Upper-division Writing Requirement Review Form (2/14)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTY BIOH486-W
Neuroscience
Subject
455) or sequence
Biology
Course(s) Title
Neuroscience Research Techniques
Description of the requirement if it is not a single course.
Writing course to support the creation of the undergraduate degree program in Neuroscience
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Jesse Hay
Phone / Email
243-2381
Program Chair
Chris Fiore
Program Chair (affected dept.)
Charles Jansen
Program Chair (affected dept.)
Rich Bridges
Dean
Chris Comer
Date
III. Type of request
New
X
Renew
Reason for new course, change
or deletion
One-time Only
Change
Remove
Writing course to support the creation of the undergraduate degree
program in Neuroscience
IV Overview of the Course Purpose/ Description
Theory and practical experience in experiment design, data collection, results analysis and report
creation. Students will generally assist with ongoing research as well as attend formal classroom
presentations and discussions. Students will be required to work with the course writing instructor to
undertake the writing process and develop a primary literature review, an abstract and final report based
on the experiments conducted and the data collected. Students with well-developed research ideas and
skills may be allowed to undertake supplemental independent research.
V Learning Outcomes: Provide examples of how the course will support students in
achieving each learning outcome.
Identify and pursue
sophisticated questions for
academic inquiry
Find, evaluate, analyze, and
synthesize information
effectively and ethically from
diverse sources (see:
http://www.lib.umt.edu/libraryinformation-literacytables#Table2) Subject liaison
librarians are available to
assist you embed information
literacy into your course:
http://www.lib.umt.edu/node/115
#instructors
Manage multiple perspectives
as appropriate
Recognize the purposes and
needs of discipline-specific
audiences and adopt the
academic voice necessary for
the chosen discipline
 Yes
If yes, how will student learning be supported?
Two major writing assignments will support this goal. In the first,
students will write a literature review in the area of their research
directors’ lab that identifies gaps in our knowledge and/or
controversies that need to be resolved. In the second assignment, their
final lab report, the conclusions and future directions of their research
will be put in the context of other related experiments in the primary
literature. Their research project will also be justified relative to the
gaps in knowledge identified in the first assignment. These
assignments will provide them experience in identifying, justifying
and presenting cutting edge research in a scientific discipline.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
In the second week of class the liaison librarian for Biological
Sciences will conduct an information session and describe how to
conduct a search for information that is peer reviewed and how to
appropriately use web based materials. We will also provide clear
guidance in how to appropriately cite various kinds of information and
what constitutes plagiarism.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
In the literature review, students will need to identify a current model
as well as any research or other perspectives or information that
represent challenges to that model. In their research report, students
will be required to present conclusions alongside with any possible
alternative interpretations and caveats. This will teach them how to
understand and balance different perspectives on the research.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
Students will author technical scientific documents that are aimed at
an audience possessing an advanced understanding of neuroscience
laboratory techniques. The desired academic voice will be taught to
them in our formal writing instruction sessions and by reading the
primary literature in preparation for writing their literature review.
Use multiple drafts, revision,
and editing in conducting
inquiry and preparing written
work
Follow the conventions of
citation, documentation, and
formal presentation
appropriate to that discipline
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
Students will be required to submit two drafts of each writing
assignment prior to the final submission deadline. On average, the
writing instructor will return drafts of student work including
extensive language and content feedback within 5 days. Students may
elect to submit additional drafts of the assignments to receive
additional writing practice (this is especially encouraged for those
students who need extra assistance with their writing skills). In the
instance where a student is near the mark after one revised draft, they
will be allowed to opt out of the second graded draft, however, they
will never be denied the option to further improve their paper and
grade if they wish.
 No
If no, course may not be eligible
Yes
If yes, how will student learning be supported?
Students will use the formatting style most common to the subdiscipline of their scientific research, as determined by the scientific
project leader. In addition, the appropriate abbreviations, equations,
and discipline specific shorthand common to journals in the field will
be used by the individual research groups. In addition, students will
have to use the citation and bibliography style of a field-specific
journal to a high degree of rigor, or lose substantial points.
