Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
1-2025
Document Type
Portfolio
Abstract
This portfolio investigates how collaborative group projects and structured peer reviews enhance undergraduate students’ science communication skills in ALEC 207: Communicating Science with Public Audiences. Drawing on mid-semester evaluations, peer review reflections, and overall course outcomes, the analysis highlights how group-based activities and peer critiques help students develop clarity, relevance, and confidence in their communication. ALEC 207 introduces core principles of strategic communication in food, agriculture, and natural resources contexts, and gives students opportunities to refine their writing through press releases, feature articles, visual communications, and audience-tailored messages. While the course predominantly emphasizes writing, it also leverages ongoing revisions to incorporate emerging media formats and interactive learning experiences, such as infographics or short-form video. Students respond positively to collaborative exercises, citing benefits like exposure to multiple perspectives, improved organization, and confidence building through peer feedback. However, these group assignments must be carefully timed to preserve a balance between teamwork and individual skill development and learning. Plans for future revisions include scheduling group tasks at key intervals in the semester, creating themed assignments for students with shared disciplinary interests, and refining peer review processes. By examining these collaborative strategies, the portfolio served to support revisions to the course that utilize structured interaction to foster stronger science communication skills in among undergraduate learners.
Included in
Curriculum and Instruction Commons, Higher Education and Teaching Commons, Science and Mathematics Education Commons
Comments
Copyright 2025, Heather Akin. Used by permission