Writing engages students in solidifying tacit and unformed ideas, in connecting these ideas together, and in translating them for particular audiences. In this session, we will explore applications of writing-to-learn pedagogy used in a variety of STEM classrooms. We will discuss strategies that make writing feasible, even in large introductory courses.
 

Learning Outcomes

• Discuss conceptions of writing and our role as instructors
• Gain an understanding of the ways writing supports learning science
• Discuss tools and strategies for making writing-to-learn strategies feasible

Dr. Ginger Shultz

Ginger Shultz is an Assistant Professor in the Department of Chemistry at the University of Michigan. Ginger completed her doctorate in polymer chemistry at the University of Oregon and transitioned to education-focused research through a teaching postdoc in Chemistry at the University of Michigan. In 2013 she was named a UM Presidential Postdoctoral Fellow and she was hired as faculty in 2016. Ginger’s research is focused on investigating student reasoning in chemistry, how graduate students instructors develop teaching knowledge, and writing-based strategies for learning in STEM.