Teaching Genetics and Justice Through Writing: One Biologist's Approach to Promoting Equity in the Classroom

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-2 - Critical Pedagogy in Postsecondary Classrooms

Abstract

In this study of one genetics-focused biology course, we see how a writing intensive (WI) course can engage students in assignments that address issues of social justice. In addition, we analyze how the instructor teaches to bring about equitable learning opportunities for her students. The results of this mixed method study of four WI courses at a university writing program provide insight into student learning and faculty pedagogical decisions. The WI courses in the study are examined to see if and how the WI guidelines promote writing-to-learn and learning-to-write experiences. Data include interviews of students and faculty, student surveys, student writing, course assignments and syllabi.

Authors

• Amy Alison Lannin, University of Missouri - Columbia

• Jonathan Cisco, University of Missouri