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Much evidence supports the role of writing-to-learn (WTL) assignments in improving student learning and argumentation skills. However, designing effective assignments can be challenging for instructors. We describe a process for modifying WTL assignments that were originally developed for small undergraduate biology classes (24 students) for use in large introductory cell biology courses (>80 students). Students explore a socioscientific issue (cancer treatment) intended to engage them. Students learn content through reading journal articles and textbook chapters, attending class, and participating in discussions. All along, students participate in iterative writing assignments and engage in peer evaluation and self-evaluation. Finally, students write persuasive arguments about how best to treat cancer. We describe how instructors can develop their own WTL assignments in their large biology courses.

Minnesota State University Moorhead (MSUM) is a regional comprehensive university that is part of the Minnesota State Colleges and Universities (MnSCU) system. The current student population consists of ∼7,600 full- and part-time students who are enrolled in one of 135 majors that lead to baccalaureate degrees. MSUM is committed to excellence in science teaching and research for undergraduates. It is an institutional member of the Council on Undergraduate Research and has three faculty members participating in Project Kaleidoscope (PKAL) Faculty for the 21st Century. Fourteen years ago, MSUM renewed its effort to have faculty participate in active research. All science faculty members hired since that time have been required to establish research programs. The primary purpose for the faculty engaging in ongoing research projects is to involve undergraduates in a meaningful research experience, thus training these students to become scientists.