193 W22 Neal

Communication in the Life Sciences (ENGL 193, Sections 002 and 003)

Winter 2022 Syllabus

Instructor: Dr. Carter Neal (he/him/his)

Email: Carter.Neal@uwaterloo.ca

Office: Hagey Hall 152

Consulting Time: Tuesdays & Thursdays, 2-3 p.m. on MS Teams

TA: Sonia Zafar

TA Email: sonia.ayesha.zafar@uwaterloo.ca

TA Consulting Time: To be determined

Course Meetings:

Course material will be delivered online until at least 24 January 2022. During the first three weeks of the semester, synchronous activities will be held via Teams on Mondays & Wednesdays at the following times:

• Section 002: 10:00 – 11:20 am
• Section 003: 11:30 am – 12:50 pm

Monday sessions will offer a brief introduction to the week’s material and time for follow-up Q&A from students. Wednesday sessions will focus on collaborative activities that prepare students for upcoming assignments and therefore require students to be able to be on microphone (in a location where you can easily speak with your classmates and instructor) and on camera (please email me if you have concerns about this requirement).

Depending on university directives, classes may return to in-person meetings in STC 3014 after 24 January 2022. You will receive additional information about this shift as it becomes available.

Course Description

In this course you will learn about effective written, oral, and visual communication in the life sciences. You will have the opportunity to shape these communication skills through iterative design processes that emphasize attention to your audience, the purpose of your communications, and student agency. You will work individually and collaboratively to craft messages for internal and external audiences, including scientists, government stakeholders, affected communities, or broader publics. You will learn a variety of genres such as research reports, grant proposals, conference abstracts, conference posters, public talks, blog posts, and podcasts. Overall, this course will help you enhance your capacity to conduct research and report research findings, communicate ethically, and thereby effect important change.

Course Goals and Learning Outcomes

By the end of the course, you should be able to:

• design, draft, and persuasively deliver scientific communications to expert and non-expert audiences;
• justify decisions about the language, content, and genre used when communicating scientific information;
• practice collaboration and peer review in support of iterative communication design processes, including revision;
• practice research processes to find, assess, document, incorporate, and cite research resources and communicate research findings;
• describe and appraise the purposes and ethical concerns of science communication.

Required Texts and Materials

Thaiss, Christopher. Writing Science in the Twenty-First Century. Broadview Press, 2019.

ISBN: 978-1-55481-304-9

Saini, Angela. Inferior: How Science got Women Wrong, and the New Research That’s Rewriting the Story. Beacon Press, 2017. ISBN: 978-0-8070-1003-7

Internet access, including to a University of Waterloo email account and the course LEARN site.

Assignments and Assessment

• Bolded items = group work components
• Italicized items = oral components

Summary of Assignments (and Weeks due; Friday @ 11:59 pm unless specified otherwise)

• 20% - Participation (weekly self-assessments / instructor spot-checks)
• 2% - for each of 10 self-assessments (not due W5, W9, W13)
• 17.5% - Project #1: Communicating Science Persuasively
• 2.5% - Science Biography (W2)
• 5% - Collaborative Swales Analysis of experiment.com proposal (W4)
• 5% - Group Presentation of experiment.com project (WEDNESDAY of W5)
• 5% - Lay Abstract of experiment.com project (W5)
• 27.5% - Project #2: Communicating Science in Print and in Person
• 5% - Collaborative Notes on science research article (W6)
• 2.5% - Collaborative Questions for guest scientist (W7)
• 5% - Peer-Review of In-Print/In-Person Comparison Report (THURS of W8 & MON of W9)
• 15% - In-Print/In-Person Comparison Report (W9)
• 20% - Project #3: Communicating Science Ethically to Broader Publics
• 10% - Collaborative Poster about Saini Chapter (W13)
• 10% - Group Poster Presentation (W13) ~may be assessed individually – TBA by W10
• 15% - Semester Reflection (due 13 April—during Exam Period)

Note: there is no final exam for this course.

