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

Abstract Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assi...

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Bibliographic Details
Published in:FEMS microbiology letters 2017-02, Vol.364 (3)
Main Author: Sparks-Thissen, Rebecca L.
Format: Article
Language:English
Subjects:
Biology
Biology - education
College students
Curriculum
Data analysis
Data processing
Drug development
Humans
Information processing
Learning
Microbiology
Science education
Student writing
Students
Teachers
Universities
Writing
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Summary:Abstract Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. This article describes the use of grant proposal writing assignments in teaching undergraduate biology.
ISSN:1574-6968
0378-1097
1574-6968
DOI:10.1093/femsle/fnx024