Wikipedia

User:Hakeleh/Environmental Disruptors of Development

< User:Hakeleh
Course name
Environmental Disruptors of Development
Institution
Boston College
Instructor
Laura E. Hake
Subject
Advanced Biology
Course dates
2015-01-13 – 2015-05-01
Approximate number of student editors
23


Environmental Disruptors of Development is an Advanced Experience course for Biology Majors. Students learn that embryonic, fetal or neonatal exposure to low "safe" levels of numerous pollutants can change developmental programs regulated by steroid hormones leading to an increase in reproductive, immune, metabolic or cognitive disorders. Some also increase the risk of adult-onset disorders. Through this course we will examine the biological basis of the adverse effects of these chemicals on human health and animal development and consider how this work is important in the development of regulatory policy. Students working in pairs are expected to substantially expand an existing stub or start class Wikipedia article related to the content of the course. In the past, students in the course have contributed to articles such as Manure Lagoons, and trichlocarban, nonylphenol, etc (see previous course pages through my userpage: https://en.wikipedia.org/wiki/User:Hakeleh.)


Timeline

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Week 1 (2015-01-12): Wikipedia essentials

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Course meetings
Tuesday, 13 January 2015   |   Thursday, 15 January 2015
In class
  • Overview of the course
  • Introduction to how Wikipedia will be used in the course

Week 2 (2015-01-19): Editing basics

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Course meetings
Tuesday, 20 January 2015   |   Thursday, 22 January 2015
In class
  • Wikipedia is a community: a brief overview of its rules, expectations, and etiquette
  • Handout: Editing Wikipedia (available in print or online from the Wiki Education Foundation)
  • Basics of editing
  • Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles
  • Collaborating and engaging with the Wiki editing community
  • Tips on finding the best articles to work on for class assignments


Assignment (due 1/25/15)
  • Create an account and then complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia.
  • Create a User page, and then click the "enroll" button on the top left of this course page.
  • To practice editing and communicating on Wikipedia, introduce yourself on the user talk page of one of your classmates, who should also be enrolled in the table at the bottom of the page.
Milestones
  • All students have Wikipedia user accounts and are listed on the course page.

Week 3 (2015-01-26): Exploring the topic area

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Course meetings
Tuesday, 27 January 2015   |   Thursday, 29 January 2015
In class
  • Explore topics related to your topic area to get a feel for how Wikipedia is organized. What areas seem to be missing? As you explore, make a note of articles that seem like good candidates for improvement. Use the "choosing an article" handout for guidance.
  • Handouts: Choosing an article and How to get help


Assignment (due 2/2/15)
  • Evaluate a Wikipedia article previously expanded through this class BI513 Fall 2011, BI513 Spring 2014 (see table or list at bottom of each course page) and leave suggestions for improving it on the article's talk page.
    • A few questions to consider (don't feel limited to these):
      • Is each fact referenced with an appropriate, reliable reference?
      • Is everything in the article relevant to the article topic? Is there anything that distracted you?
      • Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
      • Where does the information come from? Are these neutral sources? If biased, is that biased noted?
      • Are there viewpoints that are overrepresented, or underrepresented?
      • Check a few citations. Do the links work? Is there any close paraphrasing or plagiarism in the article?
      • Is any information out of date? Is anything missing that could be added?

Week 4 (2015-02-02): Using sources and choosing articles

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Course meetings
Tuesday, 3 February 2015   |   Thursday, 5 February 2015
In class


Assignment (due 2/8/15)
  • Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to one of BI513 previously edited articles BI513 Fall 2011, BI513 Spring 2014.

Week 5 (2015-02-09): Finalizing topics and starting research

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Course meetings
Tuesday, 10 February 2015   |   Thursday, 12 February 2015
In class
  • Discuss the range of topics students will be working on and strategies for researching and writing about them.
  • See potential topics list here. Explore!


Assignment (due 2/15/15)
  • Each person in team connects to team members by posting on their talk pages. Choose one team member whose sandbox will host your draft article, and be sure to put links to this page on your own user page.
  • Each person in team adds link to article you've chosen to table below.
  • One person in team mark your article's talk page with a banner to let other editors know you're working on it. Add this code in the top section of the talk page:
{{course assignment | course = User:Hakeleh/Environmental Disruptors of Development | term = Spring 2015 }}
  • Compile a bibliography of relevant, reliable sources and post it to the talk page of the article you are working on. Begin reading the sources. Make sure to check in on the talk page (or watchlist) to see if anyone has advice on your bibliography.

Week 6 (2015-02-16) NO Hakeleh, but you will have In Class Wikipedia work sessions

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Assignment (due 2/22/15)
  • Write a summary version reflecting the content the article will have after it's been improved, and post this along with a brief description of your plans on the article’s talk page.
  • In your designated team member's sand box (link to it from your userpage!), begin expanding this summary into a full article.
  • Continue research for expanding your article.

