Course Syllabus
HSCI 4112
Spring 2015
Note: this course is conducted entirely online, asynchronously. Students are expected to
log in to the course several times throughout every week to participate in class activities,
as well as complete independent work each week.
Instructor Information
Garrett Butler, M.F.A.
Cell Phone: 301-828-8161
Email: gabutler@gwu.edu
While email is my preferred method of communication, please feel free to contact me by
phone should you need immediate assistance. If I do not answer, please leave a message
regarding the nature of your concern and how I can best reach you to address that
concern.
Course Description
This is an upper division level course that is required of all students. This course will
build upon the foundation established in the existing HSCI 2112 – Writing in the Health
Sciences, and this course will meet the University requirement for two designated WID
courses. Students will analyze discipline-specific texts, dissect and analyze a research
proposal, create and critique abstracts, and write scientific literature reviews. Students
will develop discipline specific texts, which will include a review of style and language
use.
Instructional Goals
By the end of the course, the learning will have had the opportunity to:

Analyze discipline-specific texts

Analyze and critique a research proposal

Create and critique abstracts
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
Write a scientific literature review

Create a discipline-specific scientific writing project
Spring 2015
In this course, one of the key objectives is to work with you on your critical thinking,
analytical, and integrative skills as a future graduate of The George Washington
University. The primary reason that we believe that this is important, is not so much so
that you can "write excellent papers." The primary reason is that if you are going to
achieve a higher level of responsibility in your chosen field and contribute to your fullest
potential, those skills are essential.
One way to develop any skill is practice. In all of your courses, we want you to diligently
practice thinking critically, analyzing what you read and hear, and also integrating that
information and knowledge into your own world "space," so that you can make it
meaningful to you and to others. The way that you demonstrate that you are doing this in
a distance education program is through your writing. The discussion forums are
conversational in nature; however, we want the conversation to be at a level that reflects
growth and demonstrates leadership within the health industry. Also, because this course
emphasizes writing at the academic level, we expect discussion forum contributions to
reflect grammatically correct writing and thought provoking discussion. For some, it
comes easy; for others, it takes a bit more work. Although these assignments are not
difficult, the discipline to follow through with them is difficult.
The benefits of this work extend well beyond the classroom. Thinking critically,
organizing those thoughts, and effectively communicating both in verbal and written
expression are vital to positively contributing in personal as well as professional contexts.
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The reward is that you are on a path to changing your approach to analyzing information
and to making decisions as you improve your thinking and writing.
Course Delivery
I will use the discussion board and announcements forum as my primary means of
communicating with the class as a whole. At the beginning of the course, I will post a
“General Questions” discussion board. Throughout the course, please post your
questions in this thread, so I will be able to easily recognize when you have concerns.
Please note that while I attempt to read every message/response posted in the discussion
boards, I may not respond to every message. In general, I monitor discussion threads to
assess comprehension of the topic discussed and to ensure we maintain a level of
professionalism with regard to our communication with one another.
While I try not to make changes to course requirements or assignments once the syllabus
is prepared, I reserve the right to post additional materials or alter assignments as
necessary to further understanding of the course material. Should I consider an
assignment change necessary, I will notify you well in advance of the assignment due
date. I will use both the discussion board and the announcement forum for these
notifications.
A variety of delivery methods will be used to help us achieve our course objectives,
including discussion board interaction, critical analysis of various types of scientific
writing, formal writing assignments, and a poster presentation.
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Course Syllabus
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Spring 2015
The course is comprised of 14 separate sessions that will run from Monday to Sunday in
succession. The weekly sessions are organized as learning units and within each unit you
will be provided an overview of the topic the unit, specific reading assignments to further
your understanding of the topic, discussion questions designed to facilitate your
application of material in the unit, and additional assignments designed to allow synthesis
of the material.
Discussion Board Postings
After reading the weekly session overview on Tuesday, the student timeline for
Discussion Board Postings is as follows:
Tuesday through Friday: Read
materials and post thoughtful, grammatically correct, well-
organized responses to the weekly discussion questions presented within the session by
midnight EST on Friday. Your responses should demonstrate that you have thought
critically about the material presented in the unit and the readings for the week. When
possible, try to make connections between the weekly material and other material
presented in the course. Although the length of the required responses may be dictated
by the question asked, you should aim for at least 100 words at a minimum in each
response.
Saturday through Monday: React
and respond substantively to colleagues' comments,
ideas, and drafts by midnight EST on Monday. Participation in the weekly discussion
forums is required for this course. You should post thoughtful responses to the initial
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Spring 2015
discussion question responses your peers. Aim to respond to at least 3 original posts, but
the quality of your response is more important than the number of responses. The
responses should attempt to further the discussion initiated, offer insight into
improvements or ideas not considered, or in some other way relate the material to course
objectives or the weekly session topic. Again, while the nature of your response may
