Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment

To emphasize the importance of public outreach and science communication within STEM, and to foster in students a greater appreciative understanding of the scientific content within their courses, the Science Library Project has students creating children’s books about key course content. At the end...

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Autores principales:	Sarah E. Ruffell, Tommy Mayberry
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/412ee8e5cc504710b1b462c86bfb95ee
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spelling	oai:doaj.org-article:412ee8e5cc504710b1b462c86bfb95ee2021-11-15T15:04:28ZPromoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment10.1128/jmbe.v20i2.17591935-78851935-7877https://doaj.org/article/412ee8e5cc504710b1b462c86bfb95ee2019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i2.1759https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885To emphasize the importance of public outreach and science communication within STEM, and to foster in students a greater appreciative understanding of the scientific content within their courses, the Science Library Project has students creating children’s books about key course content. At the end of this project, the student writer-publishers are able to display their critical and creative work as they collaborate with local teachers in a networked conversation about science and multimodal communication. This innovative pedagogical approach to assessment is important both inside and outside of the Sciences because it participates in High Impact Practice (HIP) pedagogy to have students invest a significant amount of time and effort over an extended period of time as they participate in frequent, timely, and constructive feedback and, most importantly, have the opportunity to discover the relevance of their learning through real-world applications in the public demonstration of their book projects. This practical paper shares our approach to creating and implementing the Science Library Project that activates written and visual communication modes to motivate Science learners to engage with course concepts in deeper and creative ways.Sarah E. RuffellTommy MayberryAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 2 (2019)
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 Sarah E. Ruffell Tommy Mayberry Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment
description	To emphasize the importance of public outreach and science communication within STEM, and to foster in students a greater appreciative understanding of the scientific content within their courses, the Science Library Project has students creating children’s books about key course content. At the end of this project, the student writer-publishers are able to display their critical and creative work as they collaborate with local teachers in a networked conversation about science and multimodal communication. This innovative pedagogical approach to assessment is important both inside and outside of the Sciences because it participates in High Impact Practice (HIP) pedagogy to have students invest a significant amount of time and effort over an extended period of time as they participate in frequent, timely, and constructive feedback and, most importantly, have the opportunity to discover the relevance of their learning through real-world applications in the public demonstration of their book projects. This practical paper shares our approach to creating and implementing the Science Library Project that activates written and visual communication modes to motivate Science learners to engage with course concepts in deeper and creative ways.
format	article
author	Sarah E. Ruffell Tommy Mayberry
author_facet	Sarah E. Ruffell Tommy Mayberry
author_sort	Sarah E. Ruffell
title	Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment
title_short	Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment
title_full	Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment
title_fullStr	Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment
title_full_unstemmed	Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment
title_sort	promoting science communication with children’s literature as a high-impact practice (hip) assessment
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/412ee8e5cc504710b1b462c86bfb95ee
work_keys_str_mv	AT saraheruffell promotingsciencecommunicationwithchildrensliteratureasahighimpactpracticehipassessment AT tommymayberry promotingsciencecommunicationwithchildrensliteratureasahighimpactpracticehipassessment
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Promoting Science Communication with Children’s Literature as a High-Impact Practice (HIP) Assessment

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