image: http://www.telegraph.co.uk/news/health/news/11343820/By-2050-no-under-80-will-be-dying-from-cancer-study-says.html
Writing about cancer
This WTL activity was designed for large undergraduate cell biology courses. Students engaged in writing and/ or reviewing activities each week for 15 weeks. The 15-week semester was broken into 3 5-week units. Within each unit of this cell biology course students explored Cell Parts, Cell Processes, and Forces that drive processes (e.g., diffusion, energy transfer).
Each WTL assignment was composed of 5 parts: a, b, c, d, and e. These are described below:
a. Using a graphic organizer or free write, collect your thoughts on what you KNOW about cancer treatments. (use lecture, laboratory, discussion, textbook, and journal reading material).
b. Using a graphic organizer or free write, collect your thoughts on what you FEEL ABOUT or REACT TO when consider cancer treatments (use prior knowledge, experience, and/ or beliefs).
c. Using a graphic organizer or free write, collect your thoughts on the DECISIONS you would make for yourself or advise a loved one to make. (draw on all types of knowledge from the previous two assignments).
d. Review the collections of thought (or "pre-writes") of at least two peers in your assigned on-line peer review group. You should receive feedback from two peers, as well. Use this feedback to help you construct your final short essay.
e. Use the three collections of thoughts to response to construct a short essay (1-2 pages) about the decisions you will make regarding the prompts. Highlight your "big ideas," bold your reactions, and underline your dilemmas/ tensions and any resolutions to those dilemmas.
We developed two grading rubrics for this assignment: a peer evaluation rubric and a grading rubric for the graduate teaching assistants. The grading rubric was designed to give quick feedback to students. It was tested and modified by a GTA in Fall 2013 who was a doctoral student in biochemistry but had experience working as an assistant in a writing center while he was an undergraduate.
Each WTL assignment was composed of 5 parts: a, b, c, d, and e. These are described below:
a. Using a graphic organizer or free write, collect your thoughts on what you KNOW about cancer treatments. (use lecture, laboratory, discussion, textbook, and journal reading material).
b. Using a graphic organizer or free write, collect your thoughts on what you FEEL ABOUT or REACT TO when consider cancer treatments (use prior knowledge, experience, and/ or beliefs).
c. Using a graphic organizer or free write, collect your thoughts on the DECISIONS you would make for yourself or advise a loved one to make. (draw on all types of knowledge from the previous two assignments).
d. Review the collections of thought (or "pre-writes") of at least two peers in your assigned on-line peer review group. You should receive feedback from two peers, as well. Use this feedback to help you construct your final short essay.
e. Use the three collections of thoughts to response to construct a short essay (1-2 pages) about the decisions you will make regarding the prompts. Highlight your "big ideas," bold your reactions, and underline your dilemmas/ tensions and any resolutions to those dilemmas.
We developed two grading rubrics for this assignment: a peer evaluation rubric and a grading rubric for the graduate teaching assistants. The grading rubric was designed to give quick feedback to students. It was tested and modified by a GTA in Fall 2013 who was a doctoral student in biochemistry but had experience working as an assistant in a writing center while he was an undergraduate.
ASSIGNMENT 1
ASSIGNMENT 2
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ASSIGNMENT 3
Our studies in large undergraduate biology lectures has yielded some interesting findings. A summary of the findings can be found in our paper (see below) prepared for the Envisioning the Future of Undergraduate STEM Education (AAAS ENFUSE): Research and Practice Symposium, April 27-29, 2016. Almost 1,100 undergraduate students from Colorado State University, Minnesota State University Moorhead, and White Earth Tribal Community College have participated in this 3-year WTL study.
We have an amazing team of collaborators working on this project, including several graduate students (and recent graduates): Anne Marie Aramati Casper, Theresa Barosh, Peter Leipzig-Scott, and Arren Mendezona Allegretti. Theresa's role in examining minority and first generation student performance helped her earn a MLK Jr Diversity Award from CSU! Sue Doe and Kate Kiefer are professors in the English department and were essential members of our Advisory Board.