Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs
Creating and teaching successful writing and communication assignments for biology undergraduate students can be challenging for faculty trying to balance the teaching of technical content. The growing body of published research and scholarship on effective teaching of writing and communication in b...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
American Society for Microbiology
2018-03-01
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| Series: | Journal of Microbiology & Biology Education |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.v19i1.1395 |
| _version_ | 1818836612247715840 |
|---|---|
| author | Susanne E. Hall Christina Birch |
| author_facet | Susanne E. Hall Christina Birch |
| author_sort | Susanne E. Hall |
| collection | DOAJ |
| description | Creating and teaching successful writing and communication assignments for biology undergraduate students can be challenging for faculty trying to balance the teaching of technical content. The growing body of published research and scholarship on effective teaching of writing and communication in biology can help inform such work, but there are also local resources available to support writing within biology courses that may be unfamiliar to science faculty and instructors. In this article, we discuss common on-campus resources biology faculty can make use of when incorporating writing and communication into their teaching. We present the missions, histories, and potential collaboration outcomes of three major on-campus writing resources: writing across the curriculum and writing in the disciplines initiatives (WAC/WID), writing programs, and writing centers. We explain some of the common misconceptions about these resources in order to help biology faculty understand their uses and limits, and we offer guiding questions faculty might ask the directors of these resources to start productive conversations. Collaboration with these resources will likely save faculty time and effort on curriculum development and, more importantly, will help biology students develop and improve their critical reading, writing, and communication skills. |
| first_indexed | 2024-12-19T03:09:22Z |
| format | Article |
| id | doaj.art-18c5a24945c84897a428cbd5d5d92a63 |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-12-19T03:09:22Z |
| publishDate | 2018-03-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-18c5a24945c84897a428cbd5d5d92a632022-12-21T20:38:02ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852018-03-0119110.1128/jmbe.v19i1.1395Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and LabsSusanne E. Hall0Christina Birch1Division of Humanities and Social Sciences, California Institute of Technology, Pasadena, CA 91125Division of Engineering and Applied Sciences, California Institute of Technology, Pasadena, CA 91125Creating and teaching successful writing and communication assignments for biology undergraduate students can be challenging for faculty trying to balance the teaching of technical content. The growing body of published research and scholarship on effective teaching of writing and communication in biology can help inform such work, but there are also local resources available to support writing within biology courses that may be unfamiliar to science faculty and instructors. In this article, we discuss common on-campus resources biology faculty can make use of when incorporating writing and communication into their teaching. We present the missions, histories, and potential collaboration outcomes of three major on-campus writing resources: writing across the curriculum and writing in the disciplines initiatives (WAC/WID), writing programs, and writing centers. We explain some of the common misconceptions about these resources in order to help biology faculty understand their uses and limits, and we offer guiding questions faculty might ask the directors of these resources to start productive conversations. Collaboration with these resources will likely save faculty time and effort on curriculum development and, more importantly, will help biology students develop and improve their critical reading, writing, and communication skills.https://journals.asm.org/doi/10.1128/jmbe.v19i1.1395 |
| spellingShingle | Susanne E. Hall Christina Birch Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs Journal of Microbiology & Biology Education |
| title | Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs |
| title_full | Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs |
| title_fullStr | Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs |
| title_full_unstemmed | Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs |
| title_short | Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs |
| title_sort | creating successful campus partnerships for teaching communication in biology courses and labs |
| url | https://journals.asm.org/doi/10.1128/jmbe.v19i1.1395 |
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