Upper-division Writing Requirement Review Form (2/14)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTY
Physics and
Subject
455) or sequence
Astronomy
Course(s) Title
Communicating Physics
Description of the requirement if it is not a single course.
PHSX 330
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
David Macaluso
6641/
Phone / Email
Date
david.macaluso@u
montana.edu
Program Chair
Dean
Andrew Ware
Jenny McNulty
III. Type of request
New
Renew X
Reason for new course, change
or deletion
One-time Only
Change
Remove
IV Overview of the Course Purpose/ Description
This course covers the concepts and techniques involved in the communication of scientific ideas to various
audiences. Topics include research papers, peer reviewed journal articles, presentations and posters,
proposals (grant, scholarship, etc.), resumes and curriculum vitae (CV), job/grad school applications,
research statements, and science teaching. Additional topics, such as learning scientific typesetting using
LaTeX and improving presentation skills using PowerPoint, Keynote, etc. are emphasized in their
associated topic section.
Each topic is explored in relation to the four primary audience groups typically encountered in scientific
communication:
1. Technical audiences of related background (scientific peers)
2. Technical audiences of general background (scientists from multiple disciplines)
3. The general public (i.e. non-scientists)
4. Students
In-class time is divided between lectures, guided discussions of written work (including extensive analysis of
diction, syntax, grammar, and composition), and student presentations. The assignments include one full
research article manuscript composed in LaTeX (including appropriate figures, tables, and references in the
format of a common peer reviewed journal such as Physical Review A or Astronomy and Astrophysics, for
example), a full resume and associated CV, a research poster presented to the class which includes questions
from the class and written evaluations from the audience, a 12 minute oral research presentation (again, with
peer questions and feedback), and an outreach presentation given to a local high school science class as part
of the Physics Education Research (PER) section.
The research papers go through a substantial writing process. Students bring detailed outlines to class and
discuss them in small groups. Then drafts of initial pages are brought in and discussed in the same small
groups. Complete first drafts are peer-reviewed and submitted to the instructor and comments are
returned. Finally, finished drafts are graded by the instructor. The papers are graded on the basis of
mechanical correctness, organization and composition, and intellectual content.
The course grade is 70% derived from papers, proposals, posters, and presentations, 15% from homework
assignments designed to reinforce basic understanding of scientific communication and writing techniques,
and 15% from quizzes primarily intended to reinforce student reading and comprehension.
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
 Yes
If yes, how will student learning be supported?
Students are expected to write a research paper on the scientific topic of
their choice. This paper should be of the quality, depth, accuracy, and
detail of a professional peer reviewed journal article which represents the
highest level of academic inquiry.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
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
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
The students are required to do literature searches in support of their
manuscript. This includes learning the techniques of several common
scientific research databases, including INSPEC, Web of Knowledge,
and Google Scholar, for example. They are required to have at least 10
references to support their manuscript (which is typically many fewer
than they actually use and cite). During the last third of the course they
seek out their own articles in PER and present summaries of their articles
to the class.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
In-class discussions of writing often include multiple approaches to the
same concept. For example, students are asked to formulate what they
believe is the best way to communicate a given idea. This may be as
simple as word-choice and sentence structure, or as involved as an entire
section in a research manuscript. Students then discuss their results, and
more often than not must re-evaluate their preconceived ideas about
effective writing when exposed to multiple perspectives.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
Understanding and addressing the wants and needs of the various
audiences of scientific communication is a core concept of this
course. For example, writing assignments include scientific
manuscripts intended for a broad but scientific audience, poster
presentations tailored to scientific peers, oral presentations
intended for general non-scientific audiences, and lectures/lessons
intended for students.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
The students are required to write multiple drafts of a paper with
constructive feedback from their peers and their instructor on each
iteration.
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
This is an area of emphasis in the manuscript writing section,
where appropriate references and citations are required.
 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.
Briefly explain how students
are provided with tools and
strategies for effective writing
and editing in the major.
Yes, enrollment is capped at 25.
The students see examples, write their papers in a similar style, get
feedback from others in the class as well as the instructor, and then
rewrite their papers. Students also spend the first few weeks
intensively reviewing/learning techniques for effective scientific
writing, including diction, syntax, grammar, sentence structure, and
logical flow.
All written work submitted in the course includes a draft and revision
process with instructor feedback. This includes the scientific manuscript,
their resume and CV, and their poster presentation (which includes
extensive written content common to scientific poster presentations).
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.
A scientific paper in the form and depth of a common peer reviewed
Formal Graded Assignments
journal article. A poster presentation. Editing and reviewing a peer's
manuscript. The course also included multiple small assignments in
support of the manuscript (as shown in the example in the next section).
Informal Ungraded
Assignments
Paste or attach a sample writing assignment, including instructions for students.
Submit a one-page, 2-column description of your plans after graduation (e.g. grad school? job? etc.). Submit
it in the general format of an APS Physical Review article.
Include a three sentence abstract in the appropriate format.