Assignment Descriptions

Participation (20%)

During each week of the course when you do not have a major assignment due (i.e. not during weeks 5, 9, or 13), you will have readings, lectures, and smaller-scale activities to complete such as worksheets, synchronous activities, and Discussion Board posts. At the end of each week, you will reflect on and assess your own participation by submitting a 20-point LEARN Quiz, and your scores on those quizzes will add up to your overall Participation Grade in ENGL 193. Your instructor and/or TA will perform spot-checks to verify the accuracy of your self-assessments, and they will contact you about score adjustments if they notice significant discrepancies in your self-reported participation and the evidence available on LEARN (and/or in class, once in-person sessions resume).

Project #1: Communicating Science Persuasively (17.5%)

Project #1 runs during the first 5 weeks of the semester. It is designed to help you learn and practice the crucial communication skills of summary and analysis, as well as gain familiarity with some of the standard rhetorical moves of persuasive scientific communication (essential for scientists who want to secure funding for their projects), the multimodal tools available to science writers in online venues, and the art of effective collaboration.

Your work for Project #1 involves two individual and two collaborative assignments, most of which focus on a proposed science project that your group will select from the experiment.com website:

• Individual: Your own Science Biography (2.5%) and a Lay Abstract of the experiment.com project your group selects for analysis (5%)
• Collaborative: An analysis and assessment of the experiment.com project description (using the Swales Model for Rhetorical Introductions) in written form (5%) and presented orally (5%).

Project #2: Communicating Science in Print and in Person (27.5%)

This project runs during weeks 6-9, and includes Reading Week. It introduces you to the genres of the science research article (and IMRaD structure) and the science presentation. The project you will complete centers on the work of a UW-based scientist: you will read one of their published articles and watch them deliver a (recorded) presentation based on that research. They will hold a live Q&A session with our class on Monday, 14 February during our scheduled synchronous meeting time.

The project is divided into four components:

Before the Q&A session with the guest scientist, you will read one of their published research articles, watch them present that same research to you in a recorded talk, and work in a group to:

1. Create a 2-page, single-spaced set of notes that help you understand their research (5%), and
2. Come up with three questions you would like to ask them during the Q&A session (2.5%).

After the presentation and Q&A session, you will individually author a 4-5-page (1000-1200 word) report that compares the experiences of encountering scientific research “in print” and “in person” (15%). Your overall task in the written submission is to use the experiences you had interacting with the visiting scientist’s work (in the article and presentation) as the basis for a focused, analytical argument about the rhetorical choices scientists need to make when they communicate their research findings (a) in diverse genres and (b) to diverse audiences.

Before finalizing and submitting your report, you will circulate a partial draft (including your central claim, supporting evidence, and preliminary analysis) for peer review, and you will provide feedback to your colleagues on their drafts. Peer-review activities are worth 5% of your grade.

Project #3: Communicating Science to Broader Publics (20%)

The last four weeks of the course (10-13) are dedicated to a project that invites you to explore the rhetorical strategies and ethical dimensions of science journalism. The central text for this project is Angela Saini’s book Inferior: How Science Got Women Wrong – and the New Research That’s Rewriting the Story (2017). All students will read the book’s “Introduction” and “Afterword”; beyond that, you will work with a small group to read, study, reflect on, and present one additional chapter of the book.

During Project 3, you will both encounter and create a range of science-communication genres that are geared towards different public audiences (e.g. books, blogs, podcasts, infographics) and scientific communities (e.g. research articles, science posters). The project culminates in a group poster presentation that summarizes the argument that Saini makes in one chapter of her book (about past and recent science), and connects her work to an emerging “science story” that you have identified.

Semester Reflection (15%)

This final assignment of the course invites you to think back on the various skills, genres, ideas, and perspectives you have encountered in ENGL 193 and consider how they have influenced (and will continue to influence) your understanding of science, science communication, and your role within the scientific community. As part of the assignment, you will extend your engagement with Saini’s work by watching your classmates’ poster presentations and selecting an additional chapter of her book to read and discuss. Your Semester Reflection will total around 4 double-spaced pages (~1000 words), and it will be due on 13 April 2022, which is part way through the Exam Period.

Asynchronous Learning and Communication Channels

At least for the beginning of this semester, remote instruction for ENGL 193 continues as part of the University of Waterloo’s response to the COVID-19 pandemic. During this time, most of your graded work will be completed asynchronously, and we will not meet in person.

