Writing is the primary mode of scientific communication. However, writing practices are rarely emphasized in undergraduate, especially introductory, science courses. A nationwide survey of STEM faculty at large research institutions revealed existing obstacles preventing the incorporation of writing into the undergraduate science classroom. As a follow up investigation, interviews were conducted with a subset of survey participants (N=33) to gain a deeper understanding of their own conceptions and use of writing as well as their experiences incorporating it into their classroom. Grounded in phenomenography, one goal with these interviews was to elicit a broad range of conceptions and experiences. This goal was achieved by interviewing a range of participants for the following criteria: number of years teaching, research discipline, use of writing, gender, and position (e.g. Lecturer). Data were analyzed using an open coding approach. From this analysis, themes emerged in faculty’s perspectives on writing in the classroom. These themes resulting from this analysis will be presented.<br/>

Characterization of STEM faculty’s conceptions and use of writing in STEM classes

253rd National Meeting (2017)

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