Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science
Tamarah Lynne Adair, Swati Agrawal, Yesmi P. Ahumada-Santos, Regina Alvarez, Kirk R. Anders, Mauricio Antunes, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick N. Baliraine, Mitchell F. Balish, Christa Tobey Bancroft, Michèle Barmoy, Tonya C. Bates, Andrea Beyer, Suparna Bhalla, Dave Bollivar, Lisa M. Bono, Rebecca Bortz, Tejas Bouklas, Kristen Butela, Christine A. Byrum, Megan Carroll, Steven Michael Caruso, Nancy Castro, Kari Clase, Kristen Clermont, Sean T. Coleman, Pamela L. Connerly, Amaya M. Garcia Costas, Steven Gaines Cresawn, Tom D'Elia, Aimee Danley, Megan K. Dennis, Arturo Diaz, Erin L. Doyle, Iain Duffy, Dustin Cole Edwards, Elvira Eivazova, Eric Engstrom, Christy Fillman, Christine L. Fleischacker, Victoria J. Frost, Julie Torruellas Garcia, Bryan P. Gibb, Alyssa Mae Gleichsner, Sharon Gusky, Rebekah F. Hare, Danielle Heller, Lee E. Hughes, Jacob D. Kagey, Bridgette Kirkpatrick, Karen K. Klyczek, Kathryn P. Kohl, Hari Kotturi, Julia Y. Lee-Soety, Heather Lindberg, Bhaswati Manish, Sergei A. Markov, Matthew David Mastropaolo, James T. Melton, Jon Mitchell, Sally Dixon Molloy, Denise L. Monti, Tiara Perez Morales, María Alejandra Mussi, Holly Nance, Fernando Nieto, Imade Yolanda Nsa, Shallee T. Page, Ricardo Parra-Unda, Vipaporn Phuntumart, Brett E. Pickett, Richard Scott Pollenz, Sarah N. Reardon, Jessica Rocheleau, Ombeline Rossier, Naomi Smith Rowland, Adam D. Rudner, Elizabeth E. Rueschhoff, Viknesh Sivanathan, Martha Smith Caldas, C. Nicole Sunnen, Sarah J. Swerdlow, Kissaou Tchedre, Kara Thoemke, Deborah Tobiason, Sara S. Tolsma, Tara Turley-Stoulig, Quinn Vega, Patricia Waikel, Catherine Ward, Vassie C. Ware, Jackie M. Washington, Daniel Eric Westholm, Beth Wilkes, Daniel Williams, Elizabeth Williams, Ellen M. Wisner
2026publishedJournal of Microbiology & Biology Educationvolume 27, issue 110.1128/jmbe.00313-25doiopen accesslicense
Two rubrics for grading student posters and short papers in research courses, written by about 100 SEA-PHAGES faculty.
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.