Martens, Hilary R.

English

University of Montana

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi Open Educational Resources (OER) Fall 9-1-2021 GEO 390.01: Getting Started in Research Hilary R. Martens University of Montana, Missoula, hilary.martens@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Martens, Hilary R., "GEO 390.01: Getting Started in Research" (2021). University of Montana Course Syllabi. 12354. https://scholarworks.umt.edu/syllabi/12354 This Syllabus is brought to you for free and open access by the Open Educational Resources (OER) at ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.                                                                                                                                                                       Geo 390 – Getting Started in Research | Fall 2021Instructor informationInstructor: Dr. Hilary Martens || Office: CHCB 329/330 || M / W 4:00-4:50 PMEmail: hilary.martens@umontana.edu || Phone: 406.243.6855 || Office hours: TBDCourse description: Whether or not you choose to pursue a career in research, engaging in an independent or group research project as anundergraduate can help you to develop valuable experience, relationships and skills that are transferable to any discipline and career! Capstone experiences, such as undergraduate research, provide opportunities to integrate classroom knowledge acquired during your bachelor’s program and apply the knowledge to real-world problems of importance to science and society.COVID-19 protocols: Please be advised that masks are required in all UM classrooms until further notice. We will also have assigned seats and take attendance for contact-tracing purposes. Thank you in advance for helping to keep our community safe.Learning Outcomes: By the end of the course, students should be able to:1. Ask questions in subjects that interest them, narrow down a research topic, and formulate a research question2. Identify and connect with prospective faculty mentors3. Locate and apply for undergraduate scholarship and internship opportunities4. Write and review a research abstract5. Find and cite relevant background literature on their chosen research topic6. Consider the opportunities, challenges, and strategies associated with pursuing graduate school and research careers7. Communicate scientific results effectively through written, oral, and visual mediums8. Assess the quality of scientific writing, presentations, and visuals, and provide critical feedback to peers9. Design an independent research project proposal and adhere to ethical principles in scientific research10. Develop strategies for organizing, managing, and implementing a research projectTextbook: To save you money and time, we will use Open Educational Resources (OERs) this semester. OERs are educationalresources that exist in the public domain. We therefore do not require a traditional fee-based textbook for this course. Allrequired reading and learning materials will be provided to you, free of charge, throughout the course.Recommended Book (free PDF available online): Kennett, B. (2014), “Planning and Managing Scientific Research: A guide for the beginning researcher,” ANU Press, doi: http://dx.doi.org/10.22459/PMSR.03.2014 .Optional Books:  • Turabian, K.L. (2007), “A manual for writers of research papers, theses, and dissertations: Chicago style for students and researchers,” The University of Chicago Press, Chicago 60637. • National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2009), “On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition.” Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/12192 . • Goodstein, D. (2010), “On Fact and Fraud: Cautionary Tales from the Front Lines of Science,” Princeton University Press. Course Calendar*: * Subject to change depending on progress, student interest, and guest presenters. We will focus our discussions and activities on one main topic each week (blue rows). Rows below each heading show sub-topics that we will consider as time allows.                                                                      Dates Topic AssignmentsWeek 1(8/30; 9/2)Welcome & Introduction 1. Identify a broad topic that interests you (e.g., earthquakes).Intros, course organization, expectations; office hours, library workshop, seating chartWhat is undergraduate research?The value of undergraduate researchGeneral Scientific MethodologyWeek 2(9/8)Exploring & Focusing Interests 1. Narrow and focus your topic of interest.2. Create a concept map.Create a concept map in class Labor Day: No class on MondayWeek 3(9/13; 9/15)Formulating a Research Question 1. Formulate a research question for your topic of interest.(Don’t worry about formulating a revolutionary or trulyDates  Topic  Assignments    novel question; in this class, we are primarily concerned  with the structure and design of a research project, rather  than the topic or implementation).     