Converting a Biology Course into a Writing-Intensive Capstone Course: Using Collaboration between a Professor and Graduate Teaching Assistant

Autor/inn/en	Lankford, Deanna; vom Saal, Fredrick
Titel	Converting a Biology Course into a Writing-Intensive Capstone Course: Using Collaboration between a Professor and Graduate Teaching Assistant
Quelle	In: Journal of College Science Teaching, 41 (2012) 4, S.14-22 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Majors (Students); Educational Strategies; Cooperation; Biology; Learning Strategies; Teaching Assistants; Science Instruction; Science Education; Graduate Students; Higher Education; Biological Sciences; Critical Thinking; Problem Solving; Faculty; Formative Evaluation; Science Curriculum; Case Studies; Course Evaluation + Suchen Sie Ihr Suchwort? Lehrstrategie; Co-operation; Kooperation; Biologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Abwasserbiologie; Kritisches Denken; Problemlösen; Academic Staff; Lehrkörper; Case study; Fallstudie; Case Study
Abstract	In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and assessments we developed to convert a traditional senior-level biology course into a writing-intensive, capstone biology course. Key course objectives include (a) using writing as a learning strategy, (b) stimulating critical thinking through problem solving, (c) engaging students with primary scientific literature, (d) enhancing collaboration among students, and (e) using peer review and formative assessments to focus student thinking on learning and writing about biology. All students enrolled in the course are senior-level biology majors. Typically a third of our students plan to pursue a professional degree (veterinary, dental, or medical schools) and the remaining students plan to pursue an advanced degree in biology. The instructional strategies and assessments we developed will serve to inform others with the writing-intensive course design and assessments. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10