Include at least one image and one plot to support your plan (by plot I mean a bar graph, a pie chart, a
scatter plot, a Cartesian relation, etc.).
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.
Which written assignment(s)
includes revision in response
to instructor’s feedback?
PHSX 330: Communicating Physics
University of Montana
Spring, 2014, TR 9:40 AM – 11:00 AM
Skaggs 174
Dr. David Macaluso
Email: david.macaluso@umontana.edu
Office: CHCB 119
Office Hours: M 1:30 PM – 3:00 PM
T 12:10 PM – 1:00 PM
R 12:10 PM – 1:00 PM
I am happy to help students and answer questions outside my normally scheduled office
hours and I strongly encourage students to seek my assistance whenever necessary. If I am
not in my office, I can often be found in my lab, CHCB 020, or in the machine shop, CHCB
023.
Course Website
Course materials will be available on Moodle.
Course Description
This course will cover the basic concepts and techniques involved in the communication of
scientific ideas to various audiences. Topics will include:
research papers
peer reviewed journal articles
presentations and posters
proposals (grant, scholarship, etc.)
resumes and curriculum vitae (CV)
job/grad school applications
research statements
teaching
Each topic will be explored in relation to the four primary audience groups typically
encountered in scientific communication:
1. Technical audiences of related background (scientific peers)
2. Technical audiences of general background (scientists from multiple disciplines)
3. The general public (i.e. non-scientists)
4. Students
Textbook
Scientific Writing and Communication: Papers, Proposals, and Presentations, 2 nd Edition
By Angelika Hofmann
ISBN-10: 0199947562 | ISBN-13: 978-0199947560
Course Objectives
1. Introduce students to the concepts of scientific writing and presentation.
2. Introduce students to the differentiation of content based on audience.
3. Introduce students to the techniques of teaching scientific ideas.
Course Expectations
This is an upper division course intended for physics majors. The expectations are therefore
appropriate for advanced undergraduate students who are familiar with the concepts of
personal responsibility, accountability, and academic honesty. For example:
Attendance: Papers and presentations will be based largely on lectures, in-class discussions,
and in-class activities. Participation in in-class activities also accounts for a large portion of
the course grade. Thus regular attendance, while not compulsory, is vital to student success.
Reading Assignments: Students are expected to read the assigned material before class.
Intermittent quizzes will be given usually at the beginning of class that will be based at least
partially on the reading.
Original Work: I strongly encourage students to work together, to use all available resources,
and to seek assistance from me whenever necessary. However, written work submitted in this
class must be the original work of the student. For specific information regarding the
University policy on academic misconduct, please refer to the last page of this syllabus.
Grading Policy
Grading will be based on the traditional letter grade percentage scale. Grade
breakdown: Projects (papers, proposals, posters, presentations etc.)
Homework
Quizzes
Assignments will be due at the beginning of class. Late assignments will be
accepted at a penalty of 10% per day late (except where prior arrangements have
been made with me).
Course Schedule Part 1 –
Scientific Writing and
Communication
T
Jan 28
Topic
Tr
Jan 30
T
Feb 04
Tr
Feb 06
T
Tr
Feb 11
Feb 13
T
Feb 18
Syllabus/course intro, writing
basics (words & structure)
LaTeX, writing basics (words
& structure)
Writing basics (words,
sentences & paragraphs)
Writing basics (words,
sentences & paragraphs)
Planning an article
Plagiarism, figures & tables,
literature searches
Introduction to Review Articles
Chapter 1-3
Tr
Feb 20
Manuscripts
T
Feb 25
Manuscripts
Tr
Feb 27
Manuscripts
T
March 04
Manuscripts
Tr
March 06
T
March 11
Tr
March 13
T
March 18
Tr
T
Tr
March 20
March 25
March 27
T
April 01
Applications/Proposals
(resume, CV, job, grant)
Applications/Proposals
(resume, CV, job, grant)
Applications/Proposals
(resume, CV, job, grant)
Poster presentations (overview,
content, format, organization)
Posters
Posters
Oral presentations (content &
Chapter 29
organization, data formats)
Spring Break
Chapter 1-3
Chapter 4-6
Chapter 4-6
Chapter 7
Chapter 8-9
Chapter 10,
18
Chapter 1018
Chapter 1018
Chapter 1018
Chapter 1018
Chapter 1927, 30
Chapter 1927, 30
Chapter 1927, 30
Chapter 28
70%
15%
15%
Tr
T
April 08
Tr
April 10
T
April 15
Tr
April 17
Part 2 – Teaching Science
T
April 22
Tr
April 24
T
Tr
April 29
May 01
T
May 06
Tr
May 08
April 03
Oral presentations (PPT,
delivery, timing)
Presentations
Presentations
Presentations
Physics Education
Research and Active
Learning
Classrooms
Physics Education
Research and Active
Learning
Classrooms
SPOT
Team teaching
practicum
Team teaching
practicum
Final Course
Review &
Evaluations
Chapter 29