Guest: Dr. Catherine Filardi, UM Writing & Public Speaking Center           Orientation to UM Writing & Public Speaking Center  How to formulate a research question   Week 4 (9/20; 9/22)  Information Literacy 1.  Sharpen and finalize your research question.    Special Workshop with Mansfield Library on “Information Literacy” and RefWorks                Monday, September 20th  , 2:00-3:50 PM     2-Hour Workshop: No class on Wednesday Week 5 (9/27; 9/29) Literature Searches 1.    Annotated Bibliography: Find and cite five papers relevant  to your topic; annotate each reference with a short (~100  word) summary.  Annotated bibliographies    Review of citation management   Week 6 (10/4; 10/6)  Project Planning & Management 1. 2.   Create an outline for your project proposal. Read “Ethics in Research” handout.   Outline your project proposal     Creation of a timeline and milestones   Consideration of resources and budget   Week 7 (10/11; 10/13)  Ethics in Research 1. 2.  Read abstract handouts (provided in class).   Fill in details to your project proposal. Discuss “Ethics in Research” handout   Continue to generate ideas and develop    project proposals (time in class)   Share and discuss proposal outlines in   pairs or small groups  Week 8 (10/18; 10/20) Abstract Writing 1. 2.   Compose an abstract that summarizes your research  question and plan. (Due 10/20)a.     If you are already involved in research, this will  include key methods and results.b.    If you are not yet involved in research, this will  be a first draft of your proposal summary that  describes a potential project.  Prepare two questions to ask our guest panel next week  about scholarships, internships, grad school, ethics,  research practices, research careers, etc.   Guest: Dr. Catherine Filardi, UM Writing  and Public Speaking Center         Abstract Writing Workshop  Abstract peer review   Week 9 (10/25; 10/27) Scholarships, Grad School, & Careers 1.   “Points of Connection” worksheet   Guest: Carl Spangrude, Montana Space   Grant Consortium (MSGC)         10/25  Graduate Student Panel          10/27 Week 10 (11/1; 11/3)  Experiential Learning & Connecting with  the Public1.   Find a figure in the literature on your topic; plan to bring the    figure to class next week; consider what is most effective  and least effective about how the figure displays information.2.   Continue to fill in details to your project proposal.  a.    Bring one copy to class on November 10th    Discuss “Points of Connection” exercise     Awareness of discipline-specific jargon     Guest: Emily Lynch, ELCS (11/3)   Week 11 (11/8; 11/10) Scientific Visuals 1. 2.  Develop and enhance your project proposal.   Provide critical feedback on one peer proposal. (Please     email comments to your assigned peer and to me by the    start of class next Monday.)   What makes an effective scientific visual?     Compare and contrast scientific visuals                                                                                                        Dates Topic AssignmentsShare and discuss scientific visuals inpairs/teamsProposal peer review (11/10)Week 12(11/15; 11/17)Effective Presentations 1. Watch at least 3 UMCUR presentations from Spring 2021.a. Note in your research notebook what eachpresenter did well (strengths).b. Note in your research notebook what eachpresenter could improve upon (opportunitiesfor growth).2. Revise your proposal based on peer review.Explore undergraduate theses andpresentations in UM ScholarWorks (inclass; please bring a laptop if you can)How to start a presentationWorkshop: Effective PresentationsWeek 13(11/22)Presentation Development 1. Work on presentation slides for your proposal pitch.2. Complete your research portfolio (due 12/1).3. Prepare two questions to ask our faculty guests next week.Presentation development (in class) Thanksgiving Holiday: No class on WednesdayWeek 14(11/29; 12/1)Working with Faculty Mentors 1. Complete final draft of research proposal (due 12/6).Faculty PanelPractice pitches and feedback (if time)Week 15(12/6; 12/8)Reflections 1. Complete slides for proposal pitch (due next week).Looking ahead: UMCURWrap-up / Reflections / EvaluationsWeek 16 Finals Week Proposal Pitches (in class).                                                                                              Required assignments:1. In-class participation and attendance: Students are expected to attend class, ask questions, and engage meaningfullyin discussion throughout the term. The course will be mostly discussion- and activity-based, rather than formal lectures.2. Research portfolio: The research portfolio will contain notes, ideas, figures, and reflections from throughout the term.3. Independent research project proposal: Students will identify a topic of interest, formulate a research question,describe the motivation for the question and the value of the research to science, discuss the methods that may be usedto investigate the question, and consider the resources required (time, money, equipment) to carry out the project.4. Oral pitch of independent research project proposal: Students will