So many questions, so little time!

The challenge: Despite giving students rubrics (pre-assignment) and despite giving them detailed feedback on analysis papers, many still do not improve in writing a results and a discussion section of a scientific article. The question: Does guided practice (training the students to use a rubric based on Blooms taxonomy) improve the students’ ability to communicate their analysis of new data sets at a higher level (based on Blooms) The assignment to use: Four analysis assignments are given throughout the semester. Students are required to take data they have generated in class and create figures, write a results section, and write a discussion section. The course: Molecular Biology laboratory techniques course. (4000/5000 level) Laboratory intensive course with a large writing component

Intervention: Before the first assignment, do what I have always done: 1.Give them handouts on what goes into each section of a scientific article 1.Briefly discuss the sections 2.Give them a rubric for grading the assignments Before the second assignment 1.Train them on using a rubric 2.Train them on the levels of Blooms 3.Show them how you can state data but it’s not at the analysis level 4.Ask them to self-evaluate their first assignment based on this information Before the third assignment 1.Have them exchange the third assignment with their lab partner 2.Have the students assess each other based on the rubric 3.Have them turn in the revised assignment No intervention before the fourth assignment They can choose how they want to successfully complete this assignment

Methods: Design a more complete rubric for grading the assignments that includes expectations for content and levels of Blooms (easy to incorporate into the Discussion section of the assignment). Score all four assignments for each student based on rubric ** their answers are being Bloomed – the “question” is constant ** Record overall scores as well as individual sections / Blooms level scores Do an attitude / perception survey on how helpful this technique was Will try to get past semester data to Bloom their answers Next step: If this “intervention” works, can I apply this format to a 2000-level Molecular Techniques course given during Maymester (3 week course) This course is taught by my graduate student (can someone else apply this intervention and get similar results) This course is for underrepresented sophomores (LABCOATS program)

I am still not sure about the novelty of this research. I will also think about the idea of transferability: who else can use this (high schools?)...