The ability to communicate scientifically is a common learning outcome for most undergraduate biology degree programs, and is a primary emphasis of national efforts to foster "Vision and Change in Undergraduate Biology Education". Yet, how is it possible to address this goal in courses with burgeoning numbers of students who all need repeated doses and feedback on their written and oral work? What types of resources are available, and how can we best utilize time to help students achieve goals? We invite faculty, postdoctoral fellows and graduate students to join us to examine strategies for integrating oral and written communication into learning goals, activities, and assessments. Based on research about how writing and communication improves students’ development as critical thinkers and scientists, participants will examine syllabi, activities and assessments and then adapt them for use in their own courses. To accomplish this, participants will use backward design to (1) develop course goals and daily objectives that provide opportunities for iterative practice and feedback on science communication, (2) adapt assignments that that enable students to practice science communication including learning effective peer review and development of models to scaffold writing, and (3) use existing rubrics that provide substantive feedback to students in an efficient way. By the end of the workshop, participants will have tools and techniques to support integration of scientific communication into their large undergraduate courses. Lunch will not be served, bring your own lunch!