dictate the length, short responses such as “I agree” do not constitute thoughtful
participation. Although you will be organized into groups for the purpose of peer
reviews in the course, responses to weekly discussion board questions are not limited to
members of your assigned group.
Once you have posted reactions/responses to the initial postings of your peers, continue
to further the discussion by replying to their responses on your initial postings. By this
method, we create a rich learning environment that extends the opportunity for increased
learning for the duration of the weekly session. When you respond to your peers, please
keep in mind that we address topics and ideas but do not criticize individuals. We are
engaging in professional dialogue in which each individual feels “safe” to make
contributions to further everyone’s professional growth, without fear of personal ridicule
or attack. Please read your responses carefully with consideration of how they will be
received by your peers.
On Monday: Post
formal writing assignments as required within each unit.
In the discussion boards, I will respond to student postings on a selective basis in order to
further greater understanding and provide examples as necessary. Please remember that
while we endeavor to create a “safe,” yet professional environment at all times, there will
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Spring 2015
be occasions when I call attention to opportunities for improvement, perhaps noting
examples of specific responses requiring further consideration. When I do so, it is for the
purpose of furthering learning and not for the purpose of criticizing an individual. Please
read these responses keeping in mind that, at all times, my purpose remains to further
learning and professional growth, often this requires point out those responses that
demonstrate a lack of understanding or a failure to grasp course content.
Participation
Participation in course discussions and peer review constitutes 30% of the course grade.
Course participation will be evaluated on the basis of both the quality and quantity of
responses.
You will receive participation feedback periodically within the course rather
than on a weekly basis to allow you to increase the level of participation if needed.
Should I notice a lack of participation in successive weeks, I will notify you individually.
In each given session, you should aim to respond to at least 3 of the discussion question
responses of your peers. Responses should be thoughtful and continue the course related
discussion in a meaningful way. For example, they could pose questions or offer
additional insight into a relevant topic. At the end of the course, I will assign a
participation grade that reflects your progressive interaction throughout the course.
Formal Writing Assignments
All formal papers are required to be submitted in a virus-free Microsoft Word document
in APA format. You will find the required PERRLA software very helpful in formatting
your document according to APA guidelines. The software assists with formatting the
title page, body, references, and in-text citations according to APA specifications. Please
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ensure you use the spelling and grammar check available in Word, prior to submission.
These assignments will be submitted via the links provided within each unit.
Formal writing assignments will be graded on the basis of content, organization, and
mechanics (grammar, style and APA format). Content refers to the degree to which the
paper meets the specifications of the assignment, demonstrates knowledge of course
content, and exhibits critical thinking. Organization refers to the degree to which the
paper’s presents elements essential to organizing an academic paper including, but not
limited to, introduction, body, conclusion, thesis statement, topic sentences, and
appropriate methods of development. Mechanics relates to the degree to which the paper
is grammatically correct, adheres to APA guidelines, and gives credit to the incorporation
of ideas from other authors (avoids plagiarism).
Additional resources are available on the World Wide Web to assist students with their
writing skills:
Guide to APA style: http://www.apastyle.org/
Purdue University's Online Writing Lab: http://owl.english.purdue.edu
While I will do my best to return your formal writing assignments within a week of
submission, I also reserve the right to extend that deadline when necessary. Feedback on
formal assignments will be of both a quantitative and qualitative nature. Please do not
hesitate to ask questions if you do not understand the feedback given or if you disagree
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with the feedback. One of my goals is to encourage you to take responsibility for your
own learning environment, which includes challenging feedback you perceive as unfair
or illogical. While I may not change your grade or adjust my comments in every
situation, I will quickly make changes if I am in error and will consider changes if I agree
with your assessment. In either case, I welcome the communication.
Papers that require you to self-reflect may be written using “I” or “we;” however, avoid
the pronoun “you.” Papers need to have correct grammar, punctuation, and spelling.
When you include references to copyright materials, you must include in-text citations
and a reference page according to APA guidelines. All formal writing assignments are
due by midnight EST on Monday of the applicable unit. In addition, all include the
following pledge at the end of each formal assignment:
“I, your name, affirm that I have completed this assignment/examination in accordance with the Code
of Academic Integrity.”
Peer Review
During several units, I will assign peer groups for review of formal writing assignments
or poster presentations. These groups will be assigned a corresponding discussion board
within the site. We learn how to write not only from engaging in the process but also
from critically reviewing the writing of our peers to examine how they apply the concepts
presented in the course and to recommend changes designed to improve the quality of
their papers.
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Spring 2015
Peer feedback supports a learning community-centered course by creating an
environment that recognizes and emphasizes the social aspects of learning. Although
learning is often pursued for individual reasons, this environment promotes social
interaction as a process that is critical for learning. Through the intentional creation of a
safe psychological climate, learners with diverse backgrounds are able to learn from each
other intensively and cooperatively.
Benefits of this approach include:

