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

Amy Lannin, Jonathan Cisco

Research output: Contribution to conferencePaper

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 languageEnglish
Publication statusPublished - 2015
Externally publishedYes
EventAmerican Educational Research Association 2015 Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis - Chicago, United States
Duration: 16 Apr 201520 Apr 2015

Conference

ConferenceAmerican Educational Research Association 2015 Annual Meeting
CountryUnited States
CityChicago
Period16/04/1520/04/15
OtherThe 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.

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equity
justice
classroom
Teaching
student
learning
syllabus
social justice
biology
instructor
university
interview
experience

Keywords

  • disciplinary writing
  • writing across the curriculum
  • disciplinary literacy

Cite this

Lannin, A., & Cisco, J. (2015). Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom. Paper presented at American Educational Research Association 2015 Annual Meeting, Chicago, United States.
Lannin, Amy ; Cisco, Jonathan. / Teaching genetics and justice through writing : one biologist's approach to promoting equity in the classroom. Paper presented at American Educational Research Association 2015 Annual Meeting, Chicago, United States.
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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.",
keywords = "disciplinary writing, writing across the curriculum, disciplinary literacy",
author = "Amy Lannin and Jonathan Cisco",
year = "2015",
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Lannin, A & Cisco, J 2015, 'Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom' Paper presented at American Educational Research Association 2015 Annual Meeting, Chicago, United States, 16/04/15 - 20/04/15, .

Teaching genetics and justice through writing : one biologist's approach to promoting equity in the classroom. / Lannin, Amy; Cisco, Jonathan.

2015. Paper presented at American Educational Research Association 2015 Annual Meeting, Chicago, United States.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Teaching genetics and justice through writing

T2 - one biologist's approach to promoting equity in the classroom

AU - Lannin, Amy

AU - Cisco, Jonathan

PY - 2015

Y1 - 2015

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

ER -

Lannin A, Cisco J. Teaching genetics and justice through writing: one biologist's approach to promoting equity in the classroom. 2015. Paper presented at American Educational Research Association 2015 Annual Meeting, Chicago, United States.