How STEM Can Gain Some STEAM: Crafting Meaningful Collaborations Between STEM Disciplines and Inquiry-Based Writing Programs

Harrison, Rebecca; Parks, Brooke

doi:10.1057/978-1-137-59932-2_6

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…13−19 Some teaching strategies involve combining English language education with STEM courses to help students improve their use of discipline-specific language, presentation of arguments and data, and an appropriate writing style. 4,20 The variety of writing challenges faced by students in chemistry courses suggests that chemistry programs should include dedicated upper-division writing courses that blend elements of composition and technical writing courses.…”

Section: ■ Introductionmentioning

confidence: 99%

“…The question of how to improve the communication skills of chemistry students is not new and has been noted as early as 1943 . Specific writing challenges faced by chemistry students include using discipline-specific language, structuring lab reports correctly, searching and reading the chemical literature, and identifying the appropriate audience for lab reports and other writing assignments. − Instructors have incorporated various teaching strategies to address these challenges, such as incorporating student peer reviews, using journal articles to improve student writing, focusing on reflective writing rather than traditional laboratory reports, and teaching writing through inquiry. − Some teaching strategies involve combining English language education with STEM courses to help students improve their use of discipline-specific language, presentation of arguments and data, and an appropriate writing style. , The variety of writing challenges faced by students in chemistry courses suggests that chemistry programs should include dedicated upper-division writing courses that blend elements of composition and technical writing courses.…”

Section: Introductionmentioning

confidence: 99%

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Redesigning a “Writing for Chemists” Course Using Specifications Grading

2021

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(UCI) instituted an upper-division "Writing for Chemists" course in fall 2017 that fulfills part of UCI's writing graduation requirement. During the 2019-2020 school year, we redesigned the course using a specifications grading system with the following goals: 1) to teach students how to develop their own writing practice, while mastering chemistry discipline-specific writing conventions, 2) to provide students with frequent and constructive instructor and teaching assistant (TA) feedback by providing ample revision opportunities, 3) to increase transparency in how students can achieve course SLOs, and 4) to provide students with consistent and clear assessment rubrics. This specifications grading approach uses a high-pass, low-pass, unsatisfactory system predicated on whether students meet a certain number of criteria for each assignment. Achievement of Student Learning Outcomes (SLOs) was assessed using criteria instead of points so that instructors and students could more objectively measure student learning. Standardized rubrics and a student grade tracker helped students understand the relationship between meeting criteria, achieving SLOs, and earning grades. Students completed surveys at the end of the course to determine if their writing habits and attitudes towards writing changed. After the course, students self-reported increased propensities to pre-write and edit, and several students mentioned that they appreciated the transparency of the specifications rubrics and the control the specifications system gave them over their grades. File list (4) download file view on ChemRxiv Redesigning a "Writing for Chemists" Course Using Specif... (1.39 MiB) download file view on ChemRxiv Supporting Information_Writing for Chemists.docx (342.07 KiB) download file view on ChemRxiv Supporting Information_Writing for Chemists.pdf (394.72 KiB) download file view on ChemRxiv Redesigning a "Writing for Chemists" Course Using Specif... (1.23 MiB)

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Section: ■ Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Redesigning a “Writing for Chemists” Course Using Specifications Grading

2021

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“…Zollman (2012) develops STEM literacy courses to enhance learners' recognition of STEM knowledge. Wai, Lubinski, and Benbow (2009) emphasized the importance of spatial capabilities in STEM knowledge development, Harrison and Parks (2017) integrated STEM knowledge into the writing curriculum, Miller and Roehrig (2018) developed STEM courses based on aboriginal culture, while Hall and Miro (2016) helped students to construct STEM knowledge in a topic-oriented learning method.…”

Section: Introductionmentioning

confidence: 99%

STEM in Fashion Design: The Roles of Creative Self-Efficacy and Epistemic Curiosity in Creative Performance

Hong¹,

Fan

2019

EURASIA J MATH SCI T

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Integrated learning of STEM (science, technology, engineering, and mathematics) has become a challenge in the field of technical education. To understand the effect of STEM learning, in this study, we first identified the components of STEM in relation to bag design, then asked students to learn STEM knowledge as they designed bags. In this context, we explored how learners' creative self-efficacy (CSE) related to two types of epistemic curiosity (EC) (i.e., interest type and deprivation type) and reflected the STEM knowledge they acquired and their creative performance (i.e., novelty, utility, and aesthetics). The data were subjected to confirmatory factor analysis with structural equation modeling. The results revealed that CSE was positively related to two types of EC, and knowledge acquired was positively related to creative performance. The indirect correlates between CSE and knowledge acquired, EC and creative performance, and CSE and creative performance were positively mediated by other constructs. The implication of this research is that integrating STEM into the study of fashion design can improve students' creative performance.

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