Seek and Answer

To help you develop your information literacy skills, develop your curiosity in the field of brain and behavior, and use what you have learned in the class and labs, you will complete two "Seek and Answer" projects: one solo and one team. 

SOLO Seek and Answer Project

Go to the Neuroscience in Society webpage maintained by BrainFacts.org.  Click on the masks (2-10) to learn what the most popular neuroscience topics were for 2020. Select ONE for your seek and answer project. Briefly, you will need to concisely summarize 5 main points from the article. Next, you will need to find and read a peer-reviewed source on the topic. You will concisely summarize 5 main points from this article.  Finally, you will need to reflect on what you learned. This project is submitted via a Canvas Quiz. For full details, instructions, and the grading rubric, click on the tab below.

FINDING PEER-REVIEWED ARTICLES

 

Go to SUU's library website and use Ebsco host to search for articles. Be sure to select the option for "scholarly-peer reviewed". If you find a source somewhere else, you must verify that it is peer-reviewed. The librarians will help you if you are not sure how to do this.

TEAM Seek and Answer Project

Explore articles on the following websites:  NeuroscienceNews.com, ScienceDaily.com (the neuroscience page), and NeuroscienceInTheNews. Your team will select ONE for the seek and answer project. Note: as soon as you choose an article, let me know. I will communicate this to the remaining teams because each team must select a unique article. Read what the article said and then each of you will find one peer-reviewed experiment on that topic (these can be ones cited in the article). Summarize all sources in a well-designed and informative PowerPoint presentation. Record the presentation (e.g. use a desktop recorder) and submit this to me. Each team's recorded presentation will be shown to the class as part of the final exam. For full details, instructions, and the grading rubric, click on the tab at the bottom of this page. The tab immediately below is an example of a recorded powerpoint presentation. NOTE that this one is a little different from yours in that they summarized one layman and one peer-reviewed source each. Yours will summarize the one article you read collectively as a team, and then summarize the peer-reviewed experiment you read (remember, you each need to read one). Also, your reflection questions at the end are a little different from theirs.

FORMING TEAMS

Not many students like team projects, but "working well on a team" is a prized skill set that will serve you well. A complaint I often hear is that someone on the team did not put in much effort or time into the project. This forced the others to work harder and yet everyone received the same grade. We will attempt to prevent and minimize this using the procedure below.

1. If you know one or more classmates you would like to work with (maximize team size is three), let me know by the end of the first week. If everyone agrees to be on the team, the assumption is that you know and accept their work ethic and accountability. 

2.  If #1 above does not apply, I will share with you a questionnaire. Here, you will enter your name and specify the number of hours you will commit to completing the project. NOTE: Once you commit to a time, whether this is 5 hours or 20 hours - you are making a promise to your teammates. I will match people up according to the amount of time they are able and willing to commit to the project. 

3.  If #1 does not apply and you do not respond to the questionnaire described in #2 above, you will be paired up with 1-2 classmates who fall into the same boat.

4.  If anyone has issues with someone else on the team, you need to have a respectful conversation with them. Give them time to make amends. In the meantime, keep notes on the issue and attempted solutions. If the issues are not rectified, the student the issues are about is at risk of having points deducted as well as being ineligible for extra credit - depending on the severity of the issue and the student's response to the concerns the other students had about them.