Welcome to ASMCUE in Seattle, Washington! Registered attendees are able to download the mobile app onto their phone, create a log-in, and make a personalized schedule and chat with attendees. Questions? Email [email protected]
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In response to generative AI, we redesigned an undergraduate Microbiology writing assignment into a process-based framework that consists of a series of interconnected activities integrating content learning, scientific literacy, communication, peer engagement, and responsible AI use. Our framework generates multiple opportunities enabling instructors to observe student learning throughout the writing process. Students progress through four scaffolded stages: collaborative pathogen research that builds content knowledge and classroom community; primary literature analysis and peer discussion that strengthen scientific literacy and communication; visual transmission-cycle development that promotes synthesis and science communication; and iterative drafting and revision that incorporates AI-supported feedback, writing center support, and self-reflection. These activities are graded for completion, providing opportunity for formative engagement. By combining established instructional practices into a unified sequence, this framework enabled us to redesign our assignment to meet the challenges and opportunities of AI by generating evidence of student learning and engagement throughout the writing process.
