GEOL 387a Undergraduate Team Research
2 Units
Spring 2018
Tuesday 9-10.50am.
Location: ZHS 118
Instructor: Sarah Feakins
Office: ZHS 223F
Office Hours:Tuesday 4-5pm or by appointment
Contact Info:
Typically will reply to emails within 2 work days.
IT Help:John Yu
Hours of Service:10-4
Contact Info: ZHS
Syllabus for GEOL 375a, Page 1 of 7
Course Description
An expanded version of the description published in the University catalogue:
This is a scientific research communication class for GEOL undergraduate majors and minors. Science is usually collaborative, therefore students in this class will work in teams. Scientists also have to produce a variety of products, alone and in collaboration, that represent their contribution to scientific progress. Scientists have to communicate in a variety of formats including technical writing, formal writing, writing for non-technical specialists, presentations to fellow scientists, to policy makers, and to the public. Students will study and deliver a range of such products. Students who have declared a major or minor in the Earth Sciences or in related disciplines, who are keen to do so, are encouraged to take this course. Students would ideally already have taken an Earth Science GE or other science class. In this course you will learn about research opportunities and field courses in the Earth Sciences department where you can implement these skills in proposals, research activities and presentations. Students will also build an awareness of the skills needed for their further careers.
Learning Objectives
Learning objectives, reproducted from those of the Department of Earth Sciences:
Scientific Method
- Students will learn how to critically evaluate scientific information in visual and written forms.
Scientific Communication
- Students will demonstrate the ability to acquire and communicate scientific data, ideas, and interpretations through written, oral, visual, and digital means.
- Students will demonstrate the ability to accurately report on and draw conclusions from careful readings of works of scientific journalism and research literature.
- Students will use the USC library and online databases to locate and retrieve publications relevant to a research question or project.
- Students will produce written reports that clearly and accurately describe and illustrate the background, methods, data, and interpretations relevant to a particular project.
- Students will produce and present oral reports based on posters or digital media (e.g. Power Point, Keynote) that clearly and accurately describe and illustrate the background, methods, data, and interpretations relevant to a particular project.
- Students will demonstrate proficiency in the visual display of quantitative information and associated plotting and editing software.
- Students will demonstrate the ability to accurately and ethically incorporate and cite a variety of scholarly sources in their written reports and oral presentations, and will evaluate the relative reliability of sources of information and discriminate between peer-reviewed, edited, and “wiki” publishing.
In addition:
Introduction to the world of research
- Students will learn about opportunities for research in the earth sciences, sources of funding and opportunities to present on their research on campus and off-campus.
- This course will introduce students to the norms of scientific communication within college writing, academic research and technical careers.
- Students will learn to communicatetechnical information to non-scientists where earth-science meets society in life-threatening ways (geohazards).
Recommended Preparation: A GE course in Earth Science. No pre/co-requisites.
Syllabus for GEOL 375a, Page 1 of 7
Technology Use: This course is web and technology-enhanced. Class materials and some readings will be posted on blackboard. Technology-enhanced learning strategies will be used, including video recording of oral presentations and play-back in class, for class peer review.
Technological Proficiency and Hardware/Software Required: You will need access to a computer and to standard Microsoft Office software: Word, Excel and Powerpoint. You will need access (within teams) to a smart phone with video and audio recording capability. Students can download the MS Office package free through USC if they don’t already have it:
Required Readings and Supplementary Materials
Readings will be provided and/or located by students using database software via USC libraries.
Description and Assessment of Assignments
6 ‘short’ writing assignments: The top 4 will be counted at 10% each (40% of total). This provides a learning environment that is not punitive, students can make mistakes and obtain feedback that they can incorporate in later assignments. See schedule for components, additional instructions in class.
Team Multi-Media Presentations: 10%.Communicate earth science to non-science audiences via a range of media. Top 2 of 3 will be counted at 10% each (20% of total). See schedule for components, additional instructions in class.
TeamTechnical Presentation: 5%. Use the skills needed in technical presentations and work as a team, consider this practice for technical careers.Detailed instructions to be given in class.
