Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach.

Journal Article

Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multi-university empirical studies of the effectiveness of WTL practices in advancing student learning and engagement.

Full Text

Duke Authors

Cited Authors

  • Reynolds, JA; Thaiss, C; Katkin, W; Thompson, RJ

Published Date

  • 2012

Published In

Volume / Issue

  • 11 / 1

Start / End Page

  • 17 - 25

PubMed ID

  • 22383613

Electronic International Standard Serial Number (EISSN)

  • 1931-7913

Digital Object Identifier (DOI)

  • 10.1187/cbe.11-08-0064

Language

  • eng

Conference Location

  • United States