New paradigm for teaching scientific writing in STEM.

Area of Science:

• Scientific Communication
• Graduate Education
• Technical Writing Instruction

Background:

• Graduate students frequently request training in written and oral communication.
• Supervisors observe a deficit in these essential professional skills among graduate students.
• Existing training programs may not adequately address the specific communication needs of researchers.

Purpose of the Study:

• To describe an instructional model designed to enhance graduate students' written and oral communication abilities.
• To address the identified training gap in scientific communication for graduate students.
• To present a novel approach integrating research expertise with technical writing pedagogy.

Main Methods:

• An instructional model was developed to target communication skill deficits.
• The model integrates experienced, research-active Principal Investigators (PIs).
• Expertise from a technical writing specialist in study and teaching was incorporated.

Main Results:

• The described approach aims to provide targeted communication training.
• Integration of PIs and writing experts offers a unique pedagogical strategy.
• The model is designed to be adaptable for various research disciplines.

Conclusions:

• This instructional model offers a structured approach to improve graduate student communication skills.
• The collaboration between research mentors and writing experts can effectively address training gaps.
• Implementing this model can enhance the professional readiness of future scientists.