BIO 451-454 Independent Studies and Research Syllabus
Instructor
Stephanie Carmicle, Ph.D.
Catalog Course Description
“Individual reading and research involving experimental or theoretical investigations; for
students not enrolled in Honors Program.”
Phone
601-925-3872
1-3 credit hours
Prerequisites: Instructor consent
Note: Undergraduates who are on the Medical Sciences degree track may NOT use ISR
research courses for the fifteen Biology elective hours.
Email
carmicle@mc.edu
Office Location
Hederman Science
Building RM 211
Course Rationale
Biology majors are encouraged to participate in independent research projects in areas of
their interest. These projects provide research experience and academic credit for
laboratory, field or theoretical research. Eligible students may use their independent
research as a segue leading to a thesis in the Honors Program.
Office Hours
Please see posted hours.
Methods of Instruction:
Varies with instructor, but will include assigned readings and laboratory training.
Student Objectives
Independent study in the Biological Sciences requires the investigation of a biological problem/question through literature
search and laboratory and/or field experimentation. Students will leave this course having acquired knowledge and
understanding of the research process. It is expected the student will achieve the following:
1.
2.
3.
4.
5.
6.
7.
Students will demonstrate the ability to perform a relevant literature search.
Students will learn to produce a critical literature review relevant to the topic under investigation.
Students will demonstrate the ability to develop a research proposal.
Students will carry out a research investigation.
Students will collect and analyze data from their investigation.
Students will draw valid conclusions from the data analysis.
Students will produce an academic product by reporting the findings of their investigation. This may be a written
report in the format of an appropriate journal suggested by the mentor, or a scientific poster prepared in an
appropriate format.
Assessment and Grading
Twice a semester, we will sit together and discuss your grade based on the rubric that follows. Those grades will be averaged
together for your final grade for this class.
See the RUBRIC on page 5 for required practices and requirements for the determination of grades.
The grading scale will be as follows:
A
90-100%
B
80-89%
BIO 451-454 – [Spring 2016]
C
70-79%
D
60-69%
F
0-59%
Page 1
Mentor-Specific Requirements
In addition to the items listed for all research labs, I expect you to participate in our group meeting and in the Department’s
FLY meeting (time TBA). Wear a labcoat in the lab and gloves in the lab and restrict access to the lab to untrained
individuals. Students must ask for help when needed, learn to work independents, “check-in” weekly with me and take
initiative to learn about the content and techniques. Please ask questions. We can look for the answers together .
Laboratory Safety
It is the responsibility of each research student to read and understand the laboratory safety guidelines in the MC Biosafety
Manual located in each research lab. This includes, but is not limited to the following:


No eating, drinking, chewing gum, applying/removing contact lenses, or applying cosmetics in the lab.
All key-card access laboratory doors are to remain shut at all times.
A little about research…
If done properly, research is a rewarding addition to classroom learning. It is exciting to be the first person to discover
something new. It is thrilling to use the knowledge you’ve spent years gathering in a practical, hands-on manner.
However, research can be frustrating. Experiments fail. Results aren’t always what you expect. You make mistakes.
That is OKAY! Do not plan on getting everything right the first time. It won’t happen. I expect everyone to mess up. I
expect the experiments to not work the first time around, sometimes even the second or third time. What I also expect is
for you to keep trying. Troubleshoot what is going wrong. Talk to your peers and me about strategies that might work
better.
“If we knew what we were doing, it wouldn’t be research.” – Albert Einstein
Attendance Policy
I will follow the University attendance policy as described in the school catalog, which can be found in The MC
Undergraduate Catalog, p.56 – 57. (http://www.mc.edu/resources/publications/catalogs.php). Students must not accumulate
excessive absences. “A student receives a grade of F in a course immediately upon accumulating the following number of
absences, whether excused or unexcused.” Failure to log the appropriate number of hours, as defined in the rubric on page
3, will result in a lower grade for the research course.
Academic Honesty
I expect my students to follow the guidelines on academic honesty and integrity as explained in the Undergraduate Catalog:
“Mississippi College students are expected to be scrupulously honest. Dishonesty, such as cheating or plagiarism, or
furnishing false information, including forgery, alteration or misuse of University documents, records or identification, will
be regarded as a serious offense subject to severe penalty, including, but not limited to, loss of credit and possible dismissal.
See the Mississippi College Student Handbook or University Policy 2.19 for specific information regarding penalties
associated with dishonest behavior at Mississippi College. Copies of the Mississippi College Student Handbook are available
in the Office of the Vice President for Enrollment Management and Student Affairs, Nelson 313. Copies of University
policies are available on the Mississippi College web site.”
BIO 451-454 – [Spring 2016]
Page 2
Early Alert System
Mississippi College has adopted the practice of finding students early in the semester who may be exhibiting behaviors that
could ultimately have a negative impact on their academic progress. These behaviors are often called “red flag” behaviors
and include, but are not limited to, excessive absences, poor test grades, and lack of class participation or evidence of nonengagement. Identifying these behaviors early gives the instructor the opportunity to raise the “red flag” on behalf of a
particular student so that the student can take the appropriate action to redirect his/her progress. The system alerts the
student, the student’s advisor, and the Office of Student Success.
