Charlie Cox (Stanford University, USA), Jennifer Schwartz (Stanford University, USA), Donovan Barfield (Stanford University, USA), Caitlin Ortega (Stanford University, USA)
Because of widespread applicability, scientific writing is one of the most important skills chemical educators can emphasize in their curricula. Methods for teaching and reviewing scientific writing are very limited and time consuming. At Stanford, the use of Calibrated Peer Review (CPR) to emphasize writing is being explored with success in the upper division organic and analytical chemistry programs. The use of shorter targeted writing assignments has been implemented with success with the goal of emphasizing how to write specific parts of laboratory reports. These assignments have been used in part to satisfy the writing in the major requirements for the analytical chemistry course at Stanford. This talk will discuss the types of assignments implemented, correlations with student success, and future goals of the project.