Writing-in-the-Major Program
for Microbiology Majors
A Proposal to the UW-L General Education
Committee
January 25, 1999
Date Program will take effect:Effective for students entering the major in the Fall of 1998
The Microbiology Program at UW-L consists of seven full-time faculty and two Instructional Academic Staff, serves approximately 150 majors and graduates 40-45 students per year. Students majoring in Microbiology are required to complete core requirements (appended) and select a minimum of nine credits from 16 elective course offerings. A heavy emphasis is placed on laboratory instruction and each major graduates with a minimum of 750 hours of laboratory instruction. Since approximately 1990, three courses in the core requirement of the major have satisfied the current General Education requirement for "Writing Emphasis" (Immunology, Microbial Genetics and Bacterial Physiology). Four teaching faculty have been certified for the current Writing Emphasis program and two others are currently preparing proposals for approval by the Writing Emphasis Subcommittee of the General Education Committee. All faculty associated with the Writing-in-the-Major Program in Microbiology have agreed to complete the Writing Emphasis certification process by the fall of 1999.
1.What are the forms or genres of formal writing students will be expected to learn in the UW-L Microbiology major?
The main focus of this program is to help students become competent in writing lab reports, posters, and review articles using the formats and conventions of the American Society for Microbiology.
Microbiologists write in common professional genres (letters, memos, etc.) and also in discipline-specific forms that are, to varying degrees, common to other sciences. Specifically, microbiologists may be involved in writing lab reports, scientific publications in peer reviewed journals, technical reports, review articles, posters, theses, and grant proposals, to name a few. While it may be impractical to educate microbiology majors in all details of each of these types of writing, many use similar formats and conventions. We believe students should learn the fundamentals of these formats and conventions to prepare them for future learning and writing in their careers.
Most formal writing done by microbiologists is organized using some version of the format for a scientific paper and may include a title, abstract, introduction, description of methods and materials, tables and figures, discussion and bibliography. In addition to this common format, many conventions are shared with other physical and life sciences to guide authors in writing and to aid readers in interpreting formal writing. For example, units of the metric system and species names are expressed in a consistent form. Other writing conventions such as those used in naming bacterial strains are more specific to microbiology.
2. What is the program's definition of formal writing competence? Include an explanation of the learning outcomes and standards for formal writing.
Competency in formal writing in this context is defined as being able to effectively communicate data and ideas in an organized written form to the target audience using the format and conventions specific to scientific communication and microbiology.
Students completing this program should:
*be able to convey their ideas in clear, concise prose using standard conventions of English.
*understand how scientific writing differs from other forms of writing
*be able to organize their thoughts and data into the parts of a scientific paper.
*know the importance of editing formal writing and some of the stylistic conventions used in editing
*be proficient in correctly using mathematical equations, scientific notation, metric units and chemical formulas in their writing
*be able to correctly use genetic and taxonomic nomenclature in their formal writing
*be capable of constructing proper tables and figures to effectively convey their results to the intended audience
*understand the conventions used in presenting scientific results in poster format
*be competent at conveying summaries of the work of others in a clear, concise literature review or review article
*be able to use bibliographic data bases to find scientific information germane to their writing and to properly reference this information.
*be able to work collaboratively on group writing projects
3. Describe how the program will be structured to promote the development of formal writing competence.
The Microbiology Program has always placed a heavy emphasis on both formal and informal writing in our curriculum. Both informal and formal writing is currently done to some degree in each course in the Microbiology curriculum. The Microbiology Writing-In-the-Major Program is designed to improve the coordination of student learning through writing as they track through courses required for their major.
Courses that will include formal writing.
Five core Microbiology courses and one Biochemistry course will constitute the Microbiology Writing-in-the-Major Program. All Microbiology majors will track through Fundamentals of Microbiology, Immunology, Pathogenic Bacteriology, Microbial Genetics and Bacterial Physiology, typically over five semesters (see append sample 4-yr curriculum and description of major requirements). In addition, all students in the major are required to take Biochemistry. All of these courses have traditional lectures and each has a required laboratory component (with a minimum of three hours per week) providing ample opportunities for formal writing.
