ESP 302: Research and Analytical Methods · You will also review many types of quantitative and...

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ESP 280: Research and Analytical Methods Fall 2019

The most exciting phrase to hear in science, the one that heralds new discoveries, is not "Eureka!" ("I found

it!") but rather "hmm....that's funny..." -- Isaac Asimov

Instructor: Dr. Karen Wilson, 309 Bailey Hall, Gorham. Best to stop by, contact me by email [email protected] or give me a call (office phone: 780-5395). For after-hours matters regarding the aquaponics system, you can text me at 207-400-2706.

Office Hours: Thursday, 9:30 – 10:30 am and 12:30 – 1:30 pm, 309 Bailey Hall, and always by appointment (or drop in)!

Lecture: Tuesday/Thursday, 11:00 am - 12:15 pm in Bailey 402 Lab: Tuesday 12:30 pm to 3:20 pm in Bailey 213 and the new Aquaponics Greenhouse (basement of Bailey Hall, south staircase). On some Tuesdays we may roll right into the lab time, so don’t assume you’ll have a lot of time to go get lunch (but I will make sure you have time to eat lunch!). Note that it’s possible that during some lab times we will meet off campus. Credits: 4

Course Objectives Upon successful completion of this course, students will be able to:

- Prepare a literature review on a selected problem.

- Define a problem suitable for research.

- Construct a testable hypothesis/research question.

- Design a valid method to test a hypothesis or answer a research question.

- Conduct research using the scientific method to test a hypothesis or answer a research question.

- Develop a research-sufficient literacy to understand and explain peer-reviewed research articles.

- Demonstrate basic competency with lab and field-based analytical methods.

Course Description

This course is an intensive introduction and exploration on how to conduct research in environmental

sciences, which includes applied ecology, environmental policy, planning, applied energy, and

sustainability science. The focus of this course is several collaborative, group research projects

designed to test a hypothesis or answer a specific research question based on an environmental

problem. This will involve integration of information and research techniques across multiple

disciplines. You are expected to gain experience and the skills necessary to conduct research in the

environmental science field, acquire a practical understanding of the interdisciplinary nature of

environmental science, and develop an appreciation for the power of scientific methodology to

answer questions about the environmental effects of human activities.

The course will include topics such as conducting a literature review, formulating a hypothesis,

setting up an experimental design, collecting samples, analyzing samples, interpreting results,

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Copyright 2019 Dr. Karen Wilson

mailto:[email protected]

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explaining the relevance of the results, writing a formal research paper, and designing a formal

research presentation. You will also review many types of quantitative and qualitative research

methods, which will include laboratory and field experiments, observation, survey, content analysis,

and case study.

Problem-Based Learning

Solving environmental problems requires integration of expertise in many disciplines including social,

economic, and political sciences, as well as the natural sciences. It is a collaborative process. As a ESP

student you may be destined for a variety of environmental careers. This course will provide you

some background and experience in natural and social science approaches to identifying, analyzing,

and solving environmental problems. Until you have some understanding of the procedures and

limitations of environmental research, you cannot fully appreciate or solve the environmental

problems you face.

Real life environmental problems are messy, and we often do not know the question, let

alone the answer. Even if we understand the question, there may be no precedent to tell us what to

expect, or current techniques to help us find the accurate answer. There are never any books, classes,

or authorities that clearly spell out environmental problems or answers. In this class you are as

critical to the success of the class as the instructors are. You will be an environmental scientist and

we will be scientific teams. Group work is not easy, but collaborating as a group is the only way to

solve environmental problems.

The instructor’s role in this class is to serve as advisor to guide you through the problem you

choose to explore. Together, we will act as a research team, with each of us having our own

responsibilities. In essence, you will be your own teachers. My goal is to guide you in how to teach

yourselves such that you can approach any issue without always having to rely on someone to show

you. Some class meetings will begin with a short lecture and/or workshop to introduce new topics

and subject matter. The body of the class will be semi-structured time to allow you to work with your

group on your research topic. Before the end of each class period, groups will be expected to present

their progress to the instructor and/or the entire class. You are encouraged to explore issues together

and to learn from one another.

