Innovative Methods to Integrate Writing Assignments in the STEM Classroom
This series is designed to introduce the participants to a diverse range of successful innovative teaching methods that faculty have developed to improve undergraduate writing in science and engineering subjects and to stimulate the participants to develop their own innovations to prepare students to be successful writers and communicators during their professional careers. Emphasis will be placed on the process of how the methods were developed possibly through cross-disciplinary collaboration, conducted, evaluated and then the results communicated to others.
Changing Science Writing and Communication Skills for the Modern Professional
Thursday, February 2 at 5-6PM ET/4-5PM CT/3-4PM MT/2-3PM PT
Teaching scientific writing begins with the instructor posing some key questions: Why assign students to write? What makes for an effective writing assignment, and what are some teaching practices that can help students be successful with the demands of scientific writing? The University of Missouri's Amy Lannin will draw on her experience as director of the Campus Writing Program to discuss these questions and more.
Improving Student Science Writing through Creative Assignments Incorporating Diverse Audiences and Media
Thursday, February 9 at 5-6PM ET/4-5PM CT/3-4PM MT/2-3PM PT
This interactive session will address some problems and advantages of traditional approaches with scientific writing assignments and suggest some possible new creative approaches. The session is intended to stimulate your own creativity in developing scientific writing assignments that may increase the motivation of your students and prepare them to be successful and creative communicators during their professional careers.
From Scientific Writing to Scientific Authoring: Teaching Peer Review and Revision Strategies
Thursday, February 16 at 5-6PM ET/4-5PM CT/3-4PM MT/2-3PM PT
In this event, we'll hear Rainer Glaser reflect on his own experience teaching a writing-intensive course, “Scientific Writing in Chemistry,” at University of Missouri. For this course, Glaser developed an assignment-based curriculum to instruct students on best practices in all aspects of science communication and to educate them about the scientific publication process, with a special emphasis on peer review.
Designing Group-based Writing Assignments for Problem-based Learning Courses
Thursday, February 23 at 5-6PM ET/4-5PM CT/3-4PM MT/2-3PM PT
Problem-based learning is a learner-centered approach where we give students a rich-context, often ill-structured, problem to solve which forces them to learn problem-solving skills and the course subject matter to arrive at a solution. A written report can be a good vehicle for communicating the solution as it forces students to explain the solution in depth and acquaints them with writing conventions for the field. This presentation will illustrate good problem design that includes various scaffolding items that help students gain the problem-solving skills and knowledge needed to arrive at a solution to complex problems.