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

Publication ,  Journal Article
Reynolds, JA; Thaiss, C; Katkin, W; Thompson, RJ
Published in: CBE life sciences education
January 2012

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.

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Published In

CBE life sciences education

DOI

EISSN

1931-7913

ISSN

1931-7913

Publication Date

January 2012

Volume

11

Issue

1

Start / End Page

17 / 25

Related Subject Headings

  • Universities
  • Technology
  • Science
  • Mathematics
  • Humans
  • Engineering
  • Education
  • 3901 Curriculum and pedagogy
  • 1302 Curriculum and Pedagogy
 

Citation

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Reynolds, J. A., Thaiss, C., Katkin, W., & Thompson, R. J. (2012). Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach. CBE Life Sciences Education, 11(1), 17–25. https://doi.org/10.1187/cbe.11-08-0064
Reynolds, Julie A., Christopher Thaiss, Wendy Katkin, and Robert J. Thompson. “Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach.CBE Life Sciences Education 11, no. 1 (January 2012): 17–25. https://doi.org/10.1187/cbe.11-08-0064.
Reynolds JA, Thaiss C, Katkin W, Thompson RJ. Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach. CBE life sciences education. 2012 Jan;11(1):17–25.
Reynolds, Julie A., et al. “Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach.CBE Life Sciences Education, vol. 11, no. 1, Jan. 2012, pp. 17–25. Epmc, doi:10.1187/cbe.11-08-0064.
Reynolds JA, Thaiss C, Katkin W, Thompson RJ. Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach. CBE life sciences education. 2012 Jan;11(1):17–25.

Published In

CBE life sciences education

DOI

EISSN

1931-7913

ISSN

1931-7913

Publication Date

January 2012

Volume

11

Issue

1

Start / End Page

17 / 25

Related Subject Headings

  • Universities
  • Technology
  • Science
  • Mathematics
  • Humans
  • Engineering
  • Education
  • 3901 Curriculum and pedagogy
  • 1302 Curriculum and Pedagogy