IndividualAcademic Presentation: 10%. Use the skills needed in academic presentations (undergraduate classes, graduate school and beyond), consider this practice for academic research presentations such as on your own research later at USC or beyond. Detailed instructions to be given in class.
Research Proposal: 25%. Frame your research plan for a funding opportunity, such as an application for one of the USC fellowships for undergraduate research (Provost, SOAR, SURF, ESRAP etc.). Detailed instructions to be given in class, as well as on funding source websites.
Class Participation: 5%. This class requires active participation by all students, and part of your grade depends on it. In addition, attendance is expected every day, but required for discussions of papers and for presentations. 1% for each required day missed.
Activities teach the various writing, reading, graphing, communication, presentation and research preparation learning objectives – and the evaluated activities and rubrics assesses the degree to which students have met the learning objectives.
Grading Breakdown
Grading will be based on your performance on writing assignments, presentations, and class discussion.
Assignment / PointsHomework short writing assignments (6 assignments /10, drop lowest score best 4 grades) / 40
Multi-media public communication efforts (3 assignments /10 drop lowest score, best 2 grades) (team) / 20
Technical presentations (team) / 5
Academic presentations (individual) / 10
Active participation / 5
Research proposal (final) / 20
TOTAL / 100
Grading Scale
Course final grades will be determined using the following scale
Syllabus for GEOL 375a, Page 1 of 7
A95-100
A-90-94
B+87-89
B83-86
B-80-82
C+77-79
C73-76
C-70-72
D+67-69
D63-66
D-60-62
F59 and below
Syllabus for GEOL 375a, Page 1 of 7
Assignment Rubrics
A: Independently identifies important scientific research questions or if topic assigned, frames the topic well; uses coherent, clear, compelling, excellent argumentation; demonstrates a qualitative and quantitative grasp of concepts; uses appropriate examples or data to support the argument; appropriate display and reporting of data.
A-: As for A, but some minor weaknesses in one or two categories.
B+: As above but minor weaknesses in more than 2 categories.
B: Good quality work, but may suffer in terms of organization, such as may reveal minor gaps in comprehension, articulation and/or presentation of ideas.
B-: As above but with minor weaknesses in all areas, or major in one.
C: Passing work, with +/- as appropriate; minimum standard for a geoscientist.
D: Not-passing work for major credit; does not meet minimum standards for a geoscientist.
F: Failing work.
Assignment Submission Policy
Due dates for all assignments are noted on the syllabus. All assignments are due by Monday 7 am as a Word document attached to an e-mail to (unless noted otherwise). Please use the following format for naming your files: ‘Last name_Firstname_Assignment number’ (e.g., Feakins_Sarah_1 or Feakins_Sarah_Research Proposal).
Grading Timeline
Assignments completed by the due date will be returned during the following class.
Additional Policies
Late work will not be accepted after graded assignments have been returned. Prior to that, it is 5% per day (including weekend days). Under certain conditions and only with prior approval from the professor, such as university sanctioned absence (athletes) or documented illness, where short extensions may be granted.
This class requires active participation by all students, and part of your grade depends on it. In addition, attendance is expected every day, but required for discussions of papers and for PowerPoint presentations. -1% for each required day missed.
Text messaging, email, social media use, or web-browsing, is not permitted in class except where required for in-class work. Turning your cell phone off and taking notes only with a notebook, may be good strategies, if you find this hard advice to follow.
Course Schedule: A Weekly Breakdown
week
/ Topics/Daily ActivitiesIn class / Readings and Homework / Deliverable/ Due Dates
In class / Expect: 4 hrs of outside class effort
Writing and reading skills preparation for scientific research and technical careers
Week 1
/ Introduction, syllabus, intro to technical writing / Write summary paragraph / Write summary paragraph due 7am Monday week 2.Week 2
/ Discuss summaries. Intro toFiguresand captions; writing plan; outline; titles and first sentences.Academic articles: finding and citing references. /Locate a scientific article.
Generate a figure, caption and results paragraph from assigned data.
/ Figure assignment due 7am Monday week 3.Bring your chosen scientific article to next class.
