
5. STACKED?
YES/NO
If yes,
Dept.
No
6. FREQUENCY OF OFFERING:
Add lines at end of form for such
Course #
Fall
(Every or Alternate) Fall, Spring, Summer — or As Demand
Warrants
7. SEMESTER & YEAR OF FIRST OFFERING (if
approved)
Fall 2009
8. COURSE FORMAT:
NOTE: Course hours may not be compressed into fewer than three days per credit. Any course
compressed into fewer than six weeks must be approved by the college or school's curriculum
council. Furthermore, any core course compressed to less than six weeks must be approved by the
core review committee.
COURSE FORMAT:
(check one)
OTHER FORMAT
(specify)
1
2
3
4
5
X
6 weeks to
full semester
Mode of delivery
(specify lecture,
field trips, labs,
etc)
10-week distance delivered
9. CONTACT HOURS PER WEEK:
2
LECTURE
hours/weeks
2 LAB
hours /week
PRACTICUM
hours /week
Note: # of credits are based on contact hours. 800 minutes of lecture=1 credit. 2400 minutes
of lab in a science course=1 credit. 1600 minutes in non-science lab=1 credit. 2400-4800
minutes of practicum=1 credit. 2400-8000 minutes of internship=1 credit. This must match with
the syllabus. See http://www.uaf.edu/uafgov/faculty/cd/credits.html for more information on
number of credits.
OTHER HOURS (specify
type)
10. COMPLETE CATALOG DESCRIPTION including dept., number, title and credits (50 words or
less, if possible):
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
scientific reporting processes. The course is designed to integrate raw environmental data into
a research report that can be presented in scientific meeting format.
11.
COURSE CLASSIFICATIONS: (undergraduate courses only. Use approved criteria found
on Page 10 & 17 of the manual. If justification is needed, attach on separate
sheet.)
N = Natural
Science
H = Humanities
S = Social Sciences
Will this course be used to fulfill a requirement for the
YES
baccalaureate core?
IF YES, check which core requirements it could be used to fulfill:
O = Oral Intensive,
Format 6
12.
COURSE REPEATABILITY:
Is this course repeatable for
credit?
W = Writing Intensive,
Format 7
YES
X
X
NO
Natural Science,
Format 8
NO
Justification: Indicate why the course can
be repeated
(for example, the course follows a different
theme each time).
How many times may the course be repeated for credit?
TIMES
If the course can be repeated with variable credit, what is the
maximum number of credit hours that may be earned for this course?
CREDITS
13. GRADING SYSTEM:
LETTER: X
PASS/FAIL:
RESTRICTIONS ON ENROLLMENT (if any)
14.
PREREQUISITES
ENVI 101 AND ENVI 201 AND a lab based 100 level science course
OR permission of instructor
These will be required before the student is allowed to enroll in the course.
RECOMMENDED
100 level English and ENVI 160
Classes, etc. that student is strongly encouraged to complete prior to this course.
15. SPECIAL RESTRICTIONS,
CONDITIONS
16. PROPOSED COURSE FEES
$
Has a memo been submitted through your dean to the Provost & VCAS for
fee approval? Yes/No
17. PREVIOUS HISTORY
Has the course been offered as special topics or trial course
previously? Yes/No
If yes, give semester, year,
course #, etc.:
Yes
Fall 07 - ENVI 195: Introduction to Methods in
Environmental Science Reporting
18. ESTIMATED IMPACT
WHAT IMPACT, IF ANY, WILL THIS HAVE ON BUDGET, FACILITIES/SPACE, FACULTY, ETC.
This is a distance education science course without a lab, thus it should have minimal
influence on budget, facility and space resources. Faculty has been hired to specifically
teach this course.
ENVI program development and implementation is directly supported by the United States
Department of Agriculture (USDA), Cooperative State Research, Education, and Extension
Service Alaska Native/Native Hawaiian (CSREES AN/NH) Serving Institutions Higher
Education Grants program. This project addresses the USDA goal of increasing the number
of AN/NH students engaged in USDA careers. These careers include environmental science,
among others. This certificate will serve these requirements by not only increasing the
number of students entering a certificate program, stepping up to either an AAS degree, AS
degree or a Bachelor degree but by also preparing students for entry-level science
employment.