Helping to integrate students’ experiences with newly presented content

Linking practice to theory

Building students’ social and team skills

Validating worth of each participant as person and learner
Ultimately, participation in this process not only facilitates content area knowledge but
also team skills beneficial in all aspects of life. Still, please remember the spirit with
which this process must occur. We must approach peer review with a sincere desire to
improve the quality of the work of our peers and must be respectful of the sensitivity
required to craft thoughtful responses that will be received in with that intent.
Peer Review will constitute a portion of the participation grade for a given unit when
applicable. I will post a peer review guidelines or questions to be considered related to
the specific assignment to guide participation in peer review.
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Spring 2015
Late Assignments
Assignments are due by the date identified in the applicable unit and in the Course
Overview. I will deduct points for assignments turned in late, at the rate of 10 % per day,
unless students contact me prior to the due date regarding an extension of assignment
submission. We all know that courses do not occur in a vacuum. Sometimes life
intervenes and prevents our meeting deadlines. When this happens, or you expect it
might happen, contact me in advance of the due date. I will be more willing to consider
assignment extensions when you take responsibility for your schedule and learning. Still,
I reserve the right to refuse to accept any late assignments, if we have not negotiated and
mutually agreed upon an alternative submission date in advance of the due date.
Academic Integrity
The George Washington University's Code of Academic Integrity applies to all
work done for this course including written assignments and discussion
postings. It is expected that all students read and be familiar with the code
located in the Guide to Student Rights and Responsibilities. Go to: Guide to
Student Rights and Responsibilities at http://www.gwired.gwu.edu (Select
"Planner and Student Handbook" then "Policies", then to "Student Rights and
Responsibilities")
Using someone else's words, ideas, phrases, or data and representing them as
your own, either intentionally or unintentionally, is known as PLAGIARISM.
Plagiarism is a serious form of academic dishonesty and is a violation of the
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Course Syllabus
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Spring 2015
University's Code of Academic Integrity. Plagiarism can be grounds for failure
of an assignment or even failure of a course. Below you can find useful
information about plagiarism in the Guide to Student Rights and
Responsibilities.
Grading
The Department of Clinical Research and Leadership follows the grading policy
of the School of Medicine and Health Sciences. Students will receive a letter
grade rather than a grade based on a 100-point scale. In graduate level courses,
grades used are A=Excellent; B=Good; C=Minimum Pass; F=Fail. At the
discretion of the program and individual faculty, '+' or '-' grades may also be
assigned. Note that an A+ is not awarded on a final grade at the graduate
level. Faculty are responsible for evaluating the performance of students in a
meaningful, useful and timely manner and for assigning grades on a basis that is
rational, just and unbiased.
Course Deliverables
Participation
Research Article Critique
Proposal Critique
Abstract
Literature Review
Scientific Poster
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30 points
10 points
15 points
10 points
25 points
10 points
100 points
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Spring 2015
Required Texts
Students will have to purchase a text for this course. The course text, How to Write,
Publish, and Present in the Health Sciences: A Guide for Physicians and Laboratory
Researchers (Lang, 1st ed.), will be made available as an eBook through electronic
reserves, but the ebook is not a complete substitute for the printed text, so please only use
it until you can get the printed version. The link is available below:
http://www.gwumc.edu/library/eresources/etextbook.cfm/go/How-to-Write-Publish-and-Present-in-theHealth-Sciences-A-Guide-for-Physicians-and-Laboratory-Researchers-Lang-1st-ed
In addition to the course text, additional electronic readings may be required as indicated
within each unit.
You should all have access to an APA writing manual. You will use APA formats for all
written assignments. It is highly recommended that you use APA software available
from PERRLA.com in formatting your documents. Software is available for download
from this website at a reasonable cost and will greatly simply the formatting process.
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