A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science-themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, "Nonscientists should do scientific research." Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement-like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science-themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

INTRODUCTION

Scientific literacy is the ability to navigate, interpret, and critique scientific information—skills critical for all citizens as they support scientifically informed decision-making. One emerging genre of citizen science (i.e., the inclusion of nonscientists in research to meet shared goals (4, 13)) is inquiry-based research in undergraduate laboratory courses (14, 19). Through this work, students experience the true nature of science through the failures and successes of authentic research. Although such experiences are powerful (3, 6, 9, 12, 14, 17, 18, 23, 24), students may not appreciate their greater impact—i.e., the breakdown of barriers between science and society to create engaged citizens and a more balanced scientific process.

This article describes a progressive module (i.e., a series of instructional materials) to reinforce the value of scientific literacy. It was developed to complement a course-based research experience (a Howard Hughes Medical Institute–associated viral discovery course (14)) open to honors freshmen of all majors—e.g., Biology, Nursing, Engineering, English—but is amenable to modification. The module includes citizen science–themed reading, writing, and artistic expression.

PROCEDURE

The module supports three learning outcomes (LOs): 1) present an argument based on evidence, 2) analyze science and scientists within a social context, and 3) experience, reflect upon, and communicate the nature of scientific discovery. Students progress through three phases of instruction, described below. Suggestions for implementation can be found in Table 1. Student instructions are provided in Appendix 1.

TABLE 1

Suggestions for implementation and modification.

	Implementation	Tips Modifications
Phase I: Guided Reading and Reflection	Prior to initiating the module, ask students to quickly respond to the following prompt: Describe a scientist. Instruct students to set a 5-minute timer and to write continuously during that time. Students who get stuck should write a simple word over and over (e.g., relax) until their thoughts start flowing. Modify the reading list along the way in response to free-write themes and student interests. Ask students to reflect upon their own definition of “citizen science.” If implemented in the context of a course-based research experience, ask students whether they think they are engaging in citizen science.	Phases I and II need not be implemented in the context of a course-based research experience. In the 2nd or 3rd rounds, encourage students to select readings for the class. Respond to student free writes through an electronic course management site. Pull excerpts from the submissions to inspire and jumpstart the class discussion, in a style similar to Just-in-Time-Teaching (JiTT) (20). Use a more structured reflective writing format in lieu of free writing.
Phase II: Position Papers	Discuss and provide tips for writing concisely. Practice re-writing sentences for clarity and precision. Discuss the role of peer review in science. Prior to distribution, have Group A authors create a cover sheet which lists the 3 to 4 main arguments of their paper. A variety of rubrics for assessing position statement papers can be found online. Create your own rubric to suit your learning goals and context. Practice using the rubric on a sample paper.	Engage in a class-wide debate. Use peer reviewers from other (perhaps more advanced) classes. Repeat this process using different prompts throughout the term. Include students in the development of the rubric. To minimize grading time, particularly in the case of large classes, allow students to work in teams. To support a truly collaborative process, dedicate time in class for teamwork, and discuss and/or prescribe models and tools for collaborative writing (25).
Phase III: Creative Worksa	Provide time in class for students to brainstorm PSA designs and get feedback. Emphasize that students will be graded based on their effort (process) and intentionality (communication of a message). Encourage creativity. Provide diverse examples. Discuss the difference between a craft project and a work of art—i.e., art is intended to convey a specific message whereas a craft project does not. At the conclusion of the module, ask students to respond (again) to the following prompt: Describe a scientist.	Students create video PSAs and post them on YouTube. Assess the impact of PSA posters by having other students walk down a hallway displaying the posters. At the end of the hallway, ask assessors which posters/messages are the most memorable. Students agree on a common message, but create individual artistic interpretations.

Phase III is the only part of the learning module that must be coupled with a genuine research experience. Phases I and II can be done in the context of any lecture and/or a non discovery–based laboratory.

PSA = public service announcement.

Phase I. Guided reading and reflection

The module begins with the guided reading of educated lay audience texts related to citizen science, with the goal of building foundational knowledge to support Phase II activities (LOs 1 and 2). Recommended materials are listed in Table 2 but should be modified based on context and goals. Outside of class, students engage with items from the resource list and perform a short free write—a reflection similar to a written stream of consciousness. Themes are explored through in-class discussion. The instructor responds with written comments to free-write submissions—answering questions, challenging assumptions, and directing students to seek additional resources. After two or three rounds of reading/reflection, students progress to Phase II.

TABLE 2

Suggested reading/materials list.

