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Viewing: CHEM 3700W glaserr : Undergraduate Seminar in Chemistry - Writing Intensive

Last approved: Tue, 01 Nov 2016 17:06:04 GMT

Last edit: Tue, 01 Nov 2016 17:06:04 GMT

Proposal Type

Writing Intensive

Contact Information

hartmanlo
Lori
Hartman
hartmanlo@missouri.edu
573/882-5830
Student Information Systems
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
glaserr
Rainer
Glaser
GlaserR@missouri.edu
573/882-0331
Chemistry
Subject Area’s Department Chair/Director:
glasst
Timothy
Glass
glasst@missouri.edu
573/882-3813
Chemistry

Term for Proposal

 
Spring 2017

Course Catalog Information

A&S
Chemistry (CHEM)
Chemistry
3700W
3
 
30
Undergraduate Seminar in Chemistry - Writing Intensive
Methods for locating and presenting chemical information, data analysis techniques, professional issues.
 
Lecture/Standard
A-F (allow student to choose S/U option)
CHEM 1330 or CHEM 1500H; CHEM 2100 or CHEM 2160H.
 
 
 

Instructor Information

glaserr
Rainer
Glaser
GlaserR@missouri.edu
573/882-0331
Chemistry
(numbers only)
Tenured Professor
321 Chemistry Building
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

Methods for locating and presenting chemical information, data management, data analysis techniques, scientific writing, scientific peer review, professional issues. All assignments are worked by pairs of students. Both students earn the same score for their joint submission. In previous years, it was left to the students to manage the individual contributions. In a few, rare cases problems with workload balance lead to changes in group composition. In SP16, we developed a questionnaire to assess the perceived balance of individual contributions to group management, workload, task organization, assignment preparation, a.s.o. We will work with CWP to develop this questionnaire, and plan to use it in SP17.
Since SP16, more emphasis is placed on developing students' skills to read literature. Summary writing and paraphrasing are important skills and the development of these skills prevents plagiarisms. Former A01 was split into new A01a and a new A01b and former A07 was omitted. This framework revision (a) places greater emphasis on reading, summarizing and paraphrasing in new A01a, (b) clearly focuses on source-to-reference inversion and paragraph writing in new A01b, and (c) allows more lecture time to instruct about publication formats and content resources early in the course. Two minor changes consist in the additions of Samples for A09 and A10 so that examples of student-written cover letters (in A09) and of student-written peer reviews (in A10) will become available. SP16 worked really well, and the same types of assignments will be used in SP17.
Face-to-face
Self paced?

34
38
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
A01a: Prewriting Activities
Prewriting Activities, Summarizing and Paraphrasing, Part (a): Using selected articles (5-8) from online sources which are provided on the course web site in the section "Science Topic Resources", the assignments include the following steps: (1) Open a Word file and create a standard outline for a scientific paper, (b) at the appropriate place, type in the information about the selected, provided sources, (c) read sources and "pile in ideas" as line items in your own words, and (d) identify temporary theme labels (TTLs). (e) Collect additional information (no more than 3 additional sources) and go back to (d), and then (f) perform the source-to-reference inversion and write two paragraphs. In Assignment A01a, we want to see your proper execution of steps (a) - (d). In Assignment A01b, you will build on your work on A01a (or its revision A01aR) and complete steps (e) and (f).
Length of assignment:
3
Rubric-based peer review
1
instructor review
4

A01b: Prewriting Activities
Prewriting Activities, Summarizing and Paraphrasing, Part (a): Using selected articles (5-8) from online sources which are provided on the course web site in the section "Science Topic Resources", the assignments include the following steps: (1) Open a Word file and create a standard outline for a scientific paper, (b) at the appropriate place, type in the information about the selected, provided sources, (c) read sources and "pile in ideas" as line items in your own words, and (d) identify temporary theme labels (TTLs). (e) Collect additional information (no more than 3 additional sources) and go back to (d), and then (f) perform the source-to-reference inversion and write two paragraphs. In Assignment A01a, we want to see your proper execution of steps (a) - (d). In Assignment A01b, you will build on your work on A01a (or its revision A01aR) and complete steps (e) and (f).
Length of assignment:
3
Rubric-based peer review
1
Instructor review
4

A02: Working with Schemes
Creating & Integrating Schemes. A02 builds on A01b, and students are asked to provide three schemes "fully embedded" with their revisions of A01b. Each scheme requires a scheme legend (as part of the text, not as part of the Scheme; title case in bold face above Scheme; Add "Scheme X." in front of scheme title) and must be cited in the text (i.e., ".... (see Scheme X). ..."; or "... is illustrated in Scheme X..."). Scheme 1 should be appropriate to support the first paragraph of the introduction in A01b, and Schemes 2 & 3 will serve in support of the second paragraph. Use color to focus / enhance the message.
Length of assignment:
3
Rubric-based peer review
2
Instructor review
5