Required Text

There is no required text for this course this year. However, readings will be distributed from:

Ambrose, H.W. and others, 2002. A Handbook of Biological Investigation, 6th ed., HunterTextbooks, Inc. Winston-Salem, NC

Patten, M.L 2012. Understanding Research Methods, 8th ed., Glendale, CA: Pyrczak Publishingand other texts as needed.

Lecture Schedule (subject to change) The following is a rough outline of lecture and discussion topics, as well as lab activities. Because the order and level of content in this course is to some extent dictated by the interests of the class, and due to the vagaries of environmental research, the order and topics may change slightly as the semester progresses.

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Class Topic Readings 1Assignments 2Labs

1

Sep 3 Tues

Course Introduction

What is science? What is research?

A&A, Chapter 1 Research Questions (email, due end of day)

Lab 1. Introducing the USM Aquaponics

Greenhouse (Dr. Theo Willis); group work on

research ideas Sep 5 Thurs

Literature Review – Aquaponics Literature Searching Basics

Lecture Response #1 (online)

2

Sep 10 Tues

Generating research hypotheses; the role of replication

A&A, Chapter 2 Annotated Bibliography (online); Revised Research Questions (end of day)

Lab 2. Review & refine research questions

based on annotated bibliographies; Introduction to

available equipment

Sep 12 Thurs

QAQC and doing the work of research (QAQC, data management, accuracy, precision, etc)

3

Sep 17 Tues

Getting prepared: what kinds of data can you collect? The role of replication, revisited.

A&A, Chapters 3, 4, 5

Mini-Literature Review (Online & Print copies for group members)

Lab 3. Peers critique & edit

mini-literature reviews; begin Draft Research

Proposal

Sep 19 Thurs

Generating research study designs

A&A, Chapter 6 Revised Mini-Literature Review (online)

4

Sep 24 Tues

Lecture TBA (or IRB certification) Draft Research Proposal (email, end of day)

Lab 4. Equipment Competencies

(presentations)

Sep 26 Thurs

Responsible Conduct of Research (RCR) Training (online)

1 All assignments are due by 11:00 on the date given above (usually in Google Classrooms, or, for group work,

via email to Karen). One letter grade per day will be deducted for each day an assignment is late. However,

better to ask to turn it in late to get partial credit than not turn it in at all!!

2 Labs meet in 213 Bailey on Tuesday unless otherwise noted.

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Oct 1 Tues

Lecture TBA Lab 5. Revise Research Proposal; IACUC in-person Training

Oct 3 Thurs

Research with fish & plants: care & feeding

IACUC Lab response (online); Revised research proposal (email)

6

Oct 8 Tues

Experimental Design – Natural Science

Lab 6. Research Project Starts

Oct 10 Thurs

Field measurement & sampling protocols

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Oct 15 Tues

NO LECTURE OR LAB FALL BREAK

Oct 17 Thurs

Writing Research Papers Project Update (online)

8

Oct 22 Tues

Data analysis: exploration and visualization

A&A, Chapter 7 Work on Your Research Project

(Meet in 213)

Oct 24 Thurs

Data analysis: statistics A&A, Chapter 7

9

Oct 29 Tues

Data analysis: statistics Check-In (with Karen & online)

Work on Your Research Project (Meet in 213)

Oct 31 Thurs

Lecture TBA

10

Nov 5 Tues

Writing and Presenting Results, Writing Research Papers, con’t

A&A, Chapters 11, 12, 13

Brief Class Presentation: Research Project preliminary results

Work on your Research Project (Meet in 213)

Nov 7 Thurs

Lecture TBA

11

Nov 12 Tues

Lab 7: Data Analyses, Statistical Applications

Nov 14 Thurs

Lecture TBA

Commented [KW1]: In-person IRB training with Casey at 12:30

in 213 Bailey.

