MM

Science 101 Orientation Notes

Instructor and Class Context

  • Presenter: Nate Valshucker, coordinator of new student orientation and transition programs at UNLV.
  • Origin and education:
    • From Wright, Pennsylvania (near Philadelphia).
    • Undergrad: University of New Mexico, degree in particle science; minors in sustainability studies; completed many chemistry, physics, math, earth science courses there.
    • Master’s: University of Nebraska–Lincoln in higher education (administration at the college level).
  • On-campus experience and career arc:
    • As an undergraduate: involved as an orientation leader and a resident adviser; involved in student activities and helping peers succeed.
    • Post-grad: worked at UNM as a student success specialist (taught first-year success course; provided advisement).
    • Since Fall 2022: at UNLV as coordinator of new student orientation and transition programs; also assisting the Science 101 class and broader university outreach.
  • Personal interests and hobbies:
    • Baseball: avid fan; goal to visit every MLB park (noted specific trips, e.g., Truist Park in Atlanta).
    • National parks: visited many West Coast parks; last year Pinnacles National Park (CA) mentioned; interest in completing Alaska and Hawaii visits in the future.
    • Collecting and pop culture: Marvel pins; regular attendance at conventions; Lego and Friends breakout sessions mentioned.
    • Supervised Rebel Ready Leaders during Rebel Ready Week (100 student leaders involved); free swag for participants (shirts, Legos, etc.).
  • Role in the class: Introduces the Science 101 course and supports students toward success in science majors; emphasizes time and effort needed to succeed.
  • Visual and relational notes:
    • Shared a few personal pictures (not included in notes) to illustrate experiences.
    • Used a conversational, student-oriented style to connect with participants.

Course Context and Goals (Science 101)

  • Course purpose:
    • First-year seminar designed to improve academic performance, critical thinking, analytical skills, and understanding of science and mathematical discourse.
    • Helps students explore university resources, navigate career plans and majors, and connect to the university ecosystem.
  • Structure and logistics:
    • 3 credit hours; twice weekly meetings; duration ~1 hour 15 minutes per session (subject to day’s material).
    • No required textbook; all materials are free via the library and WebCampus modules.
    • Must have access to a computer; campus resources (labs, library) available if devices fail.
  • Course goals (foundational competencies):
    • Intellectual breadth and lifelong learning: integrate natural sciences, social sciences, humanities, and arts.
    • Inquiry and critical thinking: use qualitative and quantitative methods for analysis and argumentation.
    • Communication: convey ideas across spoken, visual, and digital formats.
    • Global multicultural awareness: understand diverse societies and their impacts.
    • Citizenship and ethics: engage in public life responsibly and ethically.
  • Course objectives (operationalized):
    • Orientation to university resources relevant to science majors.
    • Develop study methods, time management, critical thinking, and scientific communication.
    • Learn to find, evaluate, and ethically use information; identify learning styles and motivations.
    • Engage with scientific discovery and maintain curiosity about the natural world.

Identity Prism Activity (Introductions and Self-Reflection)

  • Activity purpose:
    • Create an identity prism with five sections to share about self as a learner and person.
  • Prism categories and prompts:
    • Name and preferred name (how you want to be addressed).
    • Major (top left).
    • Outside-of-class interests (left middle): hobbies, family, pets, work, etc.
    • Academic goals (bottom left): what you want to achieve at UNLV and after graduation.
    • Strengths (middle left): time management, punctuality, communication, etc.
    • Identity (bottom middle): attributes contributing to goals (e.g., extroverted, hardworking).
    • Concerns or fears about college (bottom right): what you worry about as a first-semester student.
  • Process and time expectations:
    • About 5–10 minutes for individuals to draft; then share with the class as time permits.
  • Sample student responses (paraphrased):
    • Ash Pam: Environmental Science major; wants field research; hobbies include weightlifting, mechanics, cooking, music; values a laid-back identity; excited about college.
    • Steven: Biology major; strengths in academics and historical/scientific research; pre-med; goal GPA around 3.8-3.9; fear of procrastination.
    • Marlon: Biology; goals to pass and build a career; strengths in time management; anxious about workload.
    • Riley: Earth and environmental science; strengths in time management and creativity; loves science and art; fear of affording college.
    • Trinity: Biological science major (integrated physiology); aims for medical school; strengths in optimism and dedication; Nigerian heritage highlighted; fear of traffic/event disruption.
    • Isaac: Kinesiology; hardworking; loves rock climbing and bowling; aims to pass GPA; fear of failure.
    • Kyle: Chemistry (physical chemistry focus); senior (college senior); interested in research; enjoys rock climbing.
    • Vishnu (Vish): Biology; aims for pharmacology or pharmaceutical sales; enjoys tennis, pickleball, Pokemon; wants to graduate efficiently and early (three-year plan).
    • Anthony: Personal details rough in transcript; mentions chemical engineering career goals; curiosity about career pace.
  • Instructor reflections:
    • Emphasized that many students come in with strong work habits; persistence and effort are key in science disciplines.

