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Bioscience students gained confidence and skills in science writing through a specialized microbiology course. The writing-intensive curriculum effectively taught scientific communication and disease content.

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Area of Science:

  • Microbiology
  • Science Communication
  • Higher Education Pedagogy

Background:

  • Bioscience students often lack formal training in scientific communication tools and conventions.
  • Expert communication skills are crucial for success in scientific fields.
  • There is a need to integrate science writing instruction into disciplinary courses.

Purpose of the Study:

  • To design and assess a writing-intensive microbiology course focused on emerging infectious diseases.
  • To enhance upper-division bioscience students' science-specific writing skills.
  • To evaluate the impact of the course on students' knowledge and confidence in science writing.

Main Methods:

  • A writing-intensive microbiology course was developed following university Writing Intensive Curriculum (WIC) guidelines.
  • Students completed assignments including press releases, case studies, position papers, and grant prospectuses.
  • Pre-post surveys and analysis of writing samples were used for course assessment.

Main Results:

  • Students reported increased confidence and knowledge in science writing and specific genres.
  • Instructor feedback was identified as a key factor in student learning gains.
  • Writing activities, including fictional case reports, enhanced engagement and discipline-specific knowledge acquisition.

Conclusions:

  • A writing-intensive approach effectively improves bioscience students' science writing abilities and disciplinary knowledge.
  • The course structure and assignments are transferable to other institutions for teaching science writing.
  • Engaging assignments, like fictional case studies, foster interest in both writing conventions and scientific content.