EMILY STEWARTFAEZEH RANJBARAN

JUSTIN BRACKENRICH

Design ProposalBIOL 220: Primary Literature

Exploration

Overview

1. Introduction2. Problem3. Objectives4. Solution5. Methods and Qualifications

a. Searching and Locating Scientific Articlesb. Interpretation and Analysis

6. Resources and Cost7. Conclusion

Introduction

Conduction, evaluate, analyzePrimary literatureResearch

Problem

No course focusing on obtaining the skills for analysis of Primary Literature

BIOL 321: Total Lab Experience Colgate University Previous Research

Objectives

1. Understanding why analysis of primary literature is important

2. Providing students with proper skills for analysis

3. Obtaining experience 4. Training

Solution

Incorporation of BIOL 220Development of skills for furthering

education and/or real world applications UCLA Howard Hughes Undergraduate

Research Program

Methods of Teaching

Science Librarian: Linda Blake

Areas of focus: Biology, Chemistry, Geography, Geology, Math, Physics, and Statistics

Use of databases

Methods of Teaching

Instructor of Record: Dr. Stephanie Young

Interpretation of data

True relevance of papers

Background: molecular biology, nanotechnology, and forensic science

Sample Assignment A

Sample Assignment B

Schedule

BIOL 220: Primary Literature ExplorationGEC 2- 3 Credit Course Fall Semester MWF 11:20-12:30PM Information Literacy

Resources and Costs

Science Librarian and Biology TeacherLife Sciences Building 3rd Floor Computer

Lab- hands on learning and management of

articlesScholarly article databaseNo cost

Conclusion

BIOL 220: Primary Literature ExplorationFor all physical science majorsBeneficial Preparation for future careers/researchNo costs

Questions?

Resources

Huerta, D., McMillan, V. (2004). Reflections on collaborative teaching of science information literacy and science writing: Plans, processes and pratfalls. Resource Sharing & Information Networks, 17(1/2): 19-28.

Image from: http://biology.wvu.edu/faculty/faculty-pages/stephanie-young

Image from: http://libguides.wvu.edu/profile/lindablake

Kozeracki, C.A., Carey, M.F., Colicelli, J., & Levis-Fitzgerald, M. (2006). An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs. Cell Biology Education, 5: 340-347. Scaramozzino, J. M. (2010). Integrating STEM information competencies into an undergraduate curriculum. Journal of Library Administration, 50(4): 315-333.