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In this unit, students will develop a scientific literature review and then draw from that secondary research to contribute to Wikipedia. This assignment will allow students to practice identifying gaps in Wikipedia content and "translating" expert knowledge for non-expert audiences.
In this unit, students will develop a scientific literature review and then draw from that secondary research to contribute to Wikipedia. This assignment will allow students to practice identifying gaps in Wikipedia content and "translating" expert knowledge for non-expert audiences.
{{students table}}
{{students table}}
{{student table row|Chloeorner|[[Substance abuse prevention]], [[Opioid epidemic in the United States]], [[Opioid epidemic]]|}}
{{student table row|Chloeorner|[[Substance abuse prevention]]|}}
{{student table row|Ekeller25|[[Arthroplasty]], [[Hepatectomy]], [[Spinal fusion]], [[Bowel resection]], [[Surgery]]|}}
{{student table row|Ekeller25|[[Surgery]]|}}
{{student table row|Kcarson03|[[Patient safety]], [[Physician burnout]]|}}
{{student table row|Kcarson03|[[Patient safety]]|}}
{{student table row|Cbyler22|[[Electronic cigarette]]|}}
{{student table row|Cbyler22|[[Electronic cigarette]]|}}
{{student table row|Strout89|[[Impact of the COVID-19 pandemic on hospitals]], [[COVID-19 vaccine hesitancy in the United States]], [[Vaccination policy]]|}}
{{student table row|Strout89|[[Impact of the COVID-19 pandemic on hospitals]], [[COVID-19 vaccine hesitancy in the United States]], [[Vaccination policy]]|}}
{{student table row|Adejulius|[[Health issues in athletics]]|}}
{{student table row|Adejulius|[[Health issues in athletics]]|}}
{{student table row|JEvans245|[[Carcinogen]]|}}
{{student table row|JEvans245|[[Carcinogen]]|}}
{{student table row|Cailinharris|[[COVID-19]], [[COVID-19 testing]]|}}
{{student table row|Cailinharris|[[COVID-19 testing]]|}}
{{student table row|Ahoover11|[[Caring for people with dementia]]|}}
{{student table row|Ahoover11|[[Caring for people with dementia]]|}}
{{student table row|Amorton9|[[Combined oral contraceptive pill]], [[Contraceptive implant]], [[Hormonal contraception]]|}}
{{student table row|Amorton9|[[Combined oral contraceptive pill]], [[Contraceptive implant]], [[Hormonal contraception]]|}}
{{student table row|Lenandasi|[[Effects of human sexual promiscuity]], [[Sexual intercourse]]|}}
{{student table row|Lenandasi|[[Effects of human sexual promiscuity]]|}}
{{student table row|Asollers|[[Eating disorder]], [[Obsessive–compulsive disorder]], [[Comorbidity]]|}}
{{student table row|Asollers|[[Eating disorder]], [[Obsessive–compulsive disorder]], [[Comorbidity]]|}}
{{student table row|M0rgan100237|[[Infant]], [[Kangaroo care]], [[Neonatal intensive care unit]]|}}
{{student table row|M0rgan100237|[[Infant]], [[Kangaroo care]]|}}
{{student table row|Vdanquah|[[Cancer Research (journal)]], [[Prostate cancer]]|}}
{{student table row|Vdanquah|[[Prostate cancer]], [[Management of prostate cancer]]|}}
{{student table row|Cament1|[[Text Messaging]], [[SMS language]]|}}
{{student table row|Cament1|[[Text Messaging]], [[SMS language]]|}}
{{student table row|Lradcliffe03|[[Social media and psychology]], [[Digital media use and mental health]], [[Social media and the effects on American adolescents]]|}}
{{student table row|Lradcliffe03|[[Social media and psychology]], [[Digital media use and mental health]], [[Social media and the effects on American adolescents]]|}}
Line 39: Line 39:
{{student table row|Benisaibisevic|[[Nutrition psychology]], [[Health]], [[Diet (nutrition)]]|}}
{{student table row|Benisaibisevic|[[Nutrition psychology]], [[Health]], [[Diet (nutrition)]]|}}
