P989: Dual enrollment in sciences: A successful partnership

Author: Riham Mahfouz, Thomas Nelson Community College, USA


Date: 8/7/14

Time: 10:35 AM10:55 AM

Room: MAK A1111

Related Symposium: S69

Thomas Nelson Community College has maintained a strong partnership with the Governor’s School for Science and Technology (GSST) since 1995. This partnership allows high school students to complete introductory college-level coursework in STEM disciplines including general chemistry and a research methodology course involving a research project under the guidance of a mentor. Students in the program can complete over 50% of the requirements of the Associates degree in Science at Thomas Nelson while still in high school. This talk will discuss the successes that we have had with this program and the actions we have taken to ensure quality instruction and adherence to our accrediting agency’s (SACS-COC) requirements.

P775: Student engagement through writing: An undergraduate e-journal project

Author: Dan Thomas, University of Guelph, Canada


Date: 8/6/14

Time: 10:35 AM10:55 AM

Room: MAK B1112

Related Symposium: S61

A first semester course in nanoscience has a writing assignment as a major component. The student’s task is to prepare a ~1500 word essay on a nanoscience topic directed towards a scientifically literate lay audience. While all students submit this essay for grading at the end of the semester, the top 25% are selected for inclusion in an on-line open access journal maintained by the library entitled “da Vinci’s Notebook”. This activity is heavily scaffolded, with classes on reading a scientific journal article, searching the literature, writing in the sciences, citation and referencing, academic integrity, and reviewing peers’ work. Librarians and science writing specialists come as guest presenters for many of these lectures. The peer review is completed in a double blind fashion, each student reviewing the work of three peers. Students use this peer review for editing before final submission. The peer review activity helps them to see both sides of the authoring process and significantly improves their writing. These support activities are integrated into the lectures throughout the semester in a just-in-time manner to support their research and writing activities. The lure of publication engages the students in the many facets of this activity, developing their critical reading and writing skills early in their scientific careers. I will discuss the evolution of this activity over the past five years and highlight how it has impacted the students’ literacy throughout their undergraduate experience.