Building a Partnership with a Campus Communication Center

Author:

Beason-Abmayr Beth1,Wilson Jennifer Shade2

Affiliation:

1. Department of BioSciences, Rice University, Houston, TX 77251-1892

2. Center for Written, Oral, and Visual Communication, Rice University, Houston, TX 77005

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.

Publisher

American Society for Microbiology

Subject

General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education

Reference19 articles.

1. American Association for the Advancement of Science2011Vision and change in undergraduate biology education: a call to action: a summary of recommendations made at a national conference organized by the American Association for the Advancement of Science, July 15–17, 2009Washington, DC

2. Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

3. Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach

4. Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy

5. Acquiring Expertise in Discipline-Specific Discourse: An Interdisciplinary Exercise in Learning to 'Speak' Biology

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