Because the USDA’s interest is, ultimately, bringing more AN/NH students into USDA
careers at the bachelors and masters level, the above mentioned grant will fund the current
effort until at least 2012, USDA support currently stands at one full-time science faculty
member who helped develop the program plus funding for a total of eight Alaska Native
students to complete the ENVI certificate within approximately three years.
Office and classroom space will be provided by existing University urban and rural
campuses throughout Alaska. Some of the rural communities with available facilities
include Galena, Fort Yukon, Tok, Nenana, McGrath, Unalaska, Dillingham, Bethel, Nome,
Kotzebue, Barrow, and Sitka. In villages without a University facility, training space can be
found in the local schools and businesses and are reasonably supported by student tuition
fees. No new facilities or space will be required.
As the University continues to upgrade its capacity to address the growing need for adequate
education in rural Alaska, specifically with regard to the distance delivery processes and
audio/visual equipment, and computer delivery platforms the ENVI certificate will be made
readily available to more students.
19. LIBRARY COLLECTIONS
Have you contacted the library collection development officer (ffklj@uaf.edu, 4746695) with regard to the adequacy of library/media collections, equipment, and
services available for the proposed course? If so, give date of contact and
resolution. If not, explain why not.
No
Yes
X
09 September 2008 – No resource impact
20. IMPACTS ON PROGRAMS/DEPTS
What programs/departments will be affected by this proposed action?
Include information on the Programs/Departments contacted (e.g., email, memo)
The primary faculty are employees of the University. Dr. Todd Radenbaugh has been hired
through the USDA Higher Education Grant specifically to coordinate the ENVI program as
well as teach required ENVI and other appropriate science courses. Current faculty comes
from the CRCD as will Fairbanks-based UAF faculty. SNRAS faculty will also participate in
development and instruction of some ENVI certificate courses. Fairbanks-based classes may
show a slight increase in student registrations.
ENVI program information and course requirements were sent out for comments two times,
once via email in September 2006, and a second time in September 2008, to specific
University departments that may have increased course enrollments due to the required science
courses and the elective credit options ENVI students may take. Also discussed was the
possibility of students eventually bridging over to other science degree programs. The
department contact names include:
September 2006
Concerning Required Science, Communication, Computation, and Human Relations
Courses:
Rich Boone, Biology
Tom Clausen, Chemistry
Michael Whalen, Geology
Judy Atkinson, CRCD Developmental Math
Susan Andrews, CRCD Humanities Division Chair
Concerning Elective Credit Options:
Rich Boone, Biology
Tom Clausen, Chemistry
Michael Whalen, Geology
Steve Sparrow, School of Natural Resources and Agricultural Sciences
Denis Wiesenburg, School of Fisheries and Ocean Sciences
Gordon Pullar, Alaska Native and Rural Development Department
Dana Thomas, Math and Statistics
September 2008
Concerning Required Science Courses:
Rich Boone, Biology
John Keller, Chemistry
Mike Sfraga, Geography
Carol Lewis, Natural Resources and Agricultural Sciences
No negative comments were received and all concerns raised were answered. Department
response was favorable. Enrollment increases will be minimal as well as the demand on
department faculty.
21. POSITIVE AND NEGATIVE IMPACTS
Please specify positive and negative impacts on other courses, programs and
departments resulting from the proposed action.
This course is a required course in the ENVI certificate program that will provide the student
the opportunity to develop the skills and training necessary either for immediate employment
in a variety of science-related fields or for entry into a science-related associate or
baccalaureate degree programs. A key student outcome is a capstone research project where
the students will design, collect, and analyze data, and present results in a scientific format:
this course is directly associated with this capstone project. This class could improve Alaska
Native enrollment in baccalaureate degrees. UAF departments that could directly benefit
include Biology Geology, Chemistry, Natural Resource Management, Environmental
Engineering, and Mining Engineering.