Syllabus and WebCampus Orientation

  • Access and navigation:
    • Students should access WebCampus for the class and its modules; the syllabus functions as the course contract.
  • Contact information and availability:
    • Instructor’s office hours: Mondays and Wednesdays, or before class roughly 1:00–2:00 PM; email for questions (monitored during business hours).
    • Office location: Student Services Complex Building A, Room 213.
    • Email: provided for inquiries; expect responses within business hours; best to email for questions.
  • Campus resources and location details:
    • Financial aid office location details provided (CARROLL HARRELL BUILDING COMPLEX, Services Complex Building A, second floor in the office area).
    • Rec Center and other resources referenced; aim to help students locate essential services quickly.
  • Communication norms:
    • Email is the preferred method for non-urgent questions; expect 24-hour (Mon-Fri) responses; weekend responses may be slower.
  • Course description and format:
    • FIRST-YEAR SEMINAR (SCE 101) goals: improve performance, critical thinking, scientific and mathematical discourse; explore university resources.
    • Course format: 3 credit hours; twice weekly; no textbook; library-provided materials; online modules via WebCampus.
    • Required materials: notebook or paper; writing utensils; planner recommended for time management.
  • Post-course goals and outcomes (emphasized repeatedly):
    • Intellectual breadth, lifelong learning, communication skills, information literacy, and ethical use of information.

Course Success Factors and Policies

  • Time commitment and study expectations:
    • Expect to spend 2$–3 hours outside of class for every 1 hour of class; for a 3 credit hour course, at least 6 hours/week outside class.
    • College amounts to a “full-time job” in terms of study load.
  • Attendance and participation:
    • There is no formal attendance policy stated as compulsory, but quizzes in class function as attendance indicators.
    • Consistent attendance and active participation are strongly encouraged to maintain performance.
  • Punctuality and class conduct:
    • Arrive on time; be prepared; use laptops for class-related activities only; respect peers and instructors; mute devices to avoid disruption.
  • Deadlines and submission rules:
    • Several deadline layers discussed for assignments:
    • Initial due time: 02:59 (time format referenced in transcript).
    • Soft deadline: 17:00 (5:00 PM) on the due date.
    • Hard deadline: 23:59 (11:59 PM) on the due date.
    • Not turning in assignments results in a grade of zero; legitimate reasons should be communicated with details via email.
  • Grading and grade expectations:
    • No A+; typical letter grade scale with ranges discussed; a rough confirmation that an A is the top tier with a cutoff around A: 601-650 (note: transcript garbles exact scale; instructor clarifies later that there is no A+ and typical ranges apply).
    • Emphasis on meeting deadlines and maintaining consistent work to achieve a high GPA (targeting 3.8–4.0 ranges discussed informally).
  • Support and resources:
    • Tutoring and coaching services (Academic Success Center) nearby; located across from the Student Services Complex B, behind the Dining Commons.
    • Writing Center (Central District Complex Building 3) with in-person and virtual appointments.
    • Disability Resource Center (DRC) for accommodations; library resources for research and study.
    • Peer mentors: senior science students who provide guidance; meet twice during the semester; attend a peer mentor event; write a one-page reflection on the experience.
  • Honor and integrity:
    • Emphasis on proper APA formatting and source evaluation for research projects; avoid plagiarism; proper in-text citations and references demanded.
  • Learning environment and diversity:
    • UNLV’s diversity statement and inclusive values highlighted (respect for race, sex, age, ethnicity, disability, religion, gender identity, etc.).
    • Emphasis on creating an equitable experience for all students and recognizing diverse backgrounds.
  • Mental health and safety resources:
    • Mention of suicide crisis lifeline as a campus resource (specific number not listed in the transcript excerpt).

Major Assignments and Projects

  • Poster Research Project (major semester project)
    • Purpose: conduct a field investigation on a science question observed in the student’s community or campus environment.
    • Components:
    • Field observations and data collection using appropriate methods.
    • Literature review with six sources total (including peer-reviewed and other credible sources).
    • APA formatting for references and in-text citations.
    • Abstract: brief summary of the project (paragraph form).
    • Poster: a concise visual representation; includes a graph summarizing data.
    • Final presentation: 5-minute oral presentation of the poster; use an organized electronic poster (PowerPoint).
    • Important consequences: failure to present yields a grade of zero for the entire project.
    • Timing: project spans multiple weeks; aligns with course schedule; data interpretation and discussion rely on peer-reviewed sources.
  • Career and Life Design Project
    • Purpose: help students identify a suitable major and career path via self-assessment.
    • Deliverables:
    • Career self-assessment exercise; research a suggested career; a five-page double-spaced APA-formatted paper summarizing insights.
    • Create a current resume (or CV) for job applications and research opportunities.
    • Timeline: to be completed after the poster project; designed to help plan for futures beyond the class.
  • Exercises and quizzes throughout the semester
    • Exercises: reinforce topics from class; due the class period after they’re assigned.
    • Quizzes: one per class covering prior day’s material; you may take notes in class; used to gauge mastery and identify topics needing review.
    • Short answer writing assignments (WebCampus): 1–2 paragraph reflections to reinforce topics; grading based on clarity, spelling, grammar, and thoughtful reflection.
    • Peer mentor meetings and reflections: two check-ins with a peer mentor and one reflection paper (one page) about the experience.
  • Writing and research supports
    • The Writing Center can assist with drafts; in-person and remote options available; part of the campus support network to strengthen writing and citation skills.