Instead, we will hold synchronous class meetings on Teams during our regularly scheduled class times. We will use this time to introduce assignments, work through brainstorming and collaborative activities, and engage in discussion/answer questions about course material. You are expected to attend all sessions; on Wednesdays you are required to be on microphone, on camera, and able to speak and collaborate with your classmates and instructor. Please email your instructor if you have concerns about these requirements.

I will be available for one-on-one or small-group consultations on Tuesdays and Thursdays from 2-3 pm, and I am available most days for quick responses over Teams Chat. I encourage you to keep in touch regularly, since we will all need to work extra hard early in the semester to create the type of connections that would automatically exist in an in-person learning environment.

Suggested Weekly Schedule

At least for the first three weeks of the semester, ENGL 193 will run over weekly periods from Monday to Friday. You will typically have an activity/assignment/task due on Friday by 11:59 pm EST/EDT, though 48-hour extensions are freely available, as outlined below. Lectures, activities, and assignment sheets will be posted by 5:00pm on the Friday of the previous week. This suggested weekly schedule should help you manage your time:

Day(s)	Description
Saturday & Sunday	Review checklist of tasks for the upcoming week and make sure that you have access to all required materials (readings, videos, etc.). Create a plan for the week ahead.
Monday	Read/review the week’s announcement and checklist on LEARN. Attend the Monday “weekly overview” class session; if needed, consult with instructor after class. Begin the week’s assigned readings and lectures, focusing on material that needs to be completed before the Wednesday class meeting.
Tuesday	Complete all required pre-class meeting work.
Wednesday	Attend and participate actively in class meeting on Teams. Complete assigned readings and lectures for the week, as well as any required post-class meeting tasks.
Thursday	Continue working on the week’s activities/assignment. Contact instructor/TA via. email or Teams chat with questions. A mid-week update announcement will be posted on LEARN Thursday evening.
Friday	Complete and submit the week’s activities/assignment. Complete weekly Self-Assessment quiz. Contact instructor/TA via. email or Teams chat with questions. All work is due to LEARN by 11:59 pm EST/EDT (though 48-hour extensions are available).

Course Policies & Related Information

Submission Deadlines and Extensions:

All work in this course must be original work of the student or students submitting the assignments. Additionally, all use of sources must be documented correctly using APA citation format.

• Automatic 48-hour Extensions. You make take an automatic 48-hour extension for any reason on all assignments/activities, except for those noted below as “Exceptions.” You do not need to request these extensions.
• Exceptions. Extensions on Group Presentations (WED of Weeks 5 and 13) will only be granted in exceptional circumstances. In addition, because they are time sensitive, the Peer Review activity submissions (THURS of Week 8 and MON of Week 9) and the Saini Chapter Preference Form (TUES @ NOON of Week 10) are not eligible for extensions.
• Longer Extensions. Assignments that are turned in after 48-hours will be graded only after consultation with your instructor and may incur a deduction. In general, longer extensions are available; please request such extensions 24-hours in advance if at all possible. Requests for an extension longer than 48-hours must be made via email and need to include a suggested due date. There will likely be limitations on the extensions available for the Semester Reflection (exam period), since final grades are due to Quest shortly after that assignment’s due date.
• Kindness is a Policy. Generally, kindness will be our default policy when it comes to instruction, late assignments, the inability to participate on an activity, and other aspects of the course.

Additional Policies

Emergencies. In the event of a campus emergency or closure, deadlines and course requirements will be delayed. If there are any necessary changes due to a campus emergency, your instructor will communicate with you on LEARN.

Syllabus Changes. Additionally, assignments, grading percentages, and deadlines are themselves subject to change during the semester if necessitated by changing circumstances. A revised calendar and syllabus will be posted to LEARN, if needed. Please read all LEARN “News” posts and regularly check your uwaterloo.ca email so that you will be aware of changes.

Student Emergencies. Circumstances affecting your ability to complete course work should be communicated to your instructor as soon as you are safely able to do so. Please understand that in most circumstances you do not need to provide private or personal details. For problems with an extended duration, you may be asked to work with your university adviser.

Instructor Emergencies. Please note that your instructor may also encounter health or family emergencies, and will always communicate any changes or issues to you as soon as possible. Refer to LEARN announcements if you have questions, and read the course welcome letter in your email.

