Background, Benefits and Problem Statement Draft 2

Background (Part):

Society needs science, and scientists need an informed, thoughtful, and open-minded citizenry (EurekAlert, 2009). This is however not possible without the exhibition of solid scientific communication skills. Assuming that our audience has the full capacity to absorb what is presented to them, the only limitation would then be the scientific researcher's ability to translate his or her ideas across efficiently. With this in mind, we would like to consider some of the communication needs of the scientific research sector.

Firstly, writing scientific reports is one aspect of the communication needs in the scientific research field. Many tertiary students in NUS should be familiar with the numerous lab reports that are required in the various modules. Indeed, scouring through the academic requirements of various science and engineering degrees of tertiary institutions, one will recognize that scientific reports form an integral portion of one's module grade.

In addition, the writing of research proposals and grant applications are also crucial skills that numerous scientists have expressed interest in, as shown from research done by the European Molecular Biology Organization. (University of Copenhagen, 2009). From the job requirements for scientific-related positions as advertised online (Naturejobs, 2010), we can see that the abovementioned scientific writing skills are also in demand at workplaces, and hence relevant even after completing our tertiary studies.

Other than the component of scientific writing, there is also an emphasis on the aspect of scientific presentation skills as mentioned by our interviewee, Prof. Helmer. This is another important part of scientific research where the speaker presents his or her ideas directly to an audience. In the tertiary institution setting, students across the faculties are often expected to give oral and visual presentations together with the submission of their scientific manuscripts.

Outside school, the requirement of good presentation skills can also be often seen in advertisements for careers in the scientific research field. All in all, scientific communication needs to be underpinned by training and evaluation and they would be best served in the area where the needs originated- the school.

Problem Statement:

The inability to write scientific papers effectively remains a problem for many university students. To identify pedagogical constructs that help undergraduates write well in scientific formats, Jerde and Taper evaluated the effect of the number and type of college composition courses previously taken, science writing experience, and tutorial services and found that the only significant factor influencing scientific writing performance was prior scientific writing experience (Education Resources Information Center, 2009). This suggests that more emphasis should be placed on scientific writing within the undergraduate science curriculum. Thus, the aim of this study is to explore deeper into the communication needs of the scientific research industry and to propose reasonable modifications to the NUS curriculum that would best serve these requirements. 

Benefits

Undoubtedly, there are many rationales for our team to propose the extension of the above research proposal to a full-fledged study in NUS. Through further research, our team can obtain more substantial evidence to draw an informed conclusion about the current communication needs in the scientific research industry. This would then enable us to propose a more holistic recommendation to allow the NUS curriculum to meet these specific needs in the long run.

Background, Benefits and Problem Statement Draft 1

Background:

Society needs science, and scientists need an informed, thoughtful, and open-minded citizenry. [2] This is however not possible without the exhibition of solid scientific communication skills. Assuming that our audience has the full capacity to absorb what is presented to them, the only limitation would then be the scientific researcher's ability to translate his or her ideas across efficiently. With this in mind, we would like to consider some of the communication needs of the scientific research sector.

Firstly, writing scientific reports is one aspect of the communication needs in the scientific research field. Many tertiary students in NUS should be familiar with the numerous lab reports that are required in the various modules. Indeed, scouring through the academic requirements of various sciences and engineering degrees of tertiary institutions, it is not hard to realize that scientific reports form an integral portion of one's module grade.

In addition, the writing of research proposals and grant applications are also crucial skills that a lot of scientists have expressed interest in a research done by the European Molecular Biology Organization (EMBO). [3] The abovementioned scientific writing skills are also in demand after tertiary studies as shown by the similar job requirement for scientific-related positions advertised online. [4]

Other than the component of scientific writing, there is also the emphasis on the aspect of scientific presentation skills as mentioned by our interviewee, Prof. Helmer. This is another important part of scientific research where the speaker presents his or her ideas directly to an audience. In the tertiary institution setting, students across the faculties are often expected to give oral and visual presentations together with the submission of their scientific manuscripts.

Outside school, the requirement of good presentation skills can also be often seen on advertisement for careers in the scientific field. All in all, scientific communication needs to be underpinned by training and evaluation and they would be best served in the area where the needs originated- the school.

Problem Statement:

The inability to write scientific papers effectively remains a problem for many college students. To identify pedagogical constructs that help undergraduates write well in scientific formats, Jerde and Taper evaluated the effect of the number and type of college composition courses previously taken, science writing experience, and tutorial services and found that the only significant factor influencing scientific writing performance was prior scientific writing experience. [5] This suggests that more emphasis should be placed on scientific writing within the undergraduate science curriculum.

According to our interviewee, Prof. Helmer, there are insufficient opportunities for NUS students to hone their scientific writing skills. Hence, the purpose of this study is to determine the feasibility of extending relevant scientific writing modules from the science faculty to all other relevant faculties with similar needs. In addition, this will also lead to the prospect of initiating a compulsory scientific writing module for all the science and engineering freshmen in addition to the current curriculum of the NUS FOS and FOE.

Benefits

Undoubtedly, there are many rationales for our team to propose the extension of the above research proposal to a full-fledged study in NUS. The extension of a possibly compulsory scientific writing module to science and engineering students will most likely raise the level of scientific academic writing of NUS students.

On the micro scale, continuous writing on the scientific level is definitely useful and will assist students in expressing original thoughts and ideas. This is especially so when some students may find it easier to elaborate on their ideas through writing rather than talking and presenting. This may also assist in contribution of original scientific content or the analysis of original ideas, possibly leading to exploration of novel approaches to the ancient scientific conundrums. In addition, the implementation of a compulsory scientific writing module may encourage students to explore their topics of interest more fully in depth with the chance of further developing their researching or investigative skills. [6]

Also, some of the key processes involved in scientific writing such as literature reviews and patent searching may also enhance one’s ability to synthesize information and logically presenting information in a scientific and professional manner. There is also an unavoidable need for the student to organize their thoughts in a logical format. In addition, NUS students will then have the opportunity to practice writing with proper grammatical structure and following a designated scientific structured format.

On the macro scale, NUS will be able to increase the employability and marketability of its Science and Engineering undergraduates when the students are more adept in this arena of scientific writing. With the allocation of compulsory scientific writing modules, students will also be able to gain valuable writing skills for future writing tasks applicable in various industries and business sectors. This includes completing formal written business proposal for the scientific industry, applying for research grants and writing scientific publications. Such a proposed initiative in NUS will also lend huge support to the government's cause to develop more local research talents.