Week 7 (2015-02-23): Drafting starter articles

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Course meetings
Tuesday, 24 February 2015   |   Thursday, 26 February 2015
In class
  • Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
  • Q&A session with instructor about interacting on Wikipedia and getting started with writing.


Assignment
  • If you are starting a new article, write an outline of the topic in the form of a standard Wikipedia lead section of 3–4 paragraphs in your sandbox. Wikipedia articles use "summary style", in which the lead section provides a balanced summary of the entire body of the article, with the first sentence serving to define the topic and place it in context. The lead section should summarize, very briefly, each of the main aspects of the topic that will be covered in detail in the rest of the article. If you are improving an existing article, draft a new lead section reflecting your proposed changes, and post this along with a brief description of your plans on the article’s talk page. Make sure to check that page often to gather any feedback the community might provide.
  • Begin working with classmates and other editors to polish your lead section and fix any major issues.
  • Continue research in preparation for writing the body of the article.
Milestones
  • All students have started editing articles or drafts on Wikipedia.

NO CLASS WEEK OF 2015-03-02 SPRING BREAK

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Week 8 (2015-03-09): Moving articles to the main space

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Course meetings
Tuesday, 10 March 2015   |   Thursday, 12 March 2015
In class


Assignment (due 3/15/15)
  • Move sandbox articles into main space.
    • If you are expanding an existing article, copy your edit into the article. If you are making many small edits, save after each edit before you make the next one. Do NOT paste over the entire existing article, or large sections of the existing article.
    • If you are creating a new article, do NOT copy and paste your text, or there will be no record of your work history. Follow these instructions on how to move your work.
  • Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” (see detailed instructions) and monitor the nomination for any issues identified by other editors. Wiki Education Foundation staff can provide support for this process.
  • Begin expanding your article into a comprehensive treatment of the topic.

Week 9 (2015-03-16): Building articles, Creating first draft

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Course meetings
Tuesday, 17 March 2015   |   Thursday, 19 March 2015
In class


Assignment (due 3/23/15)
  • Select two classmates’ articles that you will peer review and copyedit. (You don’t need to start reviewing yet.) Add your name to the two articles in table below. If there are already 3 names, choose another one!
  • Expand your article into an initial draft of a comprehensive treatment of the topic.

Week 10 (2015-03-23): Getting and giving feedback

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Course meetings
Tuesday, 24 March 2015   |   Thursday, 26 March 2015
In class
  • As a group, have the students offer suggestions for improving one or two of the students' articles, setting the example for what is expected from a solid encyclopedia article.


Assignment (due 3/29/15)
  • Your team's article is ready for peer review!
  • Peer review of two of your classmate teams’ articles begins. Leave suggestions on the article talk pages.
  • Copy-edit the two reviewed articles.
Milestones
  • Every team's article is ready for peer review, and each student is reviewing their assigned articles.

Week 11 (2015-03-30): Responding to feedback

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Course meetings
Tuesday, 31 March 2015   |   Thursday, 2 April 2015
In class
  • Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.


Assignment (due 4/5/15)
  • Two thorough reviews of team mates articles are completed (you will be revisiting them!).
  • Begin making edits to your article based on peers’ feedback. If you disagree with a suggestion, use talk pages to politely discuss and come to a consensus on your edit.

Week 12 (2015-04-06): Continuing to improve articles

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Course meetings
Tuesday, 7 April 2015   |   Thursday, 9 April 2015
In class
  • Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.


Assignment (due 4/12/15)
  • Return to your classmates' articles you previously reviewed, and provide more suggestions for further improvement. If there is a disagreement, suggest a compromise.
  • Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.
Milestones
  • Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 13 (2015-04-13): Continuing to improve articles

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Course meetings
Tuesday, 14 April 2015   |   Thursday, 16 April 2015
In class
  • Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.


Assignment (due Week 13)
  • Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.

Week 14 (2015-04-20): Finishing touches

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Course meetings
Tuesday, 21 April 2015   |   Thursday, 23 April 2015


Assignment (due 4/26/15)
  • Add final touches to your Wikipedia article. You can find a handy reference guide here. Grading will begin on 4/27/15.

Week 15 (2015-04-27): Reflection Essay Due

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Course meetings
Tuesday, 28 April 2015   |   Thursday, 30 April 2015


Assignment (due 4/30/15)
  • Write a reflective essay (2–5 pages) on your Wikipedia contributions- see course Canvas assignment for details and submission links.
Milestones
  • Students have finished all their work on Wikipedia that will be considered for grading.

Grading

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  5%  
   Completion of Wikipedia training
  15%  
   Early Wikipedia exercises
  10%  
   Quality of bibliography and outline
  10%  
   Peer reviews and collaboration with classmates
  50%  
   Quality of your main Wikipedia contributions
  10%  
   Supplementary assignments
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