1. Context University of Washington at Bothell
High first generation and immigrant population
Discovery Core series – now interested in adding to Intro Geo course
UWB, ~5000 undergrands, 42% students of color, 46% first gen

2. Why?
Understand where “real” science leads and relate it to “student science”
Become familiar, so later research is less intimidating
Understand that student peer-review is relevant to the way “real” science works.
Put it in the first years to challenge students to “take it to the next level”

3. The Blind Challenge…

4. Guided Reading…

5. Identify Hypothesis.
List structure – headings and what is contained in each section. Importance of each part.
Criticisms and questions.
Possible return to “blind challenge papers”

6. Follow up – Science Daily
Locate article that is the basis of the summary article

7. Identify hypothesis
Identify at least one variable tested
Identify one fact/data and one interpretation
Ask one follow up question

8. Feedback (end of quarter)
“I liked reading the journals – I think I would have kinda freaked out if a class assigned me those, but now I understand what they are and how to look at them.” “Library skills were really good. I understand how to find journals and what they are.” “…the scientific journals was the most helpful because I learned a lot. Before, these journals would confuse me right away and I would feel like giving up, but now I think I could approach them.”