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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Susanne E. Hall, Christina Birch
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/18c5a24945c84897a428cbd5d5d92a63
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:18c5a24945c84897a428cbd5d5d92a63
record_format	dspace
spelling	oai:doaj.org-article:18c5a24945c84897a428cbd5d5d92a632021-11-15T15:04:53ZCreating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs10.1128/jmbe.v19i1.13951935-78851935-7877https://doaj.org/article/18c5a24945c84897a428cbd5d5d92a632018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1395https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Creating 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.Susanne E. HallChristina BirchAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Susanne E. Hall Christina Birch Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs
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.
format	article
author	Susanne E. Hall Christina Birch
author_facet	Susanne E. Hall Christina Birch
author_sort	Susanne E. Hall
title	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_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_sort	creating successful campus partnerships for teaching communication in biology courses and labs
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/18c5a24945c84897a428cbd5d5d92a63
work_keys_str_mv	AT susanneehall creatingsuccessfulcampuspartnershipsforteachingcommunicationinbiologycoursesandlabs AT christinabirch creatingsuccessfulcampuspartnershipsforteachingcommunicationinbiologycoursesandlabs
_version_	1718428175289024512

Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs

Ejemplares similares