USB 101 “Becoming a Scientist” Syllabus

 (1 credit)

Course Description: This course presents an introduction to a research university with a focus on students intending to study science, mathematics, or engineering. Students are introduced to important university resources and facilities such as the Library system, Computer SINC sites, Math Learning Center, and Writing Center. Discussions will focus on topics such as setting goals for college, learning styles for quantitative courses, student/professor interactions and scientific career choices. The discussion of such topics will be steered towards the special interests and needs of prospective science majors. The discussions will be interactive in order to facilitate shared learning. Students will be assigned specific tasks to acquaint them with the opportunities available at a research university and will present their experiences orally to the class.

Week I.  How the University Works. Topics for discussion include:

• Academic and administrative structure of USB.
• What do professors do (e.g., teaching, research, graduate student training, grant proposal writing, etc.)
• What do Teaching Assistants (TAs) do?
• What do administrators do?
• What is a bursar? Where is the office of financial aid?
• Faculty and student interactions (including proper vs. improper behavior)
• Participation of international graduate teaching assistants and faculty in the university community.

Assignments:  Each individual is assigned a specific task to share with the other students (e.g., where can one get a bagel on campus? buy stamps? lift weights? Who do you contact if you are having a problem with your roommate? Or walking back to your car at night?, etc.) Your homework is to send an email to everyone in your USB 101 class and to your professor in which you provide the information required by your task.

Email Assignment: Send an email to your instructor in which you give your email address and your phone number on campus or at home if you are a commuter.

Week II.  What is a Research University; How Will You Fit In?  Topics for discussion include:

• How is a university different from high school?
• What is learning?
• Why get a university education?
• What is expected of a university student?
• Taking charge of your education.
• The university as a community at all levels.
• General vs. specific education.
• What is a research university; what does it offer than you cannot get at a 4-year college or
  other institute of higher education.

Assignment for oral presentation:  What do you hope to get out of USB? (Students should give presentations in class on this day.)

Week III.  The Computer SINC Sites. Topics for discussion include

• Where are the SINC sites on campus?
• How do I get access?
• Includes a trip to the Main Library SINC Site and introduction to available software, given by staff.
• How do I use the internet?

Assignment:  Look up the homepage of any department of interest, as well as the web sites on "Undergraduate Research Opportunities," the "Integration of Research and Education," and "Career Placement."  Print out the home pages on the department and bring to the next class.  Print out the pages on "Undergraduate Research Opportunities" and "Integration of Research and Education."  Bring them to class on week X1.

Week IV.  Writing Scientific Papers: the Writing Center. Topics for discussion include:

• Scientists must be able to write!
• What is a scientific paper?
• Where to get help.
• Includes a visit by Writing Center staff.

Assignment:  Every student must prepare an abstract of any science or math class lecture using word processing software of their choice and take it to the Writing Center for comment.

Week V.  The University Library System. Topics for discussion include:

• What is scientific information?
• How is it disseminated?
• How do I get access to scientific journals?
• Includes a visit by library staff

Assignment:  Each student will be assigned an article to look up in a scientific journal. The first page should also be photocopied. Emphasis will be on articles on topics of interest to each individual student.

Week VI. Study Skills for Quantitative Courses. Topics for discussion include:

• Budgeting your time.
• What is studying?
• The difference between understanding and knowing.
• Studying for quantitative courses.
• The importance of sleep- do "all-nighters" work?
• Coping with test anxiety.

Assignment: Talk to a successful upperclassman to find out how he or she studies for exams and be prepared to discuss that student's approach/strategies in class.  Review "Hanna’s Hopefully Helpful Hints"

Week VII.  The Math Learning Center. Topics for discussion include:

• The importance of mathematics
• Math anxiety: how can you cope?
• Where and when to go for help.

Assignment:  Each student must ask one science or engineering professor how he or she uses mathematics in his/her research and find out what math courses the professor took as an undergraduate.

Week VIII.  Inquiry Approaches and Research:  Developing Knowledge vs. Consuming Knowledge.

Topics for discussion include: 

• The aims of inquiry and research in science
• The art of asking good questions.
• The role of experiments and theory building.
• Selecting a min-project for this course.

Assignment:  Each student must write a brief summary of the mini-project that she/he will conduct.  The summary should include a description of the purpose of the project and the methodology to be employed.

Week IX. Stress Management: What Can We Do for Fun Around Here? Topics for discussion include:

• What do you do when you want to relax and have fun that involves meeting friends without resorting to the "let’s go get drunk" type of entertainment?
• How does one find out about clubs? intramural activities? religious and cultural organizations?
• Hand out the list of clubs and telephone numbers from the Student Polity office.

Assignment:  Each student must attend one club meeting of interest and report about what the club does and how it makes students feel welcome.

Week X.  Planning a Scientific Education I. Topics for discussion include:

• What are "minimum university requirements"?
• What are the minimum requirements of your major?
• What are the minimum requirements if I want to go on to professional or graduate school?
• How can I plan my education to capitalize upon my strengths and stand out from the crowd?
• How do I declare a major?
• What career opportunities exist for scientists/mathematicians at the B.S., M.S. and PhD level?
• What are the professional school exams (e.g., MCAT, LSAT)
• When should I take them? How should I prepare for them?
• Trip to Career Guidance and Placement Center.

Assignments:  1) Sign up for workshop on resume writing. 2) Go to a seminar or colloquium in your field of interest. Report to class on who attended, what occurred and what appeared to be the purpose of the session.

Week XI.  Planning a Scientific Education II. Topics for discussion include:

• How can I get involved in research? Why is this important?
• How do I find out about scholarships, fellowships, summer internships, etc.?
• How can I develop an interdisciplinary program for myself?
• What is graduate school? What preparations are necessary for entrance?

 

 

Assignments:  1) Bring to class print outs of the web sites on "Undergraduate Research Opportunities" and "Integration of Research and Education." 2) Write a two-page report of your mini project, including all the elements of a research.