title: Writing throughout the biochemistry curriculum: Synergistic inquiry-based writing projects for biochemistry students.
abstract: This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher-order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences.
authors.affiliation: Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland, 20686.
authors.forename: Pamela
authors.initials: P
authors.lastname: Mertz
authors.affiliation: Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland, 20686.
authors.forename: Craig
authors.initials: C
authors.lastname: Streu
mesh_terms: D000293:Adolescent; D001671:Biochemistry / Q000193:education*; D032882:Comprehension; D019295:Computational Biology / Q000193:education; D003479:Curriculum; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D018794:Problem-Based Learning / Q000379:methods*; D012106:Research / Q000193:education; D013334:Students; D013850:Thinking; D014956:Writing; D055815:Young Adult
keywords: biochemistry and molecular biology education; bioinformatics; communication/writing; curriculum; grant proposal; inquiry-based/discovery learning; upper-division undergraduate