This class was originally designed to help students prepare research proposals. It has undergone various modifications since its inception, as different instructors have been placed in charge of it, and as the needs of students have changed. The course still includes the development of scientific ideas into coherent proposals, but it now also addresses other forms of communication, and aspects of professional development to help graduate students during and after their time at the University of Washington.
Before one can write a scientific proposal, one needs to know how scientific papers are conceptualized and written, as they are the basic template for proposals. Accordingly, the class will include the elements of crafting scientific papers, and each student will choose one to examine closely. This will clarify many lessons related to the structure of scientific papers, and the use of published literature and other sources of data and information. Scientific papers typically result from formal or informal proposals, and knowing how papers are written helps inform the process of developing proposals.
Proposal development starts with an idea, which is then placed in the context of what is already known, and the needs in the scientific community and society at large for further information. Students will go through this process, learning the mechanics of proposal writing, and providing constructive feedback on written and oral presentations of student proposals.
Another vital component of being a scientist is the ability to review colleagues’ work critically, but constructively. Once you become established, you will receive many manuscripts and grant proposals to review each year. While such reviews are usually anonymous (that is, the authors do not know your identity), editors and panelists know who you are and you will quickly establish a reputation as a reviewer. It is important that you criticize the work according to rigorous scientific standards, but you should keep in mind that your review may have significant effects on other people’s career and job prospects.
Many of you already know that you need to produce a research proposal for your thesis work, to be submitted to your committee and to be included in your graduate student file. Guidelines for such proposals can be found on the SAFS web page. This class is a very good opportunity to work on your proposal, and I suggest that you use the time and feedback to produce at least a draft by the end of the class. I will be very happy to help you towards this aim, in class, outside class and in future.
By the end of the quarter, students should be able to:
search a publication database like Web of Science or Google Scholar for papers of interest
use a message box to refine scientific questions and objectives
write a cover letter for a publication that conveys the importance of the work and its relevance to the journal
review a proposal or manuscript using language that is critical of the work, but not the authors themselves
create a scientific presentation that conveys the question of interest, the study objective(s), and findings of interest
So Hess, Luna Peralta, & Taylor Umetsu
None.
I am dedicated to providing a welcoming and supportive learning environment for all students, regardless of their background, identity, physical appearance, or manner of communication. Any form of language or behavior used to exclude, intimidate, or cause discomfort will not be tolerated. This applies to all course participants (instructor, students, guests). In order to foster a positive and professional learning environment, I ask the following:
All students deserve access to the full range of learning experiences, and the University of Washington is committed to creating inclusive and accessible learning environments consistent with federal and state laws. If you feel like your performance in class is being impacted by your experiences outside of class, please talk with me.
No student should ever have to choose between buying food or textbooks. The UW Food Pantry helps mitigate the social and academic effects of campus food insecurity. They aim to lessen the financial burden of purchasing food by providing students access to shelf-stable groceries, seasonal fresh produce, and hygiene products at no cost. Students can expect to receive 4 to 5 days’ worth of supplemental food support when they visit the Pantry, located on the north side of Poplar Hall at the corner of NE 41st St and Brooklyn Ave NE. Visit the Any Hungry Husky website for additional information, including operating hours and additional food support resources.
[1] This is site is forked with permission and immense gratitude from the site for FISH 521 built by Mark Scheuerell