{{student table row|Bbulson|[[Telehealth]], [[Accessibility of telehealth services]], [[Impact of the COVID-19 pandemic on the telehealth industry]], [[Teladoc Health]], [[Telenursing]], [[Remote patient monitoring]]|}}
{{student table row|Bbulson|[[Telehealth]], [[Accessibility of telehealth services]], [[Impact of the COVID-19 pandemic on the telehealth industry]], [[Teladoc Health]], [[Telenursing]], [[Remote patient monitoring]]|}}
{{student table row|PresleyS123|[[Nutrition and pregnancy]], [[Hypertensive disease of pregnancy]], [[Undernutrition in children]], [[Prenatal nutrition]], [[Pregnancy]], [[Vegan nutrition]], [[Complications of pregnancy]]|}}
{{student table row|PresleyS123|[[Nutrition and pregnancy]], [[Prenatal nutrition]], [[Vegan nutrition]], [[Complications of pregnancy]]|}}
{{student table row|Minoskab|[[Art therapy]], [[Geriatric depression]], [[Late life depression]]|}}
{{student table row|Minoskab|[[Geriatric depression]], [[Late life depression]]|}}
{{student table row|Agomezgarcia|[[Red flag laws]], [[Islamophobia]]|}}
{{student table row|Agomezgarcia|[[Red flag laws]], [[Islamophobia]], [[Social media use in politics]], [[Gun politics in the United States]], [[Media bias]]|}}
{{student table row|Brennam29|[[Semantic dementia (Links to an external site.)]], [[Brain training (Links to an external site.)]], [[Human brain (Links to an external site.)]], [[Dementia]], [[Caring for people with dementia]], [[Aging brain]]|}}
{{student table row|Brennam29|[[Dementia]], [[Caring for people with dementia]], [[Aging brain]], [[Alcohol-related dementia]], [[Early onset dementia]]|}}
{{student table row|Madhamilton5|[[Social deprivation]], [[Social emotional development]]|}}
{{student table row|Madhamilton5|[[Social deprivation]]|}}
{{student table row|Smummert1|[[Attention deficit hyperactivity disorder]], [[Attention deficit hyperactivity disorder management]]|}}
{{student table row|Smummert1|[[Attention deficit hyperactivity disorder]], [[Attention deficit hyperactivity disorder management]]|}}
{{student table row|Estehman|[[Community health]], [[Treatment of cancer]]|}}
{{student table row|Estehman|[[Community health]], [[Treatment of cancer]]|}}
{{student table row|Pthoman|[[Rheumatoid arthritis]], [[SARS]], [[Type 1 diabetes]], [[Tuberculosis management]]|}}
{{student table row|Pthoman|[[Rheumatoid arthritis]], [[SARS]], [[Type 1 diabetes]], [[Tuberculosis management]]|}}
{{student table row|Mikalashenan|[[Shortages related to the COVID-19 pandemic]], [[Negative pressure ventilator]], [[Iron lung]]|}}
{{student table row|Mikalashenan|[[Shortages related to the COVID-19 pandemic]], [[Negative pressure ventilator]]|}}
{{student table row|Khinsonycp|[[Methadone]], [[Opioid use disorder]], [[Opioid withdrawal]], [[Opioid antagonist]], [[Drug withdrawal]]|}}
{{student table row|Khinsonycp|[[Methadone]], [[Opioid use disorder]], [[Opioid withdrawal]], [[Opioid antagonist]], [[Drug withdrawal]]|}}
{{student table row|Sthomason27|[[X-ray]], [[Dental radiography]], [[Radiobiology]], [[Radiation damage]]|}}
{{student table row|Sthomason27|[[X-ray]], [[Dental radiography]], [[Radiobiology]], [[Radiation damage]], [[Scoliosis]], [[Radiography]]|}}
{{student table row|Ftaylor4|[[Renal replacement therapy]], [[Ejection fraction]], [[Comorbidity]], [[Cardiorenal syndrome]]|}}
{{student table row|Ftaylor4|[[Renal replacement therapy]], [[Ejection fraction]], [[Comorbidity]], [[Cardiorenal syndrome]]|}}
{{student table row|Hwebb2|[[Mammography]], [[American Society of Radiologic Technologists]], [[Breast cancer]], [[Metastatic breast cancer]], [[Breast cancer screening]]|}}
{{student table row|Hwebb2|[[Mammography]], [[American Society of Radiologic Technologists]], [[Breast cancer]], [[Metastatic breast cancer]], [[Breast cancer screening]]|}}