Week 3
/ Discuss figure assignment.Intro to scientific papers and types, pick 4 papers. Ground-rules, writing in plain English. / Read selected (disciplinary) scientific article 1 / Write a results section due 7am Monday week 4.Week 4
/ Student-led discussionsof scientific article / Read selected (disciplinary) scientific article 2 / Write an introduction due 7am Monday week 5.
Week 5
/ Student-led discussions of scientific article / Read selected (“tabloid”) scientific article 3 / Write an abstract due 7am Monday week 6.Week 6
/ Student-led discussions of scientific articleReview scientific writing assignments / Read selected (new online disciplinary with open peer review) scientific article 4 / Write a press-releasefor a scientific article, due 7am Monday week 7.
Communication of geoscience to society
Week 7
/ Geohazard situation room:Disaster preparedness.
Hurricane/Earthquake/
Flood/Forest fire. / Find and read existing state or professional society disaster guidance to inform this week’s products. / Public communication of geoscience assignment part 1
team product: a single ppt slide to inform public, together with a coveremail (as if to a city official)both due 7am Monday week 8.
Week 8
/ Translating scientific information into the public arena:Analysis of language, length, format and audience. /Make a video or audio recording in teams.
/ Public communication of geoscience assignment part 2team product:Video/audio of your geohazard information, as many takes as you like, together with a draft tweet to introduce the video due 7am Monday week 9.
Week 9
/ Press release review: Peer critiqueof tweets and recorded press releases, watched/ listened to in class / Analysis of the use of geoscience information in Hurricane Harvey/Irma/Maria or another geohazard in 2017/2018 for an executive brief. / Write a 1 page executive brief part 3 team product:What was done well?
What was done poorly?
In the geoscience communication.
What are key areas for future attention in transmitting geoscience information.
Week 10
/ Spring break – take a break!Communication of research in technical industry jobs and academic research
Week 11
/ How to get involved in research at USC and beyond. Finding sources of funding for research. Intro to proposal writing.Looking ahead: technical careers, masters and Graduate programs.
How to make effective presentations, differences between formats and venues. What works and what doesn’t (death bypowerpoint). / Work on research proposals (for final).
Work on team presentations (for next 2 weeks) / Teampresentation due in week 12 class (cohort x)
Week 12
/ Team presentationgeoscience industry style / Work on research proposal; work on team presentations / Teampresentation due in week 13 class (cohort y)Week 13
/ Team presentationgeoscience industry style / Work on research proposal; work on individual presentations / Individual presentation(cohorti)due in week 14 class
Week 14
/ Individual presentationAcademic style / Work on individual presentations / Individual presentation(cohortii) due in week 15 class
Week 15
/ Individual presentationAcademic style / Work on individual presentations / Individual presentation(cohortiii)due in week 16 class
Week 16
/ Individual presentation Academic style / Work on research proposal; / Research proposals due by the final date.FINAL
/ Research proposal / See final schedule for date and time due, not yet posted.Statement on Academic Conduct and Support Systems
Academic Conduct:
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism inSCampusin Part B, Section 11, “Behavior Violating University Standards”policy.usc.edu/scampus-part-b. Other forms of academic dishonesty are equally unacceptable. See additional information inSCampusand university policies on scientific misconduct,
Support Systems:
Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on call
Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling
National Suicide Prevention Lifeline – 1 (800) 273-8255
Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week.
Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender-based harm. engemannshc.usc.edu/rsvp
Sexual Assault Resource Center
For more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website:sarc.usc.edu
Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086
Works with faculty, staff, visitors, applicants, and students around issues of protected class. equity.usc.edu
Bias Assessment Response and Support
Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response.studentaffairs.usc.edu/bias-assessment-response-support
The Office of Disability Services and Programs
Provides certification for students with disabilities and helps arrange relevant accommodations. dsp.usc.edu
Student Support and Advocacy – (213) 821-4710
Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic.studentaffairs.usc.edu/ssa
Diversity at USC
Information on events, programs and training, the Diversity Task Force (including representatives for each school), chronology, participation, and various resources for students. diversity.usc.edu
USC Emergency Information
Provides safety and other updates, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible.emergency.usc.edu
USC Department of Public Safety –UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to report a crime.
Provides overall safety to USC community. dps.usc.edu
Syllabus for GEOL 375a, Page 1 of 7