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Amador, Jose A.; Miles, Libby – Journal of College Science Teaching, 2016
As strong proponents of problem-based learning (PBL), the authors designed and taught an interdisciplinary, team-taught PBL course on Writing Science for the Public at a midsize northeastern state university. This approach led to emphasizing collaboration and experiential learning and resulted in media-rich student projects.
Descriptors: Interdisciplinary Approach, Problem Based Learning, Team Teaching, College Science
Welsh, Ashley J.; Shaw, Amber; Fox, Joanne A. – Journal of College Science Teaching, 2017
This article explores how English-language learners' writing evolved during a first-year seminar in science course aimed at developing students' argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program…
Descriptors: Foreign Countries, College Freshmen, First Year Seminars, English Language Learners
Colton, Jared Sterling; Surasinghe, Thilina Dilan – Journal of College Science Teaching, 2014
Writing has an important role in science education and practice. Emphasizing the interdisciplinary collaboration between English rhetoric studies and biology, seemingly disparate disciplines, we describe a model for a scientific writing and communication course. The goals of the course were to prepare students for science-oriented careers, as well…
Descriptors: English, Biology, Scientific Methodology, Technical Writing