How will students be taught writing processes?
A coordinated, collaborative effort will be made by the faculty and instructional staff members involved to teach principles of formal writing specific to microbiology. As students track through the six required Writing-in-the-Major courses, formal writing commonly done by microbiologists will be dissected into component parts (Introduction, Materials and Methods, etc.). Each part will be analyzed as to form, content, style, mechanics, etc. As their proficiency increases students in upper level courses will be provided with actual written "Instructions to Authors" from recognized journals in the field.
A list of concepts and competencies (below) has been developed by the faculty participants showing what will be covered in each required course and how the material integrates into a coordinated effort. In each of these courses, the list will be expanded into a detailed checklist provided to students to guide them in mastering the writing components of the course (see example appended for Introductory Microbiology with an explanation of the Writing-in-the-Major Program for students).
Competencies and Concepts to be taught in the
Microbiology Writing-in-the-Major Program
Fundamentals of Microbiology
1.Taxonomic and basic genetic nomenclature
2.Library skills and references
Required visit to the Writing Center
3.Introduction to preparation of scientific tables and figures
4.Design and interpretation of experimental controls
5.Organizational strategies for formal writing
Immunology
1. Review of competencies mastered in Fundamentals of Microbiology
2. Scientific writing: How is it different from other forms of writing: conventions, brevity, accuracy, tense, etc.
3. Introduction to parts of a scientific paper:
Focus on Introduction and Methods sections
4. Guidelines and models for scientific writing:
Instructions to authors, style manuals, writing guides, etc.
5.Use of bibliographic database in scientific writing
Pathogenic Bacteriology
1. Review of competencies mastered in Fundamentals of Microbiology and Immunology
2. Introduction to other forms of formal writing done by microbiologists (memos, clinical reports, letters, case studies, etc.)
3. Summarizing the work of others: Writing Review articles
4.Organizing oral presentations
Microbial Genetics
1. Review of competencies mastered in Introductory Microbiology and Immunology
2. Brevity in formal writing: Abstracts
3.Results: Polishing and refining tables and figures
4.Bibliographies using the conventions specific to microbiologists
5. Genetic nomenclature and use of abbreviations
6.Collaborative writing: editing conventions
Bacterial Physiology
1. Review of competencies mastered in Fundamentals of Microbiology and Immunology
2. Organizing raw data: The laboratory notebook
3. Mathematics in scientific communications
4. Tables, figures and bibliographies: continued refinement
5. Discussing scientific results: organization, brevity, and precision in Discussion sections
6. Editing conventions
Biochemistry
1. Laboratory notebooks: Accurately recording data
2. Communicating work to others: Conventions used in poster presentations
3.Assembly of component parts into a complete paper
What are ways that students will use revision/feedback?
Students will do extensive editing of many of their formal writing documents but significant emphasis will also be placed on peer editing. The importance of editing and revising documents will be reinforced in all courses that are part of the Writing-in-the-Major program.
At several points, some of the stylistic conventions used in editing will be discussed and reinforced. Students will also be encouraged to make full use of the UW-L Writing Center. To assure that all students are aware of the services provided by the Writing Center, each student is required to tour the facility as an exercise in Fundamentals of Microbiology. Instructors will also edit draft documents in some cases.
Models, goals and standards
The majority of models for formal writing assignments in this program will be actual publications in journals published by the American Society for Microbiology (ASM). Each of these journals uses a common editorial style and additional details will be provided to students through the "Instructions to Authors" found in the first annual issue of each ASM journal. Copies of How to Write and Publish a Scientific Paper, 4th ed. by Robert A. Day (Oryx Press, Phoenix, Ariz., 1994), a long-time editor for the ASM, and the ASM Style Manual for Journals and Books (American Society for Microbiology, 1991) will also be available to students in the laboratories of courses that are part of this program.