 No
If no, course may not be eligible
VI. Writing Course Requirements
Enrollment is capped at 25
students.
If not, list maximum course
enrollment. Explain how
outcomes will be adequately
met for this number of
students. Justify the request
for variance.
This course involves multiple instructors; students will work primarily
under the supervision of a scientific project leader faculty member.
The project leader will guide a student research group of 5-10
individuals. Supplementing these efforts, one dedicated writing
instructor will be assigned for each multiple of 25 students enrolled.
This will ensure the writing instructors’ responsibilities are equivalent
to those imposed by the enrollment cap, in order to adequately address
the multiple drafts and extensive feedback that is necessary for the
writing requirement. A students’ writing instructor may or may not be
the same person as their scientific project leader (TBD by staffing
available).
Briefly explain how students
are provided with tools and
strategies for effective writing
and editing in the major.
Strategies for achieving these goals will be provided in two lectures
devoted to scientific presentation. Also, in each of the three writing
assignments (literature review, abstract, final report), students must
review current literature and data to generate documents that provide a
compelling logical rationale for the execution of the research
experiments or the coherent description of the methods used, and the
significance of the results obtained. Students will be evaluated on
clarity and accuracy of scientific content and how well the student
supports their findings using relevant research. In addition students
are evaluated on grammar, spelling, punctuation, and sentence
structure.
Which written assignment(s)
Literature review (5 pages), abstract (1 page: 250words), final report
includes revision in response
(10 pages). Two drafts of these assignments are required and are
to instructor’s feedback?
included in the course grades; however, students may submit
additional ungraded drafts for review in order to receive supplemental
feedback.
VII. Writing Assignments: Please describe course assignments. Students should be required
to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Quality of content and writing are
integral parts of the grade on any writing assignment.
Formal Graded Assignments
Attendance
10%
Laboratory Work or Data Collection
30%
Summary Data Table, Figures or Images
10%
Literature Report
15%
Abstract
10%
Written final report
25%
Informal Ungraded
Slides summarizing results for class presentation
Assignments
Paste or attach a sample writing assignment, including instructions for students.
LITERATURE REVIEW WRITING ASSIGNMENT
Focus and Format Requirements:
Choose a topic within your project directors’ research area (each director will provide
guidleines) that has a known or hypothesized biological basis. Be sure there is little or no
overlap with assignments you have done for other classes (this could be considered academic
misconduct).
The bulk of the paper should deal with basic research related to your chosen topic. It should
not be only a recitation of symptoms or a report of clinical studies, though these things can
be briefly summarized in the Introduction section. There should be little or no discussion of
patients or patient surveys or human subjects. The main purpose and challenge of this
assignment is to dig into and understand the primary literature surrounding the basic biology
(ie physiological, behavioral, molecular or cellular mechanism) of the phenomenon.
The paper is to be NO SHORTER than 5 pages (1.5 spacing, 11pt. font, 1-inch margins
on all sides), excluding figures, references and other literature documentation. It is fine
to integrate figures into the text if you want, just make sure the text on it own meets the
minimal length.
Sections of the Paper:
1. Introduction - Information in this section must cite published journal articles from
which you got it, and reviews would probably be the most appropriate type of article to
use here (ask a librarian how to limit your literature search to reviews).
2. Mechanistic Basis of the Phenomenon - this section has two parts.
a. First, present a model for what causes the phenomenon. This must be clearly
related to material presented during lectures. For example, what cellular
regulatory pathways or physiological processes are involved? How are they
affected? The level of detail and focus area of the model presented will need to
be sufficient to support part b below. In this context, “model” means current
concepts of how the phenomenon arises, not to be confused with an “animal
disease model”, which is an experimental system that replicates a human disease.
