Mapping the Relationship of Disciplinary and Writing Concepts: Charting a Path to Deeper WAC/WID Integration in STEM

Autor/inn/en	Lane, Suzanne; Banuazizi, Atissa; Effron, Malcah; Roldan, Leslie; Ruff, Susan; Stickgold-Sarah, Jessie; Trice, Michael; Karatsolis, Andreas
Titel	Mapping the Relationship of Disciplinary and Writing Concepts: Charting a Path to Deeper WAC/WID Integration in STEM
Quelle	In: Across the Disciplines, 19 (2022) 1-2, S.122-141 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Writing Across the Curriculum; STEM Education; Teaching Methods; Communication (Thought Transfer); Visual Aids; College Faculty; Concept Mapping; Thinking Skills; Computer System Design + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Communication; thought; Kommunikation; Gedanke; Anschauungsmaterial; Fakultät; Concept Map; Denkfähigkeit
Abstract	Studies have shown that students learning to write in engineering fields struggle to integrate subject matter and communication expertise, and that STEM faculty's communication knowledge often remains tacit, rather than being explicitly taught to students. Here we show a method for eliciting and revealing tacit communication knowledge using what we call disciplinary reasoning diagrams. We offer diagrams we have developed for Materials Science and Engineering, Brain and Cognitive Science, proof-based Mathematics, and Computer Systems, and explain how they function as instructional tools that can help students integrate knowledge domains from STEM and from writing, and to scaffold their ability to think critically and communicate effectively in their field. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01