Reflecting Upon the Development of Argumentation and Writing Practices: Studies of First-Generation STEM Undergraduates

• In Event: Marriott Roundtable Session 66
  In Roundtable Session: Learning and Development Related to Literacies

Abstract

In order to become enculturated into the STEM professional community, undergraduate students’ development of argumentation practices is seen as essential. The acquisition of these complex competencies is considered a main goal and outcome of higher STEM education; however, knowledge about what comprises these practices and how they can be enhanced over time is often scattered and not well understood. By using a resources-based framework, we report on the findings from two first-generation STEM undergraduates who self-examined their past and current writing in order to discuss how their personal argumentation practices have changed over time. The findings suggest that their guided reflections bring attention and increased awareness to how students’ argumentative writing practices and disciplinary formation develop.

Authors

• Margaret M. Lucero, Santa Clara University

• Tricia Serviss, University of California - Davis