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

dc.contributor.author Reynolds, Julie A
dc.contributor.author Thaiss, Christopher
dc.contributor.author Katkin, Wendy
dc.contributor.author Thompson, Robert J
dc.date.accessioned 2020-04-18T14:21:27Z
dc.date.available 2020-04-18T14:21:27Z
dc.date.issued 2012-01
dc.identifier 11/1/17
dc.identifier.issn 1931-7913
dc.identifier.issn 1931-7913
dc.identifier.uri https://hdl.handle.net/10161/20443
dc.description.abstract 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.
dc.language eng
dc.publisher American Society for Cell Biology (ASCB)
dc.relation.ispartof CBE life sciences education
dc.relation.isversionof 10.1187/cbe.11-08-0064
dc.subject Humans
dc.subject Mathematics
dc.subject Science
dc.subject Universities
dc.subject Engineering
dc.subject Technology
dc.title Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach.
dc.type Journal article
duke.contributor.id Reynolds, Julie A|0291085
duke.contributor.id Thompson, Robert J|0099351
dc.date.updated 2020-04-18T14:21:27Z
pubs.begin-page 17
pubs.end-page 25
pubs.issue 1
pubs.organisational-group Trinity College of Arts & Sciences
pubs.organisational-group Biology
pubs.organisational-group Duke
pubs.organisational-group Psychology and Neuroscience
pubs.publication-status Published
pubs.volume 11


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