Contextualised writing programme for biological science students

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Slides from presentation "A contextualised writing programme for biological science students" given at the Writing Development in Higher Education conference at Sheffield in May 2004. The talk describes evolution of a key skills module for Biological Scientists which continues to the present.

Education

WDHE 2004 Dr Chris Willmott Dept of Biochemistry University of Leicester [email_address] A Contextualised Writing Programme For Biological Scientists

Context - Two Key Skills modules - First Year Medical Biochemistry and Medical Genetics students - 75-80 Participants - Running in current format since Jan 2000

Content of Key Skills programme - Writing skills activities - Oral presentation skills - Data-handling skills

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‘ Bad essay’ - objectives ,[object Object],[object Object]

‘ Bad essay’ - activities ,[object Object],[object Object],[object Object]

Plagiarism ,[object Object],[object Object],[object Object],[object Object],See also Gill Chester (2001) www.jisc.ac.uk/index.cfm?name=plagiarism_why

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Plagiarism - activity ,[object Object],[object Object],[object Object]

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Exam essays – activities (1) ,[object Object],[object Object],[object Object]

Exam essays – activities (2) ,[object Object],[object Object],[object Object],[object Object]

Exam essays - practicalities ,[object Object],[object Object],[object Object],[object Object],[object Object]

References Willmott CJR and Harrison TM (2003) An exercise to teach students about plagiarism Journal of Biological Education 37 :139-140 (www.le.ac.uk/teaching/teaching/pdf/willmott.pdf) Willmott CJR, Clark RP and Harrison TM (2003) Introducing undergraduate students to scientific reports Bioscience Education E-journal 1 -10 (http://bio.ltsn.ac.uk/journal/vol1/beej-1-10.pdf)

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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.

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Contextualised writing programme for biological science students

1. WDHE 2004 Dr Chris Willmott Dept of Biochemistry University of Leicester [email_address] A Contextualised Writing Programme For Biological Scientists

2. Context - Two Key Skills modules - First Year Medical Biochemistry and Medical Genetics students - 75-80 Participants - Running in current format since Jan 2000

3. Content of Key Skills programme - Writing skills activities - Oral presentation skills - Data-handling skills

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14. References Willmott CJR and Harrison TM (2003) An exercise to teach students about plagiarism Journal of Biological Education 37 :139-140 (www.le.ac.uk/teaching/teaching/pdf/willmott.pdf) Willmott CJR, Clark RP and Harrison TM (2003) Introducing undergraduate students to scientific reports Bioscience Education E-journal 1 -10 (http://bio.ltsn.ac.uk/journal/vol1/beej-1-10.pdf)

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