This section (part a) can cite reviews or primary experimental articles, though
reviews should be your starting place for gathering information. You do not have
to include a figure with a graphical model, but it would be appropriate; if you
borrow one from an article, be sure to properly cite it in the figure legend.
b. Second, present three or more specific experiments that were undertaken
recently demonstrating how research is evaluating, extending, or changing the
model from part a. The experiments discussed should come from at least three
separate primary experimental articles. Discuss these three articles plus any
others necessary for you to adequately explain and interpret the experiments. Be
sure it is basic science research, not clinical research (i.e., no human subjects,
unless patients are used only as a source of cells/tissue for experimentation). As
in part a, it is not required to present figures, but it is appropriate and best if it
helps explain the conclusions. Figures can be incorporated into text pages or put
on separate pages. Avoid exhaustively recapitulating the methods--just briefly
explain the rationale for conducting each experiment, the experimental approach,
the result and conclusions, and their implications for the model(s) described in
part a. You should focus on what you believe is the most significant, conclusive
experiment from each of the three experimental articles you are covering.
3. Future Directions - this section could include information on directions of future
research. For example, do aspects of the model evaluated in your articles open up new
pathways or proteins that could be used as drug targets? This section is more open ended
and is mostly your interpretation and opinion. You do not necessarily need to cite more
articles unless specific new facts or research is brought up.
4. References - references should be cited parenthetically in the text using the following
formats: (Wittman, 2009) for articles with one author, (Cookson and van der Brug, 2008)
for articles with two authors, and (Gitler et al., 2008) for articles with three or more
authors. At the end of the document, include a separate section titled "References"
containing the full citation for all of the articles cited in the text, arranged alphabetically
by last name of first author. Each article should appear only once in the reference list,
even if you cite it at multiple points in the text for multiple facts or ideas. Include all
authors' names (do not use "et al."), year, complete article title, volume and page
numbers as shown below (if my examples are not clear please check the reference format
in any recent Journal of Neuroscience article). References should be single-spaced with
larger spaces between references. Abbreviate the names of journals according to
PubMed. Below are examples for journal articles and book chapters (book chapters that
comprise primary literature reviews can be cited in parts 1, 2a, or 3 of the paper; they are
not suitable for part 2b, which must cite journal articles). Websites are generally not
acceptable for citation since they do not represent a permanent, published, information
source.
Journal article format:
Gitler, A. D., B. J. Bevis, J. Shorter, K. E. Strathearn, S. Hamamichi, L. J. Su, K.
A. Caldwell, G. A. Caldwell, J.-C. Rochet, J. M. McCaffery, C. Barlowe, and S.
Lindquist. 2008. The Parkinson's disease protein alpha-synuclein disrupts cellular
Rab homeostasis. Proc Natl Acad Sci USA 105(1):145-50.
Book chapter format:
Innerarity, T. L., D. Y. Hui, and R. W. Mahley. 1982. Hepatic apoprotein E
(remnant) receptor. In Lipoproteins and Coronary Atherosclerosis. G. Noseda, C.
Fragiacomo, R. Fumagalli, and R. Paoletti, editors. Elsevier/North Holland,
Amsterdam. 173–181.
5. Literature Searches - Every student must also submit documentation of appropriate
literature database searches that identify resources used in this assignment. The
recommended database for this assignment is PubMed
(http://www.ncbi.nlm.nih.gov/pubmed/advanced), but others may be acceptable.
Approach a reference librarian at Mansfield Library for help using PubMed or another
database if you encounter difficulty or would like some assistance. The Information
Center (IC) desk is staffed until 9 p.m. Sunday through Thursday and until 6 p.m. on
Friday and Saturday. The documentation should detail your search strategy (database
selected, search terms and limits used) and results for at least two searches. The search
results do not have to be submitted in any particular format--whatever the database
provides is fine. The first database search should be used to identify review articles
about the mechanism of your phenomenon. The other search(es) should be
informed by reading one or more of the review articles and use specific proteins,
physiological pathways and terms related to your topic to identify recent (late
nineties and onward) primary research articles for your paper. For any of your
searches, you may have to use more limits to avoid getting hundreds or thousands of
clinical reviews and primary papers. You must turn in sufficiently limited searches—
perusing hundreds or thousands of titles is not considered a legitimate search strategy.
