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Discuss poster assignment and expectations.
One student remarked in the postsurvey that: "The poster assignment was difficult but helpful".
The poster assignment provided an opportunity for students to synthesize what they had learned and develop their problem-solving skills.
This indicates that the majority of students in both 2007 and 2008 succeeded in performing well on the poster assignment.
The poster assignment therefore supported our fifth learning outcome: integration of the concepts, skills, and knowledge acquired in this module.
We performed analysis to determine the spread of letter grades ("A"/"AB"/"B"/ BC"/"C"/"D"/"F") for the poster assignment.
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For their poster assignments, students did background research on PubMed.
Qualitative feedback, discussed below (e.g., see Insights from External Evaluator's Assessment), indicates that although the research poster assignments present challenges for both professors and students, these assignments have been very important in driving desired student learning outcomes.
(Anonymous, 2010) Although we hope to improve students' attitudes toward the poster assignments, we believe that the antipathy reflected here indicates that we are moving students from being passive recipients of knowledge, the comfort zone of most young learners (Perry 1970), to higher levels of intellectual development.
Successful completion of the bioinformatics worksheet, incorporation of this data into the poster assignments, and students' self-reported gains all indicate that this part of the activity was successful in promoting our third learning outcome: increased confidence and skills in using bioinformatics tools.
(Note: teachers may also wish to let students draw from the poster gallery assignment above for inspiration, with students crediting classmates for their ideas).
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