I. Required Materials

Book: Human Trials: Scientists, Investors and Patients in the Quest for a Cure, by Susan Quinn

Going out of print: Will be provided

Other Materials will be provided.

II. Goals for Course

By the end of the semester, each student should gain:

1. An appreciation for the breadth and depth of scientific discovery.

2. Knowledge of how scientific discoveries are made and verified.

3. An understanding of expectations of college-level critical reading/writing.

4. An appreciation of asthma as multi-factorial, global disease.

5. An appreciation for the influence of culture on the practice of medicine.

6. An appreciation of our ability as scientists to give back to the community.

III. Evaluation

Grades in the course will be based on the following:

Research seminar attendance 30 points

Writing assignments - midterm 200 points

Writing assignments - end of semester 250 points

Class Project 40 points

Participation 30 points

Instructor’s points* 50 points

TOTAL 600 points

*Instructor’s points are based on effort in class, and include such attributes as attendance, engagement, and punctuality.

In order to receive a high grade in this course, you will need to attend every class, complete all assignments in a timely manner, and demonstrate a serious engagement with the course material through your writing and through participation in the class project and class discussion.

IV. Academic dishonesty

I will deal with any suspected academic dishonesty in this course by reporting to the Dean of Students office and the Honor Council.

V. Attendance

Attendance at every class is expected; it is your professional responsibility. Please let me know beforehand if you need to miss a class. You are responsible for making up the work and getting notes from your classmates. Reminder: attendance and participation count toward your grade.

VI. Class participation

Participation is graded to encourage students to be actively engaged in the communication and interactive instruction that takes place in class. I will assign up to 30 points for participation based on observations of student behaviors in class. Categories below indicate general combinations of behaviors that might predict a grade. An unofficial mid-semester estimate will be provided so that students may continue to improve behavior.

Points Behaviors

30 Very actively participates and takes initiative in small group activities

(e.g. keeps group on task, asks group members for input, etc.).

Consistently takes initiative to be involved in large-group discussions

(e.g. raises hand, spontaneously answers questions, etc.).

Contributes mature, appropriate responses when participating in discussions.

Consistently and appropriately challenges viewpoints and perspectives related

to course material.

24 Actively participates and takes initiative in small group activities.

Often takes initiative to be involved in large-group discussions

(e.g. raises hand, spontaneously answers questions, etc.).

Contributes mature, appropriate responses when participating in discussions.

Appropriately challenges viewpoints and perspectives related to course material.

21 Actively participates in small group activities.

Occasionally participates in large-group discussions.

Contributes mature, appropriate responses when participating in discussions.

Appropriately challenges viewpoints and perspectives related to course material.

15 Participates in small group activities.

Participates in large-group discussions only when directly questioned by instructor.

Contributes mature, appropriate responses when participating in discussions.

Appropriately challenges viewpoints and perspectives related to course material.

9 Inconsistently pays attention (e.g. sleeps, reads newspaper, etc.).

Participates in small group activities.

Occasionally does not participate in large-group discussions even when directly

questioned by instructor (e.g. no response or no opinion).

Inconsistently challenges viewpoints and perspectives related to course material.

Occasionally makes inappropriate/distracting comments that detract from discussions.

0 Consistently does not pay attention (e.g. sleeps, reads newspaper, etc.).

Occasionally or consistently does not participate actively in small group activities.

Does not participate in large-group discussions even when directly questioned

by instructor (e.g. no response or no opinion).

Does not contribute mature, appropriate responses to class discussions.

Inappropriately challenges viewpoints and perspectives related to course material.

Consistently makes inappropriate comments that detract from class activities.

VII. Assignment policies

a. Late assignments will be penalized by 10% per day unless prior permission has been granted for an extension.

b. Unless clearly instructed otherwise, all written assignments should represent your own individual work, although conversation about assignments and about assigned reading is encouraged.

c. Also, unless clearly instructed otherwise, all assignments should be turned in in hard copy at the beginning of class. Exceptions will be clearly noted in the assignment.

VIII. Electronic communications

I will be communicating with the class throughout the semester by e-mail. It is important for this course and others that you get into the habit of checking your Trinity e-mail account regularly. There is also a BlackBoard site for the course which you will need to access regularly to download readings and assignments. All course documents and handouts will be posted there should you require additional copies.

IX. Attendance at Research Seminars

An important part of your experience as a science student at Trinity will be attendance at weekly research seminars. Most departments host regular seminars, where members of the department, senior thesis students, or outside guests present their latest research findings. Seminar schedules will be shared in class, and thirty points towards your grade in this course will be from attendance at these seminars. You will be required to attend 3 seminars over the course of the semester and submit short summaries of each. To count, the summary must be submitted within one week of the seminar. (You are encouraged to submit these electronically by sending reports as Word documents attached to e-mail messages.) PLAN AHEAD! Most departments host seminars during the semester, but you are unlikely to find many offered after Thanksgiving. It will be best if you pace yourself and attempt to attend one every two weeks or so.

X. Writing portfolios

The purpose of the writing portfolio is to track your learning in this course. In addition to learning specifically about the process by which discovery is made and tracking your participation in the asthma project, you will also learn to improve your writing. The writing portfolio is designed to help you track your progress in both.

The portfolio will be turned in twice - once at midterm and then again at the end of the semester. Writing will be graded holistically each time you hand in your portfolio. In order to get a high grade, you need to complete all assignments, demonstrate a serious engagement with the course material in your writing, and show a strong work ethic in responding to others' writing and in revising your own work. You have been provided with a three-ring binder. Every time you write something for class, put it in the binder. It will also be useful to start a table of contents that you can fill in as you add papers. Include all submitted drafts and organize the portfolio chronologically with the first papers first.