pitch the subject, motivation, and logistics behind their research proposals through oral presentations on the final day of the term.5. Ad-hoc take-home assignments and peer review: During some weeks, students will be given a short prompt or smallassignment to complete for the following week. Students will also provide critical feedback on the work of peers.Course guidelines and policies: Student conduct code  All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructorand/or a disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code:https://www.umt.edu/safety/policies/default.phpAttendance  Regular attendance and participation in class activities is expected. If you need to miss a class, please inform me in advance.Course withdrawal Please refer to Institute policy on adding, dropping, and withdrawing from courses:https://www.umt.edu/registrar/students/dropadd.phpImportant dates and deadlines are provided by the Office of the Registrar:https://www.umt.edu/registrar/calendar.phpDisability modifications  The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students. If you think you may have a disability adversely affecting your academic performance, and you have not already registered with Disability Services, please contact Disability Services in Lommasson Center 154 or call 406.243.2243. I will work with you and Disability Services to provide an appropriate modification.  Assignment expectations  Assignments and other course activities are expected to be completed thoughtfully and on-time.   Honor Code: “No member of the community shall take unfair advantage of any other member of the community.” (Caltech)  Plagiarism: Reproducing the work of someone else, and representing the work as your own, without appropriate citation and attribution is forbidden. Plagiarism extends beyond tangible material to also include ideas. When in doubt, cite.   Collaboration: Research is team-based and collaboration is encouraged. However, work that you submit must be your own and reflect your own understanding of the material. Please respect and uphold the spirit of the Honor Code. UM Writing and Public Speaking Center  The University of Montana Writing and Public Speaking Center offers students in all disciplines one-on-one consultations as they write or prepare presentations for any course. Welcoming all students, the Writing Center provides a learning environment where students can engage in supportive conversations about their work and receive feedback at any point during their process. To make an appointment and learn more about The Writing and Public Speaking Center, visit www.umt.edu/writingcenter . Grading policy  In-class participation and attendance:    20% Independent research project proposal:    40% Research notebook/portfolio:     15% Ad-hoc take-home assignments and peer review:   15% Oral pitch of independent research project proposal:  10%  Late assignments will not be accepted without prior written approval or in extenuating circumstances beyond the control of the student (e.g. hospitalization of student). Circumstances will be evaluated on a case-by-case basis. Extensions are not guaranteed.    We use traditional letter grades: A [93–100%], A- [90–92.99%], B+ [87–89.99%], B [83–86.99%], B- [80–82.99%], etc. Cultural leave policy  Cultural or ceremonial leave allows excused absences for cultural, religious, and ceremonial purposes to meet the student’s customs and traditions or to participate in related activities. To receive an authorized absence for a cultural, religious or ceremonial event the student or their advisor (proxy) must submit a formal written request to the instructor. This must include a brief description (with inclusive dates) of the cultural event or ceremony and the importance of the student’s attendance or participation. Authorization for the absence is subject to approval by the instructor. Appeals may be made to the Chair, Dean or Provost. The excused absence or leave may not exceed five academic calendar days (not including weekends or holidays). Students remain responsible for completion or make-up of assignments as defined in the syllabus, at the discretion of the instructor. Additional information and resources  Student Academic Resources  Disability Services for Students (DSS): http://www.umt.edu/dss/ The Writing Center: http://www.umt.edu/writingcenter/ Office for Student Success: http://www.umt.edu/oss/ Career Services: http://www.umt.edu/career/ Mansfield Library: http://www.lib.umt.edu   Student Health and Wellbeing  Curry Health Center (mental health, physical health, pharmacy, health promotion): http://www.umt.edu/curry-health-center/ Campus Recreation: http://www.umt.edu/crec/ DiverseU: http://www.umt.edu/diverseu/ Student Activity Groups: http://www.umt.edu/asum/student_groups/  

GEO 390.01: Getting Started in Research

https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=13258&context=syllabi

GEO 390.01: Getting Started in Research

Abstract

Similar works

Full text

Available Versions

University of Montana