Academic Integrity.In order to maintain a culture of academic integrity, members of the University of Waterloo are expected to promote honesty, trust, fairness, respect and responsibility. See the UWaterloo Academic Integrity webpage and the Faculty of Arts Ethical Behavior webpage for more information on policies, procedures, and student responsibilities, including consequences for deliberate or accidental plagiarism.

Discipline:A student is expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for his/her actions. Check the Office of Academic Integrity for more information. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline. For typical penalties check Guidelines for the Assessment of Penalties.

Grievance.A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4. When in doubt, please be certain to contact the department’s administrative assistant who will provide further assistance.

Appeals.A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances (other than a petition) or Policy 71 - Student Discipline may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 - Student Appeals.

Note for students with disabilities.The AccessAbility Services office, located on the first floor of the Needles Hall extension (1401), collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the AS office at the beginning of each academic term.

Turnitin.com and alternatives.Text matching software (Turnitin®) may be used to screen assignments in this course. Turnitin® is used to verify that all materials and sources in assignments are documented. Students' submissions are stored on a U.S. server, therefore students will be given an alternative, if they are concerned about their privacy and/or security. Students will be given due notice, in the first week of the term and/or at the time assignment details are provided, about arrangements and alternatives for the use of Turnitin in this course.

It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit an alternate assignment.

Basic Needs. Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the Dean of Students in their faculty for support. Furthermore, please notify your professor if you feel comfortable doing so.

Writing and Communication Centre (WCC). The Writing and Communication Centre works with students in all faculties to help you consider your audience, clarify your ideas, develop your voice, and write in the style appropriate to your discipline. WCC staff offer one-on-one support for writing papers, delivering presentations, citing research, and revising for clarity and coherence. Group appointments for team-based projects, presentations, and papers are also available.

For information about booking an appointment and to see drop-in hours, visit www.uwaterloo.ca/wcc.

Please note that communication specialists guide you to see your work as readers would. They can teach you revising skills and strategies, but will not change or correct your work for you.

Mental Health Support. All of us need a support system. The faculty and staff in Arts encourage students to seek out mental health supports if they are needed.

On-campus

• Counselling Services: counselling.services@uwaterloo.ca / 519-888-4567 ext. 32655
• MATES:  one-to-one peer support program offered by Federation of Students (FEDS) and Counselling Services
• Health Services Emergency service: located across the creek form Student Life Centre

Off-campus, 24/7

• Good2Talk:  Free confidential helpline for post-secondary students. Phone: 1-866-925-5454
• Grand River Hospital: Emergency care for mental health crisis. Phone: 519-749-4300 ext. 6880
• Here 24/7: Mental Health and Crisis Service Team. Phone: 1-844-437-3247
• OK2BME: set of support services for lesbian, gay, bisexual, transgender or questioning teens in Waterloo.  Phone: 519-884-0000 extension 213

Full details can be found online on the Faculty of Arts website

Download UWaterloo and regional mental health resources (PDF)

Download the WatSafe app to your phone to quickly access mental health support information.

Academic freedom at the University of Waterloo. Policy 33, Ethical Behaviour states, as one of its general principles (Section 1), “The University supports academic freedom for all members of the University community. Academic freedom carries with it the duty to use that freedom in a manner consistent with the scholarly obligation to base teaching and research on an honest and ethical quest for knowledge. In the context of this policy, 'academic freedom' refers to academic activities, including teaching and scholarship, as is articulated in the principles set out in the Memorandum of Agreement between the FAUW and the University of Waterloo, 1998 (Article 6). The academic environment which fosters free debate may from time to time include the presentation or discussion of unpopular opinions or controversial material. Such material shall be dealt with as openly, respectfully and sensitively as possible.” This definition is repeated in Policies 70 and 71, and in the Memorandum of Agreement, Section 6.

Territorial Acknowledgement. We acknowledge that we are living and working on the traditional territory of the Attawandaron (also known as Neutral), Anishinaabe and Haudenosaunee peoples. The University of Waterloo is situated on the Haldimand Tract, the land promised to the Six Nations that includes ten kilometres on each side of the Grand River.

For more information about the purpose of territorial acknowledgements, please see the CAUT Guide to Acknowledging Traditional Territory (PDF).

