Display options
Cite
Cole KE, Inada M, Smith AM, et al. Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses To Incorporate Real-World Applications and Critical Analysis of Current Literature. 2013;90:1316-1319doi: 10.1021/ed400130s.
Cole, K. E., Inada, M., Smith, A. M., & Haaf, M. P. (2013). Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses To Incorporate Real-World Applications and Critical Analysis of Current Literature. 901316-1319. https://doi.org/10.1021/ed400130s
Cole, K E, et al. "Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses To Incorporate Real-World Applications and Critical Analysis of Current Literature." vol. 90 (2013): 1316-1319. doi: https://doi.org/10.1021/ed400130s
Cole KE, Inada M, Smith AM, Haaf MP. Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses To Incorporate Real-World Applications and Critical Analysis of Current Literature. 2013;90:1316-1319. doi: 10.1021/ed400130s. UIID-AD: 213.
Copy Download .nbib Format: NLM
Share it on

2013;90:1316-1319. doi: 10.1021/ed400130s.

Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses To Incorporate Real-World Applications and Critical Analysis of Current Literature.

K E Cole, M Inada, A M Smith, M P Haaf

UIID-AD: 213 DOI: 10.1021/ed400130s

Abstract

Writing is an essential part of a successful career in science. As such, many undergraduate science courses have begun to implement writing assignments that reflect "real-world" applications and focus on a critical analysis of current literature; these assignments are often in the form of a review or a research proposal. The semester-long project described herein is a unique marriage of these two ideas: students first select a topic and conduct a literature review, and then choose an area of that same topic to investigate further in a peer-reviewed grant proposal. A modified version of this project, which incorporates peer-reviewed oral presentations, is also discussed. This project is designed for an upper-level undergraduate course, typically having 15-20 students, and the approach (or parts of the approach) has been successfully incorporated in an advanced organic chemistry course, a biochemistry capstone course, and courses in endocrinology, as well as ecophysiology.

Publication Types