Adapting Writing Assignments on Socioscientific Issues for Large-Enrollment Introductory Cell Biology Courses

Laybourn, Paul J.; Brisch, Ellen; Wallace, Alison; Balgopal, Meena M.

doi:10.1525/abt.2019.81.7.513

Cited by 2 publications

(4 citation statements)

References 19 publications

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“…A WTL field test in an introductory biology course at a public liberal arts university, based on protocols outlined in a related study ( 9 ), demonstrated their effectiveness on student performance. Three-way ANOVA results showed higher exam score improvements in the WTL semester than in the non-WTL semester ( Fig.…”

Section: Discussionmentioning

confidence: 94%

“…An outline of a cancer biology example of WTL modules is detailed in reference ( 9 ). These WTL modules contain basic components, involve an instructional team, and incorporate inclusive learning pedagogies ( Table 1 ).…”

Section: Methodsmentioning

confidence: 99%

“…Logistical challenges in large enrollment classes are viewed as obstacles to active learning ( 7 , 8 ). Writing is integral to being a scientist and is considered by STEM instructors to increase student engagement, but iterative writing assignments in large classes require instructor creativity ( 9 ). We accepted this challenge by investigating the effectiveness of writing-to-learn (WTL) interventions in a large enrollment cell biology class.…”

Section: Introductionmentioning

confidence: 99%

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Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses

Wallace,

Barosh,

Brisch

et al. 2023

J Microbiol Biol Educ.

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Logistical challenges in large enrollment classes are often mentioned as obstacles to active learning. Writing is an integral part of being a scientist and is often one of the first tools considered by STEM instructors to increase student engagement, but iterative writing assignments in large classes require creativity on the part of the instructor. We found an association between writing-to-learn assignments designed to be consistent with inclusive learning pedagogies and student performance measures in a large enrollment undergraduate biology course. They provide ample opportunity for deliberate practice and inclusive engagement, components of the “heads and hearts” hypothesis posed to explain the variation in active learning impacts on the performance of minoritized students.

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Section: Discussionmentioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses

Wallace,

Barosh,

Brisch

et al. 2023

J Microbiol Biol Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…WTL assignments are not routinely used in introductory foundational biology courses (3,11,12) because write-to-communicate (WTC) assignments (i.e., lab reports, exams, presentations) tend to predominate. WTC assignments often have the goal of assessing rather than explicitly facilitating understanding (13,14).…”

Section: Introduction "The First Draft Is Just You Telling Yourself T...mentioning

confidence: 99%

Facilitating Scientific Literacy Through Writing: A Write-to-Learn Assignment for Large Introductory Undergraduate Biology Courses

Ratnayake,

Naw,

Keir

et al. 2023

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Write-to-learn (WTL) assignments have been used in a variety of disciplines to encourage conceptual learning and critical thinking in undergraduate education. These assignments focus on facilitating rather than assessing learning. Conversely, writeto-communicate (WTC) assignments (e.g., lab reports and exams), often with the goal of assessing learning, are more commonly employed in foundation STEM courses. We developed a WTL assignment that focuses on promoting curiosity driven learning, critical thinking, and metacognition; skills that promote students' scientific literacy through writing. We integrated theoretical frameworks for scientific literacy, that include the sub-constructs of third space, authenticity, and multiple discourse as well as science as a human endeavour, and metacognition and self-direction (1, 2) to develop this 3-part WTL assignment. In this assignment, students first select a topic of interest and write freely on their current understanding of the topic (Part 1). They then develop a research question based on their writing and seek answers to their question from published literature (Part 2). Finally, they reflect on their overall experience with the WTL process and propose further avenues of investigation for their research topic (Part 3). Student feedback suggests that they enjoyed the WTL process and their overall satisfaction with the structure of the assignment was high. As we continue to evolve the assignment based on student feedback, we are gratified that students reported high self-efficacy with regard to future writing as a result of participating in this assignment. We recommend use of this type of WTL assignment in large, introductory STEM courses, so as to facilitate rather than simply assess students' learning.

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Adapting Writing Assignments on Socioscientific Issues for Large-Enrollment Introductory Cell Biology Courses

Cited by 2 publications

References 19 publications

Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses

Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses

Facilitating Scientific Literacy Through Writing: A Write-to-Learn Assignment for Large Introductory Undergraduate Biology Courses

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