Using Class Poster Sessions to Teach Intermediary Metabolism

Deutch, Charles E.

doi:10.1525/abt.2011.73.3.10

Cited by 9 publications

(9 citation statements)

References 6 publications

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“…We found several published examples of posters-asassessment from chemistry classrooms [12,[18][19][20][21][22][23][24][25][26], with only a handful of other disciplines represented. These include biochemistry [27,28], biological disciplines [29][30][31][32][33][34], and others [10,[35][36][37]. The earliest published example we found is from the mid-1980s [26], coinciding with the rise in popularity of the poster session in professional settings as described earlier.…”

Section: Posters As Assessment In Undergraduate Science Coursesmentioning

confidence: 82%

“…Some authors described more explicit guidance on the written and visual aspects of posters [12,18,24,28,34]. Authors also commonly mentioned providing examples [19,24,28,29,33,36], giving instruction on using technology to make a poster [12,23], and providing students with the marking criteria [10,20,30,32]. It was rare to find an example where no explicit instruction was reported [26,37].…”

Section: Posters As Assessment In Undergraduate Science Coursesmentioning

confidence: 99%

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Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric

Pedwell

Hardy

Rowland

2016

Biochem Molecular Bio Educ

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Evidence shows that science graduates often do not have the communication skills they need to meet workplace standards and expectations. One common mode of science communication is the poster. In a review of the literature we show that poster design is historically problematic, and that the guidance provided to students as they create posters for assessment is frequently inconsistent. To address this inconsistency we provide some guiding design principles for posters that are grounded in communication theory and the fundamentals of rhetoric. We also present three nondiscipline-specific example posters with accompanying notes that explain why the posters are examples of poor, average, and excellent poster design. The subject matter for the posters is a fabricated set of experiments on a topic that could not actually be the subject of research. Instructors may use these resources with their students, secure in the knowledge that they do not and will never represent an answer set to an extant assessment item. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):249-261, 2017.

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Section: Posters As Assessment In Undergraduate Science Coursesmentioning

confidence: 82%

Section: Posters As Assessment In Undergraduate Science Coursesmentioning

confidence: 99%

Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric

Pedwell

Hardy

Rowland

2016

Biochem Molecular Bio Educ

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“…An electronic poster was used to foster student participation in a structured, critical examination of translational research within the scope of nursing management. Class poster sessions have been successfully used as a teaching strategy for developing communication and presentation skills needed for knowledge translation (Deutch, ; Shane, ; Wheland, O'Neil, Adler, & Liszka, ). The use of electronic posters was a practical and cost‐effective alternative to printed posters.…”

Section: Strategymentioning

confidence: 99%

Electronic PICO Posters Engage Students in Nursing Management

Davis

Eastland

2018

Worldviews Ev Based Nurs

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BACKGROUNDEvidence-based practice (EBP) is the foundation for providing quality care that leads to improved patient outcomes. However, inadequate knowledge and skills in EBP relative to insufficient educational preparation prevent nurses from providing evidence-based care (Melnyk & Fineout-Overholt, 2015). According to Melnyk and Fineout-Overholt (2015), students must be taught the basics of EBP (question formation, searching, critical appraisal, and synthesis) in order to develop adequate knowledge and skills. Nursing educators value strategies that actively engage students in the critical appraisal, synthesis, and translation of research to improve health care.

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“…More and more, research shows the importance of active learning, especially within science classes (Armbruster et al, 2009;Clark et al, 2009;Duch et a l, 2001). Authors have published on the effec tiveness of using posters within their science classes to improve student understanding of a given topic and encourage students to become familiar with the process and nature of sci ence (e.g., Mulnix & Penhale, 1997;MontufarChaveznava et al, 2008;Gorman, 2010;Deutch, 2011;Schmitt-Harsh & Harsh, 2013). Posters not only allow students to practice their critical-thinking and organizational skills, they promote further development of the students' oral and visual presentation abilities (Newbrey & Baltezore, 2006;Deutch, 2011).…”

mentioning

confidence: 99%

“…Authors have published on the effec tiveness of using posters within their science classes to improve student understanding of a given topic and encourage students to become familiar with the process and nature of sci ence (e.g., Mulnix & Penhale, 1997;MontufarChaveznava et al, 2008;Gorman, 2010;Deutch, 2011;Schmitt-Harsh & Harsh, 2013). Posters not only allow students to practice their critical-thinking and organizational skills, they promote further development of the students' oral and visual presentation abilities (Newbrey & Baltezore, 2006;Deutch, 2011). Poster assignments can also invite students to develop a deeper understanding of how professional science is conducted and how scientific views are shared among peers (Mulnix & Penhale, 1997;Schmitt-Harsh & Harsh, 2013).…”

mentioning

confidence: 99%

Position Posters

Dorner

2015

The American Biology Teacher

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A b s t r a c tResearch shows the importance o f active learning, especially w ithin science classes. One w ay to achieve this goal is to incorporate student-driven projects into the course (e.g., posters). Traditionally, science-poster assignments follow the spirit o f the science fa ir in which a student conducts an experim ent and analyzes the results. This article offers an alternative take on science posters: position posters, another w ay to get students engaged. Students pick their own topic and then present the scientific evidence fo r their topics and come to a conclusion of their own. Choosing their own topics encourages them to become more invested in the process o f completing the poster, and overall, students enjoy the learning process. Key W ords: Poster; literature review; student research. The A m e rica n B iolo g y Teacher, Vol.77, No. 1, pages 6 9 -7 2 . ISSN 0002-7685, e le c tro n ic ISSN lS S S -^U . ©2015 b y N a tio n a l A s s o c ia tio n o f B iolo g y Teachers. A ll rights reserved.Request perm ission to p h o to c o p y o r re p ro d u c e a rtic le co n te n t at th e U n iv e rs ity o f C a lifo rn ia Press's Rights a nd Perm issions W e b site at u nv w .u c p re s s jo u rn a ls .c o m /re p rin tin fo .a sp .

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Using Class Poster Sessions to Teach Intermediary Metabolism

Cited by 9 publications

References 6 publications

Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric

Effective visual design and communication practices for research posters: Exemplars based on the theory and practice of multimedia learning and rhetoric

Electronic PICO Posters Engage Students in Nursing Management

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