ENVI program information and course requirements were sent out for comments two times,
once via email in September 2006, and a second time in September 2008, to specific
University departments that may have increased course enrollments due to the required
science courses and the elective credit options ENVI students may take. Also discussed was
the possibility of students eventually bridging over to other science degree programs. The
department contact names include:
September 2006
Concerning Required Science, Communication, Computation, and Human Relations
Courses:
Rich Boone, Biology
Tom Clausen, Chemistry
Michael Whalen, Geology
Judy Atkinson, CRCD Developmental Math
Susan Andrews, CRCD Humanities Division Chair
Concerning Elective Credit Options:
Rich Boone, Biology
Tom Clausen, Chemistry
Michael Whalen, Geology
Steve Sparrow, School of Natural Resources and Agricultural Sciences
Denis Wiesenburg, School of Fisheries and Ocean Sciences
Gordon Pullar, Alaska Native and Rural Development Department
Dana Thomas, Math and Statistics
September 2008
Concerning Required Science Courses:
Rich Boone, Biology
John Keller, Chemistry
Mike Sfraga, Geography
Carol Lewis, Natural Resources and Agricultural Sciences
No negative comments were received and all concerns raised were answered. Department
response was favorable. Enrollment increases will be minimal as well as the demand on
department faculty.
JUSTIFICATION FOR ACTION REQUESTED
The purpose of the department and campus-wide curriculum committees is to
scrutinize course change and new course applications to make sure that the quality
of UAF education is not lowered as a result of the proposed change. Please address
this in your response. This section needs to be self-explanatory. Use as much
space as needed to fully justify the proposed course.
The major purpose of this course is for the student to analyze data and writing that will
culminate in a final project 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.
This course is the third in a three-course series beginning with ENVI 101 (Introduction to
Environmental Science) and with ENVI 201. Upon completion of these three courses, students
will have completed a capstone research project, a key assessed outcome where the students
will collect and analyze data, and present results in a scientific format. This type of training is
important in rural areas with a need for persons with skills in natural resources-related fields.
Thus, rural individuals will be required to understand and participate in data collection and
analysis in order to relate results to their local and regional employers, corporations and
agencies.
APPROVALS:
Date
Signature, Chair,
Program/Department of:
Date
Signature, Chair, College/School Curriculum
Council for:
Date
Signature, Dean, College/School
of:
Date
Signature of Provost (if applicable)
Offerings above the level of approved programs must be approved in advance by
the Provost.
ALL SIGNATURES MUST BE OBTAINED PRIOR TO SUBMISSION TO THE GOVERNANCE OFFICE
Date
Signature, Chair, UAF Faculty Senate Curriculum
Review Committee
ADDITIONAL SIGNATURES: (If required)
Date
Signature, Chair,
Program/Department of:
Date
Signature, Chair, College/School Curriculum
Council for:
Date
Signature, Dean, College/School
of:
ATTACH COMPLETE SYLLABUS (as part of this application).
Note: syllabus must follow the guidelines discussed in the Faculty Senate Guide
http://www.uaf.edu/uafgov/faculty/cd/syllabus.html
.
The department and campus wide curriculum committees will review the syllabus to
ensure that each of the items listed below are included. If items are missing or
unclear, the proposed course change will be denied.
SYLLABUS CHECKLIST FOR ALL UAF COURSES
During the first week of class, instructors will distribute a course syllabus.
Although modifications may be made throughout the semester, this document will
contain the following information (as applicable to the discipline):
1. Course information:
Title,  number, credits, prerequisites,  location,  meeting time
(make sure that contact hours are in line with credits).
2. Instructor (and if applicable, Teaching Assistant) information:
 Name,  office location,  office hours,  telephone,  email
address.
3. Course readings/materials:
 Course textbook title,  author,  edition/publisher.
 Supplementary readings (indicate whether  required or 
recommended) and
 any supplies required.
4. Course description:
 Content of the course and how it fits into the broader curriculum;
 Expected proficiencies required to undertake the course, if applicable.
 Inclusion of catalog description is strongly recommended, and
 Description in syllabus must be consistent with catalog course
description.
