Blended Course Map: LSC 212: Introduction to Scientific Communication
This blended course map was created by a participant of the Blend@UW Course Design Series. It represents an example of how activities could be designed for one unit of a course to achieve the course and unit outcomes.
Example of a blended course map from LSC 212: Introduction to Scientific Communication
Name: Madeline Fisher
SCID: College of Agricultural & Life Science
Department: Life Sciences Communication
Course Name: LSC 212: Introduction to Scientific Communication
Supported Program Outcomes:
- Specialized knowledge in theoretical and applied communication of science and technology, along with an education broad enough to meet the challenges of changing careers and opportunities.
- SPO2: The ability to think critically and creatively: to synthesize, analyze, and integrate ideas for decision-making and problem-solving.
- SPO3: The ability to communicate effectively across media and a broad range of audiences.
- SPO4: A global perspective; an appreciation for the interdependencies among individuals and their workplaces, communities, environments, and world; and an understanding of the interrelationships between science and society.
- SPO5: The ability to work with others in small or large groups, recognize civic and social responsibilities, and appreciate the uses of public policy in a democracy.
- SPO6: A respect for truth, tolerance for diverse views, and a strong sense of personal and professional ethics.
- CO1: Explain how writing well means listening to and engaging in conversation with others, and how this concept applies across the scientific, professional, and public discourse, including social media.
- CO2: Discern and analyze the existing arguments (conversation) surrounding a science topic, and use these ideas to evaluate their own views and frame them in a compelling way.
- CO3: Identify science-based information sources, apply successful search strategies, and evaluate the credibility and usefulness of different sources.
- CO4: Apply knowledge of the rhetorical moves and stylistic elements in good writing to write an essay about a science topic of their choice.
- CO5: Describe the common barriers to effective science communication and apply practices for overcoming them.
- CO6: Foster dialogue and community by participating thoughtfully and respectfully in online and in-person discussions, including peer reviews of each other’s work.
- CU1: Introduction to Writing as a Conversation (1 week)
- CU2: Articulating Others’ Views (2 weeks)
- CU3: Finding and Researching a Topic (2 weeks)
- CU4: Articulating Your View (2 weeks)
- CU5: Engaging the Audience (2 weeks)
- CU6: Putting It All Together: Writing and Revising (4 weeks)
Unit Being Redesigned:
Introduction to Writing as a Conversation
- UO1: Describe and employ practices for engaging in class discussions that foster dialogue, community, and mutual understanding. (Apply)
- UO2: Explain why it’s important to summarize the argument(s) or conversation you’re responding to before stating your view. (Understand)
- UO3: Explain why authors return periodically to the “they say” argument when making their own argument. (Understand)
- UO4: Identify the various forms that “they say” and “I say” arguments can take in a text. (Understand)
- UO5: Apply appropriate moves for introducing the views of others and your own view into your text. (Apply)
|Pre-Class Activities||In-Class Activities||Post-Class Activities|
Week 1, Thursday: None
Week 2, Tuesday: Read Chap. 12, They Say, I Say: Entering class discussions (UO1); Optional: Get started with Chap. 1 (UOs 2 to 5)
Week 1, Thursday Presentation: Syllabus and course intro: writing as a conversation; communication vs. English, grammar study; science focus, etc.
Pair sharing: Students introduce themselves in pairs (UO1)
Presentation: Online tutorial tool: Can students access it?
Week 2, Tuesday: Think/Pair/Share: Think of a class discussion you really enjoyed and one you disliked. Talk with a partner about what you enjoyed, didn’t enjoy, and why. (UO1)
Discussion: Group shares out: What are the DOs and DON’Ts of a good class discussion? What does They Say, I Say recommend? (UO1)
Think/Pair/Share: UC Berkeley activity: How scientific is it?
Discussion: What is science? Post Ch. 12 templates, DOs and DONTs as guides to good discussion. (UO1)
Group assessment: How did our
first discussion go? What did we do well, and where can we improve? Examples of where we followed the “rules” in Chap. 12? (UO1)
Week 2, Thursday
1-minute quiz: Did they read the essay? (UOs 2-5)
Discussion: Readings, tutorial, additional examples. (UOs 2-5)
Think/Pair/Share: Annotate “Don’t Blame the Eater” and discuss (UOs 3-5)
Discussion: Annotations, wrap-up questions. (UOs 2-5)
Week 1, Thursday
Writing: Reflect on your strengths and weaknesses as a writer; what you most want to gain from the course; anything else you’d like me to know about you?
Online survey: Did you take Comm A? What is your major? Why are you taking this course?
Week 2, Tuesday: None
Week 2, Thursday
Writing: Choose a template from Chap. 1 as prompt, write a short paragraph on a topic that interests you, including both “they say” and “I say.” Bring it to class next Tuesday.(UO5)