Course Schedule (Winter 2022, Communication in the Life Sciences, ENGL 193)

Projects
Project #1: Communicating Science Persuasively
Week	Date	Lectures, Readings, Activities
1	Jan. 5-7	Complete before Wednesday’s synchronous session Read ENGL 193 Syllabus Synchronous session topics (Wednesday 10am OR 11:30am on Teams) Course Welcome & Syllabus Overview Rhetorical Science Communication Remaining tasks for the week Read Thaiss, Ch.1 “Writing to Reach Readers” (pp.21-41) and “Writing Rhetorically: Central to Effective STEM Communication” (“Intro” pp.15-19) Watch Donna Strickland, “Physicist Explains Lasers in 5 Levels of Difficulty – WIRED” (YouTube, 24:36) Deliverables (Due Friday, 7 January @ 11:59pm to LEARN) Discussion Board Post Self-Assessment Quiz
2	Jan. 10-14	Complete before Wednesday’s synchronous session Attend Monday’s “Weekly Overview” synchronous session (Teams): Introduction to the Swales Model of Rhetorical Introductions Read Thaiss, Ch.2 “Building experience and Confidence in Writing Science” (pp.43-58) Read Swales Handout (suggestion: print this document!) Watch W2L2: Swales Analysis Demonstrations Read Sample Introductions Synchronous session topics (Wednesday, 10am OR 11:30am EST, Teams) Communication experiences // Science biographies Syllabus and Swales Model Q&A Remaining tasks for the week Write Science Biography Complete Swales Analysis Worksheet Deliverables (Due Friday, 14 January @ 11:59pm to LEARN) Science Biography (Dropbox) Swales Analysis Worksheet (Dropbox) Self-Assessment Quiz
3	Jan. 17-21	Complete before Wednesday’s synchronous session Attend Monday’s “Weekly Overview” synchronous session (Teams): Project 1 Introduction; Grants, Tri-Agency Funding, and Lay Abstracts Read Sample Lay Abstracts Read Thaiss, Ch.3 “‘Writing’ Redefined Multimodally” (pp.59-85) Read Project 1 Assignment Sheet & Rubric Synchronous session topics (Wednesday, 10am OR 11:30am EST, Teams) Multimodal communication // Project 1 Group Introductions Remaining tasks for the week Review Swales Analysis Worksheet Answer Key Complete Swales Analysis Self-Assessment Browse experiment.com, and decide on proposal for (Group) Project 1 Deliverables (Due Friday, 21 January @ 11:59pm to LEARN) Group experiment.com proposal selection (Dropbox) Self-Assessment Quiz
4	Jan. 24-28	**Schedule for Week 4 onward will be revised based on COVID-19 updates** Complete before class session(s) Read Thaiss, Ch.11 “Creating Oral-Visual Presentations” (pp.261-282) Review Project 1 Assignment Sheet Prepare preliminary Swales Analysis for your experiment.com proposal Class session topics Presentations Analysis & presentation workshop Instructor & TA meetings Remaining tasks for the week Complete Group Swales Analysis (experiment.com proposal) Complete Group Presentation planning Deliverables (Due Friday, 28 January @ 11:59pm to LEARN) Group Swales Analysis of experiment.com proposal (Dropbox) Self-Assessment Quiz
5	Jan. 31- Feb 4	Complete before class session(s) Finalize Group Presentation (slides, timing, rehearsing, etc.) Review Lay Abstract requirements (bring questions) Class session topics Lay Abstracts (overview/assignment Q&A) Group Presentations (Wednesday) Remaining tasks for the week Complete Individual Lay Abstract Deliverable (Due Friday, 4 February @ 11:59pm to LEARN) Lay Abstract (Dropbox)
Project #2: Communicating Science in Print and in Person
6	Feb. 7-11	Complete before class session(s) Read Project 2 Assignment Sheet & Rubric Read Purugganan & Heitt, “How to Read a Scientific Article” Read Thaiss Ch.5&6 “Writing the Research Article” (Part I & Part II, pp.119-170) Read Dickinson et al., “A Human SCO2 Mutation Helps Define the Role of Sco1p in the Cytochrome Oxidase Assembly Pathway” (PDF on LEARN) Watch Science Presentation (Dr. Moira Glerum) Class session topics Project 2 Introduction Science Research Articles & IMRaD Structure Group discussion of paper/presentation and questions brainstorm Remaining tasks for the week Complete Collaborative Notes & Questions Deliverable (Due Friday, 11 February @ 11:59pm to LEARN) Collaborative Notes & Questions (Dropbox) Self-Assessment Quiz