A03: Working with Data
Tables, Descriptive Statistics, Histograms & Bell Curves. Test scores are provided for two tests taken by students in one course and the data (rows listing first name, score in Test #1, score in Test #2) are provided online (DOC and DOCX files). (a) Create a Data Table in Excel. Organize the table by alphabetizing the order variable (the names) using the "sort" function in Excel. Include a table title and table column headers. (b) Using Excel, compute the following descriptive statistics for both sets of the legitimate variables (test scores): Count, average, standard deviation, minimum, maximum, median, and mode. These statistical data should appear in the Table below the data rows. (c) Using Excel, create one marked scatter plot that shows the data of Tests #1 (red squares) and #2 (blue triangles). Include horizontal lines at the respective average value and using the appropriate color. Do the data clump? (d) Create histograms for Tests #1 and #2. Full range of possible values, bin range >= 3, no gaps. Show both histograms with the same height (i.e., 3 inches) and the same width (i.e., 6 inches). (e) Compute values of the functions f(x) = (2 pi sigma^2)^-0.5 exp(-(x-a)2/(2 sigma^2)) using the averages a and standard deviations o for Tests #1 and #2 and create unmarked line plots of the functions for 0 <= x <= 100 together in one graph. Show the graph with the same height and width settings as you used for the histograms. Are the test score distributions well described by a normal distribution? Complete the assignments with MS Excel. Submit one Excel file "A03_'your_last_names'.xlsx" with (a)-(c) on sheet #1 (sheet label "Data Table and Scatter Plots"), (d) on sheet #2 (sheet label "Histograms"), and (e) on sheet #3 (sheet label "Gaussian Plots").
Length of assignment:
4
Rubric-based pper review
1
Instructor review
5

A04: Graphing and Regression
Functions, Graphs and Regression. (Following Text from SP16, Phytochemistry") The goals of this assignment include (i) to learn about methods to study the bioaccessibility, phenolic composition, and antioxidant activity of phytochemicals of cranberry beans with focus on the flavanol catechin, (ii) to learn about the structure and the redox chemistry of catechin and to create Scheme 1 to describe this redox chemistry by improving Scheme 2 of Source 2, (iii) to re-create the UV-Vis spectra of catechin as a function of pH in your Figure 1 by simulation of Figure 1(b) of Source 2, (iv) to re-create the thermograms of Red Ridder and Non-Darkening Cranberry as Figure 2 by simulation of Figure 5A in Source 1, and (v) to write some text to summarize these items. The simulations require the generation and manipulation of large arrays of data and you need to be well organized from the start. Use the posted "examples" and "samples" for guidance, and enjoy the challenge.
Length of assignment:
4
Rubric-based peer review
1
Instructor review
5

A05: Searching
Searching, Bibliography & Database. (Following Text from SP16, "Phytochemistry") With the tentative working title "Chemistry of the Nutritional and Health Benefits of my Favorite 'Your_Pulse_Here' Dish", Assignment A05 consists of four tasks: (1) Select a pulse of your choice and select a recipe for a dish made with the pulse of your choice. (2) Research the nutritional and health benefits of the pulse of your choice when prepared as in your dish. (3) Research the identity, type, and structure of the main phytochemical (thought to be) responsible for the nutritional and/or health benefits. (4) Research the biosynthesis or synthesis of the phytochemical, the effects of pulse processing on the phytochemical content and availability, and the phytochemical's function.
Length of assignment:
6
Rubric-based peer review
2
Instructor review
8

A06: Oral Presentation
Oral Presentation. Assignment A06 consists in the oral presentation of Assignment A05 in class (15-20 minute slots).
Length of assignment:
10
Rubric-based peer review
2
Instructor review
12

A08: Data Sections of Paper
Write Material, Methods and Appendix of Paper. Assignments A08 & A09 request the writing of an original scientific paper with the general theme of the course. This paper will have two sections: The paper itself and its appendix. The appendix usually is provided as a separate file. For our purposes, we will think of paper and appendix as two separate entities, but we will keep them together in one file for convenience. In Assignment A08 you will organize the outline of the paper, write the "Materials and Methods" section of the paper and tabulate your data, assemble the appendix, and provide all necessary bridges between paper and appendix. Your work on A08 will be evaluated by rubric-based peer-review. Your work on Assignment 09-A11 will build on A08 (or A08R) but your MMA section can evolve as you proceed.
Length of assignment:
8
Rubric-based peer review
2
Instructor review
10

A09: Manuscript and Submission
Write Manuscript and Cover Letter for Submission of Paper. Assignments A08 & A09 request the writing of an original scientific paper with the general theme of the course. ("Phytochemistry" in SP16). In Assignment A08 you selected the pulse phytochemical (PRC) and its (major) function you decided to write about, organized the outline of your paper, wrote the "Materials and Methods" section, created your main data table, created the appendix, and you provided all necessary bridges between paper and appendix. Feel free to make adjustments to the "Materials and Methods" section as you continue to write the paper. Now, in Assignment A09 it is your task to write/complete all other parts of the paper (Final Title, Abstract, Introduction, Results and Discussion, Conclusion, and References) and to write a cover letter for the submission of your paper.
Length of assignment:
8
Three-fold scientific peer review
2
Instructor review
10

