Discussion: Overall, students rated the public outreach component of the project higher than the group papers and presentations. I believe the public outreach project may have been inherently more entertaining that writing papers or giving formal presentations, which may have had something to do with this result. Many students mentioned difficulties encountered during group work for the project, including lack of participation by some group members. While I believe working in groups is something students need to learn on their own as people, I would like to look into resources shedding light on how instructors can facilitate group work among their students for future classes. I found it quite challenging to decipher that intensity at which to assess and edit freshman student writing and oral presentation skills. Although I think simply exposing freshman to science communication is a step in the right direction, I would have liked to spend more time helping them improve their communication skills. However, this was not the focus of “Insects and People”, and I found it difficult to find additional class time to allocate to such actions. One interesting solution to this problem may collaborating with the English Department, for instance, such that students can take my science class, write research papers based on my course content, and then receive more in-depth training on science writing through revision of those papers in a separate English class.