Two Models to Improve Undergraduate Writing Perception and Capabilities in Plant and Soil Sciences

H Blanco-Canqui,D Lee,Speth C,S.J Ruis

doi:10.34257/gjhssgvol21is2pg9

Abstract

Integration of professional writing with peer and instructor feedback as a graded component can be a strategy for writing improvement in an applied science undergraduate curriculum. The objective of this study was to assess the benefit of professional writing in first and second-year undergraduate courses in Agronomy and Horticulture with two different models for the writing experience. In the first-year course, students communicated the results of two plant growth experiments in the format of a standard research article. In the second-year course, students wrote a group report as a review of published research or a research-based proposal to address a soil management issue. Students were surveyed to determine their major and learning style evaluated with an18-question assessment. Students also chose their level of agreement with seven statements about the process and importance of professional scientific writing at the beginning and then at the end of the semester. Survey results showed that confidence in using and creating professional writing increased among students for both courses. Students in the first-year course showed a greater understanding of the value of peer reviewed research.

Highlights

Instructor feedback as a graded component can be a strategy A recent review of the University of Nebraska-Lincoln’s for writing improvement in an applied science undergraduate Department of Agronomy and Horticulture’s capstone curriculum
A study on the impact of writing in a secondyear undergraduate soil management course demonstrated the contribution of writing on student Two styles of assignments were assigned, one in each learning (Blanco-Canqui et al, 2019)
A higher proportion of surface learners were enrolled in the Plant Science course than the Soil Management course

Summary

Introduction

A study on the impact of writing in a secondyear undergraduate soil management course. The purpose of this study was to evaluate changes in skills, confidence, and awareness of the value of peer-reviewed scientific writing in response to two writing experiences integrated into first- and second-year courses in an applied plant science curriculum The hypotheses for this evaluation study were: In the Soil Management class students wrote a term paper in groups of two or three revolving around one of two soil management ideas: 1) a literature review of a soil management practice or 2) propose a plan to solve a soil problem. That was Economics majors, and seven of the Integrated Science operationalized by creating a new variable Both groups answered evaluation questions the data file), “Approach,” and typing Deep, Strategic or specific to their course and their writing assignment. “The writing and sharing of peer-reviewed and of strategic and deep learners were enrolled in the Soil published scientific reports is less important Management course than the Plant Science course

Analysis of the students as approach groups

Results

Discussion

Findings

Surface Strategic Deep Total