Latest revision as of 13:35, 5 October 2022

This Course Wikipedia Resources Connect
Questions? Ask us:

contact@wikiedu.org

Course name
Technical and Scientific Communication
Institution
York College of Pennsylvania
Instructor
Emily Cope
Wikipedia Expert
Ian (Wiki Ed)
Subject
Science Communication
Course dates
2022-08-22 00:00:00 UTC – 2022-12-09 23:59:59 UTC
Approximate number of student editors
40


This 200 level course introduces science, health, and technical majors to the theories and practices of effective professional and public communication in their careers.

In this unit, students will develop a scientific literature review and then draw from that secondary research to contribute to Wikipedia. This assignment will allow students to practice identifying gaps in Wikipedia content and "translating" expert knowledge for non-expert audiences.

Student Assigned Reviewing
Chloeorner Substance abuse prevention
Ekeller25 Surgery
Kcarson03 Patient safety
Cbyler22 Electronic cigarette
Strout89 Impact of the COVID-19 pandemic on hospitals, COVID-19 vaccine hesitancy in the United States, Vaccination policy
Adejulius Health issues in athletics
JEvans245 Carcinogen
Cailinharris COVID-19 testing
Ahoover11 Caring for people with dementia
Amorton9 Combined oral contraceptive pill, Contraceptive implant, Hormonal contraception
Lenandasi Effects of human sexual promiscuity
Asollers Eating disorder, Obsessive–compulsive disorder, Comorbidity
M0rgan100237 Infant, Kangaroo care
Vdanquah Prostate cancer, Management of prostate cancer
Cament1 Text Messaging, SMS language
Lradcliffe03 Social media and psychology, Digital media use and mental health, Social media and the effects on American adolescents
Nneiman1 Certified Registered Nurse Anesthetist
Mcollins4 Symptoms of COVID-19
Benisaibisevic Nutrition psychology, Health, Diet (nutrition)
Bbulson Telehealth, Accessibility of telehealth services, Impact of the COVID-19 pandemic on the telehealth industry, Teladoc Health, Telenursing, Remote patient monitoring
PresleyS123 Nutrition and pregnancy, Prenatal nutrition, Vegan nutrition, Complications of pregnancy
Minoskab Geriatric depression, Late life depression
Agomezgarcia Red flag laws, Islamophobia, Social media use in politics, Gun politics in the United States, Media bias
Brennam29 Dementia, Caring for people with dementia, Aging brain, Alcohol-related dementia, Early onset dementia
Madhamilton5 Social deprivation
Smummert1 Attention deficit hyperactivity disorder, Attention deficit hyperactivity disorder management
Estehman Community health, Treatment of cancer
Pthoman Rheumatoid arthritis, SARS, Type 1 diabetes, Tuberculosis management
Mikalashenan Shortages related to the COVID-19 pandemic, Negative pressure ventilator
Khinsonycp Methadone, Opioid use disorder, Opioid withdrawal, Opioid antagonist, Drug withdrawal
Sthomason27 X-ray, Dental radiography, Radiobiology, Radiation damage, Scoliosis, Radiography
Ftaylor4 Renal replacement therapy, Ejection fraction, Comorbidity, Cardiorenal syndrome
Hwebb2 Mammography, American Society of Radiologic Technologists, Breast cancer, Metastatic breast cancer, Breast cancer screening
Asmith157 Pressure ulcer, Braden Scale for Predicting Pressure Ulcer Risk
Ckuhn22 Borderline Personality Disorder, Management of borderline personality disorder
Egladfelter Social impact of the COVID-19 pandemic, Covid-19 pandemic

Timeline

Week 5

Course meetings
Monday, 19 September 2022   |   Wednesday, 21 September 2022
In class - Introduction to the Wikipedia assignment

Welcome to your Wikipedia assignment's course timeline. This page guides you through the steps you'll need to complete for your Wikipedia assignment, with links to training modules and your classmates' work spaces.

Your course has been assigned a Wikipedia Expert. You can reach them through the Get Help button at the top of this page.

Resources:

Assignment - Choose possible topics

Resource: Editing Wikipedia, page 6

Assignment - Get started on Wikipedia

Create an account and join this course page, using the enrollment link your instructor sent you. (Because of Wikipedia's technical restraints, you may receive a message that you cannot create an account. To resolve this, please try again off campus or the next day.)

Assignment - Add to an article
Assignment - Evaluate Wikipedia
Assignment - Review the rules for health topics
Assignment - Start drafting your contributions

Reach out to your Wikipedia Expert if you have questions using the Get Help button at the top of this page.

Resource: Editing Wikipedia, pages 7–9

Week 6

Course meetings
Monday, 26 September 2022   |   Wednesday, 28 September 2022
Assignment - Respond to your peer review

You probably have some feedback from other students and possibly other Wikipedians. Consider their suggestions, decide whether it makes your work more accurate and complete, and edit your draft to make those changes.

Resources:

  • Editing Wikipedia, pages 12 and 14
  • Reach out to your Wikipedia Expert if you have any questions.
Assignment - Begin moving your work to Wikipedia

Now that you've improved your draft based on others' feedback, it's time to move your work live - to the "mainspace."

Resource: Editing Wikipedia, page 13

Assignment - Continue improving your article

Now's the time to revisit your text and refine your work. You may do more research and find missing information; rewrite the lead section to represent all major points; reorganize the text to communicate the information better; or add images and other media.

Week 7

Course meetings
Monday, 3 October 2022   |   Wednesday, 5 October 2022
Assignment - Polish your work

Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!

Assignment - Final article

It's the final week to develop your article.

  • Read Editing Wikipedia page 15 to review a final check-list before completing your assignment.
  • Don't forget that you can ask for help from your Wikipedia Expert at any time!
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