Course Description

Students will receive hands-on training in presentation skills and practice writing a scientific paper following ACS guidelines. Students will focus on keeping effective laboratory notebooks, writing lab reports, describing chemical and mathematical concepts in words, interpreting data, and communicating with graphs, tables, diagrams, and conclusions drawn from the analysis of data.

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Athena Title

Sci Oral and Written Commun

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Non-Traditional Format

The W suffix is used for courses taught as writing intensive, which means that the course includes substantial and ongoing writing assignments that a) facilitate learning; b) teach the communication values of a discipline—for example, its practices of argument, evidence, credibility, and format; c) support writing as a process; and d) prepare students for further writing in their academic work, in graduate school, and in professional life. Writing instruction and assignments are integral to the class’s learning objectives, and the instructor (and/or the teaching assistant assigned to the course) will be closely involved in supporting students as writers. More specifically, writing-intensive classes: • involve students in informal writing assignments that promote course learning; • stage and sequence assignments to encourage writing as a process of creating and communicating knowledge; • maximize opportunities for guidance, feedback, and revision; • teach the writing conventions that are inseparable from modes of inquiry in a discipline; and • make writing a substantive component of the overall course grade to underscore the value of writing to the course, the discipline, and student learning.

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Prerequisite

CHEM 2212 and CHEM 2300

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Semester Course Offered

Offered fall and spring

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Grading System

A - F (Traditional)

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Student Learning Outcomes

• By the end of the class, students will be able to analyze and assemble results of experiments and integrate figures, tables, or graphs into result reporting and communicate scientific meaning of results effectively.
• By the end of the class, students will be able to demonstrate the ability to follow the conventions governing scientific communication, including correct, concrete, and concise writing and appropriate documentation styles.
• By the end of the class, students will be able to critically analyze scientific sources, identify and recommend appropriate sources of research information, and synthesize sometime opposing scientific ideas into a coherent whole.
• By the end of the class, students will be able to effectively and clearly communicate scientific ideas orally in various settings, from poster presentations to elevator talks.
• By the end of the class, students will be able to demonstrate an understanding of conventions in written documents relevant to the scientific workforce, like resumes, CVs, and cover letters, by using them to write effective documents.
• By the end of the class, students will be able to respond effectively to peers’ work in progress, participate in collaborative learning activities, and use the revision process to improve the quality and clarity of draft documents.

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Topical Outline

• 1. Planning and writing lab reports
• 2. How to give and take feedback
• 3. Scholarly searches and citation managers
• 4. Writing literature reviews
• 5. Writing resumes/CVs
• 6. Writing cover letters and personal statements
• 7. Making a scientific poster
• 8. Writing grants
• 9. Oral presentations

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Institutional Competencies

Analytical Thinking

The ability to reason, interpret, analyze, and solve problems from a wide array of authentic contexts.

Communication

The ability to effectively develop, express, and exchange ideas in written, oral, interpersonal, or visual form.

Critical Thinking

The ability to pursue and comprehensively evaluate information before accepting or establishing a conclusion, decision, or action.

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Syllabus

Select Faculty / Instructor to download syllabus:   Jensen, Jessica

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