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

doi:10.1128/jmbe.00313-25

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

Biology

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Article number	e00313-25
Journal	Journal of Microbiology and Biology Education
Volume	27
Issue number	1
DOIs	https://doi.org/10.1128/jmbe.00313-25
State	Published - Apr 2026

Keywords

assessment rubrics
authentic scientific practice
course-based undergraduate research experiences (CUREs)
science communication
scientific posters
short-format manuscripts

Access to Document

10.1128/jmbe.00313-25

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Adair, T. L., Agrawal, S., Ahumada-Santos, Y. P., Alvarez, R., Anders, K. R., Antunes, M., Ayuk, M., Báez-Flores, M. E., Bailey, D., Baliraine, F. N., Balish, M. F., Bancroft, C. T., Barmoy, M., Bates, T. C., Beyer, A., Bhalla, S., Bollivar, D., Bono, L. M., Bortz, R., ... Wisner, E. M. (2026). Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science. Journal of Microbiology and Biology Education, 27(1), Article e00313-25. https://doi.org/10.1128/jmbe.00313-25

@article{6667a92325d54c42be6d81f6f5a27057,

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

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.",

keywords = "assessment rubrics, authentic scientific practice, course-based undergraduate research experiences (CUREs), science communication, scientific posters, short-format manuscripts",

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

note = "Publisher Copyright: Copyright {\textcopyright} 2026 Adair et al.",

year = "2026",

month = apr,

doi = "10.1128/jmbe.00313-25",

language = "English",

volume = "27",

journal = "Journal of Microbiology and Biology Education",

issn = "1935-7877",

publisher = "American Society for Microbiology",

number = "1",

}

Adair, TL, Agrawal, S, Ahumada-Santos, YP, Alvarez, R, Anders, KR, Antunes, M, Ayuk, M, Báez-Flores, ME, Bailey, D, Baliraine, FN, Balish, MF, Bancroft, CT, Barmoy, M, Bates, TC, Beyer, A, Bhalla, S, Bollivar, D, Bono, LM, Bortz, R, Bouklas, T, Butela, K, Byrum, CA, Carroll, M, Caruso, SM, Castro, N, Clase, K, Clermont, K, Coleman, ST, Connerly, PL, Garcia Costas, AM, Cresawn, SG, D'Elia, T, Danley, A, Dennis, MK, Diaz, A, Doyle, EL, Duffy, I, Edwards, DC, Eivazova, E, Engstrom, E, Fillman, C, Fleischacker, CL, Frost, VJ, Garcia, JT, Gibb, BP, Gleichsner, AM, Gusky, S, Hare, RF, Heller, D, Hughes, LE, Kagey, JD, Kirkpatrick, B, Klyczek, KK, Kohl, KP, Kotturi, H, Lee-Soety, JY, Lindberg, H, Manish, B, Markov, SA, Mastropaolo, MD, Melton, JT, Mitchell, J, Molloy, SD, Monti, DL, Morales, TP, Mussi, MA, Nance, H, Nieto, F, Nsa, IY, Page, ST, Parra-Unda, R, Phuntumart, V, Pickett, BE, Pollenz, RS, Reardon, SN, Rocheleau, J, Rossier, O, Rowland, NS, Rudner, AD, Rueschhoff, EE, Sivanathan, V, Caldas, MS, Sunnen, CN, Swerdlow, SJ, Tchedre, K, Thoemke, K, Tobiason, D, Tolsma, SS, Turley-Stoulig, T, Vega, Q, Waikel, P, Ward, C, Ware, VC, Washington, JM, Westholm, DE, Wilkes, B, Williams, D, Williams, E & Wisner, EM 2026, 'Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science', Journal of Microbiology and Biology Education, vol. 27, no. 1, e00313-25. https://doi.org/10.1128/jmbe.00313-25

TY - JOUR

T1 - Science communication tools

T2 - rubrics for generating posters and manuscripts that are authentic to the practice of science

AU - Adair, Tamarah Lynne

AU - Agrawal, Swati

AU - Ahumada-Santos, Yesmi P.

AU - Alvarez, Regina

AU - Anders, Kirk R.