Title	Author(s)	Source (Year)	Accessibility or Reference
Gamers discover protein structure that could help war on HIV	Kyle Niemeyer	Arts Technica (2011)	http://arstechnica.com/science/news/2011/09/gamers-discover-protein-structure-relevant-to-hiv-drugs.ars
Conservation and the Botanist Effect	Ahreds et al.	Biological Conservation (2011)	(1)
Oops	Hosted by Jad Abumrad and Robert Krulwich	RADIOLAB Podcast (Season 8)	www.radiolab.org/story/91721-oops/
Do-It-Yourself Medicine	Jeff Akst	The Scientist Magazine (2013)	www.the-scientist.com/?articles.view/articleNo/34433/title/Do-It-Yourself-Medicine/
Biology Hacklabs	Megan Scudellari	The Scientist Magazine (2013)	www.the-scientist.com/?articles.view/articleNo/34469/title/Biology-Hacklabs/
Regulating Amateurs	Dustin T. Holloway	The Scientist Magazine (2013)	www.the-scientist.com/?articles.view/articleNo/34444/title/Regulating-Amateurs/

HIV = human immunodeficiency virus.

Phase II. Position papers

In Phase II, students develop and revise a persuasive essay. A position statement such as “Nonscientists should do scientific research” is used to prompt the exercise. Students assemble a list of arguments to support and refute the statement. Arguments are supported by credible sources, including and/or in addition to materials from Phase I. In class, students share their arguments and pick a position. Next, the class is divided into two groups. Students in Group A write short papers, arguing their position, with references. Position papers are submitted electronically, blinded, and sent to peer reviewers from Group B. Reviewers award a quantitative score using a standardized rubric (inspired by online examples (7, 21, 22, 26) and including position statement, supporting evidence, sources, organization and transitions, mechanics, closing paragraph, and title/summary criteria) and provide a short written description of specific strengths, flaws, and suggestions. Editing ensues. The best papers are selected as inspiration pieces for secondary counterpoint papers, written by Group B students. A similar round of peer review and editing follows. The highest scoring papers are celebrated. This process takes approximately three weeks. See Table 3 for a clarification of activities and group roles.

TABLE 3

Phase II activities for student groups A and B.

Activity		Group A	Group B
Argument list		✗	✗
Position papers	Write	✗	—
	Review	—	✗
	Revise	✗	—
Counterpoint papers	Write	—	✗
	Review	✗	—
	Revise	—	✗

Phase III. Creative works

Through Phases I and II, which can be done outside the context of a course-based research experience, students gain an appreciation for breaking down barriers between science and society. Strategies include citizen science and communicating the true nature of science to nonscientists. The latter is the goal of the following assignments.

Public service announcements (PSA)

Students work in small groups to brainstorm, independently research, then select a publicly held misconception about the nature of science. They directly address this misconception by developing a creative advertising campaign in the style of a PSA poster. Example PSA themes include inaccurate stereotypes about scientists and the myth of the “eureka moment.”

Artistic expression

Students work individually to identify a specific message related to the experience of doing authentic research. They communicate this message through an artistic piece, using a medium of their choosing. Final products are not graded based on artistic merit, but effort and effectiveness of communicating the intended message. Submitted projects have included poems, photo- or videography, and fine art or folk art pieces.

Creative assignments are displayed in a gallery exhibition and accompanied by written descriptions by the artists.

CONCLUSION

Students are intrigued and surprised by this module, reporting that they have never before done creative assignments like this in the context of a science laboratory. As such, it counters the stereotype that science is dictated by unyielding facts and figures, with little room for ambiguity or creativity. It complements hands-on learning while reinforcing the importance of reiteration, peer review, and evidence-based argumentation. Students come away with an enhanced appreciation, and thus motivation, for developing scientific literacy long-term. Other strengths include:

Learner-centered development of transferable skills (e.g., communication, persuasion, reflection, creativity)

Temporal distribution of grading demands on the instructor (i.e., only half the students submit a paper at a time)

Minimal in-class time required for implementation

Novelty, in the inclusion of artistic expression within science coursework (8)

Challenges include instructor investment and student anxiety related to the creative assignments. The first of these can be addressed through the pacing of assignments and providing universal feedback wherever possible. Student anxiety can be alleviated through the availability of diverse examples and a reassurance that grades will be based on effort and intentionality.

In the most recent implementation of the module (fall 2014), 100% of students (n = 9) reported that the experience improved their writing skills, fostered creative expression, and stimulated their interest in the area. Eighty-nine percent (8 out of 9) reported that it helped them learn to evaluate ideas, arguments, and points of view critically. These, albeit limited, data are supported by a growing body of evidence in favor of writing to learn (2, 5, 6, 10, 11, 15, 16). In two different semesters, students elected to pursue follow-up projects related to scientific communication—a science bulletin posted around campus and a citizen science–themed poster that was presented at an undergraduate research conference. This poster won the “Most Innovative” award.

In conclusion, this module provides a significant learning experience to complement hands-on coursework. It effectively challenges students to reflect upon their own role as well as those of science and society. Outcomes include student engagement with scientific literacy and communication.

Appendix 1: Instructions for students

Appendix 2: Position paper rubric