ERIC Number: EJ1028487
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: N/A
Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses to Incorporate Real-World Applications and Critical Analysis of Current Literature
Cole, Kathryn E.; Inada, Maki; Smith, Andrew M.; Haaf, Michael P.
Journal of Chemical Education, v90 n10 p1316-1319 Oct 2013
Writing is an essential part of a successful career in science. As such, many undergraduate science courses have begun to implement writing assignments that reflect "real-world" applications and focus on a critical analysis of current literature; these assignments are often in the form of a review or a research proposal. The semester-long project described herein is a unique marriage of these two ideas: students first select a topic and conduct a literature review, and then choose an area of that same topic to investigate further in a peer-reviewed grant proposal. A modified version of this project, which incorporates peer-reviewed oral presentations, is also discussed. This project is designed for an upper-level undergraduate course, typically having 15-20 students, and the approach (or parts of the approach) has been successfully incorporated in an advanced organic chemistry course, a biochemistry capstone course, and courses in endocrinology, as well as ecophysiology.
Descriptors: Proposal Writing, Undergraduate Study, College Science, Writing Assignments, Relevance (Education), Criticism, Peer Evaluation, Advanced Courses, Chemistry, Literature Reviews
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: email@example.com; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A