Using Writing to Teach and Assess Undergraduate Physiology Students
Symposium — Sunday, April 7, 2019 — 1:30 PM - 3:00 PM — Convention Center, Room W312B
Teaching of Physiology Section — Chair: Lisa Carney Anderson — Co-Chair:
Cosponsored by Advances in Physiology Education
Having students write encourages critical thinking. Anne Crecelius uses elaboration in her physiology classes by having her students complete summaries of chapter readings and identify the common themes and concepts found in the chapters. Dean Calsbeek asks students to read peer-reviewed review papers and summarize them before venturing off to write their own literature review, starting with an annotated bibliography. Drafts are reviewed by both peers and faculty. Writing can also be used for high stakes assessments. Kerry Ritchie uses written assessments exclusively in her teaching because writing out ideas promotes a different kind of learning than answering multiple choice questions. However, grading a large numbers of writing assignments is time-consuming, and simply copy-editing student work is not the best way to help students learn. Minimal marking is a grading technique that requires students to actively engage in the editing process with greater efficiency for the grader. Peter English will demonstrate how he uses this technique in a writing-intensive inquiry lab course.
- Writing is Re-Writing: Using Writing Intensive Projects in an Undergraduate Exercise Physiology Course
Dean J. Calsbeek — Kinesiology, Northwestern College
- Using Written Tests to Assess Student Thinking in Undergraduate Physiology: Methods and Lessons Learned
Kerry Richie — Human Health & Nutritional Sciences, Univ of Guelph
- Connections and integrative summaries: the write stuff!
Anne Crecelius — Health & Sport Science, Univ of Dayton
- Grading Writing Assignments in a Way that Promotes Active Learning: The Minimal Marking Technique
Peter English — Biology Instructional Office, Univ of Texas at Austin