A10: Written Scientific Peer Review
Written Scientific Peer Review of three A09-Papers. In Assignment A10, each one of the A09-papers will be evaluated by three-fold anonymous scientific peer review. In other words, Assignment A10 provides an authentic exercise in writing constructive criticisms for three A09-papers. The ability to provide competent criticism is an important skill and it is not easy to do so in a constructive fashion. Students are required to write at least 250 words of justification in each one of three reviews. Guidelines the preparation of the reviews are provided (ACS sources).
Length of assignment:
3
Peer reviews are not assessed
1
Instructor review
4

A11: Revision and Rebuttal
Rebuttal Letter, Revision of Manuscript, and Graphical Abstract. It is the goal of Assignment 11 to respond to the comments made by the reviewers. This response primarily involves (a) the preparation of a suitable revision and (b) the writing of the "rebuttal letter" in which you describe the changes made during revision.
Length of assignment:
8
Three-fold rubric-based peer reviews
2
Instructor review
10

Total pages for all assignments:
First drafts:
60.00
Revisions:
17.00
77.00
None.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
I read all student submissions once they are submitted electronically. I reply to about one third of the submissions with suggestions for revisions.
Throughout the course, the instructor talks to students and inquires as to how the workload is partitioned. Instructor provides guidelines regarding good practices to ensure equity of effort and equal opportunity to learn all aspects of the course content. A questionnaire also is used to asses work distribution.
The course is IT intensive in that extensive use is made of software for writing (Word), drawing (ChemDraw), database analysis (excel), presentation (Powerpoint), searching science literature (SciFinder) and science databases (PDB, SDBS, NIST). Mastering all of the skills is necessary to enable understanding, critical thinking and communication. It is the nature of assignments that involve searches that students have to make selections as they reduce and analyze the returns to their searches. The process of assigning importance and significance to a search hit can lead into different directions for various students and, in fact, these selections are creative activities. The writing is "scientific writing" and the core components are either right or wrong or unknown. Even though, significant and subjective choices are made constantly in the process of scientific writing. This starts with one's ability to search, it continues with judgments one makes when selecting and weighing primary literature, and with personal choices about the ways to present the issue, to suggest approaches, and to decide which approach actually to pursue. And in addition to all this science-intrinsic uncertainty, there is of course lots of space for discussing the significance of factual results in various nonscience contexts (social, economic, ethic, political,...) The course aims to deal with science-intrinsic uncertainty whereas no judgments will be requested / made regarding issues in the non-science domains.
Chem 3700 is a 3h-course and meets MWF 11-12 in SP17. Friday meetings occur in one of the Department of Chemistry's computer rooms in Schlundt Hall and are used to get started with the work on the assignment of the week. It is expected that students will need no more than 2 additional hours of work outside class to complete each assignment. These projects are designed to build on the skills developed as part of the weekly assignments. Hence, students will be writing at a pretty steady pace throughout the semester (13 weeks). Exemplary student submissions are posted on the course web site for the benefit of future student cohorts. Every such selection increases the letter grade of the students by one notch. The selection considers the peer review scores but also reflects the instructor's assessment of the submission and pedagogical priorities. It is for these "samples", that I marked "90%" for course grade determined by WI assignments. The other "10%" are based on pedagogical priorities.
90
%
 
1
The course was taught without GTA for six years (SP10, SP11, SP12, SP13, SP14, SP15) even though the enrollment exceeded 20 and CWP supplied funds have not been used to support Chem 3700. In SP16, 1 GTA was assigned to this course. In SP17, it is expected that 1 GTA will be assigned. As in previous semesters, it is hoped that two or three students enrolled in the class will serve as "peer assistants" by way of the honors-by-contract mechanism. This approach worked well in SP10-SP16 with two-three assistants each semester and as many as six in some semesters. The instructor meets with the peer assistants weekly in a regularly scheduled meeting prior to the Friday computer lab sessions.

Course Syllabus

Upload Course Syllabus

Administrative Information

Natural and Applied Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

Most recent course web site: http://faculty.missouri.edu/~glaserr/RG_T_SP16.html
Theme in SP17: C02 Utilization. This theme is aligned with the instructor's research.
The instructor recorded a 10h MOOC on "Scientific Writing" at the University of the Chinese Academy of Sciences, Beijing, in the summer of 2016. All lecture materials have been revised and updated in the process.

Proposer notes: entered on behalf of Dr. Rainer Glaser after his initial attempt to enter and save the data resulted in system error and nothing being saved. Dr. Glaser will review and edit as needed at his approval step in the workflow. Lori Hartman, SIS
Patricia Luckenotte (luckenottep) (Tue, 01 Nov 2016 17:05:49 GMT): I have added CHEM 3700W, 01 to the Spring 2017 schedule of classes to replace the regular section of CHEM 3700, 01 for Spring 2017. The 21 students who were enrolled in the regular section of CHEM 3700, 01 have been moved to CHEM 3700W, 01 for Spring.
Key: 84