Readers needed: Basic knowledge of physiology, and professional experience in medicine, bioengineering, biology or related field.
Instructor: Prof. Shelia Patek
Examination of physiological principles that guide animal life processes. Framed in an evolutionary context, processes including respiration, circulation, neural control, movement, excretion and metabolism will be understood in terms of core principles that also apply to humans. Laboratories will include directed and self-directed investigations into animal physiology using research grade data acquisition systems. Not open to students who have taken Biology 329D or BME 244L. This is a writing-intensive course. Prerequisites: Biology 20 or 201L and Physics 141L and Chemistry 101DL.
Student Writing Assignment:
What are students writing? Short writing pieces that connect the major concepts in the lectures to the ongoing research in the laboratory. The goal is to achieve facility with explaining and understanding the major course concepts and then to make concrete connections to the student’s own and other published research investigations.
Feb 4: Build 2 (review of primary literature) due to reader. Due to instructor on Feb. 9.
March 2: Build 3 (figure and figure legend) due to reader and instructor. Reader’s feedback will be used for Build 3 redo; or option to submit beforehand.
March 18: Optional Build 1 (redo concept and significance) due to reader. Note: Sunday of spring break. Due to instructor on March 23.
April 22: Build 6 (full paper) due to reader. Due to instructor April 27.
Giving feedback is the activity around which the entire project is designed. You may have considerable professional experience giving feedback on writing — whether to colleagues, employees, or other contexts — or perhaps this is an fairly novel experience. Given the aims and nature of the Reader Project, we are hoping that our volunteers engage with student writing in a particular way–one that is quite different from what is conventionally done in other contexts.
The primary aim of the project is to help students really understand what it means to write for readers, rather than as a school assignment. Think about the following when you give feedback, whether in writing or in real time:
- Respond as a reader rather than as an editor. (They can get basic editorial help from others.) Focus on sharing your reactions to the draft as a user of such writing. What are you thinking as you read? More
Instructor’s response questions:
Criteria for volunteers to consider when reading work for this specific course. Are the following present?
1. Effective introductory and concluding paragraph?
2. Textual explanation of concept?
3. Textual explanation of example?
4. Visual representation of concept or example with connection to text?
5. Creativity/novelty/new insights?