Writing is a pedagogical tool that can be used to support a variety of learning objectives depending on the assignment. Despite its effectiveness and the large role that writing plays in the communication of STEM research, there is a deficit in the use of writing in the STEM classroom. Research regarding effective dissemination of evidence-based practices indicates that it will be more successful if both the development of the practice and its dissemination are informed by faculty views. This phenomenon warrants the investigation, development, and dissemination of evidence-based writing practices within the chemistry classroom. We present an investigation focused on how chemistry faculty currently use writing in their courses, their views regarding the benefits and difficulties of incorporating writing, and how these behaviors are influenced by epistemological views. The primary data sources were a nationwide survey and interviews with faculty from doctoral granting institutions. Results indicate that a little over half of chemistry faculty use writing in their courses. Chemistry faculty view writing to learn and writing to demonstrate mastery as the most effective uses of writing and find revision to be an effective writing practice. Additionally, faculty are primarily guided in their writing use by a mix of practices they experienced as a student and through discussion with their colleagues. Course constraints appear to be the main barriers to faculty use of writing. Interview data indicates however that chemistry faculty range in terms of their views about the value of writing and willingness to incorporate writing into their course.<br/>

Faculty conceptions and use of writing as a pedagogical tool in chemistry

255th National Meeting (2018)

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