OAKTrust :: Browsing Faculty Teaching Materials by Issue Date

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Veterinary Microscopic Anatomy Review: 1. The Cell

(2014-08-06) Wilson, Patrick D.

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Comparing the States and Communities: A STEM Approach to Politics, Government and Policy in the United States

(Harvey J. Tucker, 2019) Tucker, Harvey J.

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Farmers, Write!: An Aggie Introduction to Composition and Rhetoric

(Texas A&M University, 2019) Pantuso, Terri; LeMire, Sarah; Anders, Kathy

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VIBS 310 Course Syllabus, Summer 2019

(2019-05-15) Hartberg, Yasha

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Writing Abstracts

(2019-05-17) Hartberg, Yasha

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The Great Paper Chase Summer 2019

(2019-05-17) Hartberg, Yasha

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Abstract writing prompt

(2019-05-20) Hartberg, Yasha

Abstracts are commonplace in the scientific world. As such, being able to write abstracts is an important skill for any biomedical professional. Even if your career path steers you clear of research, you will be called on repeatedly in your career to explain, as succinctly as possible, the context for something that you did, why you did it, how you did it, what happened, and either what you learned from doing it or what you recommend doing next. Writing abstracts will help you develop this important set of communication skills.

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Scientific Epistemology: How Do We Know What We Know?

(2019-05-31) Hartberg, Yasha

Students in STEM disciplines often make it to their senior years in college with no clear concept of how scholarly knowledge is generated. They see science as a collection of facts to be memorized rather than as a process for generating new understandings. I challenge these assumptions in my opening lecture for VIBS 310-Biomedical Writing, in part because I feel it's essential that they develop a more sophisticated view of the scientific enterprise and, in part, because the conventions of formal scientific discourse make little sense except in light of how scientists generate and access knowledge.

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How much do we know? The body of human knowledge

(2019-06-03) Hartberg, Yasha

The primary goal of this lecture is to help students understand the structure of scholarly abstracts. Because students generally don't know what abstracts are, I introduce the topic by impressing upon students just how much information is out there and how rapidly it's changing. After that, we discuss the structure of abstracts. Finally, I have students break into small groups where they practice identifying the different parts of abstracts using abstracts from the primary literature.

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Abstract peer review questions and grading rubric

(2019-06-10) Hartberg, Yasha

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Journal Articles as Storytelling

(2019-06-10) Hartberg, Yasha

Despite most of my students being senior biomedical sciences majors, they have not had much, if any, experience with the primary research literature. Because the capstone project for VIBS 310--Biomedical Writing is a literature review, it's vital that students learn early in the semester how to identify and use the primary literature. This lecture introduces these skills by relating journal articles to something far more familiar, storytelling.

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Memo/Annotated Bibliography Writing Prompt

(2019-06-11) Hartberg, Yasha

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Annotated Reading List for VIBS 310--Biomedical Writing

(2019-06-12) Hartberg, Yasha

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What is a literature review?

(2019-06-17) Hartberg, Yasha

Writing a literature review is the capstone project for VIBS 310--Biomedical Writing. Literature reviews are also integral to science as a knowledge-generating enterprise, so understanding their structure and purpose makes students better consumers of scientific literature. In this lecture, I introduce students to the concept of literature reviews by having them imagine a world before we understood the material substance of genes. I then take them through the classic Avery, MacCleod, and McCarty study that demonstrated that DNA most likely the genetic material. Along the way, I craft a concept map that could be used as an outline for the literature review of that famous paper, opening the floor for a discussion about the importance of outlining. Finally, I give students an in-class, group activity in which they practice identifying the central question of a recent research paper.