Bridging the gap: embedding communication courses in the science undergraduate curriculum created by Eric Jandciu, Jaclyn J. Stewart, Robin Stoodley, Gülnur Birol, Andrea Han, Joanne A. Fox

By:

Eric, Jandciu [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26, number 4 ,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Science curriculum -- Undergraduate students -- Integrated curriculum

LOC classification:

LB1778 JOU

Abstract: The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad communication skills taught in a scientific context by multidisciplinary teams. Small class sizes permit frequent and detailed feedback from peers and instructors allowing students to receive valuable and transferable communication training that is relevant across all scientific disciplines. This approach addresses a curricular gap and results in a positive learning experience for students.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.4 (pages103-123)	Not for loan	For in house use only

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The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad communication skills taught in a scientific context by multidisciplinary teams. Small class sizes permit frequent and detailed feedback from peers and instructors allowing students to receive valuable and transferable communication training that is relevant across all scientific disciplines. This approach addresses a curricular gap and results in a positive learning experience for students.

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