Practical Implications and Real-World Relevance

  • Time management and planning:
    • The course emphasizes planning and time management from day one (orientation breakout sessions, use of planners, and calendar tools).
    • Real-world relevance: scientists often juggle fieldwork, data analysis, writing, and presentations; the course mirrors these demands.
  • Research literacy and ethics:
    • Emphasizes credible sources, peer-reviewed literature, and ethical citation practices (APA style) essential for scientific practice and graduate study.
  • Communication skills:
    • Focus on communicating science to diverse audiences, not just within the scientific community; critical for grant writing, policy, and public understanding.
  • Accessibility and inclusion:
    • Encourages awareness of diverse backgrounds and the importance of equitable access to campus resources.
  • Personal and professional development:
    • The Career and Life Design project aligns self-awareness with career exploration; resume creation supports job applications in STEM fields.
  • Accountability and integrity:
    • Clear expectations about attendance, late submissions, and honesty in work; organizational habits are tied to success in rigorous STEM programs.

Week Structure and Scheduling Cues (Overview)

  • Week 1–2: introductions, identity prism activity, overview of syllabus and WebCampus, schedule of early assignments.
  • Mid-Week: discussion of study skills and time management; in-class activities with peer mentor introduction.
  • Week 3–4: study methods, plagiarism mindset; more intensive discussion of poster research project and APA formatting.
  • Week 5–6: continued work on poster project; guest sessions or peer mentor sessions; instructor notes possible due to travel (week 6 out-of-town mention).
  • Week 6: potential schedule adjustments; plan for in-class activities despite instructor travel; (specifics to be finalized).
  • Ongoing: completion of poster project milestones, data collection, literature review, graphing, poster drafting, and presentation practice.

Key Resources and Campus Navigation Notes

  • Academic Success Center (tutoring and coaching):
    • Location: across from the Student Services Complex B, behind the Dining Commons.
  • Writing Center: Central District Complex Building 3; offers in-person and virtual appointments.
  • Disability Resource Center (DRC): accommodations and time extensions as needed.
  • Library resources: access to journals, books, and research databases; essential for credible sources and APA formatting.
  • Financial aid Office: described as a crucial resource for funding; campus navigation tips provided.
  • Suicide crisis lifeline: listed on the syllabus as a resource for mental health support.

Quick Reference: Important Numbers and Timeframes (from the Transcript)

  • Course credit and weekly time:
    • 3 credit hours; expect 2 ext{–}3 hours outside per hour in class; minimum of 6 hours per week outside class.
  • Class schedule and deadlines:
    • Initial due time: 02{:}59 (time mentioned in the transcript).
    • Soft deadline: 17{:}00 (5:00 PM).
    • Hard deadline: 23{:}59 (11:59 PM).
  • Office hours and contact:
    • Office hours: Mondays and Wednesdays, around 1:00 ext{–}2:00$$ PM.
    • Email response window: typically within business hours (Mon–Fri).
  • Project milestones and deliverables (summary):
    • Poster Research Project: field investigation, data collection, six sources, abstract, poster, 5-minute presentation.
    • Career and Life Design Project: career self-assessment, APA paper, resume/CV.
  • Important policy notes:
    • No attendance credit as a separate policy; quizzes serve as attendance indicators.
    • No extra credit policy explicitly stated; late submissions risk a zero unless a documented exception is provided.

Quick Tips for Success in Science 101

  • Attend class regularly and participate actively to maximize understanding of concepts and prepare for quizzes.
  • Stay ahead with WebCampus updates and announcements; check daily if possible.
  • Maintain a planner or digital calendar to manage due dates and exam schedules across all courses.
  • Use campus resources early: tutoring, writing center, peer mentors, and disability services if needed.
  • Start strong in your first semester to build a resilient GPA trajectory; hard classes later (e.g., organic chemistry) typically have steeper grade impacts.
  • Prepare for poster presentations: practice speaking clearly, anticipate questions, and know your data inside and out.
  • Practice ethical scholarship: use credible sources, cite properly, and avoid plagiarism.
  • Foster a growth mindset: seek help when material is unclear and leverage multiple resources to reinforce learning.

Summary Takeaways

  • Science 101 aims to build foundational academic and scientific-thinking skills while connecting students with university resources and career pathways.
  • The course blends self-reflection (Identity Prism), structured assignments (poster and career projects), and regular in-class activities (quizzes, exercises, and writing tasks) to scaffold student success.
  • Success hinges on time management, consistent attendance and participation, utilization of campus resources, and adherence to APA-style research practices.
  • The instructor emphasizes transparency, communication, and support, with explicit policies on deadlines, grading, and the availability of help resources.