One downside of being at a small university is that not all research articles will be
available to you in full-text. Librarians and the library journal search page (choose the
green tab from the library homepage, www.lib.umt.edu) can help you to identify the
articles available in full-text. DO NOT limit your searches to “Free Full Text” on
Pubmed. This will cause you to ignore the preeminent journals with the most exciting
results. Do not submit the actual full-text articles with your assignment. I require
documentation of the searches your performed, not just results. The documentation
proves that you performed appropriately crafted, narrowed searches that gave reasonable
numbers of results and that you chose to focus on appropriate hits.
Submission Instructions
A complete draft of the paper is due by XXXXXX, 2014. The document should be emailed
to jesse.hay@umontana.edu as an email attachment. I will acknowledge receipt within 24
hours. The email address from which the document is sent will be the same address to which
it is returned with a grade and comments. The complete draft, including references, figures,
tables, lit. searches etc., must be submitted as a single PDF file of less than 5 MB in size.
Word processor files will trigger an automatic 10-pt reduction. Get computer lab help if you
have trouble making or sizing your PDF, as this is an important part of the assignment. The
database results should be saved as a file (or captured by copying and pasting or screenshots)
and incorporated into the submitted PDF.
Grading
Approximately half of the grade will be determined by writing style and clarity, and half on
command of the literature and conceptual framework. The draft will be graded on its merits;
this evaluation will include a list of suggested improvements, including style and content
changes. For example, the instructor may require the student to pursue more sophisticated
questions about the research, synthesize information from more diverse sources, or present
multiple interpretations of the work discussed. In addition, it may be necessary for the
student to adapt the paper to include acceptable citation and documentation formats or repeat
electronic searches using more sophisticated criteria. Of course, there will also be standard
editorial suggestions related to clarity, grammar, organization, and avoidance of redundancy.
Standard deductions of 10 pts. will be applied for lateness, missing search documentation or
submission of word processor or over-sized files. It will be clearly stated which
improvements are considered "minimal" and which are required for a "major" writing
overhaul. All of the minimum suggested improvements must be incorporated into the final
paper to maintain the same final grade. To get an improved grade on the final paper (20 pts.
maximal improvement), all of the stated minimum improvements plus suggested major
improvements must be incorporated. The instructor will judge the degree to which suggested
improvements were met.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.
The syllabus must include the list of Writing Course learning outcomes above.
Paste syllabus here.
Syllabus: BIOH486-W
Neuroscience Research Techniques
Fall Semester, to be offered yearly
Instructors: Jesse Hay (initial course director)
Office: Skaggs 390A
Phone: 243-2381
Email: jesse.hay@umontana.edu
Office hours:xxxxxx
Scientific Project Leaders:
Membrane Trafficking & Signaling
in cultured neurons
Neuronal biophysics and
electrical recordings
Behavioral testing using
animal genetic models
xxxxxx, Ph.D.
xxxxxxx Lab
243-xxxx
xxxxxx, Ph.D.
xxxxxx Lab
xxxxxx, Ph.D.
xxxxxx Lab
243-xxxx
243-xxxx
xxxxxx@umontana.edu
xxxxxx@umontana.edu
xxxxxx@umontana.edu
Course Writing Instructor:
xxxxxx, Ph.D.
243-xxxx
xxxxxx@umontana.edu
Course Description
Theory and practical experience in experiment design, data collection, results analysis and
report creation. Students will generally assist with ongoing research as well as attend formal
classroom presentations and discussions. Students will be required to work with the course
writing instructor to undertake the writing process and develop a primary literature review, an
abstract and final report based on the experiments conducted and the data collected. Students
with well-developed research ideas and skills may be allowed to undertake supplemental
independent research.
Prereq: Senior Standing UM Neuroscience Program
Co-requirement: UM Research Compliance Education Course. CITI (Collaborative Institutional
Training Initiative) curriculums Q1 through Q6.
Semester: Autumn, yearly
Credits: 4 credit hours
Time: Tuesday and Thursday 8:10-9:00 AM and other times
Texts: Class handouts
Objectives
1. To understand the entire spectrum of the research process, from idea to publication.
2. To read and interpret scientific writing.
3. To acquire laboratory skills common to the field of neuroscience and specific to the project
you are working on.