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Nov 19 Tues

Writing Discussions and Creating Posters

Lab 8. Data Analysis Statistical Applications, continued (as needed).

Nov 21 Thurs

Group Project Check In

13

Nov 26 Tues

Lecture TBA Work on Your Research Project

Nov 28

NO LECTURE – THANKSGIVING BREAK (Wed – Fri)

14

Dec 3 Tues

Responsible Conduct in Research, revisited

Draft Results (email)

Wrap up Research Project

Dec 5 Thurs

Lecture TBA Draft Abstract & Draft Discussion (email)

15

Dec 10 Tues

Presentation of Group Projects Final Poster (in class); Group evaluation (in class)

Poster Presentation of Group Projects

Dec 12 Thurs

Wrap-up: Where next with research?

Final Paper (email); Individual Evaluation (online)

Details instructions regarding the assignments, including grading rubrics, will be posted online in Google Classroom.

Laboratory/Field Notebook

Good research requires very careful note taking and data collection. In addition to your text, you are

required to obtain a permanently bound field notebook in which to keep your lab (and field) notes

and data. Keep this with you at all times in the lab (and field).

Grading

Grades will be based on group and individual performance. Although this may be troublesome to

some of you, one of the goals of this class is to simulate a “real life” experience, and in “real life” you

will work with a team of individuals toward a common goal and the success or failure of your efforts

will rest on the shoulders of the group, or company you work for, not the individuals. During the

semester I will meet individually with every student in the class and strongly encourage you to catch

me during office hours, during class or make an appointment to talk about how things are going in

the class and in your group. This will be an opportunity for me to give you feedback on how you are

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doing, and for you to give me feedback on class progress, group issues, etc. Therefore, there should

be no surprises at the end of the semester. If I am unhappy with your performance you will have

many opportunities to correct the problem. At the end of the semester every group will turn in an

evaluation that will include both a group evaluation detailing how the project went, and individual

evaluations summarizing each individual’s contribution to the project, including the amount of time

contributed. Every student in the group must sign the evaluation as proof of consensus.

Assignments, Grading Values, and Due Dates

Title Possible Points

Group Assignments

Revised Group Research Question(s) 10

Draft Research Proposal 20

Revised Research Proposal 25

Draft Results & Discussion 20

Poster 40

Final Paper 40

Group Project Assessment 10

Total Group Points 165

Individual Assignments

Your (Draft) Research Questions 10

Annotated Bibliography (group topic) 15

Mini-Literature Review (group topic) 20

Mini-Literature Review, REVISED (group topic)

25

Lecture & Lab Responses (x6) 60

Equipment demonstration presentation 5

Project Update (x2) 10

Individual reflection on research 15

Total Individual Points 160

*Late assignments will be reduced one letter grade for each day late. However, it is better to ask to

pass something in late to get partial points than to pass nothing in at all.

Attendance

Attendance in class and labs is mandatory. If a circumstance arises whereby you have to miss class,

you must notify the instructor and your group members 24 hours prior to the class meeting. For any

unexcused absence, ¼ of a letter grade will be deducted from your overall course grade for every

unexcused absence.

Handling, labeling and disposing of samples

Cleaning up after yourself is mandatory in this class: class is not done until lab benches look better

than when you arrived and YOU MUST appropriately CLEAN UP YOUR SAMPLES AT THE END OF

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COURSE or I will withhold your final grade until you do so. To this end, ALL SAMPLES MUST be

clearly labeled with date collected, group member names (First initial & full last names), type of

sample, any preservatives or other materials like acids, etc, in the sample, and sample site. You MAY

NOT use codes – your labels must be readily interpreted by the instructor, your classmates, or

someone visiting the lab.

Rules of Engagement for Active Learning (Group Behavior and Dynamics)

Working well as a group does not happen naturally – it is a learned skill. As part of learning this

skill, I expect group problems to be worked out amongst yourselves – part of the purpose of the

group is to make the group function. However, I will be happy to advise or serve as mediator

regarding strong group conflicts that you are having difficulty resolving internally. Also, to be

safe, let me know if your group is having problems, even if you are “dealing with it” internally.

