scholarly journals Beyond the single course: teaching research throughout the curriculum

2019 ◽  
Vol 43 (2) ◽  
pp. 168-171
Author(s):  
Paula A. Mazzer ◽  
Bethany Melroe Lehrman
Keyword(s):  
Research Skills ◽  
Stem Majors ◽  
Laboratory Courses ◽  
Teaching Research ◽  
Upper Level ◽  
Level Student

Our STEM majors arrive on campus as rule followers—“Tell me what to do, and I’ll do it,” is their refrain. To break this mindset, we redesigned our suite of laboratory courses to scaffold research throughout the program. Every laboratory incorporates both discipline-specific and research-specific skills. Foundational courses introduce research skills, leading to upper level student-driven research. This model should be extensible to any curriculum and makes research an integral part of the undergraduate career.

scholarly journals Teaching Research Skills to Pediatric Housestaff • 1927

1998 ◽  
Vol 43 ◽  
pp. 328-328
Author(s):  
David K Rassin ◽  
Karen E Shattuck ◽  
Constance D Baldwin
Keyword(s):  
Research Skills ◽  
Teaching Research

scholarly journals An Upper-Level Biology Course Designed to Develop Science Communication in STEM Majors by Examining the Biotechnology Industry

2020 ◽  
Vol 82 (6) ◽  
pp. 389-393
Author(s):  
Laura T. Laranjo ◽  
Chloe C. Greppi ◽  
Melissa S. Kosinski-Collins
Keyword(s):  
Undergraduate Students ◽  
Science Communication ◽  
Journal Club ◽  
Academic Research ◽  
Career Pathways ◽  
Science Careers ◽  
Stem Majors ◽  
Biology Students ◽  
Course Material ◽  
Upper Level

Many undergraduate students pursuing life science majors are not aware of job options outside of medicine and academic research, because many departments stress these as the only primary career pathways. In addition, biology students often do not have many opportunities to develop their science communication and presentation skills due to the rigorous course requirements inherent in these fields that would make them more competitive for careers in biotechnology. We developed a course using diverse pedagogies designed to introduce students to new careers in biotechnology, to help them understand the role of ethics in the drug development pipeline, and to incorporate more communication assignments, such as student presentations and journal-club-style paper discussions to more effectively prepare them for many STEM-based career possibilities. By the end of the course, students had broader knowledge of previously unknown science careers, had improved their scientific communication skills, and reported a greater understanding of course material as a result of the science communication assignments.

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

2019 ◽  
Vol 36 (2) ◽  
pp. 267-295 ◽  
Author(s):  
Laura Aull
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Development ◽  
Future Research ◽  
Student Writing ◽  
Linguistic Markers ◽  
Writing Research ◽  
Upper Level ◽  
Different Levels ◽  
Level Student

Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between two important genre families in higher education—persuasive argumentative writing and analytic explanatory writing—based on corpus linguistic analysis of late undergraduate and early graduate-level writing in the Michigan Corpus of Upper-Level Student Papers (MICUSP). The specific stance markers in the study, both epistemic and textual cues, have been shown to distinguish student writing across levels; this study, then, extends the analysis to consider the comparative use of these markers across genres. The findings show two stance expectations persistent across genres as well as significant distinctions between argumentative and explanatory writing vis-à-vis stance markers that intensify and contrast. The findings thus point to important considerations for instruction, assignment design, and future research.

‘Two rules are at play when it comes to none’: A corpus-based analysis of singular versus plural none

English Today ◽  
2018 ◽  
Vol 34 (3) ◽  
pp. 50-56
Author(s):  
Sugene Kim
Keyword(s):  
Academic English ◽  
Spoken English ◽  
Plural Noun ◽  
Actual Use ◽  
Grammar Rules ◽  
Singular Noun ◽  
Prescriptive Grammar ◽  
Upper Level ◽  
Indefinite Pronoun ◽  
Level Student

This paper identifies discrepancies between prescriptive grammar rules concerning the number of the indefinite pronoun none and the actual use of this pronoun in modern academic English as shown in the Michigan Corpus of Academic Spoken English (MICASE) and Michigan Corpus of Upper-level Student Papers (MICUSP). Whereas prescriptive rules state that the number of none is determined by its referent or by the user's desired effect, the analyses of the MICASE and MICUSP search results suggest that, regardless of the modality of discourse, (1) the number of none with an anaphoric referent is determined by the number of its referent and (2) the principle of proximity applies without exception when none is used as part of a ‘none of + singular noun/pronoun’ phrase and applies frequently but not always when followed by an ‘of + plural noun/pronoun’ phrase.

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