Across the Disciplines最新文献

{"title":"Tracing Literate Activity across Physics and Chemistry: Toward Embodied Histories of Disciplinary Knowing, Writing, and Becoming","authors":"Bruce Kovanen, N. Turnipseed, Megan E. Mericle, Kevin Roozen","doi":"10.37514/atd-j.2022.19.1-2.05","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.05","url":null,"abstract":": Scholarship animating both WAC/WID (Allan, 2013; Gere, et al., 2018; Hendrickson, 2016; Kells, 2007; Reid, et al., 2016) and STEM (Roth, 2003; Roth & Jornet, 2013; Tsui, 2007) has increasingly called for pedagogical attention to learners’ lived, embodied experiences of knowing, writing, and becoming in and across disciplinary worlds. As one response to such calls, this article argues for “literate activity” (Durst, 2019; Prior, 1998, 2015; Prior & Shipka, 2003) as a productive approach to addressing people’s embodied engagements with semiosis in unfolding moments that are historically dispersed across people, tools, times, and places. To illustrate what attention to literate activity offers for understanding writing and learning, we present analyses of learners’ embodied actions across an array of semiotic resources including texts, talk, images, and gestures for two different STEM settings: physics and organic chemistry. In addition to foregrounding the wealth and variety of semiotic modalities that mediate students’ embodied engagement with disciplinary science, our analyses illuminate the extended histories of semiotic activity that learners continually build as they fashion disciplinary ways of knowing, writing, and across multiple moments of their collaborative lab work. This analysis illuminates the embodied semiotic activity animating physics students’ learning and writing that can easily be overlooked without attention to the diversity of communicative resources that are woven and rewoven across even brief spans of time. Drawn from Kevin’s longitudinal case study of Samuel, a microbiology major, the second vignette elaborates how Samuel’s embodied engagements with scientific diagrams for an organic chemistry class weave together his experiences with religious worship and his investment with science in ways that have long-term consequences for his disciplinary knowledge and identity. This analysis foregrounds the richly embodied semiotic practices shaping students’ learning that can easily be occluded without attention to the variety of representational practices people act with and the enduring consequences they have for knowing and becoming. Together, these case studies reveal the richly semiotic histories that weave across a few minutes in a physics lab and of a lifetime of engagement with religion and science. When we expand our attention beyond people’s engagements with any single semiotic modality and any single community to view disciplinary enculturation as involving multiple histories reaching across the lifespan, what comes into view are richer, more complex maps of writing and learning that surface the semiotic practices students bring to and develop in disciplinary spaces and the long-term implications they hold for students’ lives across multiple communities. Making these practices more readily visible, we hope, will allow both students and teachers to better see, value, and stoke the various community-based repertoires they","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122317503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Timing and Authority in Peer Review Impact STEM Students: A Comparative Assessment of Writing and Critical Thinking in Kinesiology Courses","authors":"Tereza Joy Kramer, J. Zeccardi, Chi-An W. Emhoff, C. Williams, Robin J. Dunn, Josh Rose","doi":"10.37514/atd-j.2022.18.3-4.06","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.06","url":null,"abstract":"This comparative, mixed-methods study illustrates the impact of weekly facilitated peer review (“Writing Circles”) in STEM courses across time: 1) in a lowerdivision course, Circles improve all learning outcomes for writing and critical thinking, and most significantly, writing; 2) in an upper-division course, Circles are most effective at improving learning outcomes for critical thinking; 3) when comparing scores in the lowerand upper-division courses, we see that critical thinking improves significantly from second to fourth year; 4) finally, we see that upper-division students grant their peers more disciplinary authority during the Circles peer review. Thinking about pedagogy for writing in the disciplines (WID) with respect to time, we distinguish three kinds of questions. First, how much time should students spend on learning to write in the discipline (Deans, 2017; Graham, 1992; Kramer et al., 2019)? Second, given some quantity of time, how