Leveraging Grant-Writing for Transforming Students' Normative Views of STEM
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| Title: | Leveraging Grant-Writing for Transforming Students' Normative Views of STEM |
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| Language: | English |
| Authors: | Maureen A. Mathison, Alexandria DeGrauw |
| Source: | Across the Disciplines. 2024 21(1):43-59. |
| Availability: | WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Grants, Program Proposals, Writing (Composition), Predominantly White Institutions, Undergraduate Students, Universities, Science Education, Social Environment, Writing Across the Curriculum, Student Attitudes, Scientific Attitudes, Social Problems, Teacher Characteristics, Knowledge Level, Intellectual Disciplines |
| Geographic Terms: | Utah |
| ISSN: | 1554-8244 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://wac.colostate.edu/docs/atd/volume21/mathison-degrauw.pdf |
| Accession Number: | EJ1430365 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1554-8244 |
