scholarly journals The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses

2017 ◽  
Vol 364 (3) ◽  
Author(s):  
Rebecca L. Sparks-Thissen
Keyword(s):  
Writing Assignments ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
Upper Level

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science

2013 ◽  
Vol 37 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Sara E. Brownell ◽  
Jordan V. Price ◽  
Lawrence Steinman
Keyword(s):  
Scientific Literature ◽  
Student Perception ◽  
Writing Assignments ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Primary Literature ◽  
Scientific Papers ◽  
Biology Courses ◽  
Intensive Course ◽  
The Impact

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

Introducing ‘Concept Question’ writing assignments into upper-level engineering courses

2021 ◽  
pp. 1-20
Author(s):  
Kirsten A. Davis ◽  
William A. Mogg ◽  
David P. Callaghan ◽  
Greg R. Birkett ◽  
David B. Knight ◽  
...  
Keyword(s):  
Writing Assignments ◽  
Upper Level

scholarly journals On The Use Of Writing Assignments In Intermediate Microeconomic Theory

2009 ◽  
Vol 2 (4) ◽  
pp. 25-36
Author(s):  
Patrick B. O’Neill
Keyword(s):  
Consumer Choice ◽  
Choice Model ◽  
Microeconomic Theory ◽  
Writing Assignments ◽  
Term Paper ◽  
Writing Assignment ◽  
Upper Level ◽  
Economics Majors ◽  
Required Courses

A typical writing assignment in upper level required courses is a term paper. However many economics majors, particularly those in business schools, need to develop skill at writing shorter pieces. In this paper I describe numerous examples of shorter writing assignments that I have incorporated into an Intermediate Microeconomic Theory course. The assignments include such activities as comparison of competing theories; non-traditional applications of theory; book reviews; and explorations of the nuances of the standard consumer choice model. In addition to describing the details of the various assignments, the paper presents both student and instructor assessment of them.

scholarly journals Adapting Writing Assignments on Socioscientific Issues for Large-Enrollment Introductory Cell Biology Courses

2019 ◽  
Vol 81 (7) ◽  
pp. 513-519
Author(s):  
Paul J. Laybourn ◽  
Ellen Brisch ◽  
Alison M. Wallace ◽  
Meena M. Balgopal
Keyword(s):  
Cell Biology ◽  
Writing To Learn ◽  
Journal Articles ◽  
Writing Assignments ◽  
Self Evaluation ◽  
Large Enrollment ◽  
Biology Courses ◽  
Improving Student Learning ◽  
Persuasive Arguments

Much evidence supports the role of writing-to-learn (WTL) assignments in improving student learning and argumentation skills. However, designing effective assignments can be challenging for instructors. We describe a process for modifying WTL assignments that were originally developed for small undergraduate biology classes (24 students) for use in large introductory cell biology courses (>80 students). Students explore a socioscientific issue (cancer treatment) intended to engage them. Students learn content through reading journal articles and textbook chapters, attending class, and participating in discussions. All along, students participate in iterative writing assignments and engage in peer evaluation and self-evaluation. Finally, students write persuasive arguments about how best to treat cancer. We describe how instructors can develop their own WTL assignments in their large biology courses.

scholarly journals Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

2013 ◽  
Vol 12 (3) ◽  
pp. 483-493 ◽  
Author(s):  
Steven T. Kalinowski ◽  
Mary J. Leonard ◽  
Tessa M. Andrews ◽  
Andrea R. Litt
Keyword(s):  
Sexual Selection ◽  
Natural Selection ◽  
Undergraduate Students ◽  
Complex Traits ◽  
Student Understanding ◽  
Learning Activities ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Biology Courses

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities.

Sign in / Sign up

Export Citation Format

Share Document