should students spend it (Armstrong & Paulson, 2008; Bruffee, 1984; Gere, 1987; Kramer et al., 2019); that is, what should they be doing? Bruffee (1984), Gere (1987), Kramer et al. (2019), and others recommend collaborative learning, specifically peer review. Brieger & Bromley (2014), reporting on their model for facilitating peer review, summarize many of the advantages of incorporating peer review in undergraduate science, technology, engineering, and math (STEM) writing assignments. These include more critical thinking “through improved conceptualization, synthesis, evaluation, and application of new information” (p. 2). Indeed, as vehicles for collaborative learning, peer review groups are one way to decentralize authoritative barriers to entry (Keating, 2019), which can frustrate the efforts of STEM students seeking to join disciplinary discourse communities. Proceeding from this premise, then, the third question arises: the timing of time, or more specifically, at what points in a college education should a student spend time learning and practicing peer review (Beaufort, 2007; Gere, 2019; Keating, 2019)? This third question includes multiple considerations. Are learning outcomes for writing and critical thinking differently impacted by peer review at different stages of a college career? And how do psycho-socio-epistemic dimensions of peer review manifest at different Kramer, Zeccardi, Emhoff, Williams, Dunn, & Rose 306 ATD, VOL18(ISSUE3/4) stages; specifically, how do students perceive each other’s authority in the discipline, and how does that perception impact their learning? Given the ubiquity and necessity of peer review in the sciences generally, an observer might expect to find it similarly situated in STEM classrooms devoted to preparing students for writing and research in the sciences. Instead, as is the case in many disciplines but perhaps in STEM more acutely, the learning and practice of content-area knowledge takes precedence over the learning and practice of peer review. Furthermor","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131953566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Writing Assessment, Social Justice, and the Advancement of Opportunity, edited by Mya Poe, Asao B. Inoue, and Norbert Elliot. (2018). The WAC Clearinghouse; University Press of Colorado. 438 pages. [ISBN 978-1-64215-015-5]","authors":"Matthew Sautman","doi":"10.37514/atd-j.2020.17.3.04","DOIUrl":"https://doi.org/10.37514/atd-j.2020.17.3.04","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131221346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Furniture Fit for a Queen: How a Table Led the Way to Building an Inclusive Community Approach to Archival Acquisitions","authors":"C. Engle","doi":"10.37514/atd-j.2021.18.1-2.06","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.06","url":null,"abstract":"Radical empathetic access theory builds the framework to envision the archives as memory institutions and encourages archivists to redefine ourselves as stewards. When we as archivists practice empathy, we can learn and document all narratives. The root of archival sovereignty is to build an inclusive community that recognizes indigenous oral traditions as an archival practice. Moving beyond decolonization towards indigenization is to adapt a broader theory like radical empathetic access and apply it through a cultural practice. Aloha ʻāina is comprised of three major tenets: to recite genealogies (moʻokūʻauhau), to tell the stories (moʻolelo), and the responsibility (kuleana) to share the knowledge. This article will provide a case study on how this author moves through each affective responsibility of the radical empathetic access theory, while practicing aloha ʻāina in helping to return the Queen’s table to her home, Washington Place. E ʻonipaʻa i ka ʻimi naʻauao./Be steadfast in the seeking of knowledge. —Queen Liliʻuokalani ʻOnipaʻa was the motto of Queen Liliʻuokalani (1838-1917), last reigning monarch of the Hawaiian Kingdom between 1891 to 1893 (Figure 1). To be steadfast, solid, and immovable, ʻonipaʻa was meant to encourage her people to remain together, to move forward. Despite the overthrow of the Queen in 1893, she remains an enduring symbol of hope for kānaka ʻōiwi (Native Hawaiians). The mana or energy that flows through every aspect of the lāhui (group) connects kānaka ʻōiwi to each other, the land, and the cosmos. It is aloha ʻāina and to practice and honor this movement is to be steadfast in understanding the lifeforce or ea. Aloha ʻāina allows me as an archivist to reimagine myself as a caretaker of my place, its collections, and the connections to my lāhui. It is my kuleana or responsibility to seek the knowledge, to respect what is shared, and preserve to ensure its continuation. This article will provide a case study on how building an inclusive community starts with the archivist learning the place, Washington Place, recognizing the moʻokūʻauhau or connections to the creator and subject, listening to the moʻolelo or stories of the users and unseen users, and having the kuleana or responsibility to build relationships between archivists to preserve the knowledge. As I strived to practice each tenet or value, the acquisitions process became the kānaka ʻōiwis’ narrative of returning Queen Liliʻuokalani’s table home.