The goals of the program have been summarized in the list of competencies to be developed in each course. Faculty participants are free to develop additional goals and standards consistent with the philosophy of the program. To convey these goals and standards clearly to students, a description of the program is provided to each student in Fundamentals of Microbiology as they enter the program. For each course, an expanded student checklist will be provided to each student at the beginning of class and these checklists will remain in the student portfolios as they progress through the program. (See appended examples for Fundamentals of Microbiology and Immunology).
4. Describe the shared criteria faculty will use to evaluate student writing in the major. Attach a copy that students will receive.
As previously mentioned, the writing that students will do in the Writing-in-the-Major Program is diverse in form and varies among courses. However, the faculty have agreed to the general criteria summarized below. These criteria establish the basis for evaluating formal writing in the Microbiology major. However, instructors may augment these criteria where appropriate.
*Formal writing will be organized using a format consistent with the conventions used by the American Society for Microbiology. When applicable, this format includes a title, abstract, introduction, materials and methods, results, discussion and references section.
*Formal writing will use a conventional scientific style. All writing will be evaluated for clarity, accuracy and brevity -- hallmarks of scientific writing.
*Formal writing will conform to the conventions of the American Society for Microbiology. This includes proper construction of tables and figures, and correct bibliographic citation style. Correct taxonomic and genetic nomenclature, scientific notation, metric abbreviations, chemical and mathematical formulas will be used.
*Final formal writing is polished using the rules of Edited Standard Written English.
Students will receive criteria for evaluation consistent with the four objectives above. Evaluation criteria for individual assignments will be modified, where possible, to rely on the "Primary Trait Analysis" method of Lloyd-Jones.
5.Informal writing (writing-to-learn)
The Writing Emphasis-certified instructors in the Microbiology Program have for some time incorporated informal writing assignments into the microbiology curriculum. These assignments have been designed to achieve a variety of student learning outcomes including building vocabulary, learning/reinforcing concepts, practicing quantitative skills, and researching, organizing, and drafting documents, to name a few. Some specific examples of writing-to-learn exercises used in Writing Emphasis courses are appended to this proposal. The number and type of informal writing done by our students will be expanded as the faculty involved have found these exercises to be of great benefit to student learning.
6. Assessment
Assessment of the Microbiology Writing-in-the-Major Program will be conducted using two independent methods. First, instructors involved in the program will meet twice per semester to analyze the work students have placed in their portfolios. During one of these meetings, Drs. Cerbin and Beck will be invited to provide external feedback on the effectiveness of the program in meeting its goals.
A second, independent method of assessment will occur when each senior in the major takes the Competency Assessment Test as part of their mandatory Capstone course. This program has been in effect for several semesters so a "before and after analysis" will be conducted as students who have received training in the new Writing-in-the-Major program track through the curriculum in Microbiology. Students are required to edit and type a paragraph containing errors in taxonomic nomenclature, use of the metric system, scientific notation, etc. (see appended Computer Competency Test, Section 2b). A quantitative exam has been developed (see appended Computer Competency Test scoring document) that will allow direct comparisons to be made between various student cohorts to assess the effectiveness of the new program. All students are also required to take a Written Communication Assessment Test (see appended document) as part of the Capstone Course in which they compose a cover letter for a job application, or for an application to a professional or graduate school. They are also required to append a copy of their resume. As before, a standardized test scoring method is in place to allow direct comparisons between different cohorts of students.
7. Timetable
The Microbiology Writing-in-the-Major program will be phased in beginning with Introductory Microbiology students in the fall of 1998. The current Writing Emphasis courses, Immunology, Microbial Genetics, and Bacterial Physiology, will continue to be offered for two years (through the spring of 2000). Thus, no student in the major will graduate without meeting the writing emphasis requirements of either the old or new programs in Microbiology.