Julie Reynolds, Assistant Professor of Biology, Duke University
In addition to content knowledge, science students must have advanced critical thinking and communication skills to participate fully as part of a scientific community. In this session, I will describe the results of a heuristic review of writing-to-learn strategies in STEM, and highlight evidence-based strategies that promote specific learning outcomes. Then, we will work together to discuss ways to overcome barriers to implementation and to promote teaching efficiencies.
Please check back after the session for resources (if applicable).