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Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

机译:想提高本科论文写作水平吗?让学生及其教职员工参与科学同行评审

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One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed.
机译:大学生要像科学家一样学习写作的最佳机会之一是,在参加了教师指导的本科研究之后写论文。但是,发展写作技巧并不会自动发生,因此提供写作课程和个性化辅导面临着巨大的挑战。我们提出了一种混合模式,在这种模式下,学生可以获得课程的结构性支持,以及与教师一对一地工作的个性化好处。为了优化这些一对一的互动,本课程使用了BioTAP(生物学论文评估协议)来组织参与科学同行评审。通过评估参加本课程的学生和未参加本课程的可比较学生的论文,我们发现我们的方法不仅提高了学生的写作水平,而且还帮助整个系的教职员工(不仅是教课程的人)在工作中更加有效地开展工作。学生作家。与只与教师一对一工作的学生相比,参加此课程的学生更有可能获得最高荣誉。此外,该课程的学生在评估的所有高阶写作和批判性思维技能上得分都明显更高。

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