Chemistry Writing Instruction and Training: Implementing a Comprehensive Approach to Improving Student Communication Skills

• Alexander F. Stewart ^[1] ; Andrea L. Williams ; Jennifer E. Lofgreen ; Landon J. G. Edgar ^[1] ; Laura B. Hoch ^[1] ; Andrew P. Dicks ^[1]
  1. [1] University of Toronto

     University of Toronto

     Canadá

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 1, 2016, págs. 86-92
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The ability of science undergraduate students to capably communicate course content and their understanding of scientific phenomena through writing has long been considered a problem. Effective methods for improving student writing skills are often fragmented and undertaken on a course-by-course basis rather than as a coordinated approach. This paper describes the implementation of a departmental effort to enhance and evaluate chemistry student writing in several upper-year laboratory courses. The program involves introducing extensive writing focused aspects to course assignments and reports and has impacted over 600 students during a six-year period. Student feedback has been exceptionally positive from undergraduates as well as graduate students who previously participated in the initiative.