These messages are intended to help a student recognize an area of concern and to encourage him/her to make some choices
to improve the situation. When a student receives an Early Alert message, the student should quickly make an appointment
to talk with his/her professor about the situation. Also, students can make full use of the Office of Student Success to set
academic goals and connect to campus resources
Student Counseling
In order for a student to receive disability accommodations under Section 504 of the Americans with Disabilities Act, he or
she must schedule an individual meeting with the Director of Student Counseling Services immediately upon recognition
of their disability (if their disability is known they must come in before the semester begins or make an appointment
immediately upon receipt of their syllabi for the new semester).
MC Student Counseling is located on the 4th floor of Alumni Hall. You may also contact them by campus mail Box 4016,
or email at mbryant@mc.edu.
Important Dates
January 18 – MLK Holiday; Day and night classes do not meet
January 19 – Last day to enroll in a semester class (5:00 PM)
January 21 – Last Day to Drop a class with 100% refund.
March 7-13 – Spring Break
March 18 – Last day to drop a class – 0% refund
March 28- Monday- Easter Holiday- Day classes will not meet. Night classes WILL meet.
Shelf exam – May 5; time is TBA
BIO 451-454 – [Spring 2016]
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Compact between Research Students and Faculty Mentors
Commitments of Research Students
1.
I acknowledge that I have the primary responsibility for the successful completion of my research project and
degree.
2. I will meet regularly with my research advisor and provide him/her with updates on the progress and results of my
activities and experiments.
3. I will work with my research advisor to develop a summary of my research.
4. I will be knowledgeable of the policies and requirements of my undergraduate/graduate program, department and
school.
5. I will attend and participate in laboratory meetings, seminars and journal clubs that are part of my educational
program.
6. I will comply with all institutional policies, including academic program milestones.
7. I will participate in my institution’s training seminars on responsible conduct of research and biosafety, and I will
practice those guidelines in conducting my research.
8. I will be a good lab citizen.
9. I will maintain a detailed, organized, and accurate laboratory notebook.
10. I will discuss policies on required work hours with my research advisor.
11. I will discuss policies on authorship and attendance at professional meetings with my research advisor.
Commitments of Research Advisors:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I will be committed to the mentoring of my research student.
I will be committed to the research project of my student.
I will be committed to meeting with the student on a regular basis.
I will be committed to providing financial resources for the student as appropriate or according to departmental
guidelines, in order for him/her to conduct research.
I will be knowledgeable of, and guide the student through, the requirements and deadlines of the department as well
as those of the school.
I will lead by example and facilitate the training of the student in complementary skills needed to be a successful
scientist, such as oral and written communication skills, lab management, research policies, ethical conduct of
research, and scientific professionalism.
I will expect the graduate student to share common laboratory responsibilities and utilize resources carefully and
frugally.
I will provide for every student under my supervision an environment that is intellectually stimulating, emotionally
supportive, safe and free of harassment.
Throughout the student’s time in my laboratory, I will be supportive, equitable, accessible, encouraging and
respectful.
_______________________________________
Student Name
__________________________ _________________
Student Signature
Date
_______________________________________
Faculty Mentor Name
__________________________ _________________
Faculty Signature
Date
Modified from “Compact Between Biomedical Graduate Students and Their Research Advisors” by the Association of American
Medical Colleges, 2008
BIO 451-454 – [Spring 2016]
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BIO 451-454 Independent Studies and Research RUBRIC
CATEGORY
POSSIBLE
POINTS
SUBCATEGORY
1 credit hour
Hours logged
25
2 credit hours
3 credit hours
Lab notebook
Literature
research
Documentation
25
Protocols
Research
summary
Presentation
25
Poster or Oral
Communication
Professionalism
25
Cooperation
Cleanliness
BIO 451-454 – [Spring 2016]
CRITERIA
EARNED
POINTS
Average hours per week spent on data collection, analysis, or writing:
- 3-4 hrs, 25 points
- 2 hrs, 12 points
- 1 hr, 0 points
Average hours per week spent on data collection, analysis, or writing:
- 6-7 hrs, 25 points
- 4-5 hrs, 12 points
- 1-3 hrs, 0 points
Average hours per week spent on data collection, analysis, or writing:
- 9-10 hrs, 25 points
- 6-8 hrs, 12 points
- 1-5 hrs, 0 points
- Has an accurate, neat, up-to-date lab notebook which is easily
read and followed by others.
- Performs literature searches, with annotations when required by
the mentor, on background information relevant to the project.
- Capable of discriminating between credible and non-credible
sources.
- Keeps up-to-date, accurate and complete records of experimental
protocols used in the project.
- Upon completion of the semester course, has completed a
research summary detailing the following content:
Background Information
Materials and Methods
Results
Conclusions
- During the course of the semester, completes either a poster OR a
powerpoint oral presentation containing the information included
in the research summary.
- Participates in all lab meetings scheduled by the mentor.
- Respectfully and punctually responds to emails from the mentor.
- Provides the mentor weekly updates on data acquired and
analysis performed throughout the semester.
- Treats other research students and faculty with respect.
- Mentors and trains other research students, as requested by the
mentor.
- Participates in maintenance of the lab/field environment, as
trained by the mentor.
Page 5
MENTOR
COMMENTS