Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science

Traditional undergraduate science courses often prioritize content mastery over authentic engagement with the scientific process. Course-based research, also referred to as course-based undergraduate research experiences (CUREs), addresses this limitation by immersing students in authentic scientific practice. In course-based research, assessment practices can also mirror the authentic scientific practice, where extensive formative feedback supports refinement of skills and understanding. Here, we present two rubrics designed to support the teaching and assessment of science communication in a way that reflects how scientists prepare to disseminate their research findings. One rubric is for creating scientific posters and another for writing short-format manuscripts. Developed by approximately 100 faculty members who collaboratively implement CUREs through the Howard Hughes Medical Institute (HHMI) Science Education Alliance (SEA) program, these rubrics outline the authentic steps scientists take when preparing to communicate their research and provide performance levels that clarify expectations for both students and instructors. Together, these tools aim to further align undergraduate science education and authentic scientific practice.

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Publication Details

Journal
Journal of Microbiology and Biology Education
Published
2026-02-24
DOI
https://doi.org/10.1128/jmbe.00313-25
Primary Topic
Academic Writing and Publishing
Type
article
Field-Weighted Citation Impact
0.00
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article

Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science

Jacob D. Kagey, Swati Agrawal, Iain Duffy, Victoria Frost et al.
Journal of Microbiology and Biology Education
Academic Writing and Publishing
article

Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science

Jacob D. Kagey, Swati Agrawal, Iain Duffy, Victoria Frost, Kristen Butela, Ombeline Rossier, Jon Mitchell, Christine A. Byrum, Dondra Bailey, Ellen Wisner, Christine Fleischacker, Megan K. Dennis, María Alejandra Mussi, James T. Melton, Vassie C. Ware, Mauricio S. Antunes, Kathryn P. Kohl, Sean T. Coleman, Vipaporn Phuntumart, Frederick N. Baliraine, Erin Doyle, Yesmi Ahumada-Santos, Beth M. Wilkes, Danielle M. Heller, Daniel C. Williams, Quinn Vega, Sharon Gusky, Tejas Bouklas, Bridgette L. Kirkpatrick, Tiara Pérez Morales, Viknesh Sivanathan, Sergei A. Markov, Regina V. Alvarez, Fernando E. Nieto, K K Klyczek, Kara Thoemke, Denise Monti, Rebekah F. Hare, Deborah M. Tobiason, Lee E. Hughes, Hari Kotturi, Jessica M. Rocheleau, Eric M. Engstrom, Christy Fillman, Heather Lindberg, Tonya C. Bates, Arturo Diaz, Elizabeth E. Rueschhoff, Alyssa M. Gleichsner, Imade Y. Nsa, Elvira R. Eivazova, Bryan Gibb, Sarah Swerdlow, Brett E Pickett, Adam D. Rudner, Kari Clase, Andréa Beyer, Martha Smith Caldas, Pamela L. Connerly, Sara S. Tolsma, Rebecca L. Bortz, Holly Nance, E. W. Williams, Mary Magdaline Akume Ayuk, Aimee H. Danley, Shallee T Page, Megan Carroll, Bhaswati Manish, María Elena Báez-Flores, Lisa Bono, Kristen Clermont, Matthew David Mastropaolo, Dustin Cole Edwards, Kissaou Tchedre, Amaya M. Garcia Costas, Julie Torruellas Garcia, Sarah N. Reardon, Naomi Smith Rowland, Michèle Barmoy, Richard Scott Pollenz, Patricia Waikel, Catherine Ward, Dave Bollivar, Tara Turley-Stoulig, Tom D'Elia, Ricardo Parra-Unda, Nancy Castro, Steven Michael Caruso, Steven Gaines Cresawn, Daniel Eric Westholm, Sally Dixon Molloy, C. Nicole Sunnen, Kirk R. Anders, Christa Tobey Bancroft, Jackie M. Washington, Tamarah Lynne Adair
article en

Abstract

Traditional undergraduate science courses often prioritize content mastery over authentic engagement with the scientific process. Course-based research, also referred to as course-based undergraduate research experiences (CUREs), addresses this limitation by immersing students in authentic scientific practice. In course-based research, assessment practices can also mirror the authentic scientific practice, where extensive formative feedback supports refinement of skills and understanding. Here, we present two rubrics designed to support the teaching and assessment of science communication in a way that reflects how scientists prepare to disseminate their research findings. One rubric is for creating scientific posters and another for writing short-format manuscripts. Developed by approximately 100 faculty members who collaboratively implement CUREs through the Howard Hughes Medical Institute (HHMI) Science Education Alliance (SEA) program, these rubrics outline the authentic steps scientists take when preparing to communicate their research and provide performance levels that clarify expectations for both students and instructors. Together, these tools aim to further align undergraduate science education and authentic scientific practice.

Journal of Microbiology and Biology Education
Brigham Young University (US), Roosevelt University (US), University of North Carolina at Charlotte (US), West Virginia School of Osteopathic Medicine (US), Virginia Western Community College (US), Colorado State University Pueblo (US), University of Southern California (US), Spelman College (US), LeTourneau University (US), James Madison University (US), Gonzaga University (US), Texas Tech University (US), La Sierra University (US), University of North Texas (US), Howard Hughes Medical Institute (US), Howard University (US), SUNY Old Westbury (US), Saint Leo University (US), University of Wisconsin–River Falls (US), University of Ottawa (CA), Baylor University (US), Bowling Green State University (US), Monmouth College (US), University of California, Los Angeles (US), Neumann University (US), Montclair State University (US), Winthrop University (US), University of Pittsburgh (US), Carthage College (US), Austin Community College (US), College of St. Scholastica (US), Austin Peay State University (US), Lehigh University (US), University of Colorado Boulder (US), Kansas State University (US), University of Mary Washington (US), University of Saint Joseph (US), Universidad Autónoma de Sinaloa (MX), Florida International University (US), Southeastern Louisiana University (US), University of Lagos (NG), Nova Southeastern University (US), College of Charleston (US), Coastal Carolina University (US), Northern State University (US), Purdue University West Lafayette (US), University of Massachusetts Amherst (US), Université Paris-Saclay (FR), Durham Technical Community College (US), California Southern University (US), University of Colorado System (US), Richard Bland College (US), Northwestern Connecticut Community College (US), Allegany College of Maryland (US), Wartburg College (US), Division of Molecular & Cellular Biosciences (US), Metropolitan Community College (US), New York Institute of Technology (US), University of Pittsburgh at Greensburg (US), Indiana University Southeast (US), Doane University (US), Indiana University Bloomington (US), Centro de Estudios Fotosintéticos y Bioquímicos (AR), NHTI - Concord's Community College (US), Indian River State College (US), Coppin State University (US), Collin College (US), Saint Joseph's University (US), SUNY Plattsburgh (US), Northwestern College - Iowa (US), University of Detroit Mercy (US), Culver Stockton College (US), College of Coastal Georgia (US), Tarleton State University (US), University of Maryland, Baltimore County (US), University of Maine (US), Miami University (US), Dominican College of Blauvelt (US), Empire State University (US), Columbia State Community College (US), Mount Saint Mary College (US), Marist University (US), Western Kentucky University (US), Franklin Pierce University (US)
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