AU - Antunes, Mauricio

AU - Ayuk, Mary

AU - Báez-Flores, María Elena

AU - Bailey, Dondra

AU - Baliraine, Frederick N.

AU - Balish, Mitchell F.

AU - Bancroft, Christa Tobey

AU - Barmoy, Michèle

AU - Bates, Tonya C.

AU - Beyer, Andrea

AU - Bhalla, Suparna

AU - Bollivar, Dave

AU - Bono, Lisa M.

AU - Bortz, Rebecca

AU - Bouklas, Tejas

AU - Butela, Kristen

AU - Byrum, Christine A.

AU - Carroll, Megan

AU - Caruso, Steven Michael

AU - Castro, Nancy

AU - Clase, Kari

AU - Clermont, Kristen

AU - Coleman, Sean T.

AU - Connerly, Pamela L.

AU - Garcia Costas, Amaya M.

AU - Cresawn, Steven Gaines

AU - D'Elia, Tom

AU - Danley, Aimee

AU - Dennis, Megan K.

AU - Diaz, Arturo

AU - Doyle, Erin L.

AU - Duffy, Iain

AU - Edwards, Dustin Cole

AU - Eivazova, Elvira

AU - Engstrom, Eric

AU - Fillman, Christy

AU - Fleischacker, Christine L.

AU - Frost, Victoria J.

AU - Garcia, Julie Torruellas

AU - Gibb, Bryan P.

AU - Gleichsner, Alyssa Mae

AU - Gusky, Sharon

AU - Hare, Rebekah F.

AU - Heller, Danielle

AU - Hughes, Lee E.

AU - Kagey, Jacob D.

AU - Kirkpatrick, Bridgette

AU - Klyczek, Karen K.

AU - Kohl, Kathryn P.

AU - Kotturi, Hari

AU - Lee-Soety, Julia Y.

AU - Lindberg, Heather

AU - Manish, Bhaswati

AU - Markov, Sergei A.

AU - Mastropaolo, Matthew David

AU - Melton, James T.

AU - Mitchell, Jon

AU - Molloy, Sally Dixon

AU - Monti, Denise L.

AU - Morales, Tiara Perez

AU - Mussi, María Alejandra

AU - Nance, Holly

AU - Nieto, Fernando

AU - Nsa, Imade Yolanda

AU - Page, Shallee T.

AU - Parra-Unda, Ricardo

AU - Phuntumart, Vipaporn

AU - Pickett, Brett E.

AU - Pollenz, Richard Scott

AU - Reardon, Sarah N.

AU - Rocheleau, Jessica

AU - Rossier, Ombeline

AU - Rowland, Naomi Smith

AU - Rudner, Adam D.

AU - Rueschhoff, Elizabeth E.

AU - Sivanathan, Viknesh

AU - Caldas, Martha Smith

AU - Sunnen, C. Nicole

AU - Swerdlow, Sarah J.

AU - Tchedre, Kissaou

AU - Thoemke, Kara

AU - Tobiason, Deborah

AU - Tolsma, Sara S.

AU - Turley-Stoulig, Tara

AU - Vega, Quinn

AU - Waikel, Patricia

AU - Ward, Catherine

AU - Ware, Vassie C.

AU - Washington, Jackie M.

AU - Westholm, Daniel Eric

AU - Wilkes, Beth

AU - Williams, Daniel

AU - Williams, Elizabeth

AU - Wisner, Ellen M.

PY - 2026/4

Y1 - 2026/4

N2 - 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.

AB - 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.

KW - assessment rubrics

KW - authentic scientific practice

KW - course-based undergraduate research experiences (CUREs)

KW - science communication

KW - scientific posters

KW - short-format manuscripts

UR - https://www.scopus.com/pages/publications/105037735724

U2 - 10.1128/jmbe.00313-25

DO - 10.1128/jmbe.00313-25

M3 - Article

AN - SCOPUS:105037735724

SN - 1935-7877

VL - 27

JO - Journal of Microbiology and Biology Education

JF - Journal of Microbiology and Biology Education

IS - 1

M1 - e00313-25

ER -

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

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