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133143224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When All the Riches of the World Stand Waste...","authors":"Regina M. Buccola","doi":"10.37514/atd-j.2004.1.2.05","DOIUrl":"https://doi.org/10.37514/atd-j.2004.1.2.05","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126086270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How STEM Majors' Evaluations of Quantitative Literacy Relate to Their Imagined STEM Career-Futures","authors":"J. Nicholes","doi":"10.37514/atd-j.2019.16.2.07","DOIUrl":"https://doi.org/10.37514/atd-j.2019.16.2.07","url":null,"abstract":"Framed by future-selves motivational theory, the present study explored intersections of STEM (science, technology, engineering, mathematics) students’ evaluations of everyday and disciplinary quantitative literacy (QL) and how students imagined their STEM-related, future career selves. A quantitative design using data setappropriate Spearman’s rho tests of association was used. Results of Spearman’s rho tests of survey responses of one hundred and thirty-four (N = 134) STEM majors showed that students’ evaluations of everyday QL correlated positively with evaluations of disciplinary QL (p < .001) and that evaluations of both everyday and disciplinary QL correlated positively with how strongly they imagined using and writing about numbers in future STEM-related careers (p ≤ .001). This study establishes patterns to understand and direct future research and guide first-year composition and WAC/WID practice with QL components. Required for engagement in various scholarly disciplines and everyday matters, quantitative literacy (QL) has for years represented a critical objective in U.S. higher education (Erickson, 2016; N. D. Grawe & Rutz, 2009; Rutz & Grawe, 2009) and an increasingly explored alternative to Algebra-to-Calculus mathematics tracks at twoand four-year colleges (Gaze, 2018). Referred to elsewhere in relation to numeracy and quantitative reasoning, QL as referred to here comprises three dimensions: 1. An ability to read, write, and understand material that includes quantitative information, such as graphs, tables, mathematical relations, and descriptive statistics; 2. An ability to think coherently and logically in situations involving quantitative information, such as mathematical relations and descriptive statistics; and, 3. The disposition to engage rather than to avoid quantitative information, using one’s mathematical skills and statistical knowledge in a reflective and logical way to make considered decisions. (Vacher, 2014, p. 11; Wilkins, 2000) Since QL is a fundamental and developing movement in U.S. higher education, questions of how to incorporate and deliver QL instruction remain under robust consideration. In the present study, questions of QL are investigated in relation to U.S. college STEM (science, technology, engineering, mathematics) majors, who study in majors where QL is increasingly necessary for participation (Hoffman, Leupen, Dowell, Kephart, & Leips, 2016; Kosko, 2016; Meisels, 2010; Stroumbakis, Moh, & Kokkinos, 2016). How STEM Majors’ Evaluations of Quantitative Literacy Relate... 2 ATD, VOL16(2) In particular, while research has explored how the inclusion of QL objectives in writing assignments makes for engaging writing-to-learn and writing-in-the-disciplines experiences (Kinkead, 2018; MéndezCarbajo, 2016), and while other research has considered links between quantitative writing and students’ emerging STEM identities and dispositions (Paxton & Frith, 2015; Wilkins, 2010, 2016), this study seeks to begin to","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128778519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Writing Spaces: Readings on Writing, Volume 4","authors":"Analeigh E. Horton","doi":"10.37514/atd-j.2022.19.3-4.08","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.3-4.08","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129637897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to Part II: Bearing Witness in Unsettling Ways","authors":"Caitlin Burns. Allen, Romeo Garc�a","doi":"10.37514/atd-j.2021.18.1-2.10","DOIUrl":"https://doi.org/10.37514/atd-j.2021.18.1-2.10","url":null,"abstract":"","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"491 