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How can a first-year writing course help to create 21st century STEM students with foundations for interdisciplinary inquiry? Bringing together insights from writing pedagogy, Critical Cultural Communication studies, and Science Studies, the author is leading an effort to rethink the first year writing course required of all students at a residential college for STEM students at a large midwestern university. A major goal of the curriculum redesign is to develop science studies-inspired writing assignments that foster reflective experiential learning that demonstrate the value of humanistic and social science inquiry to STEM education. The talk describes how the curriculum team are structuring the first-year curriculum in order to engage STEM students in knowledge production in ways that aim to acculturate them as collaborative, ethical, and empathetic learners.