1. Accelerating the Pace of Research and Implementation of
Writing-to-Learn Pedagogies Across STEM Disciplines
Ginger V. Shultz1; Anne Ruggles Gere1; Julie Reynolds2; Robert Thompson2; Pamela Flash3; Leslie Schiff3
University of Michigan, 2. Duke University, 3. University of Minnesota
NSF DUE
Bridging the Research-Practice Gap in Writing-to-Learn Pedagogies
STEM Faculty Use of Writing
Systematic Research
National Faculty Network
National Survey to investigate faculty awareness and use of WTL
To successfully change STEM faculty educational practices, we must first understand what they are currently doing in their classrooms
STEM faculty at 72 institutions (affiliated with Reinvention Center) will be surveyed during phase 1 of the project.
University of Minnesota
How do WTL pedagogies promote conceptual learning and critical thinking?
Framework: what is the role of a specified WTL practice in improving learning objectives through impacting variables that mediate and moderate learning as a function of disciplinary context?
Writing-to-learn will be implemented in multiple educational and disciplinary contexts
Concept-related prompts with peer evaluation and revision will be used in introductory courses
Thesis or other expanded genres will be used in capstone courses
Summer Institutes
Share best practices &
cultivate a community
Recruit Partners
at National Meetings
& Reinvention Center
FALL 2015
IN PROGRESS
Draft and evaluate
survey questions
Cognitive Interviews 
revise
Pilot Survey N=200
Survey at Scale
N=28,000
Assemble national
faculty list
WINTER 2016
Cross-institutional Effort
Research and implementation
CAPSTONE
INTRODUCTORY
Biology
Physics
Chemistry
Broadly Disseminated
WTL practices through publications,
project website & professional organizations
How does sustainable change occur in education?
STEM faculty have limited awareness of evidence-based practices and that awareness does not necessarily lead to adoption
Little is known about STEM faculty use and perception of WTL
STEM faculty are split about whether writing should be taught by disciplinary or writing experts
How do STEM faculty think about and use writing in the classroom?
Faculty view writing as effective for learning
Technical writing is favored
Why don’t faculty use writing?
The majority of faculty who reported using writing rely on traditional genres (lab reports, short answer essay questions on exams, or scientific papers)
Faculty report using genres associated with WTL (blogging, minute papers, concept writing) the least
Results support the theory that “lack of faculty awareness” is a factor in whether WTL in the classroom
Faculty also report that insufficient resources, lack of time and high enrollments play a role in whether they use writing in the classroom
Writing Practices
Learning to Write
Writing to Learn
Writing to demonstrate
understanding
Peer Review
Revision
Pilot survey results indicate that STEM faculty largely agree that writing contributes to learning of STEM related content
Despite this view, only 65% of STEM faculty reported using any form of writing in the classroom