Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom

Amy Lannin; Jonathan Cisco

Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom

Amy Lannin, Jonathan Cisco

Research output: Contribution to conference › Paper › peer-review

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.

Original language	English
Publication status	Published - 2015
Externally published	Yes
Event	American Educational Research Association 2015 Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis - Chicago, United States Duration: 16 Apr 2015 → 20 Apr 2015

Conference

Conference	American Educational Research Association 2015 Annual Meeting
Country/Territory	United States
City	Chicago
Period	16/04/15 → 20/04/15
Other	The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas -- from early education through higher education, from digital learning to second language literacy. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and around the world. The 2015 Annual Meeting, with an expected attendance of more than 14,000, will feature over 2,600 sessions.

Keywords

disciplinary writing
writing across the curriculum
disciplinary literacy

1 Article

“How do you know that works?”: a mixed methods approach to writing program assessment
Lannin, A., Cisco, J., Philbrook, J. & Philbrook, M., 2017, In: WPA: Writing Program Administration. 40, 2, p. 52-76
Research output: Contribution to journal › Article › peer-review

Cite this

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title = "Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom",

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.",

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author = "Amy Lannin and Jonathan Cisco",

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T2 - American Educational Research Association 2015 Annual Meeting

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AU - Cisco, Jonathan

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N2 - 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.

AB - 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.

KW - disciplinary writing

KW - writing across the curriculum

KW - disciplinary literacy

M3 - Paper

Y2 - 16 April 2015 through 20 April 2015

ER -

Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom

Abstract

Conference

Keywords

Fingerprint

Research output

“How do you know that works?”: a mixed methods approach to writing program assessment

Cite this