Group members must treat each other with civility and respect at all times.

Free and open communication between all participants is expected; please include all group

members in email communications (or text strings), for example, and when communicating with

me. Add me to group emails if needed, just as you might include a supervisor at work.

Technical Expertise

The USM faculty is replete with many renowned environmental researchers. The following have areas

of expertise and could provide some assistance on your project as necessary (contact me before you

contact these faculty so I can be sure we don’t overwhelm them!):

Surface water/Fish: Dr. Karen Wilson

Environmental impact: Dr. Rob Sanford

Surveys, waste: Dr. Travis Wagner

Energy: Dr. Daniel Martinez

Environmental chemistry: Dr. Lucille Benedict

Microbiology (bacteria): Dr. Rachel Larsen

Zooplankton/phytoplankton/experimental

design: Dr. Rachel Lasley-Rasher

Animal behavior: Dr. Christine Maher

Aquaponics/Aquatic Ecology/Fish: Dr. Theo

Willis

Environmental Entomology /Ecology: Dr. Joe

Staples

Plants, nitrogen cycling: Dr. Terry Theodose

Light/engineering: Dr. Jim Massi

Plagiarism

Plagiarism is not acceptable and will not be tolerated. In addition to the obvious, other areas of

plagiarism include fabrication of data and the presentation of work that is not yours. The latter can be

prevented through proper citation, which allows you to provide credit for others’ work. If you have

any questions regarding referencing formats and correct citations, please ask me. Go to USM’s library

webpage for online tutorials on proper citing of references.

(http://usm.maine.libguides.com/tutorials/librarytutorials)

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I will address instances of plagiarism on a case by case basis because this is a class in which we are all

learning. However, it is important to know that in cases of blatant plagiarism (i.e., lifting sentences

from references word for word (even if you put an in-text citation directly after the sentence) or

copying websites), it is possible for a student to receive an automatic F for the course. Always,

always, always use your own words, and just never copy & paste from a reference – always take

notes instead.

The (not so) small print: USM Student Support

At any point in the semester, if you encounter difficulty with the course or feel that you could be

performing at a higher level, consult with me. Students experience difficulty in courses for a variety of

reasons. The following are resources on campus for students.

For writing skills or time management, you can make an appointment to see a student tutor at

the Learning Commons located in both the Portland and Gorham libraries. For more

information, visit http://www.usm.maine.edu/learningcommons. Also see the resources at

https://usm.maine.edu/learningcommons/using-active-learning-strategies

If you need accommodations due to a disability, please contact the Disability Services Center

for confidential assistance and accommodation authorization. Timely notification of

accommodations is essential. For more information, visit http://usm.maine.edu/dsc or call

(207) 780-4706.

University Health and Counseling Services is a student resource that promotes the health and

well-being of the USM community. More information can be found at

http://www.usm.maine.edu/uhcs.

Finally, the University of Southern Maine is committed to making our campuses safer places for

students. Because of this commitment, and our federal obligations, faculty and other employees are

considered mandated reporters when it comes to experiences of interpersonal violence (sexual

assault, sexual harassment, dating or domestic violence, and stalking). Disclosures of interpersonal

violence must be passed along to the University’s Deputy Title IX Coordinator who can help provide

support and academic remedies for students who have been impacted. More information can be

found online at http://usm.maine.edu/campus-safety-project or by contacting Sarah E. Holmes at

[email protected] or 207-780-5767.

If students want to speak with someone confidentially, the following resources are available on and

off campus: University Counseling Services (207-780-4050); 24 Hour Sexual Assault Hotline (1-800-

871-7741); 24 Hour Domestic Violence Hotline (1-866-834-4357).

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http://www.usm.maine.edu/learningcommons

https://usm.maine.edu/learningcommons/using-active-learning-strategies

http://usm.maine.edu/dsc

http://www.usm.maine.edu/uhcs

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