At the end of the semester, you will be required to write an introduction to your writing portfolio that will describe the progress made in learning about discovery and also about writing. More details on that assignment will be given later in the semester.

Failure to turn in the final assignment and the writing portfolio by the due date will result in a failing grade in the class.

XI. Course Schedule

The following course schedule is subject to change as the semester progresses. These changes may result from progress, instructor interest, asthma project progress, student interest or newsworthy events related to course material.

Course Schedule

1 Sept. (Friday) Orientation meeting Class introduction Distribute syllabus Discuss course goals/expectations Discuss class project Discuss summer reading/writing assignment Distribute Miller reading/writing assignment 01 10:15 am – 1 pm

TUES: 11:20-12:35	WED 1:15 to 3:55 (or as noted)	THURS: 11:20-12:35

5 Sept. Discovery In class: Discovery activities (puzzles) Focus: Problem solving Before class, read Miller essay (p. 1-35 of Hidden Histories book) and prepare short essay answers to discussion questions according to instructions. 02	Wed, Sept. 6 Lunch/Discussion We will meet in Science Commons at 1pm and we will go to lunch at Tradiciones Peruanas, a Peruvian Restaurant on Maple Ave in Hartford. (Weather permitting, be prepared to walk about 1mi.) There, we will discuss our class project, discuss the photography project and assign topics for next Wednesday’s reports. Before class, read “A World of Taste”, pp. 117-121 in your PERU GUIDE (Insight Guides). (1:00-~3:00)	7 Sept. Discovery In class: Discovery activities (canisters) Focus: Observation Introduce Design Contest Before class, read Greene essay “Science Nourishes the Mind and Soul” and write short reaction paper as instructed. Also, write ENTRY #1 in your Class project personal journal - a reflection on our discussion yesterday and your thoughts about the class project we are about to undertake. 03
12 Sept. Discovery In class: Discovery activities (termites) Focus: Hypothesis building Before class, read Kevles essay (p. 70-112 of Hidden Histories book) and write reaction paper according to instructions. 04	Wed, Sept. 13 Library Tour Meet in the lobby of the library for the tour at 1:15. (Blume lab) (1:15-2:15) Class Project work Before class, prepare handouts for the class on your assigned topics. We will spend class time teaching ourselves about asthma and collecting questions yet to be answered. (2:15-3:30)	14 Sept. Class Project work Rita Kornblum, City of Hartford Health and Human Services Department will come speak to us about the asthma problem in Hartford and about the Asthma Call to Action Task Force. Before class, read the Asthma Call to Action Annual Report, and the Hartford Health and Human Services Department web pages and propose questions for Rita Kornblum as instructed. 05
Friday, Sept. 15 Out-of-class Activity (required) Dinner at Alison’s House – Brimfield, MA Meet at Clement Parking Lot at 4:00pm. Returning to campus by 10pm

19 Sept.

Discovery

In class: Discovery activities (As data interpretation)

Focus: Explanation

Before class, revise Kevles reaction paper according to comments. Also, write ENTRY #2 in your Class project personal journal (min 2 pg) - a reflection on our discussion on Thursday with Ms. Kornblum, what you have learned so far about asthma and your latest thoughts about the class project.

Wed, Sept. 20

Field Trip: Speaker

At 1:15, we will meet in Science Commons to go to Connecticut Children’s Medical Center to visit Dr. Michelle Cloutier, Hartford’s pediatric pulmonology asthma specialist. We will send our list of questions (collected on 9/13) to her ahead of time.

(1:15-~3:00)

21 Sept.

Class Project Work

The ACTA curriculum and YOUR job

Before class, write the personal reflection essay on presentation and work style as instructed.

Friday, Sept. 22

Annual Summer Research Symposium

Washington Room, Mather Hall

Come see what students did during the summer research program as they present their work at this poster session. Remember, you can take advantage of this opportunity as early as this coming summer!

26 Sept.

Discovery

In class: Discovery activities (engineering): Design contest

Focus: Engineering/design

Before class, complete design contest project. Also, read Petroski chapter and prepare directed essay as instructed.

Wed. Sept. 27

Database session

Meet in the lobby of the library for class at 1:15. (B002)

(1:15-2:30)

28 Sept.

Class Project Work

Before class: Write ENTRY #3 in your Class project personal journal - a reflection on our discussions last week with Dr. Cloutier and your latest thoughts about the class project.

In class, we will assign teams for the class project, and begin building teamwork.

3 Oct.

Discovery

In class: Discovery activities

Focus: Experimental design

Before class, read Sacks essay (p. 141-187 of Hidden Histories book) and write reaction paper according to instructions.

Wed., Oct. 4

Open for teams to practice and for individual meetings with Alison and Cristina, to be scheduled.

5 Oct.

Class Project Work

The ACTA curriculum: practicing presentations

Before class, practice your ACTA presentations in your assigned teams as instructed. We will discuss team assignments and presentations in class. Also, do the plagiarism and database assignment as instructed.

10 Oct

No class – Trinity Days

Wed., Oct. 11 (tentative)

Meet in Science Commons at 1:15. We will go visit the Hispanic Health Council, an organization in Hartford that pays special attention to the health care needs of the Hispanic and Latino population. There, we will meet up with Grace Damio, Director of Maternal & Child Health, Nutrition Services to talk about health care in the Hispanic community of Hartford.

(1:15-~3:00)

12 Oct.

Class Project Work

The ACTA curriculum: reworking presentations

Before class, prepare Annotated Bibliography for Class Project as instructed.

Saturday, Oct. 14

Family weekend picnic lunch

17 Oct.

Discovery