Exploring Academic Literacy Infusion in Tertiary STEM Contexts

• In Event: Curriculum Development Across the Professions

Abstract

This qualitative research explores how theoretical underpinnings of academic literacy are infused into the process of restructuring a focal lesson in a gateway Engineering course. This paper is part of a four-year Lesson Study (LS) project aimed at redesigning curriculum and instructional practices in STEM courses at a Hispanic-Serving Institution. Data are drawn from audio-recorded lesson planning meetings, video-recorded lesson implementation sessions, visual records of instructional materials, and student feedback. Findings show explicit attention to lesson framing, teacher modeling, affordances for student interactions, discourse features, and visual literacy results in positive changes in faculty pedagogical practices as well as student learning. Academic literacy-infused approach, when paired with LS, has shown potential as a sustainable professional development model in tertiary contexts.

Authors

• Jorge L. Solis, The University of Texas - San Antonio

• Juliet Langman, The University of Texas - San Antonio

• Nguyen Dao, The University of Texas - San Antonio

• Lina M. Martin Corredor, Metropolitan State College of Denver

• Hector Rafael Castrillon-Costa, The University of Texas - San Antonio

• Andrew Walton, The University of Texas - San Antonio