Incorporating Writing Into Non-Majors Science Courses

STEMTech Conference, IndianapolisOctober 2, 2011

D. Robertson (drobertson@monroecc.edu)And

M. Doolin (mdoolin@monroecc.edu)

Monroe Community CollegeRochester, NY

Why encourage writing in science courses ?• increases/hones research skills• increases/hones critical thinking• good writing is a requisite for

success in the increasingly competitive worlds of business/education/science

How do you get students to write more in science classes?

– At MCC, we have Writing Intensive classes. Ten of these will get you a special diploma – one that’s highly regarded by both 4 year schools and employers because it demonstrates good communications skills

– For students who don’t want to write/don’t like to write, you have to be more sneaky!

– Sprinkle writing assignments throughout the course. Some are required, some are extra credit/optional

– Required writing assignments should start with simple, fun ones and work to more complex assignments as the semester progresses

– Extra credit/optional writing assignments may give students who are not good test takers another shot at a good grade – more encouragement for the importance of writing and the integration of writing and science

Strategies in Astronomy, I• Semester Project– Brief written assignment– Students may work alone or in pairs– Each topic must be unique– Optional class presentation– Due dates:

• Topic selection• Outline• Final draft

– Heavy impact on final grade (25% of total)

Strategies in Astronomy, II• Bonus Exam Questions

– Students may use one bonus question on each exam– Reasonable questions are worth two points– Responses are worth up to eight points– Questions must be Astronomy-based, and may

• Relate to current material• Relate to individual class written assignments• Relate to astronomical topics outside the scope of the

course

– Students may put the questions on their Formula Sheets

Sample Student Questions - Descriptive• “Why was Galileo’s discovery of Jupiter’s satellite,

Callisto, so pertinent to astronomy?”• “Explain the importance of Polaris’ status as a variable

star and the star’s significance to Earth.”• “If we took a trip to Jupiter and got out of the spaceship

to attempt to land on the surface, what would happen?”• “Why are we more likely to learn about the early history

of the Earth by studying the rocks from the Moon than those on the Earth?”

• “What is the perfect cosmological principle?”

Sample Student Questions – Quantitative

• “Using a numeric example, explain how your weight could possibly be the same on Mercury as it is on Earth if Mercury stays the same size (Mercury’s radius = 2,439,700 meters”

• “Use Kepler’s Law to figure out the size of Halley’s Comet’s orbit.”

Strategies in Great Mysteries of the Earth, I

• Mystery Object ID – identify the unknown objects – student teams are given “mystery objects” like fossilized bones, coprolites, volcanic lava, Tega nuts etc.

• Assignment: document your findings (size, shape, hardness, weight, smell, texture etc), determine what the object is and present to class.

• This is a small team/in-class activity

Strategies in Great Mysteries of the Earth, I

• MCC Tablet – identify the objects/critters on the tablet

• Assignment: make up and write a story about them.

• Either a small team/in-class assignment or homework, depending on professor

Strategies in Great Mysteries of the Earth, I

• Alternate Energy Sources research paper and presentation – research a common alternate energy source, including hydrogen, clean coal, nuclear, wind, solar, geothermal and ethanol

• Assignment: write a ~1000 word fully documented MLA paper

• Assignment: create a 5-8 minute PowerPoint presentation and present it to the class.

Strategies in Great Mysteries of the Earth, I

• Optional final research paper – select a mysterious subject (Big Bang, crop circles, time travel, Atlantis, vampires, Chupacabra, etc), get it OKd by prof, submit an outline and get that OKd

• Assignment: research and write a 2000 word fully cited MLA research paper. This is either extra credit (max 50 pts) or can take the place of the lowest grade of any of the three 50 pt exams.

• About 15-20% of a typical class takes this option. Historically it has virtually guaranteed a passing (and pretty good) grade in the course.