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133668871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Getting Personal: The Influence of Direct Personal Experience on Disciplinary Instructors Designing WAC Assignments","authors":"Elisabeth L. Miller, Kathleen Daly Weisse, Bradley T Hughes","doi":"10.37514/atd-j.2022.18.3-4.02","DOIUrl":"https://doi.org/10.37514/atd-j.2022.18.3-4.02","url":null,"abstract":"This research study of a WAC learning community focuses on instructors’ behind-the-scenes decision making about assignment design. Specifically, we show how instructors use direct personal experience—as students, teachers and scholars—to approach writing assignment design, invoking these experiences to discuss the origin of their assignments and to respond to other instructors’ assignments. Accounting for both the positive and negative influence of instructors’ direct personal experience, we argue, pushes WAC scholars and practitioners to conceptualize disciplinary instructors more fully as learners and to create strategies for instructor development that prioritize the personal experiences that instructors bring with them to designing assignments. Despite their variety, all writing across the curriculum (WAC) initiatives share an underlying goal of influencing what disciplinary instructors believe about writing and consequently what they do in their teaching. To help disciplinary instructors deepen their understanding of writing and to develop their pedagogy, WAC programs have long used workshops, seminars, and learning communities as staples of WAC instructor development. The influence of these kinds of instructor development, however, seems to be one of many areas in WAC where lore drives the conversation more than does research. With only a few exceptions (e.g., Hughes & Miller, 2018; Walvoord, 1997), relatively little research has illuminated what instructors across disciplines believe about writing at the conclusion of a WAC seminar and, more specifically, how these beliefs shape the decisions they make when they teach with writing. The research we present here aims to deepen our understanding of what instructors learn from WAC initiatives. We focus on one crucial manifestation of WAC teaching and beliefs: what disciplinary instructors are talking about as they share and workshop their writing assignments after having participated in a semester-long WAC seminar. A recent focus within WAC research suggests that assignment design (e.g., Eodice et al., 2016; 2020; Melzer, 2014; Polk, 2019; Thaiss & Zawacki, 2006) offers a promising means for building our understanding of what instructors believe and do as they teach in their disciplines with writing. The interviews that Thaiss and Zawacki, Eodice et al., and Polk conducted with disciplinary faculty about their assignments give us valuable insights into what instructors believe and their goals and the challenges they face. But there is still much more to learn about how WAC instructor beliefs are realized in assignment design. Just as with any kind of learning, it would be a mistake to conceptualize disciplinary instructors as blank slates. Recognizing the impossibility of isolating just the learning that came directly from participating in a WAC seminar, we conceptualize these instructors instead through a constructivist Miller, Hughes, & Weisse 222 ATD, VOL18(ISSUE3/4) lens: they are blending","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134384379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Challenges and Needs of International STEM Graduate Students: Implications for Writing Center Writing Groups","authors":"Keira Hambrick, G. Giaimo","doi":"10.37514/atd-j.2022.19.1-2.02","DOIUrl":"https://doi.org/10.37514/atd-j.2022.19.1-2.02","url":null,"abstract":": We report outcomes from a multi-year study of writing center-sponsored writing groups at a land-grant university in the American Midwest to advocate for the unique needs of international STEM graduate students. Survey participants self-reported writing confidence, academic knowledge, amenability to peer feedback and collaboration, and other characteristics. Scores were low for international students, lower for STEM students, and lowest among international STEM students. International STEM graduate students also reported the highest degrees of improvement between pre- and post-participation surveys. We argue that writing centers and academic departments need to develop support services tailored to the unique needs of this population.","PeriodicalId":201634,"journal":{"name":"Across the Disciplines","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124515127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}