5.  Course Goals (general) and  Student Learning Outcomes (more specific)
6. Instructional methods:
 Describe the teaching techniques (eg: lecture, case study, small group
discussion, private instruction, studio instruction, values clarification,
games, journal writing, use of Blackboard, audio/video conferencing, etc.).
7. Course calendar:
 A schedule of class topics and assignments must be included. Be specific
so that it is clear that the instructor has thought this through and will
not be making it up on the fly (e.g. it is not adequate to say “lab”.
Instead, give each lab a title that describes its content). You may call
the outline Tentative or Work in Progress to allow for modifications during
the semester.
8. Course policies:
 Specify course rules, including your policies on attendance, tardiness,
class participation, make-up exams, and plagiarism/academic integrity.
9. Evaluation:
 Specify how students will be evaluated,  what factors will be
included,  their relative value, and
 how they will be tabulated into grades (on a curve, absolute scores,
etc.)
10. Support Services:
 Describe the student support services such as tutoring (local and/or
regional) appropriate for the course.
11. Disabilities Services:
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.
 State that you will work with the Office of Disabilities Services (203
WHIT, 474-7043) to provide reasonable accommodation to students with
disabilities.”
ENV 205: Introduction to Methods in Environmental Studies Reporting
University of Alaska Fairbanks College of Rural and Community Development
Course Syllabus
Introduction to Methods in Environmental Studies Reporting
ENV 205
2 (1.5+0.5)
ENV 101, ENV 201 AND a 100 level lab-based science course OR
permission of instructor
Dates: TBA
Days and Times: TBA
Location: Face-to-face or distance education
Course Title:
Dept. & Num:
Credits:
Prerequisites:
Instructor:
Hours Available:
Phone:
Fax:
Email:
Text:
Dr. Todd Radenbaugh
TBA
907.842.5109 or 1800.478.5109
907.842.5692
bftar@uaf.edu
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
scientific reporting processes. The course is designed to integrate raw environmental data into
a research 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 ENV certificate and is part of a three course series beginning with
ENV 101 (Introduction to Environmental Science) and continuing with ENV 201. 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 important. In the course individuals will be required to understand
and participate in data collection and analysis and relate results to the local and regional
environment.
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
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 standard science report
Develop effective oral and poster scientific 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 project 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.
Course Calendar
Week 1
What is a scientific paper and how to conduct a literature review
Objective – using the online reference databases at the UAF online library, find 5
articles related to your research topic (first go to
http://uaflibrary.us/onlinedatabases/ui/ and then click on the Environmental Studies
link; you will be prompted to enter your UAF username and password before you can
search the database).
Week 2
Writing introductions
Objective – Write a three-page introduction which incorporates your literature review
from last week
Week 3
Analyzing data I: basic statistics
Objective – Use collected data and enter into Excel spreadsheet and analyze using
basic statistical functions
Week 4
Analyzing data II: figures and tables and using Excel spreadsheets
Writing introductions
Objective – Manipulate data and statistics in Excel into functional graphs and figures
Week 5
Analyzing data III: basic parametric and nonparametric statistics
Objective – introduce some useful statistical analysis techniques
Week 6
Writing results and conclusions
Objective – Write a four-page section that incorporated and explains the results and
reached a conclusion
Week 7
Basics of using PowerPoint for oral and poster presentations
Objective – Take data and conclusions at develop them into a presentable and
succinct slide format.
Week 8
Ways to present scientific data, how to do an effective oral and poster presentation
Objective – Discuss and demonstrate ways to make an effective presentation.
Practice with presentation developed previous week
Week 9
Review of projects; final analysis
Week 10
Student presentations and final reports due
Course Policies
The major component of this course is for the student to analyze data and section writing that
will culminate in the final project 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 state-wide or
regional scientific conferences.
Participants will read assigned materials, contribute to the class discussions, and complete data
analysis assignments. The web sites of reference and reading materials will be reviewed before
the class so participants can share their learning and insights during the course.
Evaluation
This course is an introductory course in data analysis and presentation and scientific writing.
