1. EMILY STEWART FAEZEH RANJBARAN JUSTIN BRACKENRICH Design Proposal BIOL 220: Primary Literature Exploration

2. Overview 1. Introduction 2. Problem 3. Objectives 4. Solution 5. Methods and Qualifications a. Searching and Locating Scientific Articles b. Interpretation and Analysis 6. Resources and Cost 7. Conclusion

3. Introduction Conduction, evaluate, analyze Primary literature Research

4. Problem No course focusing on obtaining the skills for analysis of Primary Literature BIOL 321: Total Lab Experience Colgate University Previous Research

5. Objectives 1. Understanding why analysis of primary literature is important 2. Providing students with proper skills for analysis 3. Obtaining experience 4. Training

6. Solution Incorporation of BIOL 220 Development of skills for furthering education and/or real world applications UCLA Howard Hughes Undergraduate Research Program

7. Methods of Teaching Science Librarian: Linda Blake Areas of focus: Biology, Chemistry, Geography, Geology, Math, Physics, and Statistics Use of databases

8. Methods of Teaching Instructor of Record: Dr. Stephanie Young Interpretation of data True relevance of papers Background: molecular biology, nanotechnology, and forensic science

9. Sample Assignment A

10. Sample Assignment B

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

12. Resources and Costs Science Librarian and Biology Teacher Life Sciences Building 3 rd Floor Computer Lab - hands on learning and management of articles Scholarly article database No cost

13. Conclusion BIOL 220: Primary Literature Exploration For all physical science majors Beneficial Preparation for future careers/research No costs

14. Questions?

15. 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.