1887

Building a Partnership with a Campus Communication Center

    Authors: Beth Beason-Abmayr1,*, Jennifer Shade Wilson2
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of BioSciences, Rice University, Houston, TX 77251-1892; 2: Center for Written, Oral, and Visual Communication, Rice University, Houston, TX 77005
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 02 October 2017 Accepted 02 December 2017 Published 30 March 2018
    • ©2018 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: Rice University, Department of BioSciences – MS 140, P.O. Box 1892, Houston, TX 77251-1892. Phone: 713-348-2535. E-mail: bbeason@rice.edu.
    Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1495
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    Abstract:

    Although abundant evidence in STEM education literature emphasizes the incorporation of both primary literature analysis and communication of science into the undergraduate classroom, biology educators are rarely given the necessary support to teach students how to present scientific data from primary literature. Consequently, students often receive limited training in this valuable skill. We report on a collaboration between a biosciences instructor and communication center director who together designed a workshop to teach undergraduate students in a laboratory course to present material from primary literature sources. The workshop taught content selection, slide design, and oral delivery skills using authentic, content-based materials and student models. Following the introduction of this workshop into the course, student performance on the presentations, including their apparent understanding of scientific concepts, improved noticeably. Establishing partnerships such as this one can improve the efforts of biology educators to teach effective science communication to our students.

References & Citations

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2. Coil D, Wenderoth MP, Cunningham M, Dirks C2010Teaching the process of science: faculty perceptions and an effective methodologyCBE Life Sci Educ952453510.1187/cbe.10-01-0005211236992995770 http://dx.doi.org/10.1187/cbe.10-01-0005
3. Reynolds JA, Thaiss C, Katkin W, Thompson RJ2012Writing-to-learn in undergraduate science education: a community-based, conceptually driven approachCBE Life Sci Educ11172510.1187/cbe.11-08-0064223836133292059 http://dx.doi.org/10.1187/cbe.11-08-0064
4. Balgopal M, Wallace A2013Writing-to-learn, writing-to-communicate, and scientific literacyAm Biol Teach7517017510.1525/abt.2013.75.3.5 http://dx.doi.org/10.1525/abt.2013.75.3.5
5. Bayer T, Curto K, Kriley C2005Acquiring expertise in discipline-specific discourse: an interdisciplinary exercise in learning to speak biologyAcross Discipl2http://wac.colostate.edu/atd/articles/bayer_curto_kriley2005.cfm.
6. Kolber BExtended problem-based learning improves scientific communication in senior biology studentsJ Coll Sci Teach413239
7. Bouquet EH1999“Our little secret”: a history of writing centersColl Comp Commun50463482
8. Bernstein D, Greenhoot AF2014Team-designed improvement of writing and critical thinking in large undergraduate coursesTeach Learn Inq J2396110.20343/teachlearninqu.2.1.39 http://dx.doi.org/10.20343/teachlearninqu.2.1.39
9. Morris WL2006Math in the writing centerClearing House80707310.3200/TCHS.80.2.70-73 http://dx.doi.org/10.3200/TCHS.80.2.70-73
10. Glazer FS2000Journal clubs—a successful vehicle to science literacyJ Coll Sci Teach295320324
11. Kozeracki CA, Carey MF, Colicelli J, Levis-Fitzgerald M2006An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programsCBE Life Sci Educ534034710.1187/cbe.06-02-0144171460411681356 http://dx.doi.org/10.1187/cbe.06-02-0144
12. Kitazono AA2010A journal-club-based class that promotes active and cooperative learning of biologyJ Coll Sci Teach402027
13. Robertson K2012A journal club workshop that teaches undergraduates a systematic method for reading, interpreting, and presenting primary literatureJ Coll Sci Teach412531
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15. Freedman A1993Show and tell? The role of explicit teaching in the learning of new genresRes Teach Eng273222251
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17. Hyland K2004Genre and second language writingUniversity of Michigan PressAnn Arbor, MI10.3998/mpub.23927 http://dx.doi.org/10.3998/mpub.23927
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19. Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK2010How learning works: seven research-based principles for smart teachingJossey-BassSan Francisco, CA

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/content/journal/jmbe/10.1128/jmbe.v19i1.1495
2018-03-30
2018-07-18

Abstract:

Although abundant evidence in STEM education literature emphasizes the incorporation of both primary literature analysis and communication of science into the undergraduate classroom, biology educators are rarely given the necessary support to teach students how to present scientific data from primary literature. Consequently, students often receive limited training in this valuable skill. We report on a collaboration between a biosciences instructor and communication center director who together designed a workshop to teach undergraduate students in a laboratory course to present material from primary literature sources. The workshop taught content selection, slide design, and oral delivery skills using authentic, content-based materials and student models. Following the introduction of this workshop into the course, student performance on the presentations, including their apparent understanding of scientific concepts, improved noticeably. Establishing partnerships such as this one can improve the efforts of biology educators to teach effective science communication to our students.

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Figures

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FIGURE 1

Discussion of presentation issues directly addressed students’ mistakes in this course in the past. (A–C) Examples of slides used during the workshop. Additional workshop slides can be provided upon request.

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1495
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Image of FIGURE 2

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FIGURE 2

Workshop slide. Students are asked to create parallel text for a typical scientific-methods slide. We use this same slide in workshops for both the journal club presentation in the upper-level synthetic biology lab and the research presentation in the freshmen introductory-level lab. After students have tried to revise the “not parallel” list themselves, we use animation to make the parallel list pop up. In the introductory lab, we also show a list from an actual student slide that is not parallel

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1495
Download as Powerpoint

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