Each week a specific section of a research paper will be discussed and due. Students are
encouraged to complete each week’s assignment early and turn it in for comments.
Assignments turned in after the due date will be marked down 5 points per day. Since each
section builds on the last, it is important to maintain deadlines.
We will work collaboratively on Blackboard or Elluminate Live on each assignment so having
homework done on time is important.
Grades in this course will be determined as follows:
Activity
Points
Final Scientific Paper
=
132 (see rubric at the end of the syllabus)
Oral or poster presentation
=
50 (see rubric at the end of the syllabus)
Participation
=
18 (2 pts/week)
Total
=
200
Grade
A
Points
200-175
B
174-150
C
149-125
D
124-100
F
99 - below
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 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.”
In Compliance with UAF Faculty Senate Resolution/2004
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).
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.
2
The title 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
10
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.
15
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.
15
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”).
15
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 (t-test, 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 Results.
20
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).
5
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.
20
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.
30
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:
1. Missing an outline of methods in the abstract.
2. Failing to state the main hypothesis/prediction clearly in the introduction.
3. Missing captions (legends) or appropriate labeling for figures and tables.
4. 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
Clarity
Content
Excellent
50 pts
 Well thought
 Identifies the
 Uses time
Style/Delivery
out
• Use of proper
language
• Significance
clearly stated
• Previous
work sets the
stage for this
study
• Handout
provided for
the audience
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
wisely
• Logical
progression
• Speaks with
good pacing
• Makes eye
contact and
does not read
information
• Use engaging
tone and
vocabulary
Good
 Well thought
 Identifies the
 Spends too
Use of Visual
Aids
 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
Integration of
Knowledge
 Integrates
research
findings to
broader
context
• Understands
implication
of data or
method
• Identifies
future avenues
of investigation
• Supports
arguments or
explanation
with
references
 Excellent
 Minimally
Ability to
Answer
Questions
 Anticipates
audience
questions
• Understands
audience
questions
• Can integrate
knowledge to
answer
questions
• Thoroughly
responds
to questions
 Does not
40 pts
out
• Use of proper
language
• Significance
clearly
stated
• Handout
provided for
audience
research
question or
work
• Has basic
understanding
of the
experimental
approach
• Critically
evaluates
results,
methodology
and/or
conclusions
• Well
researched
much
time on
introduction
• Speaks well,
but
often back
tracks
• Makes good
eye contact and
looks at notes
occasionally
• Uses good
vocabulary
images but
not always well
placed
• Size and
labels are clear
• Very little
text
• Figures and
charts are
explained well
• A/V mishaps
resolved
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
anticipate
audience
questions
• Understands
the audience
questions
• Can integrate
knowledge to
answer
the question
• Thoroughly
responds
to most
questions
Adequate
30 pts
 Talk a bit
 Research
 Presentation
 Labels and
 Does not
 Does not
disorganized
• Shows some
effort
to use proper
language
• Significance
a bit
unclear
• Handout not
well formatted
question a bit
unclear
• Description
of
experimental
approach
a bit confusing
• Results and
conclusions
stated but
not critically
evaluated
• No use of
outside
readings
poorly timed
• Presentation
jumping from
different topics
• Some
hesitation
and uncertainty
are apparent
• Makes little
eye
contact
• Monotone
and
non-engaging
delivery
legends are
a bit unclear
• Size might be
a bit too
small
• Too much
detail
• Blocks of text
on
handouts or
slides
• Figures are
explained
well
• AV mishaps
resolved
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
method
• Makes few
connections
between data,
method, and
conclusions
anticipate
audience
questions
• Makes an
effort to
address
question
• Can address
some
questions
• Overlooks
obvious
questions
• Often
responds
poorly to
questions
Poor
20 pts
 Talk difficult
 Does not
 Presentation
 Labeling is
 Does not
 Either makes
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
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
integrate the
Work/method
into the
broader
context
• Makes little
effort to use
data to support
arguments
• Misinterprets
information
• Makes no
connections
between data,
method, and
conclusions
• Lacks logic
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