Introduction to the Project
The Goals of this Project
Scientific communication in journals, also called primary literature, is one of the most important ways that scientists communicate ideas and share advances in the field. As beginning science students progress in their journey from novice scientist to professional scientist, they must learn how to navigate this type of scientific communication, that is to become science literate. In particular, it can be intimidating for students as it often contains highly specialized language, symbolic language, and complex concepts. The goals of this project were to build engaging, novel primary literature resources to help novice scientists begin this journey and remain in the discipline, and also to provide ready-made resources for teachers who want to embed this type of science literacy instruction into their courses. This project was funded by the National Science Foundation (NSF #2314597) and Middle Tennessee State University Non-instructional Assignment (to RLST).
Science Literacy
Science literacy encompasses both information literacy, which pertains to assessing the trustworthiness of source material, and understanding the nature of science as a social, dynamic process, rather than a collection of facts. In this age of information people come across scientific claims every day. Scientific literacy skills help people ask probing questions, such as “How do we know this?” “What other information supports this claim?” and “What are the limitations of the work that was done?” Scientifically literate students recognize that scientists question information and scientific knowledge dynamically changes as new discoveries are made and paradigms shift (Priest 2013).
Uninspiring Pedagogy and Atmosphere Promotes STEM Talent Loss
Many people intend on pursuing life as a scientist and begin their college careers as science majors. However, less than 50% complete an undergraduate science degree (Carnevale et al. 2011; Lee and Ferrare 2019). This represents a substantial loss of talent and innovation capability, combined with a loss of diversity in thought and problem-solving approaches needed to solve the complex and cross-discipline science problems of our time. Student reasons for leaving a science major include uninspiring introductory courses, difficulties with mathematics, and an unwelcoming atmosphere (Olson and Riordan 2012, Seymour and Hunter 2019). Therefore, strategies that increase student engagement, belonging, and science identity are valid avenues to pursue.
A Way Forward and Overcoming Barriers
Many studies have shown that undergraduate education reform strategies that actively engage students benefit all students, but benefit underrepresented groups most of all (Handeslman et al. 2022; Freeman et al. 2014; Theobald 2020). The Vision and Change reports of 2010, 2015, and 2018 have championed active learning, and studies have identified eleven High Impact Practices (HIPs) that promote/result in deep learning, persistence, improved GPA, increases in critical thinking and writing skills, higher engagement and interaction with faculty, and an appreciation of diversity (Kuh 2008) and graduation rate increases (McDaniel and Jura 2022). However, progress in implementing these practices has been slow (Wilkinson et al. 2018). Instructors in general would like to innovate their courses, yet in practice they encounter many barriers. When asked about barriers faced when considering changes to pedagogy, faculty cite lack of resources such as faculty time, class time, and availability of teaching/learning resources as reasons for maintaining the status quo (Brownell and Tanner 2012; Gardner et al. 2021). Additionally, faculty may prefer using lecture-based methods in spite of evidence to the contrary (Garner et al. 2021; Aragon et al. 2018; Andrews and Lemons 2015). Therefore, successful strategies must ease the burden on faculty resources for teaching/learning as well as carefully consider faculty attitudes and the benefits of traditional practices.
Re-envisioning Scientific Podcasts as Science Literacy Pedagogy
Engaging students in discussing primary scientific literature is a long-practiced, traditional pedagogy that immerses students in the procedures, process, and communication of scientific endeavors (Dan et al. 2022; Hoskins et al. 2011; Sato et al. 2014), along with course concepts. Advanced students can typically review and critique experimental design, data representations, and conclusions, but beginner/novice students struggle with formal language, scientific jargon, scientific methods, and even hypothesis testing (Round and Campbell 2013; Gottesman and Hoskins 2013; Hubbard and Dunbar 2017; Lennox et al. 2020). Integrating more user-friendly technologies, such as science-oriented popular press articles, blogs, and podcasts could provide a smoother transition for the novice to more advanced student (Hew 2009). Science-oriented podcasts are connections to real world concepts and create a shared learning experience (Wood and Breach 2021) that can be used either on-site or remotely (Anindhita et al. 2022). Students who have used podcasts feel more connected (Oslawski-Lopez and Kordsmeier 2021) and think more deeply (Fernandez et al. 2009; Matulewicz et al. 2020) about a topic. Podcasts have also been associated with increased student motivation (Morris et al. 2021). Combining primary literature analysis with podcast introductory materials yields benefits associated with both pedagogies.
The TWiM Podcast/PARM Chapter As an Active Learning, High Impact Pedagogy
“This Week in Microbiology,” or TWiM in short, is a successful podcast where professional microbiologists discuss scientific papers in an informal way that is accessible to both novice and advanced students in biology. This podcast is the core of this science literacy project and each chapter is focused on a single podcast. Students in introductory and advanced microbiology courses can benefit from the scaffolded podcast listening experience, following along with the hosts’ reasoning and discussion, as well as the hosts’ introductions to new concepts and technologies. Podcast resources provided in each chapter include time stamps and descriptions for techniques and concepts discussed, as well as transcripts of the discussion so that students can read them (Access Podcast Transcripts). Each podcast snippet and main discussion is also aligned with 2-3 Vision and Change categories, as well as 2-3 of the ASM Fundamental Statements.
In addition to the benefits gained from exposure to the exceptional science communication skills of the TWiM podcast hosts, novice and advanced students can further gain practice and experience in science literacy skills using the figure reading exercises. These exercises, which are based on the papers discussed by the podcast hosts, are stand-alone exercises that instructors can utilize inside or outside the classroom as active learning modules to enable students to practice figure-reading, data analysis, and experimental design. We hope this flexibility allows you to tailor assignments to your course and your students’ needs. To learn more about ways to use the book/chapters and what each contains, please see the sections: Brief Overview to Using this Book and Chapter Description and Format.
Looking Forward
This teaching resource is a work in progress. We hope this fulfills a need of accessible, affordable, and meaningful materials that enhances your learning and teaching in microbiology and molecular biology. We will continue to add chapters to this book as older episodes of This Week in Microbiology are annotated and as new episodes become available. Additionally, we have done our best to limit any errors, but we are human. To report an error, please fill out this form with the details so we can fix it.
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