Scaffolding of assignments and grading to promote STEM literacy in a human microbiome course.

Abstract

A special topics course investigating the human microbiome was developed such that there were three layers of feedback and grading available to students throughout the semester. An instructor of record, a teaching assistant, and a writing-across-the-curriculum consultant overlayed feedback and formative assessment to support student learning. Individual and group assignments were developed to build upon each other, with iterative feedback, to facilitate student STEM literacy. Rubrics were used at all levels of assessment to provide detailed feedback for students, with repetitive rubric components incorporated throughout the semester. Overall, scaffolding of assignments (both individual and group), along with scaffolded support and feedback, promoted student literacy and confidence.