Incorporating primary literature in an undergraduate immunology course at the University of Portland 3827

Abstract Description Peer-reviewed primary literature represents a fundamental means of disseminating and evaluating scientific advances. Exposing undergraduate students to primary literature helps them understand how scientific knowledge is generated and appreciate that scientific boundaries are constantly expanding. Reading primary literature also improves students’ scientific and critical thinking skills—interpreting data, distinguishing correlation from causation, drawing valid conclusions, assessing appropriate controls for experiments, and evaluating statistical tests. Despite its many benefits, significant barriers exist to reading primary literature in undergraduate immunology courses. Unfamiliar techniques, convoluted sentence structure, copious jargon, and assumption of baseline knowledge that exceeds that of the students can cause frustration and undermine self-confidence. Thus, when using primary literature in undergraduate STEM courses, it is essential to provide appropriate tools, structure, and support to foster student success and achieve learning outcomes. Over the course of 12 years teaching at a primarily undergraduate institution, I have tested several different formats for integrating primary literature into an undergraduate immunology course. The method that achieves the best learning outcomes with least student anxiety incorporates student buy-in, teamwork, formative writing assignments, student-led journal clubs, and careful scaffolding of articles across the semester. Topic Categories Immunology Education and Communication (EDU)