Implementing a grant proposal writing exercise in undergraduate science courses to incorporate real-world applications and critical analysis of current literature
Writing is an essential part of a successful career in science. As such, many undergraduate science courses have begun to implement writing assignments that reflect "real-world" applications and focus on a critical analysis of current literature; these assignments are often in the form of a review or a research proposal. The semester-long project described herein is a unique marriage of these two ideas: students first select a topic and conduct a literature review, and then choose an area of that same topic to investigate further in a peer-reviewed grant proposal. A modified version of this project, which incorporates peer-reviewed oral presentations, is also discussed. This project is designed for an upper-level undergraduate course, typically having 15-20 students, and the approach (or parts of the approach) has been successfully incorporated in an advanced organic chemistry course, a biochemistry capstone course, and courses in endocrinology, as well as ecophysiology. © 2013 The American Chemical Society and Division of Chemical Education, Inc.
Journal of Chemical Education
Cole, Kathryn E.; Inada, Maki; Smith, Andrew M.; and Haaf, Michael P., "Implementing a grant proposal writing exercise in undergraduate science courses to incorporate real-world applications and critical analysis of current literature" (2013). Faculty Articles Indexed in Scopus. 581.