Document Detail


The Use of Mock NSF-type Grant Proposals and Blind Peer Review as the Capstone Assignment in Upper-Level Neurobiology and Cell Biology Courses.
MedLine Citation:
PMID:  24319395     Owner:  NLM     Status:  PubMed-not-MEDLINE    
Abstract/OtherAbstract:
Although the use of grant proposals and blind peer review are standard in the natural sciences, their use as a pedagogical tool is rarely mentioned in the literature. As a consequence of dissatisfaction with term papers and literature reviews as the capstone writing experience in 300-level undergraduate biology courses, I have been experimenting with mock NSF-type grant proposals followed by blind peer review as the major assignment in my junior/senior-level classes. The improvement in educational outcomes and competencies due to this assignment appears to be substantial and worth the additional effort on both the students' and instructor's parts. Here, I outline the mechanics of this assignment and its advantages and disadvantages as well as the type of curriculum that is required to support this type of capstone assignment.
Authors:
Haruhiko Itagaki
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Publication Detail:
Type:  Journal Article     Date:  2013-10-15
Journal Detail:
Title:  Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience     Volume:  12     ISSN:  1544-2896     ISO Abbreviation:  J Undergrad Neurosci Educ     Publication Date:  2013  
Date Detail:
Created Date:  2013-12-09     Completed Date:  2013-12-09     Revised Date:  2014-01-24    
Medline Journal Info:
Nlm Unique ID:  101229224     Medline TA:  J Undergrad Neurosci Educ     Country:  United States    
Other Details:
Languages:  eng     Pagination:  A75-84     Citation Subset:  -    
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