Writing Across the Curriculum for Senior Biology Students: a Case Study
Session Format
Conference Session (20 minutes)
Location
Room 212
Abstract for the conference program
Applications of writing for critical thinking in STEM fields have expanded rapidly over the years. However the perennial challenge is how to simultaneously explore many forms of writing and also cover specific content, especially in college courses that are prerequisites for later courses or professional exams. In this non-laboratory capstone course, the theme, disease ecology, facilitated a more interdisciplinary approach. Multiple types of writing projects were incorporated on a daily basis. In addition to a focus on formative assessment and professional preparedness, self-directed project-based applications of content were implemented. This session will share methods and preliminary observations of this ongoing project. Participants will engage in self-reflections about writing as learning as did the students in the course. This model may be adapted to a variety of content areas without fundamental alteration of the student-centered learning structure.
Proposal Track
Non-research Project Interdisciplinary STEM Education
Start Date
3-3-2017 11:15 AM
End Date
3-3-2017 11:45 AM
Recommended Citation
Ward, Rebekah Dr.; Shipman, Steven Dr.; and Curry, Dora, "Writing Across the Curriculum for Senior Biology Students: a Case Study" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 13.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/13
Writing Across the Curriculum for Senior Biology Students: a Case Study
Room 212
Applications of writing for critical thinking in STEM fields have expanded rapidly over the years. However the perennial challenge is how to simultaneously explore many forms of writing and also cover specific content, especially in college courses that are prerequisites for later courses or professional exams. In this non-laboratory capstone course, the theme, disease ecology, facilitated a more interdisciplinary approach. Multiple types of writing projects were incorporated on a daily basis. In addition to a focus on formative assessment and professional preparedness, self-directed project-based applications of content were implemented. This session will share methods and preliminary observations of this ongoing project. Participants will engage in self-reflections about writing as learning as did the students in the course. This model may be adapted to a variety of content areas without fundamental alteration of the student-centered learning structure.
