Learning the "write" Way in Science and Engineering

1 Teresa Larkin-Hein, American University, Department of Physics, 4400 Massachusetts Ave. NW, Washington, DC 20016 [email protected] 2 Dan D. Budny, University of Pittsburgh, Engineering St udent Services Center, B74A Benedum Hall, Pittsburgh, PA 15261 [email protected] Abstract — The educational benefits of adapting a writing approach in the classroom have been widely documented. Writing can serve as a tool to improve the quality of teaching as well as to promote deeper and more meaningful student learning. In this paper we will explore strategies in which writing can be used to enhance student understanding in introductory physics and engineering classrooms. In particular, strategies employed within an introductory physics course for non-majors at American University as well as strategies employed within a freshman introduction to engineering course at the University of Pittsburgh will be described. In both courses, students were asked to prepare and present a professional research paper for a "conference". Highlights of the curriculum developed in each course will be discussed. Through a description of the curricula and strategies developed for use in two very different courses, we hope to provide other science and engineering educators with useful tools to assist them in developing and/or enhancing the use of writing within their own classrooms. Results from feedback questionnaires given to students will also be shared.