7	Feb. 14-18	Complete before class session(s) Plan with your group for who will ask questions during the Q&A session Complete Comparison Brainstorm Worksheet READING (Writing Analytically excerpts) and Part 1 (“Observe the Obvious”) Class session topics Guest Scientist Q&A session (Monday) Comparison Strategies (Wednesday) Remaining tasks for the week Complete Comparison Strategies worksheet Deliverable (Due Friday, 18 February @ 11:59pm to LEARN) Comparison Strategies worksheet Self-Assessment Quiz
Rdng Week	Feb. 19-27	Complete EDGE Skills Workshop Complete Analysis Strategies worksheet
8	Feb. 28- Mar. 4	Complete before class session(s) Review Project 2 Assignment Sheet and Rubric, Dickinson et al. article, and your Comparison Strategies and Analysis Strategies worksheets Read Peer-Review Instructions Class session topics Analysis Strategies & Effective Paragraphing Project 2 Report & Peer-Review Q&A // Workshop Remaining tasks for the week Complete Peer-Review Draft Deliverable (Due THURSDAY, 3 March @ 11:59pm to LEARN) Peer-Review Draft (Dropbox) Self-Assessment Quiz
9	Mar. 7-11	Complete before class session(s) Review Project 2 Assignment Sheet & Rubric Complete Peer-Review feedback (2 group members – by MONDAY) Class session topics Project 2 Peer-Review Activity (Monday) Instructor/TA meetings (Wednesday) Remaining tasks for the week Complete Project 2 Comparison Report Deliverable (Due Friday, 11 March @ 11:59pm to LEARN) Project 2 Comparison Report
Project #3: Communicating Science to Broader Publics
10	Mar. 14-18	Complete before class session(s) Read Project 3 Assignment Sheet and Rubric Read Thaiss, Ch.7 “Writing the Research Review” (pp.171-190) Read Saini “Introduction” (pp.1-12) Class session topics Project 3 Intro Saini Introduction + the Research Review Remaining tasks for the week Submit Saini Chapter Preference form (by TUESDAY at NOON) Read Thaiss, Ch.8 “STEM Journalism—Writing, Reading, and Connecting with Broader Audiences” (pp.191-216) Complete Discussion Board post Deliverable (Due Friday, 18 March @ 11:59pm to LEARN) Saini Chapter Preference Form (due TUESDAY at NOON) Discussion Board Post Self-Assessment Quiz
11	Mar. 21-25	Complete before class session(s) Read Thaiss, Ch.4 “Writing Science Ethically” (pp.87-117) Read assigned Saini chapter Read Thaiss, Ch.10 “Creating Posters & Infographics” (pp.239-260) Class session topics “Bias” and other Science Communication Ethics Issues Saini Chapter Discussions (chapter maps, ethical issues, hot topics) Science Posters Remaining tasks for the week Complete Library Research and Source Assessment (RADAR) Module Watch Intro to Accessibility and Alternative Access Formatting lecture Deliverable (Due Friday, 25 March @ 11:59pm to LEARN) Saini Chapter Map and “Hot Topic” selection (Dropbox) Self-Assessment Quiz
12	Mar. 28- Apr. 1	Complete before class session(s) Read Thaiss, Ch.9 “Science Blogs—New Readers, New Voices, New Tools” (pp.213-237) Find, Read, and Summarize online sources linked to your “hot topic” Class session topics Ethics, Access, and Online Science Communication Poster workshop // Instructor/TA Meetings Semester Reflection Overview/Q&A Remaining tasks for the week Complete Project 3 Group Poster Deliverable (Due Friday, 1 April @ 11:59pm to LEARN) Project 3 Group Poster (Dropbox) Self-Assessment Quiz
13	Apr. 4-5	Complete before class session(s) Review Project 3 Assignment Sheet & Rubric Finalize Group Presentation Preparations Read Semester Reflection Assignment Sheet Class session topics Project 3 Group Presentations Remaining tasks for the week Take a break from thinking about ENGL 193 and prepare for exams!
Exam Week	Apr. 8-26	Deliverable (Due Wednesday, 13 April @ 5pm to LEARN) Semester Reflection (Dropbox)