4. To gain first-hand experience executing scientific research.
5. To understand basic analysis procedures and how they support hypothesis testing.
6. To further quantitative skills by performing data analysis, and generating figures, and tables.
7. To communicate research findings in a written format.
Rationale
This course is designed to be a senior capstone course. For this reason, you are
expected to do much of your learning on your own and explore research ideas and
concepts beyond those discussed in class. Many of the laboratory techniques referred to
in class will be those you have already been exposed to in previous laboratory classes.
The ultimate goal of this course is to acquire an understanding of the entire research
process and experience each portion of the process first-hand.
Course Evaluation
•Attendance
•Laboratory Work or Data
Collection
•Summary Data Table,
Figures or Images
•Literature Report
•Abstract
•Written final report
Grading Scale:
A 93-100%
B+ 88-89%
C+ 78-79%
D+ 68-69%
F <60%
100
300
(10%) (10 points off for each missed class)
(30%) Grade from scientific project leader
100
(10%) Grade from scientific project leader
100
100
250
1000
(15%) Grade from course writing instructor
(10%) Grade from scientific project leader
(25%) (grade from course writing instructor)
(100%)
A- 90-92%
B 83-87%
C 73-77%
D 63-67%
B- 80-82%
C- 70-72%
D- 60-62%
Writing Component Learning objectives:






Compose written documents that are appropriate for a given audience or purpose
Formulate and express opinions and ideas in writing
Use writing to learn and synthesize new concepts
Revise written work based on constructive feedback
Find, evaluate, and use information effectively
Begin to use discipline-specific writing conventions (largely style conventions like
APA or MLA)
 Demonstrate appropriate English language usage
This course requires an electronic submission of an assignment stripped of your
personal information to be used for educational research and assessment of the writing
program. Your paper will be stored in a database. A random selection of papers will be
assessed by a group of faculty using a rubric developed from the previous writing
learning outcomes.
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or disciplinary sanction by the University. All students
need to be familiar with the Student Conduct Code. The Code is available for review online at
http://www.umt.edu/SA/VPSA/index.cfm/page/1321.
COURSE SCHEDULE
Week Date
I
N
T
R
O
E
X
P
E
R
I
M
E
N
T
S
D
A
T
A
Assignment Due
1
27-Aug
29-Aug
Intro to Research
Projects Overview and Selection
2
3-Sep
5-Sep
1st Meeting with Research Project Leaders
Literature Research – Librarian Presentation
3
10-Sep
12-Sep
Scientific Writing Part I
Scientific Writing Part II
4
17-Sep
19-Sep
Faculty Speaker TBD
Lab Meeting #1, Individual Research Teams
5
24-Sep
26-Sep
Faculty Speaker TBD
Lab Meeting #2, Individual Research Teams
6
1-Oct
3-Oct
Faculty Speaker TBD
Lab Meeting #3, Individual Research Teams
7
8-Oct
10-Oct
Faculty Speaker TBD
Lab Meeting #4, Individual Research Teams
8
15-Oct
17-Oct
Faculty Speaker TBD
Lab Meeting #5, Individual Research Teams
9
22-Oct
24-Oct
Faculty Speaker TBD
Lab Meeting #6, Individual Research Teams
10
29-Oct
31-Oct
Data Analysis
Data Analysis
11
5-Nov
7-Nov
No Class
Abstract Writing
Data Table/Figures Due
12-Nov
14-Nov
Presenting Research
Lab Meeting #7, Individual Research Teams
Abstract Due
19-Nov
21-Nov
Faculty Speaker TBD
Lab Meeting #8, Individual Research Teams
Research Report Due
14
26-Nov
28-Nov
No Class
Thanksgiving Holiday
15
3-Dec
5-Dec
No Class
Final Meeting and Presentations
12
A
N
A
L
Y
S
I
S
Classroom Topic
13
Finals
Literature Review Due
Final Drafts Due