Peer reviewed
Direct linkERIC Number: EJ1041795
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-7555
EISSN: N/A
Embedding Multiple Literacies into STEM Curricula
Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff
College Teaching, v62 n4 p121-128 2014
In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses.
Descriptors: STEM Education, Interdisciplinary Approach, Teamwork, Academic Persistence, Science Instruction, Academic Standards, Reading Instruction, Writing Instruction, Information Literacy, Concept Formation, College Science, College Instruction, College Faculty, Teaching Methods, Writing Skills, Reading Skills, Science Process Skills
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A
