This project aimed to strengthen undergraduate students’ science literacy, communication, and critical thinking skills through a coordinated and scaffolded series of assignments across large first- and second-year life sciences courses (BIO120, BIO130, BIO220, BIO230, HMB265, HMB200). Recognizing the importance of these core skills for student success in upper-year courses and beyond, the project team developed a curriculum-integrated strategy that builds competencies progressively across six courses enrolling over 5,000 students annually.
The work began with the development of program-level learning outcomes for science literacy, communication (written and oral), and critical thinking. These outcomes were established through broad consultation with faculty, writing instructors, and teaching and learning experts, alongside a review of relevant literature and practices from other institutions. They were further refined through feedback from faculty interviews, student focus groups and surveys with teaching assistants.
Using these learning outcomes, the team redesigned or created assignments in each course to build skills logically and incrementally, ensuring consistency and reducing redundancy across the curriculum. A central feature of this approach was intentional alignment between assignments and learning outcomes, supported by the creation of a curriculum map to visualize how students’ skills develop across courses.
Notably, the team revised assignments to include elements such as interpreting scientific figures, constructing arguments, engaging with primary research, and tailoring communication for different audiences. Assignments were accompanied by structured TA training and clear rubrics to ensure consistent grading and feedback. While full implementation is ongoing, the new assignments were successfully piloted in several courses during the 2023–2024 academic year.
Outcomes
- Program-Level Learning Outcomes for Core Skills: developed clear, research-informed program-level outcomes for science literacy, communication, and critical thinking in Life Sciences. These outcomes guide assignment design and student skill development across years 1 and 2
- Curriculum Map Across Introductory Courses: created a detailed curriculum map showing how specific skills are introduced, developed, and assessed in each course. This map aligns learning activities and assessments with the broader program outcomes, supporting coherence across the curriculum.
- Redesigned Assignments Aligned with Skill Development Goals in the following Courses:
BIO120: Introduced lab-based assignments focusing on reading and communicating primary research, including in-class activities and an oral presentation tailored to general audiences.
BIO130: Replaced the Library Assignment with a data-focused worksheet designed to build skills in figure interpretation and experimental design.
BIO230: Transformed the writing assignment into a multi-stage analysis of scientific logic and evidence use, scaffolded with TA support and peer feedback.
HMB265: Revised the genetics assignment to better integrate science literacy and argumentation by focusing on one article, its supporting evidence, and implications for the field.
BIO220: Introduced a Climate Change Report that culminates prior skill development by requiring students to construct evidence-based arguments about species adaptation.
HMB200: Retained the existing Written Debate Essay with minor updates, as it already aligned well with targeted learning outcomes.
- TA Training and Grading Infrastructure: developed comprehensive training materials, rubrics, and benchmarking sessions to support consistent and effective grading across large teaching teams.
- Impact and Reach: the project directly impacted more than 5,000 undergraduate students in Life Sciences, laying a strong foundation for advanced skill development in upper-year courses. Initial feedback and implementation suggest the redesigned assignments are effective in promoting the targeted skills.