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Q 2011 by The International Union of Biochemistry and Molecular Biology BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION Vol. 196–203, 2011 Article A Writing-Intensive, Methods-Based Laboratory Course for s Undergraduates& Received for publication, July 30, 2010, and in revised form, December 16, 2010 Keri L. Colabroy‡ From the Department of Chemistry, Muhlenberg College, Allentown, PA 18104 Engaging undergraduate students in designing and executing original research should not only be accompanied by technique training but also intentional instruction in the critical analysis and writing of scientific literature. The course described here takes a rigorous approach to scientific reading and writing using primary literature as the model while simultaneously integrating laboratory instruction on basic enzyme purification and characterization, followed by 6 weeks of laboratory dedicated to studentdesigned original research projects.
In the preparation and execution of their original projects, students engage in analysis of the primary literature, proposal writing, peer review, manuscript preparation, and oral presentation. The result is a comprehensive and challenging course that teaches third- and fourthyear undergraduates what it means to ‘‘think and work like a scientist.’’ Keywords: Writing, laboratory, research, literature.
Feig obid usb driver. Over 20 years ago, the value of undergraduate research was articulated to the academic community by a report from the National Science Foundation [1]. Since this idea of a research-friendly undergraduate curriculum was first introduced, education in biochemistry and related disciplines has benefited enormously from the realization that students learn more and learn more willingly when they are personally intellectually engaged and curious about the subject matter. Undergraduates engaged in research experiences demonstrate an increase in ‘‘understanding, confidence, and awareness’’ [2] and in their ability to ‘‘think and work like a scientist’’ [3]. To this end, some authors have described involving students in planning laboratory exercises [4, 5], incorporating original research projects into semester-long laboratory courses [6–8], performing faculty research as part of a course curriculum [9, 10], using cooperative-style learning and student peer mentors to conduct undergraduate research across multiple semesters [11] and advocating for installation of institutional undergraduate research programs at small colleges and large universities alike [12–14]. At the root of all these objectives is the acknowledgment that students are more motivated to learn a technique or solve a particular problem when the answer is unknown—when they are actually engaged in doing science rather than simply repeating it.
& s Additional supporting Information may be found in the online version of this article. ‡ To whom correspondence should be addressed. 2400 Chew St, Allentown, PA 18104. Tel.: 484-664-3665. E-mail: DOI 10.1002/bmb.20496 Although the motivation created by performing original research is necessary, alone it is not sufficient for successful learning. Professional scientists would readily acknowledge that analyzing, understanding, and writing scientific literature is just as inseparable from the process of doing original research as is the mastery of basic experimental technique. The value of original research in the undergraduate science curriculum is undisputed, and although many have argued that scientific literacy is a necessary part of the undergraduate curriculum [15–17], the practical connection between scientific reading, writing, and undergraduate research remains somewhat less explored.
Future scientists are instructed at length on the process of writing about science in texts such as ‘‘Writing in the Biological Sciences’’ or ‘‘A Short Guide to Writing about Chemistry.’’ While these texts, by their very nature, are divorced from any particular scientific content, they all begin with similar instruction and exhortation on reading the scientific literature to understand why you are writing. ‘‘Write like a Chemist’’ is a textbook that overtly educates the student writer on using genre analysis to understand both the broad and fine organizational structure within different types of disciplinary writing used in chemistry [18]. This ‘‘read-analyze-write’’ approach is presented in the context of disciplinary writing provided within the text. However, despite the emphasis, the scientific community has placed on the relationship between scientific reading and writing, the graduate school transition from textbook-based instruction to primary literature-based learning is often navigated with difficulty [19, 20]. Instructors of biochemistry report using writing to help students understand scientific literature as part of seminar and laboratory courses [7, 16, 21, 22], and as a way of assessing stu- 196 This paper is available on line at 197 dent learning in group and laboratory projects [23]. Through the development of a rigorous seminar course for first-year graduate students, Carey and Colicelli used the presentation and analysis of scientific journal articles along with student research to teach effective scientific communication, experimental design skills, and promote critical thinking, ultimately preparing students for graduate level research.