Leveraging Grant-Writing for Transforming Students' Normative Views of STEM1.
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| Title: | Leveraging Grant-Writing for Transforming Students' Normative Views of STEM1. |
|---|---|
| Authors: | Mathison, Maureen A.1 maureen.mathison@utah.edu, DeGrauw, Alexandria1 alexandriadegrauw@gmail.com |
| Source: | Across the Disciplines. 2024, Vol. 21 Issue 1, p1-17. 17p. 3 Charts. |
| Subject Terms: | *Writing education, *Grant writing, *Attitude (Psychology), Social context, Social change |
| Abstract: | Today, efforts in WAC/WID to address social issues are gaining traction. Parallel to the shift in WAC/WID is a shift in STEM. Practices in STEM are responding to larger social concerns that include recruiting more diverse populations and improving research in consideration of its value and consequence to various publics. Rather than conceive of STEM as a homogeneous group or as representing narrow interests of progress, the social context of STEM is also gaining traction, though the uptake is slower. STEM instructors often lack the knowledge to incorporate social issues into their curriculum, much less address social change through writing instruction. This article contributes to the social turn in WAC/WID STEM in two ways. First, it examines STEM students’ attitudes toward science to find out how they view the social in science since its importance in STEM is increasing, but instruction is lagging. And second, given our results, we suggest grant-writing as one way to facilitate the social into STEM writing pedagogy because of its critical importance as a genre in the field. [ABSTRACT FROM AUTHOR] |
| Copyright of Across the Disciplines is the property of WAC Clearinghouse and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180434994 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Leveraging Grant-Writing for Transforming Students' Normative Views of STEM<superscript>1</superscript>. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mathison%2C+Maureen+A%2E%22">Mathison, Maureen A.</searchLink><relatesTo>1</relatesTo><i> maureen.mathison@utah.edu</i><br /><searchLink fieldCode="AR" term="%22DeGrauw%2C+Alexandria%22">DeGrauw, Alexandria</searchLink><relatesTo>1</relatesTo><i> alexandriadegrauw@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Across+the+Disciplines%22">Across the Disciplines</searchLink>. 2024, Vol. 21 Issue 1, p1-17. 17p. 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Grant+writing%22">Grant writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+context%22">Social context</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Today, efforts in WAC/WID to address social issues are gaining traction. Parallel to the shift in WAC/WID is a shift in STEM. Practices in STEM are responding to larger social concerns that include recruiting more diverse populations and improving research in consideration of its value and consequence to various publics. Rather than conceive of STEM as a homogeneous group or as representing narrow interests of progress, the social context of STEM is also gaining traction, though the uptake is slower. STEM instructors often lack the knowledge to incorporate social issues into their curriculum, much less address social change through writing instruction. This article contributes to the social turn in WAC/WID STEM in two ways. First, it examines STEM students’ attitudes toward science to find out how they view the social in science since its importance in STEM is increasing, but instruction is lagging. And second, given our results, we suggest grant-writing as one way to facilitate the social into STEM writing pedagogy because of its critical importance as a genre in the field. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Across the Disciplines is the property of WAC Clearinghouse and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180434994 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37514/ATD-J.2024.21.1.04 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Writing education Type: general – SubjectFull: Grant writing Type: general – SubjectFull: Attitude (Psychology) Type: general – SubjectFull: Social context Type: general – SubjectFull: Social change Type: general Titles: – TitleFull: Leveraging Grant-Writing for Transforming Students' Normative Views of STEM1. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mathison, Maureen A. – PersonEntity: Name: NameFull: DeGrauw, Alexandria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15548244 Numbering: – Type: volume Value: 21 – Type: issue Value: 1 Titles: – TitleFull: Across the Disciplines Type: main |
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